Pemetaan Kurikulum 2023 Terhadap SDGI
| FAKULTAS | PROGRAM STUDI | KURIKULUM | TAHUN | KODE MATA KULIAH | MATA KULIAH RESMI | COURSE NAME | DESKRIPSI SINGKAT | SDG |
|---|---|---|---|---|---|---|---|---|
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110802 | Matematika Dasar | Basic Math | The university course “Basic Math” provides foundational mathematical concepts and skills essential for success in higher-level courses and everyday problem-solving. It typically covers a range of topics that include. | 1. Quality Education (Goal 4): Basic math courses are essential for providing quality education, helping students develop foundational skills necessary for further learning. 2. Reduced Inequality (Goal 10): Mathematics can empower individuals from diverse backgrounds, contributing to reduced inequalities in educational access and economic opportunities. 3. Decent Work and Economic Growth (Goal 8): Proficiency in math is crucial for many jobs, enhancing employability and supporting economic growth. 4. Industry, Innovation, and Infrastructure (Goal 9): Basic math skills are foundational for understanding and engaging in fields related to innovation and infrastructure development. 5. Sustainable Cities and Communities (Goal 11): Mathematical skills are often used in urban planning and development, helping to create sustainable communities. While a Basic Math course may not explicitly address these goals, the skills and knowledge gained can contribute to achieving them indirectly. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140204 | Penelitian Tugas Akhir | Final Project Research | A university course on Final Project Research typically focuses on guiding students through the process of planning, conducting, and presenting a substantial research project. | 1. SDG 4: Quality Education – Research projects can contribute to educational improvements, teaching methods, and learning outcomes. 2. SDG 3: Good Health and Well-being – Projects focused on health-related issues, public health initiatives, or healthcare innovations would directly relate to this goal. 3. SDG 13: Climate Action – Research on environmental issues, sustainability, and climate change impacts can support efforts to combat climate change. 4. SDG 9: Industry, Innovation, and Infrastructure – Projects that involve technological advancements, infrastructure development, or innovation in various fields align with this goal. 5. SDG 10: Reduced Inequalities – Research exploring social justice, equity, and access to resources can contribute to reducing inequalities. 6. SDG 17: Partnerships for the Goals – Collaborative projects that involve community engagement, partnerships with organizations, or interdisciplinary work support this goal. The specific SDGs addressed would depend on the focus areas of the individual research projects and the disciplines involved. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Sessions | Thesis Writing is a university course designed to guide students through the process of developing and writing a thesis or major research project. Undergraduate Sessions refer to the scheduled classes and seminars that form part of an undergraduate degree program. These sessions often include lectures, discussions, group work, and presentations, aimed at providing students with foundational knowledge in their chosen field. They are essential for building skills, fostering critical thinking, and preparing students for more advanced studies or professional work. | 1. **Quality Education (SDG 4)**: By promoting critical thinking, research skills, and academic writing, these courses help ensure inclusive and equitable quality education and promote lifelong learning opportunities. 2. **Gender Equality (SDG 5)**: If the course includes research on gender issues or encourages diverse perspectives, it can contribute to achieving gender equality and empowering all women and girls. 3. **Decent Work and Economic Growth (SDG 8)**: Skills developed through thesis writing can enhance employability, fostering economic growth and decent work opportunities. 4. **Partnerships for the Goals (SDG 17)**: Collaborative projects or research can promote partnerships between students, faculty, and external organizations, reinforcing the importance of cooperation for sustainable development. Incorporating these goals into the curriculum can enhance students’ awareness of global challenges and encourage them to contribute positively through their research and academic pursuits. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research University and Seminar on Final Research Project Results | The Research University and Seminar on Final Research Project Results typically refers to an academic program or course where students present and discuss the findings of their final research projects. | 1. **Quality Education (Goal 4)**: This course promotes critical thinking, research skills, and the ability to communicate findings effectively, all of which are essential for quality education. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse research topics and perspectives, the course can help address inequalities in knowledge production and representation. 3. **Partnerships for the Goals (Goal 17)**: Research projects often involve collaboration among students, faculty, and external stakeholders, fostering partnerships that can drive sustainable development. 4. **Decent Work and Economic Growth (Goal 8)**: Engaging in research equips students with skills valuable in the job market, contributing to economic growth and decent work opportunities. 5. **Responsible Consumption and Production (Goal 12)**: Depending on the research topics, students might explore sustainable practices, contributing to responsible consumption and production. 6. **Climate Action (Goal 13)**: If research projects focus on environmental issues, they can directly contribute to climate action and awareness. By fostering research skills and collaboration, this course supports students in addressing these critical global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Examination Program | At a university is designed to guide students through the process of completing their final research projects, known as theses or dissertations. The program typically includes workshops on research methodology, academic writing, and data analysis, helping students develop their skills in these areas. | 1. **Quality Education (Goal 4)**: The course promotes academic skills, critical thinking, and effective communication, all essential components of quality education. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse research topics and supporting underrepresented voices, the course can contribute to reducing inequalities in academia. 3. **Decent Work and Economic Growth (Goal 8)**: Skills developed through thesis writing—such as research, analysis, and presentation—enhance employability and prepare students for the workforce. 4. **Partnerships for the Goals (Goal 17)**: Engaging with faculty and peers during the thesis process fosters collaboration, which is vital for achieving sustainable development goals. 5. **Gender Equality (Goal 5)**: If the course emphasizes inclusive research practices, it can help promote gender equality in research and academia. Through these connections, the course can empower students to contribute positively to society and support various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131403 | Matematika Biologi | Biology mathematics | At a university combines principles of mathematics with biological sciences to address complex biological problems. This interdisciplinary program typically covers topics such as mathematical modeling, statistical analysis, and computational methods used in biological research. | 1. **Quality Education (Goal 4)**: The course promotes interdisciplinary learning, combining math and biology to enhance critical thinking and problem-solving skills. 2. **Good Health and Well-Being (Goal 3)**: Understanding biological processes through mathematical modeling can contribute to advancements in healthcare, epidemiology, and public health. 3. **Life Below Water (Goal 14)**: Mathematical tools can be used in marine biology to model ecosystems and assess the impact of human activities on ocean health. 4. **Life on Land (Goal 15)**: Mathematics is crucial for ecological modeling, biodiversity studies, and conservation efforts, helping to protect terrestrial ecosystems. 5. **Climate Action (Goal 13)**: Mathematical modeling in biology can aid in understanding climate change impacts on ecosystems and developing strategies for mitigation. 6. **Sustainable Cities and Communities (Goal 11)**: Insights from biological mathematics can inform urban planning and sustainability efforts by modeling human-environment interactions. By integrating mathematical principles with biological concepts, the course can equip students to address these critical global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131503 | Teori Ukuran & Peluang | Theory of Measure and Probability | The course Theory of Measure and Probability typically explores foundational concepts in measure theory and probability theory. It focuses on the mathematical framework necessary for understanding randomness and uncertainty. Key topics may include sigma-algebras, measurable functions, integration, and various probability distributions. | 1. **Quality Education (Goal 4)**: The course enhances mathematical understanding and critical thinking skills, contributing to quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in probability and measure theory is essential in fields such as finance, data science, and economics, which can lead to better job opportunities. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding probability and measure theory can foster innovation in various industries, including technology and engineering. 4. **Sustainable Cities and Communities (Goal 11)**: These concepts can be applied to urban planning, resource allocation, and risk assessment in community development. 5. **Climate Action (Goal 13)**: Probability models can help in understanding and predicting climate-related events, contributing to better climate resilience and response strategies. By providing foundational skills in analysis and statistical reasoning, this course supports students in addressing various global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131603 | Topik Khusus Aljabar | Special Theory of Algebra | Typically delves into advanced topics in algebra, focusing on structures such as groups, rings, and fields. It emphasizes theoretical concepts and their applications, exploring topics like group theory, polynomial rings, and linear algebra. | 1. **Quality Education (Goal 4)**: This course promotes a deep understanding of algebraic concepts, enhancing critical thinking and problem-solving skills, which are essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in algebra is crucial for various fields, including engineering, computer science, and finance, contributing to employability and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algebraic theories and techniques can drive innovation in technology and engineering, supporting the development of robust infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Algebraic modeling can be applied in urban planning and resource management, helping create sustainable and efficient communities. 5. **Responsible Consumption and Production (Goal 12)**: Mathematical theories can be utilized in optimizing resource use and production processes, promoting sustainability. By providing foundational knowledge and skills, this course can empower students to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131703 | Topik Khusus Analisis | Special Topics in Analysis | Program at a university focuses on advanced concepts in mathematical analysis, often exploring areas such as real analysis, complex analysis, functional analysis, or measure theory. This program typically involves in-depth study of specific themes or recent developments in the field. | 1. **Quality Education (Goal 4)**: The course deepens students’ understanding of mathematical analysis, fostering critical thinking and advanced problem-solving skills, essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in analysis are vital for careers in finance, data science, engineering, and technology, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical analysis is crucial for developing innovative solutions and technologies, supporting infrastructure development across various sectors. 4. **Climate Action (Goal 13)**: Analysis techniques can be applied in environmental modeling, helping to understand and address climate change impacts. 5. **Sustainable Cities and Communities (Goal 11)**: Analytical methods can aid in urban planning, optimizing resource use, and improving community resilience. By equipping students with advanced analytical skills, the course can prepare them to tackle important global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131803 | Topik Khusus Kombinatorika | Special Topics in Combinatorics | Program at a university offers an in-depth exploration of advanced combinatorial concepts and techniques. Topics may include graph theory, enumeration, combinatorial designs, and probabilistic methods. | 1. **Quality Education (Goal 4)**: The course enhances logical reasoning and problem-solving skills through the study of combinatorial principles, contributing to quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Combinatorial techniques are applicable in various fields such as computer science, operations research, and logistics, enhancing job opportunities and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Combinatorics plays a critical role in optimization problems, network design, and resource allocation, driving innovation in various industries. 4. **Sustainable Cities and Communities (Goal 11)**: Combinatorial methods can be used in urban planning and transportation systems, helping to create efficient and sustainable communities. 5. **Responsible Consumption and Production (Goal 12)**: Combinatorial optimization can help in resource management and efficient production processes, promoting sustainability. By equipping students with combinatorial skills, this course can prepare them to address important global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131903 | Topik Khusus Matematika Terapan | Special Topics in Applied Mathematics | Program at a university focuses on advanced concepts and techniques used in real-world applications of mathematics. Topics may include mathematical modeling, optimization, numerical analysis, and data science. | 1. **Quality Education (Goal 4)**: The course enhances students’ mathematical skills and critical thinking, fostering a deeper understanding of real-world applications of mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Applied mathematics is crucial in various industries, including finance, engineering, and technology, leading to enhanced employability and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The techniques learned in applied mathematics support innovation in product development, optimization, and infrastructure planning. 4. **Sustainable Cities and Communities (Goal 11)**: Mathematical modeling can be applied in urban planning, transportation, and resource management, contributing to sustainable community development. 5. **Climate Action (Goal 13)**: Applied mathematics plays a vital role in environmental modeling, climate forecasting, and developing strategies to mitigate climate change impacts. By providing practical mathematical skills, this course equips students to tackle a range of challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140102 | Penulisan dan Seminar Proposal Tugas Akhir | Proposal Writing and Final Project Seminar | Program at a university is designed to guide students in developing and presenting their research proposals for final projects. The course covers essential topics such as research design, methodology, literature review, and effective presentation skills. | 1. **Quality Education (Goal 4)**: The course develops essential skills in research, writing, and presentation, contributing to quality education and effective communication. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse project topics and supporting underrepresented voices, the course can help address inequalities in research and academic representation. 3. **Decent Work and Economic Growth (Goal 8)**: Skills in proposal writing and project planning are valuable in various fields, enhancing employability and contributing to economic growth. 4. **Partnerships for the Goals (Goal 17)**: The course often involves collaboration with faculty, peers, and external stakeholders, fostering partnerships that are crucial for achieving sustainable development. 5. **Gender Equality (Goal 5)**: If the course promotes inclusive research practices, it can support gender equality in project topics and academic representation. By equipping students with practical skills for research and collaboration, this course empowers them to contribute positively to society and advance these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H00120103 | Belajar dan Pembelajaran | Learning and Teaching | Course at a university explores the principles and practices of education, focusing on how individuals learn and how to effectively teach them. Key topics include learning theories, instructional design, assessment techniques, and classroom management strategies. | 1. **Quality Education (Goal 4)**: The course directly supports the goal of providing inclusive and equitable quality education, focusing on effective teaching strategies and learning outcomes. 2. **Reduced Inequality (Goal 10)**: By addressing diverse learning needs and promoting inclusive teaching practices, the course helps reduce inequalities in educational access and success. 3. **Gender Equality (Goal 5)**: If the course emphasizes gender-responsive teaching practices, it can contribute to promoting gender equality in educational settings. 4. **Partnerships for the Goals (Goal 17)**: Collaboration among educators, students, and communities is often a key focus, fostering partnerships that enhance educational effectiveness. 5. **Sustainable Cities and Communities (Goal 11)**: Education plays a vital role in community development, and the course can prepare educators to contribute to building sustainable and resilient communities. By equipping future educators with effective teaching methodologies and strategies, this course supports the advancement of these important global goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130803 | Teori Kontrol | Control Theory | Focuses on the analysis and design of systems that regulate themselves to achieve desired behaviors. Key topics include feedback mechanisms, stability analysis, control algorithms, and system modeling. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Control theory is essential for developing and optimizing systems in engineering, robotics, and manufacturing, driving innovation and infrastructure improvements. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in control systems is valuable in many industries, enhancing job opportunities and contributing to economic growth. 3. **Sustainable Cities and Communities (Goal 11)**: Control theory can be applied in urban systems, such as traffic management and public transportation, improving the efficiency and sustainability of cities. 4. **Climate Action (Goal 13)**: Control systems can help manage and optimize energy use in various applications, contributing to more sustainable practices and climate change mitigation. 5. **Good Health and Well-Being (Goal 3)**: Control theory is used in medical technologies and healthcare systems, improving patient outcomes and operational efficiency in healthcare settings. By equipping students with skills in system optimization and management, this course can prepare them to address key global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130903 | Pengantar Pemrosesan Citra | Introduction to Image Processing | Students learn to apply mathematical and computational methods to solve problems related to image analysis in various applications, such as medical imaging, computer vision, and multimedia. The course combines theoretical concepts with practical programming assignments, preparing students for careers in fields like digital media, computer science, and engineering. | 1. **Quality Education (Goal 4)**: The course enhances technical skills and knowledge in digital imaging, contributing to quality education in computer science and engineering fields. 2. **Good Health and Well-Being (Goal 3)**: Image processing techniques are widely used in medical imaging (e.g., MRI, CT scans) to improve diagnostics and patient care. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Image processing plays a crucial role in various industries, including manufacturing, telecommunications, and security, fostering innovation and efficient infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications such as remote sensing and urban planning utilize image processing to analyze and manage urban environments more effectively. 5. **Climate Action (Goal 13)**: Image processing is used in environmental monitoring and climate studies, helping to analyze satellite images and assess changes in ecosystems. By providing foundational knowledge in image processing, this course equips students to tackle various global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131003 | Optimasi | Optimization | University focuses on techniques for finding the best solutions to complex problems within given constraints. Key topics include linear programming, nonlinear optimization, integer programming, and dynamic programming. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Optimization techniques are critical for improving processes in engineering, manufacturing, and logistics, driving innovation and enhancing infrastructure efficiency. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in optimization are valuable across industries, leading to better resource management and productivity, which contribute to economic growth and job creation. 3. **Sustainable Cities and Communities (Goal 11)**: Optimization methods can be applied in urban planning, transportation systems, and resource allocation, helping to create sustainable and efficient communities. 4. **Responsible Consumption and Production (Goal 12)**: Optimization can enhance resource utilization and minimize waste in production processes, promoting sustainability and responsible consumption. 5. **Climate Action (Goal 13)**: Optimization models can assist in environmental management, energy efficiency, and climate change mitigation strategies, supporting efforts to combat climate change. By equipping students with optimization skills, this course prepares them to address key global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131103 | Matematika Asuransi | Insurance Mathematics | The “Insurance Mathematics” course at a university focuses on the mathematical principles and techniques used in the insurance industry. Key topics include probability theory, risk assessment, premium calculation, and actuarial modeling. | 1. **Decent Work and Economic Growth (Goal 8)**: Insurance mathematics is essential for the finance and insurance sectors, contributing to job creation, economic stability, and financial literacy. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of insurance mathematics support risk assessment and management in various industries, driving innovation and strengthening infrastructure resilience. 3. **Reduced Inequality (Goal 10)**: By promoting understanding of risk management and insurance, the course can help individuals and communities access financial protection, reducing economic inequalities. 4. **Sustainable Cities and Communities (Goal 11)**: Insurance products can support sustainable development by providing coverage for natural disasters and promoting resilient infrastructure in urban planning. 5. **Climate Action (Goal 13)**: Understanding risks related to climate change is vital for the insurance industry, and insurance mathematics can aid in developing models to assess and mitigate these risks. By equipping students with the necessary skills to analyze and manage risk, this course contributes to addressing these critical global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131203 | Pengantar Analisis Fungsional | Introduction to Functional Analysis | The “Introduction to Functional Analysis” course at a university explores the study of vector spaces and linear operators, focusing on infinite-dimensional spaces. Key topics include normed and Banach spaces, Hilbert spaces, linear functionals, and operator theory. | 1. **Quality Education (Goal 4)**: The course deepens students’ understanding of advanced mathematical concepts, fostering critical thinking and analytical skills essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Functional analysis is foundational in many fields such as data science, economics, and engineering, enhancing job prospects and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of functional analysis are applied in various industries, including signal processing, control systems, and telecommunications, driving innovation and infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In medical imaging and signal processing, functional analysis techniques can improve diagnostics and patient care. 5. **Climate Action (Goal 13)**: Functional analysis is used in modeling complex systems, which can aid in understanding and addressing climate-related challenges. By equipping students with a strong mathematical foundation, this course prepares them to tackle a variety of global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131303 | Kriptografi | Cryptography | The “Cryptography” course at a university covers the principles and techniques used to secure communication and protect information. Key topics include symmetric and asymmetric encryption, hashing algorithms, digital signatures, and key management. | 1. **Quality Education (Goal 4)**: The course enhances students’ understanding of secure communication and information protection, fostering critical thinking and technical skills essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in cryptography is highly valued in cybersecurity, finance, and technology sectors, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Cryptographic techniques are fundamental for securing digital infrastructure and promoting innovation in technology, particularly in data protection and secure communications. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Cryptography plays a crucial role in ensuring privacy and security in communications, supporting transparent governance and protecting civil liberties. 5. **Reduced Inequality (Goal 10)**: Secure access to information can empower marginalized communities, helping to bridge the digital divide and promote equitable access to technology. By equipping students with skills in secure communication, this course prepares them to address important global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01122003 | Teori Bilangan | Number Theory | The “Number Theory” course at a university explores the properties and relationships of integers. Key topics include divisibility, prime numbers, congruences, and modular arithmetic. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking, problem-solving, and mathematical reasoning, contributing to a solid educational foundation. 2. **Decent Work and Economic Growth (Goal 8)**: Number theory has applications in cryptography and computer science, which are essential for job opportunities in technology and finance sectors. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of number theory are applied in areas like data encryption and security, supporting innovation in digital infrastructure. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Understanding number theory contributes to advancements in secure communication, which is vital for protecting information and maintaining trust in institutions. 5. **Reduced Inequality (Goal 10)**: Promoting mathematical literacy through number theory can help bridge educational gaps, contributing to reduced inequalities in access to education. By equipping students with foundational mathematical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130103 | Geometri | Geometry | The “Geometry” course at a university focuses on the study of shapes, sizes, and the properties of space. Key topics include Euclidean and non-Euclidean geometry, transformations, congruence, similarity, and geometric proofs. | 1. **Quality Education (Goal 4)**: Geometry enhances spatial reasoning and critical thinking skills, contributing to a comprehensive education in mathematics and the sciences. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in geometry are essential in fields like architecture, engineering, and design, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Geometric principles are foundational for innovative design and construction practices, supporting infrastructure development and technological advancements. 4. **Sustainable Cities and Communities (Goal 11)**: Geometry plays a crucial role in urban planning and sustainable design, helping create efficient and livable community spaces. 5. **Climate Action (Goal 13)**: Understanding geometric modeling can aid in environmental studies and climate impact assessments, contributing to sustainable practices. By equipping students with a strong understanding of geometric concepts, this course prepares them to address a range of global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130203 | Proses Stokastik | Stochastic Processes | The “Stochastic Processes” course at a university examines mathematical models that describe systems evolving over time with inherent randomness. Key topics include Markov chains, Poisson processes, Brownian motion, and queuing theory. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and analytical skills, providing a strong foundation in probability and statistics essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in stochastic processes is valuable in various industries, including finance, telecommunications, and healthcare, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Stochastic modeling is crucial for optimizing processes and systems in engineering, manufacturing, and logistics, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Stochastic processes are applied in health analytics and epidemiology, helping model the spread of diseases and inform public health strategies. 5. **Climate Action (Goal 13)**: These processes are used in environmental modeling and climate forecasting, aiding in the understanding and mitigation of climate change impacts. By equipping students with skills in stochastic modeling, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130303 | Fungsi Kompleks | Complex Functions | The “Complex Functions” course at a university focuses on the study of functions of complex variables. Key topics include complex differentiation, integration, Cauchy-Riemann equations, and contour integration, as well as applications of complex analysis in various fields. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical understanding and critical thinking skills, essential for quality education in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in complex analysis is valuable in various industries, including engineering, physics, and finance, enhancing job prospects and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Complex functions are applied in signal processing, control theory, and telecommunications, driving innovation and supporting the development of robust infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Complex analysis is used in medical imaging techniques, such as MRI and ultrasound, improving diagnostic capabilities and patient care. 5. **Climate Action (Goal 13)**: Complex functions can be utilized in fluid dynamics and environmental modeling, aiding in the study of climate-related phenomena. By equipping students with a solid understanding of complex functions, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130403 | Pembelajaran Mesin | Machine Learning | The “Machine Learning” course at a university introduces students to the principles and techniques of machine learning, a subset of artificial intelligence focused on building algorithms that allow computers to learn from data. Key topics include supervised and unsupervised learning, neural networks, decision trees, support vector machines, and model evaluation. | 1. **Quality Education (Goal 4)**: Machine learning education promotes critical thinking and technical skills, contributing to quality education in data science and technology fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in machine learning enhances employability in various industries, including tech, finance, and healthcare, supporting economic growth and innovation. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Machine learning drives innovation across industries, optimizing processes and developing new technologies that enhance infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Machine learning is applied in healthcare for predictive analytics, medical imaging, and personalized medicine, improving patient outcomes and healthcare delivery. 5. **Sustainable Cities and Communities (Goal 11)**: Machine learning can be used in urban planning and smart city applications, optimizing resource allocation and improving community services. 6. **Climate Action (Goal 13)**: Machine learning models are increasingly used for climate modeling, environmental monitoring, and analyzing data related to climate change, aiding in sustainability efforts. By equipping students with machine learning skills, this course prepares them to address a variety of global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130503 | Metode Elemen Batas | Boundary Element Method | The “Boundary Element Method” (BEM) course at a university focuses on numerical techniques used to solve partial differential equations, particularly in engineering and physical sciences. Key topics include the formulation of boundary integral equations, discretization techniques, and solution algorithms for both linear and nonlinear problems. | 1. **Quality Education (Goal 4)**: The course enhances understanding of numerical methods and applied mathematics, fostering critical thinking and problem-solving skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: BEM is widely used in engineering fields for solving problems in structural analysis, fluid dynamics, and materials science, driving innovation and infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: The method can be applied in urban planning, environmental modeling, and infrastructure projects, contributing to the design of sustainable communities. 4. **Climate Action (Goal 13)**: BEM is useful in environmental engineering and climate studies, helping to model and analyze systems affected by climate change, such as groundwater flow and heat transfer. 5. **Good Health and Well-Being (Goal 3)**: In biomedical engineering, BEM can be applied to model physiological systems and improve medical device design. By equipping students with skills in boundary element methods, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130703 | Komputasi Matematika | Mathematical Computation | The “Mathematical Computation” course at a university focuses on the development and implementation of algorithms for solving mathematical problems using computers. Key topics include numerical methods for linear and nonlinear equations, optimization techniques, interpolation, and numerical integration. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and computational skills, contributing to a strong educational foundation in mathematics and related disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical computation is essential in various industries, such as finance, engineering, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical computation drives innovation in technology and engineering, optimizing processes and developing new products and services. 4. **Good Health and Well-Being (Goal 3)**: Computational methods are increasingly used in healthcare for modeling biological systems, optimizing treatment plans, and analyzing medical data. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical computation can assist in urban planning and resource management, helping create more sustainable and efficient communities. 6. **Climate Action (Goal 13)**: Computational techniques are valuable for modeling environmental processes and analyzing climate data, aiding in climate change research and mitigation efforts. By equipping students with essential computational skills, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121303 | Statistik Matematika | Mathematical Statistics | The “Mathematical Statistics” course at a university explores the theory and methods of statistical inference. Key topics include probability distributions, estimation, hypothesis testing, confidence intervals, and regression analysis. | A university course in Mathematical Statistics can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Quality Education (Goal 4)**: The course fosters critical thinking, data analysis, and problem-solving skills, contributing to a robust educational foundation in statistics and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in statistical methods is crucial in various industries such as finance, healthcare, and technology, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Statistical techniques are vital for data analysis and decision-making in many sectors, driving innovation and improving infrastructure efficiency. 4. **Good Health and Well-Being (Goal 3)**: Mathematical statistics is essential for designing experiments, analyzing clinical trials, and interpreting health data, contributing to improved healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban studies, transportation analysis, and resource management to enhance community planning and sustainability. 6. **Climate Action (Goal 13)**: Statistical analysis is critical in climate modeling and environmental studies, helping researchers understand and address climate change impacts. By equipping students with comprehensive statistical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121403 | Struktur Aljabar | Algebraic Structure | The “Algebraic Structure” course at a university focuses on the study of algebraic systems and their properties. Key topics include groups, rings, fields, and vector spaces, exploring concepts such as homomorphisms, isomorphisms, and substructures. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, abstract reasoning, and problem-solving skills, contributing to a strong educational foundation in mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Knowledge of algebraic structures is applicable in fields like cryptography, computer science, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algebraic structures play a vital role in areas such as coding theory, information security, and algorithm development, driving innovation in technology and infrastructure. 4. **Reduced Inequality (Goal 10)**: By fostering mathematical literacy, the course can help bridge educational gaps and promote access to higher education opportunities. 5. **Sustainable Cities and Communities (Goal 11)**: Algebraic concepts can be applied in optimization and modeling, contributing to efficient resource allocation in urban planning. By providing a deep understanding of algebraic principles, this course equips students to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121503 | Metode Beda Hingga | Finite Difference Method | The “Finite Difference Method” course at a university focuses on numerical techniques for solving differential equations using discrete approximations. Key topics include the formulation of finite difference equations, stability analysis, and error analysis for various types of differential equations, including ordinary and partial differential equations. | 1. **Quality Education (Goal 4)**: The course enhances understanding of numerical methods and mathematical modeling, fostering critical thinking and problem-solving skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Finite difference methods are widely used in engineering, physics, and computer science for solving differential equations, driving innovation in technology and infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: These methods can be applied in urban planning and environmental modeling, helping to analyze and manage resources effectively. 4. **Climate Action (Goal 13)**: Finite difference methods are useful in climate modeling and simulations of environmental processes, aiding in the understanding and mitigation of climate change impacts. 5. **Good Health and Well-Being (Goal 3)**: In biomedical applications, finite difference methods can be employed for modeling biological processes and improving medical technologies. By equipping students with skills in numerical analysis, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121603 | Sistem Dinamik | Dynamic Systems | The “Dynamic Systems” course at a university explores the behavior of systems that change over time, focusing on both continuous and discrete models. Key topics include stability analysis, equilibrium points, bifurcations, and control theory. | A university course in Dynamic Systems can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Quality Education (Goal 4)**: The course enhances understanding of complex systems and mathematical modeling, fostering critical thinking and analytical skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Dynamic systems analysis is vital in engineering, robotics, and control systems, driving innovation and improving infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: Applications in urban planning and transportation systems can optimize resource allocation and improve community sustainability. 4. **Good Health and Well-Being (Goal 3)**: Dynamic systems modeling can be applied in healthcare to understand and improve the dynamics of biological systems and patient care. 5. **Climate Action (Goal 13)**: Dynamic systems are essential for modeling environmental processes, climate change, and ecological interactions, aiding in sustainability efforts. By equipping students with knowledge of dynamic systems, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121703 | Teori Koding | Coding Theory | The “Coding Theory” course at a university focuses on the principles and techniques used in the design and analysis of error-correcting codes for reliable data transmission and storage. Key topics include linear codes, block codes, convolutional codes, and decoding algorithms. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical skills and critical thinking in the context of information theory and error correction, contributing to quality education in mathematics and computer science. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in coding theory is highly applicable in the technology and telecommunications industries, enhancing job prospects and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Coding theory is essential for developing reliable communication systems and data transmission protocols, driving innovation in technology and improving infrastructure. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Secure data transmission methods developed through coding theory are vital for protecting information integrity, thereby supporting transparent governance and strong institutions. 5. **Reduced Inequality (Goal 10)**: By promoting mathematical literacy and skills in coding theory, the course can help bridge educational gaps and empower underrepresented groups in technology fields. By equipping students with knowledge of coding theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121803 | Kalkulus Variasi | Calculus of Variations | The “Calculus of Variations” course at a university explores methods for finding functions that optimize functionals, which are mappings from a set of functions to the real numbers. Key topics include the Euler-Lagrange equation, boundary conditions, and applications in physics and engineering. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical understanding and critical thinking skills, contributing to quality education in mathematics and applied fields. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in calculus of variations are valuable in engineering, economics, and physics, enhancing employability and supporting economic growth through innovative solutions. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of calculus of variations are used in optimizing engineering designs and systems, driving innovation and improving infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: Applications in optimal control theory can improve healthcare processes and resource management, contributing to better health outcomes. 5. **Climate Action (Goal 13)**: Calculus of variations can be applied in environmental modeling and resource management, aiding in the development of strategies for sustainability and climate change mitigation. By equipping students with a strong foundation in optimization techniques, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121903 | Matematika Ekonomi dan Keuangan | Economic and Financial Mathematics | The “Economic and Financial Mathematics” course at a university focuses on applying mathematical methods to analyze and solve problems in economics and finance. Key topics include mathematical modeling, optimization, stochastic processes, and financial derivatives. | 1. **Decent Work and Economic Growth (Goal 8)**: This course equips students with the skills to analyze financial markets and make informed economic decisions, contributing to economic growth and job creation. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding financial mathematics supports innovation in finance, investment strategies, and risk management, which are crucial for developing robust infrastructure. 3. **Quality Education (Goal 4)**: The course promotes mathematical literacy and critical thinking in economics and finance, contributing to a strong educational foundation in these fields. 4. **Reduced Inequality (Goal 10)**: By providing insights into financial markets and economic policies, the course can help promote equitable access to financial resources and opportunities. 5. **Sustainable Cities and Communities (Goal 11)**: Economic and financial analysis can inform sustainable urban development and infrastructure investments, promoting resilient and sustainable communities. By equipping students with knowledge in economic and financial mathematics, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120603 | Persamaan Diferensial | Differential Equations | Students learn to analyze and solve both linear and nonlinear differential equations and apply these concepts to real-world problems in physics, engineering, biology, and economics. The course emphasizes both theoretical understanding and practical problem-solving skills, preparing students for advanced studies in applied mathematics and related fields. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and analytical skills, contributing to a strong educational foundation in mathematics and the sciences. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in differential equations is essential in various industries, including engineering, finance, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Differential equations are fundamental in modeling and analyzing dynamic systems in engineering, physics, and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Applications in biomedical modeling, such as population dynamics and disease spread, can help improve healthcare outcomes and inform public health strategies. 5. **Climate Action (Goal 13)**: Differential equations are used in climate modeling, environmental science, and resource management, aiding in understanding and addressing climate change impacts. By equipping students with skills in differential equations, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120703 | Pengantar Analisis Riil | Introduction to Real Analysis | The “Introduction to Real Analysis” course at a university focuses on the rigorous study of real numbers, sequences, series, and functions. Key topics include limits, continuity, differentiation, integration, and convergence. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, rigor, and mathematical reasoning, contributing to a solid educational foundation in mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Understanding real analysis is essential for various fields, including finance, data science, and engineering, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Real analysis provides the theoretical groundwork for many applications in science and engineering, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In fields such as biomedical engineering and health informatics, real analysis can be applied to model complex systems and improve healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Real analysis is foundational for optimization problems relevant to urban planning and resource management, aiding in the development of sustainable communities. By equipping students with a thorough understanding of real analysis, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120802 | Kewirausahaan | Entrepreneurship | The “Entrepreneurship” course at a university focuses on the principles and practices of starting and managing a new business. Key topics include business planning, market analysis, funding strategies, and innovation. | 1. **Decent Work and Economic Growth (Goal 8)**: The course fosters skills and knowledge essential for starting and managing businesses, contributing to job creation and economic growth. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Entrepreneurship drives innovation and the development of new products and services, which are crucial for advancing infrastructure and industry. 3. **Reduced Inequality (Goal 10)**: By promoting entrepreneurial skills among diverse groups, the course can help reduce economic disparities and empower marginalized communities. 4. **Sustainable Cities and Communities (Goal 11)**: Entrepreneurs often focus on creating sustainable businesses that address local community needs, contributing to more resilient and sustainable urban development. 5. **Responsible Consumption and Production (Goal 12)**: The course can emphasize sustainable business practices, encouraging students to develop enterprises that prioritize environmental responsibility. 6. **Partnerships for the Goals (Goal 17)**: Entrepreneurship often involves collaboration and partnerships, fostering a spirit of cooperation that is essential for achieving the SDGs. By equipping students with entrepreneurial skills and knowledge, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120903 | Analisis Riil | Real Analysis | The “Real Analysis” course at a university delves into the rigorous study of real-valued functions and their properties. Key topics include sequences and series, limits, continuity, differentiation, integration, and metric spaces. | 1. **Quality Education (Goal 4)**: Real Analysis promotes rigorous mathematical reasoning and critical thinking skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in Real Analysis is crucial for careers in finance, data science, engineering, and research, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Real Analysis provides the theoretical basis for various applications in engineering, physics, and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In fields like biomedical engineering and health informatics, Real Analysis can be applied to model complex systems and improve healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Real Analysis techniques can be used in optimization problems relevant to urban planning and resource management, aiding in the development of sustainable communities. By equipping students with a comprehensive understanding of Real Analysis, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121003 | Persamaan Diferensial Parsial | Parsian Differential Equations | The “Partial Differential Equations” (PDE) course at a university focuses on the study of equations that involve multiple independent variables and their partial derivatives. Key topics include classification of PDEs, methods of solution (such as separation of variables, Fourier series, and transform methods), and boundary value problems. | 1. **Quality Education (Goal 4)**: The course enhances students’ mathematical reasoning and problem-solving skills, contributing to a strong educational foundation in applied mathematics and engineering. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in PDEs is essential in fields such as engineering, physics, finance, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: PDEs are used to model and analyze dynamic systems in various industries, driving innovation and improving technological infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In biomedical applications, PDEs can be used to model physiological processes and improve medical technologies, contributing to better health outcomes. 5. **Climate Action (Goal 13)**: PDEs are critical for modeling environmental processes, such as heat transfer and fluid dynamics, aiding in climate modeling and resource management. By equipping students with a thorough understanding of Partial Differential Equations, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121103 | Riset Operasi | Operations Research | The university course “Operations Research” focuses on the application of mathematical and analytical methods to optimize decision-making processes in various fields. It combines techniques from mathematics, statistics, and computer science to solve complex problems related to resource allocation, scheduling, and logistics. | 1. **Quality Education (Goal 4)**: The course enhances analytical and problem-solving skills, providing students with a solid foundation in decision-making processes and quantitative analysis. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in operations research techniques is valuable in various industries, contributing to efficiency and productivity, which supports economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Operations research methods help optimize processes in manufacturing, logistics, and supply chain management, driving innovation and improving infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications in urban planning, transportation systems, and resource management can contribute to the development of sustainable and efficient communities. 5. **Climate Action (Goal 13)**: Operations research can be applied to environmental management and sustainability projects, helping to optimize resource use and minimize environmental impact. By equipping students with skills in operations research, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121203 | Model Matematika | Mathematical Model | The “Mathematical Modeling” course at a university focuses on the development and analysis of mathematical models to represent real-world systems and phenomena. Key topics include model formulation, validation, and application across various fields such as biology, engineering, economics, and environmental science. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and problem-solving skills, providing students with a solid foundation in applying mathematics to real-world problems. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical modeling is valuable across industries such as finance, engineering, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical models are essential for optimizing processes and systems in various sectors, driving innovation and improving infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, mathematical modeling can be applied to understand disease dynamics, optimize resource allocation, and improve patient outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical models can aid in urban planning, resource management, and transportation systems, contributing to the sustainability and efficiency of communities. 6. **Climate Action (Goal 13)**: Mathematical modeling is crucial for climate studies, helping to predict environmental changes and develop strategies for mitigation and adaptation. By equipping students with skills in mathematical modeling, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110604 | Algoritma dan Pemrograman | Algorithms and Programming | The “Algorithms and Programming” course at a university introduces students to fundamental concepts in algorithm design and programming techniques. Key topics include algorithm efficiency, data structures, sorting and searching algorithms, and problem-solving strategies. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and problem-solving skills, contributing to a strong foundation in computer science and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in algorithms and programming is essential for careers in technology, software development, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algorithms drive innovation in various sectors, from software development to data processing, improving infrastructure and efficiency across industries. 4. **Sustainable Cities and Communities (Goal 11)**: Programming skills can be applied to develop smart city solutions, optimize resource management, and enhance urban planning. 5. **Responsible Consumption and Production (Goal 12)**: Understanding algorithms can lead to more efficient systems in manufacturing, logistics, and resource management, promoting sustainability. By equipping students with skills in algorithms and programming, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110703 | Metode Statistika | Statistical Methods | The “Algorithms and Programming for Statistical Methods” course at a university focuses on the intersection of algorithm design and statistical analysis. Key topics include statistical algorithms, data manipulation, hypothesis testing, regression analysis, and machine learning techniques. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and data analysis skills, providing students with a solid foundation in statistical reasoning essential for various fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in statistical methods is valuable in industries such as finance, healthcare, and market research, enhancing employability and contributing to economic growth. 3. **Good Health and Well-Being (Goal 3)**: Statistical methods are crucial in designing experiments, analyzing clinical trials, and interpreting health data, leading to improved healthcare outcomes and informed public health policies. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Statistical techniques are used for quality control, process optimization, and data-driven decision-making in various industries, driving innovation and improving infrastructure. 5. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban studies, transportation analysis, and resource management, helping to develop sustainable and efficient communities. 6. **Climate Action (Goal 13)**: Statistical analysis is essential in climate modeling, environmental studies, and data interpretation related to climate change, aiding in sustainability efforts. By equipping students with comprehensive statistical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120103 | Aljabar Linier II | Linear Algebra II | The “Linear Algebra II” course at a university builds on the foundations laid in Linear Algebra I, delving deeper into advanced topics. Key topics include vector spaces, linear transformations, eigenvalues and eigenvectors, diagonalization, and inner product spaces. | 1. **Quality Education (Goal 4)**: The course enhances mathematical understanding and critical thinking skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in linear algebra is essential for careers in data science, engineering, and finance, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Linear algebra techniques are fundamental in various applications, including optimization, computer graphics, and machine learning, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, linear algebra can be applied in areas such as medical imaging and epidemiological modeling, contributing to better health outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Linear algebra methods can be used in urban planning and resource management, helping to develop sustainable and efficient community systems. 6. **Climate Action (Goal 13)**: Linear algebra is valuable in environmental modeling and simulations, aiding in the analysis of climate-related data and helping to address climate change challenges. By equipping students with a deeper understanding of linear algebra, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120204 | Matematika Lanjut | Advanced Mathematics | The “Advanced Mathematics” course at a university typically covers a range of higher-level mathematical concepts and techniques that extend beyond undergraduate studies. Key topics may include advanced calculus, real analysis, abstract algebra, topology, and complex analysis. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking, problem-solving, and analytical skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in advanced mathematics is essential for careers in finance, engineering, data science, and research, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Advanced mathematical techniques are applied in various industries, including technology, engineering, and scientific research, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Advanced mathematics can be applied in fields such as medical imaging, epidemiology, and biostatistics, contributing to better health outcomes and healthcare solutions. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical modeling and optimization techniques can aid in urban planning and resource management, promoting the development of sustainable communities. 6. **Climate Action (Goal 13)**: Advanced mathematics is used in climate modeling, environmental science, and resource management, helping to analyze and address climate change impacts. By equipping students with a deep understanding of advanced mathematical concepts, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120303 | Teori Peluang | Probability Theory | The “Probability Theory” course at a university focuses on the mathematical foundations of probability and its applications. Key topics include probability spaces, random variables, distributions, expectation, variance, and limit theorems. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and analytical skills, providing a solid foundation in mathematics that is essential for various scientific and engineering disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in probability theory is valuable in industries such as finance, data science, and risk management, enhancing employability and supporting economic growth. 3. **Good Health and Well-Being (Goal 3)**: Probability theory is crucial in fields like epidemiology and clinical research, helping to analyze health data, assess risks, and improve healthcare outcomes. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Probability and statistical methods are applied in quality control, reliability engineering, and decision-making processes across various industries, driving innovation. 5. **Sustainable Cities and Communities (Goal 11)**: Probability theory can be used in urban planning and resource management, helping to model uncertainties and optimize systems for more sustainable outcomes. 6. **Climate Action (Goal 13)**: Probability theory plays a role in climate modeling and risk assessment related to climate change, aiding in the development of strategies for mitigation and adaptation. By equipping students with a solid understanding of probability theory, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120403 | Teori Graf | Graph Theory | The “Graph Theory” course at a university explores the study of graphs, which are mathematical structures used to model pairwise relationships between objects. Key topics include graph properties, types of graphs (such as directed, undirected, weighted, and bipartite), connectivity, Eulerian and Hamiltonian paths, and graph coloring. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and analytical skills, enhancing mathematical understanding and problem-solving abilities. 2. **Decent Work and Economic Growth (Goal 8)**: Knowledge of graph theory is applicable in various fields, such as computer science, logistics, and telecommunications, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Graph theory is essential for optimizing networks, such as transportation and communication systems, driving innovation and improving infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications of graph theory in urban planning, traffic management, and resource distribution can lead to more efficient and sustainable community designs. 5. **Climate Action (Goal 13)**: Graph theory can be applied in modeling ecological networks and understanding environmental systems, aiding in climate change research and sustainability efforts. By equipping students with a deep understanding of graph theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120503 | Metode Numerik | Numerical Methods | The “Numerical Methods” course at a university focuses on techniques for approximating solutions to mathematical problems that cannot be solved analytically. Key topics include numerical solutions for linear and nonlinear equations, interpolation, numerical integration, differentiation, and error analysis. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and analytical skills, providing students with a strong foundation in computational mathematics and applications. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in numerical methods is valuable in various industries, including engineering, finance, and data analysis, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Numerical methods are crucial for solving complex engineering problems, optimizing processes, and driving innovation in technology and infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, numerical methods can be applied in medical imaging, simulations, and data analysis, contributing to improved health outcomes. 5. **Climate Action (Goal 13)**: Numerical methods are essential in environmental modeling, climate simulations, and resource management, aiding in the analysis of climate change impacts. By equipping students with skills in numerical methods, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110803 | Matematika Dasar | Basic Mathematics | The “Basic Mathematics” course at a university provides foundational knowledge in essential mathematical concepts. Key topics typically include arithmetic, algebra, geometry, and introductory statistics. | 1. **Quality Education (Goal 4)**: The course lays the foundation for mathematical literacy, critical thinking, and problem-solving skills essential for further education in various fields. 2. **Decent Work and Economic Growth (Goal 8)**: Basic mathematics skills are crucial for many careers, enhancing employability and supporting economic growth in various industries. 3. **Reduced Inequalities (Goal 10)**: By providing fundamental mathematical knowledge, the course can help bridge educational gaps and promote equitable access to higher education opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Basic mathematical skills are important for understanding data related to urban planning, resource management, and community development. By equipping students with essential mathematical skills, this course prepares them to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110103 | Matematika Dasar I | Basic Mathematics I | The “Basic Mathematics I” course at a university introduces fundamental mathematical concepts and skills essential for further studies. Key topics typically include arithmetic operations, basic algebra, fractions, decimals, percentages, and introductory geometry. | 1. **Quality Education (Goal 4)**: This course provides foundational mathematical skills, fostering critical thinking and problem-solving abilities essential for academic success in various disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Basic mathematics is crucial for many career paths, enhancing employability and supporting economic growth across different sectors. 3. **Reduced Inequalities (Goal 10)**: By ensuring that all students acquire fundamental math skills, the course helps bridge educational gaps and promotes equitable access to further education. 4. **Sustainable Cities and Communities (Goal 11)**: Basic math skills are important for understanding and analyzing data related to urban planning, resource management, and community services. By equipping students with essential mathematical skills, Basic Mathematics I prepares them to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110302 | Matematika Dasar II | Basic Mathematics II | The “Basic Mathematics II” course at a university builds on the concepts covered in Basic Mathematics I, focusing on more advanced topics. Key areas typically include algebraic expressions, equations, inequalities, functions, and basic introductory statistics. | 1. **Quality Education (Goal 4)**: This course builds on foundational mathematical skills, enhancing critical thinking and problem-solving abilities necessary for advanced studies. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical concepts covered in this course is essential for many careers, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By providing access to more advanced mathematical knowledge, the course helps bridge educational gaps and promotes equity in learning opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding mathematical principles is crucial for analyzing data related to urban planning, resource management, and infrastructure development. 5. **Responsible Consumption and Production (Goal 12)**: Mathematical skills can be applied in fields like statistics and optimization, promoting more efficient use of resources and sustainable practices. By equipping students with essential mathematical skills and concepts, Basic Mathematics II prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110303 | Matematika Dasar II | Basic Mathematics II | The “Basic Mathematics II” course at a university builds on the concepts covered in Basic Mathematics I, focusing on more advanced topics. Key areas typically include algebraic expressions, equations, inequalities, functions, and basic introductory statistics. | 1. **Quality Education (Goal 4)**: This course builds on foundational mathematical skills, enhancing critical thinking and problem-solving abilities necessary for further academic pursuits. 2. **Decent Work and Economic Growth (Goal 8)**: Mastery of the mathematical concepts taught in this course is vital for various careers, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By providing access to important mathematical knowledge, the course helps bridge educational gaps and promotes equity in educational opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Mathematical skills are essential for analyzing data related to urban planning, resource management, and community services, contributing to sustainable development. 5. **Responsible Consumption and Production (Goal 12)**: The course can foster skills that promote efficient resource use and sustainable practices, especially in fields like statistics and optimization. By equipping students with essential mathematical skills, Basic Mathematics II prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110203 | Logika Matematika dan Himpunan | Mathematical Logic and Sets | The “Mathematical Logic and Sets” course at a university introduces students to the foundational concepts of logic and set theory. Key topics include propositional and predicate logic, logical proofs, set operations, relations, and functions. | 1. **Quality Education (Goal 4)**: This course enhances critical thinking, reasoning, and problem-solving skills, providing a strong foundation in mathematics and logical reasoning essential for further study. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in logic and set theory is valuable in fields such as computer science, mathematics, and data analysis, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By fostering logical reasoning and mathematical literacy, the course helps bridge educational gaps, promoting equitable access to advanced mathematical education. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding mathematical logic is crucial for developing algorithms and systems in technology and engineering, driving innovation and improving infrastructure. 5. **Sustainable Cities and Communities (Goal 11)**: Logical reasoning and set theory can be applied in urban planning and data analysis for community development, contributing to sustainable practices. By equipping students with essential skills in mathematical logic and set theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110403 | Aljabar Linier I | Linear Algebra I | The “Linear Algebra I” course at a university introduces students to the fundamental concepts of linear algebra. Key topics include vectors, matrices, systems of linear equations, vector spaces, and linear transformations. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and problem-solving skills, providing a strong foundation in mathematics that is essential for various scientific and engineering disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in linear algebra is valuable in numerous fields, including engineering, computer science, finance, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Linear algebra is fundamental for optimizing systems and solving complex problems in engineering and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Applications of linear algebra in medical imaging and data analysis contribute to better health outcomes and advancements in healthcare technologies. 5. **Sustainable Cities and Communities (Goal 11)**: Linear algebra techniques can be applied in urban planning and resource management, aiding in the development of efficient and sustainable community systems. 6. **Climate Action (Goal 13)**: Linear algebra plays a role in modeling and simulating environmental systems, helping to analyze and address climate-related challenges. By equipping students with a strong understanding of linear algebra, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110503 | Matematika Diskrit | Discrete Mathematics | Discrete Mathematics is a branch of mathematics focused on study of distinct and separated objects. The course typically covers topics such as logic, set theory, combinatorics, graph theory, and algorithms. Students learn to analyze mathematical structures that are fundamentally discrete rather than continuous, which is essential for computer science, cryptography, and information theory. Emphasis is placed on problem-solving techniques, mathematical reasoning, and the application of discrete concepts to real-world scenarios. This foundational course is vital for understanding advanced topics in computer science and related fields. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and problem-solving skills, providing a foundational understanding of mathematical concepts essential for further studies in computer science and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in discrete mathematics is valuable in fields such as computer science, cryptography, data analysis, and operations research, enhancing employability and supporting economic development. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Discrete mathematics is fundamental for developing algorithms, optimizing processes, and designing networks, driving innovation and improving technological infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Concepts from discrete mathematics can be applied to problems in urban planning, logistics, and network design, contributing to more efficient and sustainable community systems. 5. **Responsible Consumption and Production (Goal 12)**: Discrete optimization techniques can lead to more efficient resource allocation and management, promoting sustainable practices in various industries. By equipping students with essential skills in discrete mathematics, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03112702 | Kimia Dasar | Basic Chemistry | A Basic Chemistry course at the university level typically provides an introduction to fundamental concepts in chemistry. | 1. SDG 3: Good Health and Well-Being – Understanding the chemistry of medicines and how chemical processes can impact health. 2. SDG 6: Clean Water and Sanitation – Exploring the chemistry of water, pollutants, and treatment processes to ensure access to clean water. 3. SDG 7: Affordable and Clean Energy – Discussing chemical principles behind energy sources, including renewable energy technologies. 4. SDG 9: Industry, Innovation, and Infrastructure – Understanding chemical processes that contribute to sustainable industrial practices. 5. SDG 12: Responsible Consumption and Production – Examining chemical reactions related to waste management and sustainable materials. 6. SDG 13: Climate Action – Analyzing the role of chemistry in climate change, including greenhouse gases and carbon capture technologies. 7. SDG 15: Life on Land – Discussing the chemistry of soil and its importance for agriculture and ecosystem health. These goals can be integrated into course discussions, laboratory experiments, and projects that highlight the relevance of chemistry to global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140504 | Penelitian dan Seminar Hasil Penelitian | Research and Research Results Seminars | The Research and Research Results Seminars course is designed to enhance students’ understanding of research methodologies and the dissemination of research findings. | 1. SDG 4: Quality Education – Promoting research skills and critical thinking in academic settings. 2. SDG 5: Gender Equality – Addressing gender issues through research and highlighting the importance of diverse perspectives in research outcomes. 3. SDG 9: Industry, Innovation, and Infrastructure – Focusing on research that drives innovation and supports sustainable industrial practices. 4. SDG 10: Reduced Inequalities – Examining research that investigates and seeks to reduce inequalities within and between countries. 5. SDG 11: Sustainable Cities and Communities – Presenting research on urban planning, sustainability, and community development. 6. SDG 12: Responsible Consumption and Production – Highlighting research on sustainable practices in production and consumption. 7. SDG 13: Climate Action – Discussing research that addresses climate change impacts and mitigation strategies. 8. SDG 17: Partnerships for the Goals – Emphasizing collaborative research efforts and interdisciplinary approaches to tackle global challenges. By integrating these goals into seminar discussions, presentations, and research projects, students can better understand the societal impact of their work and the relevance of research to global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140604 | Ujian Akhir | Final exam | A Final Exam course at the university level is typically the culminating assessment for a specific subject or program. It serves to evaluate students’ overall understanding of the course material and their ability to apply key concepts. | 1. SDG 4: Quality Education – Assessing understanding of educational concepts and methodologies. 2. SDG 5: Gender Equality – Evaluating knowledge of gender issues and their implications in the course subject. 3. SDG 9: Industry, Innovation, and Infrastructure – Testing concepts related to innovation and sustainable industrial practices. 4. SDG 10: Reduced Inequalities – Examining understanding of inequalities and their effects within the course context. 5. SDG 12: Responsible Consumption and Production – Assessing knowledge of sustainable practices and resource management. 6. SDG 13: Climate Action – Evaluating understanding of climate-related issues and their global impact. 7. SDG 17: Partnerships for the Goals – Testing awareness of collaborative efforts and the importance of partnerships in achieving sustainable development. By incorporating these goals into exam questions or case studies, students can demonstrate their grasp of how their subject area connects to broader global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132509 | Magang/Praktek Kerja | Internship/Work Practice | An Internship/Work Practice course at the university level is a practical learning experience that allows students to apply academic knowledge in a real-world work environment. | 1. SDG 4: Quality Education – Providing practical experience that complements academic learning and enhances skill development. 2. SDG 5: Gender Equality – Promoting equitable practices in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth – Fostering opportunities for internships that emphasize fair labor practices and economic sustainability. 4. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative practices and infrastructure development within host organizations. 5. SDG 10: Reduced Inequalities – Highlighting the importance of inclusivity and diversity in workplace settings. 6. SDG 12: Responsible Consumption and Production – Engaging in projects that promote sustainable practices within organizations. 7. SDG 17: Partnerships for the Goals – Emphasizing collaboration between educational institutions and businesses, and fostering partnerships for sustainable development. By integrating these goals into the internship experience, students can better understand the role of their work in contributing to global sustainability challenges while developing practical skills. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140202 | Penelitian dan Seminar Hasil Penelitian | Research and Research Results Seminars | The Research and Research Results Seminars course at the university level is designed to guide students through the entire research process, from planning and conducting research to presenting and discussing the results. | 1. SDG 4: Quality Education** – Promoting critical thinking and research skills that contribute to quality education. 2. SDG 5: Gender Equality** – Addressing gender issues through research topics and promoting diverse perspectives. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering research that drives innovation and supports sustainable practices in industries. 4. SDG 10: Reduced Inequalities** – Examining research that highlights and seeks to address inequalities. 5. SDG 11: Sustainable Cities and Communities** – Focusing on urban sustainability and community development through research initiatives. 6. SDG 12: Responsible Consumption and Production** – Investigating sustainable practices and consumption patterns through research. 7. SDG 13: Climate Action** – Discussing research findings related to climate change and sustainability solutions. 8. SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaborative research efforts and interdisciplinary approaches. Incorporating these SDGs into seminar discussions and research projects allows students to connect their work to global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140303 | Skripsi | Thesis | The Thesis course at the university level is a significant academic endeavor in which students conduct original research on a specific topic within their field of study. | 1. SDG 4: Quality Education** – Promoting research that enhances educational practices and outcomes. 2. SDG 5: Gender Equality** – Exploring gender issues through research, including topics on empowerment and equity. 3. SDG 9: Industry, Innovation, and Infrastructure** – Investigating innovations and sustainable practices within various industries. 4. SDG 10: Reduced Inequalities** – Addressing social, economic, or environmental inequalities through focused research. 5. SDG 11: Sustainable Cities and Communities** – Studying urban development, sustainability, and community resilience. 6. SDG 12: Responsible Consumption and Production** – Analyzing sustainable consumption patterns and production processes. 7. SDG 13: Climate Action** – Examining the impacts of climate change and researching mitigation or adaptation strategies. 8. SDG 15: Life on Land** – Investigating biodiversity, land use, and ecosystem management. 9. SDG 17: Partnerships for the Goals** – Highlighting collaborative efforts in research that contribute to sustainable development. By aligning thesis topics with these SDGs, students can make meaningful contributions to addressing global challenges while deepening their academic inquiry. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140401 | Ujian Komprehensif | Comprehensive Exam | The Comprehensive Exam course at the university level is designed to assess students’ overall knowledge and mastery of the core subjects within their field of study, typically before advancing to the final stages of a graduate program. | 1. SDG 4: Quality Education** – Assessing students’ understanding of core concepts and theories, which contributes to quality education. 2. SDG 5: Gender Equality** – Including topics that address gender issues and promote equality in various fields of study. 3. SDG 9: Industry, Innovation, and Infrastructure** – Evaluating knowledge related to innovation and sustainable practices within industries. 4. SDG 10: Reduced Inequalities** – Exploring themes of social and economic inequalities in questions or case studies. 5. SDG 11: Sustainable Cities and Communities** – Examining urban sustainability and community development in exam content. 6. SDG 12: Responsible Consumption and Production** – Testing knowledge of sustainable practices in consumption and production systems. 7. SDG 13: Climate Action** – Including questions related to climate change, its impacts, and mitigation strategies. 8. SDG 17: Partnerships for the Goals** – Highlighting collaborative efforts and interdisciplinary approaches relevant to the field of study. Incorporating these SDGs into exam questions and content can help students connect their academic knowledge to broader global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120202 | Kimia Unsur | Elemental Chemistry | The Elemental Chemistry course at the university level focuses on the study of the fundamental principles of chemistry, particularly related to the elements and their properties. | 1. SDG 3: Good Health and Well-Being** – Understanding the role of elements in health, including pharmaceuticals and nutritional science. 2. SDG 6: Clean Water and Sanitation** – Studying the chemistry of water treatment and the impact of elements on water quality. 3. SDG 7: Affordable and Clean Energy** – Exploring the chemical processes behind energy sources, including renewable energy technologies. 4. SDG 9: Industry, Innovation, and Infrastructure** – Examining the chemical foundations of materials used in industrial applications and innovations. 5. SDG 12: Responsible Consumption and Production** – Discussing sustainable practices in the use of elemental resources and materials. 6. SDG 13: Climate Action** – Analyzing the chemical aspects of climate change, including greenhouse gas emissions and carbon capture. 7. SDG 15: Life on Land** – Investigating soil chemistry and the role of elements in agriculture and ecosystem health. By integrating these goals into the course content, students can better appreciate the relevance of chemistry in addressing global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03132404 | Praktek Kerja Lapang | Field Work Practices | The Field Work Practices course at the university level provides students with hands-on experience in real-world environments related to their field of study. | 1. SDG 4: Quality Education** – Enhancing learning through experiential education and practical skills development. 2. SDG 5: Gender Equality** – Addressing gender issues in field settings and promoting equitable practices. 3. SDG 6: Clean Water and Sanitation** – Engaging in projects related to water quality and sanitation in the field. 4. SDG 11: Sustainable Cities and Communities** – Studying urban sustainability, community engagement, and development practices. 5. SDG 12: Responsible Consumption and Production** – Implementing sustainable practices in resource management during fieldwork. 6. SDG 13: Climate Action** – Conducting research or projects focused on climate change impacts and adaptation strategies. 7. SDG 15: Life on Land** – Investigating ecosystems, biodiversity, and land management practices in the field. 8. SDG 17: Partnerships for the Goals** – Collaborating with local organizations and communities to achieve sustainable development objectives. Incorporating these SDGs into fieldwork projects allows students to connect their practical experiences to broader global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03132602 | Kimia Terapan dan Industri | Applied and Industrial Chemistry | A university course is a structured academic program offered by higher education institutions, designed to provide students with specialized knowledge and skills in a particular subject area. Courses typically consist of lectures, seminars, and practical assignments, and are assessed through exams, projects, and presentations. They can vary in length, with most lasting a semester or a year, and may be part of an undergraduate or graduate degree program. The content, scope, and level of difficulty depend on the course’s subject and academic level. | 1. SDG 3: Good Health and Well-Being** – Developing pharmaceuticals, medical devices, and other products that improve health outcomes. 2. SDG 7: Affordable and Clean Energy** – Exploring the chemistry behind renewable energy sources, energy storage, and sustainable fuels. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovation in chemical processes, materials, and technologies used in various industries. 4. SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in manufacturing, waste reduction, and resource efficiency. 5. SDG 13: Climate Action** – Investigating processes for reducing greenhouse gas emissions and developing sustainable alternatives. 6. SDG 15: Life on Land** – Studying the impact of industrial chemistry on ecosystems and biodiversity, including sustainable agriculture practices. 7. SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and governments to advance sustainable development in chemistry. By integrating these goals into the curriculum, students can better understand the role of applied and industrial chemistry in addressing global challenges and promoting sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131702 | Inovasi dan Pemikiran Desain | Innovation and Design Thinking | The Innovation and Design Thinking course focuses on developing creative problem-solving skills and applying design principles to drive innovation. Students learn to use the Design Thinking methodology, which involves empathizing with users, defining problems, ideating solutions, prototyping, and testing. The course typically covers topics like user-centered design, brainstorming techniques, and iterative development processes. It encourages students to think critically, collaborate across disciplines, and apply innovative solutions to real-world challenges. Ideal for those interested in entrepreneurship, product development, or organizational innovation. | 1. SDG 4: Quality Education** – Promoting skills in critical thinking, creativity, and collaboration, essential for effective learning and innovation. 2. SDG 5: Gender Equality** – Encouraging inclusive design practices that address the needs and perspectives of diverse groups. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovation in processes, products, and services that enhance industrial practices. 4. SDG 10: Reduced Inequalities** – Developing solutions aimed at reducing social and economic disparities. 5. SDG 11: Sustainable Cities and Communities** – Creating innovative approaches to urban development, sustainability, and community resilience. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable design practices that reduce waste and promote efficient resource use. 7. SDG 13: Climate Action** – Addressing climate change through innovative solutions and environmentally friendly design. 8. SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and cross-disciplinary partnerships in achieving sustainable development. By incorporating these goals into the curriculum, students can apply design thinking principles to tackle real-world challenges and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131801 | Pengembangan Talenta | Talent Development | The Talent Development course focuses on strategies and practices for identifying, nurturing, and enhancing the skills and potential of individuals within an organization. Students learn about talent management frameworks, leadership development, performance coaching, employee engagement, and succession planning. The course explores how to align talent development with organizational goals, fostering a culture of continuous learning and growth. It is ideal for those pursuing careers in human resources, organizational development, or leadership, and helps students understand how to build and maintain high-performing teams. | 1. SDG 4: Quality Education** – Promoting lifelong learning opportunities and skill development for individuals. 2. SDG 5: Gender Equality** – Encouraging equal opportunities for talent development across genders and addressing barriers to advancement. 3. SDG 8: Decent Work and Economic Growth** – Supporting workforce development and enhancing employability through skill-building initiatives. 4. SDG 10: Reduced Inequalities** – Fostering inclusive talent development practices that aim to reduce disparities in access to opportunities. 5. SDG 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, businesses, and communities to enhance talent development initiatives. By integrating these SDGs into the curriculum, students can understand the broader impact of talent development on achieving sustainable and equitable growth in society. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131902 | Pengembangan Talenta | Talent Development | The Talent Development course explores strategies and practices for identifying, nurturing, and maximizing the potential of individuals within an organization. It covers key topics such as employee training, leadership development, career progression, performance management, and succession planning. Students learn how to design and implement talent development programs that align with organizational goals, enhance workforce capabilities, and drive business success. The course is ideal for those pursuing careers in human resources, organizational development, or leadership roles, helping them build effective systems for fostering employee growth and engagement. | 1. SDG 4: Quality Education** – Promoting lifelong learning opportunities and skill development for individuals. 2. SDG 5: Gender Equality** – Encouraging equal opportunities for talent development across genders and addressing barriers to advancement. 3. SDG 8: Decent Work and Economic Growth** – Supporting workforce development and enhancing employability through skill-building initiatives. 4. SDG 10: Reduced Inequalities** – Fostering inclusive talent development practices that aim to reduce disparities in access to opportunities. 5. SDG 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, businesses, and communities to enhance talent development initiatives. By integrating these SDGs into the curriculum, students can understand the broader impact of talent development on achieving sustainable and equitable growth in society. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132002 | Literasi dan Presentasi Ilmiah | Scientific Literacy and Presentation | The Scientific Literacy and Presentation course focuses on developing students’ ability to understand, interpret, and communicate scientific concepts clearly and effectively. It covers foundational scientific knowledge, critical thinking skills, and methods for evaluating scientific information. Students learn how to present scientific ideas to both specialized and general audiences using various media, including written reports, posters, and oral presentations. | 1. SDG 4: Quality Education** – Promoting scientific literacy as a fundamental aspect of education and critical thinking skills. 2. SDG 9: Industry, Innovation, and Infrastructure** – Encouraging communication of scientific ideas that drive innovation and industrial development. 3. SDG 12: Responsible Consumption and Production** – Educating on scientific principles that inform sustainable practices and responsible resource use. 4. SDG 13: Climate Action** – Enhancing understanding of climate science and effective communication of related issues to promote action. 5. SDG 16: Peace, Justice, and Strong Institutions** – Fostering informed public discourse on science, contributing to evidence-based decision-making and policy development. 6. SDG 17: Partnerships for the Goals** – Emphasizing collaboration between scientists, educators, and communities to enhance understanding and application of scientific knowledge. By integrating these goals into the curriculum, students can develop the skills needed to effectively communicate scientific information and its relevance to global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132102 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course offers students the opportunity to gain practical, hands-on experience in a professional work environment related to their field of study. It typically involves working with an organization, where students apply theoretical knowledge, develop job-specific skills, and gain insight into industry practices. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132203 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course provides students with practical experience in a real-world work environment, allowing them to apply academic knowledge to professional settings. Students typically work with industry partners, organizations, or businesses related to their field of study. The course involves tasks such as project work, problem-solving, and collaboration with professionals, helping students develop job-specific skills, gain industry insights, and enhance their career readiness. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132406 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course enables students to gain hands-on experience in a professional setting, applying their academic learning to real-world tasks and challenges. Typically, students work with organizations in their field of study, contributing to projects, problem-solving, and professional tasks. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130902 | Kewirausahaan Rintisan | Startup Entrepreneurship | The Startup Entrepreneurship course focuses on equipping students with the knowledge and skills needed to launch and grow successful startup ventures. Topics covered typically include business idea generation, market research, product development, financing (including venture capital and crowdfunding), marketing strategies, scaling, and managing early-stage business challenges. | 1. **SDG 4: Quality Education** – Encouraging skill development and knowledge acquisition essential for entrepreneurship. 2. **SDG 8: Decent Work and Economic Growth** – Fostering job creation, economic growth, and sustainable business practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in products and services, and supporting the development of resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Encouraging entrepreneurship among underrepresented groups and promoting inclusive business practices. 5. **SDG 11: Sustainable Cities and Communities** – Focusing on startups that address urban sustainability and community development challenges. 6. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable business models and practices that minimize environmental impact. 7. **SDG 13: Climate Action** – Encouraging the development of startups focused on sustainability and solutions to climate-related issues. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between startups, larger businesses, and organizations to achieve sustainable development. By integrating these SDGs into the course content, students can understand how entrepreneurship can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131004 | Kewirausahaan Rintisan | Startup Entrepreneurship | The Startup Entrepreneurship course focuses on equipping students with the knowledge and skills needed to launch and grow successful startup ventures. Topics covered typically include business idea generation, market research, product development, financing (including venture capital and crowdfunding), marketing strategies, scaling, and managing early-stage business challenges. | 1. **SDG 4: Quality Education** – Encouraging skill development and knowledge acquisition essential for entrepreneurship. 2. **SDG 8: Decent Work and Economic Growth** – Fostering job creation, economic growth, and sustainable business practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in products and services, and supporting the development of resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Encouraging entrepreneurship among underrepresented groups and promoting inclusive business practices. 5. **SDG 11: Sustainable Cities and Communities** – Focusing on startups that address urban sustainability and community development challenges. 6. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable business models and practices that minimize environmental impact. 7. **SDG 13: Climate Action** – Encouraging the development of startups focused on sustainability and solutions to climate-related issues. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between startups, larger businesses, and organizations to achieve sustainable development. By integrating these SDGs into the course content, students can understand how entrepreneurship can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131102 | Kepemimpinan Inovatif | Innovative Leadership | The Innovative Leadership course explores strategies and practices for leading teams and organizations in dynamic, rapidly changing environments. Students learn to foster creativity, drive innovation, and inspire others to think outside the box. Key topics include transformational leadership, change management, decision-making in uncertain contexts, and cultivating a culture of innovation. | 1. **SDG 4: Quality Education** – Promoting leadership development and lifelong learning skills. 2. **SDG 5: Gender Equality** – Encouraging inclusive leadership practices that promote gender equity and empower women. 3. **SDG 8: Decent Work and Economic Growth** – Fostering innovative leadership that supports job creation and sustainable economic growth. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities through equitable leadership practices. 5. **SDG 11: Sustainable Cities and Communities** – Promoting leadership strategies that enhance urban sustainability and community engagement. 6. **SDG 12: Responsible Consumption and Production** – Encouraging leaders to implement sustainable practices within organizations. 7. **SDG 13: Climate Action** – Developing leadership that advocates for environmental sustainability and climate action. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration and partnerships as key components of effective and innovative leadership. By integrating these goals into the curriculum, students can learn how innovative leadership can drive sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131202 | Pengambilan Keputusan | Decision-making | The Decision-Making course focuses on the processes and techniques used to make informed, effective decisions in both personal and professional contexts. Students explore key topics such as decision theory, risk analysis, behavioral biases, and tools for improving judgment and problem-solving. | 1. **SDG 4: Quality Education** – Promoting critical thinking and analytical skills necessary for effective decision-making. 2. **SDG 5: Gender Equality** – Encouraging equitable decision-making processes that involve diverse perspectives and promote gender equity. 3. **SDG 10: Reduced Inequalities** – Addressing inequalities in decision-making power and ensuring that marginalized voices are heard. 4. **SDG 11: Sustainable Cities and Communities** – Focusing on urban planning and community development decisions that promote sustainability and resilience. 5. **SDG 12: Responsible Consumption and Production** – Educating on decision-making that leads to sustainable consumption and production practices. 6. **SDG 13: Climate Action** – Emphasizing the importance of informed decision-making in addressing climate change and environmental sustainability. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting transparent and accountable decision-making processes within institutions. 8. **SDG 17: Partnerships for the Goals** – Highlighting collaborative decision-making approaches that involve multiple stakeholders to achieve common goals. By integrating these goals into the course, students can understand the broader implications of decision-making in contributing to sustainable development and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131302 | Pemecahan Masalah | Solution to problem | The Solution to Problem course teaches students structured approaches to identify, analyze, and solve complex problems in various contexts. It covers problem-solving methodologies, critical thinking, root cause analysis, and creative solution generation. Students learn how to break down issues, assess possible solutions, and implement strategies effectively. | 1. **SDG 4: Quality Education** – Fostering critical thinking and problem-solving skills that enhance educational outcomes. 2. **SDG 5: Gender Equality** – Encouraging solutions that address gender-related issues and promote equity. 3. **SDG 10: Reduced Inequalities** – Developing strategies to address social, economic, and environmental inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Focusing on problem-solving approaches that enhance urban sustainability and community resilience. 5. **SDG 12: Responsible Consumption and Production** – Encouraging solutions that promote sustainable practices in consumption and production. 6. **SDG 13: Climate Action** – Addressing climate-related challenges through innovative solutions and strategies. 7. **SDG 15: Life on Land** – Developing solutions that protect biodiversity and promote sustainable land use. 8. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and multi-stakeholder approaches in problem-solving. By integrating these goals into the course, students can learn how to effectively develop solutions that contribute to sustainable development and address pressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131502 | Berfikir kritis dan kreatif | Think critically and creatively | The Think Critically and Creatively course focuses on developing students’ abilities to analyze situations from multiple perspectives, solve problems innovatively, and make well-informed decisions. Students explore techniques for critical thinking, such as evaluating evidence, questioning assumptions, and identifying logical fallacies. | 1. **SDG 4: Quality Education** – Promoting critical and creative thinking as essential components of a well-rounded education. 2. **SDG 5: Gender Equality** – Encouraging diverse perspectives and innovative solutions to gender-related challenges. 3. **SDG 8: Decent Work and Economic Growth** – Fostering creative thinking that drives innovation in the workplace and supports economic growth. 4. **SDG 10: Reduced Inequalities** – Developing strategies that address social and economic inequalities through creative solutions. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging critical thinking in urban planning and community development to enhance sustainability. 6. **SDG 12: Responsible Consumption and Production** – Promoting innovative approaches to sustainable consumption and resource management. 7. **SDG 13: Climate Action** – Encouraging creative solutions to address climate change and environmental issues. 8. **SDG 17: Partnerships for the Goals** – Highlighting the role of collaboration and interdisciplinary approaches in fostering innovative thinking. By integrating these goals into the curriculum, students can learn to apply critical and creative thinking to contribute to sustainable development and tackle global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131602 | Kreativitas Solutif | Solution Creativity | The Solution Creativity course focuses on fostering innovative thinking and creative problem-solving skills to develop effective solutions for complex challenges. Students learn various creative techniques, such as brainstorming, lateral thinking, and design thinking, to generate novel ideas and approaches. | 1. **SDG 4: Quality Education** – Promoting creativity and critical thinking as essential skills for lifelong learning and personal development. 2. **SDG 5: Gender Equality** – Encouraging creative solutions to promote gender equity and address barriers faced by marginalized groups. 3. **SDG 8: Decent Work and Economic Growth** – Fostering creativity in entrepreneurship and innovation that drives economic growth and job creation. 4. **SDG 10: Reduced Inequalities** – Developing creative strategies that address social, economic, and environmental inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging innovative solutions for urban sustainability and community resilience. 6. **SDG 12: Responsible Consumption and Production** – Promoting creative approaches to sustainable consumption, waste reduction, and resource efficiency. 7. **SDG 13: Climate Action** – Inspiring innovative solutions to combat climate change and promote environmental sustainability. 8. **SDG 17: Partnerships for the Goals** – Highlighting collaboration and interdisciplinary approaches as key components of creative problem-solving. By integrating these goals into the curriculum, students can develop their creative skills to effectively contribute to sustainable development and address pressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130202 | Manajemen Kegiatan | Activity Management | The Activity Management course focuses on the planning, organization, and execution of activities or events within various settings, such as business, education, or community organizations. Students learn how to design, manage, and assess activities that align with specific goals, including team-building, training programs, workshops, or corporate events. Key topics include resource allocation, scheduling, budgeting, risk management, and stakeholder communication. | 1. **SDG 4: Quality Education** – Enhancing learning experiences through well-managed educational activities and programs. 2. **SDG 5: Gender Equality** – Promoting inclusive activity management practices that ensure equal participation and opportunities for all genders. 3. **SDG 8: Decent Work and Economic Growth** – Fostering activities that support economic development, job creation, and sustainable business practices. 4. **SDG 10: Reduced Inequalities** – Addressing disparities in access to activities and resources through equitable management practices. 5. **SDG 11: Sustainable Cities and Communities** – Planning activities that enhance urban sustainability, community engagement, and resilience. 6. **SDG 12: Responsible Consumption and Production** – Implementing activities that promote sustainable practices and resource efficiency. 7. **SDG 13: Climate Action** – Managing activities that raise awareness and promote actions to combat climate change. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration and stakeholder engagement in the management of activities for collective impact. By integrating these goals into the curriculum, students can learn how effective activity management can contribute to sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130302 | Strategi Negosiasi | Negotiation Strategy | The Negotiation Strategy course teaches students the principles and techniques of effective negotiation, focusing on strategies to achieve mutually beneficial outcomes in various situations. Students learn about negotiation tactics, conflict resolution, communication skills, and the psychology of bargaining. | 1. **SDG 4: Quality Education** – Promoting skills in negotiation and conflict resolution as essential components of a well-rounded education. 2. **SDG 5: Gender Equality** – Encouraging equitable negotiation practices that empower all genders and address barriers faced by women. 3. **SDG 10: Reduced Inequalities** – Fostering negotiation strategies that promote fairness and inclusivity in discussions and decision-making processes. 4. **SDG 11: Sustainable Cities and Communities** – Supporting negotiations related to urban planning and community development that prioritize sustainability. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing negotiation skills as critical for conflict resolution, peacebuilding, and strengthening governance. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaborative negotiation strategies to build partnerships and alliances for sustainable development. By integrating these goals into the curriculum, students can understand how negotiation strategies can be used to advance sustainable development and address complex global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130402 | Pembelajaran aktif | Active learning | The Active Learning course emphasizes student-centered teaching methodologies that promote engagement, critical thinking, and collaboration. Students explore various active learning strategies, such as group discussions, hands-on activities, problem-solving exercises, and peer teaching, which enhance understanding and retention of knowledge. | 1. **SDG 4: Quality Education** – Enhancing learning outcomes through active participation, critical thinking, and collaboration. 2. **SDG 5: Gender Equality** – Fostering an inclusive learning environment that encourages equal participation from all genders. 3. **SDG 8: Decent Work and Economic Growth** – Preparing students with practical skills and experiences that enhance employability and economic opportunities. 4. **SDG 10: Reduced Inequalities** – Promoting equity in educational access and outcomes through diverse and engaging learning strategies. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging active learning projects that address urban sustainability and community engagement. 6. **SDG 12: Responsible Consumption and Production** – Teaching students about sustainability through hands-on learning experiences and real-world applications. 7. **SDG 13: Climate Action** – Engaging students in active learning projects focused on climate change and environmental stewardship. 8. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between students, educators, and communities to achieve shared learning goals. By integrating these goals into the curriculum, students can develop the skills and knowledge necessary to contribute to sustainable development and address global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130502 | Komunikasi Digital | Digital Communications | The Digital Communications course focuses on the principles and technologies used in modern digital communication systems. Topics typically include signal processing, modulation techniques, error detection and correction, digital encoding, and the architecture of communication systems like wireless networks, satellite communications, and the internet. | 1. **SDG 4: Quality Education** – Enhancing educational outreach and access to information through digital platforms and communication tools. 2. **SDG 5: Gender Equality** – Promoting gender-inclusive communication strategies and addressing gender representation in digital media. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging the use of digital technologies to drive innovation and improve communication infrastructures. 4. **SDG 10: Reduced Inequalities** – Fostering digital literacy and access to information for marginalized communities to reduce inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Utilizing digital communications for community engagement, awareness, and sustainable urban development initiatives. 6. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices through digital campaigns and responsible messaging. 7. **SDG 13: Climate Action** – Leveraging digital communications to raise awareness and mobilize action on climate change issues. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting transparent communication and information dissemination to foster accountability and governance. 9. **SDG 17: Partnerships for the Goals** – Highlighting the role of digital communications in building partnerships and collaborative efforts for sustainable development. By integrating these goals into the curriculum, students can understand the significant impact of digital communications in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130602 | Empati Sosial | Social Empathy | The **Social Empathy** course explores the ability to understand and share the feelings of others in social, cultural, and diverse contexts. Students learn about the psychological, emotional, and social components of empathy and how it influences interpersonal relationships, communication, and community building. The course emphasizes practical skills for cultivating empathy, active listening, and emotional intelligence in personal and professional environments. It also examines the role of empathy in addressing social issues such as inequality, conflict resolution, and social justice. This course is ideal for students in fields like psychology, social work, education, and leadership. | 1. **SDG 3: Good Health and Well-Being** – Fostering mental health and well-being through empathetic understanding and community support. 2. **SDG 4: Quality Education** – Promoting inclusive education that emphasizes social empathy and understanding diverse perspectives. 3. **SDG 5: Gender Equality** – Encouraging empathy towards gender-related issues and promoting equity and empowerment for all genders. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities by cultivating empathy for marginalized and disadvantaged groups. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging empathetic approaches to community development and urban planning that prioritize inclusivity and support for all residents. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting conflict resolution and peaceful interactions through empathetic dialogue and understanding. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and partnerships grounded in empathy to address global challenges. By integrating these goals into the curriculum, students can develop the skills to understand and address social issues with empathy, contributing to sustainable development and positive societal change. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130702 | Keberagaman Budaya | Cultural Diversity | The Cultural Diversity course explores the significance of cultural differences in global societies and emphasizes the importance of understanding, respecting, and engaging with diverse cultural perspectives. Topics include cultural norms, values, communication styles, and the impact of globalization on cultural identities. Students examine how culture shapes behaviors, social interactions, and institutional practices in different regions and communities. The course also addresses issues such as intercultural communication, prejudice, and strategies for fostering inclusivity and mutual respect in diverse environments. This course is ideal for students in fields like sociology, anthropology, international relations, and business. | 1. **SDG 4: Quality Education** – Encouraging inclusive education that values and incorporates diverse cultural perspectives. 2. **SDG 5: Gender Equality** – Promoting an understanding of gender issues within different cultural contexts and advocating for gender equity. 3. **SDG 10: Reduced Inequalities** – Addressing social, economic, and cultural inequalities by fostering inclusivity and understanding among diverse groups. 4. **SDG 11: Sustainable Cities and Communities** – Encouraging community development that respects cultural diversity and enhances social cohesion. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting dialogue and understanding between cultures to foster peace and social justice. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration across cultures to achieve sustainable development goals. By integrating these goals into the curriculum, students can develop a deeper appreciation for cultural diversity and its role in fostering sustainable development and social cohesion. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130802 | Pengembangan Masyarakat | Community Development | The Community Development course focuses on the strategies and processes used to empower communities, improve their quality of life, and address social, economic, and environmental challenges. Students learn about community organizing, participatory planning, resource mobilization, and sustainable development practices. The course emphasizes collaboration with community members, local governments, and organizations to create positive, long-term change. Topics also include social justice, policy advocacy, and capacity-building. This course is ideal for students pursuing careers in social work, urban planning, non-profit management, or public policy. | 1. **SDG 1: No Poverty** – Working towards reducing poverty through community empowerment and development initiatives. 2. **SDG 3: Good Health and Well-Being** – Promoting health and wellness through community-based programs and access to services. 3. **SDG 4: Quality Education** – Enhancing educational opportunities and resources within communities to promote lifelong learning. 4. **SDG 5: Gender Equality** – Empowering women and marginalized groups in community decision-making and development processes. 5. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities within communities through inclusive development practices. 6. **SDG 11: Sustainable Cities and Communities** – Focusing on urban and rural development that promotes sustainability and resilience. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Strengthening community governance and fostering peaceful and inclusive societies. 8. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between community members, organizations, and governments to achieve development goals. By integrating these goals into the curriculum, students can learn how community development efforts can contribute to sustainable development and address local and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131602 | Kimia Pestisida | Pesticide Chemistry | The Pesticide Chemistry course focuses on the chemical properties, synthesis, and mechanisms of action of pesticides used in agriculture, public health, and pest control. Students learn about the different classes of pesticides, their environmental impact, modes of degradation, and how they interact with biological systems. | 1. **SDG 2: Zero Hunger** – Enhancing agricultural productivity and food security through effective pest management. 2. **SDG 3: Good Health and Well-Being** – Understanding the health impacts of pesticide use and promoting safe practices to protect human health. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable pesticide use and minimizing environmental impact through responsible practices. 4. **SDG 13: Climate Action** – Examining the role of pesticides in agricultural practices and their impact on climate change and adaptation strategies. 5. **SDG 15: Life on Land** – Addressing the effects of pesticides on biodiversity, ecosystems, and sustainable land use practices. 6. **SDG 17: Partnerships for the Goals** – Promoting collaboration between researchers, farmers, policymakers, and communities to improve pesticide regulation and sustainable practices. By integrating these goals into the curriculum, students can gain a comprehensive understanding of the role of pesticide chemistry in agriculture and its broader implications for sustainable development and environmental health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131702 | Kimia Permukaan dan Koloid | Surface and Colloidal Chemistry | The Surface and Colloidal Chemistry course explores the properties and behavior of materials at interfaces and in colloidal systems. Topics include surface tension, adsorption, colloid stability, emulsions, foams, and the formation of thin films. Students learn about the physical and chemical principles that govern the interactions of molecules at surfaces and within dispersed systems. The course also covers practical applications in fields like materials science, environmental chemistry, pharmaceuticals, and food science. | 1. **SDG 3: Good Health and Well-Being** – Exploring applications in pharmaceuticals, drug delivery, and medical diagnostics involving colloidal systems. 2. **SDG 6: Clean Water and Sanitation** – Investigating colloidal chemistry in water treatment processes and the removal of contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in materials science, nanotechnology, and industrial applications that rely on surface and colloidal phenomena. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the formulation of products like paints, detergents, and food emulsions that utilize colloidal systems. 5. **SDG 13: Climate Action** – Examining the role of surface and colloidal chemistry in environmental applications, such as pollutant removal and carbon capture technologies. 6. **SDG 15: Life on Land** – Investigating the impact of colloids on soil chemistry and agricultural practices, including nutrient delivery and pesticide formulations. By integrating these goals into the curriculum, students can understand the significance of surface and colloidal chemistry in addressing global challenges and contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131802 | Dasar Dasar Enzimologi | Basics of Enzymology | The Basics of Enzymology course introduces students to the fundamental principles of enzyme function, structure, and kinetics. Topics typically include enzyme classification, mechanisms of enzyme action, enzyme regulation, and factors that influence enzyme activity such as pH, temperature, and substrate concentration. Students also explore methods for studying enzymes, such as enzyme assays and kinetic analysis. | 1. **SDG 2: Zero Hunger** – Exploring enzyme applications in agriculture, such as improving crop yields and food production through biocatalysis. 2. **SDG 3: Good Health and Well-Being** – Understanding the role of enzymes in human health, diagnostics, and the development of enzyme-based therapies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovations in biotechnology and the use of enzymes in industrial processes to enhance efficiency and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Promoting the use of enzymes in the production of biodegradable materials and sustainable manufacturing processes. 5. **SDG 13: Climate Action** – Investigating enzymes that can help mitigate climate change effects, such as those involved in carbon capture and bioenergy production. 6. **SDG 15: Life on Land** – Examining enzymes’ roles in soil health, nutrient cycling, and sustainable agricultural practices. By integrating these goals into the curriculum, students can appreciate the importance of enzymology in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140102 | Penulisan dan Seminar Proposal Penelitian | Research Proposal Writing and Seminar | The Research Proposal Writing and Seminar course teaches students how to design and present a research proposal effectively. Topics include formulating research questions, conducting literature reviews, choosing research methodologies, and writing clear, structured proposals that align with academic and funding guidelines. | 1. **SDG 4: Quality Education** – Promoting critical thinking, research skills, and effective communication in academic settings. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovative research proposals that contribute to technological advancements and infrastructure development. 3. **SDG 10: Reduced Inequalities** – Focusing on research that addresses social, economic, and environmental inequalities. 4. **SDG 13: Climate Action** – Supporting research proposals that investigate climate change, environmental sustainability, and mitigation strategies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting research that fosters transparency, accountability, and informed decision-making in governance. 6. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration and partnerships in conducting impactful research. By integrating these goals into the curriculum, students can understand how effective research proposal writing contributes to sustainable development and the achievement of global goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132304 | Praktek Kerja Lapang | Field Work Practices | The Field Work Practices course provides students with hands-on experience in collecting and analyzing data in real-world environments. It focuses on applying theoretical knowledge to practical situations, often in natural, industrial, or social settings, depending on the discipline. Students learn field research techniques, data collection methods, and how to work in teams while adhering to ethical standards and safety protocols. | 1. **SDG 4: Quality Education** – Enhancing learning through experiential education and practical application of knowledge in field settings. 2. **SDG 5: Gender Equality** – Promoting gender-inclusive practices and understanding gender dynamics in various field contexts. 3. **SDG 8: Decent Work and Economic Growth** – Providing students with skills and experiences that enhance employability and contribute to economic development. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities through community engagement and participatory practices in fieldwork. 5. **SDG 11: Sustainable Cities and Communities** – Engaging in projects that promote urban sustainability and community development. 6. **SDG 12: Responsible Consumption and Production** – Applying sustainable practices in resource management and environmental stewardship during fieldwork. 7. **SDG 13: Climate Action** – Involving students in field projects that address climate change and promote environmental sustainability. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration with local communities, organizations, and stakeholders in fieldwork. By integrating these goals into the curriculum, students can gain practical skills while contributing to sustainable development and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132602 | Kimia Terapan dan Industri | Applied and Industrial Chemistry | The Applied and Industrial Chemistry course focuses on the practical application of chemistry in industrial and commercial settings. Students explore chemical processes used in manufacturing, product development, and quality control across various industries, such as pharmaceuticals, food production, materials science, and energy. Topics typically include process optimization, chemical engineering principles, safety protocols, environmental impact, and the role of chemistry in sustainable practices. | 1. **SDG 2: Zero Hunger** – Exploring the role of chemistry in agricultural practices, food production, and food safety. 2. **SDG 3: Good Health and Well-Being** – Investigating the development of pharmaceuticals, healthcare products, and chemical safety. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in chemical processes, materials, and manufacturing techniques. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in chemical production, waste management, and resource efficiency. 5. **SDG 13: Climate Action** – Focusing on the development of green chemistry and technologies that mitigate climate change. 6. **SDG 15: Life on Land** – Investigating the environmental impact of industrial processes and promoting practices that protect ecosystems. 7. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between academia, industry, and government to drive sustainable chemical practices. By integrating these goals into the curriculum, students can understand how applied and industrial chemistry can contribute to sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130102 | Komunikasi dan kerjasama | Communication and cooperation | The Communication and Cooperation course focuses on developing effective interpersonal communication skills and fostering collaboration in diverse team settings. Students learn strategies for clear, empathetic communication, conflict resolution, active listening, and cross-cultural interaction. | 1. **SDG 4: Quality Education** – Promoting effective communication skills that enhance learning experiences and collaborative educational environments. 2. **SDG 5: Gender Equality** – Encouraging inclusive communication practices that promote gender equity and empower diverse voices. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in communication access and promoting equitable participation in discussions and decision-making. 4. **SDG 11: Sustainable Cities and Communities** – Fostering community engagement and cooperation to develop sustainable urban solutions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting dialogue, conflict resolution, and transparency through effective communication and cooperative governance. 6. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration and partnerships in achieving sustainable development objectives. By integrating these goals into the curriculum, students can learn how effective communication and cooperation can drive positive change and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130902 | Kapita Selekta Kimia Anorganik | Capita Selecta Inorganic Chemistry | The Capita Selecta Inorganic Chemistry course is an advanced study of specialized topics in inorganic chemistry, often chosen based on current research trends or emerging areas in the field. It covers in-depth subjects such as coordination chemistry, transition metal chemistry, organometallic compounds, bioinorganic chemistry, and materials science. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in pharmaceuticals, diagnostics, and medical applications. 2. **SDG 6: Clean Water and Sanitation** – Investigating inorganic chemistry in water treatment processes, including the removal of heavy metals and contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the development of new materials and technologies based on inorganic compounds for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the production and use of inorganic chemicals, minimizing waste and environmental impact. 5. **SDG 13: Climate Action** – Exploring the role of inorganic chemistry in developing technologies for carbon capture, energy storage, and sustainable energy sources. 6. **SDG 15: Life on Land** – Understanding the impact of inorganic substances on soil chemistry and their effects on ecosystems and agriculture. By integrating these goals into the curriculum, students can gain insights into how inorganic chemistry can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131002 | Kapita Selekta Kimia Fisika | Capita Selecta Chemical Physics | The Capita Selecta Chemical Physics course is an advanced, specialized course that explores the intersection of chemistry and physics, focusing on the physical principles underlying chemical processes. Topics may include quantum mechanics, molecular dynamics, spectroscopy, statistical mechanics, and the behavior of matter at the atomic and molecular levels. The course delves into the theoretical and experimental techniques used to study reaction mechanisms, energy transfer, and molecular interactions. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of chemical physics in medical technologies, such as imaging and drug delivery systems. 2. **SDG 7: Affordable and Clean Energy** – Investigating energy conversion processes and materials, including solar cells and batteries, that contribute to sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in materials science and nanotechnology for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Focusing on the development of sustainable materials and chemical processes that minimize waste and environmental impact. 5. **SDG 13: Climate Action** – Examining the physics of climate change, including atmospheric chemistry and the development of technologies for climate mitigation. 6. **SDG 15: Life on Land** – Understanding the chemical and physical processes that affect ecosystems and biodiversity. By integrating these goals into the curriculum, students can appreciate the significance of chemical physics in addressing global challenges and contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131102 | Kapita Selekta Kimia Analitik | Capita Selecta Analytical Chemistry | The Capita Selecta Analytical Chemistry course is an advanced study of specialized topics in analytical chemistry, often focusing on cutting-edge techniques and their applications in various fields. Topics may include advanced spectroscopy, chromatography, mass spectrometry, sensor technologies, and analytical instrumentation. Students learn how to apply these methods to solve complex problems in areas such as environmental monitoring, pharmaceuticals, forensic analysis, and materials science. | 1. **SDG 3: Good Health and Well-Being** – Exploring analytical methods in pharmaceuticals, clinical diagnostics, and monitoring environmental health. 2. **SDG 6: Clean Water and Sanitation** – Investigating techniques for detecting contaminants and pollutants in water sources, ensuring safe water supply. 3. **SDG 12: Responsible Consumption and Production** – Promoting the development of analytical methods for quality control in manufacturing and sustainable practices. 4. **SDG 13: Climate Action** – Analyzing environmental samples to study the impacts of climate change and pollution on ecosystems. 5. **SDG 15: Life on Land** – Monitoring soil and agricultural products for contaminants and understanding their effects on land ecosystems. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and governmental agencies in developing and implementing analytical methods for sustainable development. By integrating these goals into the curriculum, students can understand how analytical chemistry plays a critical role in addressing global challenges and promoting sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131202 | Kapita Selekta Kimia Organik | Capita Selecta Organic Chemistry | The Capita Selecta Organic Chemistry course is an advanced, specialized course that focuses on in-depth topics within organic chemistry, often reflecting current trends or cutting-edge research in the field. Subjects may include reaction mechanisms, stereochemistry, synthetic methodologies, organocatalysis, natural product chemistry, and bioorganic chemistry. The course offers a detailed exploration of complex organic reactions, molecular design, and the development of new synthetic strategies. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of organic compounds in pharmaceuticals, drug development, and medicinal chemistry. 2. **SDG 4: Quality Education** – Promoting education in organic chemistry as a foundation for understanding biological processes and chemical interactions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in organic synthesis and the development of new materials for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in organic synthesis, including green chemistry methods to minimize waste and environmental impact. 5. **SDG 13: Climate Action** – Investigating organic compounds in relation to climate change, such as in the development of biofuels and carbon capture technologies. 6. **SDG 15: Life on Land** – Understanding the impact of organic chemicals on ecosystems, including their role in agriculture and environmental health. By integrating these goals into the curriculum, students can appreciate how organic chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131302 | Kapita Selekta Biokimia | Capita Selecta Biochemistry | The Capita Selecta Biochemistry course is an advanced, specialized study of key topics in biochemistry, often focusing on current research trends or emerging areas in the field. Topics may include protein structure and function, enzyme kinetics, metabolic pathways, molecular genetics, and the biochemical basis of diseases. | 1. **SDG 3: Good Health and Well-Being** – Exploring the biochemical basis of diseases, drug development, and nutrition, contributing to improved health outcomes. 2. **SDG 4: Quality Education** – Enhancing understanding of biochemical processes as part of a comprehensive education in the life sciences. 3. **SDG 2: Zero Hunger** – Investigating biochemical pathways in agriculture, including plant metabolism and genetic modification for improved crop yields. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biochemical research and applications, such as waste reduction and bioprocessing. 5. **SDG 13: Climate Action** – Studying the role of biochemistry in understanding and mitigating climate change impacts, such as carbon cycling and bioenergy production. 6. **SDG 15: Life on Land** – Examining biochemical interactions in ecosystems, including nutrient cycling and the impacts of pollutants on biodiversity. 7. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration in research and development to address global challenges through biochemical innovation. By integrating these goals into the curriculum, students can understand how biochemistry plays a critical role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131402 | Kimia Anorganik Sintesis | Synthetic Inorganic Chemistry | The Synthetic Inorganic Chemistry course focuses on the methods and techniques used to synthesize and characterize inorganic compounds. Topics typically include the design and preparation of coordination complexes, organometallic compounds, and solid-state materials. Students learn about reaction mechanisms, synthesis strategies, and purification methods for a variety of inorganic substances. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in pharmaceuticals, medical imaging, and diagnostic tools. 2. **SDG 6: Clean Water and Sanitation** – Investigating the development of inorganic materials for water purification and the removal of contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in materials science and the synthesis of innovative inorganic materials for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable synthesis practices and the development of eco-friendly inorganic processes. 5. **SDG 13: Climate Action** – Studying inorganic compounds in relation to energy storage, conversion, and carbon capture technologies. 6. **SDG 15: Life on Land** – Understanding the environmental impact of inorganic materials and promoting practices that protect ecosystems. By integrating these goals into the curriculum, students can gain insights into how synthetic inorganic chemistry contributes to addressing global challenges and fostering sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131502 | Kimia Klinik | Clinical Chemistry | The Clinical Chemistry course focuses on the application of chemistry to medical diagnostics and healthcare. Students learn about the chemical processes involved in bodily functions and how they relate to disease states. Topics typically include biochemical markers, blood and urine analysis, metabolic disorders, enzyme assays, and the use of instrumentation in diagnostic labs. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, emphasizing the importance of clinical chemistry in diagnosing and monitoring diseases, as well as in developing treatments. 2. **SDG 4: Quality Education** – Providing education and training in clinical chemistry practices and methodologies, preparing students for careers in healthcare. 3. **SDG 6: Clean Water and Sanitation** – Investigating the importance of quality control in water testing and its implications for public health. 4. **SDG 10: Reduced Inequalities** – Focusing on equitable access to diagnostic services and health care, aiming to reduce health disparities among different populations. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in laboratory settings, including waste management and the use of chemicals. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between clinical laboratories, healthcare providers, and research institutions to improve health outcomes. By integrating these goals into the curriculum, students can understand the significant impact of clinical chemistry on public health and its role in achieving sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130202 | Kinetika Kimia dan Katalisis | Chemical Kinetics and Catalysis | The Chemical Kinetics and Catalysis course focuses on the study of reaction rates, the factors that influence them, and the role of catalysts in accelerating chemical reactions. Topics typically include rate laws, reaction mechanisms, activation energy, the collision theory, and the impact of temperature, pressure, and concentration on reaction rates. | 1. **SDG 3: Good Health and Well-Being** – Exploring the development of catalysts in pharmaceutical synthesis and the impact of reaction kinetics on drug effectiveness. 2. **SDG 7: Affordable and Clean Energy** – Investigating catalytic processes in energy production, such as fuel cells and biofuels, to promote sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in industrial catalysis to improve reaction efficiency, reduce waste, and enhance production processes. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices through the use of catalysts that minimize environmental impact and enhance resource efficiency. 5. **SDG 13: Climate Action** – Studying catalytic methods for carbon capture and conversion, as well as the development of processes that reduce greenhouse gas emissions. 6. **SDG 15: Life on Land** – Understanding the role of catalysis in agricultural chemistry, including the development of fertilizers and pesticides that enhance crop yield with minimal environmental impact. By integrating these goals into the curriculum, students can appreciate how chemical kinetics and catalysis contribute to solving global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130302 | Kimia Analisis Lingkungan Laut | Marine Environmental Analytical Chemistry | The Marine Environmental Analytical Chemistry course focuses on the application of analytical chemistry techniques to study the chemical composition and quality of marine environments. Topics include the analysis of water, sediments, and marine organisms for pollutants such as heavy metals, pesticides, hydrocarbons, and nutrients. | 1. **SDG 14: Life Below Water** – Central to the course, focusing on the conservation and sustainable use of marine resources, including monitoring water quality and assessing the health of marine ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Investigating water quality parameters, pollutant detection, and ensuring safe and clean water in marine environments. 3. **SDG 3: Good Health and Well-Being** – Studying the impact of marine pollution on human health and the importance of maintaining healthy marine ecosystems for food security. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in marine resource management and understanding the effects of pollution and waste on marine life. 5. **SDG 15: Life on Land** – Examining the interconnectedness of terrestrial and marine environments and the impact of land-based activities on marine ecosystems. 6. **SDG 13: Climate Action** – Analyzing the effects of climate change on marine environments, including ocean acidification and temperature changes. By integrating these goals into the curriculum, students can understand the critical role of marine environmental analytical chemistry in addressing global challenges and promoting sustainable development in marine contexts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130402 | Praktikum Kimia Analitik | Analytical Chemistry Practicum | The Analytical Chemistry Practicum course provides students with hands-on experience in applying analytical techniques to real-world chemical analysis. Students engage in laboratory work where they practice methods such as spectroscopy, chromatography, titration, and mass spectrometry, gaining proficiency in sample preparation, data collection, and result interpretation. | 1. **SDG 3: Good Health and Well-Being** – Exploring analytical methods used in pharmaceuticals, clinical diagnostics, and environmental health to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Investigating water quality analysis techniques to ensure safe drinking water and assess the health of aquatic ecosystems. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in analytical labs, including waste management and resource efficiency in chemical analysis. 4. **SDG 13: Climate Action** – Analyzing environmental samples to study the effects of climate change, such as pollutants and greenhouse gases. 5. **SDG 15: Life on Land** – Monitoring soil and agricultural products for contaminants, supporting sustainable agricultural practices and biodiversity conservation. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration with industries, research institutions, and governmental agencies in applying analytical chemistry for sustainable development. By integrating these goals into the curriculum, students can gain practical skills in analytical chemistry while understanding its role in addressing global challenges and promoting sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130502 | Elusidasi Struktur Senyawa Organik | Elucidation of the Structure of Organic Compounds | The university course Elucidation of the Structure of Organic Compounds focuses on techniques and methods used to determine the molecular structure of organic compounds. It covers various analytical tools such as spectroscopy (NMR, IR, UV-Vis), mass spectrometry, and X-ray crystallography. Students learn how to interpret spectral data, deduce molecular structures, and understand the principles behind these techniques. | 1. **SDG 3: Good Health and Well-Being** – Exploring the structural analysis of organic compounds in pharmaceuticals, which is critical for drug development and efficacy. 2. **SDG 4: Quality Education** – Providing foundational knowledge in organic chemistry that enhances educational outcomes in the sciences. 3. **SDG 12: Responsible Consumption and Production** – Investigating sustainable methods for the synthesis and analysis of organic compounds, promoting environmentally friendly practices in organic chemistry. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in materials science and the development of new organic materials for industrial applications. 5. **SDG 13: Climate Action** – Understanding the role of organic compounds in environmental processes, including those related to climate change, such as greenhouse gases and organic pollutants. 6. **SDG 15: Life on Land** – Examining the impact of organic compounds on ecosystems, including their role in agriculture and soil health. By integrating these goals into the curriculum, students can appreciate how the elucidation of organic compounds contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130602 | Kimia Organik Bahan Alam Benua Maritim | Organic Chemistry of Natural Materials on the Maritime Continent | The university course Organic Chemistry of Natural Materials on the Maritime Continent focuses on the study of natural organic compounds found in the plants, animals, and microorganisms native to the Maritime Continent, which includes Southeast Asia and the surrounding archipelagos. The course explores the chemical structures, properties, and biosynthesis of bioactive natural products such as alkaloids, terpenoids, flavonoids, and other secondary metabolites that have potential applications in medicine, agriculture, and industry. Students will learn about the extraction, isolation, and structural elucidation of these compounds, as well as their ecological roles and cultural significance. | 1. **SDG 14: Life Below Water** – Investigating organic compounds from marine organisms and their applications in biotechnology, pharmaceuticals, and environmental monitoring. 2. **SDG 15: Life on Land** – Exploring organic materials from terrestrial ecosystems, promoting biodiversity, and sustainable use of natural resources. 3. **SDG 3: Good Health and Well-Being** – Studying the medicinal properties of natural organic compounds and their potential in drug development and health applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable harvesting and utilization of natural materials, promoting eco-friendly practices in organic chemistry. 5. **SDG 13: Climate Action** – Understanding the role of natural organic materials in carbon sequestration and climate resilience strategies. 6. **SDG 4: Quality Education** – Enhancing education in organic chemistry and environmental science, fostering awareness of natural resource conservation. By integrating these goals into the curriculum, students can gain insights into the importance of organic chemistry in promoting sustainable development and addressing global environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130703 | Kimia Bahan Makanan | Food Ingredient Chemistry | The university course Food Ingredient Chemistry explores the chemical properties, interactions, and functions of ingredients commonly used in food production. Topics include the chemistry of proteins, carbohydrates, lipids, vitamins, minerals, and additives such as preservatives, emulsifiers, and flavor compounds. Students learn how these ingredients affect food texture, taste, color, nutritional value, and shelf life. | 1. **SDG 2: Zero Hunger** – Exploring the role of food ingredients in improving food security, nutrition, and food production methods. 2. **SDG 3: Good Health and Well-Being** – Investigating the health effects of various food ingredients, including their nutritional benefits and potential risks. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the sourcing and production of food ingredients, reducing food waste, and encouraging eco-friendly formulations. 4. **SDG 6: Clean Water and Sanitation** – Examining the impact of food ingredient production on water resources and promoting practices that ensure clean water for food processing. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in food technology and ingredient development to enhance food safety and quality. 6. **SDG 4: Quality Education** – Providing education on food chemistry, safety, and technology, fostering awareness of the importance of food science in society. By integrating these goals into the curriculum, students can understand the significance of food ingredient chemistry in promoting health, sustainability, and responsible consumption. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130802 | Kimia komputasi | Computational chemistry | The university course Computational Chemistry focuses on the use of computational methods and tools to study and predict the properties of molecules and chemical systems. Students learn how to apply techniques such as quantum mechanics, molecular dynamics, and molecular modeling to solve chemical problems related to structure, reactivity, thermodynamics, and spectroscopy. | 1. **SDG 3: Good Health and Well-Being** – Utilizing computational methods in drug design and development, helping to discover new pharmaceuticals and improve healthcare outcomes. 2. **SDG 7: Affordable and Clean Energy** – Investigating materials and reactions for renewable energy sources, such as solar cells and batteries, through computational modeling. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in materials science and catalysis, facilitating the development of new technologies through simulations and modeling. 4. **SDG 12: Responsible Consumption and Production** – Supporting sustainable practices by optimizing chemical processes and minimizing waste through computational methods. 5. **SDG 13: Climate Action** – Modeling and predicting chemical reactions related to greenhouse gases and climate change, contributing to strategies for mitigation and adaptation. 6. **SDG 15: Life on Land** – Examining the environmental impact of chemicals and materials, aiding in the development of sustainable practices in agriculture and land management. By integrating these goals into the curriculum, students can appreciate how computational chemistry plays a critical role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123502 | Toksikologi B3 | Toxicology B3 | The university course Toxicology B3 (often a third-year course in a bachelor’s program) focuses on the study of harmful effects of chemicals, physical agents, and biological substances on living organisms. The course covers key topics such as toxicokinetics (absorption, distribution, metabolism, and excretion of toxins), toxicodynamics (how toxins interact with biological systems), and mechanisms of toxicity at the cellular and molecular levels. Students explore the effects of environmental pollutants, drugs, industrial chemicals, and natural toxins. | 1. **SDG 3: Good Health and Well-Being** – Investigating the health impacts of toxic substances, contributing to risk assessment, public health protection, and the development of safer chemicals. 2. **SDG 6: Clean Water and Sanitation** – Examining the effects of pollutants and toxins in water sources, ensuring safe drinking water and promoting environmental health. 3. **SDG 12: Responsible Consumption and Production** – Promoting the safe use and disposal of chemicals, encouraging sustainable practices in industry and agriculture. 4. **SDG 13: Climate Action** – Understanding how climate change may influence the behavior and toxicity of pollutants, aiding in the development of strategies to mitigate environmental risks. 5. **SDG 15: Life on Land** – Assessing the impact of toxic substances on terrestrial ecosystems, including soil health and biodiversity. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaboration among scientists, policymakers, and industry to address toxicology issues and promote safer chemical practices. By integrating these goals into the curriculum, students can understand the critical role of toxicology in public health, environmental protection, and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123602 | Kimia Medisinal | Medicinal Chemistry | The university course Medicinal Chemistry focuses on the design, synthesis, and chemical properties of compounds used as drugs or therapeutic agents. It bridges the fields of chemistry, pharmacology, and biochemistry, exploring how small molecules interact with biological systems to produce therapeutic effects. Topics include drug discovery, structure-activity relationships (SAR), pharmacokinetics, pharmacodynamics, and drug metabolism. Students learn about the chemical modifications that improve drug efficacy, selectivity, and safety, as well as the processes involved in bringing a drug from the laboratory to clinical use. The course often covers various classes of drugs, such as antibiotics, anticancer agents, and painkillers, and emphasizes techniques like rational drug design and bioorganic chemistry. Practical lab work may include the synthesis and analysis of potential drug candidates. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, focusing on drug discovery, development, and optimization to improve health outcomes and combat diseases. 2. **SDG 4: Quality Education** – Providing a comprehensive education in the principles of medicinal chemistry, fostering future leaders in pharmaceutical sciences. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in drug development processes, formulations, and delivery systems to enhance treatment efficacy. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in pharmaceutical manufacturing and the responsible use of chemicals in drug development. 5. **SDG 10: Reduced Inequalities** – Addressing access to essential medicines and developing treatments for neglected diseases, contributing to health equity. 6. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between academia, industry, and healthcare providers to advance research and development in medicinal chemistry. By integrating these goals into the curriculum, students can appreciate how medicinal chemistry plays a critical role in addressing global health challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123702 | Kimia Bioanorganik | Bioinorganic Chemistry | The university course Bioinorganic Chemistry focuses on the role of inorganic elements and metal-containing species in biological systems. Students explore how metals like iron, zinc, copper, magnesium, and manganese function in enzymes, proteins, and other biomolecules, facilitating essential biological processes such as oxygen transport, electron transfer, and catalysis. Topics include metalloproteins, metalloenzymes, metal ion regulation, and the impact of metal deficiencies or toxicities in health and disease. The course also covers the mechanisms by which metal ions participate in cellular functions, as well as the use of metal-based drugs (e.g., platinum-based anticancer agents). Students gain an understanding of the coordination chemistry, structure, and reactivity of metal centers in biological systems. | 1. **SDG 3: Good Health and Well-Being** – Investigating the role of metal ions in biological processes, drug development, and the use of inorganic compounds in therapeutics and diagnostics. 2. **SDG 2: Zero Hunger** – Studying the importance of trace elements in nutrition and their role in agricultural productivity and food security. 3. **SDG 6: Clean Water and Sanitation** – Exploring the role of bioinorganic compounds in water treatment processes and the environmental impact of heavy metals. 4. **SDG 12: Responsible Consumption and Production** – Promoting the sustainable use of inorganic materials in various applications, including green chemistry approaches. 5. **SDG 13: Climate Action** – Understanding how bioinorganic chemistry contributes to processes like carbon fixation and the development of materials for environmental remediation. 6. **SDG 15: Life on Land** – Examining the effects of metal contamination on terrestrial ecosystems and biodiversity, as well as the role of bioinorganic chemistry in soil health. By integrating these goals into the curriculum, students can appreciate the importance of bioinorganic chemistry in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123802 | Bioteknologi Molekul | Molecular Biotechnology | The university course Molecular Biotechnology focuses on the application of molecular biology techniques to develop and manipulate biological systems for industrial, medical, and agricultural purposes. Topics include genetic engineering, cloning, gene expression, protein production, and synthetic biology. Students learn about the tools and technologies used to modify DNA, such as CRISPR-Cas9, PCR, and recombinant DNA technology, and how these are applied in fields like pharmaceuticals, biofuels, and genetically modified organisms (GMOs). The course also covers bioprocessing, bioreactors, and biomanufacturing, along with ethical considerations related to biotechnology. Practical laboratory sessions provide hands-on experience with key techniques used in molecular biotechnology. | 1. **SDG 3: Good Health and Well-Being** – Exploring biotechnological applications in medicine, including the development of vaccines, diagnostics, and targeted therapies. 2. **SDG 2: Zero Hunger** – Investigating biotechnological innovations in agriculture, such as genetically modified organisms (GMOs) and biofortified crops, to improve food security and nutrition. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biotechnology, including waste reduction, bioremediation, and the development of environmentally friendly products. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in bioprocessing and industrial biotechnology to create sustainable products and improve production efficiency. 5. **SDG 13: Climate Action** – Studying biotechnological solutions for carbon capture, biofuels, and other technologies that contribute to mitigating climate change. 6. **SDG 4: Quality Education** – Providing education and training in molecular biotechnology, fostering the next generation of scientists and innovators. By integrating these goals into the curriculum, students can understand the significant role of molecular biotechnology in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123902 | Pengenalan Analisis Dampak Lingkungan | Introduction to Environmental Impact Analysis | The university course Introduction to Environmental Impact Analysis focuses on the methods and tools used to assess the environmental consequences of human activities, projects, and developments. Students learn how to evaluate the potential impacts on ecosystems, biodiversity, air, water, soil, and human health. The course covers the principles of Environmental Impact Assessment (EIA), including the identification, prediction, and mitigation of negative effects. Key topics include sustainability, risk assessment, environmental regulations, and policy-making. Students also gain an understanding of the processes involved in conducting an EIA, from data collection and analysis to report writing and decision-making. Case studies are often used to explore real-world applications in sectors like construction, energy, and agriculture. | 1. **SDG 13: Climate Action** – Evaluating the impacts of climate change on projects and promoting strategies for mitigation and adaptation. 2. **SDG 6: Clean Water and Sanitation** – Analyzing potential impacts on water resources and ensuring sustainable water management practices. 3. **SDG 15: Life on Land** – Assessing the effects of development projects on biodiversity, ecosystems, and land use to promote conservation efforts. 4. **SDG 11: Sustainable Cities and Communities** – Supporting sustainable urban planning and development practices through environmental impact assessments. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in production processes and resource management to minimize environmental degradation. 6. **SDG 4: Quality Education** – Providing education and training on environmental assessment methodologies, fostering awareness of environmental sustainability. By integrating these goals into the curriculum, students can appreciate the importance of environmental impact analysis in promoting sustainable development and addressing global environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03124002 | Kimia Forensik | Forensic Chemistry | The university course Forensic Chemistry focuses on the application of chemistry to solve crimes and support criminal investigations. Students learn how to analyze physical evidence such as blood, hair, drugs, explosives, and toxins found at crime scenes. Topics include chemical analysis techniques like chromatography, spectroscopy, and mass spectrometry, as well as the interpretation of forensic data in legal contexts. The course covers the processes of evidence collection, chain of custody, and ensuring the integrity of results in criminal cases. Students also study the roles of forensic chemists in law enforcement, criminal justice, and court proceedings. Practical lab work often involves simulated case studies where students analyze evidence and draw conclusions about criminal activities. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting efforts to promote justice and the rule of law by providing scientific evidence in legal contexts and improving forensic methodologies. 2. **SDG 3: Good Health and Well-Being** – Investigating toxicology and substance analysis, contributing to public health initiatives related to drug use and poisoning cases. 3. **SDG 12: Responsible Consumption and Production** – Analyzing substances in the context of environmental forensics, promoting the identification and management of hazardous materials. 4. **SDG 4: Quality Education** – Providing education and training in forensic science, fostering a skilled workforce capable of addressing crime and safety issues. 5. **SDG 11: Sustainable Cities and Communities** – Enhancing community safety through crime scene analysis and environmental monitoring, contributing to safer urban environments. By integrating these goals into the curriculum, students can understand the critical role of forensic chemistry in promoting justice, public safety, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130102 | Kimia Anorganik Fisik | Physical Inorganic Chemistry | The university course Physical Inorganic Chemistry focuses on the application of physical chemistry principles to the study of inorganic compounds and materials. It covers topics such as the electronic structure of metals and metal complexes, bonding theories (e.g., crystal field theory, molecular orbital theory), and the thermodynamics and kinetics of inorganic reactions. The course also explores the spectroscopic properties of inorganic compounds, including UV-Vis, IR, and NMR spectroscopy, as well as techniques for studying magnetic properties and molecular symmetry. Students learn how to analyze and interpret the physical behavior of inorganic substances, and how these principles apply to areas such as catalysis, material science, and coordination chemistry. The course often includes both theoretical foundations and practical laboratory work in characterization techniques. | 1. **SDG 7: Affordable and Clean Energy** – Investigating the properties and applications of inorganic materials in energy production, such as solar cells, batteries, and fuel cells. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting advancements in materials science and catalysis, enhancing industrial processes through the understanding of physical properties. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis and application of inorganic compounds, including waste reduction and resource efficiency. 4. **SDG 13: Climate Action** – Studying the role of inorganic chemistry in environmental processes, including catalysis for pollution reduction and carbon capture technologies. 5. **SDG 15: Life on Land** – Understanding the interactions of inorganic compounds with terrestrial ecosystems and their impact on soil and plant health. 6. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in medicine, including their use in imaging, diagnostics, and therapeutics. By integrating these goals into the curriculum, students can appreciate how Physical Inorganic Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122802 | Geokimia | Geochemistry | The university course Geochemistry focuses on the chemical composition and processes occurring in the Earth’s materials, including rocks, minerals, water, and the atmosphere. It covers the behavior of elements and compounds in geological systems, such as rock formation, mineralogy, volcanic activity, and weathering. Key topics include geochemical cycles (e.g., carbon, nitrogen, and sulfur), isotope geochemistry, and the principles of elemental distribution and fractionation. Students explore the use of geochemical methods to study Earth’s history, environmental changes, and resource distribution. The course also emphasizes the role of geochemistry in addressing environmental challenges, such as pollution and climate change. Laboratory work often involves analyzing geological samples using techniques like mass spectrometry and X-ray fluorescence. | 1. **SDG 6: Clean Water and Sanitation** – Analyzing the chemical composition of water sources, understanding water quality, and investigating the impacts of pollutants on aquatic ecosystems. 2. **SDG 7: Affordable and Clean Energy** – Studying geochemical processes related to fossil fuels and renewable energy resources, such as geothermal energy. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable mining practices and the responsible extraction of mineral resources, minimizing environmental impact. 4. **SDG 13: Climate Action** – Examining the role of geochemical cycles in climate change, including carbon cycling and greenhouse gas emissions. 5. **SDG 15: Life on Land** – Understanding the interactions between geological processes and ecosystems, including soil chemistry and nutrient cycling. 6. **SDG 11: Sustainable Cities and Communities** – Assessing the geochemical impacts of urban development and promoting sustainable land-use practices. By integrating these goals into the curriculum, students can gain insights into how Geochemistry contributes to environmental sustainability and the management of Earth’s resources. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122902 | Kimia Anorganik Laut | Marine Inorganic Chemistry | The university course *Marine Inorganic Chemistry* focuses on the study of inorganic chemical processes occurring in marine environments. It explores the role of metals, metal ions, and other inorganic species in seawater, marine sediments, and organisms. Key topics include the **biogeochemical cycles** of essential elements like carbon, nitrogen, phosphorus, and sulfur, as well as the behavior and transformation of trace metals (e.g., iron, copper, and zinc) in marine systems. The course also examines the interactions between inorganic substances and marine organisms, including the role of metals in **marine biogeochemistry** and **nutrient cycling**. Students learn about **ocean acidification**, **metal toxicity**, and **pollutants** in marine ecosystems. Laboratory work may involve techniques such as **spectroscopy**, **chromatography**, and **analytical methods** to study the chemistry of marine environments. | 1. **SDG 14: Life Below Water** – Central to the course, exploring the chemistry of marine ecosystems, including the role of inorganic compounds in ocean health, nutrient cycling, and marine organism physiology. 2. **SDG 6: Clean Water and Sanitation** – Investigating the effects of inorganic pollutants and contaminants in marine waters, promoting practices that ensure clean and safe marine environments. 3. **SDG 12: Responsible Consumption and Production** – Examining sustainable practices in marine resource management and the impact of human activities on marine inorganic chemistry. 4. **SDG 13: Climate Action** – Understanding the role of marine inorganic processes in climate regulation, including carbon sequestration and the impact of ocean acidification. 5. **SDG 15: Life on Land** – Studying the interconnectedness of terrestrial and marine ecosystems, including how land-based activities affect marine inorganic chemistry and biodiversity. 6. **SDG 4: Quality Education** – Providing education on marine chemistry, fostering awareness of marine environmental issues and the importance of sustainable practices. By integrating these goals into the curriculum, students can appreciate how Marine Inorganic Chemistry contributes to the understanding and preservation of marine environments and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123002 | Rekayasa Senyawa Organik | Organic Compound Engineering | The university course Organic Compound Engineering focuses on the design, synthesis, and modification of organic molecules for various applications, particularly in industries like pharmaceuticals, materials science, and biotechnology. Students learn how to manipulate organic compounds at the molecular level, using techniques such as organic synthesis, catalysis, and process optimization. The course covers reaction mechanisms, structural analysis, and the engineering principles involved in scaling up laboratory-scale reactions to industrial processes. Topics may also include green chemistry, sustainable production methods, and material design for applications like polymers, coatings, and bio-based materials. Practical sessions often involve hands-on synthesis, characterization, and testing of organic compounds, with an emphasis on efficiency, safety, and environmental impact. | 1. **SDG 3: Good Health and Well-Being** – Developing pharmaceuticals and health-related products, contributing to improved healthcare and treatment options. 2. **SDG 7: Affordable and Clean Energy** – Investigating organic compounds in renewable energy sources, such as biofuels and organic solar cells, to promote sustainable energy solutions. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis and use of organic compounds, including waste reduction and resource efficiency. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in organic materials and processes, enhancing manufacturing techniques and product development. 5. **SDG 13: Climate Action** – Understanding the role of organic compounds in environmental processes and developing strategies to mitigate pollution and promote sustainability. 6. **SDG 15: Life on Land** – Exploring the impact of organic compounds on agriculture, including fertilizers and pesticides, and promoting sustainable practices in land use. By integrating these goals into the curriculum, students can understand the significant role of Organic Compound Engineering in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123102 | Farmakologi Senyawa Organik | Pharmacology of Organic Compounds | The university course Pharmacology of Organic Compounds focuses on the study of how organic molecules, particularly drugs and bioactive compounds, interact with biological systems to produce therapeutic effects. Students learn about the mechanisms of drug action, pharmacokinetics (absorption, distribution, metabolism, and excretion), and pharmacodynamics (how drugs affect the body). The course covers various classes of organic compounds, such as alkaloids, terpenoids, steroids, and synthetic drugs, emphasizing their structural properties and how these relate to their biological activity. Students also study the toxicity, side effects, and drug resistance associated with organic compounds. Laboratory work may involve bioassays, drug screening, and the use of animal models to understand how these compounds affect physiological functions. The course connects chemistry, biology, and medicine, providing a comprehensive foundation for drug development and therapy. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, emphasizing drug development, therapeutic applications, and the understanding of how organic compounds affect health. 2. **SDG 2: Zero Hunger** – Investigating the role of pharmacologically active organic compounds in agriculture, such as pesticides and growth regulators, to enhance food security sustainably. 3. **SDG 4: Quality Education** – Providing a comprehensive education in pharmacology, helping to train the next generation of healthcare professionals and researchers. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the development and use of pharmaceuticals, including waste management and the reduction of environmental impact. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in drug formulation and delivery systems, enhancing the efficacy and safety of medications. 6. **SDG 10: Reduced Inequalities** – Addressing access to essential medicines and focusing on the development of treatments for neglected diseases to improve health equity. By integrating these goals into the curriculum, students can appreciate the critical role of pharmacology in promoting health, sustainability, and social equity. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123202 | Teknik Penelitian Biokimia | Biochemical Research Techniques | The university course Biochemical Research Techniques focuses on the laboratory methods and tools used to investigate the structure, function, and interactions of biomolecules. Students learn essential techniques for analyzing proteins, nucleic acids, lipids, and other biological macromolecules. Key topics include protein purification, enzyme kinetics, electrophoresis, chromatography, spectroscopy (UV-Vis, fluorescence, NMR), and molecular cloning. The course also covers quantitative assays, immunoassays, and bioinformatics tools for data analysis. Students gain practical experience through hands-on laboratory work, applying these techniques to real-world research questions in fields like molecular biology, biotechnology, and drug discovery. Emphasis is placed on experimental design, data interpretation, and the integration of various techniques to answer complex biochemical problems. | 1. **SDG 3: Good Health and Well-Being** – Emphasizing techniques used in drug development, diagnostics, and understanding disease mechanisms to improve health outcomes. 2. **SDG 2: Zero Hunger** – Applying biochemical techniques to enhance crop quality and yield, including the development of biofortified crops and sustainable agricultural practices. 3. **SDG 4: Quality Education** – Providing practical training in research techniques, fostering skills that are essential for future scientists and researchers. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biochemical research and product development, including reducing waste and enhancing resource efficiency. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in biotechnology and pharmaceuticals through the application of biochemical techniques. 6. **SDG 15: Life on Land** – Studying the biochemical aspects of biodiversity and ecosystem health, contributing to conservation efforts and sustainable land management. By integrating these goals into the curriculum, students can understand how Biochemical Research Techniques play a vital role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123302 | Manajemen Mutu Terpadu | Integrated Quality Management | The university course Integrated Quality Management focuses on the principles, systems, and strategies used to ensure consistent product and service quality across an organization. Students learn about the fundamentals of quality management, including concepts such as total quality management (TQM), lean management, Six Sigma, and continuous improvement. The course covers the integration of quality standards, regulatory requirements, and best practices in various industries, including manufacturing, healthcare, and services. Topics include quality control, process optimization, risk management, and performance measurement. Students also explore the tools and techniques for data analysis, root cause analysis, and problem-solving to drive quality improvements. Emphasis is placed on the role of leadership, teamwork, and customer satisfaction in fostering a culture of quality. The course often involves case studies and real-world applications to develop students’ skills in implementing and managing integrated quality systems. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting quality management practices that enhance innovation, efficiency, and sustainability in industrial processes and infrastructure development. 2. **SDG 3: Good Health and Well-Being** – Ensuring quality standards in healthcare services and products, improving patient safety and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in production processes, waste reduction, and resource efficiency through quality management systems. 4. **SDG 4: Quality Education** – Providing education and training in quality management principles, fostering skills for future professionals in various fields. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting the establishment of effective, accountable institutions through quality management practices that enhance transparency and efficiency. 6. **SDG 8: Decent Work and Economic Growth** – Fostering workplace quality and safety, enhancing employee satisfaction, and contributing to sustainable economic growth. By integrating these goals into the curriculum, students can appreciate how Integrated Quality Management contributes to organizational success and sustainable development across various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123402 | Evaluasi Proyek | Project Evaluation | The university course Project Evaluation focuses on the methods and techniques used to assess the feasibility, progress, and outcomes of projects. Students learn how to evaluate projects from economic, social, and environmental perspectives, considering factors such as cost-benefit analysis, risk assessment, stakeholder analysis, and impact assessment. The course covers both pre-project evaluation (to determine the viability of a project before initiation) and post-project evaluation (to assess the effectiveness and outcomes after completion). Key topics include performance metrics, sustainability evaluation, and the use of quantitative and qualitative methods in measuring project success. Students gain practical skills in using evaluation tools like surveys, interviews, and data analysis, preparing them to make informed decisions about project management, resource allocation, and future improvements. Case studies and real-world applications are typically included to demonstrate how evaluation methods are applied in various industries. | 1. **SDG 1: No Poverty** – Evaluating projects aimed at poverty alleviation to determine their effectiveness and improve future initiatives. 2. **SDG 3: Good Health and Well-Being** – Assessing health-related projects to ensure they meet their objectives and improve health outcomes for communities. 3. **SDG 4: Quality Education** – Evaluating educational programs to measure their impact on learning outcomes and accessibility. 4. **SDG 5: Gender Equality** – Analyzing projects that promote gender equality to assess their effectiveness in empowering women and reducing disparities. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Evaluating infrastructure projects to ensure they are sustainable, innovative, and meet community needs. 6. **SDG 12: Responsible Consumption and Production** – Assessing projects that promote sustainable practices in production and resource management. 7. **SDG 13: Climate Action** – Evaluating environmental projects to measure their impact on climate change mitigation and adaptation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Analyzing governance and community projects to ensure they promote accountability, transparency, and civic engagement. By integrating these goals into the curriculum, students can understand how effective project evaluation contributes to sustainable development and the achievement of broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121203 | Metode Pemisahan dan Pengukuran | Separation and Measurement Methods | The university course Separation and Measurement Methods focuses on the techniques used to separate and quantify components in complex mixtures, critical for analysis in fields like chemistry, biochemistry, environmental science, and pharmaceuticals. Students learn about separation techniques such as chromatography (e.g., gas, liquid, and ion-exchange chromatography), electrophoresis, distillation, and filtration. The course also covers measurement methods for detecting and quantifying substances, including spectroscopy (UV-Vis, IR, NMR), mass spectrometry, and fluorometry. Emphasis is placed on understanding the principles behind these methods, their applications, and how to optimize and troubleshoot them for accurate, reliable results. Students gain hands-on experience in both separation and measurement techniques through laboratory work, learning how to apply these methods to analyze real-world samples, and interpret data for scientific research and quality control. | 1. **SDG 3: Good Health and Well-Being** – Utilizing separation and measurement techniques in medical diagnostics, drug development, and environmental health assessments to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Analyzing water quality and contaminants through measurement methods, promoting safe drinking water and sanitation practices. 3. **SDG 12: Responsible Consumption and Production** – Supporting sustainable practices by measuring pollutants and waste, facilitating resource efficiency and waste reduction in industrial processes. 4. **SDG 13: Climate Action** – Monitoring environmental pollutants and greenhouse gas emissions to assess their impact on climate change and inform mitigation strategies. 5. **SDG 15: Life on Land** – Evaluating soil and environmental samples to understand the impact of pollutants on terrestrial ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting quality control and safety in industrial processes through effective measurement and separation techniques. By integrating these goals into the curriculum, students can appreciate the critical role of separation and measurement methods in promoting health, environmental sustainability, and responsible resource management. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121303 | Kimia Organik sintesis | Synthetic Organic Chemistry | The university course Synthetic Organic Chemistry focuses on the principles and techniques involved in the design and synthesis of organic molecules. Students learn about reaction mechanisms, strategies for building complex organic compounds, and selectivity in chemical reactions. Topics include functional group transformations, stereochemistry, regioselectivity, and the use of reagents and catalysts in organic synthesis. The course also covers modern approaches like green chemistry, asymmetric synthesis, and the use of computer modeling for reaction prediction. Practical sessions provide hands-on experience in laboratory synthesis, where students apply their knowledge to prepare target compounds, purify them, and analyze their structure using techniques like NMR, IR, and mass spectrometry. Emphasis is placed on both the theoretical understanding and practical skills necessary for developing efficient, scalable synthetic methods in organic chemistry. | 1. **SDG 3: Good Health and Well-Being** – Contributing to the development of pharmaceuticals and therapeutic agents, improving healthcare outcomes. 2. **SDG 2: Zero Hunger** – Investigating organic compounds used in agrochemicals, such as pesticides and fertilizers, to enhance agricultural productivity and food security. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis of organic compounds, including green chemistry principles to minimize waste and reduce environmental impact. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in the chemical industry by developing new synthetic methods and materials that enhance product efficiency and sustainability. 5. **SDG 13: Climate Action** – Exploring synthetic pathways that reduce carbon footprints and develop materials for energy storage and conversion, such as organic solar cells. 6. **SDG 4: Quality Education** – Providing comprehensive education in synthetic methodologies, equipping students with the skills needed for careers in research and industry. By integrating these goals into the curriculum, students can understand the significant role of Synthetic Organic Chemistry in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121402 | Praktikum Kimia Organik | Organic Chemistry Practicum | The university course Organic Chemistry Practicum provides hands-on laboratory experience focused on the practical application of organic chemistry principles. Students engage in a series of experiments designed to reinforce key concepts such as reaction mechanisms, synthesis, purification (e.g., recrystallization, distillation), and structural analysis using techniques like NMR spectroscopy, IR spectroscopy, and melting point determination. The practicum allows students to carry out organic reactions in the lab, observe their outcomes, and interpret data to identify products. Emphasis is placed on experimental design, safety protocols, data analysis, and problem-solving skills, providing students with a deeper understanding of how organic chemistry concepts are applied in real-world research and industry. The course aims to develop students’ technical proficiency and confidence in the laboratory setting, preparing them for advanced studies or professional work in organic chemistry. | 1. **SDG 3: Good Health and Well-Being** – Training students in the synthesis and analysis of pharmaceuticals, contributing to advancements in healthcare and drug development. 2. **SDG 4: Quality Education** – Providing practical skills and knowledge in organic chemistry, fostering the next generation of scientists and researchers. 3. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable laboratory practices and green chemistry principles to minimize waste and environmental impact during experiments. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in organic synthesis techniques that can enhance industrial applications and product development. 5. **SDG 13: Climate Action** – Incorporating discussions on the environmental impact of organic compounds and promoting methods that reduce carbon footprints in chemical processes. 6. **SDG 15: Life on Land** – Understanding the role of organic chemistry in agricultural practices, including the development of safer pesticides and fertilizers. By integrating these goals into the curriculum, students can appreciate how an Organic Chemistry Practicum contributes to scientific knowledge, sustainable practices, and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121503 | Bioteknologi Dasar | Basic Biotechnology | The university course Basic Biotechnology introduces students to the fundamental principles and techniques used in biotechnology. It covers the manipulation of living organisms, cells, and biomolecules to develop products and technologies for applications in medicine, agriculture, and industry. Key topics include genetic engineering, microbial fermentation, cell culture, enzyme technology, and the production of recombinant proteins. Students learn about DNA cloning, PCR, and biotechnology tools like CRISPR-Cas9, as well as the ethical, regulatory, and environmental considerations associated with biotechnological advancements. The course also explores applications in areas like drug development, genetically modified organisms (GMOs), and bioremediation. Practical laboratory work provides students with hands-on experience in basic techniques, fostering skills needed for further study or careers in biotechnology and related fields. | 1. **SDG 3: Good Health and Well-Being** – Exploring biotechnological applications in medicine, such as drug development, genetic engineering, and diagnostics, to improve healthcare outcomes. 2. **SDG 2: Zero Hunger** – Investigating the role of biotechnology in agriculture, including genetically modified organisms (GMOs) and biofortified crops, to enhance food security and nutrition. 3. **SDG 4: Quality Education** – Providing foundational knowledge and skills in biotechnology, fostering the next generation of scientists and innovators. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biotechnological applications, including waste reduction and the efficient use of resources in production processes. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in biotechnology industries, enhancing manufacturing processes and product development. 6. **SDG 13: Climate Action** – Understanding biotechnological approaches to climate change mitigation, such as biofuels and carbon capture technologies. 7. **SDG 15: Life on Land** – Examining the impact of biotechnology on biodiversity, conservation efforts, and sustainable land management. By integrating these goals into the curriculum, students can appreciate how Basic Biotechnology contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121602 | Kimia Instrumen | Instrumental Chemistry | The university course Instrumental Chemistry focuses on the use of analytical instruments and techniques for the identification, quantification, and analysis of chemical substances. Students learn about a range of instruments and their applications in fields such as spectroscopy (UV-Vis, IR, NMR, and mass spectrometry), chromatography (gas chromatography, liquid chromatography), electrochemical analysis (potentiometry, voltammetry), and microscopy (electron microscopy, atomic force microscopy). The course emphasizes the principles behind each technique, including signal generation, detection, and data interpretation, as well as the advantages and limitations of different methods. Students also gain practical laboratory experience, learning how to operate instruments, calibrate equipment, and analyze real-world samples, preparing them for careers in research, quality control, environmental monitoring, and other scientific applications. | 1. **SDG 3: Good Health and Well-Being** – Applying instrumental methods for medical diagnostics, drug analysis, and toxicology to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Using analytical techniques to monitor water quality, detect contaminants, and ensure safe drinking water. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices by analyzing waste, pollutants, and resource consumption to enhance efficiency and reduce environmental impact. 4. **SDG 13: Climate Action** – Monitoring environmental pollutants and greenhouse gas emissions using instrumental methods to inform climate change mitigation strategies. 5. **SDG 15: Life on Land** – Assessing soil and environmental samples to understand the impact of chemicals on terrestrial ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting quality control and safety in industrial processes through effective analytical techniques. By integrating these goals into the curriculum, students can understand how Instrumental Chemistry plays a crucial role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122602 | Kimia Polimer | Polymer Chemistry | The university course Polymer Chemistry focuses on the study of the chemical properties, synthesis, and characterization of polymers—large molecules made up of repeating units, or monomers. Students learn about polymerization techniques such as addition polymerization, condensation polymerization, and ring-opening polymerization, as well as the molecular structure and properties of various polymers. Topics include polymer morphology, viscosity, mechanical properties (e.g., tensile strength, elasticity), and thermal properties (e.g., glass transition temperature). The course also covers polymer processing, including techniques like extrusion, injection molding, and film blowing, as well as the development of biodegradable polymers and smart polymers for applications in medicine, materials science, and industry. Practical laboratory work provides hands-on experience in synthesizing and characterizing polymers using techniques like gel permeation chromatography (GPC) and spectroscopy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in polymer materials and technologies that enhance industrial processes and infrastructure development. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the production and disposal of polymers, including the development of biodegradable and recyclable materials. 3. **SDG 3: Good Health and Well-Being** – Exploring the use of polymers in medical applications, such as drug delivery systems, implants, and medical devices, to improve health outcomes. 4. **SDG 13: Climate Action** – Investigating polymers that can contribute to environmental sustainability, such as those used in carbon capture technologies or as alternatives to conventional plastics. 5. **SDG 4: Quality Education** – Providing foundational knowledge in polymer chemistry, fostering skills and expertise for future scientists and engineers. 6. **SDG 15: Life on Land** – Examining the impact of polymer waste on terrestrial ecosystems and promoting solutions to mitigate environmental pollution. By integrating these goals into the curriculum, students can appreciate how Polymer Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122702 | Dasar-Dasar Rekayasa Genetik | Basics of Genetic Engineering | The university course Basics of Genetic Engineering introduces students to the fundamental techniques and principles of manipulating genetic material to alter or enhance the traits of organisms. Topics include DNA isolation, gene cloning, PCR (Polymerase Chain Reaction), and genetic transformation. Students learn about key tools such as restriction enzymes, vectors, plasmids, and CRISPR-Cas9, which are used to cut, insert, or modify genes. The course also covers applications of genetic engineering in medicine (e.g., gene therapy, recombinant proteins), agriculture (e.g., GMOs), and industry (e.g., biofuel production). Ethical, regulatory, and safety considerations in genetic manipulation are discussed, providing a well-rounded understanding of the potential and challenges of genetic engineering in research and biotechnology. Practical laboratory sessions give students hands-on experience with basic genetic manipulation techniques. | 1. **SDG 3: Good Health and Well-Being** – Exploring genetic engineering applications in medicine, such as gene therapy, personalized medicine, and the development of vaccines and therapeutics. 2. **SDG 2: Zero Hunger** – Investigating the role of genetic engineering in agriculture, including the development of genetically modified organisms (GMOs) to enhance crop yields, resistance to pests, and nutritional value. 3. **SDG 4: Quality Education** – Providing foundational knowledge and skills in genetic engineering, fostering future scientists and researchers in the field. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices through the development of crops that require fewer resources, such as water and fertilizers. 5. **SDG 13: Climate Action** – Understanding how genetic engineering can contribute to climate change mitigation, such as developing plants that are more resilient to extreme weather and reducing agricultural greenhouse gas emissions. 6. **SDG 15: Life on Land** – Examining the impact of genetically engineered crops on biodiversity and ecosystem health, promoting conservation efforts. By integrating these goals into the curriculum, students can appreciate how Basics of Genetic Engineering contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122202 | Mikrobiologi Dasar | Basic Microbiology | The university course Basic Microbiology provides an introduction to the study of microorganisms, including bacteria, viruses, fungi, and protozoa. Students learn about the structure, function, and classification of microorganisms, as well as their roles in ecosystems, human health, and disease. Key topics include microbial growth, metabolism, genetics, and ecology, as well as the immune response and pathogenic mechanisms of infectious diseases. The course also covers the use of microscopy, culturing techniques, and sterilization methods to study and manage microorganisms in the laboratory. Students gain practical skills through hands-on experiments, learning to identify microorganisms, assess their behavior, and apply microbiological principles in areas like medicine, food safety, and environmental monitoring. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of microorganisms in human health, including pathogens, microbiomes, and the development of antibiotics and vaccines. 2. **SDG 2: Zero Hunger** – Investigating beneficial microbes in agriculture, such as those involved in soil health, nutrient cycling, and sustainable farming practices. 3. **SDG 6: Clean Water and Sanitation** – Understanding the role of microbes in water quality, sanitation, and the biodegradation of pollutants to ensure safe drinking water. 4. **SDG 12: Responsible Consumption and Production** – Promoting the use of microbes in biotechnological applications for waste management and sustainable production processes. 5. **SDG 13: Climate Action** – Studying the role of microorganisms in biogeochemical cycles, including carbon and nitrogen cycles, and their potential in climate change mitigation strategies. 6. **SDG 15: Life on Land** – Examining the impact of microbes on ecosystems, biodiversity, and soil health, contributing to conservation efforts. By integrating these goals into the curriculum, students can appreciate how Basic Microbiology contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122302 | Penyimpanan Energi Kimia | Chemical Energy Storage | The university course Chemical Energy Storage explores the principles and technologies used to store and release energy through chemical processes. Students learn about various energy storage systems, including batteries, supercapacitors, and fuel cells, with a focus on their chemical reactions, efficiency, and materials. Topics include the fundamentals of electrochemical cells, redox reactions, energy conversion, and storage mechanisms in systems like lithium-ion batteries, hydrogen storage, and organic flow batteries. The course also covers energy density, cycle life, sustainability, and environmental impact of different energy storage technologies. Practical applications, such as energy storage for renewable energy sources (e.g., solar and wind), electric vehicles, and grid storage, are also explored. Laboratory work provides hands-on experience in building and testing energy storage devices, as well as analyzing their performance. | 1. **SDG 7: Affordable and Clean Energy** – Exploring advanced technologies for energy storage that enhance the efficiency and reliability of renewable energy sources. 2. **SDG 13: Climate Action** – Investigating energy storage solutions that can help mitigate climate change by facilitating the use of renewable energy and reducing greenhouse gas emissions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in energy storage technologies and their integration into industrial processes and infrastructure to enhance sustainability. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in the production and recycling of energy storage materials to minimize environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – Addressing the role of energy storage in urban planning and the development of smart cities to improve energy management and reduce energy waste. 6. **SDG 3: Good Health and Well-Being** – Exploring the use of energy storage in healthcare settings, such as reliable power for medical facilities and equipment. By integrating these goals into the curriculum, students can appreciate how Chemical Energy Storage plays a crucial role in promoting sustainable energy solutions and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122402 | Kimia Radiasi | Radiation Chemistry | The university course Radiation Chemistry focuses on the study of chemical reactions and processes induced by ionizing radiation. Students learn about the interaction of different types of radiation—such as alpha, beta, gamma, and X-rays—with matter, particularly how they affect molecules and atoms. Key topics include radiolysis (the chemical breakdown of substances due to radiation), radiation-induced reactions in gases, liquids, and solids, and the formation of free radicals and other reactive species. The course also explores the applications of radiation chemistry in areas like radiation therapy, nuclear energy, materials science, and environmental chemistry. Students gain insight into the techniques used to study radiation-induced chemical changes, such as spectroscopy, chromatography, and radiation dosimetry. Laboratory work allows students to investigate the effects of radiation on various substances and understand the principles of radiation safety. | 1. **SDG 3: Good Health and Well-Being** – Exploring the use of radiation in medical applications, such as cancer treatment (radiotherapy) and diagnostic imaging (radiology), to improve health outcomes. 2. **SDG 12: Responsible Consumption and Production** – Investigating the chemical processes involved in the safe handling and disposal of radioactive materials, promoting sustainable practices in the nuclear industry. 3. **SDG 13: Climate Action** – Understanding the role of radiation in climate-related studies, such as tracing greenhouse gases and assessing the environmental impact of radiation. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting the development of radiation-based technologies in industries, including energy production (nuclear energy) and materials science. 5. **SDG 7: Affordable and Clean Energy** – Discussing the potential of nuclear energy as a low-carbon energy source and its implications for sustainable energy systems. 6. **SDG 15: Life on Land** – Studying the effects of radiation on ecosystems and biodiversity, contributing to conservation efforts and environmental monitoring. By integrating these goals into the curriculum, students can understand how Radiation Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122502 | Kimia Organik Analisis | Analytical Organic Chemistry | The university course Analytical Organic Chemistry focuses on the techniques and methods used to identify, quantify, and analyze organic compounds. Students learn how to apply a variety of spectroscopic and chromatographic techniques to determine the structure and purity of organic substances. Key topics include NMR spectroscopy, mass spectrometry, IR spectroscopy, UV-Vis spectroscopy, and gas and liquid chromatography. The course emphasizes data interpretation, method validation, and the use of analytical techniques to solve real-world problems in fields like pharmaceuticals, environmental analysis, and forensics. Students gain practical laboratory experience in sample preparation, method selection, and the application of these techniques to organic compounds. The course also introduces concepts of quality control, method development, and instrument calibration. | 1. **SDG 3: Good Health and Well-Being** – Utilizing analytical techniques to assess pharmaceuticals, ensuring the safety and efficacy of drugs and improving health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Applying analytical methods to monitor water quality, detect contaminants, and ensure safe drinking water. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices by analyzing waste products and pollutants, helping industries minimize their environmental impact. 4. **SDG 13: Climate Action** – Monitoring greenhouse gas emissions and pollutants through analytical methods, informing climate change mitigation strategies. 5. **SDG 15: Life on Land** – Evaluating soil and environmental samples to understand the impact of organic pollutants on ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting quality control and safety in manufacturing processes through effective analytical techniques. By integrating these goals into the curriculum, students can appreciate how Analytical Organic Chemistry plays a crucial role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120902 | Praktikum Kimia Fisika | Physical Chemistry Practicum | The university course Physical Chemistry Practicum provides hands-on laboratory experience in applying the principles of physical chemistry to real-world systems and experiments. Students engage in a variety of experiments designed to reinforce key concepts such as thermodynamics, kinetics, quantum chemistry, and spectroscopy. Key topics include measurement of reaction rates, equilibrium constants, thermodynamic parameters, and the use of spectroscopic techniques (e.g., UV-Vis, IR, NMR) to analyze molecular behavior. The course emphasizes experimental design, data collection, error analysis, and interpretation of results, helping students develop critical thinking and problem-solving skills. Laboratory work also focuses on the practical aspects of operating equipment, ensuring accurate measurements, and understanding the theoretical foundations behind experimental observations. Students gain a deeper understanding of physical chemistry concepts through hands-on application, preparing them for research, industrial, or advanced academic careers. | 1. **SDG 3: Good Health and Well-Being** – Applying physical chemistry principles to the development and analysis of pharmaceuticals and medical technologies. 2. **SDG 6: Clean Water and Sanitation** – Using techniques to study the physical properties of water and contaminants, contributing to water quality assessments. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in chemical processes, including waste reduction and efficient resource use in laboratory settings. 4. **SDG 13: Climate Action** – Investigating the physical chemistry of greenhouse gases and their interactions with the environment to inform climate change mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting the development of innovative materials and processes through experimental techniques in physical chemistry. 6. **SDG 15: Life on Land** – Understanding the physical chemistry of soils and ecosystems, contributing to environmental conservation and sustainability efforts. By integrating these goals into the curriculum, students can recognize how the Physical Chemistry Practicum contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121003 | Kesetimbangan dan Dinamika Kimia | Chemical Equilibrium and Dynamics | The university course Chemical Equilibrium and Dynamics focuses on the study of the principles governing chemical reactions, both at equilibrium and during the process of reaching equilibrium. Students learn about Le Chatelier’s principle, the equilibrium constant (K), and how various factors such as concentration, temperature, and pressure influence the position of equilibrium in reversible reactions. Key topics also include the rate laws, reaction mechanisms, and the factors that affect reaction rates (e.g., temperature, catalysts, concentration). The course explores transition state theory, collision theory, and activation energy in the context of chemical dynamics. Students are introduced to kinetic models, reaction order, and rate constants. The course combines theoretical understanding with practical applications, including laboratory experiments to measure reaction rates, calculate equilibrium constants, and study the dynamic behavior of chemical systems. It prepares students for further studies in chemical kinetics, thermodynamics, and reaction engineering. | 1. **SDG 3: Good Health and Well-Being** – Understanding the dynamics of biochemical reactions can inform drug development, enhancing the efficacy and safety of pharmaceuticals. 2. **SDG 6: Clean Water and Sanitation** – Studying chemical equilibria can help in water treatment processes, ensuring safe drinking water and managing contaminants effectively. 3. **SDG 12: Responsible Consumption and Production** – Promoting efficient chemical processes and reaction conditions that minimize waste and reduce the environmental impact of industrial practices. 4. **SDG 13: Climate Action** – Investigating chemical reactions related to greenhouse gases and their equilibria can contribute to climate change research and mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in chemical manufacturing processes that rely on equilibrium and dynamics to improve efficiency and sustainability. 6. **SDG 15: Life on Land** – Understanding chemical interactions in ecosystems, including nutrient cycling and pollutant degradation, which can inform conservation efforts. By integrating these goals into the curriculum, students can appreciate how Chemical Equilibrium and Dynamics contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121102 | Struktur Ikatan Kimia dan Spektroskopi | Chemical Bond Structure and Spectroscopy | The university course Chemical Bond Structure and Spectroscopy focuses on the fundamental concepts of chemical bonding and the techniques used to probe the structures of molecules. Students learn about the different types of chemical bonds, including ionic, covalent, and metallic bonds, as well as more complex bonding models like coordinate covalent bonds and resonance structures. The course also covers the molecular orbital theory, VSEPR theory, and how these models explain molecular geometry and reactivity. | 1. **Goal 4: Quality Education** – By providing students with advanced knowledge in chemistry, the course supports education at all levels and promotes lifelong learning opportunities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding chemical bonds and spectroscopy is crucial for developing new materials and technologies, fostering innovation in various industries. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical structures and processes can help in developing sustainable materials and practices, promoting efficient resource use and reducing waste. 4. **Goal 3: Good Health and Well-Being** – Spectroscopy techniques are essential in the development of pharmaceuticals and medical diagnostics, contributing to health advancements. 5. **Goal 13: Climate Action** – Understanding chemical processes can aid in developing solutions to climate-related challenges, such as renewable energy sources and pollution reduction. These connections emphasize the importance of chemistry in addressing global challenges and advancing sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120703 | Kimia Koordinasi dan Organologam | Coordination and Organometallic Chemistry | The university course Coordination and Organometallic Chemistry focuses on the chemistry of metal-containing compounds, specifically coordination compounds and organometallic compounds. Students learn about the structures, bonding, and reactivity of metal-ligand complexes in coordination chemistry, including concepts like ligand field theory, chelation, and crystal field theory. Key topics include the nomenclature of coordination compounds, isomerism, and the electronic properties of metal centers in different oxidation states. | 1. **Goal 4: Quality Education** – The course promotes advanced education in chemistry, fostering a deeper understanding of complex chemical concepts. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Coordination and organometallic chemistry are critical in developing new catalysts and materials, driving innovation in various sectors, including energy and manufacturing. 3. **Goal 12: Responsible Consumption and Production** – This field often focuses on sustainable synthesis methods and efficient resource use, supporting responsible production practices. 4. **Goal 3: Good Health and Well-Being** – Organometallic compounds play a role in drug design and development, contributing to advancements in healthcare and pharmaceuticals. 5. **Goal 13: Climate Action** – Understanding these chemistry principles can lead to the development of more efficient catalysts for processes like carbon capture and renewable energy production. By exploring these connections, the course underscores the significance of coordination and organometallic chemistry in addressing global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120802 | Biokimia Lanjutan | Advanced Biochemistry | The university course Advanced Biochemistry provides an in-depth exploration of the molecular mechanisms underlying biological processes. Students build on foundational biochemistry concepts to study the complex structure, function, and regulation of biomolecules, such as proteins, nucleic acids, lipids, and carbohydrates. Key topics include enzyme kinetics, metabolic pathways, signal transduction, cellular respiration, and genetic regulation at a molecular level. | 1. **Goal 3: Good Health and Well-Being** – Advanced biochemistry is crucial for understanding disease mechanisms, developing new treatments, and improving health outcomes. 2. **Goal 4: Quality Education** – This course contributes to quality higher education by providing in-depth knowledge and skills in biochemistry. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Biochemistry plays a vital role in biotechnology and pharmaceutical industries, driving innovation and the development of new technologies. 4. **Goal 12: Responsible Consumption and Production** – Insights from biochemistry can lead to sustainable practices in food production, waste management, and resource utilization. 5. **Goal 13: Climate Action** – Advanced biochemistry can inform strategies for bioenergy production and environmental sustainability, contributing to climate change mitigation. These connections highlight the importance of advanced biochemistry in addressing health, sustainability, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121702 | Manajemen Laboratorium | Laboratory Management | The university course Laboratory Management focuses on the principles and practices required to effectively manage a laboratory setting, whether in academic, research, or industrial environments. Students learn about laboratory operations, including inventory management, safety protocols, and quality control. The course covers resource allocation, budgeting, and team management, as well as the coordination of research projects and the maintenance of laboratory equipment. | 1. **Goal 4: Quality Education** – This course enhances education and skills in laboratory management, fostering effective teaching and learning practices in scientific research. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective laboratory management is essential for innovation in research and development, contributing to the advancement of scientific infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Laboratory management includes practices for waste reduction, resource efficiency, and sustainability, promoting responsible laboratory operations. 4. **Goal 3: Good Health and Well-Being** – Proper management of laboratories, particularly in healthcare and pharmaceutical settings, ensures safety and compliance, ultimately contributing to public health. 5. **Goal 17: Partnerships for the Goals** – Laboratory management often involves collaboration across institutions and sectors, fostering partnerships that enhance research and development efforts. These connections emphasize the critical role of laboratory management in promoting sustainability, innovation, and quality in scientific research. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121802 | Kimia Air | Water chemistry | The university course Water Chemistry focuses on the chemical properties and processes that govern the behavior of water in natural and engineered systems. Students explore the composition of water, including its physical and chemical characteristics, and learn about water quality parameters such as pH, dissolved oxygen, hardness, and salinity. | 1. **Goal 6: Clean Water and Sanitation** – This course directly addresses the importance of water quality, treatment, and management, contributing to sustainable water resources and sanitation practices. 2. **Goal 3: Good Health and Well-Being** – Understanding water chemistry is crucial for ensuring safe drinking water and preventing waterborne diseases, which are vital for public health. 3. **Goal 12: Responsible Consumption and Production** – Water chemistry involves studying the impact of pollutants and contaminants, promoting responsible management of water resources. 4. **Goal 13: Climate Action** – This field can explore the effects of climate change on water quality and availability, informing strategies for adaptation and mitigation. 5. **Goal 14: Life Below Water** – Water chemistry is important for understanding aquatic ecosystems and the impact of pollutants on marine life, supporting the health of oceans and freshwater bodies. These connections highlight the significance of water chemistry in addressing critical global challenges related to water sustainability, health, and environmental protection. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121902 | Kemometri | Chemometry | The university course Chemometry focuses on the application of statistical and mathematical methods to the analysis of chemical data. Students learn how to process, interpret, and model complex data sets commonly encountered in chemical experiments, including data from spectroscopy, chromatography, and analytical chemistry. Key topics include multivariate analysis, regression techniques, principal component analysis (PCA), and design of experiments (DOE). | 1. **Goal 4: Quality Education** – This course promotes advanced education in analytical techniques and data analysis, fostering critical thinking and skills in scientific research. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Chemometry is essential for improving analytical methods and processes in various industries, driving innovation and efficiency in research and development. 3. **Goal 12: Responsible Consumption and Production** – By optimizing analytical methods, chemometry supports more efficient resource use and waste reduction in chemical processes and industries. 4. **Goal 3: Good Health and Well-Being** – Chemometric techniques are applied in healthcare for drug development, quality control, and environmental monitoring, contributing to health advancements. 5. **Goal 13: Climate Action** – Chemometry can aid in monitoring environmental pollutants and assessing the impact of climate change on chemical systems, supporting sustainable practices. These connections highlight the importance of chemometry in enhancing research methodologies and addressing sustainability and health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122002 | Stereokima | Stereochemistry | The university course Stereochemistry focuses on the study of the spatial arrangement of atoms within molecules and how this influences their chemical properties and reactivity. Students learn about chirality, optical activity, and isomerism, including enantiomers and diastereomers. The course covers key concepts such as stereoisomerism, cis-trans isomerism, and conformational analysis of molecules, with a focus on how molecular shapes affect their behavior in chemical reactions. | 1. **Goal 3: Good Health and Well-Being** – Stereochemistry is crucial in the pharmaceutical industry, as the spatial arrangement of atoms in molecules can significantly affect drug efficacy and safety. 2. **Goal 4: Quality Education** – This course enhances understanding of complex chemical concepts, fostering quality education in chemistry and related fields. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge of stereochemistry is vital for innovation in chemical synthesis and materials science, impacting various industrial applications. 4. **Goal 12: Responsible Consumption and Production** – Understanding stereochemical principles can lead to the development of more efficient and sustainable chemical processes, minimizing waste and resource use. 5. **Goal 14: Life Below Water** – Stereochemistry can influence the behavior and impact of chemicals in aquatic environments, making it relevant for studies related to marine life and pollution. These connections emphasize the role of stereochemistry in health, education, industry innovation, and environmental sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122102 | Teknik Laboratorium Kimia Organik | Organic Chemistry Laboratory Techniques | The university course Organic Chemistry Laboratory Techniques provides students with practical, hands-on experience in the fundamental techniques used to synthesize, purify, and characterize organic compounds. Students learn essential laboratory skills such as recrystallization, distillation, extraction, and chromatography for purifying and separating organic substances. The course also covers methods for determining the structure and identity of organic compounds using techniques like NMR spectroscopy, infrared (IR) spectroscopy, mass spectrometry, and melting point determination. | 1. **Goal 4: Quality Education** – This course provides hands-on experience and practical skills in organic chemistry, enhancing the educational experience and promoting scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Mastering organic chemistry techniques is essential for innovation in pharmaceuticals, materials science, and other industries, driving research and development. 3. **Goal 12: Responsible Consumption and Production** – The course often emphasizes sustainable practices in organic synthesis, encouraging efficient use of resources and waste reduction. 4. **Goal 3: Good Health and Well-Being** – Techniques learned in the lab are applicable in drug development and testing, contributing to advancements in healthcare and public health. 5. **Goal 13: Climate Action** – Knowledge of organic chemistry can inform the development of greener synthetic methods and alternative energy sources, aiding in climate change mitigation. These connections highlight the importance of organic chemistry laboratory techniques in education, innovation, sustainability, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110503 | Aspek Dasar Riset Kimia | Basic Aspects of Chemical Research | The university course Basic Aspects of Chemical Research introduces students to the foundational principles and practices involved in conducting chemical research. The course covers essential topics such as research methodologies, experimental design, and data collection, with an emphasis on developing critical thinking and problem-solving skills. Students learn about the scientific method, hypothesis formulation, and research ethics, as well as how to analyze and interpret experimental results. | 1. **Goal 4: Quality Education** – The course provides foundational knowledge and skills in chemical research, promoting quality education and scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding the fundamentals of chemical research supports innovation in various industries, from pharmaceuticals to materials science. 3. **Goal 12: Responsible Consumption and Production** – Emphasizing research methods that consider sustainability and efficient resource use can lead to responsible practices in chemical production. 4. **Goal 3: Good Health and Well-Being** – Research in chemistry is vital for developing new medical treatments and improving health outcomes. 5. **Goal 13: Climate Action** – The course can address research related to environmental chemistry and sustainable practices, contributing to climate change solutions. These connections underscore the role of foundational chemical research in advancing education, innovation, health, and sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110602 | Biokimia Dasar | Basic Biochemistry | The university course Basic Biochemistry provides an introduction to the chemical processes and molecular structures that underlie biological systems. Students explore the major biomolecules—proteins, nucleic acids, lipids, and carbohydrates—and learn about their roles in cellular function, metabolism, and genetic information storage and transfer. Key topics include enzyme structure and function, metabolic pathways (e.g., glycolysis, citric acid cycle), and energy transfer in biological systems (e.g., ATP). | 1. **Goal 3: Good Health and Well-Being** – Understanding biochemical processes is essential for health, disease prevention, and the development of new treatments. 2. **Goal 4: Quality Education** – This course provides foundational knowledge in biochemistry, promoting quality education and scientific literacy in life sciences. 3. **Goal 12: Responsible Consumption and Production** – Biochemistry plays a role in sustainable practices in food production, resource management, and waste reduction. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic biochemistry knowledge supports innovation in biotechnology, pharmaceuticals, and agricultural practices. 5. **Goal 13: Climate Action** – Insights from biochemistry can inform approaches to environmental sustainability, such as biofuels and bioremediation strategies. These connections highlight the importance of basic biochemistry in addressing health, sustainability, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120102 | Praktikum Kimia Anorganik | Inorganic Chemistry Practical | The Inorganic Chemistry Practical course provides students with hands-on experience in the laboratory, focusing on the synthesis, analysis, and characterization of inorganic compounds. Students perform experiments that demonstrate key concepts in inorganic chemistry, such as transition metal complexes, redox reactions, acid-base equilibria, and coordination chemistry. | 1. **Goal 4: Quality Education** – This course provides hands-on experience and practical skills in inorganic chemistry, enhancing educational outcomes and fostering scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Inorganic chemistry is fundamental to materials science, catalysis, and nanotechnology, driving innovation across various industries. 3. **Goal 12: Responsible Consumption and Production** – The practical techniques learned can emphasize sustainable practices in the synthesis and use of inorganic compounds, promoting efficient resource use. 4. **Goal 3: Good Health and Well-Being** – Inorganic compounds play significant roles in medicine (e.g., in diagnostics and treatment), contributing to advancements in healthcare. 5. **Goal 13: Climate Action** – Inorganic chemistry is relevant for developing materials and processes that address environmental challenges, such as catalysts for reducing emissions or materials for renewable energy. These connections illustrate the role of inorganic chemistry practical in fostering education, innovation, sustainability, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120303 | Energetika Kimia | Chemical Energetics | The Chemical Energetics course focuses on the study of energy changes in chemical reactions and processes. Topics typically include thermodynamics, enthalpy, entropy, free energy, and the principles governing the direction and spontaneity of chemical reactions. Students learn how to calculate heat changes during reactions, understand the concept of equilibrium, and apply the laws of thermodynamics to various chemical systems. | 1. **Goal 7: Affordable and Clean Energy** – Understanding chemical energetics is essential for developing efficient energy sources and exploring renewable energy technologies. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Insights from chemical energetics can drive innovation in energy-related industries, improving processes and infrastructure. 3. **Goal 12: Responsible Consumption and Production** – The course can focus on optimizing energy use in chemical processes, promoting sustainable practices and minimizing waste. 4. **Goal 13: Climate Action** – Knowledge of chemical energetics is crucial for developing strategies to reduce greenhouse gas emissions and enhance energy efficiency, contributing to climate change mitigation. 5. **Goal 3: Good Health and Well-Being** – Energy considerations in chemical processes can impact healthcare, particularly in the production of pharmaceuticals and medical technologies. These connections highlight the importance of chemical energetics in addressing energy sustainability, innovation, and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120403 | Dasar-Dasar Kimia Analitik | Fundamentals of Analytical Chemistry | The Fundamentals of Analytical Chemistry course introduces students to the principles and techniques used in the analysis of substances to determine their composition and concentration. Topics typically include qualitative and quantitative analysis, error analysis, and various analytical methods such as spectroscopy, chromatography, titrations, and electrochemical techniques. Students learn how to select appropriate methods for different types of analysis, interpret data, and apply statistical tools to ensure accuracy and precision in measurements. | 1. **Goal 3: Good Health and Well-Being** – Analytical chemistry is crucial for medical diagnostics, drug development, and monitoring environmental health, contributing to public health outcomes. 2. **Goal 4: Quality Education** – This course provides foundational knowledge and skills in analytical techniques, enhancing scientific literacy and education in chemistry. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Mastery of analytical methods supports innovation in various industries, including pharmaceuticals, food safety, and environmental monitoring. 4. **Goal 12: Responsible Consumption and Production** – Understanding analytical methods promotes efficient use of resources and helps monitor and reduce waste in chemical processes. 5. **Goal 13: Climate Action** – Analytical chemistry can be applied to environmental studies, helping to monitor pollutants and assess the impact of climate change on ecosystems. These connections illustrate the critical role of analytical chemistry in advancing health, education, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120503 | Kimia Organik Fisik | Physical Organic Chemistry | Physical Organic Chemistry is a university course that focuses on the relationship between the structure and reactivity of organic molecules, combining principles of organic chemistry with physical chemistry. Topics typically include reaction mechanisms, kinetics, thermodynamics, and the application of spectroscopy to understand molecular behavior. Students explore how factors like electronic structure, molecular orbitals, and steric effects influence the reactivity and stability of organic compounds. | 1. **Goal 3: Good Health and Well-Being** – Understanding the principles of physical organic chemistry is vital for drug design, development, and the understanding of biochemical interactions that affect health. 2. **Goal 4: Quality Education** – This course enhances educational outcomes by providing foundational knowledge in organic chemistry and its physical principles, fostering scientific literacy. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Insights from physical organic chemistry drive innovation in various industries, including pharmaceuticals, materials science, and catalysis. 4. **Goal 12: Responsible Consumption and Production** – The course emphasizes efficient reaction mechanisms and sustainable practices, promoting responsible resource use and waste reduction in chemical processes. 5. **Goal 13: Climate Action** – Knowledge from this field can inform the development of greener chemical processes and materials that reduce environmental impact, contributing to climate change mitigation. These connections highlight the importance of physical organic chemistry in addressing health, sustainability, education, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120602 | Praktikum Biokimia | Biochemistry Practicum | The Biochemistry Practicum course provides students with hands-on laboratory experience to apply biochemistry concepts in a practical setting. Students engage in experiments that explore the molecular and biochemical processes of living organisms, such as enzyme activity, protein structure, metabolic pathways, and biochemical analysis techniques. | 1. **Goal 3: Good Health and Well-Being** – Practical skills in biochemistry are essential for understanding health-related biochemical processes, drug development, and medical diagnostics. 2. **Goal 4: Quality Education** – This course provides hands-on experience and training in biochemistry techniques, enhancing educational outcomes and fostering scientific literacy. 3. **Goal 9: Industry, Innovation, and Infrastructure** – The practicum supports innovation in biochemistry, particularly in biotechnology and pharmaceutical industries, by equipping students with essential laboratory skills. 4. **Goal 12: Responsible Consumption and Production** – Emphasis on sustainable practices in biochemical experiments encourages responsible use of resources and waste reduction. 5. **Goal 13: Climate Action** – Knowledge gained in the practicum can be applied to environmental biochemistry, aiding in the development of sustainable practices and solutions to climate challenges. These connections illustrate the critical role of a biochemistry practicum in advancing health, education, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03112703 | Kimia Dasar | Basic Chemistry | Basic Chemistry is an introductory course that covers the fundamental principles of chemistry, providing students with a strong foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, chemical reactions, and the properties of different states of matter. Students also learn to balance chemical equations, understand acids and bases, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills essential for higher education and various fields. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for topics related to health, including nutrition, pharmaceuticals, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Basic chemistry knowledge can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Foundational chemistry is vital for innovation in industries such as pharmaceuticals, materials science, and energy, supporting infrastructure development. 5. **Goal 13: Climate Action** – Basic chemistry concepts are essential for understanding chemical processes related to climate change, such as greenhouse gas emissions and pollution. These connections highlight the importance of basic chemistry in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110103 | Kimia Dasar I | Basic Chemistry I | Basic Chemistry I is an introductory course that covers fundamental concepts in chemistry, providing students with a solid foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, and the principles of chemical reactions. Students learn to balance chemical equations, understand the properties of different states of matter, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills, essential for higher education. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for health-related topics, including nutrition, medicine, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical principles can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic chemistry knowledge is vital for innovation in various industries, including pharmaceuticals, materials science, and energy. 5. **Goal 13: Climate Action** – Basic chemistry concepts help students understand the chemical processes that contribute to climate change, such as emissions and pollution. These connections illustrate the importance of “Basic Chemistry I” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110102 | Kimia Dasar I | Basic Chemistry I | Basic Chemistry I is an introductory course that covers fundamental concepts in chemistry, providing students with a solid foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, and the principles of chemical reactions. Students learn to balance chemical equations, understand the properties of different states of matter, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills, essential for higher education. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for health-related topics, including nutrition, medicine, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical principles can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic chemistry knowledge is vital for innovation in various industries, including pharmaceuticals, materials science, and energy. 5. **Goal 13: Climate Action** – Basic chemistry concepts help students understand the chemical processes that contribute to climate change, such as emissions and pollution. These connections illustrate the importance of “Basic Chemistry I” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110203 | Kimia Dasar II | Basic Chemistry II | Basic Chemistry II is a continuation of introductory chemistry, diving deeper into key concepts and reactions. The course typically covers topics such as chemical kinetics, chemical equilibrium, acids and bases, thermodynamics, and electrochemistry. Students also explore the properties and behavior of gases, liquids, and solids, as well as an introduction to organic chemistry. Emphasis is placed on understanding chemical principles through problem-solving, laboratory experiments, and real-world applications. | 1. **Goal 4: Quality Education** – This course builds on foundational chemistry knowledge, enhancing scientific literacy and critical thinking skills necessary for advanced studies. 2. **Goal 3: Good Health and Well-Being** – Understanding chemical reactions and principles is important for health-related applications, such as drug development and environmental health. 3. **Goal 12: Responsible Consumption and Production** – The course emphasizes the importance of chemical safety, sustainable practices, and efficient resource use, promoting responsible consumption. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course supports innovation in various fields, including pharmaceuticals, materials science, and energy production. 5. **Goal 13: Climate Action** – Concepts covered in Basic Chemistry II help students understand the chemical basis of environmental issues, including climate change and pollution. These connections highlight the relevance of “Basic Chemistry II” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110202 | Kimia Dasar II | Basic Chemistry II | Basic Chemistry II is a university course that builds on the foundations laid in Basic Chemistry I, focusing on more advanced topics in chemistry. It typically covers subjects such as chemical kinetics, equilibrium, acids and bases, thermodynamics, electrochemistry, and introductory organic chemistry. Students explore the behavior of different substances, chemical reactions, and their applications in real-world scenarios. | 1. **Goal 4: Quality Education** – This course builds on foundational chemistry knowledge, enhancing scientific literacy and critical thinking skills necessary for advanced studies. 2. **Goal 3: Good Health and Well-Being** – Understanding chemical reactions and principles is important for health-related applications, such as drug development and environmental health. 3. **Goal 12: Responsible Consumption and Production** – The course emphasizes the importance of chemical safety, sustainable practices, and efficient resource use, promoting responsible consumption. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course supports innovation in various fields, including pharmaceuticals, materials science, and energy production. 5. **Goal 13: Climate Action** – Concepts covered in Basic Chemistry II help students understand the chemical basis of environmental issues, including climate change and pollution. These connections highlight the relevance of “Basic Chemistry II” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110302 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course introduces students to the fundamentals of starting and managing a new business. Topics covered typically include idea generation, market research, business planning, financing options (like venture capital or crowdfunding), marketing strategies, and scaling a business. Students learn about the entrepreneurial mindset, risk management, and the challenges faced by startups. | 1. **Goal 8: Decent Work and Economic Growth** – This course fosters entrepreneurial skills and innovation, promoting economic growth and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurship encourages innovation and the development of new technologies and industries, contributing to sustainable infrastructure. 3. **Goal 4: Quality Education** – The course enhances education by teaching practical skills related to business development, management, and innovation. 4. **Goal 12: Responsible Consumption and Production** – Entrepreneurial ventures can focus on sustainable practices, promoting responsible consumption and reducing environmental impact. 5. **Goal 1: No Poverty** – By encouraging new business creation, entrepreneurship can help lift individuals and communities out of poverty through economic opportunities. 6. **Goal 10: Reduced Inequalities** – Entrepreneurship can empower marginalized groups by providing them with the tools and resources needed to succeed in business, helping to reduce inequalities. These connections illustrate the important role of entrepreneurship in driving economic growth, sustainability, and social equity. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110403 | Kimia Anorganik Dasar | Basic Inorganic Chemistry | The Basic Inorganic Chemistry course introduces students to the fundamental principles of inorganic chemistry, focusing on the structure, properties, and behavior of inorganic compounds. Topics typically include atomic structure, chemical bonding, the periodic table, acids and bases, transition metals, and coordination compounds. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in inorganic chemistry, enhancing scientific literacy and critical thinking skills. 2. **Goal 3: Good Health and Well-Being** – Understanding inorganic compounds is crucial for applications in medicine, including diagnostics and treatment. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Basic inorganic chemistry is essential for innovation in materials science, catalysis, and various industrial applications. 4. **Goal 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the use and disposal of inorganic materials, promoting efficient resource management. 5. **Goal 13: Climate Action** – Knowledge of inorganic chemistry can inform strategies for environmental protection and the development of sustainable technologies, such as catalysts for reducing emissions. These connections highlight the relevance of “Basic Inorganic Chemistry” in promoting education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110102 | Biologi Dasar | basic biology | A basic biology course typically covers fundamental concepts in the life sciences, including cell structure and function, genetics, evolution, ecology, and the diversity of living organisms. Students explore topics such as biological processes, the classification of organisms, and the interactions between living things and their environments. | 1. SDG 3: Good Health and Well-Being – Understanding human biology, diseases, and ecosystems can contribute to health sciences and public health initiatives. 2. SDG 13: Climate Action – Topics such as ecosystems, biodiversity, and environmental science help students understand climate change and its biological impacts. 3. SDG 15: Life on Land – Courses often explore ecosystems, species diversity, and conservation, highlighting the importance of terrestrial ecosystems. 4. SDG 2: Zero Hunger – Topics related to agriculture, nutrition, and sustainable food systems can also be part of biology courses. 5. SDG 14: Life Below Water – If the course includes marine biology, it addresses issues related to ocean ecosystems and conservation. Overall, basic biology provides foundational knowledge that is relevant to multiple SDGs, fostering an understanding of the interconnectedness of life and the importance of sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140204 | TUGAS AKHIR (SKRIPSI) | final project (thesis) | A university thesis project is a comprehensive research endeavor typically undertaken in the final year of study. It involves identifying a specific topic of interest, conducting thorough literature reviews, formulating research questions or hypotheses, and implementing a research methodology to gather data. Students analyze their findings, discuss implications, and present their work in a structured format, usually including an introduction, literature review, methodology, results, and conclusion. | 1. SDG 3: Good Health and Well-Being – Research on public health, epidemiology, or medical advancements can contribute to this goal. 2. SDG 4: Quality Education – Projects focusing on educational methods, access to education, or innovative teaching strategies are directly linked to this goal. 3. SDG 6: Clean Water and Sanitation – Theses exploring water quality, sanitation practices, or access to clean water are relevant here. 4. SDG 7: Affordable and Clean Energy – Research on renewable energy sources, energy efficiency, or energy policy can align with this goal. 5. SDG 11: Sustainable Cities and Communities – Projects on urban planning, sustainable architecture, or community development can address this goal. 6. SDG 12: Responsible Consumption and Production – Research focusing on waste management, sustainable practices, or resource efficiency fits within this framework. 7.SDG 13: Climate Action – Theses examining climate change impacts, mitigation strategies, or adaptation measures are pertinent to this goal. 8.SDG 15: Life on Land – Research in biodiversity, conservation, or land management aligns with this goal. Ultimately, the specific SDGs addressed will depend on the research focus and methodologies used in the thesis project. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140202 | Seminar Hasil | results seminar | A results seminar is a course where students present and discuss the findings of their research projects or thesis work. Typically held at the end of a semester or academic year, this seminar allows students to share their results with peers, faculty, and other stakeholders. | 1. SDG 3: Good Health and Well-Being – Seminars focusing on health research, public health initiatives, or healthcare systems may align with this goal. 2. SDG 4: Quality Education – Presentations on educational outcomes, innovative teaching methods, or access to education can relate to this goal. 3.SDG 6: Clean Water and Sanitation – Research on water management, sanitation practices, or public health related to water quality may be discussed. 4. SDG 11: Sustainable Cities and Communities – Projects on urban development, community engagement, or sustainable infrastructure can fit into this category. 5. SDG 12: Responsible Consumption and Production – Topics on sustainability practices, waste management, or ethical consumption are relevant here. 6. SDG 13: Climate Action – Research discussing climate change, mitigation strategies, or environmental policy aligns with this goal. 7. SDG 15: Life on Land – Seminars addressing biodiversity, conservation efforts, or ecosystem management can be included. Overall, the specific SDGs addressed will depend on the research themes and findings presented by students in the seminar. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140304 | Tugas Akhir | thesis | A university thesis course is a capstone project that requires students to conduct original research on a specific topic within their field of study. This course typically involves selecting a research question, developing a methodology, collecting and analyzing data, and presenting findings in a formal written document. | 1. SDG 3: Good Health and Well-Being – Theses related to public health, healthcare systems, or disease prevention often align with this goal. 2. SDG 4: Quality Education – Research on educational practices, access to education, or learning outcomes can fit within this framework. 3. SDG 6: Clean Water and Sanitation – Topics on water quality, sanitation technologies, or water management practices are relevant here. 4. SDG 7: Affordable and Clean Energy – Theses exploring renewable energy solutions, energy policy, or sustainable energy practices address this goal. 5. SDG 11: Sustainable Cities and Communities – Research on urban planning, community sustainability, or infrastructure development may be covered. 6. SDG 12: Responsible Consumption and Production – Topics related to sustainability, waste management, and resource efficiency align with this goal. 7. SDG 13: Climate Action – Research focusing on climate change impacts, adaptation strategies, or environmental policies often relates to this goal. 8. SDG 15: Life on Land – Theses on biodiversity conservation, ecosystem management, or land use practices can be relevant. Ultimately, the specific SDGs addressed will depend on the individual thesis topic and its research findings. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131903 | KULTUR JARINGAN TUMBUHAN | plant tissue culture | A university course on plant tissue culture typically covers the techniques and principles of cultivating plant cells, tissues, or organs in a controlled environment. | 1. SDG 2: Zero Hunger – Plant tissue culture techniques can contribute to improving crop yields, enhancing food security, and developing disease-resistant varieties. 2. SDG 4: Quality Education – The course itself provides education on advanced agricultural techniques and biotechnological methods. 3. SDG 12: Responsible Consumption and Production – By promoting sustainable practices in agriculture, such as reducing the need for pesticides and fertilizers through tissue culture, this goal is supported. 4. SDG 13: Climate Action – Research on developing resilient plant varieties can help in adapting agriculture to climate change. 5. SDG 15: Life on Land – Plant tissue culture plays a role in conservation efforts, including the propagation of endangered plant species and the restoration of degraded ecosystems. These goals highlight the potential of plant tissue culture to contribute to sustainable agricultural practices and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132003 | ETNO EKONOMI TUMBUHAN | plant ethnoeconomics | A university course on plant ethnobotany or ethnobiology typically explores the relationships between people and plants, focusing on how different cultures use and perceive plants for various purposes. | 1. SDG 1: No Poverty – By studying how indigenous and local communities use plants for economic development, the course can highlight ways to alleviate poverty. 2.SDG 2: Zero Hunger – Ethnoeconomic practices often involve the cultivation and use of plants for food security and nutrition, promoting sustainable agricultural practices. 3. SDG 4: Quality Education – The course provides education on the intersection of culture, economics, and botany, fostering understanding and appreciation of traditional knowledge. 4. SDG 12: Responsible Consumption and Production – Examining sustainable practices in plant use and trade can encourage responsible consumption and promote local economies. 5. SDG 15: Life on Land – The course may explore the conservation of plant biodiversity and the sustainable use of natural resources, contributing to ecosystem preservation. 6. SDG 10: Reduced Inequalities – Addressing how marginalized communities utilize and benefit from plant resources can highlight issues of equity and access. These SDGs reflect the course’s potential to enhance understanding of the socio-economic roles of plants in various cultures and promote sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132103 | MIKROTEKNIK | microtechniques | A university course on microtechniques focuses on the methods and technologies used in the preparation and analysis of microscopic samples. | 1. SDG 3: Good Health and Well-Being – Microtechniques are often used in medical research and diagnostics, contributing to health advancements. 2. SDG 4: Quality Education – The course provides essential knowledge and skills in scientific techniques, promoting education and capacity building. 3. SDG 12: Responsible Consumption and Production – Techniques that optimize resource use and minimize waste can promote sustainability in various applications. 4. SDG 13: Climate Action – Microtechniques can support research on climate change impacts on ecosystems and contribute to developing adaptive strategies. SDG 15: Life on Land – In botany, microtechniques are crucial for studying plant cells and tissues, aiding in conservation and biodiversity research. These goals reflect the relevance of microtechniques in advancing scientific understanding and promoting sustainable practices across various fields. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132202 | KESEHATAN REPRODUKSI | REPRODUCTION HEALTH | A university course on reproductive health examines the biological, social, and psychological aspects of human reproduction | 1. SDG 3: Good Health and Well-Being – This goal is directly addressed through education on reproductive health, family planning, maternal health, and access to healthcare services. 2. SDG 5: Gender Equality – Reproductive health is closely tied to women’s rights and gender equality, focusing on empowering women to make informed choices about their reproductive health. 3. SDG 4: Quality Education – The course contributes to education on sexual and reproductive health, ensuring that individuals have the knowledge to make informed decisions. 4. SDG 10: Reduced Inequalities – Addressing disparities in access to reproductive health services among different populations helps promote equity. 5. SDG 6: Clean Water and Sanitation – While not the primary focus, reproductive health can be impacted by sanitation and water quality, particularly in maternal health contexts. These goals highlight the course’s relevance to improving health outcomes, promoting gender equity, and enhancing education in reproductive health matters. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132302 | METODOLOGI PENELITIAN | research metchodology | A university course on research methodology typically covers the principles and techniques used in conducting research across various disciplines. | 1. SDG 4: Quality Education – The course equips students with essential skills for conducting research, enhancing their educational experience and capacity for critical thinking. 2.SDG 3: Good Health and Well-Being – Methodological training in health-related research contributes to better health outcomes and evidence-based practices. 3.SDG 10: Reduced Inequalities – Research methodology courses often emphasize the importance of equitable research practices, helping to address disparities in access to information and resources. 4.SDG 12: Responsible Consumption and Production – Methodological approaches can promote sustainable research practices, emphasizing ethical considerations and responsible resource use. 5.SDG 13: Climate Action – Research methodologies that focus on environmental science and climate change help inform effective strategies for mitigation and adaptation. 6. SDG 16: Peace, Justice, and Strong Institutions – Training in research methods fosters a culture of transparency, accountability, and informed decision-making in governance and policy. These goals illustrate how research methodology courses can contribute to a broader understanding of sustainability and social impact across various disciplines. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132401 | SEMINAR PROPOSAL | proposal seminar | A university course on proposal seminar typically focuses on the development and presentation of research proposals. | 1. SDG 4: Quality Education – The seminar promotes skills in developing research proposals, enhancing educational opportunities and academic growth. 2. SDG 3: Good Health and Well-Being – Proposals related to health initiatives, public health research, or healthcare improvements can contribute to this goal. 3. SDG 5: Gender Equality – Proposals addressing gender issues, women’s empowerment, and equality initiatives support this goal. 4. SDG 10: Reduced Inequalities – Proposals focusing on social equity, access to resources, or support for marginalized communities can align with this goal. 5. SDG 13: Climate Action – Proposals aimed at environmental sustainability, climate change mitigation, or conservation efforts are relevant here. 6. SDG 12: Responsible Consumption and Production – Proposals promoting sustainable practices, resource efficiency, and waste reduction fit within this framework. These goals reflect how a proposal seminar can foster the development of initiatives and research that contribute to sustainable development and social progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140101 | SEMINAR HASIL | results seminar | A university course on results seminar focuses on presenting and discussing research findings. | 1. SDG 4: Quality Education – The seminar provides a platform for sharing knowledge and research findings, enhancing the educational experience. 2. SDG 3: Good Health and Well-Being – Research presentations related to health outcomes, public health initiatives, or healthcare improvements contribute to this goal. 3. SDG 5: Gender Equality – If presentations focus on gender studies, women’s rights, or equality initiatives, they align with this goal. 4. SDG 10: Reduced Inequalities – Topics addressing social justice, equity, and access to resources for marginalized groups are relevant here. 5. SDG 13: Climate Action – Presentations on environmental research, climate change impacts, or sustainability practices support this goal. 6. SDG 12: Responsible Consumption and Production – Research on sustainable practices, resource management, and waste reduction may also be discussed. These goals reflect the seminar’s potential to facilitate discussions and research that advance sustainable development and social progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131202 | ANDROLOGI | andrology | A university course on andrology focuses on male reproductive health and related medical issues. | 1. SDG 3: Good Health and Well-Being – Andrology focuses on male reproductive health, infertility, and related health issues, contributing to overall health outcomes for men. 2. SDG 4: Quality Education – The course provides education on male reproductive biology, health practices, and related medical knowledge, enhancing awareness and understanding. 3. SDG 5: Gender Equality – Understanding male reproductive health can contribute to broader discussions about gender health disparities and promote equitable health practices. 4. SDG 10: Reduced Inequalities – Addressing men’s health issues can help reduce health disparities and ensure that all individuals have access to appropriate healthcare services. 5. SDG 12: Responsible Consumption and Production – Discussions on the environmental impacts of male reproductive health, such as exposure to chemicals, may relate to sustainable practices and public health. These goals highlight the relevance of andrology courses in promoting health awareness, education, and equity in health practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131303 | FIKOLOGI | phycology | A university course in psychology provides an overview of the scientific study of behavior and mental processes. | 1. SDG 3: Good Health and Well-Being – Psychology plays a crucial role in mental health, wellness, and understanding behavioral health issues, contributing to overall well-being. 2. SDG 4: Quality Education – Courses in psychology enhance educational practices by applying psychological principles to teaching and learning processes. 3. SDG 5: Gender Equality – Psychology examines gender issues, promotes understanding of gender-based disparities, and can support initiatives for gender equity. 4. SDG 10: Reduced Inequalities – Understanding social psychology and behavioral health can help address issues of inequality and discrimination in various populations. 5. SDG 16: Peace, Justice, and Strong Institutions – Psychological principles can inform conflict resolution, community building, and the promotion of justice and social cohesion. 6. SDG 17: Partnerships for the Goals – Collaborative research in psychology often involves partnerships with other disciplines and organizations to address complex social issues. These goals illustrate how psychology contributes to individual and community well-being, social justice, and educational outcomes. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131402 | REKAYASA GENETIKA | genetic engineering | the course aims to provide students with a comprehensive understanding of genetic engineering, equipping them with the knowledge and skills to contribute to advancements in this rapidly evolving field. | 1. SDG 2: Zero Hunger – Genetic engineering can contribute to food security by developing crops that are more resilient to pests, diseases, and climate change, enhancing agricultural productivity. 2. SDG 3: Good Health and Well-Being – Genetic engineering is involved in medical advancements, including gene therapy, the development of vaccines, and treatments for genetic disorders. 3. SDG 4: Quality Education – The course promotes education in advanced biotechnological techniques and ethical considerations related to genetic research. 4. SDG 12: Responsible Consumption and Production – Genetic engineering can support sustainable agricultural practices and reduce the reliance on chemical inputs through the development of genetically modified organisms (GMOs). 5. SDG 1 3: C limate Action – Research in genetic engineering can contribute to developing crops that can withstand climate change impacts, such as drought or flooding. SDG 15: Life on Land – Genetic engineering plays a role in biodiversity conservation by enabling the preservation and restoration of endangered species and ecosystems. These goals highlight the potential of genetic engineering to contribute to sustainable development across agriculture, health, and environmental management. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131502 | GENETIKA MANUSIA | human genetics | the course aims to provide students with a solid foundation in human genetics, preparing them for careers in healthcare, research, or further study in related fields. | 1. SDG 2: Zero Hunger – Genetic engineering can contribute to food security by developing crops that are more resilient to pests, diseases, and climate change, enhancing agricultural productivity. 2. SDG 3: Good Health and Well-Being – Genetic engineering is involved in medical advancements, including gene therapy, the development of vaccines, and treatments for genetic disorders. 3. SDG 4: Quality Education – The course promotes education in advanced biotechnological techniques and ethical considerations related to genetic research. 4. SDG 12: Responsible Consumption and Production – Genetic engineering can support sustainable agricultural practices and reduce the reliance on chemical inputs through the development of genetically modified organisms (GMOs). 5. SDG 13: Climate Action – Research in genetic engineering can contribute to developing crops that can withstand climate change impacts, such as drought or flooding. 6. SDG 15: Life on Land – Genetic engineering plays a role in biodiversity conservation by enabling the preservation and restoration of endangered species and ecosystems. These goals highlight the potential of genetic engineering to contribute to sustainable development across agriculture, health, and environmental management. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131603 | MIKROBIOLOGI LINGKUNGAN | environmental microbiology | the course aims to provide students with an understanding of the critical roles microorganisms play in environmental processes and their applications in environmental management and sustainability. | 1. SDG 3: Good Health and Well-Being – Environmental microbiology contributes to understanding how microorganisms affect human health, particularly in relation to pathogens and disease prevention. 2. SDG 6: Clean Water and Sanitation – This field studies microbial processes in water quality and treatment, essential for providing safe drinking water and sanitation. 3. SDG 12: Responsible Consumption and Production – Environmental microbiology explores waste management, bioremediation, and sustainable practices to minimize environmental impact. 4. SDG 13: Climate Action – Microorganisms play a key role in carbon cycling and climate change mitigation, including the study of greenhouse gas emissions and soil health. 5. SDG 15: Life on Land – Research on soil microbiology contributes to understanding ecosystems, biodiversity, and sustainable land management practices. 6. SDG 11: Sustainable Cities and Communities – The course may address the role of microorganisms in urban environments, including waste management and pollution control. These goals illustrate the relevance of environmental microbiology in promoting health, sustainability, and environmental stewardship. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131703 | MIKOLOGI | mycology | A university course in mycology focuses on the study of fungi, including their biology, ecology, and importance in various ecosystems. | 1. SDG 2: Zero Hunger – Mycology contributes to food security through the cultivation of edible fungi, such as mushrooms, and the study of their roles in agriculture and soil health. 2. SDG 3: Good Health and Well-Being – Fungi have medicinal properties, including the production of antibiotics and other therapeutic compounds, which directly relate to health outcomes. 3. SDG 12: Responsible Consumption and Production – The course can explore sustainable practices in fungal cultivation, including the use of fungi in waste decomposition and bioremediation. 4. SDG 13: Climate Action – Fungi play essential roles in carbon cycling and can be involved in strategies for soil carbon sequestration and climate change mitigation. 5. SDG 15: Life on Land – Mycology contributes to understanding biodiversity, ecosystem dynamics, and the role of fungi in maintaining healthy ecosystems. 6. SDG 6: Clean Water and Sanitation – Some fungi can be used in bioremediation to help clean contaminated water and soil, supporting environmental health. These goals highlight the importance of mycology in agriculture, health, sustainability, and ecosystem conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131802 | MANAJEMEN LABORATORIUM | laboratory management | the course aims to equip students with the skills and knowledge necessary to lead and manage laboratory environments successfully, preparing them for careers in research, industry, or clinical settings. | 1. SDG 3: Good Health and Well-Being – Effective laboratory management is crucial for health-related research, diagnostics, and ensuring quality control in healthcare laboratories. 2. SDG 4: Quality Education – The course provides education on best practices in laboratory operations, enhancing skills for future professionals in various scientific fields. 3. SDG 9: Industry, Innovation, and Infrastructure – Laboratory management focuses on optimizing research environments, fostering innovation, and supporting scientific infrastructure. 4. SDG 12: Responsible Consumption and Production – Topics may include waste management, sustainability practices, and resource efficiency within laboratory settings. 5. SDG 16: Peace, Justice, and Strong Institutions – Ensuring compliance with regulations and ethical standards in laboratory management promotes transparency and accountability in research. 6. SDG 17: Partnerships for the Goals – Collaboration between laboratories, research institutions, and industry can enhance knowledge sharing and improve research outcomes. These goals highlight the relevance of laboratory management in promoting effective research practices, sustainability, and health advancements. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130503 | AKUAKULTUR | aquaculture | the course aims to provide students with a comprehensive understanding of aquaculture practices, preparing them for careers in fisheries, environmental management, or food production. | 1. SDG 2: Zero Hunger – Aquaculture plays a crucial role in food security by providing a sustainable source of protein and contributing to global food production. 2. SDG 3: Good Health and Well-Being – Fish and seafood are important for nutrition, and aquaculture can help improve diets and health outcomes in various populations. 3. SDG 12: Responsible Consumption and Production – The course can cover sustainable aquaculture practices, resource management, and minimizing environmental impacts. 4. SDG 14: Life Below Water – Aquaculture directly relates to the sustainable use of marine resources, helping to alleviate pressure on wild fish populations and promoting biodiversity. 5. SDG 13: Climate Action – Aquaculture practices can be adapted to mitigate climate change impacts, and the industry can contribute to climate resilience in coastal communities. 6. SDG 15: Life on Land – Topics may include integrated approaches that link aquaculture with terrestrial agriculture for sustainable resource use. These goals illustrate the importance of aquaculture in promoting sustainability, food security, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130603 | AMDAL | eia | A university course on Environmental Impact Assessment (EIA) focuses on the systematic process of evaluating the potential environmental effects of proposed projects or developments. | 1. SDG 3: Good Health and Well-Being – EIA helps assess potential health impacts of projects, promoting the health and well-being of communities affected by development. 2. SDG 11: Sustainable Cities and Communities – The course emphasizes sustainable urban development and planning, ensuring that community needs are balanced with environmental protection. 3. SDG 12: Responsible Consumption and Production – EIA promotes sustainable practices by evaluating resource use and waste management in projects. 4. SDG 13: Climate Action – Assessing the climate impacts of projects helps inform strategies for mitigation and adaptation to climate change. 5. SDG 15: Life on Land – EIA evaluates the effects of projects on terrestrial ecosystems and biodiversity, promoting conservation and sustainable land use. 6. SDG 16: Peace, Justice, and Strong Institutions – EIA processes can enhance transparency and public participation in decision-making, fostering accountability and good governance. These goals highlight the critical role of EIA in promoting sustainable development and protecting environmental and community health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130702 | EKOLOGI WISATA | tourism ecology | A university course in tourism ecology focuses on the interactions between tourism and the natural environment, examining how tourism affects ecosystems and how ecological principles can inform sustainable tourism practices. | 1. SDG 8: Decent Work and Economic Growth – Promoting sustainable tourism practices can lead to economic development while providing employment opportunities in local communities. 2. SDG 11: Sustainable Cities and Communities – The course can emphasize sustainable tourism practices that contribute to the resilience and livability of urban and rural areas. 3. SDG 12: Responsible Consumption and Production – Tourism ecology focuses on minimizing environmental impacts and promoting responsible consumption among tourists and businesses. 4. SDG 13: Climate Action – Understanding the ecological impacts of tourism can inform strategies for reducing carbon footprints and enhancing climate resilience in tourist destinations. 5 SDG 14: Life Below Water – Courses may cover the impacts of tourism on marine ecosystems and promote practices that protect ocean health. 6. SDG 15: Life on Land – The course can explore the effects of tourism on terrestrial ecosystems, biodiversity conservation, and sustainable land management practices. 7.SDG 17: Partnerships for the Goals – Collaborations between tourism stakeholders, local communities, and conservation organizations can enhance sustainable tourism efforts. These goals reflect the importance of tourism ecology in promoting sustainable practices, protecting ecosystems, and supporting local economies. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130802 | PENCEMARAN LINGKUNGAN | ENVIRONMENTAL POLLUTION | A university course on Environmental Pollution explores the sources, types, effects, and management of pollutants in the environment. | 1. SDG 3: Good Health and Well-Being – The course can examine the health impacts of pollution, including air, water, and soil pollution, and strategies to mitigate these effects. 2. SDG 6: Clean Water and Sanitation – Addressing water pollution is crucial for ensuring safe drinking water and sanitation, a key focus of the course. 3. SDG 11: Sustainable Cities and Communities – The course may cover urban pollution issues and promote sustainable urban planning and management practices to reduce pollution. 4. SDG 12: Responsible Consumption and Production – Understanding the sources and impacts of pollution can lead to more sustainable production and consumption practices. 5. SDG 13: Climate Action – The course can explore the relationship between pollution and climate change, particularly in terms of greenhouse gas emissions and mitigation strategies. 6. SDG 14: Life Below Water – Pollution impacts marine ecosystems, and the course can address strategies for protecting ocean health from pollution. 7. SDG 15: Life on Land – The course may examine the impacts of land pollution on ecosystems, biodiversity, and soil health. These goals highlight the critical role of understanding and addressing environmental pollution in promoting sustainability and protecting public health and ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130903 | MALAKOLOGI | malacology | A university course in malacology focuses on the study of mollusks, a diverse group of invertebrates that includes snails, clams, octopuses, and more. | 1. SDG 14: Life Below Water – Malacology focuses on marine and freshwater mollusks, contributing to the understanding and conservation of aquatic biodiversity and ecosystems. 2. SDG 2: Zero Hunger – Mollusks are important food sources for many communities, and sustainable management of shellfish and other mollusks contributes to food security. 3. SDG 3: Good Health and Well-Being – Some mollusks have medicinal properties or contribute to health through their role in ecosystems, supporting overall well-being. 4. SDG 12: Responsible Consumption and Production – The course may cover sustainable harvesting practices for mollusks and the importance of minimizing environmental impacts in aquaculture and fisheries. 5. SDG 15: Life on Land – Studies may include terrestrial mollusks and their roles in ecosystems, soil health, and biodiversity conservation. 6. SDG 13: Climate Action – Understanding the impacts of climate change on mollusk populations can inform conservation strategies and ecosystem management. These goals highlight the importance of malacology in promoting sustainability, biodiversity conservation, and the sustainable use of natural resources. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131003 | ENTOMOLOGI | entomology | A university course in entomology focuses on the study of insects, one of the most diverse groups of organisms on Earth. | 1. SDG 2: Zero Hunger – Entomology plays a crucial role in agriculture by studying pest management, pollination, and the role of insects in food production systems. 2. SDG 3: Good Health and Well-Being – The course may cover the impacts of insects on human health, including vectors of diseases and beneficial insects used in medical research. 3. SDG 12: Responsible Consumption and Production – Understanding insect life cycles and behaviors can lead to sustainable pest management practices and reduced reliance on chemical pesticides. 4. SDG 14: Life Below Water – Some studies may focus on aquatic insects and their roles in freshwater ecosystems, contributing to the health of aquatic biodiversity. 5. SDG 15: Life on Land – Entomology is essential for understanding terrestrial ecosystems, biodiversity, and the roles of insects in soil health and nutrient cycling. 6. SDG 13: Climate Action – Research on the effects of climate change on insect populations can inform conservation strategies and agricultural practices. These goals illustrate the relevance of entomology in promoting sustainability, biodiversity conservation, and improving agricultural practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131103 | IKHTIOLOGI | ichtology | A university course in ichthyology focuses on the study of fish, covering their biology, ecology, and taxonomy. | 1. SDG 14: Life Below Water – Ichthyology is directly related to the conservation and sustainable management of fish populations and aquatic ecosystems. 2. SDG 2: Zero Hunger – Fish are a critical source of protein for many communities, and sustainable fisheries management contributes to food security and nutrition. 3. SDG 3: Good Health and Well-Being – Understanding the health of fish populations can influence human health through food safety and nutrition. 4. SDG 12: Responsible Consumption and Production – The course can promote sustainable fishing practices and responsible management of aquatic resources. 5. SDG 13: Climate Action – Research in ichthyology can examine the impacts of climate change on fish populations and ecosystems, informing conservation efforts. 6. SDG 15: Life on Land – While primarily focused on aquatic environments, ichthyology can intersect with land-based ecosystems through studies of river systems and watersheds. These goals highlight the importance of ichthyology in promoting sustainability, biodiversity conservation, and responsible resource management in aquatic environments. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122602 | TERATOLOGI | Teratology | The university course “Teratology” focuses on the study of developmental abnormalities and congenital malformations caused by genetic, environmental, or chemical factors during the embryonic and fetal stages of development. Key topics typically covered in the course include. | 1. SDG 3: Good Health and Well-Being Focuses on the impact of environmental factors on public health and well-being. 2. SDG 6: Clean Water and Sanitation Addresses water quality, sanitation issues, and the importance of sustainable water management. 3. SDG 11: Sustainable Cities and Communities Explores urban planning and development practices that promote sustainable living. 4. SDG 12: Responsible Consumption and Production Emphasizes sustainable resource management and reducing environmental impact. 5. SDG 13: Climate Action Investigates climate change causes, impacts, and mitigation strategies. 6. SDG 15: Life on Land Studies biodiversity conservation and the importance of healthy ecosystems. This course equips students with the knowledge and skills to address environmental challenges and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122703 | MIKROBIOLOGI TERAPAN | applied microbiology | A university course in Applied Microbiology focuses on the practical applications of microbiological principles in various fields, including medicine, agriculture, food science, and environmental science. | 1. SDG 3: Good Health and Well-Being Applied microbiology is crucial for understanding pathogens and developing vaccines, antibiotics, and diagnostics that improve public health. 2. SDG 6: Clean Water and Sanitation The course may cover microbiological aspects of water quality testing and treatment processes to ensure safe drinking water. 3. SDG 12: Responsible Consumption and Production This goal is relevant as applied microbiology can lead to sustainable practices in food production, fermentation processes, and waste management. 4. SDG 13: Climate Action Microbial processes play a significant role in carbon cycling and bioremediation, contributing to efforts to mitigate climate change impacts. 5. SDG 14: Life Below Water Studies may focus on marine microbiology and the role of microorganisms in ocean health and nutrient cycling. 6. SDG 15: Life on Land The course can explore soil microbiology and its importance in agriculture, ecosystem health, and biodiversity conservation. These goals highlight the importance of applied microbiology in promoting health, sustainability, and environmental protection. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122802 | BIOINFORMATIKA DAN PEMODELAN | bioinformatics and modeling | A university course in Bioinformatics and Modeling focuses on the application of computational techniques to analyze biological data and model biological systems. | 1. SDG 3: Good Health and Well-Being Bioinformatics is essential for understanding genomic data, developing personalized medicine, and advancing healthcare through improved diagnostics and treatments. 2. SDG 4: Quality Education The course promotes education in computational biology, data analysis, and modeling techniques, equipping students with valuable skills in a growing field. 3. SDG 9: Industry, Innovation, and Infrastructure Bioinformatics contributes to innovations in biotechnology, pharmaceuticals, and data management, supporting advancements in research and industry. 4. SDG 12: Responsible Consumption and Production Modeling can help optimize processes in biotechnology and agriculture, leading to more sustainable practices and resource management. 5. SDG 13: Climate Action Bioinformatics can be used to study the impacts of climate change on biodiversity and ecosystems, helping to inform conservation efforts. 6.SDG 15: Life on Land The course may include applications of bioinformatics in studying genetic diversity and conservation of terrestrial species. These goals highlight the relevance of bioinformatics and modeling in health, sustainability, and advancing scientific research. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130103 | BIOTEKNOLOGI | biotechnology | A university course in Biotechnology focuses on the application of biological processes and organisms in various fields, including medicine, agriculture, and environmental science. | 1. SDG 2: Zero Hunger Biotechnology can enhance food security through the development of genetically modified crops that are more resilient to pests, diseases, and climate change. 2. SDG 3: Good Health and Well-Being This goal is relevant as biotechnology is crucial for developing vaccines, diagnostics, and therapies, particularly in the field of personalized medicine. 3. SDG 4: Quality Education The course fosters education in advanced biotechnological techniques, equipping students with skills necessary for careers in science and technology. 4. SDG 12: Responsible Consumption and Production Biotechnology can promote sustainable practices in agriculture and manufacturing, including bio-based materials and bioprocessing techniques. 5. SDG 13: Climate Action Biotechnology can help in developing solutions for climate change mitigation, such as biofuels and carbon capture technologies. 6.SDG 15: Life on Land The course may cover applications in biodiversity conservation, such as using biotechnological methods for species preservation and habitat restoration. These goals highlight the importance of biotechnology in addressing global challenges related to health, food security, sustainability, and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130203 | MIKROBIOLOGI LAUT | marnie microbiology | A university course in Marine Microbiology focuses on the study of microorganisms in marine environments and their roles in ocean ecosystems. | 1. SDG 14: Life Below Water This goal is directly relevant, as marine microbiology studies microorganisms in ocean ecosystems, focusing on biodiversity, ecosystem health, and the roles of microbes in nutrient cycling. 2. SDG 3: Good Health and Well-Being Marine microorganisms can have implications for human health, including the study of marine-derived pharmaceuticals and the impacts of pathogens in marine environments. 3.SDG 6: Clean Water and Sanitation The course may cover the importance of understanding microbial communities in water quality and their roles in pollution remediation. 4. SDG 12: Responsible Consumption and Production Marine microbiology can inform sustainable practices in fisheries and aquaculture, promoting responsible resource management. 5. SDG 13: Climate Action Microorganisms play a significant role in carbon cycling and can influence climate regulation, making this goal relevant in the context of climate change studies. SDG 15: Life on Land While focused on marine environments, findings in marine microbiology can contribute to understanding land-sea interactions and overall ecosystem health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130303 | BAKTERIOLOGI | bacteriology | A university course in Bacteriology focuses on the study of bacteria, their physiology, genetics, ecology, and impact on health and the environment. | 1. SDG 3: Good Health and Well-Being Bacteriology is crucial for understanding pathogens, developing vaccines, and creating antibiotics, directly impacting public health and disease prevention. 2. SDG 6: Clean Water and Sanitation This goal is relevant as bacteriology studies waterborne pathogens and the role of bacteria in water quality and sanitation practices. 3. SDG 12: Responsible Consumption and Production Understanding bacterial processes can inform sustainable practices in waste management and bioremediation, promoting responsible resource use. 4. SDG 13: Climate Action Some bacteria are involved in processes like nitrogen fixation and carbon cycling, which can impact climate change and environmental health. 5. SDG 15: Life on Land Bacteria play a vital role in soil health, nutrient cycling, and biodiversity, contributing to sustainable land management and conservation efforts. 6. SDG 11: Sustainable Cities and Communities Bacteriology can inform urban health initiatives, particularly in managing public health risks associated with microbial contamination. These goals highlight the importance of bacteriology in public health, environmental sustainability, and understanding microbial ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130402 | EVOLUSI | evolution | A university course in Evolution explores the scientific principles and evidence underlying the theory of evolution, focusing on the processes that drive biological change over time. | 1. SDG 3: Good Health and Well-Being Understanding evolutionary processes is crucial for fields like medicine and public health, particularly in studying disease evolution, antibiotic resistance, and vaccine development. 2. SDG 4: Quality Education The course promotes education in biological sciences, helping students understand fundamental concepts that are essential for various scientific fields. 3. SDG 15: Life on Land Evolutionary principles are key to understanding biodiversity, species conservation, and the impacts of environmental changes on ecosystems. 4. SDG 13: Climate Action Evolutionary biology can inform conservation strategies by studying how species adapt to climate change and identifying vulnerable species. 5. SDG 14: Life Below Water The course may explore evolutionary processes in marine environments, contributing to the understanding of marine biodiversity and ecosystem dynamics. 6. SDG 10: Reduced Inequalities Understanding the evolution of traits can help address disparities in health and resilience among different populations. These goals highlight the relevance of evolutionary studies in promoting health, education, biodiversity conservation, and understanding the impacts of environmental change. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121902 | BIOGEOGRAFI | geography | A university course in Geography explores the relationship between people and their environments, examining both physical landscapes and human activities. | 1. SDG 3: Good Health and Well-Being Understanding evolutionary processes is crucial for fields like medicine and public health, particularly in studying disease evolution, antibiotic resistance, and vaccine development. 2. SDG 4: Quality Education The course promotes education in biological sciences, helping students understand fundamental concepts that are essential for various scientific fields. 3. SDG 15: Life on Land Evolutionary principles are key to understanding biodiversity, species conservation, and the impacts of environmental changes on ecosystems. 4. SDG 13: Climate Action Evolutionary biology can inform conservation strategies by studying how species adapt to climate change and identifying vulnerable species. 5. SDG 14: Life Below Water The course may explore evolutionary processes in marine environments, contributing to the understanding of marine biodiversity and ecosystem dynamics. 6. SDG 10: Reduced Inequalities Understanding the evolution of traits can help address disparities in health and resilience among different populations. These goals highlight the relevance of evolutionary studies in promoting health, education, biodiversity conservation, and understanding the impacts of environmental change. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122002 | KONSERVASI SDA | natural conservation | A university course in Natural Conservation focuses on the protection and sustainable management of natural resources and ecosystems. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the protection, restoration, and sustainable use of terrestrial ecosystems and biodiversity conservation. 2. SDG 13: Climate Action Natural conservation efforts play a crucial role in mitigating climate change by preserving carbon sinks, such as forests and wetlands, and promoting ecosystem resilience. 3. SDG 6: Clean Water and Sanitation Conservation practices often involve protecting watersheds and aquatic ecosystems, which are essential for maintaining clean water resources. 4. SDG 11: Sustainable Cities and Communities The course may cover urban conservation strategies that promote green spaces and biodiversity within city planning and development. 5. SDG 12: Responsible Consumption and Production Understanding sustainable practices in resource management and conservation can help promote responsible consumption patterns. 6. SDG 14: Life Below Water Natural conservation includes efforts to protect marine ecosystems, addressing issues like overfishing, habitat destruction, and pollution. 7. SDG 3: Good Health and Well-Being Healthy ecosystems provide essential services that contribute to human health, including clean air, water, and resources for nutrition and medicine. These goals highlight the importance of natural conservation in promoting biodiversity, sustainability, and the health of ecosystems and communities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122102 | SITOGENETIKA | cytogenetics | A university course in Cytogenetics focuses on the study of chromosomes, their structure, function, and role in heredity. | 1. SDG 3: Good Health and Well-Being Cytogenetics is essential for understanding genetic disorders, cancer research, and the development of diagnostic tools and therapies, directly impacting public health. 2. SDG 4: Quality Education The course promotes education in genetics and biotechnology, equipping students with knowledge and skills relevant to various scientific and medical fields. 3. SDG 10: Reduced Inequalities Understanding genetic factors can help address health disparities and promote equitable access to genetic testing and counseling. 4. SDG 12: Responsible Consumption and Production Knowledge from cytogenetics can inform ethical practices in biotechnology and the responsible use of genetic resources. 5.SDG 15: Life on Land Cytogenetics can play a role in biodiversity conservation by studying the genetics of endangered species and informing conservation strategies. 6. SDG 13: Climate Action While more indirect, research in cytogenetics can contribute to understanding how genetic variations influence species adaptation to changing environments. These goals illustrate the relevance of cytogenetics in health, education, conservation, and ethical practices in science. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122202 | FITOPATOLOGI | phytopathology | A university course in Phytopathology focuses on the study of plant diseases, including their causes, development, and management. | 1. SDG 2: Zero Hunger Phytopathology is crucial for understanding and managing plant diseases that affect food crops, contributing to food security and sustainable agricultural practices. 2. SDG 12: Responsible Consumption and Production The course can focus on sustainable pest and disease management strategies, reducing the need for chemical inputs and promoting eco-friendly agricultural practices. 3. SDG 13: Climate Action Understanding how climate change impacts plant diseases can inform strategies to mitigate its effects on agriculture and food production. 4. SDG 15: Life on Land Phytopathology contributes to the conservation of plant biodiversity by studying diseases that threaten wild and cultivated plant species. 5. SDG 3: Good Health and Well-Being Healthy plants are essential for nutrition and food safety; understanding plant diseases helps ensure a stable and safe food supply. 6.SDG 4: Quality Education The course promotes education in plant sciences and biotechnology, equipping students with essential skills for addressing agricultural challenges. These goals highlight the importance of phytopathology in promoting sustainable agriculture, food security, and environmental health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122302 | EKOLOGI SERANGGA | insect ecology | A university course in Insect Ecology focuses on the study of insect interactions with their environments and the roles they play in ecosystems. | 1. SDG 2: Zero Hunger Understanding insect ecology is crucial for agriculture, as insects play roles as pollinators, pests, and decomposers, impacting food production and security. 2. SDG 3: Good Health and Well-Being Insects can be vectors for diseases; studying their ecology helps in managing public health risks associated with insect-borne illnesses. 3. SDG 12: Responsible Consumption and Production The course may cover sustainable pest management practices and the ecological roles of insects in nutrient cycling, promoting responsible agricultural practices. 4 SDG 14: Life Below Water Some insects are integral to aquatic ecosystems, and their ecological roles can influence water quality and biodiversity. 5. SDG 15: Life on Land Insect ecology contributes to understanding terrestrial ecosystems, biodiversity conservation, and the impacts of environmental changes on insect populations. 6. SDG 13: Climate Action The course may explore how insects respond to climate change and their role in carbon cycling, informing conservation strategies. These goals highlight the relevance of insect ecology in promoting sustainability, biodiversity conservation, and understanding ecosystem dynamics. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122403 | EKOLOGI PERAIRAN | water ecology | A university course in Water Ecology focuses on the study of aquatic ecosystems, including freshwater and marine environments, and the organisms that inhabit them. | 1. SDG 6: Clean Water and Sanitation This goal is directly relevant as the course focuses on the importance of freshwater ecosystems, water quality, and sustainable water management practices. 2. SDG 14: Life Below Water The course may explore the health of aquatic ecosystems, including lakes, rivers, and wetlands, and their biodiversity, contributing to marine and freshwater conservation. 3. SDG 3: Good Health and Well-Being Understanding water ecology is essential for assessing waterborne diseases and ensuring access to safe drinking water, which directly impacts public health. 4. SDG 11: Sustainable Cities and Communities The course may cover urban water management and the integration of green infrastructure to promote sustainable and resilient urban environments. 5. SDG 12: Responsible Consumption and Production Topics may include sustainable practices for water use in agriculture and industry, promoting the efficient use of water resources. 6. SDG 13: Climate Action Water ecosystems are affected by climate change; the course may address how changes in hydrology and water quality influence ecological health and climate resilience. These goals highlight the significance of water ecology in promoting sustainability, public health, and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122502 | PENGELOLAAN SUMBER DAYA PESISIR (PSDP) | coastal resource management (PSPD) | A university course in Coastal Resource Management (often under programs like Policy, Sustainability, and Development—PSPD) focuses on the sustainable use and management of coastal ecosystems and resources. | 1. SDG 14: Life Below Water This goal is directly relevant as the course focuses on the sustainable management and conservation of marine resources, addressing issues such as overfishing, habitat degradation, and marine biodiversity. 2. SDG 13: Climate Action Coastal resource management includes strategies for mitigating and adapting to climate change impacts on coastal ecosystems, such as rising sea levels and increased storm intensity. 3. SDG 11: Sustainable Cities and Communities The course may cover integrated coastal zone management, promoting sustainable development practices in coastal urban areas while balancing ecological health and community needs. 4. SDG 12: Responsible Consumption and Production Topics may include sustainable practices in resource extraction and consumption, promoting responsible use of coastal and marine resources. 5. SDG 15: Life on Land Coastal ecosystems, such as mangroves and wetlands, play a vital role in biodiversity and land conservation; understanding these systems supports land management goals. 6. SDG 3: Good Health and Well-Being Healthy coastal ecosystems contribute to food security and nutrition, and the course may address public health aspects related to coastal resources. These goals highlight the importance of coastal resource management in promoting sustainability, environmental conservation, and the well-being of coastal communities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121202 | ENDOKRINOLOGI | endocrinology | A university course in Endocrinology focuses on the study of hormones, endocrine glands, and their physiological effects on the body. | 1. SDG 3: Good Health and Well-Being Endocrinology focuses on hormonal systems and their impact on health, including the diagnosis and treatment of endocrine disorders, diabetes, and metabolic syndrome. 2. SDG 4: Quality Education The course promotes education in the biological sciences and medical fields, equipping students with knowledge about hormonal regulation and health. 3. SDG 10: Reduced Inequalities Understanding hormonal disorders can help address health disparities, particularly in populations affected by endocrine-related conditions. 4. SDG 12: Responsible Consumption and Production The course may address the impact of environmental factors (like endocrine disruptors) on health, promoting awareness of responsible use of chemicals and substances. 5. SDG 13: Climate Action While more indirect, understanding how climate change can affect endocrine systems (e.g., through altered exposure to pollutants) can inform public health strategies. 6. SDG 17: Partnerships for the Goals Collaboration among healthcare professionals, researchers, and policymakers in endocrinology can support advancements in health policies and practices. These goals highlight the significance of endocrinology in promoting health, education, and awareness of environmental impacts on endocrine health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121302 | BIOSTATISTIKA | biostatistics | A university course in Biostatistics focuses on the application of statistical methods to biological, health, and medical research. | 1. SDG 3: Good Health and Well-Being Biostatistics is essential for analyzing health data, evaluating treatments, and conducting public health research, which directly contributes to improving health outcomes. 2. SDG 4: Quality Education The course promotes statistical literacy in the biological and health sciences, equipping students with the skills necessary for research and data analysis. 3. SDG 10: Reduced Inequalities By analyzing health disparities and outcomes among different populations, biostatistics can inform strategies to reduce inequalities in healthcare access and quality. 4. SDG 12: Responsible Consumption and Production Biostatistics can evaluate the impacts of various health interventions and public health campaigns, promoting evidence-based practices for resource use. 5. SDG 17: Partnerships for the Goals Collaboration among statisticians, researchers, and public health professionals is essential for effective data collection, analysis, and interpretation in health studies. These goals illustrate the importance of biostatistics in health research, education, and addressing public health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121403 | BIODIVERSITAS | biodiversity | A university course in Biodiversity focuses on the variety of life on Earth, including the study of ecosystems, species, and genetic diversity. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation, restoration, and sustainable use of terrestrial ecosystems and biodiversity. 2. SDG 14: Life Below Water Biodiversity studies often include marine ecosystems, addressing the conservation of aquatic species and habitats. 3. SDG 13: Climate Action Understanding biodiversity is crucial for assessing the impacts of climate change on ecosystems and developing strategies for resilience and adaptation. 4 SDG 3: Good Health and Well-Being Biodiversity contributes to human health by providing essential ecosystem services, medicines, and food security, which are critical for well-being. 5. SDG 12: Responsible Consumption and Production The course may cover sustainable practices that promote biodiversity conservation and responsible use of biological resources. 6. SDG 4: Quality Education Education about biodiversity helps raise awareness of its importance and fosters conservation efforts among future generations. These goals highlight the significance of biodiversity studies in promoting sustainability, ecological health, and understanding the interconnectedness of ecosystems and human well-being. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121502 | IMUNOLOGI | immunology | A university course in Immunology focuses on the study of the immune system, its components, and how it protects the body against disease. | 1. SDG 3: Good Health and Well-Being Immunology is fundamental to understanding the immune system, developing vaccines, and managing infectious diseases, directly impacting public health. 2. SDG 4: Quality Education The course promotes education in biological sciences, providing essential knowledge about immune responses, disease prevention, and treatment. 3. SDG 10: Reduced Inequalities Understanding immune-related health disparities can help address inequalities in healthcare access and outcomes, particularly for vulnerable populations. 4. SDG 12: Responsible Consumption and Production Immunology can inform ethical practices in vaccine production and the responsible use of biological materials in research. 5. SDG 17: Partnerships for the Goals Collaborations among immunologists, healthcare professionals, and policymakers are essential for advancing public health initiatives and research. These goals highlight the importance of immunology in improving health outcomes, education, and addressing global health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121602 | ENZIMOLOGI | enzymology | A university course in Enzymology focuses on the study of enzymes, their mechanisms, functions, and applications in biological systems. | 1. SDG 3: Good Health and Well-Being Understanding enzymes is crucial for drug development, disease diagnosis, and the treatment of various health conditions, impacting public health. 2. SDG 2: Zero Hunger Enzymology plays a significant role in agriculture and food production, including the development of enzymes for biofuels and improving crop yields through biotechnological applications. SDG 12: Responsible Consumption and Production The course can cover sustainable practices in enzyme production and application, promoting efficiency and reducing waste in industrial processes. 3. SDG 4: Quality Education Enzymology promotes education in biochemistry and biotechnology, equipping students with essential skills for scientific research and industry. 4. SDG 13: Climate Action Enzymes are used in bioremediation and bioenergy, contributing to strategies for mitigating climate change through sustainable practices. SDG 9: Industry, Innovation, and Infrastructure Enzymology supports innovation in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals highlight the significance of enzymology in health, sustainability, education, and industrial innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121703 | EKOLOGI HEWAN DAN TUMBUHAN | animal and olant ecology | A university course in Animal and Plant Ecology focuses on the interactions between animals and plants within ecosystems and their roles in environmental processes. | 1. SDG 3: Good Health and Well-Being Understanding enzymes is crucial for drug development, disease diagnosis, and the treatment of various health conditions, impacting public health. 2. SDG 2: Zero Hunger Enzymology plays a significant role in agriculture and food production, including the development of enzymes for biofuels and improving crop yields through biotechnological applications. 3. SDG 12: Responsible Consumption and Production The course can cover sustainable practices in enzyme production and application, promoting efficiency and reducing waste in industrial processes. 4. SDG 4: Quality Education Enzymology promotes education in biochemistry and biotechnology, equipping students with essential skills for scientific research and industry. 5. SDG 13: Climate Action Enzymes are used in bioremediation and bioenergy, contributing to strategies for mitigating climate change through sustainable practices. 6. SDG 9: Industry, Innovation, and Infrastructure Enzymology supports innovation in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals highlight the significance of enzymology in health, sustainability, education, and industrial innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121802 | FITOKIMIA TUMBUHAN | plant phytochemistry | A university course in Plant Phytochemistry focuses on the study of the chemical compounds produced by plants and their roles in plant biology and ecology. | 1. SDG 2: Zero Hunger Phytochemistry is essential for understanding the nutritional value of plants and developing crops with enhanced health benefits, contributing to food security. 2. SDG 3: Good Health and Well-Being This course explores the medicinal properties of plant compounds, informing drug development and the use of natural products in healthcare. 3. SDG 12: Responsible Consumption and Production Understanding phytochemicals can promote sustainable agricultural practices and the responsible use of plant resources in food and industry. 5. SDG 15: Life on Land The course can cover biodiversity conservation and the ecological roles of phytochemicals in plant defense mechanisms and interactions with other organisms. 6. SDG 4: Quality Education Phytochemistry contributes to education in plant sciences, biochemistry, and pharmacognosy, fostering a deeper understanding of plant biology. 5. SDG 13: Climate Action Studying plant responses to environmental stress can inform strategies for enhancing resilience in crops, contributing to climate adaptation efforts. These goals highlight the importance of plant phytochemistry in promoting health, sustainability, and biodiversity conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122903 | BIOKIMIA | biochemistry | A university course in Biochemistry focuses on the chemical processes and substances that occur within living organisms. | 1. SDG 3: Good Health and Well-Being Biochemistry is fundamental for understanding metabolic pathways, disease mechanisms, and drug development, which directly impact public health. 2.SDG 4: Quality Education The course promotes education in the life sciences, equipping students with essential knowledge and skills for careers in research, healthcare, and biotechnology. 3. SDG 2: Zero Hunger Biochemical research contributes to improving food production, nutritional quality, and the development of sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production Understanding biochemical processes can inform sustainable practices in food production, waste management, and resource utilization. 5. SDG 13: Climate Action Biochemistry plays a role in understanding how organisms respond to climate change, which can inform strategies for adaptation and mitigation. 6. SDG 9: Industry, Innovation, and Infrastructure Biochemistry supports innovations in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals illustrate the relevance of biochemistry in health, education, sustainability, and technological advancement. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120603 | BIOLOGI LAUT | marnie biology | A university course in Marine Biology focuses on the study of marine organisms, their behaviors, interactions, and ecosystems. | 1. SDG 14: Life Below Water This goal is directly relevant, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as protecting marine biodiversity. 2. SDG 13: Climate Action Marine biology studies the impacts of climate change on ocean ecosystems, including coral reefs and marine species, and contributes to strategies for adaptation and mitigation. 3. SDG 3: Good Health and Well-Being Healthy marine ecosystems provide essential resources, including food and medicine, which contribute to public health and well-being. 4. SDG 11: Sustainable Cities and Communities The course may address urban coastal management and the importance of integrating marine conservation into community planning. 5. SDG 12: Responsible Consumption and Production Understanding marine ecosystems can promote sustainable fishing practices and responsible use of marine resources. 6. SDG 15: Life on Land Marine biology can provide insights into the interconnectedness of land and sea ecosystems, informing conservation efforts for both environments. These goals highlight the significance of marine biology in promoting sustainability, biodiversity conservation, and understanding the health of marine and coastal ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120703 | PERKEMBANGAN HEWAN | animal development | A university course in Animal Development focuses on the processes and mechanisms that govern the growth and differentiation of animals from fertilization to adulthood. | 1. SDG 3: Good Health and Well-Being Understanding animal development is crucial for biomedical research, including developmental biology and genetics, which can inform human health and disease treatment. 2. SDG 4: Quality Education The course promotes education in biological sciences, providing students with essential knowledge about developmental processes and their applications. 3. SDG 12: Responsible Consumption and Production Insights from animal development can inform ethical practices in agriculture and animal husbandry, promoting sustainable and humane treatment of animals. 4. SDG 15: Life on Land Studying animal development contributes to conservation efforts by informing breeding programs and understanding species’ life cycles and ecological roles. 5. SDG 10: Reduced Inequalities Research in animal development can address health disparities in livestock and companion animals, improving welfare and productivity in various communities. 6.SDG 13: Climate Action Understanding the development of animals in changing environments can inform strategies for adapting agricultural practices to climate change. These goals illustrate the relevance of animal development studies in health, education, conservation, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120804 | FISIOLOGI HEWAN | animal physiology | A university course in Animal Physiology focuses on the study of how animal bodies function, including the mechanisms that support life processes. | 1. SDG 3: Good Health and Well-Being Understanding animal physiology is essential for biomedical research, informing human health, disease mechanisms, and the development of medical treatments. 2. SDG 4: Quality Education The course promotes education in biological sciences, equipping students with knowledge about physiological processes and their applications in various fields. 3. SDG 12: Responsible Consumption and Production Insights from animal physiology can inform sustainable practices in agriculture, animal husbandry, and the humane treatment of livestock. 4. SDG 15: Life on Land Studying animal physiology contributes to conservation efforts by understanding the physiological adaptations of animals in different environments. 5. SDG 13: Climate Action Knowledge of how animals physiologically respond to climate change can inform strategies for adapting livestock and wildlife management practices. 6. SDG 10: Reduced Inequalities Research in animal physiology can improve animal health and welfare, which is especially important in low-resource settings. These goals highlight the importance of animal physiology in health, education, sustainability, and conservation efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120903 | MIKROBIOLOGI UMUM | general microbiology | The course “General Microbiology” provides an introduction to the study of microorganisms, including bacteria, viruses, fungi, and protozoa. Students learn about microbial structure, function, metabolism, genetics, and ecology. The curriculum covers essential topics such as microbial classification, growth, and interactions with their environments, including human hosts. Laboratory sessions offer hands-on experience in techniques like culturing, staining, and identifying microorganisms. By the end of the course, students will have a foundational understanding of microbiological principles and their applications in health, industry, and environmental science. | 1. SDG 3: Good Health and Well-Being Microbiology is essential for understanding pathogens, disease mechanisms, and antibiotic resistance, which directly impacts public health and disease prevention. 2 SDG 6: Clean Water and Sanitation The course often covers waterborne pathogens and the role of microorganisms in water quality and sanitation, emphasizing the importance of clean water access. 3. SDG 12: Responsible Consumption and Production Understanding microbial processes can inform sustainable practices in waste management, food production, and bioremediation. 4. SDG 13: Climate Action Microorganisms play critical roles in carbon cycling and climate regulation, making their study relevant for understanding climate change impacts. 5. SDG 15: Life on Land Microbiology is important for understanding soil health, biodiversity, and the ecological roles of microbes in terrestrial ecosystems. 6. SDG 4: Quality Education The course promotes education in the biological sciences, enhancing students’ understanding of microbiology’s fundamental concepts and applications. These goals highlight the significance of general microbiology in health, environmental sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121004 | BIOSISTEMATIKA TUMBUHAN | plant biosystematics | The course “Plant Biosystematics” focuses on the classification, identification, and evolutionary relationships of plants. Students explore the principles of taxonomy, phylogeny, and the methods used to categorize plant species based on morphological, genetic, and ecological characteristics. The curriculum includes fieldwork and laboratory techniques for plant identification, herbarium practices, and the use of molecular tools in systematics. Through practical exercises and research projects, learners gain a deeper understanding of plant diversity and the importance of biosystematics in conservation and ecological studies. By the end of the course, students will be equipped to apply biosystematic methods in research and practical applications related to plant science. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation and sustainable use of terrestrial ecosystems and biodiversity, particularly through understanding plant diversity and relationships. 2. SDG 13: Climate Action Understanding plant systems and their responses to environmental changes can inform conservation strategies and help mitigate the impacts of climate change. 3. SDG 4: Quality Education The course promotes education in botany and taxonomy, equipping students with essential knowledge about plant classification and biodiversity. 4. SDG 2: Zero Hunger Plant biosystematics can contribute to agricultural biodiversity, helping in the conservation of crop varieties and improving food security through sustainable practices. 5. SDG 12: Responsible Consumption and Production Knowledge of plant diversity can inform sustainable resource management and conservation strategies, promoting responsible use of plant resources. 6. SDG 11: Sustainable Cities and Communities The course may address the role of plants in urban ecosystems, informing green infrastructure and urban biodiversity initiatives. These goals highlight the importance of plant biosystematics in promoting biodiversity conservation, sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121104 | BIOSISTEMATIKA HEWAN | animal byosystematics | A university course in Animal Biosystematics focuses on the classification, identification, and evolutionary relationships of animals. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation and sustainable use of terrestrial ecosystems and biodiversity through understanding animal diversity and relationships. 2. SDG 14: Life Below Water Animal biosystematics includes the study of aquatic species, contributing to the conservation of marine biodiversity and ecosystems. 3. SDG 13: Climate Action Understanding animal systems and their adaptations to environmental changes can inform conservation strategies and help mitigate climate change impacts. 4. SDG 3: Good Health and Well-Being Knowledge of animal biodiversity can inform public health by understanding zoonotic diseases and ecosystem health, which directly affects human well-being. 5. SDG 4: Quality Education The course promotes education in zoology and taxonomy, equipping students with essential knowledge about animal classification and biodiversity. 6. SDG 12: Responsible Consumption and Production Insights from animal biosystematics can inform sustainable practices in wildlife management and conservation, promoting responsible use of animal resources. These goals highlight the significance of animal biosystematics in biodiversity conservation, sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110802 | KIMIA ORGANIK | organic chemistry | A university course in Organic Chemistry focuses on the study of the structure, properties, reactions, and synthesis of organic compounds, which primarily contain carbon. | 1. SDG 3: Good Health and Well-Being Organic chemistry is fundamental to drug development, pharmaceuticals, and understanding biochemical processes related to health and disease. 2. SDG 12: Responsible Consumption and Production The course promotes sustainable practices in the production and use of organic compounds, including green chemistry approaches to reduce waste and environmental impact. 3. SDG 4: Quality Education Organic chemistry provides essential knowledge and skills for students in various scientific fields, fostering critical thinking and problem-solving abilities. 4. SDG 9: Industry, Innovation, and Infrastructure Organic chemistry supports innovation in industries such as pharmaceuticals, agrochemicals, and materials science, contributing to technological advancements. 5. SDG 13: Climate Action Understanding organic compounds can inform approaches to reduce greenhouse gas emissions and develop sustainable energy solutions, such as biofuels. 6. SDG 15: Life on Land Organic chemistry is relevant in studying natural products, including those derived from plants and animals, which can inform conservation and sustainable use of biodiversity. These goals highlight the importance of organic chemistry in health, sustainability, education, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110902 | PARASITOLOGI | parasiology | A university course in Parasitology focuses on the study of parasites, their biology, life cycles, interactions with hosts, and their impact on health and ecosystems. | 1. SDG 3: Good Health and Well-Being Parasitology is crucial for understanding and managing diseases caused by parasites, contributing to public health initiatives and disease control efforts. 2. SDG 1: No Poverty Many parasitic diseases disproportionately affect impoverished populations. Understanding these diseases can inform strategies to alleviate poverty and improve health outcomes. 3. SDG 4: Quality Education The course promotes education about parasites, their life cycles, and their impacts on health, fostering awareness and knowledge in public health. 4.SDG 10: Reduced Inequalities Research in parasitology can help address health disparities, particularly in low-resource settings where parasitic infections are prevalent. 5. SDG 12: Responsible Consumption and Production Understanding the ecological and environmental factors influencing parasite transmission can promote responsible practices in agriculture and resource management. 6. SDG 6: Clean Water and Sanitation Many parasitic diseases are related to water quality and sanitation. The course can emphasize the importance of clean water access in preventing infections. These goals highlight the significance of parasitology in health, education, poverty alleviation, and addressing inequalities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120102 | BIOLOGI MOLEKULER | molecular biology | A university course in Molecular Biology focuses on the molecular mechanisms that underlie biological processes within cells. | 1. SDG 3: Good Health and Well-Being Molecular biology is essential for understanding disease mechanisms, genetic disorders, and the development of targeted therapies and vaccines. 2. SDG 4: Quality Education The course promotes education in life sciences, equipping students with foundational knowledge and skills relevant to genetics, biotechnology, and research. 3. SDG 12: Responsible Consumption and Production Molecular biology can inform sustainable practices in biotechnology, including the responsible use of genetic resources and the development of environmentally friendly products. 4. SDG 2: Zero Hunger Understanding molecular biology can contribute to agricultural advancements, such as the development of genetically modified organisms (GMOs) that enhance crop yields and resilience. 5. SDG 10: Reduced Inequalities Research in molecular biology can help address health disparities by improving diagnostics and treatments for diseases that disproportionately affect marginalized populations. 6. SDG 13: Climate Action Molecular biology can contribute to understanding how organisms adapt to environmental changes, informing conservation strategies and climate resilience efforts. These goals highlight the relevance of molecular biology in health, education, sustainability, and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120203 | ANATOMI DAN HISTOLOGI TUMBUHAN | plant anatomy and histology | A university course in Plant Anatomy and Histology focuses on the structure and organization of plant tissues and organs at both the macroscopic and microscopic levels. | 1. SDG 15: Life on Land This goal focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, which is supported by understanding plant structure and function. 2. SDG 2: Zero Hunger Knowledge of plant anatomy and histology can contribute to agricultural practices that improve crop yields, resilience, and nutritional quality. 3. SDG 12: Responsible Consumption and Production Understanding plant tissues and their functions can inform sustainable practices in agriculture and resource management, promoting responsible use of plant resources. 4. SDG 4: Quality Education The course enhances education in plant sciences, providing students with critical knowledge about plant structure that is foundational for various fields of biology and agriculture. 5. SDG 13: Climate Action Understanding how plants adapt structurally to environmental stressors can inform strategies for enhancing plant resilience to climate change. 6. SDG 11: Sustainable Cities and Communities The course may address the role of plants in urban ecosystems, contributing to green infrastructure and sustainable urban development. These goals highlight the importance of plant anatomy and histology in promoting biodiversity conservation, food security, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120304 | FISIOLOGI TUMBUHAN | plant physiology | A university course in Plant Physiology focuses on the biological and biochemical processes that occur in plants, emphasizing how these processes enable plants to grow, develop, and adapt to their environments. | 1. SDG 2: Zero Hunger Understanding plant physiological processes is essential for improving crop yields, enhancing nutritional quality, and developing resilient agricultural practices. 2. SDG 3: Good Health and Well-Being Plant physiology contributes to understanding the role of plants in nutrition and the development of medicinal plants, impacting health and wellness. 3. SDG 12: Responsible Consumption and Production Knowledge of plant physiology can inform sustainable agricultural practices, resource management, and the efficient use of inputs like water and fertilizers. 4. SDG 13: Climate Action The course addresses how plants respond to climate change and environmental stressors, informing strategies for adaptation and resilience. 5. SDG 15: Life on Land Understanding plant physiology is crucial for conserving plant biodiversity and ecosystem functions, supporting conservation efforts. 6. SDG 4: Quality Education The course enhances education in plant sciences, equipping students with essential knowledge about plant functions and their ecological roles. These goals highlight the significance of plant physiology in promoting food security, sustainability, health, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120403 | ANATOMI DAN HISTOLOGI HEWAN | animal anatomy and histology | Animal Anatomy and Histology is a course that examines the structure and organization of animal bodies at both macroscopic and microscopic levels. Students learn about the anatomy of various organ systems, including muscular, skeletal, nervous, and digestive systems, along with their functional significance. The histology component focuses on the study of tissues and cells using microscopy, allowing students to explore the relationships between structure and function in different types of tissues. | 1. **SDG 3: Good Health and Well-Being** – Enhances understanding of animal biology, which is essential for veterinary medicine, animal health, and understanding zoonotic diseases that affect human health. 2. **SDG 4: Quality Education** – Provides foundational knowledge in biology and anatomy, promoting scientific literacy and critical thinking skills among students. 3. **SDG 12: Responsible Consumption and Production** – Supports responsible practices in animal husbandry and agriculture by understanding animal physiology and health, contributing to sustainable food production. 4. **SDG 13: Climate Action** – Facilitates research on the impact of animal health and agriculture on climate change, promoting sustainable practices in livestock management. 5. **SDG 15: Life on Land** – Encourages conservation and understanding of animal species, promoting biodiversity and the health of ecosystems. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, veterinary services, and conservation organizations to promote animal health and biodiversity. By linking these SDGs, the course can highlight the significance of Animal Anatomy and Histology in promoting health, sustainability, and biodiversity. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120503 | GENETIKA LANJUTAN | advanced genetics | Advanced Genetics is a course that delves into the complex principles and mechanisms of heredity, exploring both classical and molecular genetics. Students study topics such as gene expression, regulation, genetic mapping, population genetics, and the role of genetics in evolution. The course also covers advanced techniques in genetic analysis, including CRISPR, genomic sequencing, and bioinformatics. Through a combination of lectures, discussions, and laboratory work, students gain hands-on experience in experimental methods and data interpretation. | 1. **SDG 3: Good Health and Well-Being** – Enhances understanding of genetic factors in health, disease prevention, and personalized medicine, contributing to improved healthcare outcomes. 2. **SDG 4: Quality Education** – Provides advanced knowledge in genetics, promoting scientific literacy and critical thinking in the field of biology and medicine. 3. **SDG 10: Reduced Inequalities** – Supports research on genetic disorders and their impact on different populations, fostering equitable access to genetic testing and therapies. 4. **SDG 12: Responsible Consumption and Production** – Encourages the development of sustainable agricultural practices through genetic research, including crop improvement and animal breeding. 5. **SDG 13: Climate Action** – Facilitates research on the genetic basis of resilience in species, aiding in the development of crops and livestock that can withstand climate change. 6. **SDG 15: Life on Land** – Promotes conservation genetics, helping to preserve biodiversity and understand the genetic health of endangered species. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, healthcare providers, and research organizations to advance genetic research and its applications. By linking these SDGs, the course can highlight the importance of Advanced Genetics in advancing health, sustainability, and biodiversity efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110103 | Biologi Dasar | basic biology | Basic Biology is an introductory course that covers fundamental concepts of biological science. Students explore topics such as cell structure and function, genetics, evolution, ecology, and the diversity of life forms. The course emphasizes the scientific method and critical thinking, providing a foundation for understanding biological processes and systems. Through lectures, laboratory exercises, and group discussions, students gain practical experience in observing and experimenting with living organisms. This course is designed for students new to biology, preparing them for further studies in biological sciences, health sciences, and related disciplines. | 1. **SDG 3: Good Health and Well-Being** – Provides foundational knowledge about human biology, ecosystems, and health, contributing to better understanding of health issues and disease prevention. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, encouraging students to engage with biological concepts that are essential for further studies in science and health. 3. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices in resource management and the impact of human activities on ecosystems and biodiversity. 4. **SDG 13: Climate Action** – Enhances understanding of ecological principles and the effects of climate change on biological systems, promoting informed actions for environmental sustainability. 5. **SDG 15: Life on Land** – Encourages the study of biodiversity, conservation, and the importance of maintaining healthy ecosystems, contributing to efforts in preserving species and habitats. 6. **SDG 17: Partnerships for the Goals** – Fosters collaboration between educational institutions, research organizations, and community initiatives to promote biological research and conservation efforts. By linking these SDGs, the course can highlight the significance of Basic Biology in promoting health, sustainability, and a deeper understanding of the natural world. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110303 | EKOLOGI DASAR | basic ecology | Basic Ecology is an introductory course that explores the relationships between living organisms and their environments. Students learn about fundamental ecological concepts such as ecosystems, biomes, food webs, population dynamics, and biodiversity. The course emphasizes the interactions among species, as well as between organisms and their physical surroundings. Through lectures, field studies, and laboratory activities, students gain practical experience in ecological research methods and data analysis. This course provides a foundation for understanding ecological principles and prepares students for further studies in environmental science, conservation, and related fields. | 1. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of healthy ecosystems for human health, including clean air, water, and food sources. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, equipping students with knowledge about ecological systems and their functions. 3. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices and the impact of human activities on ecosystems, encouraging responsible resource use. 4. **SDG 13: Climate Action** – Provides understanding of ecological principles related to climate change, including carbon cycling and the role of ecosystems in climate mitigation. 5. **SDG 14: Life Below Water** – Highlights the importance of aquatic ecosystems, promoting conservation and sustainable management of marine resources. 6. **SDG 15: Life on Land** – Focuses on biodiversity, conservation, and the health of terrestrial ecosystems, contributing to efforts to protect species and habitats. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, government agencies, and conservation organizations to address ecological challenges. By linking these SDGs, the course can emphasize the critical role of Basic Ecology in promoting sustainability, conservation, and a deeper understanding of our interconnectedness with the environment. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110203 | OSEANOLOGI PENDAHULUAN | introductory oceannology | Introductory Oceanology is a course that provides an overview of ocean sciences, focusing on the physical, chemical, biological, and geological aspects of the world’s oceans. Students learn about ocean circulation, marine ecosystems, and the impact of human activities on ocean health. The course covers topics such as oceanography methods, marine organisms, coastal processes, and ocean-atmosphere interactions. Through lectures, field studies, and laboratory activities, students gain practical experience in studying marine environments. This course serves as a foundation for further studies in marine biology, environmental science, and related fields, emphasizing the importance of oceans in global systems. | 1. **SDG 14: Life Below Water** – Directly addresses the conservation and sustainable use of oceans, seas, and marine resources, promoting the health of marine ecosystems. 2. **SDG 3: Good Health and Well-Being** – Highlights the importance of healthy ocean ecosystems for human health, including the provision of food and medicinal resources. 3. **SDG 4: Quality Education** – Promotes scientific literacy and understanding of oceanic processes, encouraging informed stewardship of marine environments. 4. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices in fisheries and marine resource management, advocating for responsible consumption. 5. **SDG 13: Climate Action** – Discusses the role of oceans in climate regulation, carbon cycling, and the impacts of climate change on marine environments. 6. **SDG 15: Life on Land** – Connects terrestrial and marine ecosystems, emphasizing the importance of integrated management approaches for biodiversity conservation. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, government agencies, and non-profit organizations to promote ocean research and conservation efforts. By linking these SDGs, the course can highlight the vital role of oceanology in fostering sustainability, conservation, and a deeper understanding of ocean systems and their impact on global health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110402 | GENETIKA DASAR | basic genetics | A university course in Basic Genetics introduces students to the fundamental concepts and principles of genetics. | 1. **SDG 3: Good Health and Well-Being** – Provides foundational knowledge about genetic factors in health and disease, contributing to improved healthcare outcomes and disease prevention. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, enhancing students’ understanding of genetic concepts essential for further studies in biology and health sciences. 3. **SDG 10: Reduced Inequalities** – Supports understanding of genetic disorders and their impact on different populations, fostering equitable access to genetic information and healthcare. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices through genetic research, such as crop improvement and animal breeding for better yields and resilience. 5. **SDG 13: Climate Action** – Facilitates research on genetic diversity and resilience in species, which can inform strategies for adaptation to climate change in agriculture and conservation. 6. **SDG 15: Life on Land** – Promotes conservation genetics, helping to preserve biodiversity and understand the genetic health of endangered species. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, research organizations, and healthcare providers to advance genetic research and its applications. By linking these SDGs, the course can emphasize the importance of Basic Genetics in advancing health, sustainability, and biodiversity efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110504 | PERKEMBANGAN TUMBUHAN | plant development | A university course in Plant Development focuses on the processes and mechanisms that govern the growth and differentiation of plants from seed to maturity. | 1. **SDG 2: Zero Hunger** – Focuses on understanding plant growth and development to improve crop yields, food security, and sustainable agricultural practices. 2. **SDG 3: Good Health and Well-Being** – Highlights the role of plants in nutrition and medicine, promoting health through the understanding of plant-based resources. 3. **SDG 4: Quality Education** – Provides foundational knowledge in plant biology, enhancing scientific literacy and fostering interest in plant sciences among students. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices and the responsible use of resources in plant cultivation and management. 5. **SDG 13: Climate Action** – Examines the impact of climate change on plant development and explores strategies for breeding resilient crops that can adapt to changing environmental conditions. 6. **SDG 15: Life on Land** – Promotes biodiversity and the conservation of plant species, emphasizing the importance of healthy ecosystems for ecological balance. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, agricultural organizations, and communities to promote sustainable practices in plant development. By linking these SDGs, the course can highlight the critical role of plant development in addressing global challenges related to food security, health, and environmental sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110602 | BIOLOGI SEL | cell biology | A university course in Cell Biology focuses on the structure, function, and behavior of cells, the basic units of life. | 1. **SDG 3: Good Health and Well-Being** – Provides essential knowledge about cellular processes relevant to health, disease mechanisms, and the development of medical therapies. 2. **SDG 4: Quality Education** – Enhances scientific literacy and critical thinking skills, promoting a deep understanding of biological concepts and research methodologies. 3. **SDG 10: Reduced Inequalities** – Supports research on cellular mechanisms of diseases that disproportionately affect certain populations, fostering equitable access to healthcare advancements. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in biotechnology and pharmaceuticals, emphasizing responsible development and use of cellular technologies. 5. **SDG 13: Climate Action** – Facilitates understanding of how cellular processes impact environmental responses, such as the effects of climate change on plant and microbial cells. 6. **SDG 15: Life on Land** – Promotes conservation and understanding of cellular biodiversity, emphasizing the importance of various cell types in ecosystems. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among researchers, educational institutions, and healthcare providers to advance cell biology research and its applications. By linking these SDGs, the course can highlight the vital role of Cell Biology in advancing health, sustainability, and understanding biological systems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110702 | ILMU LINGKUNGAN | environmental science | A university course in Environmental Science explores the complex interactions between natural systems and human activities. | 1. **SDG 3: Good Health and Well-Being** – Explores the relationship between environmental factors and public health, emphasizing the importance of clean air, water, and healthy ecosystems for human well-being. 2. **SDG 4: Quality Education** – Promotes awareness and understanding of environmental issues, fostering critical thinking and scientific literacy among students. 3. **SDG 6: Clean Water and Sanitation** – Addresses water quality and management, focusing on sustainable practices for water use and pollution prevention. 4. **SDG 11: Sustainable Cities and Communities** – Examines urban planning, sustainability, and the impact of urbanization on the environment, promoting smart and resilient community development. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable resource management and practices, promoting awareness of environmental impacts related to consumption. 6. **SDG 13: Climate Action** – Investigates climate change causes and effects, promoting strategies for mitigation and adaptation to protect ecosystems and communities. 7. **SDG 14: Life Below Water** – Focuses on marine ecosystems, addressing issues such as overfishing, pollution, and conservation efforts for ocean health. 8. **SDG 15: Life on Land** – Promotes biodiversity conservation and sustainable land use, addressing deforestation, habitat loss, and ecosystem degradation. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration among governments, NGOs, and communities to tackle environmental challenges and promote sustainable practices. By linking these SDGs, the course can emphasize the critical role of Environmental Science in fostering sustainability, public health, and ecological conservation. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Asia Barat 2023 | 2023 | 23U01110102 | Pendidikan Agama Islam | Islamic Education | Islamic Education courses typically focus on the study of Islamic principles, teachings, and their application in educational settings. The curriculum often includes the examination of the Quran, Hadith (sayings of the Prophet Muhammad), and Islamic history, alongside pedagogical methods suitable for teaching Islamic values and ethics. | 1. **SDG 1: No Poverty** – Islamic teachings emphasize charity (zakat) and supporting those in need, aligning with efforts to eradicate poverty. 2. **SDG 4: Quality Education** – Education is highly valued in Islam, and courses often explore the importance of accessible, quality education for all. 3. **SDG 5: Gender Equality** – Many Islamic teachings advocate for the rights and dignity of women, promoting gender equality in various spheres. 4. **SDG 10: Reduced Inequalities** – Emphasizes social justice and equity, consistent with Islamic principles of fairness and community support. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focuses on the promotion of peace, justice, and ethical governance, reflecting Islamic values of justice and community welfare. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among different sectors, reflecting the Islamic concept of ummah (community). Courses in Islamic Education often explore how these goals are interconnected with Islamic ethics, promoting a holistic approach to social responsibility and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110202 | Pendidikan Agama Khatolik | Catholic Religious Education | A course in Catholic Religious Education focuses on the principles, teachings, and practices of the Catholic faith within educational contexts. The curriculum typically covers the Bible, Church doctrines, sacraments, and the role of the Church in society. Students learn about catechesis (the process of religious instruction), the integration of faith and learning, and effective teaching strategies for conveying Catholic values. | 1. **SDG 1: No Poverty** – Emphasizes the importance of caring for the poor and marginalized, a key aspect of Catholic teaching. 2. **SDG 4: Quality Education** – Focuses on the right to education, which is integral to Catholic social teaching and the Church’s mission. 3. **SDG 10: Reduced Inequalities** – Addresses social justice and the Church’s commitment to promoting equality and inclusion. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Relates to the Church’s advocacy for peace, justice, and ethical governance. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between different sectors, reflecting the Church’s call for community and solidarity. Courses may explore how Catholic teachings inform approaches to these goals, fostering a holistic understanding of social justice and ethical responsibility in a global context. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130602 | Apresiasi Sastra Prancis & Frankofon | Appreciation Of French & Franchophone Literature | The course “Appreciation of French and Francophone Literature” explores a diverse range of literary works from France and French-speaking countries. It typically covers significant authors, genres, and movements, analyzing themes, styles, and cultural contexts. | 1. SDG 4: Quality Education Appreciation of French & Francophone Literature contributes directly to SDG 4 by enhancing literacy, language skills, and cultural understanding. By reading and analyzing literary works from French-speaking countries, students develop a deeper appreciation of the linguistic and cultural diversity that exists in the Francophone world. This helps promote inclusive and equitable quality education by offering insights into different cultures, historical contexts, and perspectives. 2. SDG 10: Reduced Inequalities Many works of French & Francophone literature address issues of inequality, whether it’s social, racial, or economic. Authors like Aimé Césaire, Frantz Fanon, Tahar Ben Jelloun, and Mariama Bâ explore themes of colonialism, racism, class struggles, and the marginalization of minority groups. By reading and analyzing these works, students become more aware of global inequalities and the human experiences behind these struggles, thereby contributing to SDG 10, which aims to reduce inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions Literature often serves as a tool for reflection on issues of justice, peace, and governance. French and Francophone literature has a rich tradition of exploring political and social justice, particularly in the context of colonial history and post-colonial struggles. Works like Albert Camus’s “The Stranger” or Chinua Achebe’s “Things Fall Apart” (though written in English, Achebe’s focus on post-colonial Africa ties to French colonial experiences) highlight the complexities of justice and human rights in oppressive regimes. This aligns with SDG 16, which promotes peaceful societies and just institutions. 4. SDG 5: Gender Equality French and Francophone literature includes many works that address gender inequality, the empowerment of women, and feminist movements. Writers like Simone de Beauvoir (author of The Second Sex), Monique Wittig, and Mariama Bâ (author of So Long a Letter) engage deeply with the experiences of women and the challenges they face in patriarchal societies. These texts are important for understanding SDG 5, which aims to achieve gender equality and empower all women and girls. 5. SDG 3: Good Health and Well-being Some French & Francophone literary works explore themes of mental health, well-being, and the human condition. Novels like Marcel Proust’s “In Search of Lost Time” or Françoise Sagan’s “Bonjour Tristesse” delve into human emotions, personal struggles, and existential questions that can lead to a better understanding of mental health. The exploration of personal crises, health, and societal pressure in these texts helps foster a broader conversation about SDG 3: Good Health and Well-being. 6. SDG 13: Climate Action While French & Francophone literature may not always focus directly on climate change, it increasingly addresses environmental issues, particularly in the context of global warming, colonialism’s environmental impacts, and sustainable development. Some authors, especially from Francophone Africa and the Caribbean, discuss the challenges of climate change, resource depletion, and the tension between modernity and environmental preservation. Works by authors such as Rene Depestre and Jules Tanguy tackle these ecological and climate-related themes, contributing indirectly to SDG 13: Climate Action. 7. SDG 1: No Poverty Literature often reflects on the economic hardships faced by various populations, especially in post-colonial societies, which can help illuminate the root causes of poverty. Novels and plays by authors such as George Orwell (who writes about poverty in the colonial context in works like Burmese Days) and Aminata Sow Fall (in works addressing poverty in West Africa) give voice to the struggles of the poor and marginalized, aligning with SDG 1: No Poverty. 8. SDG 17: Partnerships for the Goals French and Francophone literature offers a global perspective that highlights cross-cultural partnerships and the importance of collaboration. Works that discuss post-colonial identity or the role of the global South in shaping modern history contribute to understanding SDG 17. Through a deeper appreciation of global interconnectedness, literature promotes the importance of working together to achieve shared goals, such as development, peace, and justice. 9. SDG 12: Responsible Consumption and Production Some Francophone authors explore themes related to sustainable living, ethical consumption, and materialism. For instance, works that critique the economic systems or consumption patterns of post-colonial societies can indirectly support SDG 12, which advocates for responsible consumption and production. These themes may appear in critiques of Western imperialism, consumer culture, and environmental degradation, encouraging more responsible practices. 10. SDG 2: Zero Hunger In some cases, Francophone literature highlights issues of food insecurity, hunger, and economic instability in developing regions, particularly in Africa and the Caribbean. Francophone authors from these regions often explore how poverty and hunger intersect with political instability and colonial legacies. For example, works by Senghor, Césaire, and Ousmane Sembène can raise awareness of the struggles to achieve SDG 2: Zero Hunger. Conclusion While Appreciation of French & Francophone Literature may not explicitly teach about the SDGs, many of the themes explored in the course—such as inequality, social justice, gender rights, environmentalism, and peace—are deeply connected to the United Nations’ global goals. By studying literary works that address these issues, students gain a broader understanding of the human condition, the complexities of different cultures, and the challenges of achieving sustainable development, all of which contribute to the broader conversation around the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130703 | Wacana dan Semiologi | Discourse and Semiology | The course “Discourse and Semiology” examines the relationship between language, meaning, and communication. It focuses on the analysis of discourse—how language is used in context—and explores the principles of semiology, the study of signs and symbols in communication. | 1. SDG 4: Quality Education Discourse and Semiology contributes to SDG 4 by promoting critical thinking and literacy, particularly through the analysis of how knowledge is communicated and understood. By understanding how different types of discourse shape people’s perceptions, students become more adept at interpreting texts and media in ways that enhance their education. The course may also explore how educational content is framed and how semiosis (the process of producing meaning through signs) plays a role in shaping educational systems, curricula, and pedagogical approaches. 2. SDG 10: Reduced Inequalities Discourse analysis often examines the role of language in shaping societal power dynamics, including issues of inequality, marginalization, and oppression. Semiology and discourse theory are tools for analyzing how language reinforces or challenges social hierarchies, gender roles, racial stereotypes, and class distinctions. By examining how language can perpetuate or challenge inequalities, students in this course can engage with SDG 10, which aims to reduce inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Discourse and Semiology often investigate the role of language in justice and institutional power. Political discourse, legal language, and the rhetoric used by institutions can shape public opinion and policy. Understanding how discourse constructs narratives around justice, law, and governance is essential to SDG 16, which focuses on promoting peaceful, inclusive societies, ensuring access to justice for all, and building effective institutions. Through discourse analysis, students can uncover how institutional narratives are crafted, how they influence societal structures, and how they can be re-imagined to foster justice. 4. SDG 5: Gender Equality One of the key areas in discourse and semiology is gendered language and how it influences perceptions of gender roles and identities. The course may explore how language, imagery, and cultural symbols perpetuate gender stereotypes, as well as how feminist discourse challenges these stereotypes. Analyzing the representation of gender in media, literature, and political discourse helps foster understanding of SDG 5, which seeks to achieve gender equality and empower all women and girls. 5. SDG 13: Climate Action Discourse and Semiology can be instrumental in analyzing how environmental issues are framed in public discourse. Whether it’s the language used by political leaders, media outlets, or environmental activists, discourse shapes how society understands climate change and sustainability. By studying how climate change is represented through symbols, metaphors, and narratives, students can critically examine how discourse impacts public attitudes and actions regarding environmental protection. This connects directly to SDG 13: Climate Action, which calls for urgent action to combat climate change and its impacts. 6. SDG 3: Good Health and Well-being Health communication is an important aspect of discourse analysis. The way health issues (e.g., mental health, disease prevention, wellness) are discussed in public discourse can influence public attitudes, behaviors, and health outcomes. Analyzing medical discourse, media representations of health, or the language used in health campaigns allows students to critically evaluate how health is framed and how it affects societal perceptions of well-being. This supports SDG 3, which seeks to ensure healthy lives and promote well-being for all. 7. SDG 12: Responsible Consumption and Production Discourse and Semiology plays a crucial role in the way consumption and production practices are framed. Advertising, media campaigns, and corporate communication shape consumer behaviors and perceptions of sustainability, waste, and consumption patterns. By analyzing the rhetoric behind product promotion, sustainability messages, and corporate social responsibility (CSR), students can better understand how SDG 12: Responsible Consumption and Production is communicated and how it can be promoted through discourse. Understanding the narratives that drive consumerism and how they can be re-framed is central to achieving sustainable production and consumption practices. 8. SDG 17: Partnerships for the Goals Discourse and Semiology helps understand how global partnerships and collaborations are constructed through language. International agreements, diplomatic negotiations, and partnerships for global development often rely heavily on discourse. The language used to frame global challenges and collective solutions plays a role in how these partnerships are perceived and enacted. By analyzing how SDG 17: Partnerships for the Goals is communicated in international discourse, students can better understand how cooperation for sustainable development is promoted across borders. 9. SDG 2: Zero Hunger Discourse analysis can also be applied to the way hunger and food insecurity are framed in global discourse. How do media outlets, international organizations, and governments discuss issues like famine, poverty, or malnutrition? Understanding the narratives around hunger—whether they focus on aid, development, or policy—can influence how solutions to food insecurity are developed and implemented. This is aligned with SDG 2: Zero Hunger, which aims to end hunger, achieve food security, and improve nutrition. 10. SDG 8: Decent Work and Economic Growth The discourse surrounding labor rights, workplace conditions, and economic policies directly influences the promotion of decent work. How is the language of labor rights, workers’ dignity, and economic justice communicated in political, social, and corporate discourses? Analyzing the semiotics of work and economic growth can help students understand how policies and societal expectations shape economic systems. This relates to SDG 8, which promotes inclusive and sustainable economic growth and decent work for all. Conclusion While Discourse and Semiology is a theoretical field focused on understanding how meaning is created and interpreted through signs and language, its applications have far-reaching implications for the UN Sustainable Development Goals. By analyzing the ways in which language and discourse shape societal attitudes, policies, and behaviors, students in this course gain insights into the underlying structures that influence critical issues like inequality, environmental sustainability, gender, health, and economic justice. Through discourse analysis, students can help reshape conversations around the SDGs, making them more inclusive, impactful, and effective in achieving global goals. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130802 | Kajian Budaya dan Media Prancis | French Cultural and Media Studies | The course “French Cultural and Media Studies” explores the intersections of culture, media, and society in France and the Francophone world. It examines various cultural forms, including literature, film, music, and visual arts, analyzing how they reflect and influence social values, political dynamics, and historical contexts. | 1. SDG 4: Quality Education French Cultural and Media Studies inherently contributes to SDG 4, which aims to ensure inclusive and equitable quality education. By studying French culture and media, students develop a deeper understanding of different forms of cultural expression, critical thinking, and intercultural communication. This broadens their worldview and enhances their ability to appreciate diverse perspectives, thus promoting a more inclusive and well-rounded education. 2. SDG 10: Reduced Inequalities French culture and media are often deeply concerned with social issues like inequality, immigration, race, and class. Through the study of French and Francophone media, students engage with topics such as post-colonialism, racism, gender inequality, and social justice. Analyzing films, literature, and news media can help uncover how inequalities are portrayed, challenged, and addressed. This directly ties to SDG 10, which aims to reduce inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions French Cultural and Media Studies explores how media and cultural products reflect, critique, or challenge the political systems, justice, and institutions in French-speaking countries. French cinema, literature, and journalism often explore themes of social justice, human rights, and political engagement, fostering a deeper understanding of how peaceful, just, and inclusive institutions are portrayed and critiqued. This supports SDG 16, which calls for promoting peace, justice, and strong institutions. 4. SDG 5: Gender Equality Gender is a significant focus in French and Francophone cultural and media studies. The representation of women and gender roles in French films, literature, and media, as well as the role of feminism in French culture, are key topics of analysis. By studying feminist movements, gendered media portrayals, and issues of sexual equality in French society, students engage with SDG 5, which aims to achieve gender equality and empower all women and girls. 5. SDG 13: Climate Action Though climate change may not be the central focus of the course, French media and culture are increasingly engaging with environmental issues. Documentaries, films, and media campaigns in France and the Francophone world have explored environmental degradation, sustainability, and climate change. For example, French films like “Demain” (Tomorrow) focus on global environmental challenges and present solutions for sustainable living. Such topics help raise awareness and encourage action on SDG 13: Climate Action. 6. SDG 3: Good Health and Well-being French Cultural and Media Studies can indirectly address SDG 3: Good Health and Well-being through the examination of public health issues in French media, such as campaigns on mental health, substance abuse, and sexual health. French media often raises awareness on topics like healthcare, public well-being, and the portrayal of health issues in the media, helping to destigmatize discussions around mental and physical health. 7. SDG 2: Zero Hunger Food is a central theme in French culture, from cuisine to cultural representations of agriculture and food security. Through the study of French and Francophone films, literature, and media, students can examine how hunger, food distribution, and agricultural practices are portrayed in the media. France also has a long tradition of focusing on food sustainability, and this ties into SDG 2: Zero Hunger, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture. 8. SDG 8: Decent Work and Economic Growth French cultural and media studies engage with issues related to the economy, labor rights, and workplace culture in French-speaking countries. The portrayal of working-class struggles, unemployment, and the gig economy in media, as well as the role of labor unions in French society, are important topics. These themes contribute to SDG 8, which promotes inclusive and sustainable economic growth, employment, and decent work for all. 9. SDG 17: Partnerships for the Goals French culture, media, and diplomacy play an important role in fostering international partnerships and cooperation. As Francophonie (the global community of French-speaking nations) extends across continents, media and cultural exchanges are crucial for building bridges between countries. The study of French cultural diplomacy and international collaborations in media (such as film festivals, international co-productions, etc.) aligns with SDG 17, which emphasizes the importance of partnerships for achieving the SDGs. 10. SDG 12: Responsible Consumption and Production French and Francophone media often critique the culture of consumerism, the environmental impact of excessive consumption, and the need for more sustainable practices. Through films, documentaries, and journalism, students can examine how France and Francophone countries engage with sustainable development and promote responsible consumption. This helps raise awareness about SDG 12, which advocates for sustainable production and consumption patterns. Conclusion A course in French Cultural and Media Studies provides valuable insights into how culture and media shape public opinion, social movements, and societal values, which are essential for advancing the UN Sustainable Development Goals. By examining representations of inequality, gender, health, climate change, and social justice in French and Francophone media, students can understand how cultural narratives influence both local and global action towards achieving the SDGs. The course also fosters critical engagement with the media and cultural products that shape global discussions on sustainability, human rights, and economic development. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130902 | Bahasa Jerman | German Language | The course “German Language” focuses on developing proficiency in reading, writing, speaking, and listening in German. It typically covers grammar, vocabulary, and pronunciation, with an emphasis on conversational skills and practical language use. | 1. SDG 4: Quality Education The German Language course directly aligns with SDG 4: Quality Education by providing students with the linguistic skills necessary to engage with German-speaking communities, literature, media, and academic content. Language education promotes literacy, communication skills, and intercultural understanding, all of which contribute to high-quality education. Moreover, the course encourages lifelong learning, which is one of the targets of SDG 4. 2. SDG 10: Reduced Inequalities A German Language course may help foster intercultural dialogue and a deeper understanding of diverse cultures, reducing prejudices and promoting inclusion. Through the exploration of German-speaking societies’ diverse histories, regional differences, and contemporary issues, students become more aware of issues related to inequality, including gender, migration, and race. This aligns with SDG 10, which focuses on reducing inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Language plays a crucial role in how societies develop strong institutions and maintain peace and justice. In German-speaking countries, historical events such as the World Wars, the Cold War, and the fall of the Berlin Wall are central topics of discussion, and these often feature in the curriculum of a German Language course. Understanding the language and historical contexts of these events promotes a better understanding of SDG 16, which focuses on peace, justice, and the importance of strong institutions. Language also shapes how legal systems, democratic values, and human rights are communicated in society. 4. SDG 5: Gender Equality While gender equality is not always the explicit focus of a German Language course, it is often addressed through discussions of how language reflects gender roles and social norms in German-speaking societies. For example, the course may explore the use of gender-neutral language, feminist movements in German-speaking countries, or the evolving language around gender identity and equality. Understanding how language can reinforce or challenge gender inequality is directly relevant to SDG 5 (Achieve gender equality and empower all women and girls). 5. SDG 3: Good Health and Well-being German Language courses sometimes address aspects of health communication in the German-speaking world. Students might explore how health issues are discussed in the media, public health campaigns, or medical texts in German. The course can also involve exploring themes of mental health, well-being, and healthcare systems in Germany, Austria, and Switzerland, contributing to the broader goals of SDG 3 (Good Health and Well-being) by fostering awareness of health issues in a global context. 6. SDG 13: Climate Action Germany is a leader in environmental policy and sustainability efforts within Europe. A German Language course might engage with texts, news, and discussions related to climate change, sustainability, and environmental protection, particularly since Germany plays a prominent role in the European Union’s climate policies. Understanding how climate change is discussed in German media, literature, or policy documents is relevant to SDG 13: Climate Action, which calls for urgent action to combat climate change and its impacts. 7. SDG 8: Decent Work and Economic Growth The German economy is one of the strongest in the world, and its vocational education system (which is closely linked with the language) has been a model for other countries. A German Language course might explore the role of work and economic growth in German society through the study of business language, vocational education, labor rights, or economic issues. These themes are connected to SDG 8 (Promote inclusive and sustainable economic growth, employment, and decent work for all), particularly as the course explores the language of workplace communication, professional development, and economic systems. 8. SDG 12: Responsible Consumption and Production Sustainability and responsible consumption are central to contemporary discourse in German-speaking countries, especially in relation to the circular economy and green technologies. German is the language of significant environmental and sustainability movements, and a German Language course could include discussions of how media and government policies address sustainable practices, eco-friendly products, and responsible production. These topics connect to SDG 12, which aims to promote responsible consumption and production patterns. 9. SDG 17: Partnerships for the Goals The German language plays a key role in fostering international partnerships, particularly through the European Union and the German-speaking international organizations. A German Language course can contribute to understanding how language enables global collaboration and partnerships across cultures and countries. German is a key language for scientific research, business, diplomacy, and development, all of which contribute to SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 10. SDG 1: No Poverty Understanding social issues such as poverty in the context of Germany and the wider German-speaking world can be a part of a German Language course. The course may address the portrayal of poverty in German literature, media, and policy, as well as how German-speaking countries approach social welfare and poverty alleviation. This connects to SDG 1 (End poverty in all its forms everywhere) by fostering a broader understanding of the global and domestic challenges related to poverty and social security systems. Conclusion A German Language course primarily aims to build linguistic proficiency but can also contribute to multiple UN Sustainable Development Goals. Through the study of language, culture, and media in German-speaking societies, students gain valuable insights into social justice, gender equality, sustainability, economic development, and global cooperation. The course fosters cross-cultural understanding and critical thinking, equipping students with the tools to engage with global issues in a more informed and meaningful way. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05140102 | Seminar Proposal | Proposal Seminar | The “Proposal Seminar” course is designed to guide students in the development and presentation of research proposals. It typically focuses on key components of proposal writing, including formulating research questions, conducting literature reviews, and outlining methodology. | 1. SDG 4: Quality Education Proposal Seminars contribute directly to SDG 4 by promoting academic research skills, critical thinking, and knowledge creation. The course helps students learn how to formulate research questions, design methodologies, and develop proposals that can lead to meaningful academic or professional work. In doing so, it fosters high-quality, inclusive, and equitable education, encouraging independent learning and inquiry. 2. SDG 3: Good Health and Well-being If students in the seminar focus on health-related topics, such as public health, mental health, or healthcare systems, their research proposals could align with SDG 3. Students might propose research on improving healthcare access, mental health awareness, disease prevention, or the impacts of social determinants of health. The seminar could provide a platform for exploring interdisciplinary health topics and potential solutions to global health challenges. 3. SDG 10: Reduced Inequalities A Proposal Seminar might focus on issues related to social inequalities, such as economic disparities, racial discrimination, gender inequality, or accessibility for people with disabilities. Proposals could explore how to reduce inequalities in education, employment, healthcare, or social opportunities. This directly contributes to SDG 10, which calls for reducing inequalities both within and among countries. 4. SDG 13: Climate Action Students might propose research on climate change, environmental justice, or sustainable development in a Proposal Seminar. These topics are increasingly important in academic and professional research, and a seminar focused on environmental issues can help students contribute to SDG 13 by exploring solutions for climate action, adaptation, and mitigation strategies. 5. SDG 16: Peace, Justice, and Strong Institutions Research proposals on topics such as political instability, justice systems, human rights, or corruption can align with SDG 16. Students might propose research to investigate how legal reforms, governance structures, or civil society initiatives can promote peace, justice, and effective institutions. The Proposal Seminar would offer students an opportunity to engage with these global issues from a scholarly perspective. 6. SDG 5: Gender Equality Many students in a Proposal Seminar may choose to research issues related to gender inequality, such as gender-based violence, women’s rights, economic empowerment of women, or gender representation in media. Such proposals are directly connected to SDG 5, which focuses on achieving gender equality and empowering all women and girls. 7. SDG 2: Zero Hunger If a research proposal focuses on food security, sustainable agriculture, or nutrition in marginalized or underserved communities, it would align with SDG 2: Zero Hunger. Topics might include studying food access in impoverished areas, the impact of climate change on food systems, or innovative ways to reduce food waste. The Proposal Seminar can serve as a platform for addressing these pressing global challenges. 8. SDG 8: Decent Work and Economic Growth Research proposals on labor markets, unemployment, workers’ rights, or economic policies could address issues related to decent work and economic growth (SDG 8). Students might propose studies on how to improve working conditions, reduce poverty through employment, or promote sustainable business practices, all of which contribute to fostering economic growth that benefits all. 9. SDG 12: Responsible Consumption and Production A Proposal Seminar could encourage students to explore topics related to sustainable consumption, circular economy, and ethical production practices. Students might propose research on how to encourage responsible consumption or the role of businesses in promoting environmental sustainability. This connects directly to SDG 12, which focuses on promoting sustainable consumption and production patterns. 10. SDG 17: Partnerships for the Goals The Proposal Seminar course can emphasize the importance of collaboration and partnerships, particularly in research. Students may develop proposals for collaborative research projects with governments, NGOs, or the private sector, fostering interdisciplinary or international partnerships that contribute to achieving the SDGs. SDG 17 calls for strengthening partnerships to achieve the goals, and the seminar setting could enable students to develop their proposals with a focus on partnership and collaborative impact. 11. SDG 9: Industry, Innovation, and Infrastructure If students propose research on technology, innovation, or infrastructure development, particularly in developing regions or under-served communities, their proposals can connect to SDG 9. Topics might include the impact of new technologies on social development, building sustainable infrastructure, or fostering innovation to solve global challenges. Conclusion While a Proposal Seminar course is primarily about developing research proposals and academic skills, it can align with multiple UN Sustainable Development Goals depending on the topics students choose to explore. The course encourages students to critically engage with global issues and develop research projects that address challenges such as poverty, healthcare, climate change, gender equality, economic growth, and justice. In this way, the Proposal Seminar serves as a platform for students to contribute to the ongoing academic and practical efforts toward achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05140206 | Skripsi | Thesis | The “Thesis” course is a capstone project for graduate students, where they conduct in-depth research on a specific topic within their field of study. Students are guided through the process of formulating a research question, conducting literature reviews, and employing appropriate methodologies. | 1. SDG 4: Quality Education Many theses focus on topics related to education, such as improving teaching methods, expanding access to education, or addressing disparities in educational opportunities. Research could explore inclusive education, digital learning, or education for marginalized communities, contributing to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning for all. 2. SDG 3: Good Health and Well-being Theses focused on public health, mental health, medical research, disease prevention, healthcare access, or health disparities contribute directly to SDG 3, which seeks to ensure good health and well-being for all. Research in areas like global health, epidemiology, health communication, or mental health awareness can address critical health issues and propose solutions to improve well-being. 3. SDG 10: Reduced Inequalities A thesis could address inequalities in areas such as race, gender, class, or economic status. Topics might include poverty alleviation, gender equality, or the rights of marginalized groups. Research might explore discrimination, access to resources, or the impact of policies on reducing inequalities, contributing to SDG 10, which focuses on reducing inequalities within and among countries. 4. SDG 13: Climate Action Theses focused on environmental issues like climate change, sustainability, renewable energy, or biodiversity directly align with SDG 13, which calls for urgent action to combat climate change and its impacts. Topics might include climate policies, green technologies, or community adaptation strategies to environmental changes. Research could also explore the effects of climate change on vulnerable populations or ecosystems. 5. SDG 16: Peace, Justice, and Strong Institutions Theses on topics related to political science, international relations, human rights, or legal studies can contribute to SDG 16 by exploring issues like peacebuilding, justice systems, conflict resolution, or governance. Students may research the role of strong institutions in fostering peace, justice, and human rights, or explore corruption, transitional justice, or international legal frameworks. 6. SDG 5: Gender Equality Gender studies, feminist theory, or research on gender-based violence, women’s empowerment, and LGBTQ+ rights are key areas where a thesis can contribute to SDG 5. Research could focus on gender disparities in the workplace, access to education for women, health issues specific to women, or the impact of policy on gender equality, all of which are central to achieving gender equality and empowering women and girls. 7. SDG 2: Zero Hunger Theses on food security, nutrition, agriculture, or sustainable food systems are relevant to SDG 2. Topics might explore poverty and hunger, food distribution, sustainable farming practices, global food policy, or the impact of climate change on food systems. Research on how to reduce food waste, improve nutrition, and increase food access is directly connected to ending hunger and achieving food security. 8. SDG 8: Decent Work and Economic Growth A thesis could explore labor rights, economic inequality, sustainable business practices, or the future of work (e.g., the gig economy, automation, or remote work). These topics connect to SDG 8, which aims to promote inclusive and sustainable economic growth, employment, and decent work for all. Students might research policies for job creation, worker protections, or economic resilience in different regions or sectors. 9. SDG 12: Responsible Consumption and Production Research on sustainability, ethical consumption, green business models, or corporate responsibility can support SDG 12, which promotes responsible consumption and production. Topics might explore the environmental impact of fast fashion, sustainable supply chains, or resource conservation. Theses in this area may propose solutions for businesses, governments, and consumers to reduce waste and promote circular economies. 10. SDG 17: Partnerships for the Goals Theses that explore global partnerships, international development, NGO collaborations, or public-private partnerships are closely related to SDG 17, which emphasizes the importance of partnerships for achieving the SDGs. Research could focus on how international cooperation, development aid, or cross-sector collaborations can help address global challenges, such as poverty, climate change, or inequality. 11. SDG 9: Industry, Innovation, and Infrastructure Theses related to technology, innovation, sustainable infrastructure, or industry transformation can contribute to SDG 9, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. Topics might include smart cities, sustainable energy technologies, or entrepreneurship in emerging markets, all of which contribute to a more sustainable and technologically advanced society. 12. SDG 1: No Poverty A thesis on poverty reduction, social safety nets, microfinance, or inclusive economic policies aligns with SDG 1, which aims to end poverty in all its forms everywhere. Research might focus on the causes and consequences of poverty, social welfare systems, or policy interventions designed to reduce inequality and provide opportunities for marginalized populations. Conclusion A Thesis course is designed to allow students to engage deeply with a particular area of research, and as such, the topics they choose can contribute to a wide range of UN Sustainable Development Goals. Whether focusing on education, health, climate action, social justice, or economic growth, students have the opportunity to align their research with global challenges and propose solutions that support sustainable development. The course equips students with the tools to investigate, analyze, and communicate on topics that are central to achieving the SDGs, thus contributing to the global effort toward a better, more equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05122002 | Bahasa Belanda | Dutch Language | The “Dutch Language” course focuses on developing skills in reading, writing, speaking, and listening in Dutch. It covers essential grammar, vocabulary, and pronunciation, emphasizing practical communication for everyday situations. Students engage with a variety of materials, including literature, media, and cultural texts, to enhance their understanding of Dutch-speaking cultures. | 1. SDG 4: Quality Education Language education directly contributes to SDG 4, which aims to ensure inclusive, equitable, and quality education for all. A Dutch Language course promotes literacy, linguistic skills, and intercultural understanding, helping students broaden their knowledge base and develop essential communication skills. It also fosters critical thinking, creativity, and language proficiency, which are vital components of a quality education. 2. SDG 10: Reduced Inequalities The Dutch language course often introduces students to diverse cultural and social issues in Dutch-speaking regions, such as immigration, inequality, and social integration in countries like the Netherlands and Belgium. The course may explore how the Dutch language intersects with issues of social inclusion, ethnic minorities, and gender equality. Discussions on how language reflects and shapes societal values can help raise awareness of the need to reduce inequalities within and among countries, directly linking to SDG 10. 3. SDG 5: Gender Equality In the context of Dutch language and gender studies, students might explore how gender roles are represented in Dutch media, literature, or social policies. Language plays a key role in shaping societal attitudes toward gender, and understanding how the Dutch language reflects evolving gender norms can help promote greater gender equality. Discussions on gender-neutral language in Dutch, the role of women in Dutch society, and gender equality initiatives in the Netherlands and Flanders can contribute to SDG 5. 4. SDG 16: Peace, Justice, and Strong Institutions A Dutch Language course may examine the role of the Dutch language in political discourse, media, and legal systems in Dutch-speaking regions. Dutch-speaking countries like the Netherlands have long histories of political stability, rule of law, and human rights protection, and students may explore how these concepts are communicated in the language. Additionally, the course might cover topics such as freedom of speech, democracy, and international justice, which are all relevant to SDG 16, which focuses on promoting peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being Though not typically the central focus, a Dutch Language course could include discussions on healthcare systems and public health communication in Dutch-speaking regions, such as the Netherlands’ universal healthcare system or the public health campaigns in Flanders and Suriname. Language plays a crucial role in how health information is communicated and understood. In particular, students might explore topics like mental health, health awareness, and well-being through Dutch media, literature, or government health initiatives, supporting SDG 3. 6. SDG 13: Climate Action The Netherlands is a global leader in addressing climate change and sustainability, and this could be reflected in a Dutch language course through the study of Dutch media, literature, and public policy related to environmental issues. Students might explore how the Dutch language is used in climate campaigns, sustainability initiatives, and green technologies. This supports SDG 13, which calls for urgent action to combat climate change and its impacts. 7. SDG 12: Responsible Consumption and Production The Dutch are known for their focus on sustainability and responsible consumption, and a Dutch Language course might include case studies on how the Dutch language is used in promoting eco-friendly practices, sustainable development, and corporate responsibility. By engaging with Dutch-language media and texts, students can learn about sustainable consumption and how language reflects societal attitudes toward responsible production and consumption, directly contributing to SDG 12. 8. SDG 17: Partnerships for the Goals The Dutch-speaking world is heavily involved in international partnerships and collaborations. The Netherlands, for example, plays a prominent role in international development, global trade, and multilateral diplomacy. A Dutch language course could explore how language facilitates international cooperation in fields such as human rights, trade, and foreign aid. This aligns with SDG 17, which emphasizes the importance of partnerships to achieve the SDGs. 9. SDG 8: Decent Work and Economic Growth The Dutch economy is highly developed and centered around industries such as technology, finance, agriculture, and trade. A Dutch language course might involve research or projects related to employment policies, labor markets, economic development, and the role of the Dutch language in business and professional settings. This connects with SDG 8, which focuses on promoting inclusive and sustainable economic growth, employment, and decent work for all. 10. SDG 1: No Poverty The Netherlands has a strong social welfare system, and a Dutch Language course could engage with discussions on poverty and social justice in Dutch-speaking societies. Students might research how poverty and inequality are discussed in the Dutch media or how the Dutch government addresses these issues. By exploring these themes, students can gain insights into how language plays a role in shaping public discourse on social issues, thus contributing to SDG 1, which aims to end poverty in all its forms. Conclusion While a Dutch Language course is primarily focused on linguistic skills, it also provides students with a window into the cultural, social, and political contexts of Dutch-speaking regions. By exploring the language’s role in education, social inclusion, gender equality, climate action, and global partnerships, students can gain a deeper understanding of the SDGs. The course not only teaches language but also facilitates critical thinking about how language and culture intersect with global issues, contributing to a more sustainable, equitable, and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05122102 | Media dan Teknologi | Media and Technology | The “Media and Technology” course explores the intersection of digital media, communication technologies, and society. Students learn about the evolution of media, the impact of technology on information dissemination, and the role of social media in shaping public opinion. | 1. SDG 4: Quality Education Media and Technology play a central role in transforming education globally. The course may explore how digital media, online learning platforms, and e-learning technologies are revolutionizing education. This contributes to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Students might explore how open-access education, educational apps, and digital literacy can improve educational outcomes and reach underserved populations. 2. SDG 9: Industry, Innovation, and Infrastructure A Media and Technology course directly aligns with SDG 9, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. The course could cover topics such as technological innovation, smart cities, digital transformation of industries, and the role of media technologies in driving economic growth. The development of new communication technologies, such as 5G, artificial intelligence (AI), and the Internet of Things (IoT), may be explored in relation to building sustainable infrastructure and driving industrial innovation. 3. SDG 10: Reduced Inequalities Technology and media can both exacerbate and help reduce inequalities. A course on Media and Technology could address issues like digital divides, access to technology, and how different populations experience unequal access to information and communication tools. By studying how media can amplify the voices of marginalized groups (such as through social media activism or community media), students could explore how digital inclusion can help reduce social, economic, and geographic inequalities, supporting SDG 10. 4. SDG 5: Gender Equality The course may focus on the role of media in shaping gender norms, representation of women and marginalized genders, and how technology can either reinforce or challenge gender inequalities. Topics might include gender-based violence in digital spaces, online harassment, and empowerment through digital tools (e.g., women using social media for social change). This directly connects to SDG 5 (Achieve gender equality and empower all women and girls) by examining how media and technology can promote gender equality and women’s empowerment. 5. SDG 13: Climate Action Media and technology are critical in raising awareness about climate change and mobilizing action toward sustainable environmental practices. A course could cover how digital media and technology can be used to spread environmental education, advocate for sustainability, and facilitate global climate action. It might explore how big data and AI are helping address environmental challenges, such as monitoring deforestation, predicting climate patterns, and analyzing environmental policies. This supports SDG 13, which calls for urgent action to combat climate change and its impacts. 6. SDG 16: Peace, Justice, and Strong Institutions Media and technology play a significant role in fostering peace, justice, and effective institutions. A course on Media and Technology may explore how media technologies (such as social media or news outlets) are used in conflict zones to promote peacebuilding, human rights, and democracy. Additionally, students may analyze how technology is used in transparency, accountability, and anti-corruption efforts in governments and institutions, supporting SDG 16 (promote peace, justice, and strong institutions). 7. SDG 8: Decent Work and Economic Growth A Media and Technology course can cover the role of digital technologies in fostering innovation, entrepreneurship, and decent work. Topics may include the future of work, the impact of automation and AI on jobs, and the role of digital economies in creating new industries. Students might explore how digital media is reshaping employment opportunities and providing access to global markets through e-commerce, freelance work, and remote work. This ties into SDG 8, which aims to promote inclusive and sustainable economic growth, full productive employment, and decent work for all. 8. SDG 12: Responsible Consumption and Production The course can explore how media and technology impact consumer behavior and sustainable consumption. Students might examine how digital platforms can promote sustainable products or how media campaigns are driving awareness about responsible production and consumption. They may also explore how technology helps monitor and manage waste, resource use, and circular economies, contributing to SDG 12 (Ensure sustainable consumption and production patterns). 9. SDG 1: No Poverty A Media and Technology course can address how technology can help reduce poverty by improving access to education, job opportunities, and healthcare. For instance, mobile technology has been transformative in many developing regions, allowing people to access financial services (like mobile banking), online education, and healthcare information. By examining how technology can provide solutions to poverty-related challenges, the course contributes to SDG 1, which aims to end poverty in all its forms everywhere. 10. SDG 17: Partnerships for the Goals A Media and Technology course often emphasizes the role of collaboration and global partnerships in addressing sustainable development. The course might explore how technology partnerships (e.g., collaborations between tech companies, governments, and NGOs) have been used to promote sustainable development, improve global communication, and advance the SDGs. Additionally, it might examine the role of media in fostering global cooperation on issues like climate change, public health, and human rights, supporting SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). Conclusion A Media and Technology course covers a wide range of topics that intersect with multiple SDGs, including education, innovation, inequality, sustainability, and peace. As media and technology continue to evolve, they will play an increasingly important role in achieving the UN SDGs by providing solutions to global challenges, promoting social justice, and facilitating global cooperation. By focusing on how media and technology can drive positive change, the course prepares students to understand and address the complex issues facing society and contribute to building a more sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130103 | Metodologi Penelitian | Research Methods | The “Research Methods” course provides students with foundational skills in designing, conducting, and analyzing research. It covers both qualitative and quantitative methodologies, including data collection techniques, survey design, experiments, and statistical analysis. | 1. SDG 4: Quality Education Research Methods courses contribute directly to SDG 4, which aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities for all. Through the development of research skills, students are empowered to engage critically with knowledge and become independent learners and problem-solvers. The course also promotes research literacy, helping students understand the importance of evidence-based decision-making in education and beyond. 2. SDG 10: Reduced Inequalities Research methods courses often address how to identify, measure, and analyze inequalities in society, such as economic disparities, gender inequality, racial discrimination, or access to services. By teaching students how to design research that focuses on social justice and equity, the course helps students to understand how to measure and address inequalities, which is central to SDG 10 (Reduced Inequalities). For example, students might use research methods to study poverty, discrimination, and social mobility. 3. SDG 5: Gender Equality A Research Methods course can contribute to SDG 5 by teaching students how to design research that explores gender equality, gender-based violence, and women’s empowerment. Students may learn to collect data and analyze social patterns that contribute to gender inequality or assess the effectiveness of gender-specific policies and programs. Research skills are key to understanding the challenges and potential solutions related to gender issues. 4. SDG 3: Good Health and Well-being Research in the areas of public health, mental health, health systems, and health behavior is essential for advancing SDG 3, which focuses on ensuring good health and well-being. A Research Methods course might explore health research techniques, including how to design clinical trials, epidemiological studies, or health surveys. Students could be taught how to evaluate public health interventions or understand health disparities, thus contributing to evidence-based solutions for improving global health outcomes. 5. SDG 16: Peace, Justice, and Strong Institutions Research Methods can contribute to SDG 16, which focuses on promoting peace, justice, and strong institutions. Students may learn how to conduct social science research on topics like governance, rule of law, human rights, conflict resolution, and anti-corruption efforts. Understanding how to conduct research on justice systems, democratic processes, and institutional reform helps shape policies that foster peace and accountability. 6. SDG 13: Climate Action Research Methods courses can explore how scientific research and data collection contribute to climate action. Students may learn how to design environmental studies to measure the impact of climate change, carbon emissions, and ecosystem degradation. Research methods are critical for understanding the effectiveness of climate policies, measuring sustainability initiatives, and creating actionable plans for mitigation and adaptation to climate change, all of which are key to SDG 13 (Climate Action). 7. SDG 8: Decent Work and Economic Growth Research on labor markets, employment trends, economic development, and entrepreneurship is vital for understanding how to achieve inclusive and sustainable economic growth (SDG 8). A Research Methods course may teach students to design studies to assess labor conditions, job quality, and skills gaps, or to analyze economic growth strategies. Research skills in these areas support decent work and the development of policies that foster economic prosperity. 8. SDG 12: Responsible Consumption and Production A Research Methods course can help students understand how to conduct research on sustainable production practices, consumption patterns, and resource management. Students might engage in environmental impact studies, research on circular economies, or studies of corporate sustainability. By learning how to collect and analyze data on consumption and production, students can contribute to efforts that promote responsible consumption and production patterns, in line with SDG 12. 9. SDG 17: Partnerships for the Goals Research Methods can promote global cooperation by teaching students how to design collaborative, multidisciplinary research projects. Students may engage in research that promotes cross-border partnerships in areas such as international development, health research, or climate change mitigation. By understanding how to develop research with multiple stakeholders—governments, NGOs, private sector, and civil society—students can contribute to SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 10. SDG 2: Zero Hunger Research methods are essential for studying agriculture, food security, and nutrition—key areas in addressing global hunger. A course in Research Methods can guide students in developing studies that measure food accessibility, sustainable farming practices, the impact of climate change on agriculture, or food waste. These studies contribute to SDG 2, which aims to end hunger, achieve food security, and promote sustainable agriculture. 11. SDG 1: No Poverty Research is fundamental in understanding the causes and effects of poverty. A Research Methods course can help students learn how to design studies that assess the impact of poverty on health, education, and social outcomes. Students might use data collection techniques to measure poverty alleviation programs, microfinance, and social welfare policies. This is directly related to SDG 1, which focuses on ending poverty in all its forms everywhere. Conclusion A Research Methods course equips students with the tools to conduct rigorous, evidence-based research that can contribute to solving the world’s most pressing challenges. The course helps students develop skills to analyze data, evaluate policies, and design studies that address the core issues of the UN Sustainable Development Goals. By focusing on data collection, analysis, and ethical considerations, the course helps prepare students to contribute to evidence-based decision-making in areas such as education, health, inequality, climate change, and sustainable development. Ultimately, students are empowered to engage in research that advances sustainability and social justice while contributing to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130204 | Seminar Praskripsi | Prescriptive Seminar | The “Prescriptive Seminar” course focuses on advanced discussions and analyses of specific topics within a field, often emphasizing practical applications and problem-solving. Students engage in case studies, group discussions, and collaborative projects, fostering critical thinking and effective communication. | 1. SDG 4: Quality Education Prescriptive Seminars often emphasize the application of knowledge to solve real-world problems, including those in education. Students may engage in discussions on improving educational systems, curriculum development, or providing solutions to issues like education accessibility. As such, the course can directly contribute to SDG 4, which aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities for all. 2. SDG 10: Reduced Inequalities A Prescriptive Seminar might involve addressing issues of social justice and equity. For instance, students could be tasked with developing strategies to reduce inequalities in areas such as income distribution, access to healthcare, or gender and racial inequality. This aligns with SDG 10, which focuses on reducing inequalities within and among countries. 3. SDG 5: Gender Equality Gender issues could be a central theme in a Prescriptive Seminar, where students are asked to offer policy recommendations or strategies for addressing gender inequality. This could include improving access to education for women, promoting female leadership, or addressing gender-based violence. These activities support SDG 5, which seeks to achieve gender equality and empower all women and girls. 4. SDG 16: Peace, Justice, and Strong Institutions Prescriptive Seminars often involve analyzing issues related to governance, rule of law, and institutional reforms. In these seminars, students may develop recommendations for improving public institutions, promoting justice, and strengthening democratic processes. This directly contributes to SDG 16, which emphasizes promoting peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being A Prescriptive Seminar focusing on public health could involve developing prescriptions for tackling global health challenges like disease prevention, healthcare access, or mental health support. Students might analyze case studies of health systems and propose improvements or solutions, thus contributing to SDG 3, which is centered around ensuring good health and well-being for all. 6. SDG 8: Decent Work and Economic Growth In a Prescriptive Seminar focused on the economy or business, students could engage in developing strategies for fostering inclusive economic growth, improving job opportunities, or supporting entrepreneurship. These types of activities contribute to SDG 8, which aims to promote sustained, inclusive, and sustainable economic growth, full employment, and decent work for all. 7. SDG 13: Climate Action A Prescriptive Seminar might involve developing solutions or action plans for addressing climate change. Students may work on designing policies for sustainable development, creating climate adaptation strategies, or analyzing climate-related risks and mitigation measures. This is in direct alignment with SDG 13, which calls for urgent action to combat climate change and its impacts. 8. SDG 12: Responsible Consumption and Production Students in a Prescriptive Seminar could be tasked with analyzing the sustainability of production systems, waste management, or consumption behaviors in various industries. They might develop solutions to promote responsible consumption and production patterns, supporting SDG 12, which seeks to ensure sustainable consumption and production. 9. SDG 2: Zero Hunger If the Prescriptive Seminar focuses on issues related to food security, agriculture, or nutrition, students might propose strategies to address hunger or to promote sustainable agriculture. These efforts align with SDG 2, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture. 10. SDG 17: Partnerships for the Goals Many Prescriptive Seminars involve working on collaborative projects or developing partnership strategies between different stakeholders (governments, NGOs, the private sector, etc.). Students might be encouraged to think about how different sectors can work together to solve global challenges. This contributes to SDG 17, which emphasizes strengthening global partnerships for sustainable development. Conclusion A Prescriptive Seminar course focuses on applying theory to practical problems, often requiring students to develop actionable solutions, strategies, or recommendations for a range of social, economic, environmental, or political issues. Because of this practical orientation, the course can contribute to several UN Sustainable Development Goals (SDGs), such as those related to quality education, gender equality, health, economic growth, and climate action. The precise SDGs covered will depend on the specific content and focus of the seminar (e.g., public health, business, policy-making, social justice), but overall, this type of course provides students with a framework for critically addressing global challenges and developing innovative solutions in support of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130303 | Kajian Linguistik Interdisipliner | Interdisciplinary Linguistic Studies | The “Interdisciplinary Linguistic Studies” course examines language through multiple lenses, integrating insights from linguistics, psychology, anthropology, sociology, and cognitive science. Students explore topics such as language acquisition, sociolinguistics, language and identity, and the cognitive processes involved in communication. | 1. SDG 4: Quality Education Interdisciplinary Linguistic Studies is directly linked to SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Language is fundamental to education, and an understanding of linguistic diversity, language acquisition, and literacy development is essential to improving educational outcomes globally. The course may explore how language learning and teaching methods can be designed to be more inclusive and effective in various cultural contexts, thus supporting educational access for all students. 2. SDG 10: Reduced Inequalities Language plays a key role in shaping social inequalities. In an Interdisciplinary Linguistic Studies course, students might explore issues like language discrimination, language barriers, and how different linguistic groups experience marginalization in society. A deep understanding of linguistic diversity can help develop policies and strategies to reduce social inequalities, fostering a more inclusive society. This aligns with SDG 10 (Reduced Inequalities), which aims to reduce inequality within and among countries. 3. SDG 5: Gender Equality Linguistics often examines the role of language in shaping and reflecting gender roles, including how gendered language can perpetuate gender inequality. An Interdisciplinary Linguistic Studies course could explore how language is used to construct and reinforce gender stereotypes and how inclusive language can be employed to promote gender equality. By analyzing the linguistic practices that support or challenge gender norms, the course contributes to SDG 5 (Achieve gender equality and empower all women and girls). 4. SDG 16: Peace, Justice, and Strong Institutions Language is a powerful tool in promoting peace and justice. In an Interdisciplinary Linguistic Studies course, students may examine the role of language in conflict—how language can be used to incite violence, spread hate speech, or promote division, and conversely, how language can also be used as a tool for peacebuilding and social cohesion. Moreover, understanding language policies and how language affects access to justice can help improve governance and institutional reforms. This links to SDG 16, which promotes peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being Language is essential in the communication of health information and healthcare. An Interdisciplinary Linguistic Studies course could explore how health communication is shaped by linguistic factors, such as language barriers in healthcare settings, or how certain populations may face challenges in understanding medical information due to language differences. Understanding how language can improve patient-provider communication is key to promoting good health and well-being for all, contributing to SDG 3. 6. SDG 17: Partnerships for the Goals Linguistic studies often emphasize the importance of cross-cultural communication, which is essential in fostering global partnerships. An Interdisciplinary Linguistic Studies course may examine how language can bridge gaps in international cooperation and how multilingualism and translation play a critical role in creating effective partnerships across borders. This aligns with SDG 17, which calls for strengthening the means of implementation and revitalizing global partnerships for sustainable development. 7. SDG 2: Zero Hunger In some contexts, language studies may be used to examine the communication of nutritional information or how language is used to address food security and hunger issues. The course might include discussions on how language plays a role in disseminating agricultural knowledge, food policies, and public health initiatives, contributing to SDG 2 (Zero Hunger) by improving food accessibility and nutrition education. 8. SDG 8: Decent Work and Economic Growth Language skills are vital in global business and economic development. An Interdisciplinary Linguistic Studies course may explore the role of language in the workplace, especially in a globalized economy. This could include looking at language proficiency in key industries (e.g., technology, trade, international relations) and how multilingualism contributes to economic growth and decent work. By understanding linguistic diversity in the context of global business, the course supports SDG 8, which aims to promote sustained, inclusive economic growth, full employment, and decent work for all. 9. SDG 12: Responsible Consumption and Production An Interdisciplinary Linguistic Studies course may touch on how language is used in the marketing of products, in shaping consumer behaviors, or in advertising practices that encourage sustainable consumption. Language can play a critical role in communicating sustainable practices to the public, helping to promote responsible production and consumption patterns. This contributes to SDG 12 (Responsible Consumption and Production). 10. SDG 1: No Poverty Language can influence access to resources, such as social services, education, and employment. Analyzing the role of language barriers in perpetuating poverty or creating obstacles to social mobility can be part of an Interdisciplinary Linguistic Studies course. Students may explore how language skills can enhance access to opportunities and help lift individuals and communities out of poverty, directly supporting SDG 1 (No Poverty). Conclusion An Interdisciplinary Linguistic Studies course covers a wide range of topics that intersect with several UN Sustainable Development Goals (SDGs). The course can explore how language shapes society, influences culture, and affects social equity. Through the lens of linguistics, students can address global issues such as inequality, gender, health, education, economic development, and peacebuilding, all of which are central to the SDGs. By understanding how language influences human interactions, cultural exchanges, and social structures, students in an Interdisciplinary Linguistic Studies course are equipped to contribute meaningfully to sustainable development and social change, supporting the UN SDGs in a variety of ways. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130402 | Semantik Pragmatik | Pragmanitc Semantic | The “Pragmatic Semantics” course explores the interplay between semantics (the meaning of words and sentences) and pragmatics (the context-dependent aspects of meaning). Students examine how context influences interpretation, including factors like speaker intention, conversational implicature, and the role of social norms in communication. | 1. SDG 4: Quality Education Pragmatics and Semantics are essential to effective communication, a key component of quality education. Understanding how meaning is conveyed and interpreted helps educators develop better teaching strategies that promote clear communication and understanding among students of diverse linguistic and cultural backgrounds. This can improve literacy and language skills across various age groups and educational contexts. Additionally, students may explore how semantics can inform curriculum design and teaching materials, ensuring that educational content is clear, accessible, and inclusive. Thus, the course supports SDG 4: Quality Education. 2. SDG 10: Reduced Inequalities Language plays a significant role in shaping and perpetuating inequalities. A Pragmatics and Semantics course may explore how language can be used to empower or marginalize certain groups based on factors like social class, ethnicity, or gender. Understanding linguistic features like code-switching, language dominance, or language discrimination can help identify ways to reduce linguistic inequalities. The course may also investigate how inclusive language and communication strategies can be used to empower marginalized communities, thus contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality Language is closely tied to gender in terms of how gendered language reflects and reinforces societal norms and attitudes. A Pragmatics and Semantics course can investigate how language shapes and reflects gender roles, how gender biases are embedded in everyday speech, and how inclusive language can challenge traditional norms. For example, the course may look at how pronouns, gendered job titles, or discriminatory language can contribute to gender inequality. By analyzing and changing how language constructs gender, students can contribute to achieving SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions Pragmatics and Semantics are essential for the effective communication of legal and political messages, especially in multilingual or multicultural contexts. For instance, the course may explore how legal language and legal discourse are interpreted in different cultural or social settings, and how ambiguities in language can impact justice systems. A deeper understanding of how meaning is conveyed can help in the development of clearer laws, more inclusive legal practices, and conflict resolution strategies, all of which are central to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 3: Good Health and Well-being Communication in healthcare settings is critical for patient outcomes, and the study of pragmatics and semantics can enhance health communication by improving how medical professionals convey information to patients. Understanding how meaning is constructed and how context influences communication can reduce misunderstandings in patient-provider interactions. The course may also explore how health campaigns, public health information, and medical language can be better designed to ensure they are clear, accessible, and understandable, thereby improving health literacy and supporting SDG 3: Good Health and Well-being. 6. SDG 17: Partnerships for the Goals Effective communication is at the heart of any partnership. In the context of global partnerships for sustainable development, an understanding of pragmatics and semantics can facilitate communication across linguistic and cultural barriers. Students might explore how different cultures interpret meaning differently and how misunderstandings or ambiguities in language can hinder cooperation. The course can help students develop cross-cultural communication skills that are essential for building strong international partnerships to achieve SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 7. SDG 2: Zero Hunger Language plays a significant role in shaping food security initiatives and in how nutritional information is communicated to the public. Analyzing how food-related messages are framed and understood can contribute to better public health campaigns and more effective dissemination of information on nutrition and sustainable agriculture. In particular, students could explore how misunderstandings or ambiguities in public messages around food can impact food access and food security, aligning with SDG 2: Zero Hunger. 8. SDG 8: Decent Work and Economic Growth Effective communication is crucial in the workplace, particularly in multilingual environments or when negotiating across cultural boundaries. A Pragmatics and Semantics course can help students understand how language influences professional interactions, how power dynamics are communicated, and how language can be used to create inclusive and fair working environments. This aligns with SDG 8: Decent Work and Economic Growth, as clear communication contributes to better workplace dynamics, economic stability, and productive environments. 9. SDG 12: Responsible Consumption and Production Pragmatics and Semantics can influence how information about sustainable practices and environmental issues is communicated to the public. Students may examine how language framing influences consumer behavior, especially in relation to eco-friendly products or sustainable production methods. Understanding how words and messages can either encourage or discourage responsible consumption will directly support the goals of SDG 12: Responsible Consumption and Production. 10. SDG 1: No Poverty Language plays a central role in social services and poverty alleviation programs. Students in a Pragmatics and Semantics course might explore how linguistic barriers impact the accessibility of welfare programs, legal aid, or government services for marginalized groups. By improving how these services communicate with vulnerable populations, the course can support SDG 1: No Poverty by ensuring that all individuals, regardless of their language background, can access resources and opportunities for economic mobility. Conclusion A Pragmatics and Semantics course provides students with critical insights into the role of language in communication, helping to shape how meaning is conveyed in diverse contexts. This has important implications for a range of UN Sustainable Development Goals (SDGs), including those related to education, gender equality, health, peace, economic growth, climate action, and partnerships. By understanding how language functions in various social, legal, and cultural contexts, students can contribute to more effective communication in global efforts to address complex sustainability challenges, promote social justice, and ensure inclusive growth. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130503 | Telaah Sastra Prancis & Frankofon | Study Of Freanch & Francophone Literature | The “Study of French and Francophone Literature” course delves into the rich literary traditions of France and French-speaking regions worldwide. Students explore a diverse range of texts, including novels, poetry, drama, and essays, from different historical periods and cultural contexts. | 1. SDG 4: Quality Education Literature is a key tool in education, and the study of French & Francophone literature contributes to promoting inclusive and equitable quality education by broadening students’ understanding of global literary traditions and cultural diversity. The course allows students to engage with diverse perspectives and worldviews while enhancing their critical thinking and analytical skills, key components of quality education. Additionally, the study of language and literature can improve language proficiency, literacy, and communication skills, which are foundational for lifelong learning opportunities. 2. SDG 10: Reduced Inequalities Many Francophone literary works engage with themes of inequality, colonialism, social justice, and marginalization. In particular, Francophone authors from former colonies often write about the effects of colonization, post-colonial struggles, and the efforts to overcome racial, gender, and class inequalities. A course focused on these works provides a platform to discuss and challenge systems of oppression and promote social equity, thus contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality French and Francophone literature often addresses complex themes related to gender roles, feminism, and the empowerment of women. Writers like Simone de Beauvoir, Tahar Ben Jelloun, and Mariama Bâ (among many others) explore gender dynamics, patriarchal structures, and women’s rights across different cultures. The study of these works promotes gender equality by highlighting women’s voices, critiquing gender-based inequalities, and encouraging conversations about gender roles in various societies, directly aligning with SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions The literature of Francophone writers often deals with themes of conflict, justice, and social reform. Writers from post-colonial contexts address the struggles for freedom, self-determination, and justice, such as the Algerian War of Independence, or the anti-apartheid literature of South Africa. Studying these works can foster an understanding of how literature serves as a tool for social change and peacebuilding in societies recovering from conflict and injustice. This connects directly to SDG 16: Peace, Justice, and Strong Institutions, which focuses on promoting peace, justice, and strong institutions. 5. SDG 17: Partnerships for the Goals A course on French & Francophone literature emphasizes the importance of cultural exchange, cross-cultural understanding, and global cooperation. Literary works from different Francophone regions highlight the interconnectedness of the world and the importance of building international relationships to address shared global challenges. This aligns with SDG 17, which emphasizes the need to strengthen global partnerships and foster a sense of global solidarity in pursuit of sustainable development. 6. SDG 2: Zero Hunger While not a central theme, literature from Francophone regions often explores poverty, economic inequality, and food security. For instance, certain post-colonial African novels delve into the challenges faced by rural populations and the difficulties of accessing food or livelihoods in the face of historical exploitation and colonial legacies. By examining these texts, students gain insight into the root causes of food insecurity in different parts of the world, which connects with SDG 2: Zero Hunger. 7. SDG 3: Good Health and Well-being Francophone literature sometimes addresses themes of mental health, psychological trauma, and the human condition, which are critical aspects of well-being. Authors may tackle issues related to the aftereffects of war, colonial trauma, and the psychological struggles of marginalized individuals. By exploring these works, students can deepen their understanding of how mental health and emotional well-being are affected by social conditions, contributing indirectly to SDG 3: Good Health and Well-being. 8. SDG 13: Climate Action Francophone literature from regions like the Caribbean or Africa often explores the impact of climate change and environmental degradation, particularly in areas heavily affected by resource extraction, deforestation, and desertification. Writers from these regions may highlight the consequences of climate change on local communities, focusing on environmental justice and the need for sustainable practices. By studying these works, students can become more aware of the social, economic, and cultural dimensions of climate change, which relates to SDG 13: Climate Action. 9. SDG 12: Responsible Consumption and Production In some Francophone texts, authors reflect on the impact of consumerism, globalization, and resource exploitation. Post-colonial authors may critique the unsustainable exploitation of the environment and natural resources by colonial and modern economic systems. These works can encourage students to think critically about sustainable consumption and production practices, aligning with SDG 12 (Responsible Consumption and Production). 10. SDG 1: No Poverty Many Francophone literary works address the economic inequalities and poverty that exist in various parts of the Francophone world, especially in post-colonial African countries, the Caribbean, and parts of Southeast Asia. Themes of economic hardship, inequality, and the struggle for survival in impoverished communities are common. By studying these works, students are exposed to the realities of poverty and the need for sustainable solutions to address these systemic issues, which connects to SDG 1: No Poverty. Conclusion A university course in French & Francophone Literature engages students with a wide range of social, political, and cultural issues, providing a deeper understanding of global challenges and how literature can serve as a tool for social change, empowerment, and advocacy. This course touches on several UN Sustainable Development Goals (SDGs), including those related to education, gender equality, social justice, environmental sustainability, and global partnerships. By engaging with literary works that challenge readers to think critically about the world, students can gain insights into the interconnections between culture, politics, and global development. Therefore, the course can contribute to building a more inclusive, equitable, and sustainable future—goals that align closely with the UN SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121302 | Terjemahan | Translate | The “Translation” course focuses on the skills and techniques necessary for effectively translating texts between languages. Students learn about the intricacies of language, including syntax, idioms, and cultural nuances, and explore various types of translation, such as literary, technical, and audiovisual. | 1. SDG 4: Quality Education Translation directly supports SDG 4: Quality Education, which aims to ensure inclusive and equitable education and promote lifelong learning for all. Translation courses can make educational materials accessible to a wider audience, including people who speak different languages, or those from diverse linguistic backgrounds. Translating educational resources, such as textbooks, research papers, and online learning modules, helps bridge language gaps, facilitating learning access for all, especially in multilingual and multicultural societies. Translation also plays a key role in the globalization of knowledge, allowing students and researchers to engage with educational content in their native languages. 2. SDG 10: Reduced Inequalities Translation can play an important role in reducing inequalities by ensuring that information is accessible to everyone, regardless of their language or cultural background. Many populations, especially in marginalized or rural areas, may face language barriers when accessing information about health, education, legal rights, and social services. Translation can help reduce these barriers by making vital information available in multiple languages, thereby fostering equitable access to opportunities, resources, and services. This contributes directly to SDG 10: Reduced Inequalities by promoting social inclusion. 3. SDG 5: Gender Equality Translation can contribute to gender equality by making women’s voices and gender-related issues accessible to a broader audience. Translating works by female authors, gender studies materials, or advocacy texts related to women’s rights helps to amplify the discussions on gender and empowerment in different cultural contexts. Moreover, translation helps ensure that gender-inclusive language and terminology are used correctly across cultures, thus supporting gender-sensitive communication. The course can also explore how translation practices have been historically gendered, further encouraging a more equitable approach to the profession. 4. SDG 16: Peace, Justice, and Strong Institutions Translation plays a key role in fostering international cooperation, peacebuilding, and justice in global institutions. Legal translation, for example, ensures that international agreements, human rights declarations, and laws are accessible across different languages and cultures. This is essential in promoting peace and justice in a multilingual world. United Nations documents, treaties, and conventions are translated into multiple languages to ensure that international law is accessible to all parties involved, ensuring fair and transparent processes. Therefore, translation supports SDG 16: Peace, Justice, and Strong Institutions by facilitating effective global governance and conflict resolution. 5. SDG 17: Partnerships for the Goals Translation is integral to building global partnerships and facilitating cross-border cooperation for sustainable development. Effective communication is essential in building strong relationships between governments, organizations, and communities across linguistic and cultural divides. A Translation course helps develop skills that enable students to become effective mediators and facilitators in international dialogues, thus contributing to SDG 17 (Strengthening the means of implementation and revitalizing the global partnership for sustainable development). By making information available in multiple languages, translation fosters a more inclusive and cooperative environment for collaborating on global challenges. 6. SDG 3: Good Health and Well-being Health communication relies heavily on translation to ensure that health information is accessible to people from different linguistic backgrounds. Translation of medical documents, health guides, and public health messages (e.g., vaccination campaigns, preventive measures, COVID-19 information) is essential for improving health literacy in multilingual communities. A Translation course could explore the challenges of translating medical terminology, ensuring that critical health-related information reaches all populations, particularly those in underserved or migrant communities, thus contributing to SDG 3: Good Health and Well-being. 7. SDG 8: Decent Work and Economic Growth The translation industry itself plays a role in fostering economic growth and providing decent work opportunities. Translation services are in demand across various industries such as business, technology, tourism, media, and public services. Furthermore, translation facilitates cross-border trade and international business by enabling companies to communicate effectively with foreign markets and customers. A Translation course prepares students to work in a global economy, thus directly contributing to SDG 8: Decent Work and Economic Growth by enhancing employability and creating opportunities for economic participation. 8. SDG 12: Responsible Consumption and Production Translation is crucial for ensuring that information about sustainable practices and eco-friendly products is accessible across different linguistic and cultural contexts. Translating consumer information on sustainable consumption and green technologies can promote awareness and encourage more responsible behavior towards consumption and production. By translating materials related to environmental sustainability—whether in the form of educational content, regulations, or advertising—translation helps disseminate sustainable development practices across diverse communities, contributing to SDG 12: Responsible Consumption and Production. 9. SDG 2: Zero Hunger Translation can be a vital tool in addressing global food security challenges. Translating materials about agriculture, nutrition, and food security initiatives makes these resources accessible to populations who speak different languages. For example, translating information on sustainable farming practices, nutrition education, or emergency food relief ensures that essential information reaches people in need, including farmers, communities, and NGOs working to combat hunger. By bridging language barriers, translation helps to address SDG 2: Zero Hunger by facilitating the exchange of knowledge and strategies for tackling food insecurity. 10. SDG 1: No Poverty Translation can also help address issues related to poverty by making social welfare programs, legal assistance, and government services accessible to low-income and marginalized communities who speak minority or indigenous languages. Translating government documents, public policy, and employment opportunities ensures that people living in poverty have access to essential information, thereby increasing their chances to improve their socio-economic conditions. This links directly to SDG 1: No Poverty, which aims to eradicate poverty in all its forms everywhere. Conclusion A Translation course is deeply connected to a number of United Nations Sustainable Development Goals (SDGs), as it enables more effective communication, cross-cultural exchange, and information access in diverse contexts. Whether it is facilitating global partnerships, promoting education, ensuring inclusive health communication, or improving social equity, translation serves as a critical tool in the global pursuit of sustainable development. By equipping students with the skills to bridge linguistic and cultural gaps, the Translation course helps foster a more inclusive, just, and connected world, making significant contributions to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121402 | Fonetik Bahasa Prancis | French Phonetics | The “French Phonetics” course explores the sounds of the French language, focusing on pronunciation, intonation, and phonetic transcription. Students study the articulatory and acoustic properties of French phonemes, examining how sounds are produced and perceived. | 1. SDG 4: Quality Education French Phonetics plays a crucial role in improving language proficiency, which is central to quality education. Mastery of phonetic aspects of the French language can help students improve their oral communication skills, leading to better understanding and expression in both academic and everyday contexts. The course also contributes to language education by enhancing pronunciation, helping learners to speak and understand French more clearly, thus promoting inclusive and effective learning. Furthermore, it can assist educators in teaching French as a foreign language by providing them with tools to help students overcome linguistic challenges related to accent, intonation, and articulation. 2. SDG 10: Reduced Inequalities Phonetics can contribute to reducing inequalities by helping students from linguistically diverse backgrounds overcome communication barriers. Many students, especially those learning French as a second language, face challenges related to pronunciation and accent that can lead to miscommunication or stigmatization. A course in phonetics can help these students improve their language skills and reduce the likelihood of linguistic discrimination based on accent or speech patterns. Moreover, understanding phonetics enables teachers to address these issues and ensure equal opportunities for all learners, regardless of their linguistic origins, contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality Although French Phonetics might not directly address gender equality in a traditional sense, it can play a role in challenging gender-based language norms in French, which has gendered forms of speech. For instance, students might explore how pronunciation varies across different regions, social groups, and genders, and how language reflects power dynamics. By studying the phonetic characteristics of different accents or gendered speech patterns, the course could encourage greater awareness of gender-inclusive language practices and contribute to discussions around gender equality. In a broader sense, the course supports SDG 5 by fostering gender-neutral or gender-inclusive approaches in language. 4. SDG 16: Peace, Justice, and Strong Institutions Phonetics plays an important role in communication, particularly in multilingual societies where effective verbal communication is essential to peacebuilding, justice, and strong institutions. The clarity of spoken communication is critical in settings such as courtrooms, political dialogues, or diplomatic negotiations, where mispronunciations or misunderstandings could lead to conflict or misinterpretation. By improving the pronunciation and articulation of French, students are better equipped to participate in formal dialogues and institutions, ensuring that they can clearly express their thoughts and ideas. This enhances justice by promoting effective communication in multilingual and multicultural contexts, which is a key component of SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 17: Partnerships for the Goals Phonetic proficiency in French can facilitate international cooperation and partnerships in global contexts. Effective communication across cultures is essential for achieving the Sustainable Development Goals (SDGs), and mastering the pronunciation and intonation of a language helps foster clearer communication and stronger relationships between people from different linguistic backgrounds. By focusing on pronunciation and articulation, the course helps to build the skills necessary for engaging in cross-cultural dialogues, thereby promoting partnerships and cooperation across nations to achieve SDG 17: Partnerships for the Goals. 6. SDG 3: Good Health and Well-being In some contexts, French Phonetics can also intersect with health and well-being, particularly in terms of speech therapy or working with individuals who have speech disorders. For example, understanding phonetics can be beneficial for speech therapists or educators who work with individuals needing assistance in improving their speech clarity or correcting articulatory issues. Additionally, phonetic awareness is critical for understanding language development in children and helping them overcome language barriers or speech disorders, contributing to better speech health and overall well-being, which is linked to SDG 3. 7. SDG 8: Decent Work and Economic Growth French Phonetics contributes to decent work by preparing students for careers where clear oral communication is crucial. Professions such as teaching, interpreting, translating, broadcasting, and customer service require excellent pronunciation and understanding of linguistic nuances. Mastering the phonetic aspects of French enables individuals to perform effectively in these roles, supporting economic participation and career advancement, which is directly tied to SDG 8: Decent Work and Economic Growth. Moreover, improving the phonetic skills of French learners can increase their chances of employability in global job markets that require multilingual communication. 8. SDG 2: Zero Hunger While French Phonetics does not directly relate to food security, it can support global communication efforts related to agriculture and nutrition. For example, in international forums or organizations focused on food security and sustainable agriculture (such as FAO or WFP), being able to communicate clearly in French allows individuals from French-speaking regions to share their knowledge and experiences. Improved phonetic skills can help stakeholders in such organizations more effectively advocate for sustainable food systems and address hunger, indirectly contributing to SDG 2: Zero Hunger. Conclusion While the primary focus of a French Phonetics course is on linguistic skills—particularly pronunciation and articulation—it touches upon several United Nations Sustainable Development Goals (SDGs), particularly those related to education, inequality, communication, and cross-cultural exchange. By improving language proficiency and enhancing the clarity of communication, a French Phonetics course can: Support inclusive education (SDG 4), Contribute to reducing linguistic inequalities (SDG 10), Foster effective communication for peace, justice, and strong institutions (SDG 16), Encourage cross-cultural partnerships (SDG 17), Support better communication in the workplace (SDG 8), and even contribute to well-being in health contexts (SDG 3). Ultimately, the skills developed in French Phonetics can empower students to engage more effectively in multilingual and globalized environments, helping to address broader issues of sustainable development and social inclusion. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05131502 | Morfosintaksis | Morphosyntax | The “Morphosyntax” course examines the interplay between morphology (the structure of words) and syntax (the structure of sentences) in language. Students explore how words are formed, how they function in sentences, and the rules governing their arrangement. The course covers key concepts such as word classes, inflection, derivation, and syntactic structures. | 1. SDG 4: Quality Education Morphosyntax is foundational for language learning and linguistic competence, and it plays a crucial role in ensuring quality education. Mastery of morphosyntactic structures allows students to better understand how languages work, improving their ability to learn, teach, and communicate in different linguistic contexts. The study of morphosyntax contributes to developing literacy, language proficiency, and critical thinking skills, which are central to inclusive and equitable quality education for all. By learning how languages function at a structural level, students are equipped with tools to become more effective teachers, learners, and communicators across different contexts and languages. 2. SDG 10: Reduced Inequalities Understanding morphosyntax can play an important role in reducing linguistic inequalities. Language forms and structures vary greatly across regions and social groups, and inequalities in language education can contribute to social exclusion. By studying morphosyntactic patterns, students are better equipped to recognize language differences and understand how they impact communication, which is crucial in contexts like language teaching, social integration, and policy-making. This knowledge can help reduce linguistic discrimination and promote equality in education, ensuring that everyone has access to clear and effective communication, no matter their language background. 3. SDG 5: Gender Equality Morphosyntax plays a role in understanding gendered language. Many languages, including French, Spanish, and Arabic, use gendered morphology (e.g., masculine and feminine forms of nouns and adjectives). A Morphosyntax course can explore how language structures reflect and perpetuate gender norms. Students might study how gender-neutral language can be constructed, how gender-specific language impacts social perceptions, and how morphosyntactic structures can be used to challenge or reinforce traditional gender roles. By addressing these issues, the course can contribute to SDG 5: Gender Equality by fostering awareness of how language shapes and reflects societal views on gender. 4. SDG 16: Peace, Justice, and Strong Institutions Morphosyntax can influence the way legal language and institutional communication are understood and interpreted. Legal systems rely heavily on the precise and effective use of language, and understanding morphosyntactic structures is crucial for interpreting laws, contracts, and policy documents. Misinterpretations of morphosyntactic elements (like ambiguous sentence structures) could lead to misunderstandings or legal conflicts. In this sense, a Morphosyntax course provides students with tools to analyze how language is used to shape policies and ensure justice in diverse contexts, which aligns with SDG 16 (Peace, Justice, and Strong Institutions). 5. SDG 17: Partnerships for the Goals Effective communication is essential for building strong international partnerships to achieve the SDGs. Understanding morphosyntactic structures helps students communicate more clearly across linguistic and cultural boundaries. This knowledge is important when engaging in cross-cultural dialogues and partnerships between countries and organizations with different linguistic systems. For instance, effective communication in multilingual international settings requires careful attention to how sentence structure and word formation can impact meaning. In this way, Morphosyntax contributes to SDG 17: Partnerships for the Goals by supporting clear and effective communication in global cooperation. 6. SDG 3: Good Health and Well-being Morphosyntactic knowledge plays an indirect but important role in healthcare, particularly in health communication and medical education. A thorough understanding of how sentences are structured can improve the clarity of medical instructions, health literacy, and patient communication. It ensures that health messages (such as public health information, medical guidelines, and treatment protocols) are effectively understood by diverse populations, thereby promoting good health and well-being. For example, the way instructions or advice are structured and phrased can impact how well patients or communities understand and follow health-related information, which is essential in promoting SDG 3: Good Health and Well-being. 7. SDG 1: No Poverty Language education that includes morphosyntax can play a role in poverty alleviation by improving communication skills in economically disadvantaged or marginalized communities. Effective communication is critical in securing employment, accessing government services, and participating in social and economic opportunities. A better understanding of how language structures function can help individuals navigate official documents, apply for jobs, and engage in educational opportunities, all of which contribute to poverty reduction. The course can empower individuals to break through linguistic barriers that often keep people in cycles of poverty, thus aligning with SDG 1: No Poverty. 8. SDG 2: Zero Hunger While Morphosyntax does not directly address food security, it can support global communication efforts related to agriculture, nutrition, and food distribution. Understanding how information is structured and communicated can help stakeholders (e.g., NGOs, governments, farmers, and food security organizations) to disseminate nutritional information and best farming practices more clearly. This can be especially relevant in multilingual communities, where the clarity of morphosyntactic structures in educational materials or public health campaigns can ensure that messages about nutrition and food security are accessible and effective, contributing indirectly to SDG 2: Zero Hunger. 9. SDG 12: Responsible Consumption and Production A deeper understanding of how language is structured can assist in crafting sustainable messages related to responsible consumption and production. A Morphosyntax course could explore how different languages articulate concepts like sustainability, waste reduction, or resource conservation and how these linguistic features influence attitudes toward sustainable practices. Effective communication about sustainable production and eco-friendly consumption is essential to motivating individuals and communities to engage in environmentally responsible behaviors, contributing to SDG 12: Responsible Consumption and Production. Conclusion Although a Morphosyntax course is primarily focused on the technical aspects of language structure, it has broad implications for a variety of United Nations Sustainable Development Goals (SDGs). By improving communication skills, fostering language inclusion, and enhancing the ability to convey clear messages in both educational and social contexts, this course supports a wide range of SDGs. Key SDGs addressed by Morphosyntax include: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 1: No Poverty SDG 2: Zero Hunger SDG 12: Responsible Consumption and Production In essence, mastering morphosyntactic structures enhances linguistic equality, cross-cultural communication, and social inclusion, contributing to a more just, inclusive, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121602 | Sejarah Kesusastraan Prancis & Frankofon | History Of French & Francophone Troubles | The “History of French and Francophone Troubles” course explores the social, political, and cultural challenges faced by French-speaking communities both in France and across the Francophone world. | 1. SDG 4: Quality Education A course on the History of French and Francophone Troubles can contribute to quality education by providing students with a deep understanding of historical contexts, social struggles, and the evolution of Francophone societies. It helps foster critical thinking, encourages students to explore diverse historical narratives, and facilitates the exploration of how education has been shaped by various social and political conflicts. By offering insights into colonial history, independence movements, and social justice efforts, this course promotes a well-rounded and inclusive education that is central to the SDG 4 goal of ensuring inclusive and equitable quality education. 2. SDG 10: Reduced Inequalities The course’s focus on historical troubles (e.g., colonialism, racism, economic disparities) in Francophone countries makes it highly relevant to SDG 10: Reduced Inequalities. Many of the struggles covered in the course are rooted in historical inequalities based on race, class, and colonial legacies. By studying these socio-political conflicts, students gain a better understanding of how inequalities persist today in many Francophone regions, including economic disparities, gender inequalities, and marginalization of certain groups. The course can also highlight movements aimed at social justice, inclusion, and equal rights, helping students think critically about reducing inequalities in both local and global contexts. 3. SDG 5: Gender Equality The History of French and Francophone Troubles often includes the study of gendered struggles in Francophone societies. Women’s roles in revolutions, independence movements, and social justice campaigns are key aspects of these histories. The course could explore how women in Francophone countries (especially in Africa and the Caribbean) have fought for gender equality, social rights, and representation in the face of patriarchal and colonial systems. Topics might include the involvement of women in political activism, the fight for education and economic rights, and the ways gender inequality was institutionalized under colonial rule. This aligns with SDG 5 by highlighting the importance of gender equality in historical and contemporary struggles. 4. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is closely linked to the History of French and Francophone Troubles, especially when discussing topics such as conflict, civil wars, and the struggle for justice in post-colonial societies. Many Francophone countries have faced violent struggles for independence, justice, and freedom—such as in Algeria, Haiti, and Vietnam. A historical analysis of these struggles sheds light on how political institutions have evolved in these regions, and the challenges they still face in establishing peaceful and just societies. Students would explore how conflicts shaped nation-building efforts, the challenges of creating strong institutions after colonial rule, and the continuing justice struggles in countries with violent histories. 5. SDG 11: Sustainable Cities and Communities The History of French and Francophone Troubles could also explore the development of urban spaces in post-colonial Francophone countries, focusing on how urbanization and social troubles (e.g., poverty, displacement, and migration) have impacted cities and communities. For instance, cities like Paris or Algiers have historically been sites of both colonial and post-colonial tensions, particularly concerning the rights of immigrants, workers, and marginalized groups. Studying these urban dynamics can help students understand the challenges related to building sustainable communities that are both inclusive and equitable, which is central to SDG 11. 6. SDG 3: Good Health and Well-being The historical struggles studied in this course often intersect with issues of health and well-being, especially in the context of post-colonial legacies and public health crises. In Francophone countries, especially in Africa, the Caribbean, and parts of Asia, colonialism and political instability have often led to health disparities and inequitable access to healthcare. Topics such as the spread of diseases, healthcare inequality, and mental health in the aftermath of conflicts (e.g., genocide, refugee crises, or civil wars) could be explored. This aligns with SDG 3: Good Health and Well-being by shedding light on the long-term impacts of historical conflicts on public health and well-being. 7. SDG 2: Zero Hunger The study of French and Francophone Troubles also touches on issues related to food security and agriculture. In many Francophone countries, struggles over land, colonial exploitation of resources, and food distribution systems have played central roles in socio-political conflicts. For example, the French Revolution impacted agricultural policies in France, while colonial control over food production in Africa created long-term vulnerabilities in food security. By studying these historical processes, students can gain insight into the ways historical struggles have shaped current issues around food sovereignty, sustainable farming, and hunger, all of which are connected to SDG 2: Zero Hunger. 8. SDG 13: Climate Action The impacts of colonialism and conflict on the environment, particularly in the Francophone world, can also be examined in this course. For instance, resource extraction by colonial powers has led to environmental degradation in many Francophone African nations, which still affects the ability of these countries to deal with climate change today. The course might explore how historical exploitation of the environment has shaped contemporary challenges related to climate justice, sustainability, and environmental conservation in Francophone regions, aligning with SDG 13: Climate Action. 9. SDG 8: Decent Work and Economic Growth Economic struggles often form a core part of Francophone troubles, whether they are tied to colonial exploitation, post-independence struggles, or economic crises. The course might cover how the economic systems established during colonial rule have continued to affect the labor markets, economic opportunities, and social mobility in Francophone countries. Topics could include the role of labor movements, economic development, and the fight for fair wages and employment rights, all of which contribute to SDG 8: Decent Work and Economic Growth. Conclusion The History of French and Francophone Troubles course provides a rich lens through which students can examine the historical conflicts, political struggles, and social movements that have shaped the Francophone world. This course connects directly to several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 3: Good Health and Well-being SDG 2: Zero Hunger SDG 13: Climate Action SDG 8: Decent Work and Economic Growth By exploring the intersection of history, culture, and social struggles, this course helps students understand how historical events continue to shape contemporary issues and contribute to achieving a more sustainable and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121702 | Sastra Kontekstual | Contextual Literature | The “Contextual Literature” course examines literary works within their specific cultural, historical, and social contexts. Students analyze how context influences themes, styles, and interpretations of texts from various genres and time periods. | 1. SDG 4: Quality Education Contextual Literature plays a key role in quality education by fostering critical reading and analytical skills. Students engage deeply with texts and learn to interpret them in relation to their historical and cultural contexts, which helps them develop critical thinking, literary analysis, and interpretive skills. This aligns with SDG 4: Quality Education by encouraging an education that is not only about reading and analyzing texts, but also about understanding the wider contexts that shape those texts. Additionally, studying literature in context often promotes inclusive and equitable education by highlighting diverse voices and perspectives, which can increase awareness and empathy among students. 2. SDG 10: Reduced Inequalities Contextual Literature often focuses on social inequalities, such as those based on race, gender, class, and ethnicity. Many literary works explore themes of social justice, oppression, and discrimination, particularly in the context of historical events such as colonialism, slavery, civil rights movements, and gender struggles. By studying these texts, students gain a deeper understanding of the mechanisms that create and perpetuate inequality. This directly connects to SDG 10: Reduced Inequalities, as the course can contribute to raising awareness about systemic inequalities and encourage students to think about ways literature can help challenge and reduce those inequalities. 3. SDG 5: Gender Equality Contextual Literature often addresses gender as a central theme, exploring how societal norms and historical contexts shape the lives of women, gender minorities, and men. In many literary works, gender roles are examined, and issues like patriarchy, gender-based violence, and women’s rights are highlighted. Studying literature through its context enables students to understand how different cultures and societies construct and challenge gender norms. This aligns with SDG 5: Gender Equality, as it encourages reflection on how literature can contribute to gender equity, empowerment of women, and the promotion of gender-sensitive policies. 4. SDG 16: Peace, Justice, and Strong Institutions Contextual Literature often explores issues of justice, peace, and political struggle. Many literary works focus on social upheavals, civil wars, revolutions, and struggles for freedom. They provide insight into how societies negotiate concepts of justice and human rights in the face of political oppression and corruption. By studying these works in their historical contexts, students gain a better understanding of how literature can influence and reflect the fight for justice and institutional reform. This connects to SDG 16: Peace, Justice, and Strong Institutions by encouraging students to consider the role of literature in advocating for strong institutions that support justice, human rights, and peaceful societies. 5. SDG 13: Climate Action While Contextual Literature may not directly focus on environmental issues, it can still address themes related to climate, particularly in works that explore the impact of industrialization, colonial exploitation of natural resources, and environmental degradation. For example, post-colonial literature might explore the environmental consequences of colonial resource extraction or the ways in which literature reflects people’s relationship with the natural world. Additionally, contemporary literature can highlight issues related to climate change, sustainability, and environmental justice in specific cultural or historical contexts. This connects with SDG 13: Climate Action by encouraging students to consider how literature can raise awareness about climate challenges and the importance of sustainable development. 6. SDG 1: No Poverty Many works of Contextual Literature deal with poverty, economic hardship, and social marginalization. By studying these works in context, students can understand how historical, social, and economic factors shape poverty and inequality. Literature often explores how economic systems, colonialism, and warfare create and perpetuate poverty in marginalized communities. By reflecting on these issues through the lens of literature, students can better understand the root causes of poverty and be motivated to think about ways to address economic inequality and promote social justice. This directly ties into SDG 1: No Poverty by encouraging awareness and action around issues of economic inequality and social support. 7. SDG 12: Responsible Consumption and Production Contextual Literature can also touch on themes of materialism, consumption, and the exploitation of resources, especially in works that explore the effects of colonialism and industrialization on local environments and communities. Literature can critique unsustainable consumption and highlight the ways in which societies’ relationship with nature or resources has been altered by economic exploitation. In examining these contexts, students can gain insight into how literature can reflect and challenge the patterns of unsustainable consumption that contribute to environmental degradation and social inequality. This supports SDG 12: Responsible Consumption and Production, which advocates for sustainable production practices and reducing waste. 8. SDG 17: Partnerships for the Goals Contextual Literature can foster global awareness and a deeper understanding of interconnectedness. By studying literary texts in their global and historical contexts, students can better appreciate the relationships between nations, cultures, and societies. This is essential for building international partnerships and addressing global challenges, as it emphasizes the shared human experience and the importance of cross-cultural dialogue. Through this course, students may gain the necessary skills to engage in international collaborations focused on achieving the SDGs, thus contributing to SDG 17: Partnerships for the Goals. Conclusion A Contextual Literature course is an exploration of how literary works are shaped by and reflect the historical, cultural, and social contexts in which they were produced. As such, it directly contributes to a deeper understanding of several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 13: Climate Action SDG 1: No Poverty SDG 12: Responsible Consumption and Production SDG 17: Partnerships for the Goals By engaging with literature in its historical and social contexts, students can develop a more nuanced understanding of global issues and be motivated to contribute to a more equitable, sustainable, and peaceful world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121802 | Sejarah Kebudayaan Prancis | French Cultural History | The “French Cultural History” course explores the evolution of French culture from historical, social, and artistic perspectives. Students investigate key events, movements, and figures that have shaped France’s cultural landscape, including literature, art, philosophy, and social change. | 1. SDG 4: Quality Education The study of French Cultural History enhances quality education by promoting critical thinking, historical analysis, and cultural understanding. By examining how historical events and cultural movements shaped modern French society, students develop valuable analytical and research skills. The course also promotes an understanding of diverse cultures and the interconnectedness of global histories, which are key to fostering inclusive and equitable education. 2. SDG 5: Gender Equality French cultural history has been deeply influenced by changing roles of gender throughout time. Topics like the French Revolution, the role of women in the Enlightenment, the suffrage movement, and the fight for gender equality in French society align with SDG 5: Gender Equality. Studying the evolution of gender roles and rights in French culture helps students understand the challenges women and marginalized groups faced and how their contributions shaped modern French culture. This aligns with the goal of empowering women and promoting gender equality in all spheres of life. 3. SDG 10: Reduced Inequalities French cultural history explores the development of class divisions, social hierarchies, and the fight for social equality. From the French Revolution to modern debates over immigration, racial inequalities, and class struggles, the course may examine how cultural movements and political changes have both challenged and reinforced inequalities. This aligns with SDG 10: Reduced Inequalities by encouraging an understanding of how historical events and movements have impacted social equity and human rights. 4. SDG 16: Peace, Justice, and Strong Institutions French Cultural History is inseparable from the history of political change and the development of strong institutions. The French Revolution, the establishment of the French Republic, and the country’s evolving political institutions are all central topics. Understanding the historical trajectory of French politics provides insight into peace-building, democratic institutions, and the rule of law—key elements of SDG 16: Peace, Justice, and Strong Institutions. This course helps students understand how cultural history shapes modern governance and political reform. 5. SDG 11: Sustainable Cities and Communities The history of French cities—especially Paris—is closely tied to cultural movements, urban development, and the transformation of public spaces. From the construction of Haussmann’s Paris to the challenges of urbanization in the modern era, a study of French cultural history offers insights into how cities evolve and the role of culture in shaping urban identity. By understanding the historical development of urban spaces and public life, students can better appreciate the challenges of creating sustainable cities and inclusive communities, as outlined in SDG 11: Sustainable Cities and Communities. 6. SDG 12: Responsible Consumption and Production A course in French Cultural History could also touch on the evolution of material culture, including the development of fashion, consumer goods, and art movements. The history of French art and fashion, particularly in the context of industrialization and mass production, provides an opportunity to explore the relationship between culture and sustainable production. The course can address how consumer culture has evolved over time and explore the implications of overconsumption and resource exploitation, which relates to SDG 12: Responsible Consumption and Production. 7. SDG 13: Climate Action While French Cultural History may not be primarily focused on environmental issues, it can indirectly contribute to SDG 13: Climate Action by exploring the cultural responses to environmental crises and the ways that art, literature, and public movements have engaged with nature and climate. For example, examining the work of French environmental activists, historical responses to industrialization, and ecological literature can foster an understanding of how French culture has engaged with climate change and sustainability. 8. SDG 17: Partnerships for the Goals French cultural history is closely linked to international relations, as France has played a central role in the development of global culture, from the arts to philosophy to political thought. The course may examine how French culture has influenced other nations and been influenced by them in turn, promoting international dialogue and cultural exchange. Understanding this interconnectedness aligns with SDG 17: Partnerships for the Goals, which encourages global cooperation and shared knowledge to address worldwide challenges. 9. SDG 3: Good Health and Well-being While not always a direct focus of cultural history, French culture has long been tied to public health initiatives, especially in relation to social movements that advocate for health rights and well-being. The historical development of public health systems in France, along with the role of French intellectuals and health activists in promoting mental health awareness and public health reforms, may be explored in a French cultural history course. Understanding these historical developments contributes to the goal of improving health and well-being for all, in line with SDG 3: Good Health and Well-being. Conclusion A French Cultural History course provides students with insights into the historical development of French society, politics, and culture, examining how art, literature, politics, and social movements have shaped modern France and the world. This course connects to a wide range of United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being By exploring the historical and cultural contexts that have shaped French society, students are equipped with critical tools to understand global history and contemporary cultural issues, fostering a deeper awareness of the challenges and opportunities in building a sustainable, inclusive, and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121902 | Panorama Uni Eropa | Panoramic View Of The European Union | The “Panoramic View of the European Union” course provides a comprehensive overview of the EU’s structure, history, and key policies. Students explore the political, economic, and social dimensions of the Union, examining its founding principles, governance institutions, and the impact of member states. | 1. SDG 4: Quality Education The course on the European Union contributes to quality education by offering students a comprehensive understanding of the EU’s structure, its policies, and its role in promoting educational exchange within Europe. The Erasmus+ program, for example, facilitates student mobility and academic cooperation across European universities, directly linking the EU to SDG 4. By studying the EU’s educational initiatives and integration policies, students can also learn about the importance of inclusive education across diverse cultural and linguistic backgrounds. 2. SDG 5: Gender Equality The European Union has played a significant role in promoting gender equality. The EU’s policies and directives, such as the Gender Equality Strategy, aim to tackle issues such as gender-based violence, pay gaps, and female representation in political and economic spheres. A course exploring the EU’s efforts toward gender equality would help students understand how EU law and policy influence gender empowerment in its member states, aligning with SDG 5: Gender Equality. 3. SDG 10: Reduced Inequalities One of the EU’s core missions is to promote social inclusion and reduce inequalities between its member states. The EU works through various policies aimed at economic cohesion, such as structural funds, which support poorer regions. The EU’s commitment to tackling discrimination and fostering inclusion among marginalized groups, including ethnic minorities, immigrants, and people with disabilities, is another key focus. Therefore, the course would likely cover how the EU addresses social inequalities, contributing to SDG 10: Reduced Inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The European Union has been a central force in promoting peace and stability in Europe, especially after the devastation of two world wars. The EU’s founding principles include the promotion of peaceful conflict resolution, democratic governance, and the rule of law. The EU also plays a role in advancing human rights and justice globally. A course examining the EU’s contributions to peacebuilding and strong institutions in Europe, such as the European Court of Justice and the European Parliament, is directly connected to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 11: Sustainable Cities and Communities The European Union has initiatives aimed at building sustainable cities and communities within its member states. The EU supports urban planning and development through programs like the Cohesion Fund and the European Regional Development Fund, which aim to make cities more sustainable, green, and livable. The EU Urban Agenda focuses on addressing issues such as urban mobility, housing, and climate adaptation in cities, making it an important player in SDG 11: Sustainable Cities and Communities. 6. SDG 13: Climate Action The EU is one of the global leaders in climate action and has made significant strides in combating climate change through policies such as the European Green Deal and the EU Emissions Trading System (ETS). The course would likely cover the EU’s strategies for reducing greenhouse gas emissions, transitioning to renewable energy, and protecting the environment. By exploring the EU’s role in international climate negotiations and its efforts to become carbon-neutral by 2050, students would see how the EU directly contributes to SDG 13: Climate Action. 7. SDG 8: Decent Work and Economic Growth The EU promotes economic growth and decent work through its Single Market, which facilitates the free movement of goods, services, capital, and labor. Policies such as the European Employment Strategy work to reduce unemployment, promote job creation, and ensure fair wages across EU member states. The EU also addresses issues like youth unemployment and social protection for vulnerable workers. Therefore, a course on the EU’s economic policies and employment initiatives aligns with SDG 8: Decent Work and Economic Growth. 8. SDG 3: Good Health and Well-being The EU contributes to global health through policies that promote public health and healthcare access. It has initiatives to improve healthcare systems, fight diseases (such as COVID-19), and ensure food safety and medical research. Through the EU Health Programme, the EU focuses on improving the well-being of its citizens by addressing health inequalities, promoting health education, and advancing preventive health measures. The course would likely explore these aspects, tying into SDG 3: Good Health and Well-being. 9. SDG 17: Partnerships for the Goals The EU is a key player in global governance and frequently collaborates with other nations and international organizations to achieve the SDGs. Through international cooperation and foreign policy, the EU works with countries worldwide on issues such as development aid, human rights, and sustainable development. Its partnerships with organizations like the United Nations, World Trade Organization, and World Bank help shape global policy. Therefore, a course on the EU’s external relations and its role in international partnerships is linked to SDG 17: Partnerships for the Goals. Conclusion A Panoramic View of the European Union course offers a comprehensive understanding of the EU’s role in global politics, economic development, human rights, and sustainability. The course is highly relevant to several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals By studying the EU’s structure, policies, and contributions to global issues, students gain a deeper understanding of how regional cooperation can address social, economic, and environmental challenges, which is central to achieving a sustainable and inclusive world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120602 | Pengantar Ilmu Sastra | Introduction To Literature | The “Introduction to Literature” course serves as a foundational exploration of various literary genres, including poetry, fiction, drama, and non-fiction. Students engage with a diverse range of texts from different cultures and historical periods, developing critical reading and analytical skills. | 1. SDG 4: Quality Education An Introduction to Literature course plays a significant role in promoting quality education by fostering critical thinking, interpretive skills, and literary analysis. Students learn to engage with texts from different cultures and historical contexts, helping to improve their reading comprehension, writing skills, and analytical abilities. These skills are essential for a holistic and well-rounded education. The course also exposes students to a variety of voices and experiences, promoting inclusive education. 2. SDG 10: Reduced Inequalities Literature often addresses issues of inequality, discrimination, and social justice. Works that explore themes such as race, class, gender, and ethnicity provide a platform to understand the complexities of social inequalities. For example, novels or poems about marginalized groups—whether dealing with colonialism, slavery, or immigration—offer powerful insights into the lived experiences of those who face systemic oppression. This aligns with SDG 10: Reduced Inequalities by fostering awareness of discriminatory practices and encouraging students to reflect on social justice. 3. SDG 5: Gender Equality Many literary works explore gender roles, gender equality, and the experience of women and gender minorities. By analyzing the representation of women in literature or examining the role of feminist literature, students can explore the evolution of gender equality and women’s rights over time. Works that address themes like patriarchy, gender-based violence, and the fight for women’s rights directly contribute to understanding SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often engages with themes of justice, peace, and the struggle for rights and freedom. Works that focus on conflict, political repression, civil rights movements, and human rights abuses give students a deeper understanding of the historical and social contexts that shape issues of justice and institutional strength. Literary texts, especially from times of war, revolution, and social change, shed light on how people fight for justice and challenge oppressive institutions, directly linking to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 11: Sustainable Cities and Communities While this may not be a primary focus of all Introduction to Literature courses, literature can still touch upon the themes of urbanization, community development, and sustainable living. For example, some works explore industrialization, environmental degradation, or the challenges faced by cities in the modern world. These texts may provoke thought about the importance of building sustainable communities and the social and environmental responsibilities we face in urban settings, which aligns with SDG 11: Sustainable Cities and Communities. 6. SDG 13: Climate Action Some literary works, especially contemporary fiction and poetry, explore themes of environmentalism and climate change. Nature writing, ecocriticism, and novels dealing with the impact of climate change can help students understand the human relationship with nature and the environmental challenges we face. Through the lens of literature, students might engage with themes of sustainability, environmental justice, and conservation, which align with SDG 13: Climate Action. 7. SDG 3: Good Health and Well-being Literature often deals with themes of mental health, well-being, and human emotions, providing insight into the psychological and emotional aspects of human life. Exploring works that address grief, trauma, healing, or emotional struggles can promote greater understanding of the importance of mental health and emotional resilience. Additionally, literary exploration of public health crises (such as pandemics or epidemics) provides historical context and social reflections that can contribute to a broader understanding of SDG 3: Good Health and Well-being. 8. SDG 17: Partnerships for the Goals Literature can foster a deeper understanding of global interconnectedness and the importance of collaboration. Through the exploration of global or cross-cultural narratives, students gain insights into the ways different cultures and societies address common human challenges. This fosters a sense of shared responsibility and international partnership, supporting the objectives of SDG 17: Partnerships for the Goals. 9. SDG 6: Clean Water and Sanitation Although not typically the main theme in all literary works, literature can address the challenges related to access to clean water, sanitation, and public health. Works of fiction that depict communities suffering from water scarcity or public health crises can provide students with insights into the human cost of environmental degradation and how societies deal with issues of water management and sanitation, aligning with SDG 6: Clean Water and Sanitation. 10. SDG 8: Decent Work and Economic Growth Many literary works explore themes of labor, workplace dynamics, economic hardships, and class struggles. For example, novels or poems that address the working class, labor exploitation, or the rise of capitalism offer students an opportunity to reflect on the nature of work and economic opportunity. This contributes to discussions around decent work, economic growth, and the fight for workers’ rights, which aligns with SDG 8: Decent Work and Economic Growth. Conclusion An Introduction to Literature course explores a broad range of human experiences, cultures, and social issues. Through the lens of literary works, students gain a deeper understanding of how societies navigate challenges and promote change. The course aligns with multiple United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth By studying literature from various cultures and historical contexts, students can develop a critical awareness of global challenges and the ways in which literature serves as a tool for both reflection and change, encouraging a more sustainable and equitable future. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120702 | Pengantar Linguistik | Introduction To Linguistics | The “Introduction to Linguistics” course provides a foundational overview of the scientific study of language. Students explore key concepts such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. | 1. SDG 4: Quality Education An Introduction to Linguistics course directly contributes to quality education by enhancing critical thinking, problem-solving, and analytical skills. Students learn about language structure, communication systems, and language acquisition, which deepens their understanding of how language is central to learning and cognitive development. Additionally, linguistic studies of language diversity can help promote inclusive education and language learning, supporting SDG 4’s emphasis on equitable and inclusive education for all. 2. SDG 5: Gender Equality Linguistics can contribute to understanding and challenging gender biases in language, promoting gender equality. Courses may explore how language reflects and perpetuates gender norms and how language can be used to promote more inclusive, non-discriminatory communication. For example, linguistics can analyze the impact of gendered language, the ways in which gender is expressed in different languages, and how gender-neutral language can be adopted. This helps to empower women and marginalized genders, contributing to SDG 5. 3. SDG 10: Reduced Inequalities Sociolinguistics, a key area of study in linguistics, examines how language is tied to social inequality, including issues related to class, race, ethnicity, and education. An Introduction to Linguistics course can help students understand how language can reinforce social stratification and how linguistic differences can be sources of discrimination. By promoting awareness of linguistic diversity and the importance of linguistic rights, the course supports efforts to reduce inequalities, contributing to SDG 10. 4. SDG 16: Peace, Justice, and Strong Institutions Language is integral to communication, justice, and governance. Linguistics plays a crucial role in peace-building and conflict resolution by studying how language can foster understanding and misunderstanding in multicultural societies. An Introduction to Linguistics course might cover topics like language rights, minority languages, and the role of language in legal systems, all of which are essential to ensuring justice, promoting human rights, and strengthening institutions. By understanding how language shapes identity and social cohesion, students can contribute to promoting peace and strong institutions, in line with SDG 16. 5. SDG 3: Good Health and Well-being Linguistics can support mental health initiatives and well-being by studying the relationship between language and cognition. Analyzing how language impacts self-expression, communication in therapy, and the expression of mental health conditions can be important in the healthcare system. Speech-language pathology and therapeutic linguistics focus on issues like language disorders, dyslexia, and aphasia, directly impacting health and well-being. An Introduction to Linguistics course may touch upon these aspects, making a connection to SDG 3. 6. SDG 11: Sustainable Cities and Communities Linguistics can play a role in creating inclusive and sustainable communities by studying how people in urban areas use language to create identity, share knowledge, and build social networks. The study of language policy and language planning in urban contexts can contribute to creating more inclusive communities where minority languages and dialects are preserved and promoted. Linguistics can also provide insights into how communication technologies, including digital languages and global communication, impact communities in sustainable ways, contributing to SDG 11. 7. SDG 13: Climate Action While climate action may not be the main focus of an Introduction to Linguistics course, linguistics can help to raise awareness of climate change through the study of environmental discourse and language in activism. Linguistic analysis of how climate change is discussed in the media, political rhetoric, or activist movements can help students understand how language shapes perceptions of the climate crisis. This aligns with SDG 13: Climate Action by encouraging critical reflection on how language can influence public engagement and the global discourse on climate change. 8. SDG 8: Decent Work and Economic Growth Linguistics, particularly the study of language and labor, can contribute to decent work by exploring how communication skills affect employment opportunities and the workplace. Understanding language in professional settings, including communication barriers and multilingualism in globalized economies, helps improve business practices, workplace diversity, and global cooperation. An Introduction to Linguistics course might touch on how language influences employment and economic opportunities, which directly supports SDG 8: Decent Work and Economic Growth. 9. SDG 17: Partnerships for the Goals Linguistics plays an important role in fostering cross-cultural communication and international partnerships. By understanding the complexities of multilingualism and intercultural communication, students can be better prepared to contribute to global collaboration on social, economic, and environmental issues. For example, understanding language barriers and fostering linguistic diversity in global initiatives supports the partnerships necessary to achieve the Sustainable Development Goals (SDGs). This aligns with SDG 17: Partnerships for the Goals, emphasizing the importance of communication in building international cooperation. Conclusion An Introduction to Linguistics course provides foundational knowledge that connects to multiple United Nations Sustainable Development Goals (SDGs). By studying language and its role in society, culture, and communication, the course helps students understand key global challenges and contribute to achieving a more sustainable, inclusive, and just world. Here’s a summary of the SDGs the course addresses: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals By exploring how language shapes social dynamics, identity, and communication, the course provides valuable insights for global engagement and building inclusive societies. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120802 | Pengantar Filsafat Prancis | Introduction To French Philosophy | The “Introduction to French Philosophy” course explores key philosophical movements and thinkers from France, spanning from the Enlightenment to contemporary thought. Students study influential philosophers such as René Descartes, Voltaire, Jean-Paul Sartre, and Simone de Beauvoir, examining their contributions to metaphysics, ethics, existentialism, and political theory. | 1. SDG 4: Quality Education Philosophy plays a critical role in the development of critical thinking, argumentation, and intellectual curiosity, which are key components of quality education. The Introduction to French Philosophy course encourages students to analyze complex ideas and form well-reasoned perspectives, which helps improve cognitive skills and fosters an environment of informed discourse. Moreover, French philosophy often emphasizes intellectual freedom and the pursuit of truth, which are fundamental to creating an equitable and open educational system. 2. SDG 5: Gender Equality French philosophy has been highly influential in the development of gender theory and the study of feminist philosophy. Simone de Beauvoir, for example, is considered a foundational figure in feminist thought, especially with her work The Second Sex, which examines the oppression of women and the construction of gender roles. The course would likely explore de Beauvoir’s work and other contributions from French thinkers, promoting a deeper understanding of gender equality. Additionally, feminist philosophers like Luce Irigaray and Julia Kristeva challenge traditional patriarchal structures and advocate for the redefinition of gender roles, contributing directly to SDG 5. 3. SDG 10: Reduced Inequalities French philosophers have often focused on issues of social inequality, alienation, and the human condition. Jean-Paul Sartre and Simone de Beauvoir, for example, addressed themes of existential oppression and the psychological effects of social inequality. Moreover, French philosophers like Michel Foucault have examined how power structures operate in society and affect marginalized groups. The course can provide students with the tools to understand how philosophy critiques inequality and encourages more inclusive and equitable societies, supporting SDG 10: Reduced Inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions French philosophers have contributed significantly to the discussion of justice, freedom, and social order. For example, the Enlightenment thinkers, such as Voltaire and Rousseau, explored the concepts of social contract and political rights, which laid the groundwork for modern democratic thought. Additionally, philosophers like Foucault have examined how institutions shape power dynamics and influence individuals, particularly in the contexts of prisons, mental health institutions, and social control. Through the study of French political philosophy, students can engage with questions of how societies can build just systems and strengthen democratic governance, directly contributing to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 3: Good Health and Well-being While French philosophy is not explicitly focused on health in the traditional sense, many French philosophers have explored issues related to mental health, existential well-being, and the philosophy of the body. For instance, Sartre’s exploration of existential anxiety and Camus’ reflections on the absurd address important aspects of psychological well-being and human suffering. Additionally, French thinkers like Foucault and Michel Serres have influenced modern understandings of healthcare systems, including the relationship between society and health. The course may encourage students to reflect on how philosophy can contribute to better understanding the mental and emotional aspects of well-being, thus indirectly contributing to SDG 3. 6. SDG 13: Climate Action While climate action may not be a central theme in all French philosophy, contemporary French philosophers like Bruno Latour have explored the concept of the Anthropocene and the relationship between humanity and the environment. Latour’s work, for example, emphasizes the importance of viewing climate change through a philosophical lens that challenges traditional ways of thinking about human progress and nature. The course could encourage students to explore how philosophical ideas around ethics, nature, and the human condition can contribute to sustainable living and the urgency of addressing climate change, linking the study of French philosophy with SDG 13: Climate Action. 7. SDG 8: Decent Work and Economic Growth French philosophers have explored concepts of work, labor, and capitalism, particularly in the context of alienation and individual freedom. Marxist philosophy, particularly in the work of Louis Althusser and Jean-Paul Sartre, offers critiques of capitalist systems and their impact on the individual, while also examining the nature of human labor and social relations. Students can learn how philosophical discussions of work and economic structures contribute to social justice and more equitable systems of labor. This connects with SDG 8: Decent Work and Economic Growth by providing critical insights into how to foster better, more inclusive economic systems. 8. SDG 17: Partnerships for the Goals Philosophy encourages the development of global dialogue and cross-cultural understanding, both of which are essential for achieving the SDGs. French philosophers, particularly post-structuralists like Foucault and Derrida, have influenced modern global discourse, particularly in terms of identity, decolonization, and cultural exchange. The study of these philosophers can help students think critically about the importance of international cooperation and cross-border solidarity to address global challenges, aligning with SDG 17: Partnerships for the Goals. Conclusion An Introduction to French Philosophy course touches on a range of philosophical issues that are directly relevant to the United Nations Sustainable Development Goals (SDGs). By exploring justice, equality, human rights, social order, and sustainability, the course contributes to a deeper understanding of how philosophy can address the most pressing issues facing the world today. Here’s a summary of the SDGs it may align with: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals Through the study of French philosophy, students are encouraged to critically engage with issues of human existence, social justice, and global cooperation, all of which are central to the achievement of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120902 | Kewirausahaan | Entrepreneurship | The “Entrepreneurship” course introduces students to the fundamental principles of starting and managing a business. It covers key topics such as opportunity recognition, business planning, funding strategies, marketing, and innovation. | 1. SDG 8: Decent Work and Economic Growth One of the primary focuses of an Entrepreneurship course is on creating businesses that generate jobs and stimulate economic growth. Entrepreneurs contribute to the economy by developing innovative products, services, and solutions. They create employment opportunities for themselves and others, leading to broader economic development. The skills learned in an entrepreneurship course help students identify market gaps, build sustainable businesses, and foster inclusive economic growth, making it directly aligned with SDG 8: Decent Work and Economic Growth. 2. SDG 9: Industry, Innovation, and Infrastructure Entrepreneurs are key drivers of innovation. They often create new products, technologies, and services that drive industrial growth and improve infrastructure. Entrepreneurship courses typically emphasize innovation management, disruptive technologies, and research and development (R&D), all of which are crucial to advancing industries and infrastructure. Startups and small businesses can play a crucial role in creating sustainable industries, contributing to SDG 9: Industry, Innovation, and Infrastructure. 3. SDG 1: No Poverty Entrepreneurship can be a powerful tool for poverty reduction by providing economic opportunities in underserved areas. Many entrepreneurs focus on developing social enterprises or businesses that specifically address poverty-related challenges. For example, entrepreneurs might start businesses that provide affordable healthcare, education, clean energy, or housing solutions in low-income communities. By creating businesses that serve marginalized groups, entrepreneurship contributes to SDG 1: No Poverty by fostering economic inclusion and improving living standards. 4. SDG 10: Reduced Inequalities Entrepreneurs can contribute to reducing inequalities by creating businesses that are inclusive of minority groups, women, youth, and people with disabilities. An Entrepreneurship course may emphasize the importance of inclusive business models, the social impact of entrepreneurship, and the need to provide equal opportunities for all. Startups that prioritize diversity, equity, and inclusion contribute to reducing economic inequalities and empowering marginalized communities, which supports SDG 10: Reduced Inequalities. 5. SDG 12: Responsible Consumption and Production An increasing number of entrepreneurs focus on sustainability and responsible production practices. Entrepreneurship courses often cover sustainable business models, ethical sourcing, and resource efficiency. Entrepreneurs are encouraged to create products and services that reduce waste, minimize environmental impact, and promote circular economy principles. This focus on sustainable entrepreneurship directly contributes to SDG 12: Responsible Consumption and Production by promoting more responsible business practices. 6. SDG 13: Climate Action Many entrepreneurs today are focusing on climate change mitigation and adaptation. They are developing green technologies, renewable energy solutions, and climate-resilient infrastructure. In an Entrepreneurship course, students learn about the importance of environmentally sustainable business practices and how to innovate in ways that help address climate change. From eco-friendly products to sustainable supply chains, entrepreneurs play a key role in supporting SDG 13: Climate Action by driving initiatives that reduce the carbon footprint and contribute to environmental sustainability. 7. SDG 4: Quality Education Entrepreneurship education itself contributes to quality education by equipping students with the skills and knowledge needed to become successful entrepreneurs. Through an Entrepreneurship course, students gain insights into business management, leadership, problem-solving, and financial literacy, which are critical skills for any career. By fostering the entrepreneurial mindset, the course contributes to building an ecosystem of lifelong learners and innovators, in alignment with SDG 4: Quality Education. 8. SDG 17: Partnerships for the Goals Entrepreneurship often involves collaboration and partnerships—whether with investors, suppliers, customers, or other businesses. Through partnerships, entrepreneurs can leverage different resources, knowledge, and networks to scale their businesses and achieve social and environmental impact. An Entrepreneurship course often emphasizes the importance of strategic partnerships, networking, and collaboration, which are essential for achieving the SDGs. Therefore, entrepreneurship contributes to SDG 17: Partnerships for the Goals by encouraging students to work together in both the private and public sectors to drive sustainable development. 9. SDG 7: Affordable and Clean Energy Entrepreneurship is a powerful tool for advancing affordable and clean energy solutions. Many entrepreneurs are focused on developing clean energy technologies, such as solar power, wind energy, and energy-efficient products. In some entrepreneurship courses, students learn about green technologies and sustainable energy solutions that can help address the global energy crisis. As such, entrepreneurs can significantly contribute to achieving SDG 7: Affordable and Clean Energy by developing innovative energy solutions that are both affordable and sustainable. 10. SDG 2: Zero Hunger Some entrepreneurs focus on addressing food security and agriculture challenges, particularly in developing regions. These entrepreneurs might create businesses that promote sustainable agriculture, food distribution, and nutrition. For instance, social enterprises focusing on food waste reduction or agricultural innovation can help reduce hunger and improve food systems. An Entrepreneurship course may provide students with the tools to develop businesses that address food insecurity, aligning with SDG 2: Zero Hunger. Conclusion An Entrepreneurship course aligns with multiple United Nations Sustainable Development Goals (SDGs) due to its focus on innovation, economic development, and sustainability. By teaching students to create businesses that not only generate profits but also address social, environmental, and economic challenges, entrepreneurship plays a pivotal role in advancing global sustainability. Key SDGs covered by an Entrepreneurship course include: SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 4: Quality Education SDG 17: Partnerships for the Goals SDG 7: Affordable and Clean Energy SDG 2: Zero Hunger By fostering an entrepreneurial mindset, students are empowered to become catalysts for positive change, promoting economic inclusion, environmental sustainability, and social justice, which are at the heart of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121002 | FOS A : Administrasi /Perkantoran | FOS A : Administration / Office | Linguistic research methods encompass various approaches and techniques used to study language, its structure, use, and development. | 1. SDG 8: Decent Work and Economic Growth A key objective of an Administration/Office course is to equip students with the skills needed for effective management and organizational leadership, which are critical for creating decent work and driving economic growth. The course prepares students for careers in business and public administration, providing them with the skills to contribute to more efficient organizations and job creation. Well-run businesses and offices also help foster economic stability and create employment opportunities for individuals in various sectors. 2. SDG 4: Quality Education By providing students with knowledge in areas such as management, human resources, and business operations, an Administration/Office course contributes to quality education. The course helps students develop critical thinking, problem-solving skills, and professional competencies necessary for the modern workplace. Moreover, the course’s focus on office administration and management is a practical skill set that can contribute to lifelong learning and the ability to adapt to evolving industries. 3. SDG 10: Reduced Inequalities Effective administration and office management can support inclusive workplaces that provide equal opportunities for individuals from diverse backgrounds. A key part of this course often involves human resource management, including practices for inclusive hiring, staff development, and non-discriminatory workplace policies. By fostering these practices, the course contributes to reducing inequalities within organizations and promoting a fairer and more equitable work environment, supporting SDG 10. 4. SDG 9: Industry, Innovation, and Infrastructure The administration and office management course often integrates technology and innovation in office environments. This includes learning about modern office tools, enterprise resource planning (ERP) systems, and communication platforms. Understanding and applying such technologies are essential for enhancing organizational productivity and improving the efficiency of industries. By promoting innovative administrative practices and efficient infrastructure, the course supports SDG 9, helping to develop more sustainable and productive industries. 5. SDG 12: Responsible Consumption and Production An Administration/Office course can also teach principles related to sustainable office practices. This can include topics like resource management, reducing paper use, sustainable supply chain management, and eco-friendly office solutions. Emphasis on minimizing waste and optimizing resource consumption in office settings aligns with SDG 12: Responsible Consumption and Production. The course can also explore how organizations can reduce their environmental impact while maintaining productive operations. 6. SDG 16: Peace, Justice, and Strong Institutions Office management and administration are crucial for maintaining good governance and strong institutions. An Administration/Office course typically covers topics related to ethical management, transparency, accountability, and corporate governance. This fosters an understanding of the role that administrative practices play in the functioning of institutions, both in the public and private sectors. By promoting organizational integrity, the course contributes to the establishment of strong institutions that support justice and peace in society. 7. SDG 3: Good Health and Well-being An often-overlooked but important aspect of office administration involves the creation of healthy work environments. The course may include lessons on managing workplace stress, promoting mental health, and ensuring that office environments are conducive to employee well-being. This contributes to SDG 3: Good Health and Well-being by fostering work environments that support physical and mental health, reducing workplace-related stress, and encouraging employee satisfaction. 8. SDG 17: Partnerships for the Goals An Administration/Office course may emphasize the importance of building strong partnerships both within and outside the organization. This includes working effectively with suppliers, stakeholders, and partners, whether on a local, national, or international level. Understanding the role of collaboration and partnerships in organizational success helps support SDG 17, which focuses on creating partnerships that can advance the SDGs through collective action. Conclusion The FOS A: Administration/Office course covers a variety of practical and strategic skills that are crucial for managing and leading organizations effectively. Through a focus on improving business operations, organizational efficiency, and employee well-being, the course contributes to several United Nations Sustainable Development Goals (SDGs). Here’s a summary of the SDGs that an Administration/Office course can address: SDG 8: Decent Work and Economic Growth SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 9: Industry, Innovation, and Infrastructure SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals By teaching students the skills needed to manage offices, organize businesses, and foster innovation, the course plays a key role in contributing to economic growth, inclusive work environments, sustainable practices, and strong institutions, all of which are essential for the achievement of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121102 | FOS B : Tourisme & Hotellerie | FOS B : Tourism & Hotellerie | The “FOS B: Tourism & Hotellerie” course provides an in-depth exploration of the tourism and hospitality industry. Students learn about the principles of tourism management, hotel operations, and customer service excellence. | 1. SDG 8: Decent Work and Economic Growth The tourism and hospitality industries are major sources of employment and economic growth, providing jobs across a wide range of sectors. These industries are particularly important in developing countries, where they can be a primary source of income and community development. By teaching students how to effectively manage tourism operations, hospitality businesses, and customer service, the course directly supports SDG 8: Decent Work and Economic Growth by contributing to the creation of quality jobs and fostering economic development in local communities. 2. SDG 12: Responsible Consumption and Production Sustainable tourism and responsible hospitality are critical components of the tourism and hospitality industry. An increasing focus on eco-friendly practices, resource conservation, and reducing waste in hotels, restaurants, and travel services is key to minimizing the environmental impact of tourism. The course may cover topics like green certification, eco-tourism, energy efficiency, and sustainable practices in hospitality management. This directly contributes to SDG 12: Responsible Consumption and Production by encouraging environmentally conscious practices and promoting sustainable consumption in the tourism and hospitality sectors. 3. SDG 13: Climate Action The tourism and hospitality industries contribute significantly to carbon emissions (through transportation, energy use in hotels, etc.), but they also play an important role in climate change mitigation. The course may include discussions on how the industry can adopt climate-friendly policies, such as promoting sustainable transportation options, energy-efficient hotel designs, and carbon offset programs. Teaching students to create sustainable tourism strategies that reduce the industry’s carbon footprint supports SDG 13: Climate Action. 4. SDG 10: Reduced Inequalities The tourism and hospitality industries can play a role in reducing inequalities by providing economic opportunities to underrepresented groups, including women, youth, and people from marginalized communities. Many destinations and hospitality businesses focus on inclusive tourism that provides equal opportunities for local populations, helps empower disadvantaged groups, and fosters economic equity. In addition, responsible tourism can support socially inclusive development by prioritizing cultural preservation and community engagement. The course can address these issues by promoting inclusive tourism practices, helping to reduce inequality in tourism development and opportunities. 5. SDG 11: Sustainable Cities and Communities Tourism and hospitality have a direct impact on the development and management of cities and tourism destinations. The course may teach students how to develop sustainable tourism destinations, implement eco-friendly practices, and engage in urban regeneration projects that benefit both the local population and visitors. Emphasizing sustainable tourism planning and the preservation of local cultures can help balance the needs of residents and tourists, contributing to more inclusive, resilient, and sustainable communities. This supports SDG 11: Sustainable Cities and Communities by promoting responsible tourism practices that contribute to urban sustainability. 6. SDG 14: Life Below Water Marine tourism (including beach resorts, diving, and marine activities) can have a significant impact on marine ecosystems. The course may cover topics related to eco-tourism in coastal and marine environments, teaching students how to develop sustainable practices for managing marine resources. Sustainable tourism practices that help preserve marine biodiversity, prevent overfishing, and reduce pollution contribute to the protection of oceans and marine life, aligning with SDG 14: Life Below Water. 7. SDG 15: Life on Land The course may also emphasize eco-tourism in natural landscapes, including forest, wildlife, and heritage tourism. By focusing on the conservation of biodiversity and the importance of protecting natural habitats, students are encouraged to create tourism strategies that help preserve ecosystems and promote sustainable interaction between tourists and the environment. This can contribute to the protection of land-based ecosystems, supporting SDG 15: Life on Land. 8. SDG 4: Quality Education The Tourism and Hotellerie course itself is an essential component of quality education, equipping students with the knowledge and skills necessary for success in the tourism and hospitality industries. By offering a comprehensive education that blends theory and practice, the course helps ensure that students acquire relevant skills, such as management techniques, marketing strategies, and cultural awareness, which are key to thriving in a globalized, diverse industry. This contributes to SDG 4: Quality Education by fostering vocational skills and professional development in the context of a global economy. 9. SDG 17: Partnerships for the Goals The tourism and hospitality sectors thrive on partnerships between local communities, governments, private businesses, and NGOs. An important aspect of tourism development is building collaborative partnerships that help create sustainable tourism destinations and encourage cross-sector cooperation. The course often emphasizes the importance of stakeholder engagement, community involvement, and collaboration in tourism development. This aligns with SDG 17: Partnerships for the Goals, which focuses on fostering multilateral partnerships for sustainable development. Conclusion A Tourism & Hotellerie course contributes to several United Nations Sustainable Development Goals (SDGs) by teaching students to create sustainable tourism practices, promote economic growth, and foster inclusive and environmentally responsible development in the tourism and hospitality sectors. Here’s a summary of the SDGs that are particularly relevant: SDG 8: Decent Work and Economic Growth SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 14: Life Below Water SDG 15: Life on Land SDG 4: Quality Education SDG 17: Partnerships for the Goals By preparing students to become leaders in the tourism and hospitality industries, the course plays a significant role in advancing economic development, environmental sustainability, and social inclusion, all of which are central to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121202 | Metode Pengajaran Bahasa Prancis | French Language Teaching Methods | The “French Language Teaching Methods” course focuses on effective strategies and techniques for teaching French as a foreign language. Students explore various pedagogical approaches, including communicative language teaching, task-based learning, and immersion strategies. | 1. SDG 4: Quality Education SDG 4: Quality Education is directly related to the course, as its primary aim is to enhance the quality of education by training educators in effective language teaching methods. A well-structured course on teaching French provides teachers with the tools to foster language acquisition and develop critical thinking skills among students. By focusing on pedagogical methods, curriculum development, and learner-centered approaches, the course contributes to improving the overall quality of education in language classrooms. Moreover, the course helps improve the accessibility of language education by teaching how to design effective teaching strategies that can be applied in various cultural and educational contexts. 2. SDG 10: Reduced Inequalities Teaching languages, such as French, can play a crucial role in reducing inequalities by enabling individuals from diverse backgrounds to access better educational and employment opportunities. The course in teaching French can also focus on inclusive teaching methods that ensure language education is accessible to learners of all abilities and from all socioeconomic backgrounds. Multilingual education is a key factor in promoting social inclusion. By equipping teachers with the skills to teach French effectively, the course supports the empowerment of marginalized communities through better communication, broader access to global networks, and reduced language barriers. 3. SDG 17: Partnerships for the Goals Language education often involves cross-cultural exchange, which fosters international understanding and collaboration. The course may encourage students to work with global partners (such as institutions, schools, and cultural organizations) to promote language learning and educational development. Partnerships with Francophone communities, universities, and international organizations can help promote language teaching and cultural exchange, supporting SDG 17: Partnerships for the Goals. This could include collaboration in creating language learning resources, sharing teaching methodologies, or participating in global language education initiatives. 4. SDG 16: Peace, Justice, and Strong Institutions Language education can contribute to peacebuilding and fostering strong institutions by promoting communication, understanding, and collaboration across cultural and national boundaries. Learning French, a global language spoken across several continents, facilitates cross-cultural communication and diplomacy. As the course prepares future educators to teach French, it contributes to creating more inclusive societies where people from different backgrounds can engage in dialogue, thereby supporting SDG 16: Peace, Justice, and Strong Institutions. By emphasizing the role of education in conflict resolution and multilingual communication, the course can contribute to the development of more cohesive and peaceful societies. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The course could include elements of global citizenship education, where students not only learn the French language but also explore the Francophone world’s diverse cultures, histories, and contributions to global issues. This promotes awareness of sustainable development and the interconnectedness of the world. Language learning inherently supports the idea of global citizenship by helping individuals engage in cross-cultural dialogue, develop global competencies, and understand different perspectives on social, economic, and environmental issues. A course in teaching French can therefore support SDG 4.7, which focuses on educating learners to become informed, responsible, and active global citizens. 6. SDG 5: Gender Equality The course could also promote gender equality by encouraging the inclusion of gender-sensitive teaching practices and the use of inclusive language in the classroom. Teaching French, especially in contexts where the language has gendered nouns, can involve discussions on gender-neutral language, empowerment through education, and addressing gender-related issues in the curriculum. Additionally, by providing equal opportunities for both male and female students to engage in language education, the course supports gender equality in access to education. 7. SDG 3: Good Health and Well-being A well-structured language course can have indirect benefits on mental well-being. Language learning has been shown to improve cognitive function, reduce the risks of mental decline in later life, and increase self-confidence. By teaching French language skills, the course indirectly contributes to SDG 3: Good Health and Well-being. Moreover, language education can be linked to better understanding and communication around health topics, including mental health and well-being, across different cultural contexts. Conclusion A university course in Metode Pengajaran Bahasa Prancis (Methods of Teaching French) is aligned with several United Nations Sustainable Development Goals (SDGs), particularly those related to quality education, inclusion, and global citizenship. Here’s a summary of the key SDGs addressed by this course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 17: Partnerships for the Goals SDG 16: Peace, Justice, and Strong Institutions SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 5: Gender Equality SDG 3: Good Health and Well-being By teaching future educators effective methods for teaching the French language, this course contributes to educational development, cross-cultural understanding, inclusive practices, and the promotion of sustainable development. Through multilingual education, students are empowered to foster greater global cooperation and intercultural dialogue, which are essential for achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110704 | Expression orale 2 | Oral Exspression 2 | The “Oral Expression 2” course builds on foundational speaking skills to enhance students’ proficiency in spoken communication. Focusing on advanced techniques, students engage in discussions, presentations, and debates on various topics, fostering confidence and clarity in expression. | 1. SDG 4: Quality Education Oral Expression 2 contributes directly to SDG 4: Quality Education by improving students’ communication skills, which are essential for effective learning and participation in academic environments. By honing oral communication abilities, the course helps students become better public speakers, presenters, and debates, leading to improved educational outcomes and increased confidence in engaging in academic discourse. The course helps develop skills that allow students to communicate their ideas clearly, participate in class discussions, and express opinions in academic debates, all of which contribute to fostering a higher quality of education. 2. SDG 10: Reduced Inequalities Effective oral communication is a key tool for reducing inequalities in education and society. In a multicultural or multilingual environment, mastering spoken language ensures that individuals from diverse backgrounds can express themselves clearly and be heard in both formal and informal settings. This contributes to SDG 10: Reduced Inequalities by helping individuals with different language proficiency levels to participate equally in conversations and discussions. Oral skills also empower students from marginalized groups (e.g., refugees, immigrants, or those from underprivileged backgrounds) to express themselves confidently, which can lead to increased opportunities and social inclusion. 3. SDG 5: Gender Equality A key element of Oral Expression 2 involves ensuring that all voices are heard in conversations, discussions, and presentations. This includes promoting gender equality in the classroom by encouraging both male and female students to participate actively in speaking activities, debates, and presentations. The course can foster inclusive communication, where all students, regardless of gender, feel equally confident and capable of expressing their ideas. Moreover, gender-sensitive communication practices can be emphasized, where students learn to avoid stereotypes and be aware of inclusive language, which contributes to gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Oral communication skills are vital for conflict resolution, negotiation, and peacebuilding. The ability to express ideas clearly and listen effectively plays a critical role in maintaining peaceful dialogue and fostering strong institutions. In Oral Expression 2, students often engage in activities that promote critical thinking and structured argumentation, which are important for fostering justice and understanding in society. The course can also teach students how to engage in respectful dialogue, manage disagreements constructively, and advocate for human rights and social justice, all of which contribute to SDG 16. 5. SDG 17: Partnerships for the Goals Effective oral communication is essential for building collaborative relationships and partnerships, both within the classroom and beyond. In a globalized world, the ability to communicate across cultural boundaries is critical for achieving the SDGs. Oral Expression 2 equips students with the necessary skills to engage in multilateral dialogues, collaborate in team projects, and build international partnerships for sustainable development. By preparing students to engage in global communication, the course supports SDG 17: Partnerships for the Goals, particularly by fostering cross-cultural understanding and the ability to work collaboratively toward shared objectives. 6. SDG 3: Good Health and Well-being Oral communication skills can also be connected to mental well-being. For example, students gain confidence and improve their self-expression through public speaking and discussions, which can reduce anxiety and build self-esteem. Oral Expression 2 can also teach students how to engage in active listening, an important skill for mental health support and building positive interpersonal relationships. Moreover, effective communication is essential in health education contexts, where students can use their oral skills to advocate for healthy lifestyles, raise awareness about mental health, and participate in community discussions. 7. SDG 4.7: Education for Sustainable Development and Global Citizenship By developing students’ oral expression skills, the course supports global citizenship by encouraging students to engage in discussions about global issues such as climate change, social justice, human rights, and peace. As part of SDG 4.7, the course encourages students to use their communication skills to promote sustainable development and social responsibility. Students also learn to engage in debates and discussions on diverse global issues, contributing to a better understanding of the interconnectedness of the world and fostering critical thinking about how to address these challenges. 8. SDG 6: Clean Water and Sanitation (Indirectly) While Oral Expression 2 may not directly focus on environmental issues, communication skills can be leveraged for advocating environmental sustainability. For instance, students may engage in discussions and presentations about environmental conservation, including topics like clean water and sanitation, using their oral communication skills to raise awareness and encourage positive action in their communities. Conclusion The Oral Expression 2 course can contribute to several United Nations Sustainable Development Goals (SDGs), especially those related to education, gender equality, peace, and global collaboration. Here’s a summary of the SDGs that this course addresses: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 6: Clean Water and Sanitation (indirectly) By improving students’ oral communication skills, the course helps equip them to participate more effectively in academic, social, and professional environments, fostering inclusive dialogue, promoting global citizenship, and supporting a range of global development goals. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110804 | Expression écrite 2 | Exspression Ecrite 2 | The “Expression Écrite 2” course focuses on advancing written communication skills in a structured and expressive manner. Students engage in various writing exercises, including essays, reports, and creative pieces, to enhance their ability to articulate ideas clearly and effectively. | 1. SDG 4: Quality Education The course contributes directly to SDG 4: Quality Education by improving writing skills in a second language. Writing is a critical aspect of academic success, and Expression Écrite 2 helps students learn how to express their thoughts and arguments clearly, whether in academic contexts or professional communication. Effective writing also enhances students’ ability to engage with and contribute to research and scholarly discussions. The course fosters critical literacy skills, encouraging students to write with clarity, coherence, and persuasion, which are key competencies for academic and professional development. 2. SDG 10: Reduced Inequalities Written communication is a vital tool for promoting social inclusion and reducing inequalities. A solid command of written language enables individuals to advocate for their rights, engage in public discourse, and access opportunities in education, employment, and social services. By teaching students how to write effectively for different purposes (such as advocacy, explanation, or reporting), the course helps empower marginalized groups to express their perspectives and engage with societal issues, contributing to the reduction of inequalities. Effective written communication allows individuals to engage in discussions on policy, education, and social justice issues, advancing inclusive participation. 3. SDG 16: Peace, Justice, and Strong Institutions The ability to express oneself clearly in writing is essential for advocacy and contributing to strong, accountable institutions. In contexts where written communication is required for policy-making, law, and justice, the skills learned in Expression Écrite 2 contribute to peacebuilding, social justice, and the protection of human rights. Writing is a primary means of addressing societal issues through reports, petitions, and official documents, thereby fostering transparency, accountability, and good governance. Students may also learn to write analyses, proposals, and recommendations on social and legal issues, contributing to justice and institutional strengthening. 4. SDG 5: Gender Equality The course in Expression Écrite 2 can contribute to gender equality by promoting gender-sensitive language and encouraging students to engage with gender-related topics in their writing. This includes learning how to write gender-neutral language and exploring how language can either perpetuate or challenge gender stereotypes. Furthermore, as students improve their writing abilities, they become better able to advocate for gender equality, women’s rights, and gender-based violence in their written work. The course may incorporate topics that encourage students to address gender inequality and empower women through effective written communication. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship Written expression skills can support global citizenship by empowering students to write about sustainability, climate change, global challenges, and human rights. Students can be encouraged to use their writing skills to engage in discussions and advocacy for sustainable development issues, contributing to the achievement of the SDGs. In the course, students may write about pressing environmental or social justice issues, thereby fostering critical thinking and engagement with global challenges. By improving their written expression, students become more effective in advocating for sustainable development and addressing issues that affect global communities. 6. SDG 17: Partnerships for the Goals Expression Écrite 2 plays a role in promoting collaborative and multilateral partnerships by teaching students how to write clearly for collaborative projects and international initiatives. Effective written communication is essential for creating partnerships, whether for research projects, non-governmental organizations (NGOs), or development initiatives. Students can learn how to produce high-quality reports, proposals, and recommendations that are essential in fostering partnerships among organizations, governments, and communities for achieving the SDGs. 7. SDG 3: Good Health and Well-being While Expression Écrite 2 may not directly focus on health, written communication is a key element in health promotion, especially in the contexts of public health campaigns, health education materials, and policy advocacy. Students can be encouraged to write about issues related to mental health, nutrition, wellness, and healthy living. Furthermore, being able to express themselves effectively in writing helps students engage with health-related research and advocate for better health policies or public health initiatives. 8. SDG 6: Clean Water and Sanitation (Indirectly) Written communication is essential in advocacy for clean water and sanitation. In assignments or projects, students may be tasked with writing proposals, policy recommendations, or advocacy letters to raise awareness about issues related to water scarcity, water quality, and sanitation. This indirect connection links writing skills to environmental and public health goals. Conclusion The Expression Écrite 2 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ writing skills, critical thinking, and communication abilities. Here’s a summary of the SDGs addressed by this course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing students’ ability to write effectively and with purpose, the course contributes to empowering individuals, reducing inequalities, and fostering global collaboration, all of which are key elements of the SDGs. Students are equipped not only with the technical skills needed for success in their academic and professional lives but also with the ability to engage in social advocacy, policy development, and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120103 | Compréhension orale 3 | Oral Comprehension 3 | The “Oral Comprehension 3” course focuses on developing advanced listening and comprehension skills in spoken language. Students engage with a variety of audio materials, such as podcasts, lectures, and conversations, to enhance their ability to understand complex ideas and nuances. | 1. SDG 4: Quality Education Oral Comprehension 3 directly contributes to SDG 4: Quality Education by enhancing students’ ability to understand spoken language, which is a critical skill for academic success and effective learning in diverse educational settings. The course helps improve listening skills, allowing students to engage more fully in academic lectures, discussions, and conversations in their field of study. The course also encourages active listening, which is essential for both learning comprehension and academic participation, especially in multicultural and multilingual academic environments. 2. SDG 10: Reduced Inequalities Effective listening skills play a crucial role in reducing inequalities by enabling students to engage with diverse perspectives and voices. In multicultural and multilingual settings, being able to understand a range of spoken accents, dialects, and communication styles allows individuals to participate more equitably in society. By improving students’ comprehension of spoken language, particularly from various social, cultural, and linguistic backgrounds, the course can contribute to inclusive education and foster a more equitable learning environment for all students, regardless of their linguistic backgrounds. 3. SDG 16: Peace, Justice, and Strong Institutions Listening is a key skill in conflict resolution and dialogue, which are central to peacebuilding and promoting social justice. Understanding the spoken word allows individuals to engage more effectively in discussions, debates, and negotiations, which are important for promoting justice and building strong institutions. In contexts of intercultural dialogue and community engagement, being able to listen effectively to others fosters mutual understanding and peaceful conflict resolution. This course promotes skills that support social cohesion and the development of strong institutions based on transparent and constructive communication. 4. SDG 5: Gender Equality Oral Comprehension 3 can indirectly contribute to gender equality by promoting the understanding of gender-related discussions in different contexts, including media, politics, and academic discourse. Effective listening helps students comprehend and critically engage with conversations around gender equality, women’s empowerment, and gender-based violence. Listening skills are essential for both understanding and engaging in gender-sensitive communication, especially when students listen to speakers from different gender perspectives. This fosters a better understanding of gender issues and promotes equal representation in discussions. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The ability to comprehend spoken language is essential for global citizenship and sustainable development education. In an increasingly interconnected world, students need to understand spoken discourse on global challenges like climate change, social justice, and human rights. By improving students’ listening comprehension, the course enables them to engage with important global discussions and advocacy for sustainable development goals, whether in media, international summits, or public debates. Effective listening allows students to follow and participate in cross-cultural and international dialogues about global issues. 6. SDG 17: Partnerships for the Goals Oral Comprehension 3 also contributes to SDG 17: Partnerships for the Goals, as listening skills are crucial for building and maintaining effective partnerships. Whether in global or local collaborations, the ability to understand what others are communicating is essential for successful partnerships. This skill is particularly important for students who are involved in international projects, research collaborations, or multilateral discussions, where comprehension of spoken content allows them to engage effectively with diverse stakeholders from various sectors and backgrounds. 7. SDG 3: Good Health and Well-being Though less directly related, Oral Comprehension 3 can contribute to SDG 3: Good Health and Well-being by improving students’ ability to listen to health-related messages and discussions. Effective listening is crucial in understanding public health campaigns, mental health awareness, and wellness-related media. Additionally, listening comprehension in health contexts can empower students to better understand health services and resources available to them, whether through medical professionals, mental health support, or well-being initiatives. 8. SDG 6: Clean Water and Sanitation (Indirectly) The course can indirectly support SDG 6: Clean Water and Sanitation by enhancing students’ ability to listen to discussions and advocacy on issues related to water access, sanitation, and environmental sustainability. Being able to understand the discourse surrounding these topics enables students to participate in debates, policy-making, or awareness campaigns about these important issues. Conclusion The Oral Comprehension 3 course contributes to several United Nations Sustainable Development Goals (SDGs), particularly in the realms of education, social inclusion, communication, and global collaboration. Here is a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By enhancing students’ ability to understand spoken language, this course helps them engage more fully with both local and global issues, improving their ability to communicate, advocate, and collaborate toward achieving the SDGs. The course supports the development of critical listening skills that are essential for engaging in academic, professional, and social contexts. It also fosters the cross-cultural understanding and effective communication that are crucial for promoting global citizenship and sustainable development. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120203 | Compréhension écrite 3 | Comprehension Ecrite 3 | The “Comprehension Écrite 3” course focuses on enhancing advanced reading comprehension skills through the analysis of complex texts. Students engage with a variety of literary and non-literary works, including articles, essays, and literary critiques. | 1. SDG 4: Quality Education Comprehension Écrite 3 directly contributes to SDG 4: Quality Education by enhancing reading comprehension skills, which are fundamental for academic success. Students need to develop advanced literacy skills to engage with scholarly articles, technical papers, and literary texts, which are common in higher education. The course encourages critical reading, enabling students to interpret, evaluate, and engage with complex texts across various subjects. This is essential for improving academic performance and fostering lifelong learning. Furthermore, reading comprehension is a key part of developing critical thinking and independent learning skills. 2. SDG 10: Reduced Inequalities By improving students’ ability to understand complex written materials, Comprehension Écrite 3 supports SDG 10: Reduced Inequalities. When students can read and understand a wide range of texts, it helps them engage more effectively in education and social participation. This course ensures that students from diverse backgrounds have equal access to information, knowledge, and resources, helping to reduce inequalities in educational settings. It supports inclusive education by enabling all students, regardless of their background, to engage with academic materials and contribute to discussions on important social issues. 3. SDG 16: Peace, Justice, and Strong Institutions The ability to comprehend and analyze written materials on topics like human rights, social justice, and law helps students understand and contribute to building strong institutions. The course may include readings on justice systems, human rights issues, government policies, and legal texts, which are critical for promoting peace and justice. Students can use their reading skills to engage in policy discussions, advocacy, and research related to justice, legal reforms, and institutional transparency. In this way, Comprehension Écrite 3 helps students contribute to the development of accountable and fair institutions. 4. SDG 5: Gender Equality Comprehension Écrite 3 also supports SDG 5: Gender Equality by enabling students to critically engage with texts about gender issues, women’s rights, feminism, gender-based violence, and gender equity. Students might be required to read and analyze academic articles, reports, and literature that address these critical topics. By improving their ability to read and critically engage with materials on gender equality, students are better equipped to advocate for gender justice, challenge gender stereotypes, and promote inclusive practices in various fields, from education to policy and social movements. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The course contributes to SDG 4.7, which emphasizes education for sustainable development and global citizenship. By enabling students to comprehend and critically analyze texts on sustainable development, climate change, global health, and other global issues, the course helps foster an informed, global citizenry. Students will read about pressing global challenges and solutions, enabling them to engage in informed debates about the SDGs and participate in global initiatives aimed at addressing issues like climate action, poverty reduction, and peacebuilding. 6. SDG 17: Partnerships for the Goals Effective reading comprehension supports the development of partnerships by enabling students to understand collaborative documents, such as research papers, policy proposals, and international agreements. The ability to critically engage with written materials is essential for creating and maintaining effective multilateral partnerships and working collaboratively toward the achievement of the SDGs. This course helps students develop the skills necessary to understand written content related to global partnerships, international organizations, and multinational efforts for sustainable development. 7. SDG 3: Good Health and Well-being While Comprehension Écrite 3 is not directly focused on health, it may support SDG 3: Good Health and Well-being by enabling students to read and engage with health-related texts such as public health reports, medical research, and health policy documents. This understanding helps students become better advocates for health education and public health initiatives. For example, students might analyze articles on mental health, nutrition, disease prevention, or healthcare access, which enhances their ability to engage in discussions about public health issues and support health policy reforms. 8. SDG 6: Clean Water and Sanitation (Indirectly) The course can indirectly support SDG 6: Clean Water and Sanitation by helping students comprehend and critically engage with written texts on environmental sustainability, water access, and sanitation issues. By analyzing scientific reports, environmental studies, and policy papers on water management, students can contribute to discussions and advocacy on clean water and sanitation. For example, they might engage with texts related to water scarcity, pollution control, or sustainable water management, which are essential to achieving SDG 6. Conclusion The Comprehension Écrite 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by improving students’ ability to comprehend, analyze, and engage critically with written texts across various disciplines. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing reading comprehension skills, this course helps students engage with complex ideas, contributing to global citizenship, social justice, sustainable development, and inclusive participation in educational, professional, and societal contexts. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120304 | Expression orale 3 | Oral Exspression 3 | The “Oral Expression 3” course builds on advanced speaking skills, focusing on refining students’ abilities to communicate effectively in diverse contexts. Students engage in discussions, presentations, and debates on complex topics, emphasizing clarity, coherence, and persuasive techniques. | 1. SDG 4: Quality Education Oral Expression 3 directly contributes to SDG 4: Quality Education by improving students’ spoken language skills, which are essential for academic participation and success. Students develop the ability to present ideas, engage in discussions, and defend their opinions in both formal and informal settings. The course encourages students to improve their communication skills, which are necessary for academic discourse, particularly in higher education settings where effective verbal communication is crucial for participating in seminars, debates, and group projects. 2. SDG 10: Reduced Inequalities Oral Expression 3 supports SDG 10: Reduced Inequalities by helping students from diverse backgrounds improve their ability to speak confidently and engage in dialogue. Effective oral communication ensures that all students, regardless of their linguistic or socio-economic background, can participate fully in academic, professional, and social contexts. The course enables students to express their ideas clearly in group discussions, public speaking, and debates, helping to level the playing field for those who may have had less access to opportunities to develop these skills. 3. SDG 5: Gender Equality Oral Expression 3 can contribute to SDG 5: Gender Equality by enabling students to engage in conversations and discussions about gender-related issues such as gender equality, women’s empowerment, gender-based violence, and feminism. By improving their ability to speak fluently and persuasively, students can more effectively advocate for gender equity and social justice in their communities, both in informal conversations and public platforms. The course can also help them critically discuss and debate gender issues in academic and professional settings, advancing the cause of gender equality. 4. SDG 4.7: Education for Sustainable Development and Global Citizenship The course aligns with SDG 4.7, which focuses on education for sustainable development and global citizenship, by preparing students to discuss important global issues such as climate change, social justice, human rights, and sustainability. Being able to express themselves clearly and persuasively in a second language is essential for engaging in international dialogues on these critical issues. Students develop the ability to speak on complex global challenges and contribute to discussions around global solutions, fostering a sense of responsibility and action for sustainable development and social change. The course prepares students to be more effective global citizens capable of engaging in cross-cultural conversations on these critical issues. 5. SDG 16: Peace, Justice, and Strong Institutions Oral Expression 3 plays a key role in SDG 16: Peace, Justice, and Strong Institutions by helping students develop skills in conflict resolution, advocacy, and dialogue. These are essential for promoting peaceful communication and social justice in both local and global contexts. Students will learn how to express their viewpoints clearly, listen actively, and engage in constructive debates, which are key skills for fostering strong, transparent institutions and promoting justice in society. Additionally, the course prepares students to engage in discussions around human rights and justice issues, contributing to building strong institutions based on dialogue and mutual understanding. 6. SDG 17: Partnerships for the Goals Oral Expression 3 helps develop communication skills that are essential for building effective partnerships. Whether in research collaborations, community projects, or multilateral agreements, being able to express ideas clearly and persuasively is crucial for establishing productive global partnerships. The course enhances students’ ability to engage in dialogue and negotiation in both academic and professional settings, which are essential skills for creating and maintaining effective partnerships aimed at achieving the SDGs. 7. SDG 3: Good Health and Well-being Although not directly related to health, Oral Expression 3 may help students develop the communication skills necessary to advocate for public health and well-being. This can include speaking confidently on topics related to mental health, healthy lifestyles, nutrition, disease prevention, and other health-related issues. Students may engage in public speaking or campaigns that promote better health outcomes and well-being in their communities or through media channels, helping to raise awareness about key health challenges. 8. SDG 6: Clean Water and Sanitation (Indirectly) Effective communication is also crucial for promoting clean water and sanitation. In this course, students could develop the skills necessary to discuss and advocate for issues related to water access, sanitation, and environmental sustainability. Whether in community outreach, international development work, or activism, the ability to speak clearly about water scarcity, waste management, and clean water initiatives is vital for contributing to the achievement of SDG 6. Conclusion The Oral Expression 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by improving students’ ability to speak confidently, articulate ideas, and engage in dialogue about a wide range of important social, political, and global issues. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing oral communication skills, students are better equipped to engage in debates, advocacy, public speaking, and global discussions, ultimately contributing to peace, justice, and sustainable development. Effective communication is essential for promoting global citizenship, raising awareness about important issues, and contributing to social change. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120404 | Expression écrite 3 | Expression Ecrite 3 | The “Expression Écrite 3” course focuses on refining advanced writing skills, emphasizing clarity, coherence, and style in various written formats. Students engage in writing essays, research papers, and creative pieces, honing their ability to articulate complex ideas effectively. | 1. SDG 4: Quality Education Expression Écrite 3 directly contributes to SDG 4: Quality Education by improving students’ writing skills, which are crucial for academic success and effective communication. Students learn how to express themselves clearly and logically in writing, which is essential for producing high-quality academic work and participating in research and scholarly discussions. This course focuses on critical writing, encouraging students to engage deeply with texts, express nuanced arguments, and develop a strong writing style. It also encourages the development of research skills, enabling students to use evidence effectively to support their arguments, a critical skill for academic achievement and lifelong learning. 2. SDG 10: Reduced Inequalities Writing skills gained in Expression Écrite 3 support SDG 10: Reduced Inequalities by promoting equitable access to education. Being proficient in written expression helps students from diverse backgrounds engage with academic and professional opportunities more effectively. The course enables students to produce coherent arguments and articulate ideas clearly, which can be important for advocating for social change, human rights, and equality. Well-developed writing skills give all students—especially those from marginalized groups—greater agency to articulate and advocate for their rights, reducing inequalities in education and society. 3. SDG 5: Gender Equality Expression Écrite 3 can contribute to SDG 5: Gender Equality by equipping students with the skills to engage in written advocacy on gender equality and women’s empowerment. Writing is a powerful tool for addressing gender-based issues, from gender stereotypes to women’s rights and gender-based violence. The course can include writing assignments that require students to critically engage with gender-related topics, develop arguments around gender equality, and analyze gender-sensitive texts. Students will be better prepared to write research papers or policy briefs that advocate for gender justice and women’s rights. 4. SDG 4.7: Education for Sustainable Development and Global Citizenship The skills developed in Expression Écrite 3 align with SDG 4.7, which focuses on education for sustainable development and global citizenship. In this course, students are encouraged to write about global issues such as climate change, sustainable development, and human rights. By learning to write clearly and persuasively about these complex topics, students become active global citizens capable of addressing global challenges. The course helps students gain the ability to advocate for sustainable practices and social change through effective written communication. 5. SDG 16: Peace, Justice, and Strong Institutions Expression Écrite 3 contributes to SDG 16: Peace, Justice, and Strong Institutions by providing students with the writing skills to engage in advocacy, policy discussions, and research on issues related to justice, human rights, and conflict resolution. Students develop the ability to write compelling policy papers, research reports, and position statements on topics related to peace and justice. This skill helps them advocate for strong institutions, transparency in governance, and the promotion of human rights and social justice. 6. SDG 17: Partnerships for the Goals Expression Écrite 3 plays an important role in supporting SDG 17: Partnerships for the Goals, which focuses on building effective partnerships to achieve the SDGs. Effective written communication is essential for creating and maintaining international collaborations and partnerships aimed at sustainable development. Students learn to write formal and persuasive documents such as collaborative proposals, research papers, and memorandums of understanding, which are key in building partnerships and contributing to multilateral efforts toward the SDGs. 7. SDG 3: Good Health and Well-being Expression Écrite 3 can also contribute to SDG 3: Good Health and Well-being by enabling students to write about health-related issues, including public health challenges, mental health, disease prevention, and healthcare access. Students may be asked to write essays or research papers on topics related to health promotion or health policy, equipping them to advocate for public health and contribute to health communication strategies aimed at improving community well-being. 8. SDG 6: Clean Water and Sanitation (Indirectly) Although Expression Écrite 3 is not directly focused on water issues, it can help students develop the writing skills necessary to advocate for clean water and sanitation. Through research papers or essays, students could engage with water scarcity, sanitation systems, and sustainable water management. Effective written communication is essential for influencing policy decisions and public opinion on issues related to clean water and sanitation, thus contributing indirectly to SDG 6. Conclusion The Expression Écrite 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ written communication skills, which are essential for academic success, advocacy, and global engagement. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) Through this course, students acquire critical writing skills that empower them to engage in social advocacy, global communication, and policy-making related to key global challenges. By mastering the art of written expression, they become effective advocates for sustainable development, social justice, and global peace. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120502 | Pengantar Ilmu Budaya | Introduction To Cultural Sciences | The “Introduction to Cultural Sciences” course provides an overview of the study of culture through various interdisciplinary lenses, including anthropology, sociology, history, and cultural studies. Students explore key concepts such as identity, representation, and cultural practices, examining how culture shapes and is shaped by social dynamics. | 1. SDG 4: Quality Education Introduction to Cultural Sciences directly supports SDG 4: Quality Education by providing students with an understanding of how culture and knowledge are constructed, transmitted, and shared across societies. The course promotes critical thinking, awareness of cultural diversity, and helps students engage in interdisciplinary learning, all of which are fundamental to quality education. Students gain the ability to analyze cultural differences, interpret cultural texts, and engage in informed discussions about the role of culture in society, thus fostering critical literacy and analytical skills essential for academic success. 2. SDG 10: Reduced Inequalities Cultural studies often emphasize social inclusion, identity, and equality, making this course directly relevant to SDG 10: Reduced Inequalities. The course encourages students to explore how different cultural groups are marginalized or excluded from dominant social, political, or economic systems, focusing on issues of inequality related to race, ethnicity, gender, and class. By examining the cultural narratives that shape social structures, students are empowered to challenge and critique inequalities, advocate for social justice, and contribute to creating more inclusive societies where diverse voices are heard. 3. SDG 5: Gender Equality Introduction to Cultural Sciences often includes discussions on the role of gender in various cultural contexts, examining how gender norms and roles are constructed and perpetuated in different societies. The course helps students understand how cultural practices and traditions can influence the treatment of women, LGBTQ+ individuals, and other marginalized genders. By studying cultural systems and the ways in which they impact gender equality, students are better equipped to challenge stereotypes and advocate for policies that promote gender justice, equality, and empowerment for all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Cultural studies emphasize the understanding of social cohesion, conflict resolution, and human rights, all of which are essential to SDG 16: Peace, Justice, and Strong Institutions. In studying the relationship between culture and power structures, students gain insights into the ways in which justice and peace are mediated by cultural values, beliefs, and practices. The course may include content on cultural diplomacy, conflict resolution strategies, and the role of cultural institutions in promoting justice, peace, and social integration. Students learn how to foster inclusive and nonviolent communities by promoting understanding across cultural divides. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship Introduction to Cultural Sciences strongly aligns with SDG 4.7, which focuses on education for sustainable development and the promotion of global citizenship. The course encourages students to critically engage with issues like cultural sustainability, global diversity, and the interconnectedness of cultures, fostering a sense of global responsibility. By understanding how cultures influence global issues such as climate change, economic disparity, and human rights, students are better prepared to think globally and act locally, promoting sustainable development and cross-cultural understanding. 6. SDG 11: Sustainable Cities and Communities Cultural studies often explore how communities and societies are structured, how they evolve, and how urbanization and globalization affect cultural heritage and local communities. The course can discuss topics like the preservation of cultural heritage, the role of culture in community building, and sustainable urban planning. Students may explore how cultural practices and local knowledge systems contribute to the development of sustainable cities and communities, fostering a deeper understanding of how cultural dynamics influence the design of inclusive, resilient, and sustainable urban spaces. 7. SDG 12: Responsible Consumption and Production The study of cultural sciences can also relate to SDG 12: Responsible Consumption and Production, especially when examining consumer cultures, materialism, and the cultural dimensions of sustainability. The course may look at how different societies value sustainable practices, resource conservation, and ethical consumption. By exploring how cultural values shape patterns of production and consumption, students can be better equipped to understand the cultural drivers of unsustainable practices and advocate for sustainable consumption and ethical production in both local and global contexts. 8. SDG 13: Climate Action In cultural studies, there is often an emphasis on how different cultures perceive and engage with environmental issues, including climate change and environmental sustainability. By studying cultural responses to environmental degradation, students can better understand how societies address issues like climate justice and ecological conservation. The course may explore topics like the role of traditional knowledge in sustainable environmental practices, the cultural implications of climate change, and how different cultures are impacted by and respond to global environmental challenges. 9. SDG 17: Partnerships for the Goals Introduction to Cultural Sciences promotes intercultural understanding, which is essential for fostering effective global partnerships. Understanding the cultural dynamics of different societies and the role of culture in diplomacy is key for building strong, cooperative partnerships aimed at addressing global challenges. By learning about cultural differences and how they affect international cooperation, students are better equipped to contribute to global partnerships for sustainable development, peace, and social progress. Conclusion The Introduction to Cultural Sciences course contributes to multiple United Nations Sustainable Development Goals (SDGs) by fostering critical understanding of culture, society, and human interaction. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 17: Partnerships for the Goals By providing a deeper understanding of cultural dynamics, the course prepares students to become more informed, inclusive, and responsible global citizens who can contribute to solving the world’s most pressing issues, from social inequalities to climate change, all while promoting the values of peace, justice, and sustainability. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110302 | Pendidikan Agama Protestan | Protestant Religious Education | The “Protestant Religious Education” course examines the principles, practices, and pedagogical approaches of teaching Protestant religious beliefs and values. Students explore the historical development of Protestantism, its theological foundations, and its impact on society and culture. | 1. SDG 4: Quality Education Protestant Religious Education contributes to SDG 4: Quality Education by emphasizing the importance of education in religious and moral formation, which is fundamental for both personal development and societal well-being. The course might involve teaching methods, curriculum development, and pedagogical approaches to impart knowledge about Protestant beliefs, ethical principles, and scripture. It also emphasizes the role of education in nurturing critical thinking, moral decision-making, and the development of values and responsibility, which are essential aspects of quality education in any context. 2. SDG 10: Reduced Inequalities Protestant teachings often include a strong emphasis on social justice, equity, and the inherent dignity of all people, regardless of background. The course might address issues such as economic disparity, racism, discrimination, and poverty, in the light of Protestant values of equality and compassion. It may explore how Protestant communities and churches work to reduce inequalities through advocacy, humanitarian work, and educational initiatives that support marginalized and vulnerable populations. Thus, the course indirectly contributes to SDG 10: Reduced Inequalities by promoting inclusive education and values of social justice. 3. SDG 5: Gender Equality Many Protestant traditions emphasize the dignity and equality of all people, regardless of gender. The course might explore the role of women in Protestant communities, historical shifts in gender roles within the Church, and contemporary discussions around gender equality in religious contexts. Through an exploration of biblical texts, historical interpretations, and contemporary debates on gender roles, students might critically engage with how Protestantism can contribute to SDG 5: Gender Equality by promoting women’s rights, leadership roles for women in religious communities, and gender-inclusive policies. 4. SDG 16: Peace, Justice, and Strong Institutions Protestant Religious Education has a deep connection to SDG 16: Peace, Justice, and Strong Institutions, particularly through its emphasis on social justice, human rights, and the rule of law. Protestant teachings, especially in the areas of forgiveness, reconciliation, and peacemaking, can influence individuals and communities to act as agents of peace and justice. Students might explore the historical role of Protestant movements in promoting civil rights, democracy, humanitarian efforts, and institutional reform. The course also prepares students to contribute to strong institutions that support peaceful, inclusive societies. 5. SDG 17: Partnerships for the Goals Protestant communities often engage in local and global partnerships to advance the common good. This course may explore how Protestant churches and organizations collaborate with other faith groups, NGOs, and governmental bodies to address issues like poverty, healthcare, education, and conflict resolution. Protestant Religious Education prepares students to engage in interfaith dialogues, ecumenical efforts, and social action partnerships aimed at achieving the SDGs and promoting collaborative problem-solving. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Protestant Religious Education supports SDG 4.7, which focuses on education for sustainable development and fostering global citizenship. By examining the ethical teachings of Protestantism, students can learn to apply religious values to sustainable practices, ethical consumption, and stewardship of the environment. The course might also encourage students to think about how faith communities can contribute to a global sense of responsibility for addressing issues like climate change, poverty, and peacebuilding. It equips students with the moral framework needed to become active, global citizens who seek to promote sustainability, justice, and peace. 7. SDG 3: Good Health and Well-being While SDG 3: Good Health and Well-being might not be a direct focus of Protestant Religious Education, there is an ethical dimension that emphasizes care for the body, mind, and spirit. Protestant traditions often highlight the importance of mental health, emotional well-being, and community support. The course might include discussions on how religious teachings influence healthcare practices, mental health care, and well-being, with a particular focus on Christian counseling and pastoral care. 8. SDG 12: Responsible Consumption and Production (Indirectly) In certain Protestant traditions, there is a focus on stewardship of God’s creation, which aligns with the principles of sustainable consumption and responsible resource management. While this might not be the primary focus of a Protestant Religious Education course, discussions on ethical living and environmental stewardship are relevant. Students may engage with ideas about how Protestant ethics can inform sustainable living, responsible consumption, and the environmental impact of modern practices. Conclusion The Protestant Religious Education course supports several United Nations Sustainable Development Goals (SDGs) by promoting values such as education, social justice, peace, gender equality, and ethical living. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being SDG 12: Responsible Consumption and Production (indirectly) Through Protestant Religious Education, students gain an understanding of how faith-based ethics and Christian principles can contribute to building a more equitable, peaceful, and sustainable world, while fostering social responsibility and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110103 | Compréhension orale 1 | Orale Comprehension 1 | The “Orale Comprehension 1” course focuses on developing foundational listening comprehension skills in the target language. Students engage with a variety of audio materials, such as dialogues, short narratives, and everyday conversations, to enhance their ability to understand spoken language. | 1. SDG 4: Quality Education Oral Comprehension 1 contributes directly to SDG 4: Quality Education by fostering students’ ability to understand spoken language in a second or foreign language. The development of listening skills is crucial for achieving fluency in any language, enhancing students’ ability to engage with diverse cultures and access global knowledge. As students improve their comprehension of spoken content, they can participate more actively in academic discussions, debates, and collaborations that require listening to and interpreting spoken ideas, contributing to their overall educational success. 2. SDG 10: Reduced Inequalities Effective listening and comprehension skills can play a key role in reducing inequalities in communication. By learning to understand diverse accents, speech patterns, and languages, students are better equipped to engage with a wide range of voices, particularly those from marginalized communities. Oral Comprehension 1 can help reduce language barriers and cultural divides, enabling students to better communicate across differences, thereby promoting inclusion and a more equitable society. 3. SDG 5: Gender Equality Listening comprehension in a second language can also support SDG 5: Gender Equality by helping students engage with discussions surrounding gender roles, women’s rights, and gender-based violence in global contexts. By listening to and understanding spoken narratives and discussions related to gender, students are exposed to different perspectives and social movements, which can enhance their awareness of and commitment to gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions The development of oral comprehension skills contributes to SDG 16: Peace, Justice, and Strong Institutions by enhancing students’ ability to listen and understand complex conversations or arguments related to justice, conflict resolution, and peacebuilding. In this course, students may listen to discussions on human rights, legal issues, or international diplomacy, which can empower them to engage in informed discussions and make meaningful contributions to the promotion of peace and strong institutions. 5. SDG 17: Partnerships for the Goals Oral Comprehension 1 promotes the development of skills needed for effective communication in international contexts, which is essential for creating and maintaining partnerships aimed at achieving the SDGs. By improving their ability to listen and understand spoken communication, students are better equipped to engage in global collaborations and contribute to multilateral dialogues that address the world’s most pressing challenges. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship As Oral Comprehension 1 often involves listening to a wide range of content related to global issues, such as climate change, human rights, and social justice, it helps students build a sense of global citizenship and responsibility. The course promotes global awareness and the ability to engage with different perspectives on sustainable development, encouraging students to act as informed citizens who contribute to sustainable practices and global well-being. 7. SDG 3: Good Health and Well-being (Indirectly) Although not a primary focus, listening skills can indirectly contribute to SDG 3: Good Health and Well-being, especially in the context of health communication. Effective listening is essential for understanding public health messages, medical instructions, and well-being initiatives. In a globalized world, listening comprehension skills are essential for understanding diverse perspectives on healthcare, mental health, and social well-being, allowing students to become advocates for health equity and participate in public health education efforts. Conclusion The Oral Comprehension 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ language skills and their ability to engage in global conversations. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) By fostering listening skills and cross-cultural communication, the course enables students to better understand and engage with global issues, social justice, and cultural diversity, contributing to a more inclusive, peaceful, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110203 | Compréhension écrite 1 | Comprehension Ecrite 1 | The “Comprehension Écrite 1” course focuses on developing foundational reading comprehension skills in the target language. Students engage with a variety of texts, including short stories, articles, and dialogues, to enhance their understanding of written language. | 1. SDG 4: Quality Education Comprehension Écrite 1 contributes directly to SDG 4: Quality Education by helping students improve their reading skills in a foreign language, which is fundamental to academic success. Reading comprehension is crucial for understanding academic texts, research papers, and literary works in a second or foreign language. This course supports lifelong learning by fostering critical thinking, analytical skills, and the ability to process complex information, thus improving overall educational quality and learning outcomes. It prepares students to engage more effectively with a wide range of subjects and academic disciplines. 2. SDG 10: Reduced Inequalities The ability to read and understand texts in multiple languages can help reduce inequalities by opening up access to global knowledge and information that might otherwise be inaccessible due to language barriers. This course empowers students to engage with diverse cultural narratives and global issues, promoting a more inclusive society. By improving students’ literacy and comprehension skills, particularly in a foreign language, the course also helps marginalized groups access better educational resources and participate more fully in global conversations about social, political, and economic issues. 3. SDG 5: Gender Equality While SDG 5: Gender Equality may not be the direct focus of a written comprehension course, literature and written texts often reflect and shape social views on gender roles, equality, and women’s rights. Through the study of various written materials, students can examine gendered perspectives in literature, history, and contemporary writings. This course can contribute to gender equality by helping students engage critically with texts that address gender issues, empowerment, and the role of women in society. It could also foster discussions about gender stereotypes and the importance of gender-sensitive education in a global context. 4. SDG 16: Peace, Justice, and Strong Institutions Comprehension Écrite 1 can support SDG 16: Peace, Justice, and Strong Institutions by helping students read and analyze texts that discuss topics such as human rights, justice, peacebuilding, and social conflict. Through reading, students can develop a better understanding of global challenges related to social justice and institutional integrity. By critically engaging with texts that reflect on legal systems, democratic values, and human rights, students are better equipped to contribute to peace and justice efforts, both locally and globally. They can also understand how literature and written texts play a role in shaping strong institutions and social cohesion. 5. SDG 17: Partnerships for the Goals The ability to comprehend written texts in foreign languages is a key skill in fostering collaboration and partnerships in a globalized world. Comprehension Écrite 1 encourages students to engage with texts that reflect international cooperation, global challenges, and shared solutions. By improving reading comprehension skills, students can participate more effectively in international dialogue and multilateral partnerships that work towards achieving the SDGs. This includes engaging with NGOs, international organizations, and academic research that address complex global issues like climate change, poverty, and healthcare. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Comprehension Écrite 1 aligns with SDG 4.7, which focuses on education for sustainable development and promoting global citizenship. By reading and analyzing texts on topics like climate change, global inequality, and human rights, students gain a deeper understanding of global challenges and their role in addressing them. The course helps students engage with different perspectives on sustainability, environmental issues, and social responsibility, encouraging them to become informed global citizens who can contribute to the sustainable development of society. 7. SDG 3: Good Health and Well-being (Indirectly) While the primary focus of Comprehension Écrite 1 is on developing reading skills, certain written materials may address topics related to health and well-being, such as mental health, public health issues, or health policies. By engaging with texts on these issues, students may gain valuable insights into health-related topics and how they impact individuals and communities. By enhancing students’ ability to comprehend written material related to health and well-being, the course may indirectly contribute to a greater awareness of public health challenges and solutions. Conclusion The Comprehension Écrite 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ reading and analytical skills, fostering critical thinking, and promoting global awareness. Here’s a summary of the SDGs covered by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) By improving reading comprehension in a second language, students gain valuable skills for engaging with global issues, understanding diverse perspectives, and contributing to a more inclusive, equitable, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110304 | Expression orale 1 | Orale Exspression 1 | The “Orale Expression 1” course focuses on building foundational speaking skills in the target language. Students engage in basic conversational activities, including greetings, introductions, and everyday scenarios, to enhance their oral communication abilities. | 1. SDG 4: Quality Education Oral Expression 1 directly supports SDG 4: Quality Education by fostering language skills that are crucial for academic success and personal development. The course helps students become more proficient in oral communication, enabling them to participate in discussions, debates, and academic presentations in a foreign language. Effective communication is vital in educational settings for exchanging ideas, collaborating on projects, and presenting research. By improving speaking skills, students are better prepared to engage in active learning and critical dialogue, essential components of quality education. 2. SDG 10: Reduced Inequalities Oral Expression 1 can contribute to SDG 10: Reduced Inequalities by addressing language barriers that often exist in multilingual or multicultural environments. By improving students’ speaking skills in a foreign language, the course empowers them to participate more fully in global conversations and international forums. Additionally, students may engage in discussions on inequality and social justice issues, promoting awareness of global disparities and encouraging inclusive communication that fosters equal opportunities for all individuals, regardless of their language or cultural background. 3. SDG 5: Gender Equality Through the development of oral expression skills, students may be exposed to discussions around gender roles, empowerment, and gender equality. The course can foster a platform for debating and articulating ideas about women’s rights, gender-based violence, and the role of gender in society. By improving the ability to speak confidently about gender issues, students are better equipped to advocate for gender equality and engage in conversations that challenge traditional gender norms and promote equitable treatment of all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Oral Expression 1 can contribute to SDG 16: Peace, Justice, and Strong Institutions by encouraging students to engage in discussions about social justice, human rights, and peacebuilding. The development of speaking skills enables students to participate in debates, express opinions on legal issues, and advocate for fairness and justice. The course helps students learn how to express their views effectively in conversations about justice and conflict resolution, and it may encourage discussions on the importance of strong institutions that uphold the principles of democracy and the rule of law. 5. SDG 17: Partnerships for the Goals Strong oral communication is a key element of building effective global partnerships. The course enables students to communicate clearly, whether in collaborative research, international projects, or cross-cultural exchange. This directly supports SDG 17: Partnerships for the Goals by improving the ability to engage in multilateral dialogue and global cooperation. By developing effective speaking skills, students can participate more meaningfully in partnerships aimed at addressing global challenges such as climate change, poverty, and healthcare. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Oral Expression 1 helps students engage in global citizenship by allowing them to discuss issues such as sustainability, environmental conservation, and social responsibility. The course fosters the articulation of ideas that can promote education for sustainable development, preparing students to become advocates for sustainable practices. The development of oral skills enables students to participate in discussions around sustainable development and ethical practices, ultimately contributing to the goal of building a more sustainable world through global dialogue. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not a direct focus of an oral expression course, students may have the opportunity to engage in discussions and debates on healthcare, mental health, and public health issues. By articulating thoughts on topics like health policy, well-being, and mental health awareness, students can raise awareness about these critical issues. Moreover, effective communication in health-related fields—such as health education, mental health advocacy, and public health campaigns—is vital for promoting well-being. Thus, students may develop skills that are beneficial for promoting health literacy and health communication. 8. SDG 6: Clean Water and Sanitation (Indirectly) In the context of environmental or public health discussions, oral expression skills can also contribute to the promotion of SDG 6: Clean Water and Sanitation. Students may discuss global water crises, sanitation challenges, and the importance of clean water in various cultural and geographical contexts. The ability to effectively speak about such issues—whether in public debates, activism, or awareness campaigns—can inspire action and foster global cooperation in tackling water and sanitation challenges. Conclusion The Oral Expression 1 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ speaking abilities, fostering global awareness, and encouraging participation in important societal conversations. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 6: Clean Water and Sanitation (indirectly) By improving oral communication skills, students are better prepared to engage with global challenges, advocate for justice, and contribute to peace, all while becoming global citizens who work toward a sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110404 | Expression écrite 1 | Ecrite Exspression 1 | The “Écriture Expression 1” course introduces students to the basics of writing in the target language. Focusing on foundational skills, students learn to compose simple sentences, paragraphs, and short texts. | 1. SDG 4: Quality Education Expression Écrite 1 directly supports SDG 4: Quality Education by helping students develop essential writing and academic literacy skills, which are fundamental to their success in higher education and beyond. Good writing is critical for students to communicate their ideas effectively in exams, assignments, and research projects. As students learn to write clearly and persuasively, they gain the ability to express their thoughts and analyses more effectively, contributing to improved learning outcomes. Writing is an essential skill for academic achievement and lifelong learning. 2. SDG 10: Reduced Inequalities The ability to write effectively in a foreign language can help reduce inequalities by promoting access to education and knowledge across linguistic and cultural barriers. By improving writing skills, students from diverse backgrounds are better able to participate in academic debates, express their opinions, and contribute to discussions on global issues. This course can contribute to reducing inequality by empowering students to express their opinions, advocacy, and social justice causes in written form, whether in local or international contexts. It enables marginalized groups to share their perspectives and challenges more widely. 3. SDG 5: Gender Equality Expression Écrite 1 could address gender equality by encouraging students to write about gender issues, empowerment, and social justice. Writing assignments could involve analyzing gender-related themes in literature, society, or policy, encouraging students to engage critically with these issues. By improving writing skills, students become better equipped to articulate and advocate for gender equality, whether in academic, professional, or activist contexts. They can contribute more effectively to discussions about gender-based violence, women’s rights, and representation in various spheres. 4. SDG 16: Peace, Justice, and Strong Institutions Expression Écrite 1 can help foster critical thinking and the ability to construct logical arguments, both of which are essential for discussing peace, justice, and human rights. Writing well allows students to engage with complex issues, such as social justice, human rights abuses, and legal frameworks that contribute to building stronger and more just institutions. This course can also teach students how to present arguments clearly, whether to advocate for legal reforms, peace initiatives, or human rights campaigns, contributing to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 17: Partnerships for the Goals Effective written communication is crucial for fostering global partnerships aimed at achieving the SDGs. Students who excel in writing can contribute to international collaborations in the form of research papers, policy briefs, or advocacy campaigns. As students develop their writing skills, they become more capable of contributing to multilateral dialogues and collaborative efforts aimed at addressing global challenges, such as poverty, climate change, and inequality. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Through written expression, students can explore topics related to sustainability, global citizenship, and social responsibility. By writing essays or reports about environmental issues, sustainable development, or human rights, students deepen their understanding of these issues and their role in advancing global well-being. Writing assignments focused on sustainable development can help students articulate solutions to challenges like climate change, resource management, and social inclusion. This contributes to the promotion of global citizenship and sustainable practices. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not a primary focus of the course, students could engage with health-related topics through writing. For example, they might write essays or research papers on public health issues, mental health awareness, health policies, or healthcare access. Strong writing skills can help students advocate for mental health initiatives, health education programs, or public health campaigns, all of which contribute to improving well-being. 8. SDG 13: Climate Action (Indirectly) In a written expression course, students may address environmental issues such as climate change, sustainability, and environmental policies. By developing their writing skills, students can communicate more effectively about the climate crisis and propose solutions to mitigate its impacts. Writing assignments might involve researching climate science, policy analysis, or environmental justice, thus contributing to awareness and action around SDG 13: Climate Action. Conclusion The Expression Écrite 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ writing abilities and encouraging critical thinking, advocacy, and global awareness. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 13: Climate Action (indirectly) By developing strong writing skills, students can engage more effectively with critical global issues, contribute to social change, advocate for justice, and become informed global citizens who are able to articulate solutions for a sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110503 | Compréhension orale 2 | Orale Comprehension 2 | The “Orale Comprehension 2” course builds on foundational listening skills to enhance students’ ability to understand more complex spoken language. Students engage with a variety of audio materials, such as podcasts, interviews, and conversations on diverse topics. | 1. SDG 4: Quality Education Oral Comprehension 2 contributes directly to SDG 4: Quality Education by enhancing students’ ability to understand spoken language in a foreign language, which is crucial for academic success and effective learning. In a globalized world, being able to understand diverse spoken texts—whether lectures, debates, or multimedia content—is essential for gaining knowledge. This course helps students develop key listening skills required for academic participation, such as understanding academic lectures, discussions, or workshops in a second language. Improved comprehension can lead to better overall learning outcomes. 2. SDG 10: Reduced Inequalities Oral Comprehension 2 can help reduce inequalities by providing students with the tools to engage with spoken content across different languages and cultures. This course may enable students from different backgrounds to participate in global discussions, social movements, and international dialogues, all of which contribute to social inclusion. By developing listening skills, students are better prepared to understand and engage with the voices and experiences of marginalized communities, which may not be represented in their native language or cultural context. This can contribute to fostering greater equity and access to information in a multilingual world. 3. SDG 5: Gender Equality While SDG 5: Gender Equality is not always the central focus of an oral comprehension course, students might listen to and analyze gender-related content such as interviews, documentaries, or panel discussions on gender equality, women’s rights, and gender-based violence. By improving students’ ability to understand and interpret spoken discussions about gender issues, the course can encourage critical engagement with gender equality and empower students to participate in conversations that promote equal rights for all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Oral Comprehension 2 may contribute to SDG 16: Peace, Justice, and Strong Institutions by improving students’ ability to understand spoken materials on topics such as human rights, justice, social issues, peacebuilding, and legal systems. As students listen to discussions, debates, and speeches about justice, accountability, and human rights, they develop the necessary skills to participate in discussions on peace and justice in their communities or on a global scale. This course helps students understand how effective institutions and laws can shape society and promote peace through listening and interpreting dialogues around these issues. 5. SDG 17: Partnerships for the Goals By improving students’ listening skills, Oral Comprehension 2 indirectly supports SDG 17: Partnerships for the Goals by fostering communication and collaboration across different linguistic and cultural groups. The ability to understand spoken content from a variety of perspectives helps students engage in global partnerships for addressing SDGs like climate change, poverty reduction, and healthcare. Students who can listen effectively to diverse voices in international settings are better equipped to participate in global dialogue and collaborative efforts aimed at achieving shared goals. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Oral Comprehension 2 can support SDG 4.7, which focuses on education for sustainable development and global citizenship. The course helps students engage with multicultural and multilingual content that may cover topics like sustainability, environmental issues, and global citizenship. By listening to speakers who discuss climate change, human rights, and sustainable practices, students gain a broader understanding of global challenges and their role in promoting sustainability and social responsibility. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not the primary focus of Oral Comprehension 2, students may listen to content related to health and well-being, such as public health talks, mental health discussions, or healthcare system interviews. The course can expose students to health-related topics, including mental health awareness, public health initiatives, and medical advancements. Understanding such spoken content can help students contribute to health literacy and well-being in their communities. 8. SDG 13: Climate Action (Indirectly) Oral Comprehension 2 may involve listening to discussions on climate change, environmental sustainability, and climate action policies. By improving students’ ability to comprehend spoken content on such issues, the course helps them engage more deeply with climate action efforts and sustainable development goals. Students could engage in analyzing interviews, panel discussions, or climate change reports, which provide critical information on the state of the environment and the actions needed to address global environmental challenges. Conclusion The Oral Comprehension 2 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ ability to understand spoken language in a second or foreign language, thus promoting global engagement, communication, and critical thinking. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 13: Climate Action (indirectly) By developing listening comprehension skills, students are better equipped to engage with diverse perspectives, participate in global conversations, and become active global citizens who contribute to addressing societal challenges and achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110603 | Compréhension écrite 2 | Ecrite Comprehension 2 | A university course titled “Comprehension Écrite 2” typically focuses on advanced reading comprehension skills in a target language. Students engage with complex texts, such as literary works, academic articles, and professional documents, to enhance their understanding and analytical abilities. The course emphasizes critical thinking, interpretation, and the ability to identify themes, arguments, and stylistic elements. Through discussions, written assignments, and assessments, students refine their skills in summarizing, analyzing, and responding to various texts, ultimately preparing them for higher-level studies or professional contexts. | 1. SDG 4: Quality Education Ecrite Comprehension 2 directly contributes to SDG 4 by enhancing students’ literacy and comprehension skills. This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. By developing advanced reading and writing abilities, students are better equipped to engage with academic texts, communicate effectively, and participate in higher-level educational activities. 2. SDG 10: Reduced Inequalities A key component of Ecrite Comprehension 2 is learning to engage with diverse texts, often covering topics related to inequality, human rights, and social justice. In reading and analyzing texts, students may encounter discussions on issues like gender equality, racial inequality, poverty, and more. This helps promote an understanding of SDG 10, which is concerned with reducing inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Through comprehension and analysis of texts on social issues, governance, human rights, and global politics, students can become more aware of SDG 16. Advanced comprehension courses often include reading materials related to justice, conflict resolution, and the role of institutions in maintaining peace and order. This fosters an understanding of the need for peace, strong institutions, and justice in the world. 4. SDG 5: Gender Equality Many advanced reading comprehension courses, especially those at university level, incorporate texts related to gender equality. Through reading about gender issues, social structures, and women’s rights, students can gain insight into SDG 5 and develop a more nuanced understanding of gender dynamics. This can contribute to empowering students to advocate for gender equality in their own communities. 5. SDG 13: Climate Action While not always a primary focus, Ecrite Comprehension 2 may involve reading and analyzing texts related to environmental issues, climate change, sustainability, and the role of governments and individuals in addressing global environmental challenges. Such readings help build awareness of SDG 13 (Climate Action), encouraging students to think critically about these issues and how they can contribute to sustainable practices. 6. SDG 17: Partnerships for the Goals An important skill in reading comprehension is understanding the role of collaboration and partnership in solving global challenges. Many texts in advanced comprehension courses will explore how countries, organizations, and communities work together to address issues like poverty, inequality, and environmental sustainability. This can foster an understanding of SDG 17, which calls for strengthening partnerships to achieve the SDGs. 7. SDG 3: Good Health and Well-being Ecrite Comprehension 2 often involves texts related to public health, mental health, wellness, and the social determinants of health. Understanding such texts enables students to engage with issues of well-being, disease prevention, and healthcare systems, supporting SDG 3, which aims to ensure good health and well-being for all. 8. SDG 8: Decent Work and Economic Growth Comprehension courses often include readings about economic systems, work ethics, and business practices. By analyzing these texts, students can develop an understanding of global economic challenges and opportunities, which are key to SDG 8. This helps students engage with issues around decent work, inclusive economic growth, and sustainable development. Conclusion While Ecrite Comprehension 2 is primarily focused on developing literacy and analytical skills, its indirect contributions to several UN Sustainable Development Goals are significant. By fostering critical thinking, awareness of global issues, and the ability to engage with a range of topics—many of which are related to sustainable development—this course can play an important role in shaping students’ understanding of the SDGs and encouraging their participation in solving global challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110402 | Pendidikan Agama Hindu | Hindu Religious Education | Hindu religious education encompasses the study of Hindu scriptures, philosophy, rituals, and ethical practices. It often involves learning from texts like the Vedas, Upanishads, Bhagavad Gita, and various Puranas, along with the teachings of spiritual leaders and gurus. | 1. SDG 4: Quality Education The course would inherently contribute to inclusive and equitable quality education, as it promotes knowledge and understanding of Hinduism, one of the world’s oldest religious traditions. Teaching religious education fosters cultural and religious awareness, critical thinking, and respect for diversity. 2. SDG 5: Gender Equality Hinduism has a wide spectrum of beliefs regarding gender roles, and a thoughtful course could encourage dialogue on gender equality by analyzing traditional and modern interpretations of Hindu texts and practices. The course may explore the roles of women in Hindu scriptures, reform movements, and modern feminist interpretations, addressing issues of gender equality. 3. SDG 10: Reduced Inequalities By examining caste, class, and gender within Hindu society, the course could contribute to discussions around reducing inequality within and among countries. Students might explore how Hindu philosophy and reformers have addressed social inequalities, especially within the caste system and marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions Hindu Religious Education can promote peaceful and inclusive societies by exploring concepts like Ahimsa (non-violence), Dharma (duty/justice), and Satyagraha (non-violent resistance), which have been influential in global peace movements. The study of Hindu texts like the Bhagavad Gita or Upanishads might foster dialogue about justice, ethics, and moral responsibilities toward building strong institutions and just societies. 5. SDG 12: Responsible Consumption and Production Hindu philosophy often emphasizes sustainability and responsible living. Concepts like simple living, vegetarianism, and respect for all living beings may resonate with themes of sustainable consumption and production. 6. SDG 13: Climate Action Hinduism holds a deep connection to nature, and teachings from texts like the Vedas or Puranas often emphasize the sanctity of the natural world. This could contribute to climate action education by promoting values that support environmental stewardship, care for ecosystems, and sustainable living. 7. SDG 3: Good Health and Well-being Many aspects of Hindu teachings promote physical, mental, and spiritual well-being, including practices such as yoga, Ayurveda, and meditation. A course could integrate these health practices, contributing to an understanding of holistic health and well-being. In summary, a Hindu Religious Education course can intersect with several SDGs, particularly through its emphasis on education, equality, sustainability, justice, peace, and well-being. The specific SDGs addressed would depend on how the course is framed and the themes it emphasizes. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131102 | METODE PENELITIAN LINGUISTIK | LINGUISTIC RESEARCH METHODS | Linguistic research methods encompass various approaches and techniques used to study language, its structure, use, and development. | 1. SDG 4: Quality Education Linguistic research methods contribute to inclusive and equitable quality education by teaching students how to scientifically analyze language. This course develops critical thinking, research skills, and data literacy, all of which are key to advancing educational opportunities. It also promotes understanding of language acquisition, literacy, and communication, which are essential for effective teaching and learning. 2. SDG 10: Reduced Inequalities Linguistic research often focuses on the diversity of languages, including minority and endangered languages. Understanding linguistic diversity and promoting the study of under-researched languages can help reduce inequalities. This course could include methodologies for studying marginalized language communities, contributing to social equity by recognizing the value of all languages. 3. SDG 5: Gender Equality The study of language and gender is a significant research area within linguistics. A course in linguistic research methods could address how language use reflects, reinforces, or challenges gender norms. By analyzing discourse and language in various cultural contexts, the course can contribute to discussions on gender equality by exploring how language shapes perceptions of gender roles. 4. SDG 16: Peace, Justice, and Strong Institutions Linguistic research methods can be used to study communication in conflict resolution, peace negotiations, and institutional discourse. Understanding how language functions in legal, political, and social contexts can aid in promoting peaceful and inclusive societies. Analyzing the role of language in justice systems and government institutions can lead to more inclusive communication strategies that support transparent and fair governance. 5. SDG 11: Sustainable Cities and Communities Language plays a crucial role in creating inclusive communities. Linguistic research methods can help assess language policies in multilingual urban areas and ensure that language planning supports community inclusivity. By researching language use in cities, the course can contribute to more linguistically inclusive urban planning that preserves linguistic heritage and promotes intercultural communication. 6. SDG 8: Decent Work and Economic Growth Linguistic research can be applied to workplace communication, especially in multilingual and multicultural environments. Understanding how language impacts productivity, communication, and inclusivity in professional settings can foster decent work and promote economic growth by creating more effective and inclusive work environments. 7. SDG 9: Industry, Innovation, and Infrastructure Linguistic research methods involve the use of cutting-edge technologies, such as computational linguistics and natural language processing (NLP), which drive innovation in fields like artificial intelligence, translation, and communication systems. This contributes to building innovative linguistic infrastructures, enhancing communication technologies that support diverse populations. 8. SDG 17: Partnerships for the Goals Linguistics research often involves international collaboration to study languages across borders, fostering cross-cultural partnerships that align with the goal of strengthening global cooperation for sustainable development. 9. SDG 3: Good Health and Well-being Linguistic research is crucial in health communication, especially in multilingual and multicultural healthcare settings. The course could involve research methods used in analyzing doctor-patient communication, health literacy, and public health campaigns to improve well-being. 10. SDG 15: Life on Land (Cultural and Linguistic Diversity) Linguistic research methods can support the documentation and preservation of endangered languages, many of which are connected to indigenous knowledge and environmental stewardship. This aligns with the goal of protecting cultural and linguistic diversity, which is crucial for sustainable development and the preservation of heritage. In summary, a Linguistic Research Methods course intersects with SDGs focused on education, equality, innovation, inclusivity, peace, and cultural preservation. The course helps build capacities in research that can be applied to understanding and addressing various societal challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131202 | METODE PEMBELAJARAN BAHASA MANDARIN | MANDARIN LANGUAG LEARNING METHODS | Learning Mandarin can be both exciting and challenging due to its unique tones, characters, and grammar. | 1. SDG 4: Quality Education The course directly contributes to inclusive and equitable quality education by providing students with the tools and methods to effectively learn Mandarin, one of the most widely spoken languages in the world. Language learning promotes cognitive skills, intercultural competence, and global communication, all of which are critical aspects of comprehensive education. By focusing on language learning methods, the course can help develop innovative pedagogical approaches for teaching Mandarin, contributing to educational quality. 2. SDG 10: Reduced Inequalities By promoting language learning, particularly for non-native speakers, the course can help reduce inequalities by giving students from diverse backgrounds the opportunity to access one of the world’s most important languages for business, education, and diplomacy. Learning Mandarin can provide individuals with better opportunities in the global marketplace, thus reducing economic and social inequalities. It also helps break down communication barriers between Mandarin-speaking regions and the rest of the world, promoting inclusivity. 3. SDG 8: Decent Work and Economic Growth Mandarin is key to engaging with one of the world’s largest economies, China. Proficiency in Mandarin can open up employment opportunities in fields such as business, international relations, and education, contributing to decent work and economic growth. Language learning improves global mobility and access to job markets that require bilingual or multilingual proficiency. 4. SDG 16: Peace, Justice, and Strong Institutions Language is central to diplomacy, international cooperation, and the building of peaceful and inclusive societies. Learning Mandarin equips students to engage more effectively in global conversations, negotiations, and cross-cultural exchanges. It fosters intercultural understanding and communication, which are key elements in conflict resolution, peacebuilding, and fostering trust between nations. 5. SDG 17: Partnerships for the Goals The study of Mandarin language learning methods facilitates global partnerships by enhancing communication skills between Mandarin-speaking countries (notably China) and the rest of the world. This course enables students to build the linguistic capacity needed to participate in international collaborations, which is crucial for advancing the global partnership for sustainable development. 6. SDG 11: Sustainable Cities and Communities Learning Mandarin promotes inclusive and sustainable cities and communities by fostering linguistic inclusivity, especially in multicultural urban environments where Mandarin is increasingly spoken. As cities become more globalized, Mandarin proficiency helps bridge communication gaps, fostering integration and inclusion in diverse communities. 7. SDG 9: Industry, Innovation, and Infrastructure Proficiency in Mandarin is essential for participating in industries related to technology, trade, and innovation, especially those tied to China’s technological advancements and industrial growth. This course prepares students to engage with Mandarin-speaking markets and sectors, helping to build innovative infrastructure and strengthen global trade relationships. 8. SDG 3: Good Health and Well-being Understanding Mandarin can be vital for healthcare communication in regions with Mandarin-speaking populations, helping to improve health literacy and access to healthcare information in multilingual settings. It enables professionals to provide better healthcare services by overcoming language barriers in patient communication. 9. SDG 5: Gender Equality Language learning can support gender equality by offering equal opportunities for men and women to access the benefits of speaking Mandarin, which can lead to career advancement and personal growth. The course might also explore how Mandarin (and its dialects) reflects gender roles and norms in Chinese-speaking societies, fostering critical discussions around language and gender. 10. SDG 12: Responsible Consumption and Production Mandarin language proficiency can support sustainable consumption and production by facilitating communication between businesses and individuals in Mandarin-speaking regions, particularly around global trade, ethical practices, and sustainability. Effective communication in supply chains, which often involve Chinese industries, is essential for promoting sustainable business practices. In summary, a Mandarin Language Learning Methods course contributes to SDGs related to education, equality, economic growth, peace, sustainability, and global partnerships. By equipping students with the linguistic tools to engage with the Mandarin-speaking world, the course helps build skills that are essential for fostering intercultural understanding, global communication, and sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131302 | METODE PENELITIAN KEBUDAYAAN | CULTURAL RESEARCH METHODS | Cultural research methods are diverse approaches used to study cultural phenomena, practices, and meanings. | 1. SDG 4: Quality Education The course contributes to inclusive and equitable quality education by equipping students with tools to critically study cultures, social norms, and values. It fosters a deep understanding of cultural diversity, social behaviors, and traditions, which are essential for promoting global citizenship and intercultural competence. Research methods in cultural studies can also improve the quality of education in fields like anthropology, sociology, and global studies. 2. SDG 10: Reduced Inequalities Cultural research often focuses on marginalized or underrepresented groups, helping to highlight and address inequalities related to race, ethnicity, gender, class, and other social factors. The course can encourage research that challenges stereotypes and supports policies aimed at reducing inequalities within and between nations. By understanding the role culture plays in reinforcing or challenging social hierarchies, students can contribute to solutions that promote equity and inclusivity. 3. SDG 5: Gender Equality Cultural research often includes the study of gender roles and norms in different societies, allowing students to critically analyze how cultures contribute to or resist gender inequality. The course can address how different cultures perceive gender and how gendered experiences shape social and economic participation, thus fostering dialogue on achieving gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Understanding cultural practices and values is key to promoting peaceful and inclusive societies. Research methods that focus on cultural differences and similarities can help mitigate conflicts arising from misunderstandings or cultural insensitivity. The course could also explore how cultural studies inform policies related to justice, human rights, and institution-building, promoting more inclusive governance that respects cultural diversity. 5. SDG 11: Sustainable Cities and Communities Cultural research helps in understanding the role of cultural heritage in shaping the identity of cities and communities. It can contribute to the sustainable development of urban spaces by recognizing the importance of cultural diversity and preserving cultural sites. The course can provide insights into how multiculturalism impacts urban life, helping to build inclusive, safe, resilient, and sustainable communities. 6. SDG 13: Climate Action Cultural research can explore how traditional knowledge systems and indigenous practices contribute to environmental sustainability and climate resilience. Many cultures have long-standing traditions of living in harmony with nature, and studying these can offer valuable insights into climate action. The course could include methods for studying how cultural values influence environmental behaviors, supporting policies that promote sustainable living and resource management. 7. SDG 8: Decent Work and Economic Growth The course can support decent work and economic growth by promoting the study of how cultural industries (e.g., tourism, arts, fashion) contribute to the global economy. By researching the economic potential of cultural heritage and creative industries, students can help shape policies that balance economic growth with cultural preservation and ethical practices. 8. SDG 9: Industry, Innovation, and Infrastructure Cultural research informs innovation in industries such as media, design, and technology. It helps create products and services that are sensitive to cultural needs and preferences. The course may explore the role of cultural research in promoting cultural industries and the development of infrastructure that supports cultural production and dissemination. 9. SDG 17: Partnerships for the Goals Cultural research facilitates global partnerships by fostering cross-cultural understanding, which is crucial for international cooperation and sustainable development. The course can explore how cultural diplomacy and intercultural dialogue promote partnerships across borders, encouraging global collaboration in achieving the SDGs. 10. SDG 12: Responsible Consumption and Production Cultural research helps to understand how consumption patterns are influenced by cultural beliefs and values. By examining traditional practices and contemporary consumer behaviors, the course can contribute to promoting responsible consumption and production. Research in this area may also explore how cultural norms can encourage or discourage sustainable production methods, offering solutions for more sustainable economic practices. 11. SDG 15: Life on Land (Cultural and Natural Heritage) Cultural research often overlaps with the study of indigenous knowledge systems, which are closely tied to land and natural resource management. The course can contribute to the protection and preservation of cultural and natural heritage, as these are deeply intertwined in many societies. It can support efforts to safeguard cultural traditions and biodiversity, especially in indigenous and rural communities where cultural practices are integral to sustainable land use. 12. SDG 3: Good Health and Well-being Cultural research methods can examine how cultural beliefs and practices influence health and well-being, including the role of traditional medicine, dietary practices, and mental health approaches in different cultures. Understanding these cultural dynamics can lead to more culturally sensitive healthcare practices and policies, contributing to better health outcomes. In summary, a Cultural Research Methods course supports SDGs related to education, equality, peace, sustainability, health, and economic growth. It equips students with the skills to analyze cultural phenomena critically, fostering inclusive and sustainable solutions to global challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131402 | KOMUNIKASI LINTAS BUDAYA | CROSS-CULTURAL COMMUNICATION | Cross-cultural communication refers to the ways in which people from different cultural backgrounds communicate, interact, and understand each other. | 1. SDG 4: Quality Education Cross-Cultural Communication enhances inclusive and equitable quality education by fostering intercultural competence, global awareness, and communication skills. The course teaches students how to effectively communicate in diverse cultural settings, which is essential in today’s interconnected world. It also helps reduce cultural barriers in educational environments, promoting more inclusive learning for students from diverse backgrounds. 2. SDG 10: Reduced Inequalities This course can play a crucial role in reducing inequalities by promoting respect for cultural diversity and encouraging practices that reduce discrimination based on language, ethnicity, or culture. It helps students recognize and address biases and barriers that contribute to inequality, fostering more inclusive communication practices in both social and professional settings. 3. SDG 5: Gender Equality Cross-cultural communication includes understanding gender roles and dynamics in different societies, which can contribute to promoting gender equality. The course can address how communication styles and cultural norms impact gender relations, empowering students to advocate for more equitable gender practices in intercultural contexts. 4. SDG 16: Peace, Justice, and Strong Institutions Cross-cultural communication is key to promoting peaceful and inclusive societies. By teaching students how to navigate and resolve misunderstandings and conflicts arising from cultural differences, the course contributes to building more peaceful and just societies. The course can also explore how effective intercultural communication supports strong institutions by enabling more inclusive governance, fairer legal systems, and conflict resolution processes. 5. SDG 17: Partnerships for the Goals Effective cross-cultural communication is critical for global partnerships, whether in diplomacy, business, or international development. The course helps students build skills to foster collaborative relationships across borders and cultural boundaries. It contributes to the global partnership for sustainable development by preparing students to engage in international dialogues, negotiations, and collaborations more effectively. 6. SDG 11: Sustainable Cities and Communities As cities become more multicultural, the ability to communicate effectively across cultures is vital for building inclusive, safe, resilient, and sustainable communities. The course can address challenges of multicultural urban settings and help students learn how to promote cohesion and understanding among diverse cultural groups, contributing to socially sustainable communities. 7. SDG 8: Decent Work and Economic Growth In a globalized economy, cross-cultural communication skills are essential for individuals and organizations seeking to participate in international markets and work environments. The course prepares students to engage in diverse professional contexts, contributing to more inclusive workplaces and supporting decent work and economic growth by improving cross-border business relations. 8. SDG 9: Industry, Innovation, and Infrastructure Effective communication across cultures is important for global industries, innovation, and infrastructure development, especially when working on international projects or with multicultural teams. The course can support students in navigating the challenges of cross-cultural communication in industries such as technology, construction, and engineering, contributing to innovation and sustainable infrastructure. 9. SDG 3: Good Health and Well-being In healthcare, cross-cultural communication is essential for improving health outcomes by enabling professionals to interact effectively with patients from diverse cultural backgrounds. The course can contribute to better health communication practices, addressing language barriers, cultural sensitivities, and different health beliefs, thereby improving health and well-being in multicultural settings. 10. SDG 12: Responsible Consumption and Production The course can contribute to promoting responsible consumption and production by helping individuals and organizations understand cultural attitudes toward consumption, sustainability, and ethical practices. It fosters global communication that respects different cultural values regarding resource use, production, and consumption, promoting sustainability in global trade and commerce. 11. SDG 13: Climate Action Cross-cultural communication plays a role in global efforts to address climate change by facilitating international cooperation on environmental issues. Effective communication between diverse cultural groups can enhance global environmental action. The course can prepare students to engage in climate-related dialogues, ensuring that messages about climate action are culturally relevant and impactful across different societies. In summary, a Cross-Cultural Communication course supports SDGs related to education, equality, peace, sustainability, and global cooperation. It equips students with essential skills to navigate and contribute to a more interconnected and culturally diverse world, helping them address global challenges through better communication and collaboration. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131502 | SEMINAR PRA SKRIPSI | PRE THESIS SEMINAR | A pre-thesis seminar is an important step in the academic process for students preparing to undertake their thesis research. | 1. SDG 4: Quality Education The Seminar Pra Skripsi directly supports inclusive and equitable quality education by guiding students in developing research skills, critical thinking, and academic writing, which are crucial for producing high-quality scholarly work. The course helps students refine their research proposals, improve methodology, and engage in peer feedback, which contributes to the overall quality of education and academic standards. 2. SDG 9: Industry, Innovation, and Infrastructure Many students may choose research topics related to technological advancements, industry innovation, or infrastructure development. A pre-thesis seminar encourages innovative thinking and the application of research methods that can contribute to industry innovation and infrastructure improvements. The course can help students develop research in fields such as engineering, technology, and the sciences, which supports sustainable development through innovation. 3. SDG 10: Reduced Inequalities If students choose topics that address social justice, marginalization, or policies that reduce economic and social inequalities, the course supports reducing inequalities. The seminar may encourage students to research issues related to gender, economic disparity, education gaps, or ethnic inequality, promoting equity and inclusive growth in their findings and contributions. 4. SDG 5: Gender Equality For students focusing on gender studies, the seminar can help them refine their research on topics that promote gender equality. It encourages critical analysis of gender issues, such as gender roles, access to education, gender-based violence, or policies that promote gender equity, contributing to SDG 5 through research and academic discourse. 5. SDG 13: Climate Action Students working on environmental and sustainability topics can contribute to climate action through research on renewable energy, environmental conservation, climate policies, or sustainable practices. The seminar provides a platform for discussing and refining research that supports global efforts to combat climate change. 6. SDG 16: Peace, Justice, and Strong Institutions If students focus on political science, law, or public policy, their research may align with peace, justice, and strong institutions. The seminar can support research on governance, human rights, conflict resolution, and the strengthening of institutions, contributing to more just and peaceful societies through academic inquiry. 7. SDG 3: Good Health and Well-being Research topics in public health, medicine, psychology, or mental health would support good health and well-being. Students may explore issues such as healthcare access, mental health, health education, or disease prevention, contributing to SDG 3 by providing research that informs health policies and practices. 8. SDG 7: Affordable and Clean Energy Students researching renewable energy, energy efficiency, or policies to improve energy access can contribute to affordable and clean energy. The seminar can help these students refine their research methods and approaches to address global energy challenges. 9. SDG 8: Decent Work and Economic Growth Research on economics, labor markets, and sustainable business practices directly contributes to decent work and economic growth. Students may explore topics such as entrepreneurship, job creation, fair trade, or economic policies that promote sustainable growth, which are essential to SDG 8. 10. SDG 12: Responsible Consumption and Production Students working on sustainability topics, particularly in areas like waste management, sustainable agriculture, or circular economies, would be addressing responsible consumption and production. The seminar supports research into sustainable production practices, resource management, and environmentally conscious consumer behavior. 11. SDG 11: Sustainable Cities and Communities Research focused on urban development, housing, transportation, and environmental planning can contribute to sustainable cities and communities. The pre-thesis seminar helps students refine their research in these areas, promoting sustainable urban planning and management practices. 12. SDG 15: Life on Land Students researching biodiversity, conservation, land management, or ecological sustainability contribute to life on land. The seminar can guide students in conducting research that supports the protection and sustainable use of terrestrial ecosystems, contributing to conservation efforts and policy development. 13. SDG 14: Life Below Water Research topics focused on marine ecosystems, ocean pollution, or sustainable fisheries can contribute to life below water. The seminar provides a platform for students to develop robust research that addresses the challenges facing ocean conservation and marine biodiversity. 14. SDG 17: Partnerships for the Goals A Seminar Pra Skripsi often involves collaboration with supervisors, peers, and sometimes external organizations, contributing to partnerships for the goals. The course encourages interdisciplinary research and partnerships with academic, governmental, and non-governmental organizations, fostering collaboration that can advance sustainable development goals. In summary, a Seminar Pra Skripsi can support a wide array of SDGs depending on the research topics chosen by students. The course encourages critical thinking, interdisciplinary research, and scholarly work that contributes to addressing global challenges, ranging from education and inequality to sustainability and innovation. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09140206 | SKRIPSI | THESIS | Writing a thesis is a significant academic undertaking that demonstrates your ability to conduct independent research, synthesize information, and contribute to your field of study. | 1. SDG 4: Quality Education The Thesis course directly supports quality education by encouraging students to apply critical thinking, research, and academic skills to create original, high-quality work. It promotes the development of knowledge in various fields, improving educational resources, and contributing to the body of academic literature. 2. SDG 9: Industry, Innovation, and Infrastructure Research that focuses on technological innovation, industry practices, or infrastructure development contributes to industry, innovation, and infrastructure. Theses in fields such as engineering, technology, and urban planning can offer solutions to real-world challenges, helping to develop sustainable infrastructure and fostering innovation. 3. SDG 10: Reduced Inequalities A thesis that explores topics related to social justice, marginalized groups, or policies aimed at reducing economic, racial, or gender inequalities aligns with reducing inequalities. By focusing on inequality, students can provide research that informs public policy, social programs, or advocacy initiatives aimed at promoting equity. 4. SDG 5: Gender Equality Theses that focus on gender dynamics, women’s rights, or the social, economic, and political roles of different genders contribute to gender equality. Research in gender studies can lead to a deeper understanding of barriers to equality and inform strategies to overcome them, empowering women and promoting gender fairness. 5. SDG 13: Climate Action Theses addressing environmental issues such as climate change, sustainable energy, or environmental policy contribute to climate action. Research on renewable energy, climate mitigation, or environmental conservation helps to inform policies and practices aimed at combating global climate challenges. 6. SDG 16: Peace, Justice, and Strong Institutions A thesis that focuses on governance, human rights, conflict resolution, or legal systems supports peace, justice, and strong institutions. Research in political science, law, or international relations can lead to recommendations for strengthening institutions, promoting justice, and fostering peaceful societies. 7. SDG 8: Decent Work and Economic Growth Theses that explore labor markets, economic development, entrepreneurship, or business ethics contribute to decent work and economic growth. Research in economics, business, or development studies can offer insights into how to promote sustainable economic practices and create jobs that provide fair wages and work conditions. 8. SDG 7: Affordable and Clean Energy Research in energy systems, renewable resources, or energy policy contributes to affordable and clean energy. A thesis focused on sustainable energy solutions can help address global energy challenges by proposing new technologies, policies, or practices for efficient and renewable energy production. 9. SDG 11: Sustainable Cities and Communities A thesis in urban planning, architecture, or community development contributes to sustainable cities and communities. Research in this area might focus on smart city design, affordable housing, public transportation, or community resilience, promoting more inclusive and sustainable urban environments. 10. SDG 12: Responsible Consumption and Production Research on sustainable business practices, waste management, circular economies, or ethical production contributes to responsible consumption and production. A thesis in environmental science, economics, or business that examines sustainable consumption can lead to recommendations for reducing waste, improving resource efficiency, and promoting responsible business practices. 11. SDG 3: Good Health and Well-being A thesis in healthcare, public health, psychology, or medicine contributes to good health and well-being by researching ways to improve healthcare delivery, mental health, disease prevention, or public health education. Research in health-related fields can help inform policies and practices that improve the quality and accessibility of healthcare services. 12. SDG 14: Life Below Water Theses focused on marine ecosystems, ocean conservation, sustainable fishing, or marine pollution contribute to life below water. Research in marine biology, environmental science, or conservation policy helps protect marine biodiversity and promote the sustainable use of ocean resources. 13. SDG 15: Life on Land Research on biodiversity, deforestation, land use, or conservation contributes to life on land by addressing challenges to terrestrial ecosystems. A thesis in ecology, agriculture, or conservation can propose solutions to protect habitats, promote sustainable land use, and preserve biodiversity. 14. SDG 17: Partnerships for the Goals A thesis that involves international collaboration or cross-disciplinary research supports partnerships for the goals by fostering global cooperation and partnerships. Research that integrates various fields or involves multiple institutions or countries promotes knowledge sharing and collaboration, which is essential for addressing global challenges. 15. SDG 6: Clean Water and Sanitation A thesis that explores water resource management, sanitation, or water quality contributes to clean water and sanitation. Research in environmental engineering, public health, or water policy can offer solutions for ensuring access to clean water and improving sanitation practices. 16. SDG 2: Zero Hunger Research in agriculture, food security, or sustainable farming practices contributes to zero hunger by addressing global food production and distribution challenges. Theses in agronomy, food science, or development studies can propose methods to increase food production, improve nutrition, and promote sustainable agriculture. In summary, a Thesis course can support a wide array of SDGs depending on the student’s research focus. Whether addressing social, economic, environmental, or technological challenges, the thesis allows students to apply their academic skills to real-world problems, contributing to sustainable development at both local and global levels. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130403 | MEMBACA BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN READING | Advanced Mandarin reading involves engaging with complex texts that challenge your comprehension skills and deepen your understanding of the language. | 1. SDG 4: Quality Education The course promotes inclusive and equitable quality education by enhancing students’ proficiency in Mandarin, which improves literacy in one of the world’s most spoken languages. By advancing reading skills, the course fosters deeper engagement with Chinese literature, culture, and academic texts, contributing to global education goals by opening access to diverse knowledge and perspectives. 2. SDG 10: Reduced Inequalities Learning a language like Mandarin can help bridge cultural and linguistic gaps, reducing inequalities by promoting intercultural communication and understanding. It provides students from non-Chinese backgrounds with the opportunity to engage in Chinese-speaking environments, helping reduce inequalities in global communication and access to Chinese-language resources. 3. SDG 17: Partnerships for the Goals Proficiency in Mandarin can foster global partnerships by improving students’ ability to collaborate with Chinese-speaking communities and engage in international business, diplomacy, and academic exchanges. The course supports global cooperation by preparing students to participate in cross-cultural dialogues and partnerships, which are essential for achieving sustainable development goals on a global scale. 4. SDG 8: Decent Work and Economic Growth Mandarin proficiency is increasingly valuable in the global economy, especially with China’s role as a major economic player. By advancing reading skills in Mandarin, students become more competitive in international job markets, contributing to decent work and economic growth. The course equips students with the ability to navigate Chinese texts in fields such as business, trade, and technology, which are crucial for economic growth and international commerce. 5. SDG 11: Sustainable Cities and Communities Understanding Mandarin and Chinese texts can give students insights into the cultural, social, and environmental issues faced by Chinese-speaking cities and communities. Through reading advanced materials on urban development, sustainability, and community dynamics in China, the course can contribute to students’ understanding of how to build more sustainable cities and communities worldwide. 6. SDG 16: Peace, Justice, and Strong Institutions Language skills are essential for promoting peaceful and inclusive societies. Advanced Mandarin reading allows students to engage with Chinese legal, political, and social texts, contributing to a better understanding of governance, justice, and institutional structures in Chinese-speaking countries. It helps foster international dialogue and cooperation, which is crucial for peacebuilding and strengthening institutions globally. 7. SDG 5: Gender Equality The course may include reading materials that address gender roles and gender equality issues within Chinese-speaking societies. By understanding these cultural nuances, students can contribute to promoting gender equality. Mandarin literature, articles, and studies focusing on women’s rights, gender relations, and equality issues can enhance students’ awareness and critical thinking on gender equity in Chinese contexts. 8. SDG 13: Climate Action By reading advanced texts on environmental policies, climate change efforts, and sustainability initiatives in China, students gain insights into how one of the world’s largest economies is addressing climate action. The course can help students understand how language and cultural perspectives influence environmental policies and global climate solutions. 9. SDG 12: Responsible Consumption and Production Students may engage with Mandarin texts focused on sustainable practices, environmental conservation, and corporate responsibility in China, supporting responsible consumption and production. Reading about sustainable development initiatives in Chinese-speaking regions can help students understand the role of language in promoting environmental responsibility. In summary, an Advanced Mandarin Reading course supports SDGs related to education, reducing inequalities, global partnerships, economic growth, and sustainability. It equips students with linguistic and cultural knowledge that contributes to their ability to engage meaningfully with global challenges and opportunities in Chinese-speaking contexts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130502 | KRITIK SASTRA | LITERARY CRITICISM | Literary criticism is the study, evaluation, and interpretation of literature. It encompasses a wide range of approaches and theories that help analyze texts, considering their themes, structures, and cultural contexts. | 1. SDG 4: Quality Education Literary Criticism enhances quality education by developing students’ analytical and interpretive skills, encouraging deep engagement with literary texts, and promoting higher-order thinking. The course fosters academic rigor, critical thinking, and effective communication, which are essential components of a well-rounded education. 2. SDG 5: Gender Equality Many literary criticism courses engage with feminist criticism and texts that examine gender roles, inequalities, and women’s rights. By analyzing literature through a gender lens, the course contributes to promoting gender equality and helps students understand how literature reflects and challenges societal norms regarding gender. 3. SDG 10: Reduced Inequalities Literary criticism often involves analyzing texts that explore social class, race, ethnicity, and power dynamics, which can contribute to a deeper understanding of inequalities. Students critically engage with literature that addresses marginalization, discrimination, and social justice, fostering awareness and sensitivity toward reducing social and economic inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions Literary Criticism can engage with texts that deal with themes of justice, human rights, conflict resolution, and the role of institutions, contributing to peace, justice, and strong institutions. By analyzing works that critique societal systems, literature often offers insights into how societies can become more just and inclusive, encouraging students to think critically about the role of institutions in maintaining peace and justice. 5. SDG 11: Sustainable Cities and Communities Literature often reflects the complexities of urbanization, community development, and social challenges within cities. Through literary criticism, students can explore themes related to identity, migration, and community dynamics in urban settings, supporting sustainable cities and communities. The course may involve texts that offer commentary on how literature represents and influences the development of more inclusive and resilient communities. 6. SDG 13: Climate Action Ecocriticism, a branch of literary criticism that explores the relationship between literature and the environment, directly supports climate action by engaging with themes of nature, environmental degradation, and sustainability. By analyzing texts that deal with environmental concerns, students gain insights into how literature can raise awareness about climate change and environmental protection. 7. SDG 12: Responsible Consumption and Production Literary criticism may include discussions on how literature addresses themes of consumerism, waste, and sustainability. Texts that critique irresponsible consumption practices contribute to promoting responsible consumption and production. By analyzing works that focus on the environmental and social consequences of overconsumption, students gain a better understanding of sustainability in a global context. 8. SDG 8: Decent Work and Economic Growth Literature often explores themes of labor, economic disparity, and the working class. Through literary criticism, students can engage with works that critique labor practices and economic systems, contributing to discussions on decent work and economic growth. Analyzing texts that address these topics can offer insights into the impact of economic structures on individuals and societies, fostering a more nuanced understanding of economic sustainability. 9. SDG 17: Partnerships for the Goals Literary criticism promotes cross-cultural dialogue by analyzing works from different parts of the world, encouraging an understanding of global perspectives and fostering international cooperation. By engaging with literature from diverse cultures and regions, the course contributes to global partnerships by promoting cultural exchange, empathy, and shared human values. In summary, a Literary Criticism course supports SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, and climate action. By analyzing literature from various critical perspectives, students are encouraged to engage with global challenges, understand diverse viewpoints, and reflect on how literature can contribute to sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130602 | PENULISAN AKADEMIK | ACADEMIC WRITING | Academic writing is a formal style of writing used in academic settings, characterized by clarity, precision, and adherence to specific conventions. Here’s an overview of its key features, structure, and tips for effective academic writing. | 1. SDG 4: Quality Education An Academic Writing course directly supports quality education by developing students’ ability to write effectively, think critically, and communicate complex ideas clearly. The course promotes academic literacy, helping students excel in their studies and contributing to a well-educated, informed society. 2. SDG 10: Reduced Inequalities Academic writing improves students’ ability to express their thoughts and ideas, empowering individuals from diverse backgrounds to communicate their perspectives in academic and professional settings. This can help reduce inequalities in access to higher education and professional opportunities. By teaching writing skills that are crucial for success in academia and beyond, the course helps level the playing field for students from underrepresented or marginalized groups. 3. SDG 16: Peace, Justice, and Strong Institutions Through the study of academic writing, students learn to engage with topics such as governance, human rights, and social justice. Strong writing skills enable students to contribute effectively to discussions on peace, justice, and institutional reform. The course promotes clear and critical communication on topics related to peace, justice, and strong institutions, enabling students to influence positive societal change through their written work. 4. SDG 5: Gender Equality Academic writing courses often encourage students to research and write on topics related to gender issues, helping to raise awareness and foster discussions on gender equality. By empowering students with the skills to articulate arguments and advocate for gender equity, the course contributes to advancing understanding and solutions for gender-related challenges. 5. SDG 17: Partnerships for the Goals Effective writing is essential for academic collaboration, global research, and partnerships across borders. Academic Writing supports partnerships for the goals by enabling students to communicate their research and ideas clearly and persuasively in international contexts. The course encourages collaborative learning and may involve group projects that promote teamwork and partnerships, which are key to achieving sustainable development goals. 6. SDG 8: Decent Work and Economic Growth Strong writing skills are essential in virtually all professional fields. An Academic Writing course helps students become more competitive in the job market by equipping them with the skills needed to write reports, proposals, and professional documents, contributing to decent work and economic growth. The ability to communicate effectively in writing is critical for professional development and leadership in various sectors, supporting sustainable economic growth. 7. SDG 12: Responsible Consumption and Production Students may write research papers or essays on topics related to sustainability, responsible consumption, and environmental issues. By engaging in academic writing on these topics, students contribute to raising awareness about responsible consumption and production. The course encourages students to think critically about the environmental and social impacts of human activities and to advocate for more sustainable practices through their writing. 8. SDG 13: Climate Action An Academic Writing course may include assignments focused on environmental issues, climate science, and policies related to climate action. Students learn to research and write persuasively about solutions to climate change, contributing to the global discourse on sustainability and environmental protection. 9. SDG 11: Sustainable Cities and Communities Students may be encouraged to explore topics related to urban development, social justice, or sustainability within their writing assignments. This fosters critical engagement with the challenges and opportunities in building sustainable cities and communities. Through research and writing on urban issues, students can contribute to discussions on how to create more inclusive, resilient, and sustainable communities. 10. SDG 9: Industry, Innovation, and Infrastructure Writing about innovation, technological advancements, and sustainable infrastructure projects can help students contribute to academic and public debates on these topics. Academic Writing courses support industry, innovation, and infrastructure by training students to communicate effectively about new technologies and their potential to drive sustainable development. In summary, an Academic Writing course supports SDGs related to education, reducing inequalities, gender equality, peace and justice, and sustainability. By equipping students with essential communication and research skills, the course empowers them to contribute meaningfully to global discussions on sustainable development, fostering informed, articulate, and engaged citizens. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130702 | STRATEGI HSK & HSKK | STRATEGI HSK & HSKK | The HSK (Hanyu Shuiping Kaoshi) and HSKK (Hanyu Shuiping Kouyu Kaoshi) are standardized tests designed to assess Chinese language proficiency for non-native speakers. | 1. SDG 4: Quality Education The course directly supports quality education by enhancing students’ Mandarin language skills, particularly in listening, speaking, reading, and writing. Preparing for the HSK and HSKK tests promotes academic achievement and lifelong learning, helping students attain higher levels of language proficiency. 2. SDG 10: Reduced Inequalities Learning Mandarin through this course can help bridge language gaps, reducing inequalities in access to education, resources, and opportunities for non-Chinese speakers. By providing the tools to communicate effectively in Mandarin, the course can empower students from diverse backgrounds to engage more fully in Chinese-speaking environments, promoting social inclusion. 3. SDG 17: Partnerships for the Goals Proficiency in Mandarin can enhance collaboration and partnerships between Chinese-speaking and non-Chinese-speaking communities and organizations, contributing to global partnerships. The course fosters understanding and cooperation among cultures, which is essential for addressing global challenges and achieving sustainable development. 4. SDG 8: Decent Work and Economic Growth Mandarin language skills are increasingly valuable in the global job market, particularly as China’s economy grows. The course prepares students for decent work by improving their employability and competitiveness. By equipping students with language proficiency, the course enhances their ability to work in international business, trade, and diplomacy. 5. SDG 5: Gender Equality The course can include discussions on gender in language and cultural contexts, contributing to gender equality. By understanding the role of language in gender dynamics, students can be more informed advocates for equality and inclusion in both Chinese and global contexts. 6. SDG 12: Responsible Consumption and Production The course may explore themes related to Chinese culture, sustainability, and responsible practices, encouraging discussions on responsible consumption and production. Learning about Chinese perspectives on sustainability can help students understand the importance of ethical consumption in a global context. 7. SDG 11: Sustainable Cities and Communities Understanding Mandarin and Chinese culture can foster discussions about urban development, community dynamics, and sustainability in Chinese-speaking regions, contributing to sustainable cities and communities. The course may include content related to how language reflects social and environmental challenges in urban settings. 8. SDG 13: Climate Action The course may address environmental issues in China and the role of language in advocating for climate action. By preparing students to communicate effectively about environmental challenges and solutions in Mandarin, the course can contribute to the global discourse on sustainability. In summary, a course on Strategi HSK & HSKK supports SDGs related to education, reducing inequalities, gender equality, economic growth, and sustainability. By fostering language proficiency and cultural understanding, the course empowers students to engage in meaningful dialogues, enhancing their ability to participate in global discussions and contribute to sustainable development goals. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130802 | ANALISIS WACANA | DISCOURSE ANALYSIS | Discourse analysis is a qualitative research method used to study written, spoken, or visual communication. | 1. SDG 4: Quality Education Discourse analysis promotes quality education by enhancing students’ critical thinking and analytical skills, enabling them to deconstruct and understand various forms of communication. The course encourages deeper engagement with texts, fostering a comprehensive understanding of how discourse shapes knowledge and learning environments. 2. SDG 5: Gender Equality Many discourse analysis courses focus on language use in relation to gender, examining how discourse can reinforce or challenge gender norms and inequalities. By analyzing texts and conversations, students gain insights into the role of language in shaping gender identities and relationships, contributing to discussions on gender equality. 3. SDG 10: Reduced Inequalities Discourse analysis often explores themes of power, privilege, and marginalization, making it a valuable tool for understanding and addressing inequalities. The course helps students critically examine how language can perpetuate or challenge social inequalities related to race, class, gender, and other identity factors. 4. SDG 16: Peace, Justice, and Strong Institutions Discourse analysis can provide insights into how language influences perceptions of justice, governance, and social order. It enables students to critically engage with discourse surrounding law, politics, and human rights. By examining how language shapes narratives around peace and conflict, the course contributes to understanding peace, justice, and strong institutions. 5. SDG 11: Sustainable Cities and Communities Language plays a crucial role in shaping community identities and discussions about urban development. Discourse analysis can explore how language reflects and influences the dynamics of sustainable cities and communities. The course may include studies of how discourse around urban planning and community issues affects public perception and action. 6. SDG 13: Climate Action Discourse analysis can be applied to study how environmental issues are framed in public discourse, media, and policy. Understanding the language of climate change can help advocate for climate action. By analyzing how different stakeholders communicate about environmental issues, students can better understand strategies for promoting sustainability. 7. SDG 17: Partnerships for the Goals Effective communication is essential for collaboration and partnerships across cultures and disciplines. Discourse analysis equips students with the skills to analyze and improve communication strategies, fostering global partnerships. By understanding how language can facilitate or hinder cooperation, students can contribute to more effective international collaboration on development goals. 8. SDG 8: Decent Work and Economic Growth Discourse analysis can be applied to the study of language in professional settings, enhancing students’ understanding of workplace communication and its impact on decent work and economic growth. By examining how discourse shapes professional relationships and organizational culture, the course can help prepare students for effective communication in diverse work environments. In summary, a Discourse Analysis course supports various SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with the skills to analyze and interpret language, the course fosters critical engagement with social issues, enabling them to contribute to meaningful dialogues and actions toward sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130902 | METODE PENELITIAN SASTRA | LITERARY RESEARCH METHODS | Literary research methods encompass a variety of approaches used to analyze, interpret, and evaluate literary texts. | 1. SDG 4: Quality Education The course enhances quality education by teaching students essential research skills, including how to locate, evaluate, and analyze literary texts and secondary sources. It promotes critical thinking and analytical skills that are fundamental to academic success and lifelong learning. 2. SDG 5: Gender Equality Literary research methods often involve analyzing texts through various critical lenses, including feminist criticism. This engagement helps students understand and address issues related to gender equality in literature and society. By exploring the representation of gender in literary works, students can develop a nuanced understanding of the role literature plays in shaping gender norms and identities. 3. SDG 10: Reduced Inequalities The course can address themes of representation and voice, focusing on how marginalized groups are portrayed in literature. This critical examination fosters discussions on inequalities in society. Students learn to analyze texts from diverse cultural, social, and historical contexts, which can promote empathy and understanding toward underrepresented communities. 4. SDG 16: Peace, Justice, and Strong Institutions Literary texts often engage with themes of justice, conflict, and governance. By studying these works, students can gain insights into how literature reflects and critiques societal structures, contributing to discussions on peace, justice, and strong institutions. The course encourages students to consider the role of literature in advocating for social change and human rights. 5. SDG 11: Sustainable Cities and Communities Literary research methods may involve exploring urban literature and texts that reflect the dynamics of city life, community identity, and social challenges, contributing to discussions on sustainable cities and communities. Students can analyze how literature represents community issues, resilience, and the impact of urbanization on society. 6. SDG 12: Responsible Consumption and Production The course can examine how literature critiques consumer culture and environmental issues. Through research, students can explore themes related to responsible consumption and production. Analyzing texts that engage with sustainability and ethical practices fosters critical discussions about societal values and responsibilities. 7. SDG 13: Climate Action Literary research methods may include studying eco-critical literature, which focuses on the relationship between literature and the environment. This engagement can contribute to understanding and advocating for climate action. By analyzing how literature addresses environmental issues, students can develop a critical perspective on sustainability and environmental ethics. 8. SDG 17: Partnerships for the Goals Research in literature often involves collaboration across disciplines and cultures. The course promotes global partnerships by encouraging students to engage with literary texts from diverse backgrounds and traditions. Understanding literature as a global conversation helps students appreciate the interconnectedness of human experiences and cultural expressions. In summary, a Literary Research Methods course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with the tools to conduct literary research, the course fosters critical engagement with texts and promotes understanding of the social and cultural issues reflected in literature, enabling them to contribute to sustainable development and social change. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09131002 | BUDAYA DALAM KARYA SASTRA TIONGKOK | CULTURE IN CHINESE LITERATURE WORKS | Chinese literature is deeply intertwined with cultural, historical, and philosophical elements that reflect the richness of Chinese society. | 1. SDG 4: Quality Education This course contributes to quality education by fostering an understanding of Chinese literature and culture, enhancing students’ knowledge and critical thinking skills. It promotes cultural literacy and an appreciation for diverse literary traditions, encouraging lifelong learning and academic engagement. 2. SDG 10: Reduced Inequalities Analyzing Chinese literature can shed light on issues of social inequality, class, and cultural marginalization. This exploration helps students understand and critique the inequalities present in society. The course may focus on works by marginalized voices in Chinese literature, contributing to discussions about representation and social justice. 3. SDG 5: Gender Equality The study of Chinese literature often involves examining gender roles and the representation of women in literary works. This analysis contributes to understanding gender equality within the cultural context. By engaging with feminist literary criticism and gender studies, students can explore how literature reflects and challenges societal norms regarding gender. 4. SDG 16: Peace, Justice, and Strong Institutions Literature can reflect and critique social justice issues and governance. The course encourages students to analyze how Chinese literary works engage with themes of peace, justice, and strong institutions. By studying the historical and cultural contexts of these works, students can better understand the role of literature in advocating for social change and justice. 5. SDG 11: Sustainable Cities and Communities Chinese literature often reflects the dynamics of urbanization, community identity, and social challenges. The course can explore how these themes contribute to discussions about sustainable cities and communities. Analyzing literary representations of urban life can foster discussions about social cohesion and the challenges faced by communities in contemporary China. 6. SDG 12: Responsible Consumption and Production The course may examine themes related to consumerism and environmental issues in Chinese literature. Understanding how literature critiques societal values can promote discussions on responsible consumption and production. By exploring how literary works address consumption patterns, students can engage with broader conversations about sustainability and ethical practices. 7. SDG 13: Climate Action Some Chinese literary works may engage with environmental themes and the relationship between humans and nature. The course can contribute to discussions about climate action through the lens of literature. Analyzing how literature reflects environmental challenges can raise awareness and encourage advocacy for sustainability. 8. SDG 17: Partnerships for the Goals Literature serves as a bridge between cultures, and studying Chinese literature can foster understanding and cooperation among diverse communities, contributing to global partnerships. By engaging with Chinese literary traditions, students can appreciate the interconnectedness of global cultures and the shared human experience. In summary, a course on Culture in Chinese Literature Works supports several SDGs related to education, reducing inequalities, gender equality, peace and justice, sustainable communities, climate action, and global partnerships. By exploring the cultural, social, and historical contexts of Chinese literature, the course fosters critical engagement with important issues and encourages students to contribute to a more just and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122002 | PENULISAN KREATIF BAHASA MANDARIN | CREATIVE WRITING IN MANDARIN | Creative writing in Mandarin offers a rich avenue for self-expression and linguistic exploration. Here are some key aspects, tips, and exercises to enhance your creative writing skills in Mandarin. | 1. SDG 4: Quality Education This course enhances quality education by developing students’ language proficiency, critical thinking, and writing skills in Mandarin. It promotes creative expression and encourages students to engage deeply with language and literature, contributing to a well-rounded education. 2. SDG 5: Gender Equality Creative writing can be a platform for exploring and expressing gender issues, empowering students to address gender equality through their narratives. The course can encourage students to write about diverse perspectives, including those of marginalized genders, fostering awareness and dialogue around gender roles and identities. 3. SDG 10: Reduced Inequalities The course may focus on giving voice to underrepresented communities in Mandarin literature, contributing to a deeper understanding of inequalities in society. By encouraging students to write about their experiences and cultural backgrounds, the course promotes inclusivity and representation in literary expression. 4. SDG 16: Peace, Justice, and Strong Institutions Creative writing can engage with themes of social justice, conflict resolution, and civic engagement, contributing to discussions on peace, justice, and strong institutions. Students can explore how narrative and storytelling can be powerful tools for advocacy and change, fostering understanding of complex social issues. 5. SDG 11: Sustainable Cities and Communities Students may write about urban life, community dynamics, and the challenges faced by cities in contemporary China, contributing to discussions about sustainable cities and communities. Creative writing can encourage reflection on community identity and the role of storytelling in fostering social cohesion and resilience. 6. SDG 12: Responsible Consumption and Production The course can include themes of consumerism and sustainability in creative works, prompting students to critically examine societal values and practices related to responsible consumption and production. Writing about environmental issues and ethical consumption can help raise awareness and inspire action through creative expression. 7. SDG 13: Climate Action Creative writing can engage with environmental themes, allowing students to explore and express their thoughts on climate action through narrative and poetry. By addressing environmental challenges in their writing, students can contribute to awareness and advocacy for sustainability. 8. SDG 17: Partnerships for the Goals The course can foster collaboration among students from diverse backgrounds, encouraging partnerships in storytelling and creative projects that reflect global perspectives and experiences. By sharing and discussing their creative works, students can build connections and understanding across cultures, contributing to global partnerships. In summary, a course on Creative Writing in Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By fostering creativity and expression in Mandarin, the course empowers students to engage with important social issues, encouraging them to contribute to a more just and sustainable world through their writing.1. SDG 4: Quality Education This course enhances quality education by developing students’ language proficiency, critical thinking, and writing skills in Mandarin. It promotes creative expression and encourages students to engage deeply with language and literature, contributing to a well-rounded education. 2. SDG 5: Gender Equality Creative writing can be a platform for exploring and expressing gender issues, empowering students to address gender equality through their narratives. The course can encourage students to write about diverse perspectives, including those of marginalized genders, fostering awareness and dialogue around gender roles and identities. 3. SDG 10: Reduced Inequalities The course may focus on giving voice to underrepresented communities in Mandarin literature, contributing to a deeper understanding of inequalities in society. By encouraging students to write about their experiences and cultural backgrounds, the course promotes inclusivity and representation in literary expression. 4. SDG 16: Peace, Justice, and Strong Institutions Creative writing can engage with themes of social justice, conflict resolution, and civic engagement, contributing to discussions on peace, justice, and strong institutions. Students can explore how narrative and storytelling can be powerful tools for advocacy and change, fostering understanding of complex social issues. 5. SDG 11: Sustainable Cities and Communities Students may write about urban life, community dynamics, and the challenges faced by cities in contemporary China, contributing to discussions about sustainable cities and communities. Creative writing can encourage reflection on community identity and the role of storytelling in fostering social cohesion and resilience. 6. SDG 12: Responsible Consumption and Production The course can include themes of consumerism and sustainability in creative works, prompting students to critically examine societal values and practices related to responsible consumption and production. Writing about environmental issues and ethical consumption can help raise awareness and inspire action through creative expression. 7. SDG 13: Climate Action Creative writing can engage with environmental themes, allowing students to explore and express their thoughts on climate action through narrative and poetry. By addressing environmental challenges in their writing, students can contribute to awareness and advocacy for sustainability. 8. SDG 17: Partnerships for the Goals The course can foster collaboration among students from diverse backgrounds, encouraging partnerships in storytelling and creative projects that reflect global perspectives and experiences. By sharing and discussing their creative works, students can build connections and understanding across cultures, contributing to global partnerships. In summary, a course on Creative Writing in Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By fostering creativity and expression in Mandarin, the course empowers students to engage with important social issues, encouraging them to contribute to a more just and sustainable world through their writing. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122102 | SASTRA BANDINGAN | COMPARATIVE LITERATURE | Comparative literature is an interdisciplinary field that examines literature across cultures, languages, and time periods. It seeks to understand how different literary traditions interact, influence one another, and reflect shared themes and issues. Here’s an overview of key concepts, approaches, and themes in comparative literature. | 1. SDG 4: Quality Education The course enhances quality education by teaching students critical reading and analytical skills, promoting an understanding of different literary traditions and methodologies. It encourages students to engage deeply with texts from various cultures, fostering academic inquiry and intellectual growth. 2. SDG 10: Reduced Inequalities Comparative literature often examines themes of representation, power, and marginalization across different cultures. This focus helps students understand and critique inequalities in literature and society. By analyzing works from diverse voices and backgrounds, the course promotes empathy and awareness of social justice issues. 3. SDG 5: Gender Equality The course can include discussions on gender in literature, exploring how different cultures represent gender roles and identities. This analysis contributes to understanding gender equality and the role of literature in shaping societal norms. Students can engage with feminist literary theories and texts that challenge traditional gender narratives. 4. SDG 16: Peace, Justice, and Strong Institutions Comparative literature often addresses themes of justice, conflict, and human rights. By studying these works, students can gain insights into how literature reflects and critiques social issues related to peace, justice, and strong institutions. The course encourages critical engagement with texts that advocate for social change and human rights. 5. SDG 11: Sustainable Cities and Communities The course may explore how literature represents urban life and community dynamics in different cultural contexts, contributing to discussions about sustainable cities and communities. Analyzing literary representations of city life can help students understand social challenges and the role of literature in shaping community identities. 6. SDG 12: Responsible Consumption and Production Comparative literature can examine how different cultures portray consumerism and ethical practices in their narratives, promoting discussions on responsible consumption and production. Analyzing literature that critiques societal values can encourage students to reflect on their own consumption habits and ethical responsibilities. 7. SDG 13: Climate Action The course may include eco-critical literature from various cultures that addresses environmental themes and the relationship between humans and nature. This engagement can contribute to understanding and advocating for climate action. By analyzing how different literary traditions respond to environmental issues, students can develop a critical perspective on sustainability. 8. SDG 17: Partnerships for the Goals Comparative literature fosters collaboration and dialogue between different cultures and literary traditions, contributing to global partnerships. By studying texts from various backgrounds, students can appreciate the interconnectedness of human experiences and cultural expressions, promoting cross-cultural understanding. In summary, a Comparative Literature course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with diverse literary traditions, the course fosters critical thinking and cultural understanding, empowering students to contribute to a more just and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122202 | SEMANTIK BAHASA MANDARIN | MANDARIN LANGUAGE SEMANTICS | Mandarin language semantics is the study of meaning in the Chinese language, focusing on how words, phrases, and sentences convey meaning within various contexts. | 1. SDG 4: Quality Education The course supports quality education by teaching students about the principles of semantics in Mandarin, enhancing their linguistic skills and critical thinking. It promotes understanding of how meaning is constructed in language, contributing to a deeper grasp of communication and literacy. 2. SDG 10: Reduced Inequalities Understanding semantics can help students analyze how language can perpetuate or challenge inequalities. By studying the nuances of Mandarin, students can better understand issues related to representation and access in communication. The course can address how semantics affects social interactions and power dynamics, fostering a more inclusive approach to language use. 3. SDG 5: Gender Equality The study of semantics may involve examining gendered language and the ways in which language reflects and influences gender equality. By analyzing how semantics shapes perceptions of gender in Mandarin, students can gain insights into the role of language in reinforcing or challenging gender norms. 4. SDG 16: Peace, Justice, and Strong Institutions The course can explore how language and semantics influence political discourse, justice, and social cohesion. Understanding the semantics of language can contribute to discussions about peace, justice, and strong institutions. By examining how language shapes societal narratives and power structures, students can develop a critical perspective on communication in governance and justice. 5. SDG 11: Sustainable Cities and Communities Semantics plays a crucial role in how communities communicate about urban issues. The course may address how language shapes community identity and discussions about sustainable cities and communities. Understanding the semantics of urban discourse can help students engage with social challenges and contribute to community development. 6. SDG 12: Responsible Consumption and Production The course can involve examining how language influences consumer behavior and societal values related to responsible consumption and production. By analyzing marketing language and its implications, students can better understand the relationship between language, culture, and consumption practices. 7. SDG 13: Climate Action Language plays a vital role in communicating environmental issues and advocating for climate action. The course may explore how semantics shapes discourse around sustainability and environmental ethics. By understanding the semantics of environmental communication, students can contribute to more effective advocacy and awareness efforts. 8. SDG 17: Partnerships for the Goals Understanding semantics is crucial for effective communication and collaboration across cultures. The course can enhance students’ skills in fostering global partnerships through better understanding of language use and cultural nuances. By studying how semantics influences cross-cultural communication, students can promote cooperation and dialogue in diverse contexts. In summary, a course on Mandarin Language Semantics supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By deepening students’ understanding of language and meaning in Mandarin, the course empowers them to engage with important social issues and contribute to sustainable development goals through effective communication. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09122302 | BAHASA ASING | FOREIGN LANGUAGE | Learning a foreign language can be a rewarding and enriching experience, offering numerous benefits both personally and professionally. | 1. SDG 4: Quality Education A foreign language course directly supports quality education by providing students with language skills essential for academic and professional success. It promotes cognitive development, critical thinking, and global awareness, contributing to a well-rounded education. 2. SDG 10: Reduced Inequalities Language education can help bridge communication gaps and reduce inequalities in access to information and opportunities, especially for marginalized communities. By learning a foreign language, students can engage with diverse cultures and perspectives, promoting inclusivity and understanding. 3. SDG 5: Gender Equality Foreign language courses can include discussions about how language reflects and shapes gender roles and identities in different cultures. Understanding language can empower students to challenge gender stereotypes and advocate for gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Language skills are essential for effective communication in global contexts, which can contribute to peace, justice, and strong institutions. The course may address how language can be used to advocate for human rights and social justice, fostering critical engagement with societal issues. 5. SDG 11: Sustainable Cities and Communities Learning a foreign language can enhance students’ understanding of urban issues and community dynamics in different cultural contexts, contributing to discussions about sustainable cities and communities. By studying foreign cultures and languages, students can engage with global urban challenges and solutions. 6. SDG 12: Responsible Consumption and Production The course can explore how language influences consumer behavior and societal values related to responsible consumption and production in different cultures. Understanding cultural narratives around consumption can help students become more conscious consumers. 7. SDG 13: Climate Action Language education can raise awareness about global environmental issues and the role of communication in advocating for climate action. By learning how different cultures address environmental challenges, students can contribute to global conversations on sustainability. 8. SDG 17: Partnerships for the Goals A foreign language course fosters cross-cultural communication and collaboration, which is vital for global partnerships. By learning a language, students can engage more effectively in international dialogues, promoting cooperation and understanding across cultures. In summary, a Foreign Language course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By equipping students with language skills and cultural knowledge, the course empowers them to engage with global issues and contribute to sustainable development. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130103 | BAHASA MANDARIN KOMPREHENSIF LANJUTAN | ADVANCED COMPREHENSIVE MANDARIN | Advanced comprehensive Mandarin focuses on developing proficiency in the language across various skills: speaking, listening, reading, and writing. | 1. SDG 4: Quality Education This course promotes quality education by advancing students’ language skills, enabling them to engage with complex texts and concepts in Mandarin. It fosters critical thinking and analytical skills through in-depth study of language, literature, and culture, contributing to a comprehensive educational experience. 2. SDG 5: Gender Equality Advanced study of Mandarin can include discussions of gender representation in literature and media, helping students explore issues related to gender equality. Analyzing how language reflects and shapes gender roles can empower students to advocate for gender equality within different cultural contexts. 3. SDG 10: Reduced Inequalities The course may address language disparities and communication barriers that contribute to social inequalities. By improving language skills, students can better engage with diverse communities and perspectives. Understanding the nuances of Mandarin can also foster appreciation for marginalized voices in Chinese literature and culture. 4. SDG 16: Peace, Justice, and Strong Institutions Advanced Mandarin studies can engage with themes of social justice and civic engagement, contributing to discussions about peace, justice, and strong institutions. The course may explore how language can be a tool for advocacy, highlighting its role in social movements and legal discourse. 5. SDG 11: Sustainable Cities and Communities The study of advanced Mandarin can involve discussions on urban culture, community dynamics, and social issues in contemporary China, contributing to discussions about sustainable cities and communities. Analyzing how language shapes community identity can foster a deeper understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine themes of consumerism and sustainability within Chinese culture and literature, prompting discussions about responsible consumption and production. Understanding how language is used to convey messages about consumption can influence students’ perspectives on ethical practices. 7. SDG 13: Climate Action Advanced studies may include eco-critical literature and discussions on environmental issues in Mandarin. This engagement can raise awareness about the importance of climate action. Analyzing how different narratives address environmental challenges can empower students to advocate for sustainability. 8. SDG 17: Partnerships for the Goals Mastery of advanced Mandarin can facilitate cross-cultural communication and collaboration, essential for global partnerships. By understanding the cultural nuances of the language, students can engage more effectively in international dialogues and collaborations. In summary, a course on Advanced Comprehensive Mandarin supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language proficiency and cultural understanding, the course empowers students to engage with important global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130203 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN LISTENING AND SPEAKING | Advanced Mandarin listening and speaking skills are crucial for achieving fluency and confidence in real-life situations. | 1. SDG 4: Quality Education The course contributes to quality education by developing advanced listening and speaking skills in Mandarin, which are essential for academic and professional success. It fosters critical thinking and effective communication, enhancing students’ overall educational experience. 2. SDG 5: Gender Equality The course can include discussions about gender representation and issues in spoken Mandarin, allowing students to explore concepts of gender equality. By analyzing how language and discourse reflect and shape gender roles, students can become advocates for gender equality in their communications. 3. SDG 10: Reduced Inequalities Advanced listening and speaking skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By engaging with diverse voices and perspectives in Mandarin, students can better understand and address social inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how language facilitates discussions about peace, justice, and strong institutions. Effective communication is crucial in advocating for human rights and social justice. Students can learn to articulate their thoughts on social issues, contributing to civic engagement and advocacy. 5. SDG 11: Sustainable Cities and Communities The course may address urban issues and community dynamics through listening and speaking exercises, promoting discussions about sustainable cities and communities. Engaging with local communities through advanced communication can foster a deeper understanding of urban challenges. 6. SDG 12: Responsible Consumption and Production Discussions in the course may involve topics related to consumer behavior and sustainability in Mandarin, encouraging students to think critically about responsible consumption and production. By examining how language influences societal values around consumption, students can reflect on their practices and attitudes. 7. SDG 13: Climate Action The course can engage with discussions about environmental issues and sustainability in Mandarin, raising awareness about climate action. Students can practice articulating their thoughts on environmental challenges and advocating for sustainability in their communities. 8. SDG 17: Partnerships for the Goals Mastering advanced listening and speaking skills in Mandarin can enhance students’ ability to communicate and collaborate with diverse cultures, which is vital for global partnerships. Effective communication fosters understanding and cooperation in international contexts, enabling students to participate in global dialogues. In summary, a course on Advanced Mandarin Listening and Speaking supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing communication skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09130303 | MENULIS BAHASA MANDARIN LANJUTAN | ADVANCED MANDARIN WRITING | Advanced Mandarin writing focuses on refining your ability to express complex ideas clearly and effectively while employing sophisticated vocabulary and structures. | 1. SDG 4: Quality Education The course contributes to quality education by enhancing students’ writing skills in Mandarin, which are essential for academic success and effective communication. It encourages critical thinking, creativity, and clarity in expression, all of which are vital components of a comprehensive education. 2. SDG 5: Gender Equality Advanced writing can include discussions about gender representation in literature and media, allowing students to explore concepts of gender equality. Analyzing how language reflects and influences gender roles can empower students to challenge stereotypes and advocate for gender equality in their writing. 3. SDG 10: Reduced Inequalities The course can address language disparities and promote understanding of how writing can perpetuate or challenge inequalities. By engaging with diverse voices and perspectives in Mandarin, students can become advocates for inclusivity and representation in their written work. 4. SDG 16: Peace, Justice, and Strong Institutions Writing skills are essential for effective communication in advocacy and civic engagement. The course can help students articulate their views on peace, justice, and strong institutions. By examining how language can be used to promote social justice and human rights, students can develop their voices as advocates for change. 5. SDG 11: Sustainable Cities and Communities The course may explore how writing can reflect urban culture and community dynamics, contributing to discussions about sustainable cities and communities. Students can analyze and create written works that address social issues within urban settings, promoting awareness and solutions. 6. SDG 12: Responsible Consumption and Production The course can involve discussions on how language shapes narratives around consumer behavior and sustainability, prompting reflections on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Advanced writing courses can engage with environmental themes, raising awareness about the importance of climate action. Students can develop their writing skills to effectively communicate about sustainability and environmental challenges, advocating for change through their work. 8. SDG 17: Partnerships for the Goals Mastering advanced writing in Mandarin enhances students’ ability to communicate effectively across cultures, which is crucial for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on Advanced Mandarin Writing supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121302 | BAHASA MANDARIN KOMPREHENSIF MENENGAH 2 | INTERMEDIATE COMPREHENSIVE MANDARIN 2 | Intermediate Comprehensive Mandarin 2 focuses on further developing language skills across speaking, listening, reading, and writing. | 1. SDG 4: Quality Education This course supports quality education by developing intermediate-level Mandarin language skills, essential for academic and professional advancement. It encourages critical thinking and cultural awareness through language learning, promoting a well-rounded educational experience. 2. SDG 5: Gender Equality The course can include discussions on gender representation in Mandarin texts and media, allowing students to explore issues related to gender equality. By analyzing how language reflects and shapes gender roles, students can gain insights into advocating for gender equality in their communication. 3. SDG 10: Reduced Inequalities Language education can help bridge communication gaps and reduce inequalities by providing students with the skills to engage with diverse communities. Understanding Mandarin allows students to access a broader range of cultural narratives and perspectives, fostering inclusivity. 4. SDG 16: Peace, Justice, and Strong Institutions The course may cover topics related to social justice, human rights, and civic engagement, contributing to discussions about peace, justice, and strong institutions. Students can learn to articulate their thoughts on these issues in Mandarin, empowering them to participate in meaningful discourse. 5. SDG 11: Sustainable Cities and Communities The course can explore urban culture and community dynamics in Chinese-speaking contexts, promoting discussions about sustainable cities and communities. Engaging with local issues through language can foster understanding of urban challenges and solutions. 6. SDG 12: Responsible Consumption and Production The course can address topics related to consumer behavior and sustainability in Mandarin, encouraging students to think critically about responsible consumption and production. Understanding how language shapes narratives around consumption can influence students’ perspectives on ethical practices. 7. SDG 13: Climate Action Students may engage with discussions about environmental issues in Mandarin, raising awareness about the importance of climate action. By learning to communicate about sustainability, students can advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Mastering intermediate Mandarin enhances students’ ability to communicate across cultures, which is crucial for global partnerships. Effective communication fosters understanding and cooperation in international contexts, enabling students to engage in global dialogues. In summary, an Intermediate Comprehensive Mandarin 2 course supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language proficiency and cultural understanding, the course empowers students to engage with important global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121402 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN MENENGAH 2 | LISTENING AND SPEAKING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Listening and Speaking 2 focuses on enhancing your ability to understand and communicate effectively in various contexts. Here are strategies, resources, and practice activities to help you advance your skills. | 1. SDG 4: Quality Education The course supports quality education by developing students’ listening and speaking skills in Mandarin, essential for academic success and effective communication. It promotes interactive learning environments that foster critical thinking and engagement through spoken language practice. 2. SDG 5: Gender Equality The course can include discussions on gender representation and issues in Mandarin discourse, allowing students to explore concepts of gender equality. Analyzing how language and communication reflect and shape gender roles can empower students to advocate for gender equality in their interactions. 3. SDG 10: Reduced Inequalities Advanced listening and speaking skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By engaging with diverse voices and perspectives in Mandarin, students can better understand and address social inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how effective communication contributes to peace, justice, and strong institutions. Language skills are vital for civic engagement and advocacy. Students learn to articulate their views on social issues, contributing to meaningful discourse on justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities The course may cover urban culture, community dynamics, and local issues in Mandarin, fostering discussions about sustainable cities and communities. Engaging with community-specific topics enhances students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine how language influences consumer behavior and societal values regarding responsible consumption and production. Understanding the cultural context around consumption can prompt students to reflect on their practices and attitudes. 7. SDG 13: Climate Action Engaging with discussions about environmental issues in Mandarin raises awareness of the importance of climate action. Students can practice articulating their thoughts on sustainability, advocating for environmental responsibility through their spoken communication. 8. SDG 17: Partnerships for the Goals Mastering intermediate-level listening and speaking skills in Mandarin enhances students’ ability to communicate effectively in diverse cultural settings, crucial for global partnerships. Effective communication fosters understanding and collaboration in international contexts, enabling students to contribute to global dialogues. In summary, a course on Listening and Speaking Intermediate Mandarin 2 supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing communication skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121502 | MEMBACA BAHASA MANDARIN MENENGAH 2 | READING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Reading 2 focuses on enhancing your reading comprehension skills through exposure to various texts, including articles, stories, and dialogues. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ reading comprehension and analytical skills in Mandarin, which are essential for academic and professional success. It encourages critical thinking and engagement with complex texts, fostering a deeper understanding of language and culture. 2. SDG 5: Gender Equality The course can include readings that address gender representation and issues in Mandarin literature and media, allowing students to explore concepts of gender equality. Analyzing how texts reflect and shape gender roles can empower students to advocate for gender equality through their understanding of literature. 3. SDG 10: Reduced Inequalities Engaging with diverse texts in Mandarin can help bridge communication gaps and reduce inequalities by providing students with insights into different cultural narratives and perspectives. Understanding varied voices in literature allows students to appreciate and advocate for inclusivity. 4. SDG 16: Peace, Justice, and Strong Institutions The course may explore themes related to peace, justice, and strong institutions through literature and texts that discuss social issues, human rights, and civic engagement. Students can learn to analyze and interpret texts that advocate for social justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities Reading materials may address urban culture, community dynamics, and social issues in Chinese-speaking contexts, contributing to discussions about sustainable cities and communities. Understanding the narratives surrounding urban life can foster awareness of local challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine texts that discuss consumer behavior, sustainability, and environmental issues, prompting reflections on responsible consumption and production. Understanding the cultural context around consumption can encourage students to think critically about their practices. 7. SDG 13: Climate Action Students may engage with readings about environmental challenges and sustainability efforts in Mandarin, raising awareness about the importance of climate action. Analyzing texts that address climate issues can empower students to advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Mastering reading skills in Mandarin enhances students’ ability to understand and engage with international texts and literature, which is vital for global partnerships. Exposure to diverse literary works fosters a deeper appreciation for different cultures and promotes collaboration in global contexts. In summary, a course on Reading Intermediate Mandarin 2 supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing reading skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121602 | MENULIS BAHASA MANDARIN MENENGAH 2 | WRITING INTERMEDIATE MANDARIN 2 | Intermediate Mandarin Writing 2 focuses on developing your ability to express ideas clearly and effectively in written form. | 1. SDG 4: Quality Education This course promotes quality education by developing students’ writing skills in Mandarin, essential for academic success and effective communication. It encourages creativity, critical thinking, and effective expression, all of which are crucial components of a comprehensive educational experience. 2. SDG 5: Gender Equality The course can include discussions about gender representation in Mandarin texts, allowing students to explore concepts of gender equality. By analyzing how language reflects and shapes gender roles, students can become advocates for gender equality in their writing and discourse. 3. SDG 10: Reduced Inequalities Writing skills can help bridge communication gaps and reduce inequalities by providing students with the tools to express themselves and engage with diverse communities. The course may emphasize the importance of inclusive writing that represents various cultural perspectives and experiences. 4. SDG 16: Peace, Justice, and Strong Institutions The course can focus on how writing contributes to discussions about peace, justice, and strong institutions. Effective communication is essential for advocacy and civic engagement. Students can learn to articulate their thoughts on social issues, contributing to meaningful discourse on justice and community empowerment. 5. SDG 11: Sustainable Cities and Communities Writing assignments may address urban culture, community dynamics, and local issues in Chinese-speaking contexts, promoting discussions about sustainable cities and communities. Engaging with community-specific topics can enhance students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can examine narratives around consumer behavior and sustainability in Mandarin, encouraging students to reflect on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Students may engage with writing about environmental issues, raising awareness of the importance of climate action. Developing the ability to communicate about sustainability can empower students to advocate for environmental responsibility through their writing. 8. SDG 17: Partnerships for the Goals Mastering writing skills in Mandarin enhances students’ ability to communicate effectively across cultures, which is vital for global partnerships. Effective written communication fosters understanding and collaboration in international contexts, enabling students to contribute to global dialogues. In summary, a course on Menulis Bahasa Mandarin Menengah 2 (Intermediate Mandarin Writing 2) supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121702 | KORESPONDENSI BAHASA MANDARIN | MANDARIN LANGUAGE CORRESPONDENGE | Mandarin language correspondence involves writing and responding to letters, emails, or messages in Mandarin. | 1. **SDG 4: Quality Education – The course supports **quality education** by developing students’ written communication skills in Mandarin, essential for academic and professional success. – It encourages critical thinking and effective expression, facilitating a deeper understanding of language and context in correspondence. 2. **SDG 5: Gender Equality** – The course can explore themes related to gender representation in communication, allowing students to analyze how language reflects and shapes **gender equality**. – Discussions around the language used in correspondence can empower students to advocate for gender-sensitive communication practices. 3. **SDG 10: Reduced Inequalities** – Mastering correspondence skills can help bridge communication gaps and reduce **inequalities** in accessing information and opportunities. – Understanding how to communicate effectively with diverse audiences can foster inclusivity and representation. 4. **SDG 16: Peace, Justice, and Strong Institutions** – The course may address how effective correspondence contributes to **peace, justice, and strong institutions**. Clear and respectful communication is crucial for civic engagement and advocacy. – Students can learn to write effectively about social issues, promoting dialogue and understanding. 5. **SDG 11: Sustainable Cities and Communities** – Writing assignments may focus on urban issues and community engagement in Mandarin, fostering discussions about **sustainable cities and communities**. – Students can explore how correspondence can be used to address local challenges and solutions. 6. **SDG 12: Responsible Consumption and Production** – The course can include discussions about the language used in consumer communication, prompting reflections on **responsible consumption and production**. – Understanding how to write effectively about sustainability can influence students’ perspectives on ethical practices. 7. **SDG 13: Climate Action** – Students may engage with topics related to environmental communication in Mandarin, raising awareness about the importance of **climate action**. – Learning to articulate thoughts on sustainability can empower students to advocate for environmental responsibility through their correspondence. 8. **SDG 17: Partnerships for the Goals** – Mastering correspondence skills in Mandarin enhances students’ ability to communicate effectively in multicultural settings, which is crucial for **global partnerships**. – Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on **Mandarin Language Correspondence** supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing written communication skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121804 | TERJEMAHAN | TRANSLATION | A university course in translation typically focuses on the theory, techniques, and skills required to translate texts between languages. Students learn about various types of translation (literary, technical, legal, etc.), the cultural nuances that affect meaning, and the use of translation tools and software. The course may include practical exercises, discussions on ethics and professional practices, and exposure to real-world translation projects to help students develop their proficiency and prepare for careers in translation or related fields. | 1. SDG 4: Quality Education The course contributes to quality education by improving students’ Mandarin writing skills, essential for academic and professional communication. It fosters critical thinking and effective expression through practical exercises in correspondence. 2. SDG 5: Gender Equality The course can include discussions on gender representation and language use in correspondence, enabling students to explore and promote gender equality. Analyzing the language and tone in communication can empower students to advocate for gender-sensitive practices. 3. SDG 10: Reduced Inequalities Effective correspondence skills can help bridge communication gaps and reduce inequalities in accessing information and opportunities. By learning to communicate effectively with diverse audiences, students can foster inclusivity and representation in their correspondence. 4. SDG 16: Peace, Justice, and Strong Institutions The course may focus on how effective correspondence contributes to peace, justice, and strong institutions. Clear and respectful communication is crucial for civic engagement and advocacy. Students can practice writing about social issues, promoting dialogue and understanding among different communities. 5. SDG 11: Sustainable Cities and Communities Assignments may address urban issues, community engagement, and social responsibility in Mandarin, fostering discussions about sustainable cities and communities. Students can explore how written communication can address local challenges and promote community solutions. 6. SDG 12: Responsible Consumption and Production The course can examine the language of consumer correspondence, encouraging reflections on responsible consumption and production. Understanding how to write effectively about sustainability can shape students’ perspectives on ethical consumption practices. 7. SDG 13: Climate Action Students may engage with topics related to environmental issues and sustainable practices in their correspondence, raising awareness about climate action. Learning to communicate about sustainability can empower students to advocate for environmental responsibility. 8. SDG 17: Partnerships for the Goals Developing correspondence skills in Mandarin enhances students’ ability to communicate across cultures, which is essential for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to engage in global dialogues. In summary, a course on Mandarin Language Correspondence supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing written communication skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121902 | TELAAH KARYA SASTRA TIONGKOK | STUDY OF CHINESE LITERATURE WORKS | The study of Chinese literature encompasses a rich and diverse array of works spanning thousands of years, from ancient poetry to modern novels. Here’s a guide to help you explore and analyze Chinese literature effectively. | 1. SDG 4: Quality Education The course contributes to quality education by enhancing students’ understanding of Chinese literature, fostering critical thinking, analytical skills, and cultural literacy. It encourages interdisciplinary approaches, connecting literature with history, philosophy, and social studies. 2. SDG 5: Gender Equality The course can explore themes of gender representation in Chinese literature, allowing students to analyze and discuss issues of gender equality. Through literary analysis, students can understand how literature reflects and shapes societal views on gender roles and relationships. 3. SDG 10: Reduced Inequalities Studying diverse literary works can highlight different voices and perspectives, addressing issues of inequality within Chinese society and beyond. The course may emphasize marginalized voices in literature, fostering a greater understanding of social justice and inclusion. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often reflects social conflicts and justice themes, contributing to discussions about peace, justice, and strong institutions. Students can engage with texts that promote social awareness and encourage civic engagement, discussing how literature can inspire change. 5. SDG 11: Sustainable Cities and Communities The course may examine urban settings and community life in Chinese literature, promoting discussions about sustainable cities and communities. Analyzing how literature portrays urban challenges and solutions can enhance students’ understanding of contemporary issues. 6. SDG 12: Responsible Consumption and Production Literature often critiques consumer culture and societal values, prompting discussions about responsible consumption and production. Students can analyze how literary works reflect and influence societal attitudes toward consumption and ethical practices. 7. SDG 13: Climate Action The course may engage with environmental themes in Chinese literature, raising awareness about climate action and sustainability. Analyzing how authors depict nature and environmental issues can encourage students to think critically about their relationship with the environment. 8. SDG 17: Partnerships for the Goals Studying Chinese literature fosters intercultural understanding and global awareness, which are vital for global partnerships. Through literature, students can explore cultural exchanges and collaborations, promoting dialogue across cultures. In summary, a course on the Study of Chinese Literature Works supports several SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with literature, students develop critical thinking skills and cultural awareness, empowering them to address significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120602 | MENULIS BAHASA MANDARIN MENENGAH 1 | WRITING INTERMEDIATE MANDARIN 1 | Intermediate Mandarin Writing 1 focuses on developing your ability to express thoughts clearly and accurately in written Mandarin. This stage emphasizes sentence structure, vocabulary building, and coherence in writing. Here’s a comprehensive guide to help you improve your writing skills. | 1. SDG 4: Quality Education This course promotes quality education by improving students’ writing proficiency in Mandarin, essential for academic success and effective communication. It encourages critical thinking and creativity, which are important components of a comprehensive educational experience. 2. SDG 5: Gender Equality The course can include discussions on gender representation in Mandarin writing, allowing students to explore themes of gender equality. Analyzing texts and writing assignments can empower students to advocate for gender-sensitive language and communication practices. 3. SDG 10: Reduced Inequalities Effective writing skills can help bridge communication gaps and reduce inequalities by enabling students to express their ideas and engage with diverse communities. The course may emphasize inclusive writing practices that reflect various cultural perspectives and experiences. 4. SDG 16: Peace, Justice, and Strong Institutions The course may address how writing contributes to discussions about peace, justice, and strong institutions. Effective communication is vital for civic engagement and advocacy. Students can learn to write persuasively about social issues, promoting dialogue and understanding among different communities. 5. SDG 11: Sustainable Cities and Communities Writing assignments may focus on urban culture, community dynamics, and local issues in Mandarin, fostering discussions about sustainable cities and communities. Engaging with community-specific topics can enhance students’ understanding of urban challenges and potential solutions. 6. SDG 12: Responsible Consumption and Production The course can explore themes of consumer behavior and sustainability in writing, prompting reflections on responsible consumption and production. Understanding how to write effectively about ethical practices can influence students’ perspectives on consumption. 7. SDG 13: Climate Action Students may engage with writing about environmental issues and sustainability in Mandarin, raising awareness of the importance of climate action. Developing the ability to articulate thoughts on sustainability can empower students to advocate for environmental responsibility through their writing. 8. SDG 17: Partnerships for the Goals Mastering writing skills in Mandarin enhances students’ ability to communicate effectively in multicultural settings, which is essential for global partnerships. Effective written communication fosters collaboration and understanding in international contexts, enabling students to contribute to global dialogues. In summary, a course on Writing Intermediate Mandarin 1 supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing writing skills and cultural awareness, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120702 | BACAAN PILIHAN KESUSASTRAAN MODERN | SELECTED READINGS OF MODERN LITERATURE | Modern literature encompasses a wide range of themes, styles, and perspectives, reflecting the complexities of contemporary life. Here’s a guide to selected readings that capture the essence of modern literature, along with key themes and discussion points. | 1. SDG 4: Quality Education The course enhances students’ critical thinking, analytical skills, and cultural literacy, contributing to quality education. By engaging with various literary works, students develop a deeper understanding of modern societal issues and perspectives. 2. SDG 5: Gender Equality Modern literature often addresses themes of gender equality, allowing students to explore how different authors represent gender dynamics and challenge societal norms. Discussions can lead to a greater awareness of gender issues and the progress needed for equality. 3. SDG 10: Reduced Inequalities Many modern literary works focus on themes of social justice and inequality, enabling students to examine narratives that highlight the experiences of marginalized groups and promote reduced inequalities. This exploration can foster empathy and a deeper understanding of social issues. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often addresses themes of peace, justice, and strong institutions by exploring societal conflicts, human rights, and the role of governance. Students can analyze how literature advocates for social change and justice. 5. SDG 11: Sustainable Cities and Communities Selected readings may engage with urban themes, contributing to discussions about sustainable cities and communities. Analyzing narratives set in modern cities helps students understand the challenges and dynamics of urban living. 6. SDG 12: Responsible Consumption and Production The course can critique consumer culture, materialism, and ethical consumption, aligning with the goal of responsible consumption and production. Through literary analysis, students can reflect on societal values and their implications for sustainable practices. 7. SDG 13: Climate Action Modern literature increasingly incorporates environmental themes, allowing students to engage with narratives related to climate action and sustainability. This focus can raise awareness about contemporary environmental issues and encourage advocacy. 8. SDG 17: Partnerships for the Goals Diverse perspectives encountered in modern literature promote intercultural dialogue and understanding, essential for global partnerships. By analyzing literature from various cultures, students can appreciate the importance of collaboration in addressing global challenges. Conclusion In summary, a course on Selected Readings of Modern Literature supports several SDGs related to quality education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By engaging with modern literature, students not only enhance their literary skills but also gain insights into contemporary global issues, fostering a mindset geared toward positive social change. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120802 | RANCANGAN PEMBELAJARAN BAHASA MANDARIN | MANDARIN LANGUAGE LEARNING PLAN | Creating a Mandarin language learning plan can help you structure your studies and achieve your language goals effectively. Here’s a comprehensive framework that you can customize based on your needs and schedule. | 1. SDG 4: Quality Education This course directly supports quality education by providing structured methods and strategies for learning Mandarin, enhancing students’ language proficiency. It encourages active engagement and lifelong learning, critical components of educational development. 2. SDG 5: Gender Equality The course can incorporate discussions about the representation of gender in Mandarin language materials and texts, allowing students to explore themes related to gender equality. It can empower students to use language as a tool for advocating gender-sensitive communication. 3. SDG 10: Reduced Inequalities By promoting Mandarin language skills, the course helps bridge communication gaps, enabling students from diverse backgrounds to access educational and professional opportunities, thus supporting reduced inequalities. Understanding the nuances of the language can empower students to engage effectively in multicultural settings. 4. SDG 16: Peace, Justice, and Strong Institutions Learning Mandarin can facilitate better communication in multicultural environments, contributing to peace, justice, and strong institutions by fostering dialogue and understanding. The course may emphasize the role of language in civic engagement and social justice. 5. SDG 11: Sustainable Cities and Communities The course may address urban topics and community dynamics through the lens of language, fostering discussions about sustainable cities and communities. Students can engage with language resources that promote awareness of urban issues and community engagement. 6. SDG 12: Responsible Consumption and Production The course can explore themes of consumer behavior and ethical practices in Mandarin, prompting reflections on responsible consumption and production. Students can learn to articulate ideas related to sustainability in Mandarin, contributing to broader discussions about consumption practices. 7. SDG 13: Climate Action Students may engage with environmental vocabulary and discussions in Mandarin, raising awareness about climate action and sustainability. Learning to communicate effectively about environmental issues can empower students to advocate for responsible practices. 8. SDG 17: Partnerships for the Goals Mastering Mandarin enhances students’ ability to communicate effectively in global contexts, essential for global partnerships. Effective language skills foster collaboration and understanding in international settings, enabling students to contribute to global dialogues. Conclusion In summary, a course on Mandarin Language Learning Plan supports multiple SDGs related to education, gender equality, reduced inequalities, peace and justice, sustainable communities, climate action, and global partnerships. By enhancing language skills and cultural understanding, the course empowers students to engage with significant global issues and contribute to sustainable development efforts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120902 | KEWIRAUSAHAAN | ENTREPRENEURS HIP | It sounds like you’re referring to “entrepreneurs HIP,” but could you clarify what you mean by “HIP”? Are you talking about a specific concept, acronym, or something related to entrepreneurs? It could stand for a variety of things—anything from “Health, Innovation, and Profit” to a cultural reference. | 1. SDG 4: Quality Education The course promotes quality education by providing students with knowledge and skills in entrepreneurship, critical thinking, and business management. It encourages experiential learning through practical projects and real-world applications. 2. SDG 5: Gender Equality The course can emphasize the importance of gender equality in entrepreneurship, encouraging the participation of women and underrepresented groups in business. It may include discussions on gender-sensitive business practices and the role of female entrepreneurs. 3. SDG 8: Decent Work and Economic Growth Entrepreneurship plays a crucial role in fostering economic growth and creating jobs, directly contributing to this goal. The course can equip students with the skills needed to start their own businesses, which can lead to job creation and economic development. 4. SDG 9: Industry, Innovation, and Infrastructure The course encourages innovation and supports the development of sustainable industries by teaching students to create business solutions that address current challenges. Students may engage in projects that promote technological advancement and sustainable infrastructure. 5. SDG 10: Reduced Inequalities Entrepreneurship can be a pathway to reduce inequalities by empowering marginalized groups and providing opportunities for economic participation. The course can focus on inclusive business models that aim to serve underrepresented communities. 6. SDG 11: Sustainable Cities and Communities Students can learn about creating businesses that contribute to sustainable communities, addressing local challenges and promoting urban development. The course may explore how entrepreneurial ventures can enhance community well-being and resilience. 7. SDG 12: Responsible Consumption and Production The course can highlight the importance of sustainable practices in business, teaching students about ethical sourcing, waste reduction, and responsible consumption. Entrepreneurs can be encouraged to develop business models that prioritize sustainability. 8. SDG 13: Climate Action Students can explore how entrepreneurship can address climate change through innovative solutions and sustainable business practices. The course may encourage the development of green businesses and initiatives aimed at environmental sustainability. 9. SDG 17: Partnerships for the Goals The course can emphasize the importance of collaboration and partnerships in entrepreneurship, encouraging students to build networks that can drive innovation and social impact. Students may learn how to engage with various stakeholders, including NGOs, government, and private sector, to achieve common goals. Conclusion In summary, a course on Entrepreneurship |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121002 | KOMPUTERISASI HANZI | HANZI COMPUTERIZATION | It seems like you are focusing on Hanzi Computerization, a process that has greatly evolved in the realm of computing and technology to make Chinese characters (Hanzi) more accessible and usable across digital platforms. | 1. SDG 4: Quality Education The course promotes quality education by teaching students about the technological tools and methodologies used in Hanzi (Chinese character) computerization. It encourages skills development in linguistics, computer science, and data analysis, which are essential for academic and professional success. 2. SDG 5: Gender Equality The course can explore gender representation in technology and language fields, promoting discussions about gender equality and encouraging diverse participation in tech-related disciplines. By addressing gender disparities in STEM (Science, Technology, Engineering, and Mathematics), the course can empower underrepresented groups. 3. SDG 9: Industry, Innovation, and Infrastructure Hanzi computerization relates directly to innovation in language processing and artificial intelligence (AI), contributing to advancements in technology and infrastructure. The course may cover the development of software and applications that improve Hanzi input methods and enhance user experience. 4. SDG 10: Reduced Inequalities The course can promote reduced inequalities by developing tools that improve access to education and resources for non-native speakers and learners of Mandarin. Technology can help bridge gaps in language learning, making it more accessible to diverse populations. 5. SDG 11: Sustainable Cities and Communities By enhancing communication tools and resources in Mandarin, the course can contribute to creating sustainable cities and communities that embrace linguistic diversity. Improved language accessibility can enhance community engagement and participation in urban development. 6. SDG 12: Responsible Consumption and Production The course may address how technology can lead to more efficient and responsible production methods in language education materials and resources. It can promote the creation of digital tools that minimize waste in traditional print resources by transitioning to online platforms. 7. SDG 13: Climate Action Discussions around the environmental impact of technology in education may arise, focusing on climate action by promoting digital resources that reduce paper consumption. The course can explore how technology can facilitate awareness and education on environmental issues through Mandarin language tools. 8. SDG 17: Partnerships for the Goals The course can emphasize collaboration among linguists, educators, and technologists to enhance Hanzi computerization, fostering global partnerships. Partnerships between universities, tech companies, and educational institutions can promote innovative solutions and best practices. Conclusion In summary, a course on Hanzi Computerization supports multiple SDGs related to quality education, gender equality, industry and innovation, reduced inequalities, sustainable cities and communities, responsible consumption, climate action, and partnerships. By integrating technology with language learning and processing, the course empowers students to contribute to sustainable development and enhance communication in diverse contexts. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121102 | FILSAFAT CHINA | CHINESE PHILOSOPHY | Chinese philosophy is one of the world’s oldest and most influential intellectual traditions, with deep roots stretching back thousands of years. It is characterized by its focus on practical wisdom, ethics, and the cultivation of virtue. Unlike Western philosophy, which often emphasizes abstract reasoning and metaphysical speculation, Chinese philosophy traditionally revolves around the cultivation of personal and social harmony, ethical behavior, and the connection between humans and the natural world. | 1. SDG 4: Quality Education The course promotes quality education by enhancing students’ understanding of philosophical concepts, critical thinking, and analytical skills. Engaging with diverse philosophical traditions fosters a well-rounded education and encourages lifelong learning. 2. SDG 10: Reduced Inequalities Chinese philosophy often explores themes of justice, harmony, and social relations, contributing to discussions about reducing inequalities. The course may address philosophical perspectives on equity and the importance of understanding cultural contexts in addressing social issues. 3. SDG 16: Peace, Justice, and Strong Institutions Many aspects of Chinese philosophy emphasize harmony, ethics, and moral governance, directly relating to peace, justice, and strong institutions. Students can explore the role of philosophical thought in shaping social contracts, governance, and conflict resolution. 4. SDG 17: Partnerships for the Goals The course can emphasize the importance of global partnerships and intercultural dialogue, promoting understanding between Eastern and Western philosophical traditions. By studying Chinese philosophy, students learn to appreciate diverse perspectives, which can enhance collaboration on global challenges. 5. SDG 3: Good Health and Well-Being Chinese philosophy often incorporates concepts of balance, harmony, and well-being, which can inform discussions about health and wellness. Philosophical insights into the mind-body connection and holistic approaches to health can contribute to a broader understanding of well-being. 6. SDG 12: Responsible Consumption and Production The philosophical teachings related to simplicity, moderation, and ethical consumption can be linked to responsible consumption and production. Students may analyze how traditional Chinese philosophies advocate for a harmonious relationship with nature and sustainability. 7. SDG 13: Climate Action Discussions around the interconnectedness of life and nature in Chinese philosophy can inform students about climate action and environmental ethics. Philosophical frameworks can guide ethical considerations in addressing environmental challenges and promote sustainable practices. Conclusion In summary, a course on Chinese Philosophy supports multiple SDGs related to quality education, reduced inequalities, peace and justice, global partnerships, good health and well-being, responsible consumption, and climate action. By exploring philosophical concepts and their implications for contemporary issues, students are encouraged to think critically about ethics, social justice, and sustainability in a global context. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09121202 | MASYARAKAT DAN KEBUDAYAAN TIONGKOK DI DUNIA | CHINESE SOCIETY AND CULTURE IN THE WORLD | rich historical legacy, dynamic philosophical traditions, and a vibrant cultural heritage, China has contributed significantly to global civilization in various ways. Today, its cultural, economic, and social impact is felt across every continent. | 1. SDG 4: Quality Education The course promotes quality education by providing students with in-depth knowledge about Chinese society, culture, and history. It encourages critical thinking and interdisciplinary approaches, enhancing students’ understanding of cultural dynamics in a global context. 2. SDG 5: Gender Equality The course can address issues of gender equality within Chinese culture, exploring the roles of women and men in society and the impact of cultural norms on gender dynamics. Discussions can foster awareness of gender issues and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities By examining social structures and cultural practices in China, the course can contribute to understanding and addressing inequalities within and outside of Chinese society. Students may explore how cultural factors influence access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends in China and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Students can explore how cultural practices shape urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Chinese society and culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can address the role of cultural heritage in fostering social cohesion and governance. 6. SDG 17: Partnerships for the Goals By exploring China’s role in the global context, the course emphasizes the importance of global partnerships and intercultural dialogue. Students can learn about collaborations between China and other countries, promoting mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Chinese values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. 8. SDG 13: Climate Action The course may examine how Chinese culture addresses environmental issues, fostering awareness about climate action and sustainability. Students can explore traditional ecological knowledge and practices that contribute to environmental stewardship. Conclusion In summary, a course on Chinese Society and Culture in the World supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By enhancing students’ understanding of Chinese culture and its global impact, the course encourages critical engagement with contemporary issues and promotes a more interconnected world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111302 | MASYARAKAT DAN KEBUDA | SOCIETY AND CULTURE | Society and culture are fundamental aspects of human life, shaping how people interact, think, behave, and live together. While these terms are closely related, they refer to different aspects of human existence. Society typically refers to the organized group of people who share common institutions, laws, and social structures, while culture refers to the shared beliefs, values, customs, practices, and artifacts of a group. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an understanding of societal dynamics and cultural diversity, fostering critical thinking and interdisciplinary approaches. It enhances awareness of different educational systems and cultural contexts, encouraging lifelong learning. 2. SDG 5: Gender Equality The course can explore the role of gender in societal structures, addressing issues related to gender equality and the impact of cultural norms on gender roles. It encourages discussions about advocacy for women’s rights and the importance of inclusive practices in society. 3. SDG 10: Reduced Inequalities By examining social hierarchies and cultural practices, the course can contribute to understanding and addressing inequalities within and between societies. Students may analyze how cultural factors influence access to resources and opportunities, promoting social justice. 4. SDG 11: Sustainable Cities and Communities The course can explore urbanization and its cultural implications, contributing to discussions about sustainable cities and communities. Students can examine how cultural heritage and practices influence urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding the cultural context of societies can foster better communication and collaboration, promoting peace, justice, and strong institutions. The course may address the role of cultural heritage in social cohesion and governance, highlighting the importance of inclusivity and representation. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, promoting collaboration across cultures to tackle shared challenges. Students can learn about cultural diplomacy and the role of cultural exchange in fostering mutual understanding. 7. SDG 12: Responsible Consumption and Production Discussions on cultural practices and their impact on consumption patterns can align with responsible consumption and production. The course can promote an understanding of how societal values influence sustainable practices and resource management. 8. SDG 13: Climate Action The course may address the cultural dimensions of environmental issues, fostering awareness about climate action and sustainability. Students can explore how cultural beliefs and practices affect attitudes toward environmental stewardship and climate change. Conclusion In summary, a course on Society and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By exploring the interplay between society and culture, the course encourages students to critically engage with contemporary issues and empowers them to become informed global citizens dedicated to fostering social justice and sustainability. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111402 | PENGANTAR KEBUDAYAAN TIONGKOK | INTRODUCTION TO CHINESE CULTURE | Chinese culture, one of the oldest and richest in the world, spans thousands of years and has significantly shaped the development of the Chinese civilization and its people. With over 1.4 billion people today, China remains a major force in global culture, politics, economics, and more. The diversity within Chinese culture—shaped by various regions, ethnic groups, religions, and historical periods—makes it a fascinating subject of study. | 1. SDG 4: Quality Education The course promotes quality education by providing students with foundational knowledge about Chinese cultural practices, traditions, and historical contexts. It enhances critical thinking and intercultural competence, preparing students for further studies in global contexts. 2. SDG 5: Gender Equality The course can explore gender roles within Chinese culture, examining the historical and contemporary issues surrounding gender equality. Discussions can foster awareness of cultural norms and their impact on gender dynamics, encouraging advocacy for gender equity. 3. SDG 10: Reduced Inequalities By analyzing the social structures and cultural practices in China, the course contributes to understanding and addressing inequalities within Chinese society and in cross-cultural contexts. Students may explore how cultural factors influence access to opportunities and resources, promoting social justice. 4. SDG 11: Sustainable Cities and Communities The course may examine urbanization in China and its cultural implications, contributing to discussions about sustainable cities and communities. Students can explore how traditional Chinese values influence contemporary urban development and community resilience. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Chinese culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can highlight the role of cultural heritage in social cohesion, governance, and conflict resolution. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, fostering collaboration and mutual understanding between cultures. Students can learn about China’s role in international relations and cultural exchange initiatives. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Chinese values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. 8. SDG 13: Climate Action The course may address how Chinese culture approaches environmental issues, fostering awareness about climate action and sustainability. Students can explore traditional ecological knowledge and practices that contribute to environmental stewardship. Conclusion In summary, an Introduction to Chinese Culture course supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, responsible consumption, and climate action. By enhancing students’ understanding of Chinese culture and its global implications, the course encourages critical engagement with contemporary issues and promotes a more interconnected and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120102 | SINTAKSIS BAHASA MANDARIN MODERN | MODERN MANDARIN SYNTAX | Mandarin syntax, like that of other languages, deals with the structure of sentences—how words are arranged to form meaningful phrases and statements. Mandarin Chinese syntax, however, has distinct features, especially when compared to languages like English, due to its tonal nature, lack of inflection, and reliance on word order to convey meaning. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of Mandarin syntax, essential for mastering the language. It encourages critical thinking and analytical skills, helping students to analyze and produce complex sentence structures. 2. SDG 5: Gender Equality The course can explore gender representation in language and syntax, discussing how language reflects and shapes societal views on gender equality. It can foster awareness of gendered language in Mandarin and encourage discussions about inclusive language practices. 3. SDG 10: Reduced Inequalities By examining how syntax and language use can vary across different dialects and regions, the course can contribute to understanding inequalities in language access and education. Students may explore the social implications of language use and how certain dialects may be marginalized or prioritized. 4. SDG 11: Sustainable Cities and Communities The course may analyze how language plays a role in community identity and cohesion, contributing to discussions about sustainable cities and communities. Understanding linguistic diversity can foster social inclusion and cultural heritage preservation in urban settings. 5. SDG 16: Peace, Justice, and Strong Institutions Learning about syntax can enhance communication skills, promoting effective dialogue and understanding, which is essential for peace, justice, and strong institutions. The course can address the role of language in governance and legal systems, exploring how syntax affects clarity and interpretation in legal contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication, promoting collaboration between speakers of different languages. Students can learn about cross-cultural communication strategies that enhance mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on language use in media and advertising can align with responsible consumption and production, examining how language influences consumer behavior and cultural perceptions. The course can encourage awareness of ethical language use in marketing and communication. Conclusion In summary, a course on Modern Mandarin Syntax supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, and responsible consumption. By equipping students with advanced language skills and promoting cultural awareness, the course prepares them to engage critically with societal issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120202 | BAHASA MANDARIN KOMPREHENSIF MENENGAH 1 | INTERMEDIATE COMPREHENSIVE MANDARIN 1 | At the intermediate level, learners have a foundational understanding of basic Mandarin and are ready to dive into more complex structures, vocabulary, and expressions that will allow them to engage in more nuanced conversations. This stage focuses on expanding your grammatical knowledge, building a broader vocabulary, and enhancing your ability to understand and express ideas in Mandarin. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ language skills and providing a solid foundation in Mandarin. It encourages critical thinking and active learning through various linguistic exercises and cultural discussions. 2. SDG 5: Gender Equality The course can explore the role of gender in Mandarin language use, discussing how cultural norms and language intersect to reflect societal views on gender equality. It can foster awareness of gender-related vocabulary and encourage discussions about inclusive language practices. 3. SDG 10: Reduced Inequalities By examining the linguistic diversity within the Mandarin-speaking community, the course can contribute to understanding inequalities in language access and education. Students may analyze how different dialects and language varieties reflect social hierarchies and cultural identities. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and culture shape community identity, contributing to discussions about sustainable cities and communities. Understanding local dialects and cultural nuances can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing effective communication skills through language can enhance dialogue and understanding, which is essential for peace, justice, and strong institutions. The course can address the role of language in governance, legal contexts, and community engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication, promoting collaboration between Mandarin speakers and speakers of other languages. Students can learn about effective communication strategies that enhance mutual understanding and cooperation. Conclusion In summary, an Intermediate Comprehensive Mandarin 1 course supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ language skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120302 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN MENENGAH 1 | LISTENING AND SPEAKING INTERMEDIATE MANDARIN 1 | At the intermediate level of Mandarin, listening and speaking skills become increasingly important for everyday communication and interaction in more complex scenarios. This stage builds on your basic understanding and starts involving more nuanced grammar, vocabulary, and conversational strategies. | 1. SDG 4: Quality Education The course supports quality education by providing students with the listening and speaking skills necessary to communicate effectively in Mandarin. It fosters critical thinking and active participation through interactive activities and real-life conversations, enhancing language proficiency. 2. SDG 5: Gender Equality The course can include discussions about gender representation in Mandarin conversations, addressing how language can reflect and influence gender equality. It promotes awareness of gender issues in communication, encouraging respectful and inclusive dialogue. 3. SDG 10: Reduced Inequalities By exploring different dialects and speech patterns within Mandarin-speaking communities, the course contributes to understanding inequalities in language access and cultural expression. Students may analyze how language variation affects communication and social dynamics, promoting inclusivity. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language shapes community interactions and identities, contributing to discussions about sustainable cities and communities. Students can explore the role of effective communication in building community cohesion and addressing local issues. 5. SDG 16: Peace, Justice, and Strong Institutions Developing listening and speaking skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the importance of effective dialogue in conflict resolution and community engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the significance of global partnerships and intercultural communication, preparing students to collaborate with Mandarin speakers and others. It encourages students to develop skills for effective cross-cultural communication, enhancing mutual understanding and cooperation. Conclusion In summary, a course on Listening and Speaking Intermediate Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ listening and speaking skills, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120402 | MEMBACA BAHASA MANDARIN MENENGAH 1 | READING INTERMEDIATE MANDARIN 1 | At the Intermediate level, reading comprehension becomes more challenging as the texts you encounter include more complex vocabulary, grammar structures, and themes. Your goal at this stage is to strengthen your ability to understand longer texts, analyze content, and infer meaning from context. | 1. SDG 4: Quality Education The course promotes quality education by providing students with the reading skills necessary for comprehending and interpreting Mandarin texts. It encourages critical analysis of literature and other written materials, enhancing overall language proficiency and comprehension. 2. SDG 5: Gender Equality The course can explore themes of gender representation and issues within Mandarin literature, addressing how texts reflect and shape societal views on gender equality. It can foster discussions on the portrayal of women and men in literature, promoting awareness and advocacy for gender equity. 3. SDG 10: Reduced Inequalities By examining a diverse range of texts that reflect different cultural backgrounds and social issues, the course contributes to understanding inequalities in society. Students may analyze how language and literature can challenge or reinforce social hierarchies and cultural biases. 4. SDG 11: Sustainable Cities and Communities The course may include readings that discuss urbanization, community dynamics, and cultural heritage in China, contributing to discussions about sustainable cities and communities. Understanding these themes can foster awareness of the impact of literature on community identity and social cohesion. 5. SDG 16: Peace, Justice, and Strong Institutions Engaging with texts that address themes of justice, governance, and social issues can enhance students’ understanding of peace, justice, and strong institutions. The course can encourage critical discussions about the role of literature in advocating for social change and promoting dialogue. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural understanding through the study of Mandarin literature and its global context. Students can learn about cross-cultural dialogues and collaborations that promote mutual understanding and cooperation. Conclusion In summary, a course on Reading Intermediate Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ reading skills and cultural literacy, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09120502 | GEOGRAPHY DAN KEBUDAYAAN TIONGKOK | CHINESE GEOGRAPHY AND CULTURE | China, with its vast territory and long history, offers a fascinating mix of geography and culture. The country’s geography is incredibly diverse, influencing its regional cultures, languages, customs, and way of life. Understanding the geography and culture of China provides deeper insights into the nation’s rich heritage and the lifestyles of its people. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an understanding of the geographical and cultural landscape of China. It encourages critical thinking and interdisciplinary approaches, enhancing students’ comprehension of how geography shapes cultural dynamics. 2. SDG 5: Gender Equality The course can address gender roles and cultural practices in different regions of China, exploring how geography influences gender equality. Discussions can foster awareness of cultural norms affecting gender dynamics and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities By examining the socio-economic disparities across different geographic regions in China, the course contributes to understanding and addressing inequalities within society. Students may analyze how geographic factors influence access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends, environmental challenges, and cultural practices in various Chinese cities, contributing to discussions about sustainable cities and communities. Understanding how geography shapes community development can foster awareness of urban sustainability and resilience. 5. SDG 13: Climate Action The course may explore the relationship between geography, climate change, and environmental challenges in China, fostering awareness about climate action. Students can investigate how cultural practices and local knowledge contribute to environmental stewardship and adaptation strategies. 6. SDG 16: Peace, Justice, and Strong Institutions Understanding the geographical and cultural context of China can promote better communication and collaboration, essential for peace, justice, and strong institutions. The course can address the role of geography in shaping social cohesion, governance, and community relations. 7. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue, particularly regarding China’s role in international relations. Students can learn about collaborations between China and other countries, promoting mutual understanding and cooperation. Conclusion In summary, a course on Chinese Geography and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, climate action, peace and justice, and global partnerships. By enhancing students’ understanding of the interplay between geography and culture, the course encourages critical engagement with contemporary issues and promotes a more interconnected and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110602 | MEMBACA DAN MENULIS KARAKTER MANDARIN 1 | READING AND WRITING CHARACTERS 1 | Learning to read and write Chinese characters (汉字, Hànzì) is an essential part of mastering the Chinese language. Unlike alphabetic writing systems, Chinese characters are logograms, meaning each character represents a word or a morpheme (the smallest unit of meaning). At the beginner level, the focus is on familiarizing yourself with basic characters, understanding their structure, and learning how to write them correctly. | 1. SDG 4: Quality Education The course promotes quality education by providing foundational skills in reading and writing Chinese characters, which are essential for language proficiency. It encourages critical thinking and active learning through exercises that improve comprehension and composition skills. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in literature and language, exploring how Chinese characters and texts reflect societal views on gender equality. It can foster awareness of inclusive language practices and encourage advocacy for gender equity in language use. 3. SDG 10: Reduced Inequalities By examining the historical and social context of different characters and their usage, the course can contribute to understanding inequalities in language access and education. Students may explore how variations in character usage reflect social hierarchies and cultural differences. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and literacy contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding the role of written language in urban settings can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing reading and writing skills enhances communication, which is essential for fostering peace, justice, and strong institutions. The course can address the importance of literacy in governance and civic engagement, empowering students to participate in their communities. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of language and scripts. Students can learn about collaborations that promote literacy and education across cultural boundaries. Conclusion In summary, a course on Reading and Writing Characters 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By equipping students with essential literacy skills and promoting cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110702 | FONETIK FONOLOGI BAHASA MANDARIN MODERN | PHONOGY PHONOLOGY OF MODERN MANDARIN LANGUAGE | Phonology is the study of the sound system of a language, including how sounds are produced, perceived, and how they function in a given language. Modern Mandarin Chinese (现代汉语, Xiàndài Hànyǔ) has a distinct phonological system that is essential for understanding both pronunciation and intonation. The key components of Mandarin phonology include consonants, vowels, tones, and syllable structure. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of the phonological aspects of Mandarin, essential for effective communication and language proficiency. It fosters analytical skills and critical thinking as students engage with complex linguistic concepts. 2. SDG 5: Gender Equality The course can explore how language use, including phonological variations, can reflect and influence societal attitudes towards gender equality. Discussions can address how phonetics and phonology can differ across genders and promote awareness of inclusive language practices. 3. SDG 10: Reduced Inequalities By examining regional phonological variations and their social implications, the course contributes to understanding inequalities in language access and education. Students may analyze how pronunciation differences can reflect social hierarchies and cultural identities. 4. SDG 11: Sustainable Cities and Communities The course may explore the relationship between language, communication, and community dynamics, contributing to discussions about sustainable cities and communities. Understanding how phonological aspects can influence social interactions and community cohesion can foster inclusivity. 5. SDG 16: Peace, Justice, and Strong Institutions Developing phonological skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can emphasize the role of effective communication in conflict resolution and civic engagement. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of phonology and its impact on understanding language in different contexts. Students can learn about collaborative efforts in linguistic research and education that promote mutual understanding across cultures. Conclusion In summary, a course on Phonology of Modern Mandarin Language supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of phonological concepts and their implications, the course prepares them to engage critically with contemporary linguistic and social issues, contributing to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110802 | BAHASA MANDARIN KOMPREHENSIF DASAR 2 | BASIC COMPREHENSIVE MANDARIN 2 | In Basic Comprehensive Mandarin 2, students expand on the foundational knowledge acquired in Mandarin 1 and move toward more practical language use, including building vocabulary, understanding sentence structures, and applying grammar rules. This level aims to enhance reading, writing, speaking, and listening skills in Mandarin Chinese. | 1. SDG 4: Quality Education The course promotes quality education by providing students with foundational skills in Mandarin, enabling them to communicate effectively in various contexts. It encourages active learning and critical thinking through interactive activities that enhance language proficiency and comprehension. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in Mandarin language use, exploring how language reflects societal views on gender equality. It can foster awareness of inclusive language practices and encourage discussions about gender dynamics in communication. 3. SDG 10: Reduced Inequalities By examining language use across different contexts and regions, the course contributes to understanding inequalities in access to language education and resources. Students may analyze how socio-economic factors influence language learning opportunities and communication. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and communication contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding local dialects and cultural nuances can foster social inclusion and cultural heritage preservation. 5. SDG 16: Peace, Justice, and Strong Institutions Developing language skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the role of effective communication in promoting understanding and cooperation in various contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin language and culture. Students can learn about collaborations that promote language learning and cross-cultural communication. Conclusion In summary, a course on Basic Comprehensive Mandarin 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ language skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110902 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN DASAR 2 | LISTENING AND SPEAKING BASIC MANDARIN 2 | In Basic Mandarin 2, your focus will be on improving your listening comprehension and speaking ability. At this level, you will practice more realistic conversational skills, understanding basic dialogues, and producing simple but coherent responses in Mandarin. The goal is to build confidence in engaging in day-to-day conversations. | 1. SDG 4: Quality Education The course promotes quality education by developing students’ listening and speaking skills in Mandarin, essential for effective communication and interaction. It encourages active engagement and participatory learning through conversations, discussions, and interactive exercises. 2. SDG 5: Gender Equality The course can explore how language and communication styles may differ between genders, addressing issues related to gender equality in social contexts. It can encourage discussions about the importance of inclusive language and communication practices that promote gender equity. 3. SDG 10: Reduced Inequalities By examining language use and communication barriers among different social groups, the course contributes to understanding inequalities in access to language education and social interaction. Students may analyze how socio-economic factors influence language learning and communication opportunities. 4. SDG 11: Sustainable Cities and Communities The course may discuss how effective communication contributes to community building and social cohesion, linking to sustainable cities and communities. Understanding local dialects and cultural nuances can foster inclusion and enhance community interactions. 5. SDG 16: Peace, Justice, and Strong Institutions Developing listening and speaking skills enhances interpersonal communication, which is essential for fostering peace, justice, and strong institutions. The course can address the role of effective communication in conflict resolution, civic engagement, and community dialogue. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin language and culture. Students can learn about collaborative efforts in language learning that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Listening and Speaking Basic Mandarin 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ communication skills and cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111002 | MEMBACA DAN MENULIS KARAKTER MANDARIN 2 | READING AND WRITE MANDARIN CHARACTERS 2 | In Reading and Writing Mandarin Characters 2, you will build on the knowledge of basic characters and start to explore more complex characters, sentence structures, and the practice of combining radicals and components to create more sophisticated vocabulary and sentences. You will also learn how to improve your ability to read and write with fluency while expanding your Chinese character recognition. | 1. SDG 4: Quality Education The course promotes quality education by advancing students’ literacy in reading and writing Mandarin characters, which are essential for effective communication and academic success. It encourages critical thinking and analytical skills as students engage with the structure and meaning of characters. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation in literature and language, exploring how Mandarin characters reflect societal views on gender equality. Discussions can promote awareness of inclusive language practices and the importance of representation in written forms. 3. SDG 10: Reduced Inequalities By examining how different dialects and regions influence character usage, the course contributes to understanding inequalities in access to language education. Students may analyze how socio-economic factors affect literacy and educational opportunities in various communities. 4. SDG 11: Sustainable Cities and Communities The course may discuss the role of language and literacy in community identity and cohesion, linking to sustainable cities and communities. Understanding local dialects and the historical significance of characters can foster cultural heritage preservation and community engagement. 5. SDG 16: Peace, Justice, and Strong Institutions Developing reading and writing skills enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can address the role of effective literacy in governance, civic engagement, and community development. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural dialogue through the study of Mandarin characters and language. Students can learn about collaborations that promote literacy and educational exchange across cultural boundaries. Conclusion In summary, a course on Reading and Writing Mandarin Characters 2 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By equipping students with essential literacy skills and promoting cultural awareness, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111102 | MORFOLOGI BAHASA MANDARIN | MORPHOLOGY OF THE MANDARIN LANGUAGE | Morphology is the study of the structure and formation of words. It focuses on understanding how morphemes (the smallest units of meaning) combine to form words. In Mandarin Chinese, the study of morphology is particularly interesting due to the language’s relatively simple word formation rules compared to languages with complex inflection systems (such as Latin or Russian). However, Mandarin still has unique aspects in its morphology that are essential to understand. | 1. SDG 4: Quality Education The course promotes quality education by providing students with an in-depth understanding of morphological structures in Mandarin, essential for language proficiency and comprehension. It encourages analytical thinking as students engage with complex linguistic concepts and apply them in language learning and teaching contexts. 2. SDG 5: Gender Equality The course can explore how morphological variations may reflect and influence societal attitudes toward gender equality within the Mandarin language. Discussions can address the impact of language structure on gender representation and promote awareness of inclusive language practices. 3. SDG 10: Reduced Inequalities By examining regional variations in morphological usage and their social implications, the course contributes to understanding inequalities in language access and education. Students may analyze how morphological differences can reflect social hierarchies and cultural identities, influencing communication. 4. SDG 11: Sustainable Cities and Communities The course may discuss how language and communication contribute to community identity and cohesion, linking to sustainable cities and communities. Understanding morphological aspects of the language can enhance communication within diverse communities, fostering social inclusion. 5. SDG 16: Peace, Justice, and Strong Institutions Developing a strong grasp of morphology enhances communication abilities, which are essential for fostering peace, justice, and strong institutions. The course can emphasize the role of effective communication in promoting social cohesion and governance. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships and intercultural communication through the study of morphology and its impact on understanding language in different contexts. Students can learn about collaborative efforts in linguistic research that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Morphology of the Mandarin Language supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of morphological concepts and their implications, the course prepares them to engage critically with contemporary linguistic and social issues, contributing to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09111202 | SEJARAH TIONGKOK | CHINESE HISTORY | Chinese history is one of the oldest and most influential in the world, spanning over 5,000 years of recorded history. It has seen the rise and fall of numerous dynasties, the evolution of philosophical and political systems, and significant advancements in science, technology, art, and culture. Here is an overview of key periods, events, and cultural milestones in Chinese history. | 1. SDG 4: Quality Education The course promotes quality education by offering students in-depth knowledge of historical events, cultural developments, and societal changes in China. It encourages critical thinking and analytical skills through the examination of historical texts, sources, and various interpretations of history. 2. SDG 5: Gender Equality The course can explore the roles of women and men throughout Chinese history, addressing issues of gender equality and how societal norms have evolved over time. Discussions can focus on significant female figures in Chinese history and their impact on society, promoting awareness of gender dynamics. 3. SDG 10: Reduced Inequalities By examining social structures, class disparities, and regional differences in historical contexts, the course contributes to understanding inequalities within Chinese society and their historical roots. Students may analyze how historical events have shaped access to resources and opportunities for various groups. 4. SDG 11: Sustainable Cities and Communities The course may discuss the development of cities in China and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Understanding historical urbanization trends and their consequences can inform current urban planning and community resilience efforts. 5. SDG 16: Peace, Justice, and Strong Institutions Studying Chinese history can foster better understanding of the historical context of peace, justice, and strong institutions in China and the broader region. The course can examine historical conflicts, governance structures, and the evolution of justice systems, contributing to discussions on contemporary governance and social stability. 6. SDG 17: Partnerships for the Goals The course emphasizes the importance of global partnerships by exploring China’s historical interactions with other countries and cultures. Students can learn about collaborative efforts throughout history that have shaped international relations and cultural exchange. Conclusion In summary, a course on Chinese History supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of historical contexts and their implications, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110502 | Pendidikan Agama Budha | BUDDHIST EDUCATION | Buddhist education is deeply intertwined with the teachings, practices, and institutions of Buddhism. Its primary focus is the cultivation of wisdom, ethical conduct, and mental discipline, aimed at achieving enlightenment (nirvana) and transcending suffering (dukkha). Buddhist education emphasizes inner development over intellectual knowledge alone, but it also incorporates a systematic study of Buddhist scriptures, philosophy, meditation techniques, and monastic discipline. | 1. SDG 4: Quality Education The course promotes quality education by exploring Buddhist teachings and practices that emphasize lifelong learning, critical thinking, and the development of moral character. It encourages a holistic approach to education, integrating cognitive, emotional, and ethical dimensions of learning. 2. SDG 5: Gender Equality The course can address issues of gender equality by examining the roles of women in Buddhism and the historical context of gender dynamics within Buddhist communities. Discussions can focus on promoting gender equality in educational settings and the inclusion of diverse voices in Buddhist teachings. 3. SDG 10: Reduced Inequalities By exploring the social teachings of Buddhism, the course contributes to understanding inequalities and how compassion and equity can be integrated into educational practices. Students may analyze how Buddhist principles can promote social justice and address systemic inequalities. 4. SDG 11: Sustainable Cities and Communities The course may discuss the impact of Buddhist teachings on community building and environmental sustainability, linking to sustainable cities and communities. Understanding concepts like mindfulness and compassion can foster community resilience and social cohesion. 5. SDG 16: Peace, Justice, and Strong Institutions Buddhist education emphasizes non-violence, compassion, and ethical conduct, contributing to peace, justice, and strong institutions. The course can explore the role of Buddhist principles in conflict resolution, social harmony, and governance. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships and intercultural dialogue by examining the relevance of Buddhist education in diverse contexts around the world. Students can learn about collaborative initiatives that promote Buddhist values and practices in addressing global challenges. Conclusion In summary, a course on Buddhist Education supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By promoting ethical values and cultural understanding, the course prepares students to engage meaningfully with contemporary issues and contribute to a more compassionate and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110602 | Pendidikan Agama Khonghucu | CONFUCIAN RELIGIOUS EDUCATION | Confucianism is often categorized as a philosophical system or a social ethic, rather than a religion in the traditional sense. However, it has had a profound influence on the educational, moral, and spiritual life of individuals, particularly in East Asia. The teachings of Confucius (Kong Fuzi, 551–479 BCE) have shaped not only political and social structures but also the way people approach education, ethics, and personal development. | 1. SDG 4: Quality Education The course promotes quality education by exploring Confucian principles that emphasize moral education, critical thinking, and the development of character. It encourages students to engage with classical texts and teachings, fostering an understanding of ethics and philosophy. 2. SDG 5: Gender Equality The course can address historical gender roles within Confucian thought and how they have evolved, contributing to discussions on gender equality. It can promote awareness of women’s roles in education and society, encouraging critical examination of traditional perspectives and advocating for inclusivity. 3. SDG 10: Reduced Inequalities By examining Confucian ideals of social harmony and equity, the course contributes to understanding inequalities and how Confucian values can promote social justice. Discussions can focus on the importance of access to education for all and the role of moral education in addressing disparities. 4. SDG 11: Sustainable Cities and Communities The course may explore how Confucian principles can foster community cohesion and responsible citizenship, linking to sustainable cities and communities. Understanding the role of ethical leadership in urban planning and community development can encourage sustainable practices. 5. SDG 16: Peace, Justice, and Strong Institutions Confucian teachings emphasize harmony, respect for authority, and ethical governance, contributing to peace, justice, and strong institutions. The course can explore how Confucian values inform leadership and governance, promoting integrity and social responsibility. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships by examining the relevance of Confucian education in contemporary global issues and intercultural dialogue. Students can learn about collaborative efforts that promote Confucian values and practices in addressing shared challenges. Conclusion In summary, a course on Confucian Religious Education supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By promoting ethical values and social responsibility, the course prepares students to engage meaningfully with contemporary issues and contribute to a more harmonious and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110102 | PENGANTAR ILMU SASTRA | INTROUCTION TO LITERARY SCIENCE | Literary Science (also known as Literary Studies) is an academic field that explores the study of literature from a variety of disciplinary and theoretical perspectives. It seeks to understand the nature of literature, its forms, its historical development, and its relationship to culture, society, and human experience. Literary science involves analyzing texts, uncovering their meanings, and examining how literature reflects or shapes the world around us. | 1. SDG 4: Quality Education The course enhances quality education by fostering critical reading, analytical thinking, and writing skills through the study of various literary texts and genres. It encourages students to engage with diverse perspectives and cultural contexts, enhancing their understanding of literature’s role in society. 2. SDG 5: Gender Equality The course can explore gender representation in literature, addressing issues of gender equality and the portrayal of women and marginalized voices. Discussions can promote awareness of feminist literary criticism and the importance of diverse narratives in literature. 3. SDG 10: Reduced Inequalities By examining how literature reflects and critiques social inequalities, the course contributes to understanding inequalities within society. Students can analyze texts that address themes of class, race, and identity, fostering discussions on social justice and equity. 4. SDG 11: Sustainable Cities and Communities The course may discuss the representation of urban life and community dynamics in literature, linking to sustainable cities and communities. Understanding how literary narratives reflect cultural and social issues in urban settings can foster community engagement and awareness. 5. SDG 16: Peace, Justice, and Strong Institutions Literary texts often address themes of justice, conflict, and moral dilemmas, contributing to discussions on peace, justice, and strong institutions. The course can explore the role of literature in advocating for social change and promoting empathy and understanding among diverse groups. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships through the study of world literature and intercultural dialogue. Students can learn about collaborative literary initiatives that promote cultural exchange and understanding across borders. Conclusion In summary, a course on Introduction to Literary Science supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By fostering critical engagement with literature, the course prepares students to analyze contemporary issues and contribute to a more inclusive and equitable society. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110202 | PENGANTAR LINGUISTIK UMUM | INTRODUCTION TO GENERAL LINGUISTICS | Linguistics is the scientific study of language—its structure, use, and evolution. It encompasses a wide range of topics, from the study of phonetics (the sounds of speech) to the analysis of complex social and cultural aspects of language. General linguistics provides the foundational tools and theories for understanding how languages function, how they are learned, and how they vary across different communities. | 1. SDG 4: Quality Education The course promotes quality education by providing foundational knowledge of linguistic principles, theories, and methods. It encourages critical thinking and analytical skills as students explore language structures, functions, and variations. 2. SDG 5: Gender Equality The course can examine the relationship between language and gender, addressing issues of gender equality in linguistic representation and usage. Discussions may include how language can perpetuate or challenge gender stereotypes and the importance of inclusive language practices. 3. SDG 10: Reduced Inequalities By studying language diversity and the sociolinguistic factors that contribute to linguistic inequalities, the course contributes to understanding inequalities within and between language communities. Students can analyze how language access affects social mobility and the importance of preserving endangered languages. 4. SDG 11: Sustainable Cities and Communities The course may explore how language shapes community identity and cohesion, linking to sustainable cities and communities. Understanding language use in urban settings can inform discussions about multiculturalism and social integration. 5. SDG 16: Peace, Justice, and Strong Institutions Linguistics plays a crucial role in communication and conflict resolution, contributing to peace, justice, and strong institutions. The course can examine how language affects power dynamics, governance, and social justice, promoting effective communication in diverse contexts. 6. SDG 17: Partnerships for the Goals The course emphasizes global partnerships through the study of language as a tool for intercultural communication and collaboration. Students can learn about linguistic initiatives that promote mutual understanding and cooperation across cultures. Conclusion In summary, a course on Introduction to General Linguistics supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing students’ understanding of language and its societal implications, the course prepares them to engage critically with contemporary issues and contribute to a more inclusive and equitable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110302 | MASYARAKAT DAN KEBUDAYAAN INDONESIA | INDONESIA SOCIETY AND CULTURE | Indonesia, an archipelago of over 17,000 islands, is home to a vast and diverse society, with rich cultural traditions, languages, religions, and social practices. Its society is marked by a deep historical heritage that has shaped its contemporary culture, creating a unique blend of indigenous traditions, Islamic influence, colonial legacies, and modern global interactions. | 1. SDG 4: Quality Education The course promotes quality education by providing students with in-depth knowledge about Indonesia’s diverse cultures, languages, and social structures. It encourages critical thinking and interdisciplinary approaches, enhancing students’ understanding of cultural dynamics and their implications for education. 2. SDG 5: Gender Equality The course can address issues of gender equality within Indonesian society, exploring the roles of women and men in various cultural contexts. Discussions can foster awareness of gender issues and encourage advocacy for equality, examining how traditional and contemporary practices affect gender dynamics. 3. SDG 10: Reduced Inequalities By examining social structures, cultural practices, and economic disparities within Indonesia, the course contributes to understanding and addressing inequalities. Students may explore how cultural factors influence access to resources, opportunities, and social mobility across different regions and communities. 4. SDG 11: Sustainable Cities and Communities The course may analyze urbanization trends in Indonesia and their impact on community dynamics, contributing to discussions about sustainable cities and communities. Students can explore how traditional cultural practices shape urban development and community resilience, promoting sustainable living. 5. SDG 16: Peace, Justice, and Strong Institutions Understanding Indonesian society and culture can foster better communication and collaboration between cultures, promoting peace, justice, and strong institutions. The course can address the role of cultural heritage in fostering social cohesion and governance, examining historical and contemporary conflicts. 6. SDG 17: Partnerships for the Goals By exploring Indonesia’s role in the global context, the course emphasizes the importance of global partnerships and intercultural dialogue. Students can learn about collaborations between Indonesia and other countries, promoting mutual understanding and cooperation. 7. SDG 12: Responsible Consumption and Production Discussions on traditional Indonesian values related to consumption, sustainability, and resource management can align with responsible consumption and production. The course can promote an understanding of how cultural practices impact consumption patterns and environmental sustainability. Conclusion In summary, a course on Indonesian Society and Culture supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, global partnerships, and responsible consumption. By enhancing students’ understanding of Indonesian culture and its global impact, the course encourages critical engagement with contemporary issues and promotes a more equitable and sustainable world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110402 | BAHASA MANDARIN KOMPREHENSIF DASAR 1 | BASIC COMPREHENSIVE MANDARIN LANGUAGE 1 | Basic Comprehensive Mandarin Language 1 is typically an introductory-level course designed to help learners build foundational skills in Mandarin Chinese. This course focuses on learning the language’s basic elements, including pronunciation, vocabulary, grammar, and simple conversational skills. It aims to equip students with the necessary tools to start understanding and speaking Mandarin in everyday situations. | 1. SDG 4: Quality Education The course supports quality education by providing foundational skills in Mandarin, enhancing students’ language proficiency and communication abilities. It fosters critical thinking and intercultural awareness as students learn about the cultural context of the language. 2. SDG 5: Gender Equality The course can promote gender equality by examining gender-related topics in Mandarin language and culture, encouraging discussions about representation and roles of different genders in Chinese society. By incorporating diverse materials and perspectives, the course can advocate for inclusivity in language education. 3. SDG 10: Reduced Inequalities Learning Mandarin can help reduce inequalities by providing students from different backgrounds access to a global language, enhancing their opportunities for communication and engagement in a multicultural world. The course can address issues of language access and its impact on social mobility. 4. SDG 11: Sustainable Cities and Communities The course may explore urban contexts where Mandarin is spoken, contributing to discussions about sustainable cities and communities. Understanding language use in urban settings can promote awareness of cultural diversity and community integration. 5. SDG 16: Peace, Justice, and Strong Institutions Language learning fosters communication skills essential for promoting peace, justice, and strong institutions. The course can emphasize the importance of language in conflict resolution, dialogue, and building relationships across cultures. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships through language learning, facilitating intercultural communication and collaboration. Students can learn about how language connects people and cultures, fostering understanding and cooperation. Conclusion In summary, a course on Basic Comprehensive Mandarin Language 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing language skills and cultural understanding, the course prepares students to engage meaningfully with diverse communities and contribute to a more inclusive and interconnected world. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23F09110502 | MENYIMAK DAN BERCAKAP BAHASA MANDARIN DASAR 1 | LISTENING AND SPEAKING BASIC MANDARIN 1 | Mandarin is a tonal language with four primary tones, which means that the pitch at which you say a word can change its meaning. Listening and speaking skills are closely related, as they require you to actively listen to how words are pronounced and practice replicating those sounds. | 1. SDG 4: Quality Education The course enhances quality education by providing students with essential listening and speaking skills in Mandarin, which are crucial for language acquisition and communication. It fosters a supportive learning environment that encourages participation, collaboration, and critical thinking. 2. SDG 5: Gender Equality The course can incorporate discussions about gender representation and language use in Mandarin, promoting gender equality. By using diverse materials that reflect different gender roles and perspectives, the course can raise awareness about inclusivity in communication. 3. SDG 10: Reduced Inequalities Learning Mandarin can help reduce inequalities by providing access to a global language, enabling students from diverse backgrounds to engage in international dialogues and opportunities. The course may focus on language as a tool for empowerment and social mobility. 4. SDG 11: Sustainable Cities and Communities The course can explore language use in urban environments where Mandarin is spoken, contributing to discussions about sustainable cities and communities. Understanding the cultural context of language can enhance community engagement and awareness of local issues. 5. SDG 16: Peace, Justice, and Strong Institutions Effective communication is vital for promoting peace, justice, and strong institutions. This course emphasizes listening and speaking skills necessary for dialogue and conflict resolution. Students learn the importance of respectful communication in fostering understanding and cooperation. 6. SDG 17: Partnerships for the Goals The course encourages global partnerships by promoting language learning as a means of connecting people and cultures. Students can engage in activities that foster intercultural communication and collaboration, enhancing mutual understanding. Conclusion In summary, a course on Listening and Speaking Basic Mandarin 1 supports multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By enhancing listening and speaking skills in Mandarin, the course prepares students to communicate effectively and engage meaningfully with diverse communities in an interconnected world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110702 | Pendidikan Pancasila | Pancasila Education | Pancasila Education is a course that focuses on the principles and values of Pancasila, the foundational philosophical theory of the Indonesian state. It typically covers the five core tenets of Pancasila, which emphasize democracy, social justice, human rights, and unity in diversity. The course aims to instill a sense of nationalism, moral integrity, and civic responsibility among students, fostering critical thinking and awareness of Indonesia’s cultural and historical context. Through discussions, case studies, and community engagement, students learn to apply these values in various aspects of life, contributing to societal harmony and development. | 1. SDG 4: Quality Education – Promotes inclusive and equitable quality education and lifelong learning opportunities, aligning with the educational goals of Pancasila. 2. SDG 16: Peace, Justice, and Strong Institutions – Focuses on promoting peaceful and inclusive societies, which resonates with Pancasila’s principles of democracy and social justice. 3. SDG 10: Reduced Inequalities – Encourages understanding and addressing inequalities, a key aspect of Pancasila’s emphasis on social justice. 4. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration in achieving sustainable development, reflecting Pancasila’s values of community and cooperation. By integrating these goals, Pancasila Education helps students develop a holistic understanding of their roles as citizens in a sustainable society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130703 | Metode Penelitian Kualitatif & Kuantitatif | Metode Penelitian Kualitatif & Kuantitatif | The course “Metode Penelitian Kualitatif & Kuantitatif” (Qualitative and Quantitative Research Methods) provides students with a comprehensive understanding of both qualitative and quantitative research methodologies. Students learn about the principles, techniques, and tools used in conducting research, including data collection, analysis, and interpretation. | 1. SDG 4: Quality Education – By teaching research methodologies, the course enhances the quality of education and equips students with skills to conduct rigorous research, fostering critical thinking. 2. SDG 10: Reduced Inequalities – Research methods can help investigate social inequalities, contributing to the understanding of disparities and informing policies aimed at reducing them. 3. SDG 16: Peace, Justice, and Strong Institutions – Qualitative and quantitative research can be used to evaluate governance, justice systems, and institutional effectiveness, promoting transparency and accountability. 4. SDG 17: Partnerships for the Goals – Emphasizing collaboration in research projects fosters partnerships between academia, communities, and governments, which is crucial for achieving sustainable development. By equipping students with these research skills, the course ultimately supports evidence-based decision-making and contributes to broader sustainable development efforts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130803 | Perbandingan Pemerintahan | Comparative Government | The course “Comparative Government” examines political systems, structures, and processes across different countries. It analyzes how various governments operate, including their political institutions, electoral systems, and policy-making processes. Students explore themes such as democracy, authoritarianism, political culture, and governance. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal is central to the study of comparative government, as it involves examining the effectiveness and integrity of different governance systems, promoting peace, and fostering inclusive institutions. 2. SDG 10: Reduced Inequalities: Analyzing how various governments address social, economic, and political inequalities can inform strategies to reduce disparities within and among countries. 3. SDG 17: Partnerships for the Goals: The course often highlights the importance of international cooperation and partnerships in governance, which is vital for achieving sustainable development goals globally. 4. mSDG 4: Quality Education: By fostering a deeper understanding of political systems, governance, and citizenship, the course contributes to quality education and informed citizenry. Through these connections, Comparative Government helps students critically analyze different political systems and their impacts on society, promoting awareness and understanding of global governance challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130903 | Kapita Selekta Pemerintahan | Capita Selecta Government | The course “Capita Selecta Government” focuses on advanced topics in government and political science, allowing students to explore specific issues, theories, and case studies in depth. It typically includes a selection of contemporary or historically significant themes, such as governance challenges, policy analysis, international relations, or the impact of political ideologies. | 1. SDG 16: Peace, Justice, and Strong Institutions: By exploring specific issues in governance, such as rule of law, public policy, and institutional effectiveness, this course directly contributes to understanding and promoting strong institutions. 2. SDG 10: Reduced Inequalities: Discussions around governance topics often include policies that address social and economic inequalities, fostering a deeper understanding of equity in governance. 3. SDG 4: Quality Education: Capita Selecta encourages critical thinking and informed discussions about contemporary governance issues, enhancing the quality of education in the field of political science and public administration. 4. SDG 17: Partnerships for the Goals: Many topics in this course can highlight the importance of collaboration among governments, civil society, and international organizations to achieve effective governance. By examining current issues and challenges in governance, the course prepares students to engage thoughtfully with the complexities of governance in relation to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05144504 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | The course “Real Work Lectures” (Kuliah Kerja Nyata, KKN) is a practical, field-based program that immerses students in community service and development projects. Typically part of the curriculum in Indonesian universities, this course allows students to apply theoretical knowledge in real-world settings, often in rural or underserved areas. | 1. SDG 4: Quality Education: Engaging in practical work enhances learning experiences and fosters a deeper understanding of educational theories in real-world contexts. 2. SDG 11: Sustainable Cities and Communities: KKN often involves projects aimed at improving local communities, promoting sustainable development practices, and addressing urban challenges. 3. SDG 10: Reduced Inequalities: By working directly with underserved communities, students can help identify and address inequalities, contributing to more equitable development. 4. SDG 17: Partnerships for the Goals: KKN emphasizes collaboration between students, local communities, and organizations, fostering partnerships that are crucial for achieving sustainable development. 5. SDG 16: Peace, Justice, and Strong Institutions: Through community engagement, students can support initiatives that promote social cohesion, justice, and effective governance. Overall, Real Work Lectures provide practical experience that connects students with sustainable development efforts at the community level. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05144406 | Skripsi/Tugas Akhir | Thesis/Final Project | The course “Real Work Lectures” (Kuliah Kerja Nyata, KKN) is a practical, field-based program that immerses students in community service and development projects. Typically part of the curriculum in Indonesian universities, this course allows students to apply theoretical knowledge in real-world settings, often in rural or underserved areas. | 1. SDG 4: Quality Education: The thesis process enhances critical thinking, research skills, and knowledge application, contributing to overall educational quality. 2. SDG 10: Reduced Inequalities: Many theses may focus on social justice, inequality, and inclusion, helping to identify and propose solutions to disparities within societies. 3. SDG 16: Peace, Justice, and Strong Institutions: Research projects may investigate governance, rule of law, and institutional integrity, promoting understanding and solutions for stronger institutions. 4. SDG 17: Partnerships for the Goals: Theses often involve collaboration with community organizations, governmental bodies, or businesses, highlighting the importance of partnerships in addressing complex issues. 5. SDG 3: Good Health and Well-being: Projects may focus on public health issues, contributing to a better understanding of health challenges and potential interventions. By allowing students to explore various topics, the Thesis/Final Project can play a significant role in advancing knowledge and practical solutions aligned with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131102 | Kepemimpinan Inovatif | Innovative Leadership | “Innovative Leadership” focuses on developing the skills and mindset necessary for effective leadership in a rapidly changing world. It covers key concepts such as creativity, strategic thinking, and adaptive problem-solving. Students explore various leadership styles and theories, with an emphasis on fostering innovation within teams and organizations. | 1. SDG 4: Quality Education: By fostering innovative thinking and leadership skills, the course enhances the educational experience and prepares students for future challenges. 2. SDG 9: Industry, Innovation, and Infrastructure: The focus on innovation directly supports the goal of building resilient infrastructure and promoting sustainable industrialization through creative leadership practices. 3. SDG 16: Peace, Justice, and Strong Institutions: Innovative leadership can promote effective governance, transparency, and accountability, contributing to stronger institutions and peaceful societies. 4. SDG 10: Reduced Inequalities: Encouraging inclusive leadership practices helps address inequalities and promotes diverse perspectives in decision-making processes. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration and partnerships among various stakeholders, essential for achieving sustainable development. Overall, Innovative Leadership equips students with the skills to drive positive change and foster sustainable practices in their future careers. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110402 | Ekonomi Pemerintahan | Government Economics | “Government Economics” explores the relationship between economic principles and government policy-making. It focuses on how government actions impact economic performance, including topics such as taxation, public spending, regulation, and the provision of public goods. | 1. SDG 1: No Poverty: By analyzing government policies related to economic growth and welfare, the course can address strategies for poverty reduction and social safety nets. 2. SDG 8: Decent Work and Economic Growth: Focuses on the role of government in promoting economic growth, job creation, and sustainable employment practices, fostering inclusive economic development. 3. SDG 10: Reduced Inequalities: Examines how government economic policies can mitigate income and wealth disparities, promoting equitable economic opportunities. 4. SDG 9: Industry, Innovation, and Infrastructure: Discusses government roles in supporting innovation, infrastructure development, and sustainable industrial practices. 5. SDG 16: Peace, Justice, and Strong Institutions: Analyzes the economic implications of governance and policy-making, contributing to the development of effective institutions. By exploring these intersections, Government Economics helps students understand the critical role of economic policies in achieving sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121603 | Psikologi Pemerintahan | Government Psychology | “Government Psychology” examines the psychological principles that influence political behavior, decision-making, and governance. It explores how individual and group psychology affect political attitudes, public opinion, and voter behavior. | 1. SDG 4: Quality Education: Understanding psychological principles can enhance educational approaches within government institutions, improving learning outcomes and educational equity. 2. SDG 10: Reduced Inequalities: By examining psychological factors that contribute to social behaviors and attitudes, the course can help identify ways to address and reduce inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions: Insights from psychology can improve governance by promoting conflict resolution, enhancing civic engagement, and fostering trust in institutions. 4. SDG 3: Good Health and Well-being: The course may explore mental health policies and their impact on societal well-being, contributing to a healthier population. 5. SDG 11: Sustainable Cities and Communities: Understanding the psychological aspects of community behavior can inform policies that promote sustainable urban living and social cohesion. Through these connections, Government Psychology helps students understand the interplay between psychological factors and effective governance, promoting better policy-making and community engagement. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130103 | Etika Pemerintahan dan Pembangunan Karakter | Government Ethics and Character Development | “Government Ethics and Character Development” explores the moral principles and ethical frameworks that guide public service and governance. It examines the importance of integrity, accountability, and transparency in governmental decision-making. | 1. SDG 16: Peace, Justice, and Strong Institutions: This course focuses on ethical governance, integrity, and accountability, which are essential for building strong, transparent institutions and promoting justice. 2. SDG 4: Quality Education: By emphasizing ethical principles and character development, the course contributes to fostering responsible citizenship and enhancing the overall quality of education in public service. 3. SDG 10: Reduced Inequalities: Ethical frameworks can help address systemic inequalities by promoting fairness and justice in policy-making and governance practices. 4. SDG 3: Good Health and Well-being: Ethical governance includes considerations of public health policies and the moral implications of decisions that affect community health and well-being. 5. SDG 17: Partnerships for the Goals: The course may encourage collaboration among various stakeholders, emphasizing the importance of ethical partnerships in achieving sustainable development. By instilling ethical values and promoting character development, this course equips students to engage thoughtfully in governance and contribute positively to society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130203 | Keuangan Daerah | Regional Finance | “Regional Finance” focuses on the financial management and economic development of specific regions, typically at the sub-national level, such as states, provinces, or municipalities. It covers topics like budgeting, revenue generation, expenditure management, and fiscal policy, emphasizing the unique financial challenges faced by regional governments. | 1. SDG 8: Decent Work and Economic Growth: This course examines financial mechanisms that can promote economic development in specific regions, fostering job creation and sustainable economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure: Regional finance often involves funding for infrastructure projects and innovation initiatives that support sustainable development in local communities. 3. SDG 10: Reduced Inequalities: By focusing on financing strategies that address regional disparities, the course can contribute to reducing inequalities within and among regions. 4. SDG 11: Sustainable Cities and Communities: Understanding regional finance helps in planning and developing sustainable urban environments, ensuring access to essential services and infrastructure. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration between governments, financial institutions, and private sectors to mobilize resources for sustainable development. By exploring these connections, Regional Finance prepares students to understand the financial aspects of regional development and their implications for sustainable growth and equity. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130303 | Manajemen Sumber Daya Manusia | Human Resource Management | “Human Resource Management” (HRM) focuses on the strategic approach to managing an organization’s workforce. It covers key topics such as recruitment, selection, training, performance management, compensation, and employee relations. | 1. SDG 8: Decent Work and Economic Growth: HRM focuses on creating fair employment practices, promoting decent work conditions, and supporting economic growth through effective workforce management. 2. SDG 4: Quality Education: HRM often involves training and development initiatives that enhance employees’ skills, contributing to lifelong learning and educational opportunities within organizations. 3. SDG 5: Gender Equality: Effective HRM practices promote gender equality in the workplace by implementing fair hiring practices, addressing discrimination, and supporting women’s empowerment. 4. SDG 10: Reduced Inequalities: HRM aims to create inclusive workplaces that value diversity and work to reduce inequalities in hiring, promotion, and compensation. 5. SDG 16: Peace, Justice, and Strong Institutions: HRM plays a role in fostering a positive organizational culture, ethics, and accountability, contributing to stronger institutions. By aligning HRM practices with these SDGs, the course prepares students to promote sustainable and equitable work environments that contribute to broader societal goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130403 | Kewirausahaan & Pemberdayaan Masyarakat | Entrepreneurship & Community Empowerment | “Entrepreneurship & Community Empowerment” explores the role of entrepreneurship in driving social and economic development within communities. It focuses on how innovative business practices can address local challenges, create jobs, and enhance overall quality of life. | 1. SDG 1: No Poverty: By fostering entrepreneurship, the course can help create job opportunities and generate income, contributing to poverty alleviation in communities. 2. SDG 8: Decent Work and Economic Growth: Promoting entrepreneurship encourages economic growth and job creation, essential for sustainable development. 3. SDG 10: Reduced Inequalities: The course can focus on empowering marginalized groups through entrepreneurship, addressing inequalities in economic opportunities. 4. SDG 11: Sustainable Cities and Communities: Entrepreneurship can drive local development, promoting sustainable practices and improving the quality of life in communities. 5. SDG 17: Partnerships for the Goals: The course may emphasize the importance of collaboration between entrepreneurs, local governments, and organizations to create supportive ecosystems for business development. By integrating these goals, the course equips students with the skills to drive community empowerment through entrepreneurship, fostering sustainable development and social impact. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130503 | Perencanaan Pembangunan Daerah | Regional Development Planning | “Regional Development Planning” focuses on the processes and strategies involved in planning for economic, social, and environmental development at the regional level. It covers key concepts such as land use, infrastructure development, resource management, and community engagement. | 1. SDG 11: Sustainable Cities and Communities: Focuses on planning for sustainable urban development, ensuring that cities are inclusive, safe, resilient, and sustainable. 2. SDG 8: Decent Work and Economic Growth: Emphasizes the importance of creating economic opportunities and promoting sustainable economic growth through effective regional planning. 3. SDG 1: No Poverty: Aims to address regional disparities and promote policies that reduce poverty and improve living standards in underserved areas. 4. SDG 10: Reduced Inequalities: Helps identify and develop strategies to reduce inequalities within regions, ensuring equitable access to resources and services. 5. SDG 17: Partnerships for the Goals: Highlights the need for collaboration among various stakeholders, including government, private sector, and communities, to achieve effective regional development. By aligning with these SDGs, the course prepares students to develop comprehensive and sustainable plans that enhance regional development and improve the quality of life for residents. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05130603 | Analisis Pemerintahan | Governance Analysis | “Governance Analysis” examines the structures, processes, and practices that shape governance in various contexts, including public, private, and non-profit sectors. It focuses on understanding how governance impacts decision-making, policy implementation, and stakeholder engagement. | 1. SDG 16: Peace, Justice, and Strong Institutions: Governance analysis focuses on evaluating the effectiveness, transparency, and accountability of institutions, which is crucial for building strong governance frameworks. 2. SDG 10: Reduced Inequalities: By analyzing governance structures and policies, the course can help identify and address inequalities in access to resources and decision-making processes. 3. SDG 4: Quality Education: The course can enhance understanding of governance principles and practices, contributing to informed citizenship and better educational outcomes related to governance. 4. SDG 17: Partnerships for the Goals: Governance analysis often emphasizes the importance of multi-stakeholder engagement and collaboration in policymaking and implementation. 5. SDG 1: No Poverty: Effective governance is key to implementing policies aimed at poverty reduction and improving the living conditions of marginalized populations. By connecting with these goals, Governance Analysis equips students to critically assess governance systems and propose improvements that contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120903 | Kebijakan Pertanahan | Land Policy | “Land Policy” explores the principles and practices governing land use, management, and development. It examines the economic, social, and environmental dimensions of land policy, focusing on issues such as land tenure, zoning, urban planning, and environmental sustainability. | 1. SDG 1: No Poverty: Effective land policies can help secure land tenure for vulnerable populations, contributing to poverty reduction and improved livelihoods. 2. SDG 11: Sustainable Cities and Communities: Land policy plays a crucial role in urban planning, promoting sustainable land use, and ensuring access to housing and services in urban areas. 3. SDG 15: Life on Land: This goal focuses on sustainable land management and the conservation of terrestrial ecosystems. Land policy can help promote practices that protect biodiversity and natural resources. 4. SDG 10: Reduced Inequalities: Land policies that ensure equitable access to land and resources can help address social and economic inequalities within communities. 5. SDG 17: Partnerships for the Goals: Effective land policy development often requires collaboration among various stakeholders, including governments, local communities, and civil society organizations. By aligning with these goals, the course prepares students to understand and develop land policies that support sustainable development, equity, and environmental stewardship. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121003 | Kajian Ketahanan Nasional | National Resilience Study | “National Resilience Study” focuses on the strategies and frameworks that enhance a nation’s ability to withstand and recover from various crises, including natural disasters, economic challenges, and social upheavals. It examines concepts such as disaster risk reduction, emergency management, and the role of governance in building resilience. | 1. SDG 11: Sustainable Cities and Communities: This goal focuses on making cities safe and resilient. The study of national resilience often includes strategies for urban planning and disaster risk reduction. 2. SDG 13: Climate Action: National resilience encompasses preparedness and response to climate change impacts, promoting adaptive strategies to enhance environmental sustainability. 3. SDG 16: Peace, Justice, and Strong Institutions: Effective governance and strong institutions are essential for building national resilience, ensuring that societies can withstand and recover from crises. 4. SDG 3: Good Health and Well-being: Resilience studies often consider public health systems and their ability to respond to emergencies, contributing to overall societal well-being. 5. SDG 1: No Poverty: Building resilience includes addressing vulnerabilities that contribute to poverty, ensuring that communities can withstand economic shocks and other crises. By connecting with these goals, the National Resilience Study equips students to understand and develop strategies that enhance a nation’s capacity to respond to various challenges, fostering sustainability and security. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121103 | Hukum Tata Pemerintahan | Governance Law | “Governance Law” examines the legal frameworks and principles that underpin governance structures and processes. It explores the relationship between law and governance, focusing on how legal norms influence public policy, administrative practices, and the functioning of government institutions. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal is central to governance law, as it focuses on promoting the rule of law, ensuring access to justice, and building effective, accountable institutions. 2. SDG 4: Quality Education: Governance law contributes to understanding legal frameworks that underpin governance systems, enhancing education about rights, responsibilities, and legal processes. 3. SDG 10: Reduced Inequalities: By addressing legal frameworks that promote equity and access, governance law helps identify and mitigate systemic inequalities within governance structures. 4. SDG 17: Partnerships for the Goals: Governance law often emphasizes the importance of collaboration among government, civil society, and the private sector in implementing laws and policies effectively. 5. SDG 1: No Poverty: Effective governance law can lead to better policy-making and legal protections that address the needs of marginalized populations, contributing to poverty alleviation. Through these connections, the course prepares students to understand the intersection of law and governance, equipping them to advocate for justice and effective governance practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121203 | E-Government | E-Government | “E-Government” explores the use of information and communication technology (ICT) to enhance the delivery of government services, improve transparency, and increase citizen engagement. It examines the principles, tools, and practices that enable governments to operate more efficiently and effectively in the digital age. | 1. SDG 16: Peace, Justice, and Strong Institutions: E-Government enhances transparency, accountability, and public participation, strengthening institutions and promoting good governance. 2. SDG 9: Industry, Innovation, and Infrastructure: The use of technology in governance supports innovative solutions and infrastructure development, improving service delivery. 3. SDG 10: Reduced Inequalities: E-Government can improve access to services for marginalized communities, helping to reduce disparities in service delivery. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121303 | Metodologi Ilmu Pemerintahan | Government Science Methodology | “Government Science Methodology” focuses on the research methods and analytical techniques used in the study of governance and public policy. It covers both qualitative and quantitative approaches, emphasizing the importance of systematic investigation in understanding governmental processes and outcomes. | 1. SDG 4: Quality Education: This course enhances critical thinking and research skills, providing students with the tools to understand governance issues and policy analysis effectively. 2. SDG 16: Peace, Justice, and Strong Institutions: The methodologies taught in this course support evidence-based governance and policy-making, promoting transparency, accountability, and stronger institutions. 3. SDG 10: Reduced Inequalities: By equipping students to conduct research that identifies disparities in governance and public service delivery, the course can help inform policies aimed at reducing inequalities. 4. SDG 17: Partnerships for the Goals: Emphasizing collaborative research methods encourages partnerships between academia, government, and civil society, fostering shared knowledge and resources. 5. SDG 8: Decent Work and Economic Growth: Effective government science methodology can lead to better policy formulation, contributing to economic growth and improved public sector efficiency. Through these connections, the course prepares students to engage in rigorous research and analysis, enhancing their ability to contribute to effective governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121403 | Birokrasi Pelayanan Publik | Public Service Bureaucracy | “Public Service Bureaucracy” examines the structures, functions, and dynamics of bureaucratic organizations within the public sector. It focuses on the role of bureaucracy in delivering public services, implementing policies, and managing resources. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of effective, accountable, and transparent institutions. Understanding public service bureaucracy is essential for improving the efficiency and integrity of government operations. 2. SDG 8: Decent Work and Economic Growth: This course explores the role of bureaucracies in facilitating economic development and ensuring decent working conditions within the public sector, which can drive overall economic growth. 3. SDG 10: Reduced Inequalities: Analyzing public service bureaucracy can help identify systemic barriers and biases, informing reforms that promote equity in access to public services. 4. SDG 4: Quality Education: Bureaucracies play a crucial role in the delivery of education services. Understanding how they function can improve educational outcomes and access. 5. SDG 17: Partnerships for the Goals: Public service bureaucracies often engage with various stakeholders, including non-profits and private sectors, emphasizing the importance of collaboration in governance and service delivery. By connecting with these goals, the course equips students to critically assess and improve public service systems, contributing to more effective governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05121503 | Kepemimpinan Dalam Pemerintahan | Leadership in Government | “Leadership in Government” focuses on the principles and practices of effective leadership within public sector organizations. It explores various leadership styles, decision-making processes, and the unique challenges faced by leaders in government contexts. | 1. SDG 16: Peace, Justice, and Strong Institutions: Effective leadership in government is crucial for building strong, transparent, and accountable institutions, promoting justice and good governance. 2. SDG 4: Quality Education: Leadership training contributes to the development of skills necessary for effective governance, ensuring that future leaders are well-equipped to tackle challenges in public service. 3. SDG 5: Gender Equality: This course can emphasize the importance of inclusive leadership, promoting gender equality in leadership roles within government. 4. SDG 10: Reduced Inequalities: Leadership in government involves making decisions that affect social equity and justice, aiming to reduce disparities and promote inclusive policies. 5. SDG 17: Partnerships for the Goals: Effective government leadership fosters collaboration among various stakeholders, including civil society and the private sector, to achieve common goals. By aligning with these goals, the course prepares students to become effective leaders who can navigate the complexities of governance and drive positive change in society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120203 | Kebijakan Pemerintahan dan Kemaritiman | Government and Maritime Policy | “Government and Maritime Policy” examines the intersection of governance and maritime issues, focusing on policies that regulate and manage maritime resources, navigation, and maritime safety. It covers key topics such as shipping regulation, environmental protection, fisheries management, and maritime security. | 1. SDG 14: Life Below Water: This goal focuses on the sustainable use of oceans, seas, and marine resources. The course addresses maritime policies that promote conservation and responsible management of marine ecosystems. 2. SDG 8: Decent Work and Economic Growth: Maritime policy can influence economic activities related to shipping, fishing, and tourism, fostering job creation and sustainable economic growth in coastal communities. 3. SDG 11: Sustainable Cities and Communities: Effective maritime policies contribute to sustainable coastal development and urban planning, ensuring that communities are resilient and environmentally sustainable. 4. SDG 10: Reduced Inequalities: By focusing on equitable access to maritime resources and benefits, the course can help address disparities faced by marginalized coastal communities. 5. SDG 17: Partnerships for the Goals: Maritime issues often require collaboration among governments, international organizations, and local communities, emphasizing the importance of partnerships in policy implementation. Through these connections, the course prepares students to understand the complexities of maritime governance and develop policies that promote sustainable and equitable use of marine resources. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120303 | Hubungan Pemerintah Pusat & Daerah | Central & Regional Government Relations | “Central & Regional Government Relations” explores the dynamics between national (central) and sub-national (regional) levels of government. It examines how these levels interact, share responsibilities, and negotiate power and resources in the governance process. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the dynamics between central and regional governments is essential for promoting effective governance, transparency, and accountability at all levels. 2. SDG 10: Reduced Inequalities: This course can explore how central and regional government interactions can address or exacerbate inequalities, informing policies that promote equitable resource distribution and access to services. 3. SDG 11: Sustainable Cities and Communities: Effective relations between different levels of government are crucial for urban planning and sustainable development, ensuring that regional needs are met within national frameworks. 4. SDG 17: Partnerships for the Goals: The course emphasizes collaboration between central and regional governments, highlighting the importance of partnerships in achieving sustainable development objectives. 5. SDG 4: Quality Education: Government relations can affect educational policies and funding, impacting the quality and accessibility of education in various regions. By linking these goals, the course prepares students to navigate the complexities of governance and advocate for effective intergovernmental relations that support sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120403 | Sistem Pemerintahan Desa | Village Government System | “Village Government System” examines the structures, functions, and processes of governance at the village level. It focuses on the role of local government in managing community affairs, implementing policies, and promoting development initiatives. | 1. SDG 1: No Poverty: Understanding village governance can lead to more effective local policies aimed at poverty alleviation and community development, improving living standards. 2. SDG 10: Reduced Inequalities: Village government systems can help address local disparities and promote equitable access to resources and services, ensuring marginalized communities have a voice. 3. SDG 16: Peace, Justice, and Strong Institutions: This course focuses on the importance of local governance, accountability, and citizen participation, which are essential for building strong institutions at the grassroots level. 4. SDG 11: Sustainable Cities and Communities: Village governance plays a critical role in sustainable rural development, ensuring that local needs and environmental considerations are integrated into planning. 5. SDG 4: Quality Education: Village governments can influence local educational policies and programs, impacting access to quality education in rural areas. By connecting with these goals, the course prepares students to understand and enhance the role of village governance in promoting sustainable development and community empowerment. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120503 | Pemerintahan Daerah dan Politik Lokal | Regional Government and Local Politics | “Regional Government and Local Politics” explores the structures, functions, and dynamics of regional governance and local political systems. It examines how regional governments operate, the role of local political actors, and the impact of local policies on communities. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of effective governance and participatory political processes at the regional and local levels, promoting transparency and accountability. 2. SDG 10: Reduced Inequalities: The course can explore how regional and local governments can address social and economic disparities, ensuring that all community members have access to resources and opportunities. 3. SDG 11: Sustainable Cities and Communities: Local politics significantly influence urban planning and community development, making it essential for promoting sustainable practices and enhancing quality of life. 4. SDG 4: Quality Education: Understanding local political dynamics can impact educational policy and funding decisions, promoting access to quality education in communities. 5. SDG 17: Partnerships for the Goals: The course may emphasize collaboration among various stakeholders, including local governments, civil society, and the private sector, to achieve sustainable development objectives. By aligning with these goals, the course prepares students to analyze and engage with the complexities of regional governance and local political dynamics, fostering effective and inclusive decision-making. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120603 | Sistem Pengawasan dan Pengendalian Pemerintahan | Government Supervision and Control System | “Government Supervision and Control System” focuses on the mechanisms and frameworks that ensure accountability, transparency, and effective oversight within government operations. It examines how various supervisory bodies and control systems function to monitor compliance with laws, regulations, and policies. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal focuses on promoting effective governance, transparency, and accountability. Understanding supervision and control systems is essential for ensuring that government institutions operate efficiently and ethically. 2. SDG 10: Reduced Inequalities: Effective supervision can help identify and address disparities in service delivery and resource allocation, promoting equity within government operations. 3. SDG 4: Quality Education: The course may emphasize the role of supervision in educational institutions, ensuring quality standards and equitable access to education. 4. SDG 8: Decent Work and Economic Growth: A well-functioning supervision and control system can enhance public sector efficiency, contributing to economic growth and the creation of decent work opportunities. 5. SDG 17: Partnerships for the Goals: Effective oversight often requires collaboration between various stakeholders, including governmental and non-governmental organizations, to achieve common goals. By linking these goals, the course prepares students to understand and implement effective supervision and control mechanisms that foster good governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120703 | Proses Legislasi | Legislation Process | “Legislation Process” examines the steps and procedures involved in creating, enacting, and implementing laws within a legislative framework. It covers the roles of various stakeholders, including legislators, government agencies, and interest groups, in shaping the legislative process. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the legislative process is essential for promoting transparent and accountable governance, ensuring that laws are developed through participatory and inclusive methods. 2. SDG 10: Reduced Inequalities: The course can explore how legislation can address social and economic inequalities, focusing on laws that promote equity and protect marginalized communities. 3. SDG 4: Quality Education: Legislation plays a crucial role in shaping educational policies and ensuring access to quality education, impacting long-term social development. 4. SDG 8: Decent Work and Economic Growth: The legislative process is critical for enacting labor laws and regulations that protect workers’ rights and promote economic development. 5. SDG 17: Partnerships for the Goals: Effective legislation often requires collaboration among various stakeholders, including government entities, civil society, and the private sector, to create laws that reflect diverse interests and needs. By connecting with these goals, the course equips students to understand the intricacies of the legislative process and its impact on governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120803 | Metode Pemecahan Masalah & Pengambilan Keputusan | Problem Solving & Decision Making Methods | “Problem Solving & Decision Making Methods” focuses on the techniques and frameworks used to identify, analyze, and resolve issues in various contexts. It covers a range of methodologies, including quantitative and qualitative approaches, critical thinking, and creative problem-solving strategies. | 1. SDG 16: Peace, Justice, and Strong Institutions: Effective problem-solving and decision-making are crucial for fostering transparent and accountable governance, enhancing the capacity of institutions to address societal challenges. 2. SDG 10: Reduced Inequalities: This course can focus on techniques for inclusive decision-making that consider diverse perspectives, helping to address inequalities and ensure that marginalized voices are heard. 3. SDG 8: Decent Work and Economic Growth: Good decision-making methods can improve organizational effectiveness and efficiency, leading to better economic outcomes and job creation. 4. SDG 4: Quality Education: By applying problem-solving methods, educational institutions can enhance learning outcomes and adapt to the needs of students, fostering a more equitable educational environment. 5. SDG 17: Partnerships for the Goals: Collaborative decision-making processes promote partnerships among stakeholders, which are essential for achieving sustainable development objectives. By linking these goals, the course prepares students to apply effective problem-solving and decision-making techniques that contribute to improved governance and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110802 | Pendidikan Kewarganegaraan | Civic education | “Civic Education” focuses on fostering informed and active citizenship among students. It covers the principles of democracy, the rights and responsibilities of citizens, and the importance of civic engagement in a democratic society. | 1. SDG 4: Quality Education: Civic education enhances understanding of civic rights and responsibilities, promoting informed and active participation in democratic processes and community engagement. 2. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of promoting inclusive and participatory governance. Civic education fosters awareness of justice, rule of law, and the role of institutions. 3. SDG 10: Reduced Inequalities: By educating citizens about their rights and encouraging participation, civic education helps empower marginalized groups, contributing to greater equity and representation in governance. 4. SDG 5: Gender Equality: Civic education can include a focus on gender equality, promoting awareness and advocacy for women’s rights and participation in decision-making processes. 5. SDG 17: Partnerships for the Goals: Effective civic education often involves collaboration among schools, communities, and civil society organizations to create a supportive environment for civic engagement. By aligning with these goals, the course prepares students to become informed and active citizens, equipped to contribute positively to their communities and society as a whole. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110102 | Pengantar Ilmu Pemerintahan | Introduction to Government Science | “Pengantar Ilmu Pemerintahan” (Introduction to Government Science) provides an overview of the principles and concepts of public administration and governance. It explores the roles and functions of government at various levels, including local, regional, and national, and examines the political, social, and economic factors that influence governance. | 1. SDG 16: Peace, Justice, and Strong Institutions: This course lays the foundation for understanding governance systems, emphasizing the importance of effective, accountable, and transparent institutions. 2. SDG 4: Quality Education: By providing foundational knowledge about government structures and processes, the course contributes to developing informed citizens and future leaders in public service. 3. SDG 10: Reduced Inequalities: Understanding government science can help identify systemic inequalities within governance structures, promoting policies that enhance equity and access. 4. SDG 8: Decent Work and Economic Growth: The course can explore the role of government in economic development and labor policies, emphasizing the importance of governance in creating decent work opportunities. 5. SDG 17: Partnerships for the Goals: Government science often highlights the need for collaboration among various stakeholders—government, civil society, and the private sector—to achieve effective governance and sustainable development. By connecting with these goals, the course prepares students to understand the complexities of government systems and their impact on society, fostering informed participation in governance and public policy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110203 | Filsafat Pemerintahan | Philosophy of Government | “Philosophy of Government” explores the foundational ideas and theories that underpin political systems and governance. It examines key philosophical concepts such as justice, power, authority, and the role of the state, drawing on the works of influential thinkers like Plato, Aristotle, Hobbes, Locke, Rousseau, and others. | 1. SDG 16: Peace, Justice, and Strong Institutions: The philosophy of government explores concepts of justice, authority, and legitimacy, providing a framework for understanding how to create fair and effective institutions. 2. SDG 4: Quality Education: This course promotes critical thinking and ethical reasoning, encouraging students to engage with fundamental questions about governance, rights, and responsibilities. 3. SDG 10: Reduced Inequalities: By examining philosophical arguments about equality, rights, and social justice, the course can inform discussions about policies that address systemic inequalities. 4. SDG 5: Gender Equality: The philosophy of government often includes feminist perspectives that critique traditional power structures, promoting discussions on gender equity in governance. 5. SDG 17: Partnerships for the Goals: Philosophical discussions about democracy and governance emphasize the importance of collaborative approaches and stakeholder engagement in decision-making processes. By aligning with these goals, the course prepares students to critically analyze governance concepts and contribute to the development of just and equitable political systems. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110303 | Sistem Pemerintahan Indonesia | Indonesian Government System | “Indonesian Government System” provides an in-depth examination of the structure, functions, and processes of governance in Indonesia. It covers the historical development of the Indonesian political system, the roles of various governmental institutions, and the principles of democracy and decentralization. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding Indonesia’s government system promotes knowledge of governance, rule of law, and the importance of accountability and transparency in public institutions. 2. SDG 10: Reduced Inequalities: This course can address how the Indonesian government system seeks to reduce regional and social inequalities, particularly in access to resources and services. 3. SDG 4: Quality Education: By educating students about the structure and function of the government, the course contributes to informed citizenship and engagement in democratic processes. 4. SDG 11: Sustainable Cities and Communities: The Indonesian government system includes policies that influence urban planning and sustainable development, essential for resilient communities. 5. SDG 17: Partnerships for the Goals: The course can emphasize the role of collaboration among various levels of government and civil society in achieving effective governance and development goals. By connecting with these goals, the course prepares students to understand and engage with the complexities of Indonesia’s governance, contributing to sustainable development and social justice. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110503 | Sistem Hukum Indonesia | Indonesian Legal System | “Indonesian Legal System” provides an overview of the legal framework and institutions that govern Indonesia. It covers the historical development of the legal system, including influences from traditional law, colonial law, and contemporary legal reforms. | 1. SDG 16: Peace, Justice, and Strong Institutions: This goal emphasizes the importance of the rule of law and access to justice. Understanding the Indonesian legal system is crucial for promoting fair and transparent legal processes. 2. SDG 10: Reduced Inequalities: The course can address how the legal system addresses or perpetuates inequalities, focusing on laws that promote social justice and protect the rights of marginalized communities. 3. SDG 4: Quality Education: Educating students about the legal framework enhances awareness of rights and responsibilities, fostering informed and engaged citizens. 4. SDG 5: Gender Equality: The legal system plays a key role in promoting gender equality by addressing laws related to women’s rights and anti-discrimination measures. 5. SDG 17: Partnerships for the Goals: The course may highlight the importance of collaboration among various stakeholders—government, civil society, and legal professionals—in strengthening the legal system and promoting rule of law. By aligning with these goals, the course equips students to understand the intricacies of the Indonesian legal system and its impact on governance, society, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05110603 | Sistem Kepartaian dan Pemilu di Indonesia | Party and Election Systems in Indonesia | “Party and Election Systems in Indonesia” explores the political landscape of Indonesia, focusing on the roles of political parties and the electoral processes that shape governance. It examines the historical development of party systems, the various political parties in Indonesia, and their influence on policy-making and public opinion. | 1. SDG 16: Peace, Justice, and Strong Institutions: Understanding the party and election systems is vital for promoting democratic governance, ensuring fair electoral processes, and enhancing political participation. 2. SDG 10: Reduced Inequalities: The course can explore how electoral systems impact representation and the inclusion of marginalized groups, promoting equitable political participation. 3. SDG 4: Quality Education: Educating students about the mechanics of political parties and elections fosters informed citizenship, encouraging active engagement in the democratic process. 4. SDG 11: Sustainable Cities and Communities: Political decisions made through elections significantly affect urban planning and community development, making this knowledge relevant for sustainable governance. 5. SDG 17: Partnerships for the Goals: The course may emphasize the importance of collaboration between political parties, civil society, and citizens to strengthen democratic practices and achieve development goals. By linking these goals, the course prepares students to understand and engage with Indonesia’s political landscape, contributing to more informed and active participation in democracy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU PEMERINTAHAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23E05120103 | Ekologi Pemerintahan | Governance Ecology | “Governance Ecology” examines the interplay between governance systems and ecological sustainability. It explores how environmental policies, governance structures, and community engagement shape ecological outcomes and natural resource management. | 1. SDG 13: Climate Action: Governance ecology focuses on the management of environmental resources and policies related to climate change, promoting strategies to mitigate its impacts. 2. SDG 15: Life on Land: This goal emphasizes the conservation of terrestrial ecosystems. The course explores governance frameworks that support biodiversity and sustainable land use. 3. SDG 11: Sustainable Cities and Communities: Understanding governance ecology helps in developing urban policies that promote sustainability and resilience in communities, addressing environmental challenges. 4. SDG 17: Partnerships for the Goals: Effective governance in ecological contexts often requires collaboration among governments, local communities, NGOs, and the private sector to manage resources sustainably. 5.SDG 6: Clean Water and Sanitation: Governance ecology can address water resource management and policies that ensure access to clean water and sanitation, essential for sustainable development. By connecting with these goals, the course equips students to understand and develop governance systems that promote environmental sustainability and ecological integrity. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110902 | Bahasa Indonesia | indonesian | A university course in Indonesian typically covers the language, culture, and literature of Indonesia. Students learn Indonesian language skills, including speaking, listening, reading, and writing. The course may also explore Indonesian history, social issues, and cultural practices, often through literature, film, and other media. It aims to provide students with a comprehensive understanding of the diverse aspects of Indonesia, enhancing both language proficiency and cultural awareness. | 1. Quality Education (SDG 4): Emphasis on language skills and cultural understanding aligns with promoting inclusive and quality education. 2. Gender Equality (SDG 5): Discussions around literature and culture can include themes of gender roles and equality in Indonesian society. 3. Reduced Inequalities (SDG 10): Exploring diverse cultural narratives can help highlight and address social inequalities within Indonesia. 4. Sustainable Cities and Communities (SDG 11): Topics related to cultural practices and community engagement can foster a sense of belonging and sustainability in urban areas. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature and cultural studies often engage with social issues, justice, and the role of institutions in shaping society. 6. Partnerships for the Goals (SDG 17): Interdisciplinary approaches in courses can encourage collaboration across various fields to tackle societal challenges. By integrating these SDGs, the course can promote a holistic understanding of Indonesian society and its diverse challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140404 | Kuliah Kerja Nyata | Community Service Program | A Community Service Program course at a university focuses on engaging students in volunteer work and community outreach activities. Students typically learn about social issues, community needs, and the impact of service on both individuals and communities. The course often includes hands-on projects, reflections, and discussions about social responsibility and civic engagement. Through this experience, students develop skills in leadership, teamwork, and communication while contributing positively to society. | 1. Quality Education (SDG 4): Many community service projects focus on educational initiatives, such as tutoring, literacy programs, or skills training. 2. Reduced Inequalities (SDG 10): Programs often target marginalized communities, working to reduce social and economic inequalities. 3. Gender Equality (SDG 5): Community service initiatives may promote gender equality through empowerment programs for women and girls. 4. Sustainable Cities and Communities (SDG 11): Projects might involve improving local infrastructure, promoting sustainability, and enhancing community resilience. 5. Good Health and Well-Being (SDG 3): Health awareness campaigns and support for local health services can be key components of community service work. 6. Decent Work and Economic Growth (SDG 8): Initiatives may include job training, entrepreneurship support, or economic development activities. 7. Partnerships for the Goals (SDG 17): Community service programs often rely on collaboration between universities, local organizations, and government agencies. These goals highlight the multifaceted impact that community service can have on local communities and the broader society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132002 | Literasi dan Presentasi Ilmiah | Scientific Literacy and Presentation | The Scientific Literacy and Presentation course equips students with essential skills for understanding and communicating scientific concepts. It covers the principles of scientific inquiry, critical analysis of research, and effective communication techniques. Students learn how to evaluate scientific literature, understand data interpretation, and present findings clearly through oral and written formats. The course often includes practical components, such as preparing presentations and engaging in discussions, aimed at enhancing students’ ability to convey complex ideas to diverse audiences. Overall, it prepares students for academic and professional success in science-related fields. | 1. Quality Education (SDG 4): The course promotes critical thinking, communication skills, and a strong foundation in scientific concepts, which are essential for quality education. 2. Decent Work and Economic Growth (SDG 8): Scientific literacy can enhance employability and support innovation in various industries, contributing to economic growth. 3. Industry, Innovation, and Infrastructure (SDG 9): The course may encourage students to engage in innovative projects and develop infrastructure solutions informed by scientific understanding. 4. Climate Action (SDG 13): Topics related to environmental science and sustainability can be integral, fostering awareness and action on climate issues. 5. Responsible Consumption and Production (SDG 12): Scientific literacy can help students understand the implications of consumption patterns and promote sustainable practices. 6. Partnerships for the Goals (SDG 17): Collaborative projects or presentations may encourage partnerships between students, researchers, and local communities or organizations. These SDGs underscore the importance of scientific literacy in addressing global challenges and fostering informed citizenship. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131402 | Seminar Praskripsi Kebahasaan* (Wajib – PL) | Language Prescription Seminar* (Compulsory – PL) | The Language Prescription Seminar (Compulsory – PL) explores the theory and practice of language standardization and prescriptivism. Students examine the rules governing language use, including grammar, syntax, and stylistic conventions. The course encourages critical analysis of how these norms affect communication and social interactions. Through discussions, case studies, and hands-on activities, students develop skills in evaluating and applying language standards, preparing them for roles in linguistics, education, and communication. The seminar fosters an understanding of the complexities of language in society and its influence on identity and culture. | 1. Quality Education (SDG 4): The course likely focuses on enhancing language skills, critical thinking, and communication, contributing to quality education. 2. Gender Equality (SDG 5): Discussions around language use can include gender-sensitive language and the representation of gender in communication. 3. Reduced Inequalities (SDG 10): Exploring language and dialects can highlight issues of linguistic diversity and inclusion, addressing social inequalities. 4. Sustainable Cities and Communities (SDG 11): Language plays a crucial role in community engagement and cultural preservation, fostering inclusive urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Language is fundamental in promoting dialogue, understanding, and social cohesion, which can contribute to peace and justice. 6. Partnerships for the Goals (SDG 17): The seminar may encourage collaboration among students, faculty, and community organizations in language-related initiatives. These SDGs highlight the interconnectedness of language education with broader social, cultural, and economic issues. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131502 | Seminar Praskripsi Sastra ** (Wajib-PS) | Literary Prescription Seminar ** (Compulsory PS) | The Literary Prescription Seminar (Compulsory PS) focuses on the analysis and interpretation of literary texts through the lens of prescriptive theories and critical frameworks. Students engage with various literary works, examining themes, styles, and authorial intent while applying prescriptive approaches to literary analysis. The course encourages critical thinking about literary norms and conventions, discussing their role in shaping readers’ perceptions and interpretations. Through collaborative discussions, presentations, and written assignments, students develop analytical skills essential for careers in literature, education, and related fields, fostering a deeper appreciation for the complexities of literary discourse. | 1. Quality Education (SDG 4): The course promotes critical reading, analytical skills, and an appreciation for literature, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, providing a platform for discussions on gender equality. 3. Reduced Inequalities (SDG 10): Analyzing diverse literary voices can highlight issues of social inequality and marginalization, fostering understanding and empathy. 4. Sustainable Cities and Communities (SDG 11): Literature can reflect and critique urban life, community dynamics, and cultural practices, contributing to discussions on sustainable communities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary works often address themes of justice, conflict, and human rights, encouraging dialogue about societal values and institutional strength. 6. Partnerships for the Goals (SDG 17): The seminar may involve collaborative projects that connect students with authors, local communities, or cultural organizations. These SDGs illustrate how literary studies can engage with critical social issues and contribute to a more informed and equitable society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140102 | Seminar Praskripsi Kebahasaan* (Wajib- PL) | Language Prescription Seminar* (Compulsory- PL) | The Language Prescription Seminar (Compulsory – PL) is designed to explore the principles of language standardization and the role of prescriptivism in linguistic practices. Students examine grammatical rules, language usage norms, and the influence of prescriptive approaches on communication. The course emphasizes critical analysis of language policies and their social implications, encouraging discussions on the evolving nature of language. Through case studies and practical exercises, students develop skills in evaluating and applying language standards, preparing them for careers in linguistics, education, and communication. | 1. Quality Education (SDG 4): The course focuses on enhancing language skills and critical thinking, contributing to overall educational quality. 2. Reduced Inequalities (SDG 10): Discussions around language use can highlight issues of linguistic diversity and inclusion, addressing social inequalities. 3. Gender Equality (SDG 5): Exploring language can include considerations of gendered language and representation, promoting awareness of gender issues. 4. Sustainable Cities and Communities (SDG 11): Language plays a vital role in community engagement and cultural identity, supporting inclusive urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Effective communication is key to fostering dialogue, understanding, and social cohesion, which are essential for peace and justice. 6. Partnerships for the Goals (SDG 17): The seminar may encourage collaboration between students, faculty, and community organizations in language-related initiatives. These SDGs reflect the importance of language education in addressing broader societal challenges and promoting sustainable development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140202 | Seminar Praskripsi Sastra** (Wajib- PS | Literary Prescription Seminar** (Compulsory- PS | The Literary Prescription Seminar (Compulsory – PS) focuses on the examination of literary texts through prescriptive frameworks and critical theories. Students analyze themes, narrative techniques, and stylistic elements while applying prescriptive approaches to literature. The course encourages critical discussions on literary conventions, authorial intent, and the impact of these norms on reader interpretation. Through collaborative projects, presentations, and written assignments, students enhance their analytical skills, fostering a deeper understanding of literary analysis and its relevance in fields such as literature, education, and cultural studies. | 1. Quality Education (SDG 4): The seminar focuses on enhancing critical thinking and analytical skills through the study of literature, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, fostering discussions on gender equality and empowerment. 3. Reduced Inequalities (SDG 10): Analyzing diverse literary voices can highlight social inequalities and marginalized perspectives, promoting empathy and understanding. 4. Sustainable Cities and Communities (SDG 11): Literature can reflect urban experiences and community dynamics, contributing to discussions about sustainable living and cultural identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects within the seminar may connect students with authors, local communities, or cultural organizations, fostering partnerships. These SDGs illustrate how literary studies can engage with significant social issues and contribute to a more informed and equitable society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131002 | Posmodernisme | Postmodernism | The Postmodernism course examines the cultural, artistic, and philosophical movements that emerged in the mid-20th century, characterized by a skepticism toward grand narratives and traditional forms. Students explore key concepts such as fragmentation, intertextuality, and irony, analyzing works in literature, art, architecture, and media. The course discusses influential thinkers like Jean-François Lyotard, Jacques Derrida, and Michel Foucault, as well as significant postmodern texts and artifacts. Through critical discussions and analyses, students develop a deeper understanding of how postmodernism challenges established norms and reflects contemporary societal issues. | 1. Quality Education (SDG 4): The course promotes critical thinking and analysis of complex texts and ideas, contributing to a well-rounded education. 2. Reduced Inequalities (SDG 10): Postmodernism often critiques power structures and explores marginalized voices, fostering discussions about social justice and equality. 3. Gender Equality (SDG 5): Many postmodern texts examine issues of gender and identity, challenging traditional roles and promoting gender awareness. 4. Sustainable Cities and Communities (SDG 11): Postmodernism often reflects on urban life and cultural identities, which can relate to discussions about sustainable development in communities. 5. Peace, Justice, and Strong Institutions (SDG 16): The critical examination of narratives and power dynamics in postmodernism can contribute to understanding justice and the role of institutions in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in the course can encourage partnerships among students, departments, and the wider community. These SDGs highlight how the study of Postmodernism can engage with significant social, cultural, and political issues, promoting a deeper understanding of contemporary challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131104 | Leksikografi Bahasa Indonesia | Indonesian Lexicography | The Indonesian Lexicography course focuses on the study and development of dictionaries and lexical resources in the Indonesian language. Students learn about the principles and methodologies of lexicography, including the compilation, organization, and analysis of vocabulary. The course covers various types of dictionaries, such as monolingual, bilingual, and specialized dictionaries, and explores the cultural and linguistic factors influencing their creation. Through practical exercises and projects, students gain hands-on experience in lexicographic practices, enhancing their understanding of language documentation and the role of dictionaries in education and communication. | 1. Quality Education (SDG 4): The course enhances understanding of language, vocabulary, and linguistic diversity, contributing to quality education and language learning. 2,. Reduced Inequalities (SDG 10): By focusing on regional languages and dialects, the course promotes inclusivity and representation of marginalized linguistic communities. 3. Sustainable Cities and Communities (SDG 11): Understanding language use in different communities fosters cultural identity and promotes sustainable communication practices. 4. Gender Equality (SDG 5): Lexicography can address gender-sensitive language and representation in dictionaries, promoting awareness of gender issues. 5. Cultural Preservation (related to SDG 16): Documenting and preserving language contributes to cultural heritage and identity, supporting peace and justice through understanding. 6. Partnerships for the Goals (SDG 17): Collaboration with local communities, educational institutions, and linguistic organizations can enhance lexicographic efforts and resources. These SDGs illustrate how a course in Indonesian Lexicography can engage with important social, cultural, and educational issues, fostering a deeper understanding of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131204 | Seminar linguistik* (Wajib- PL) | Linguistic seminar* (Compulsory- PL) | The Linguistic Seminar (Compulsory – PL) is an advanced course that focuses on current research and key topics in the field of linguistics. Students engage in in-depth discussions on various linguistic theories, methodologies, and issues, such as syntax, semantics, phonetics, and sociolinguistics. The seminar format encourages active participation, critical analysis, and collaborative learning, with students presenting their own research or case studies. This course aims to enhance students’ understanding of linguistic principles and prepare them for further academic research or careers in linguistics, education, and related fields. | 1. Quality Education (SDG 4): The seminar enhances understanding of linguistic concepts, theories, and methodologies, contributing to quality education in the field of language studies. 2. Reduced Inequalities (SDG 10): Discussions may focus on linguistic diversity and inclusivity, addressing issues of language rights and representation for marginalized communities. 3. Gender Equality (SDG 5): Topics may include gendered language and its impact on communication, fostering awareness of gender issues within linguistic contexts. 4. Cultural Preservation (related to SDG 16): Studying language can promote the preservation of cultural identities and heritage, which is crucial for fostering peace and social cohesion. 5. Sustainable Cities and Communities (SDG 11): Exploring the role of language in community dynamics can contribute to understanding and promoting sustainable communication practices. 6. Partnerships for the Goals (SDG 17): Collaboration with researchers, community organizations, and other disciplines may enhance the impact and relevance of linguistic studies. These SDGs highlight how a Linguistic Seminar can engage with critical social, cultural, and educational issues, promoting a deeper understanding of the role of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131304 | Seminar sastra ** (Wajib- PS) | Literary seminar ** (Compulsory- PS) | The Literary Seminar (Compulsory – PS) is an advanced course that delves into significant literary texts, theories, and critical approaches. Students engage in detailed analysis of selected works from various genres and periods, exploring themes, narrative techniques, and cultural contexts. The seminar format promotes active discussion, encouraging students to share insights and interpretations. Additionally, students may undertake presentations and research projects, fostering critical thinking and analytical skills essential for literary studies. This course prepares students for further academic pursuits or careers in literature, education, and related fields. | 1. Quality Education (SDG 4): The seminar fosters critical thinking and analytical skills through the study of diverse literary texts, contributing to quality education. 2. Gender Equality (SDG 5): Literature often explores themes of gender, identity, and representation, facilitating discussions on gender equality and empowerment. 3. Reduced Inequalities (SDG 10): Analyzing works from marginalized voices can highlight social inequalities and promote understanding and empathy. 4. Sustainable Cities and Communities (SDG 11): Literary works often reflect on urban experiences and community dynamics, contributing to discussions about sustainable living and cultural identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature frequently addresses themes of justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in the seminar may foster partnerships among students, faculty, and the community. These SDGs illustrate how a Literary Seminar can engage with significant social, cultural, and political issues, enriching students’ understanding of contemporary challenges through literature. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131606 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a capstone experience for students, allowing them to conduct in-depth research on a topic of their choice within their field of study. Students work closely with a faculty advisor to develop a research question, formulate a methodology, and gather data. The course emphasizes critical thinking, analytical writing, and scholarly presentation, culminating in a written thesis and often an oral defense. This project demonstrates students’ ability to apply theoretical knowledge to practical research, preparing them for graduate studies or professional careers. | 1. Quality Education (SDG 4): The thesis process enhances research skills, critical thinking, and academic writing, contributing to overall quality education. 2. Reduced Inequalities (SDG 10): Research topics may focus on social inequalities, highlighting issues related to marginalized groups and advocating for inclusivity. 3. Gender Equality (SDG 5): Theses that explore gender issues, representation, and women’s rights contribute to discussions on gender equality and empowerment. 4. Sustainable Cities and Communities (SDG 11): Research may address urban development, cultural practices, or sustainability, promoting more sustainable community practices. 5. Climate Action (SDG 13): Theses focusing on environmental issues, climate change, or sustainability practices can contribute to awareness and action on climate-related challenges. 6. Peace, Justice, and Strong Institutions (SDG 16): Research on human rights, social justice, or conflict resolution can promote understanding and advocacy for peace and justice. 7. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary research can encourage partnerships between various academic disciplines, communities, and organizations. These SDGs highlight how a thesis project can engage with critical societal issues, contributing to knowledge creation and addressing global challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01131704 | Kuliah Kerja Nyata | Community Service Program | The Community Service Program course engages students in volunteer work and service-learning activities within their local communities. It emphasizes the importance of civic engagement, social responsibility, and the impact of service on both individuals and communities. Students participate in hands-on projects that address social issues, collaborate with local organizations, and reflect on their experiences through discussions and written assignments. This course not only fosters personal growth and teamwork skills but also encourages a deeper understanding of community needs and the role of individuals in fostering positive change. | 1. Quality Education (SDG 4): Many community service initiatives focus on educational programs, tutoring, or skill development, enhancing access to quality education. 2. Reduced Inequalities (SDG 10): Projects may target marginalized or disadvantaged communities, working to reduce social and economic inequalities. 3. Gender Equality (SDG 5): Initiatives can promote gender equity through empowerment programs, support for women’s education, or community awareness campaigns. 4. Good Health and Well-Being (SDG 3): Health awareness initiatives, mental health support, or wellness programs can improve community health outcomes. 5. Sustainable Cities and Communities (SDG 11): Community service often involves improving local infrastructure, promoting environmental sustainability, and enhancing community cohesion. 6. Decent Work and Economic Growth (SDG 8): Projects may include job training, entrepreneurship support, and skill development to foster economic opportunities. 7. Partnerships for the Goals (SDG 17): Collaboration with local organizations, governments, and other stakeholders is essential for effective community service. These SDGs illustrate how Community Service Programs can contribute to social development, empowerment, and sustainability within communities. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01140306 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience that requires students to conduct original research on a specific topic within their field of study. Under the guidance of a faculty advisor, students formulate a research question, develop a methodology, and analyze data. The course emphasizes critical thinking, scholarly writing, and effective presentation skills. Students culminate their work with a comprehensive thesis document and often present their findings in an oral defense. This project showcases their ability to apply theoretical knowledge and research skills, preparing them for graduate studies or professional careers. | 1. Quality Education (SDG 4): Conducting a thesis enhances research skills and academic rigor, contributing to quality education and lifelong learning. 2. Reduced Inequalities (SDG 10): Research topics may explore social, economic, or environmental inequalities, highlighting issues faced by marginalized groups. 3. Gender Equality (SDG 5): Theses examining gender issues, representation, and women’s rights contribute to discussions on gender equality and empowerment. 4. Sustainable Cities and Communities (SDG 11): Research on urban development, sustainability practices, or community engagement can promote more sustainable living. 5. Climate Action (SDG 13): Theses focusing on environmental studies, climate change, or sustainability initiatives contribute to awareness and action on climate-related issues. 6. Peace, Justice, and Strong Institutions (SDG 16): Research on topics like human rights, conflict resolution, or social justice can promote understanding and advocacy for peace and justice. 7. Partnerships for the Goals (SDG 17): Collaborative research projects can foster partnerships between academia, communities, and organizations, enhancing impact and outreach. These SDGs emphasize how a thesis project can engage with critical societal issues and contribute to meaningful research that addresses global challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130302 | Analisis Wacana BI | BI Discourse Analysis | The BI Discourse Analysis course focuses on the study of language use in various contexts, examining how meaning is constructed through discourse. Students analyze spoken and written texts to explore the relationships between language, context, and social interaction. The course covers key theories and methodologies in discourse analysis, including speech acts, narrative structures, and power dynamics in communication. Through practical exercises and case studies, students develop critical analytical skills that help them understand the role of discourse in shaping perceptions, identities, and cultural practices. This course is valuable for those interested in linguistics, communication, and social sciences. | 1. Quality Education (SDG 4): Discourse analysis fosters critical thinking and analytical skills, contributing to the understanding of language and communication in educational contexts. 2. Reduced Inequalities (SDG 10): Analyzing discourse can highlight power dynamics and inequalities in society, shedding light on issues related to marginalized groups. 3. Gender Equality (SDG 5): Discourse analysis often examines language related to gender, identity, and representation, promoting awareness and understanding of gender issues. 4. Peace, Justice, and Strong Institutions (SDG 16): By studying how language shapes narratives around justice, conflict, and societal values, the course can contribute to discussions about peace and institutional integrity. 5. Partnerships for the Goals (SDG 17): Collaborative research or projects in discourse analysis can engage with communities, organizations, and other disciplines, fostering interdisciplinary partnerships. These SDGs highlight how BI Discourse Analysis can engage with important social, cultural, and political issues, enhancing understanding of language’s role in shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130402 | Metode Penelitian Kebudayaan | Cultural Research Methods | The Cultural Research Methods course explores various methodologies used to study cultural phenomena and practices. Students learn about qualitative and quantitative research techniques, including ethnography, interviews, surveys, and content analysis. The course emphasizes the importance of context, interpretation, and critical analysis in understanding cultural dynamics. Through hands-on projects and discussions, students develop skills in designing research studies, collecting data, and analyzing findings. This course prepares students to critically engage with cultural studies and conduct research that contributes to understanding societal issues, identity, and cultural expressions. | 1. Quality Education (SDG 4): The course equips students with research skills and critical thinking, fostering a deeper understanding of cultural dynamics. 2. Reduced Inequalities (SDG 10): Cultural research often explores issues of representation and power, helping to highlight and address social inequalities. 3. Gender Equality (SDG 5): Research methods may focus on gender studies, examining cultural narratives and practices related to gender and identity. 4. Sustainable Cities and Communities (SDG 11): Cultural research can investigate community dynamics, cultural heritage, and sustainable practices within urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding cultural narratives can promote dialogue around justice, human rights, and social cohesion. 6. Partnerships for the Goals (SDG 17): The course may encourage collaborative projects with communities, organizations, or other academic disciplines, fostering partnerships for cultural initiatives. These SDGs demonstrate how Cultural Research Methods can engage with critical social issues and contribute to a better understanding of cultural practices and their impact on society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130504 | Kritik Sastra Indonesia | Indonesian Literary Criticism | The Indonesian Literary Criticism course examines the theories and methodologies used to analyze and interpret Indonesian literature. Students explore various critical frameworks, including historical, cultural, and feminist perspectives, to understand the complexities of literary texts. The course covers significant works from different genres and periods, encouraging students to engage with the texts through critical discussions and analyses. Through assignments and presentations, students develop their analytical skills, enhancing their appreciation of Indonesian literature and its role in reflecting and shaping cultural identities and social issues. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills through the examination of literary texts, contributing to a well-rounded education in literature. 2. Reduced Inequalities (SDG 10): Critiques of literature often explore themes of social justice, representation, and the voices of marginalized communities, addressing issues of inequality. 3. Gender Equality (SDG 5): Indonesian literary criticism can focus on gender representation in literature, examining how gender roles and identities are portrayed and critiqued. 4. Cultural Preservation (related to SDG 11): The study of Indonesian literature helps preserve cultural heritage and promotes an understanding of diverse cultural expressions. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary works often address themes of conflict, justice, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects or interdisciplinary approaches in literary criticism can foster partnerships among students, scholars, and cultural organizations. These SDGs highlight how Indonesian Literary Criticism can engage with significant social, cultural, and political issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130602 | Pragmatik Bahasa Indonesia | Indonesian Pragmatics | The university course “Indonesian Pragmatics” explores the use of language in context within Indonesian culture. It examines how meaning is constructed not just through words but also through social interactions, cultural norms, and situational contexts. | 1. Quality Education (SDG 4): The course enhances students’ understanding of language use in context, fostering critical thinking and communication skills. 2. Reduced Inequalities (SDG 10): Pragmatics often involves analyzing how language functions in diverse social contexts, highlighting issues related to power dynamics and marginalized voices. 3. Gender Equality (SDG 5): The study of language and communication can explore gendered language use, promoting awareness of gender issues in Indonesian society. 4. Sustainable Cities and Communities (SDG 11): Understanding pragmatics can inform effective communication within communities, enhancing social cohesion and cultural exchange. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing discourse and communication practices can contribute to discussions about justice, human rights, and social interaction. 6. Partnerships for the Goals (SDG 17): Collaborative projects in pragmatics may involve community engagement, interdisciplinary research, and partnerships with local organizations. These SDGs illustrate how Indonesian Pragmatics can engage with important social, cultural, and communicative issues, enhancing understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130702 | Antropolinguistik | Anthropolinguistics | Anthropolinguistics is an interdisciplinary course that explores the relationship between language and culture. It examines how language shapes social identity, group dynamics, and cultural practices. Students learn about linguistic diversity, the impact of language on human behavior, and the role of language in cultural transmission. | 1. Quality Education (SDG 4): The course fosters critical thinking and research skills related to language and culture, contributing to a comprehensive educational experience. 2. Reduced Inequalities (SDG 10): Anthropolinguistics often examines language use in relation to social power, identity, and marginalized communities, addressing issues of inequality. 3. Gender Equality (SDG 5): This field explores how language reflects and shapes gender roles and identities, promoting discussions about gender equality in different cultural contexts. 4. Sustainable Cities and Communities (SDG 11): Understanding language practices in urban settings can help address community dynamics, cultural heritage, and social integration. 5. Peace, Justice, and Strong Institutions (SDG 16): By analyzing the role of language in conflict, identity, and power relations, the course can contribute to discussions on social justice and peaceful coexistence. 6.Partnerships for the Goals (SDG 17): Collaborative research with communities and organizations can enhance understanding of language and culture, fostering interdisciplinary partnerships. These SDGs highlight how Anthropolinguistics can engage with significant social, cultural, and political issues, enriching students’ understanding of the interplay between language and society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130804 | Seminar linguistik (Wajib- PL) | Linguistic seminar (Compulsory- PL) | A Linguistic Seminar (Compulsory – PL) typically involves in-depth discussions and analyses of specific topics within the field of linguistics. Designed for advanced students, the seminar format encourages active participation, critical thinking, and collaborative learning. | 1. Quality Education (SDG 4): The seminar promotes critical thinking and research skills in linguistics, contributing to a strong educational foundation. 2. Reduced Inequalities (SDG 10): Discussions can focus on linguistic diversity and issues related to language rights, helping to highlight and address social inequalities. 3. Gender Equality (SDG 5): The seminar may explore how language shapes and reflects gender roles and identities, fostering awareness of gender issues in linguistic contexts. 4. Sustainable Cities and Communities (SDG 11): Linguistic studies often examine communication practices within communities, contributing to social cohesion and cultural understanding. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing language use in contexts of conflict and justice can promote understanding of social dynamics and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research or projects within the seminar can foster partnerships between students, faculty, and local communities or organizations. These SDGs illustrate how a Linguistic Seminar can engage with important social, cultural, and political issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130902 | Seminar sastra (Wajib- PS) | Literary seminar (Compulsory- PS) | A Literary Seminar (Compulsory – PS) is a focused, advanced course that encourages in-depth exploration of specific literary texts, movements, or themes. Students engage in close reading, critical analysis, and discussion, often centering on works from various genres, periods, or cultural contexts. | 1. Quality Education (SDG 4): The seminar encourages critical analysis and interpretation of literary texts, enhancing students’ analytical and writing skills. 2. Reduced Inequalities (SDG 10): Exploring literature from diverse voices, especially marginalized groups, can highlight social inequalities and promote inclusivity. 3. Gender Equality (SDG 5): The seminar may examine themes of gender representation and identity in literature, fostering discussions on gender equality and women’s rights. 4. Sustainable Cities and Communities (SDG 11): Literary works often reflect community dynamics and cultural identity, contributing to an understanding of sustainability in urban contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature frequently addresses themes of justice, conflict, and human rights, encouraging dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects and discussions can promote partnerships with local literary organizations, authors, or communities, enhancing the seminar’s impact. These SDGs highlight how a Literary Seminar can engage with significant social, cultural, and political issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121602 | Problematika Bahasa Indonesia * (Wajib- PL) | Indonesian Language Problems * (Compulsory- PL) | The course “Indonesian Language Problems” (Compulsory – PL) focuses on the complexities and challenges associated with the Indonesian language. It explores various linguistic issues, including phonetics, syntax, semantics, and sociolinguistics. Students analyze language variation, dialects, and the impact of globalization on Indonesian. | 1. Quality Education (SDG 4): The course promotes understanding of linguistic challenges, enhancing students’ skills in language analysis and problem-solving. 2. Reduced Inequalities (SDG 10): Discussions may focus on language access and the rights of speakers from diverse backgrounds, addressing inequalities in language education and use. 3. Gender Equality (SDG 5): The course could examine language issues related to gender, such as representation and bias in language use, promoting awareness of gender equality. 4. Sustainable Cities and Communities (SDG 11): Language problems can impact community engagement and communication; addressing these issues can enhance social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding language use in contexts of conflict or discrimination can contribute to discussions on social justice and the role of language in governance. 6. Partnerships for the Goals (SDG 17): Collaborative efforts with communities or organizations can help identify and address language-related challenges in practical settings. These SDGs illustrate how a course on Indonesian Language Problems can engage with critical social, cultural, and linguistic issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121702 | Problematika Sastra Indonesia ** (Wajib-PS) | Problems of Indonesian Literature ** (Mandatory-PS) | The course “Problems of Indonesian Literature” (Mandatory – PS) critically examines key issues and themes in Indonesian literary texts and contexts. It explores historical, cultural, and social factors that influence literary production and reception in Indonesia. Topics may include the evolution of literary movements, representation of identity and culture, censorship, and the impact of globalization. | 1. Quality Education (SDG 4): The course fosters critical analysis and understanding of literary issues, enhancing students’ analytical and research skills. 2. Reduced Inequalities (SDG 10): Examining problems in literature can highlight representation and accessibility issues, addressing inequalities faced by marginalized voices in Indonesian literature. 3. Gender Equality (SDG 5): The course may explore gender representation and the challenges faced by female authors, promoting discussions around gender equality in literary contexts. 4.Cultural Preservation (related to SDG 11): Understanding the challenges in Indonesian literature contributes to the preservation of cultural narratives and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often reflects social justice themes; analyzing these problems can promote dialogue about human rights and societal values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary communities or organizations can enhance the study of literature and address contemporary literary issues. These SDGs illustrate how a course on Problems of Indonesian Literature can engage with significant social, cultural, and literary challenges, enriching students’ understanding of the role of literature in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121802 | Psikolinguistik | Psycholinguistics | Psycholinguistics is an interdisciplinary course that explores the relationship between language and the mind. It investigates how language is processed, acquired, and understood, focusing on cognitive processes involved in speaking, listening, reading, and writing | 1. Quality Education (SDG 4): The course enhances understanding of language acquisition, processing, and cognition, contributing to improved educational strategies and language teaching methods. 2. Reduced Inequalities (SDG 10): Exploring how language interacts with cognitive processes can highlight the challenges faced by individuals from diverse linguistic backgrounds, addressing educational inequalities. 3. Gender Equality (SDG 5): Psycholinguistics can examine gender differences in language use and processing, promoting awareness of gender-related issues in communication. 4. Good Health and Well-Being (SDG 3): Understanding language processing can inform approaches to mental health, especially in communication disorders and therapies. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how language affects perception and social interaction can contribute to discussions about conflict resolution and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative research with psychologists, educators, and linguists can foster interdisciplinary partnerships that enhance understanding of language and cognition. These SDGs highlight how a course in Psycholinguistics can engage with important social, educational, and psychological issues, enriching students’ understanding of the intersection between language and human cognition. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121904 | Semantik Bahasa Indonesia | Indonesian Semantics | The course “Indonesian Semantics” focuses on the study of meaning in the Indonesian language. It explores how words, phrases, and sentences convey meaning, examining various aspects such as lexical semantics, compositional semantics, and pragmatic meaning. Students analyze the interplay between language and context, including how cultural factors influence interpretation | 1. Quality Education (SDG 4): The course enhances understanding of meaning in language, contributing to linguistic competence and critical thinking skills. 2. Reduced Inequalities (SDG 10): Studying semantics can highlight issues related to language access and representation, addressing inequalities in communication among diverse communities. 3. Gender Equality (SDG 5): The exploration of gendered language and its implications can promote discussions about equality and representation in language. 4. Sustainable Cities and Communities (SDG 11): Understanding the semantics of language can inform community engagement and communication strategies, fostering better social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how semantics impacts discourse can contribute to discussions on social justice, political language, and the role of language in governance. 6. Partnerships for the Goals (SDG 17): Collaborative projects with communities, linguists, and educators can enhance understanding and application of semantic principles in real-world contexts. These SDGs illustrate how a course in Indonesian Semantics can engage with significant social and linguistic issues, enriching students’ understanding of meaning and its role in communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01122002 | Linguistik Bandingan Nusantara | Comparative Linguistics of the Archipelago | The course “Comparative Linguistics of the Archipelago” examines the diverse languages of the Indonesian archipelago and their historical and structural relationships. Students explore language families, phonological and grammatical similarities and differences, and the impact of migration, colonization, and cultural exchange on language development. | 1. Quality Education (SDG 4): The course fosters linguistic analysis and critical thinking skills, enhancing understanding of language diversity and structure. 2. Reduced Inequalities (SDG 10): By examining languages of marginalized communities within the archipelago, the course can highlight linguistic rights and promote inclusivity. 3. Gender Equality (SDG 5): Comparative studies can explore gendered language use across different cultures, raising awareness of gender issues in language. 4. Sustainable Cities and Communities (SDG 11): Understanding linguistic diversity can enhance communication and cultural exchange within communities, promoting social cohesion. 5. Cultural Preservation (related to SDG 11): The study of diverse languages helps preserve cultural identities and heritage, contributing to the documentation of endangered languages. 6. Partnerships for the Goals (SDG 17): Collaborative research with local communities and linguists can foster partnerships that enhance understanding of linguistic diversity and its implications. These SDGs highlight how a course in Comparative Linguistics of the Archipelago can engage with important social, cultural, and linguistic issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130102 | Metode Penelitian Linguistik * (Wajib- PL) | Linguistic Research Methods * (Compulsory- PL) | The course “Linguistic Research Methods” (Compulsory – PL) provides students with foundational skills and methodologies for conducting research in linguistics. It covers qualitative and quantitative research designs, data collection techniques, and analytical methods relevant to various subfields of linguistics. Students learn how to formulate research questions, develop hypotheses, and apply statistical tools for data analysis. The course also emphasizes ethical considerations in linguistic research and the importance of literature reviews. Through hands-on projects and presentations, students gain practical experience in designing and executing their own research, preparing them for further academic work in linguistics. | 1. Quality Education (SDG 4): The course equips students with essential research skills, promoting critical thinking and methodological rigor in linguistic studies. 2. Reduced Inequalities (SDG 10): Research methods can explore language use among marginalized communities, highlighting issues of access and representation. 3. Gender Equality (SDG 5): Students can investigate gendered language use and its implications, fostering awareness of gender issues in linguistic research. 4. Sustainable Cities and Communities (SDG 11): Linguistic research can focus on community language practices, contributing to better communication and cultural understanding in urban settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Understanding language’s role in social dynamics can contribute to discussions on justice, human rights, and conflict resolution. 6. Partnerships for the Goals (SDG 17): The course may encourage collaborative research projects with communities or organizations, fostering partnerships that enhance linguistic understanding. These SDGs illustrate how a course in Linguistic Research Methods can engage with significant social, cultural, and linguistic issues, enriching students’ understanding of research’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01130202 | Metode Penelitian Sastra ** (Wajib-PS) | Literary Research Methods ** (Mandatory-PS) | The course “Literary Research Methods” (Mandatory – PS) equips students with essential tools and techniques for conducting research in literary studies. It covers a range of methodologies, including textual analysis, historical and cultural criticism, and interdisciplinary approaches. Students learn to formulate research questions, conduct literature reviews, and engage with primary and secondary sources. The course emphasizes critical thinking and analytical skills, encouraging students to apply various theoretical frameworks to their research. Through workshops, discussions, and research projects, students develop the skills necessary to write scholarly papers and contribute to literary scholarship effectively. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills through the study of literary theory and research methodologies, contributing to a comprehensive understanding of literature. 2. Reduced Inequalities (SDG 10): Research may focus on diverse literary voices, including those from marginalized communities, promoting inclusivity and representation in literary studies. 3. Gender Equality (SDG 5): The course can explore gender dynamics in literature, examining representation and narratives related to gender, thus fostering discussions on equality. 4. Cultural Preservation (related to SDG 11): Literary research helps document and analyze cultural narratives, contributing to the preservation of cultural heritage and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often reflects themes of justice and conflict; analyzing these works can promote dialogue about societal values and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research projects with literary organizations or community groups can enhance the relevance and impact of literary studies. These SDGs highlight how a course in Literary Research Methods can engage with important social, cultural, and literary issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120904 | Telaah Drama Indonesia | Study Indonesian Drama | The course “Study Indonesian Drama” focuses on the exploration of dramatic texts and performances within the Indonesian cultural context. Students analyze various forms of Indonesian drama, including traditional, modern, and contemporary works, examining themes, narrative structures, and character development. The course also investigates the historical, social, and political influences that shape Indonesian theater. Through readings, performances, and critical discussions, students gain insights into the artistic and cultural significance of drama in Indonesia. Additionally, the course may include practical components, such as scriptwriting or staging, to enhance students’ understanding of the theatrical process. | 1. Quality Education (SDG 4): The course promotes critical analysis and interpretation skills, enriching students’ understanding of drama as a literary and performative art form. 2. Reduced Inequalities (SDG 10): Examining diverse voices in Indonesian drama can highlight issues of representation and social inequalities, fostering discussions on inclusivity. 3. Gender Equality (SDG 5): The course can explore themes related to gender roles and representation in Indonesian drama, promoting awareness of gender issues in society. 4. Cultural Preservation (related to SDG 11): Studying Indonesian drama contributes to the preservation of cultural narratives and traditions, helping to maintain cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Many dramas address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and institutions. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local theater companies, community organizations, or cultural institutions can enhance the understanding and appreciation of Indonesian drama. These SDGs illustrate how the study of Indonesian Drama can engage with significant social, cultural, and artistic issues, enriching students’ understanding of its role in reflecting and shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121004 | Sintaksis Bahasa Indonesia | Indonesian Syntax | The course “Indonesian Syntax” focuses on the structure and rules governing sentence formation in the Indonesian language. Students explore key syntactic concepts, including phrase structure, word order, and grammatical relations. The course examines how different sentence types, such as declarative, interrogative, and imperative, are constructed in Indonesian. Through analysis of linguistic data, students learn to identify and describe syntactic patterns, as well as compare them to those in other languages. The course aims to deepen understanding of Indonesian grammar and enhance analytical skills in syntactic analysis. | 1. Quality Education (SDG 4): The course enhances understanding of grammatical structures and language use, promoting critical thinking and analytical skills in linguistics. 2. Reduced Inequalities (SDG 10): Studying syntax can highlight language accessibility issues and promote understanding of dialectal variations, fostering inclusivity. 3. Gender Equality (SDG 5): The analysis of syntactic structures can reveal gender biases in language use, promoting discussions around gender representation in Indonesian. 4. Sustainable Cities and Communities (SDG 11): Understanding syntax contributes to effective communication within diverse communities, facilitating better interaction and cultural exchange. 5. Peace, Justice, and Strong Institutions (SDG 16): Syntax analysis can play a role in understanding how language shapes discourse around justice and social issues, promoting informed dialogue. 6. Partnerships for the Goals (SDG 17): Collaborative research projects can engage with local communities, enhancing understanding of language use in specific contexts. These SDGs illustrate how a course in Indonesian Syntax can engage with important linguistic, social, and cultural issues, enriching students’ understanding of the role of language in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121102 | Penulisan Kreatif | Creative Writing | The course “Creative Writing” encourages students to develop their skills in crafting original narratives across various genres, including fiction, poetry, and non-fiction. Emphasizing the writing process, the course covers essential elements such as character development, plot structure, dialogue, and thematic exploration. Students engage in writing exercises, peer critiques, and workshops, fostering a supportive environment for feedback and growth. Through the analysis of literary works and discussions on style and voice, participants refine their craft and discover their unique writing perspectives. Ultimately, the course aims to cultivate creativity, enhance writing techniques, and prepare students for potential publication. | 1. Quality Education (SDG 4): The course enhances writing skills, critical thinking, and creativity, contributing to a well-rounded educational experience. 2. Reduced Inequalities (SDG 10): Creative writing can amplify diverse voices, particularly those from marginalized communities, promoting inclusivity and representation in literature. 3. Gender Equality (SDG 5): The course can explore themes related to gender identity and representation, fostering discussions on gender issues and empowerment through storytelling. 4. Cultural Preservation (related to SDG 11): Creative writing can serve as a means to document and express cultural narratives, preserving cultural heritage and identity. 5. Peace, Justice, and Strong Institutions (SDG 16): Writing can address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and change. 6. Partnerships for the Goals (SDG 17): Collaborative writing projects or workshops can foster partnerships with local communities, schools, or literary organizations, enhancing outreach and impact. These SDGs illustrate how a Creative Writing course can engage with significant social, cultural, and artistic issues, enriching students’ understanding of the power of storytelling in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121204 | Telaah Prosa Indonesia | Study of Indonesian Prose | The course “Study of Indonesian Prose” focuses on the analysis and appreciation of prose literature in Indonesia, covering a range of genres including novels, short stories, and essays. Students explore significant works and authors, examining themes, narrative techniques, and cultural contexts that shape Indonesian prose. The course also considers historical and social influences on literary production, as well as the evolution of prose styles over time. Through close readings, discussions, and critical essays, students develop their analytical skills and deepen their understanding of the literary landscape in Indonesia, enhancing their appreciation for its richness and diversity. | 1. Quality Education (SDG 4): The course promotes critical reading and analytical skills, enhancing students’ understanding of narrative techniques and literary forms. 2. Reduced Inequalities (SDG 10): Analyzing diverse prose works can highlight social issues, representation, and the voices of marginalized communities, fostering inclusivity. 3. Gender Equality (SDG 5): The study can explore themes related to gender roles and identities in Indonesian prose, promoting awareness and discussions on gender equality. 4. Cultural Preservation (related to SDG 11): Examining Indonesian prose contributes to the preservation and appreciation of cultural narratives, traditions, and historical contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Many prose works address themes of justice, conflict, and social change, encouraging critical dialogue about societal values and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local writers, literary organizations, or community groups can enhance understanding and appreciation of Indonesian prose. These SDGs illustrate how the study of Indonesian Prose can engage with significant social, cultural, and literary issues, enriching students’ understanding of literature’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121302 | Sosiolinguistik* (Wajib-PL) | Sociolinguistics* (Compulsory-PL) | The course “Sociolinguistics” (Compulsory – PL) explores the relationship between language and society, examining how social factors influence language use, variation, and change. Students study topics such as language and identity, dialects, code-switching, and the impact of social class, gender, and ethnicity on language. The course emphasizes the role of language in social interaction and cultural practices, using both qualitative and quantitative research methods. Through discussions, case studies, and fieldwork, students gain insights into linguistic diversity and the social dynamics that shape communication, preparing them for further studies in linguistics and related fields. | 1. Quality Education (SDG 4): The course enhances understanding of language in social contexts, fostering critical thinking and analytical skills related to language use. 2. Reduced Inequalities (SDG 10): Sociolinguistics examines language variation and its relation to social class, ethnicity, and identity, highlighting issues of representation and access. 3. Gender Equality (SDG 5): The study can explore how language reflects and perpetuates gender roles, fostering awareness and discussions on gender issues in communication. 4. Sustainable Cities and Communities (SDG 11): Understanding language use in urban settings can enhance community engagement and social cohesion, addressing linguistic diversity. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing language in contexts of power and conflict can contribute to discussions about social justice, identity, and inclusion. 6. Partnerships for the Goals (SDG 17): Collaborative research with local communities and organizations can enhance understanding of language dynamics and their societal impact. These SDGs illustrate how a Sociolinguistics course can engage with important social, cultural, and linguistic issues, enriching students’ understanding of the interplay between language and society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121402 | Sosiologi Sastra** (Wajib – PS) | Sociology of Literature** (Compulsory – PS) | The course “Sociology of Literature” (Compulsory – PS) examines the interplay between literature and society, exploring how literary works reflect, shape, and challenge social structures and cultural norms. Students analyze the influence of social factors such as class, race, gender, and ideology on literary production and reception. The course covers key theories and methodologies in literary sociology, encouraging critical discussions about the role of authors, audiences, and institutions in the literary landscape. Through readings, case studies, and research projects, students develop a deeper understanding of how literature both influences and is influenced by the socio-political context, enriching their appreciation of its complexities. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills, helping students understand the relationship between literature and society. 2. Reduced Inequalities (SDG 10): Examining literary works can reveal social inequalities and power dynamics, promoting discussions on representation and inclusivity. 3. Gender Equality (SDG 5): The study can explore how literature reflects and challenges gender norms, fostering awareness of gender issues in literary contexts. 4. Cultural Preservation (related to SDG 11): Analyzing literature contributes to the understanding and preservation of cultural narratives and social histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Literature often engages with themes of justice, conflict, and social change, encouraging dialogue about human rights and societal values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary communities, authors, or social organizations can enhance the study of literature’s role in society. These SDGs highlight how a Sociology of Literature course can engage with significant social, cultural, and literary issues, enriching students’ understanding of the impact of literature on society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01121502 | Pengembangan Kosa Kata BI | BI Vocabulary Development | The course “BI Vocabulary Development” focuses on enhancing vocabulary skills in the Indonesian language (Bahasa Indonesia). It aims to expand students’ understanding of word meanings, usage, and nuances across different contexts. Students engage in activities that include reading comprehension, word formation, and the exploration of idiomatic expressions and colloquialisms. The course may also incorporate strategies for effective vocabulary acquisition, retention, and application in both written and spoken communication. By the end of the course, students are expected to demonstrate improved proficiency in using a diverse range of vocabulary, enhancing their overall language skills in Indonesian. | 1. Quality Education (SDG 4): The course enhances students’ language skills, promoting effective communication and literacy, which are essential for academic success. 2. Reduced Inequalities (SDG 10): Focusing on vocabulary development can help address language barriers for marginalized groups, fostering inclusivity in educational settings. 3. Gender Equality (SDG 5): Exploring vocabulary related to gender issues can promote awareness and understanding of gender-related topics and biases. 4. Sustainable Cities and Communities (SDG 11): Language skills contribute to community engagement and cultural exchange, facilitating better communication within diverse urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Building a strong vocabulary can empower individuals to articulate social justice issues and engage in meaningful dialogue about rights and governance. 6. Partnerships for the Goals (SDG 17): Collaborative learning activities with local communities or organizations can enhance vocabulary development while fostering partnerships. These SDGs illustrate how a course in BI Vocabulary Development can engage with important educational and social issues, enriching students’ language proficiency and awareness. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120204 | Morfologi | Morphology | The course “Morphology” focuses on the study of the structure and formation of words in a language. Students explore the principles of morphemes—the smallest units of meaning—and how they combine to create complex words. The course covers topics such as derivational and inflectional morphology, word formation processes, and the role of morphology in syntax and phonology. Through analysis of various languages and morphological patterns, students gain insights into the theoretical frameworks and methodologies used in morphological research. The course aims to enhance students’ understanding of linguistic structure and deepen their analytical skills in the study of language. | 1. Quality Education (SDG 4): The study of morphology enhances linguistic understanding and analytical skills, contributing to a solid foundation in language education. 2. Reduced Inequalities (SDG 10): Analyzing morphological structures can reveal language accessibility issues, promoting inclusivity for speakers of diverse dialects and languages. 3. Gender Equality (SDG 5): Morphological studies can explore gendered language forms, contributing to discussions on gender representation and bias in language. 4. Sustainable Cities and Communities (SDG 11): Understanding morphological variations in language can facilitate better communication and cultural integration within diverse communities. 5. Peace, Justice, and Strong Institutions (SDG 16): Analyzing how language structure impacts discourse can contribute to discussions about social justice and effective communication in governance. 6. Partnerships for the Goals (SDG 17): Collaborative research projects can engage with communities to understand local languages and dialects, fostering partnerships that enhance linguistic knowledge. These SDGs illustrate how a course in Morphology can engage with significant linguistic and social issues, enriching students’ understanding of the role of language in society |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120302 | Semiotika | Semiotics | The course “Semiotics” explores the study of signs, symbols, and meaning-making processes in communication. Students examine how signs function within different contexts, including language, visual media, and cultural practices. The course covers key theories from influential semioticians like Ferdinand de Saussure and Charles Peirce, focusing on concepts such as signifiers, signifieds, and the relationship between language and meaning. Through analysis of texts, images, and cultural artifacts, students learn to interpret and deconstruct meanings in various forms of communication. The course aims to develop critical thinking and analytical skills, enhancing students’ understanding of how meaning is constructed and conveyed in society. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills by exploring how signs and symbols create meaning in various contexts. 2. Reduced Inequalities (SDG 10): Semiotic analysis can uncover how signs and symbols can perpetuate or challenge social inequalities, promoting inclusivity and representation. 3. Gender Equality (SDG 5): The study of semiotics can explore how gender is represented in media and literature, fostering discussions around gender stereotypes and empowerment. 4. Cultural Preservation (related to SDG 11): Analyzing semiotic systems in different cultures contributes to the understanding and preservation of cultural narratives and identities. 5. Peace, Justice, and Strong Institutions (SDG 16): Semiotics can be used to analyze political discourse and media representations, encouraging critical engagement with issues of justice and power. 6. Partnerships for the Goals (SDG 17): Collaborative projects with artists, communicators, or community organizations can enhance the understanding of semiotics in local contexts. These SDGs illustrate how a course in Semiotics can engage with significant cultural, social, and communicative issues, enriching students’ understanding of the role of signs and meaning in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120402 | Feminisme | Feminism | The course “Feminism” examines the historical, theoretical, and cultural aspects of feminist thought and activism. Students explore key feminist theories, including liberal, radical, socialist, and intersectional feminism, and their implications for understanding gender, power, and social justice. The course covers topics such as women’s rights movements, gender representation in literature and media, and the impact of feminism on various fields, including politics, sociology, and philosophy. Through discussions, readings, and critical analyses, students engage with contemporary issues related to gender inequality, identity, and activism, fostering a deeper understanding of feminism’s role in shaping societal change. | 1. Gender Equality (SDG 5): The core focus of the course, promoting understanding of gender issues, advocacy for women’s rights, and strategies for achieving equality. 2. Quality Education (SDG 4): The course fosters critical thinking and awareness about gender dynamics, encouraging educated discourse on feminist theories and practices. 3. Reduced Inequalities (SDG 10): Examining intersectional feminism helps address inequalities faced by marginalized groups, promoting inclusivity and social justice. 4. Peace, Justice, and Strong Institutions (SDG 16): Feminist perspectives can inform discussions on human rights, social justice, and the role of women in peacebuilding and governance. 5. Sustainable Cities and Communities (SDG 11): Understanding the role of women in urban planning and community development fosters more inclusive and equitable urban environments. 6. Partnerships for the Goals (SDG 17): Collaboration with local organizations, activists, and scholars can enhance feminist research and advocacy efforts, building networks for social change. These SDGs illustrate how a course in Feminism can engage with critical social, cultural, and political issues, enriching students’ understanding of gender dynamics and their implications for society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120504 | Telaah Puisi Indonesia | Study of Indonesian Poetry | The course “Study of Indonesian Poetry” focuses on the analysis and appreciation of poetic forms and traditions within Indonesian literature. Students explore a variety of poetic genres, including traditional forms like pantun and syair, as well as modern and contemporary poetry. The course examines themes, styles, and cultural contexts that influence Indonesian poetry, allowing students to engage with significant poets and their works. Through close readings, discussions, and critical analysis, participants deepen their understanding of poetic techniques, imagery, and the role of poetry in reflecting social and political issues in Indonesia. Overall, the course aims to enhance students’ analytical skills and appreciation for the richness of Indonesian poetic expression. | 1. Quality Education (SDG 4): The course enhances critical reading and analytical skills, fostering an appreciation for literary forms and cultural expressions. 2. Reduced Inequalities (SDG 10): Analyzing poetry from diverse voices can highlight social issues and promote inclusivity, giving a platform to marginalized perspectives. 3. Gender Equality (SDG 5): The study can explore themes of gender representation and identity in Indonesian poetry, fostering discussions on gender roles and empowerment. 4. Cultural Preservation (related to SDG 11): Examining Indonesian poetry contributes to the preservation and appreciation of cultural narratives, traditions, and historical contexts. 5. Peace, Justice, and Strong Institutions (SDG 16): Many poems address themes of social justice, conflict, and human rights, encouraging critical dialogue about societal values and change. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local poets, literary organizations, or community groups can enhance understanding and appreciation of Indonesian poetry. These SDGs illustrate how the study of Indonesian Poetry can engage with significant social, cultural, and artistic issues, enriching students’ understanding of literature’s role in reflecting and shaping society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120602 | Sastra Religius | Religious Literature | The course “Religious Literature” explores literary works that reflect, interpret, and engage with religious themes, beliefs, and practices across various cultures and traditions. Students examine texts from different religious backgrounds, including sacred scriptures, poetry, narratives, and philosophical writings. The course addresses the relationship between literature and spirituality, the role of storytelling in religious traditions, and the influence of religious thought on literary expression. Through critical analysis and discussions, students gain insights into how literature shapes and is shaped by religious experiences, fostering a deeper understanding of the cultural and historical contexts of these works. The course aims to enhance students’ appreciation for the interplay between religion and literature. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills by exploring religious texts and their literary forms, promoting a deeper understanding of cultural contexts. 2. Reduced Inequalities (SDG 10): Examining religious literature can highlight themes of social justice, compassion, and inclusivity, addressing inequalities within religious narratives and practices. 3. Gender Equality (SDG 5): The study can explore gender representation in religious texts, fostering discussions about women’s roles and rights within various religious traditions. 4. Peace, Justice, and Strong Institutions (SDG 16): Religious literature often addresses themes of morality, ethics, and justice, encouraging dialogue about peacebuilding and social cohesion. 5. Cultural Preservation (related to SDG 11): Analyzing religious texts contributes to the preservation of cultural heritage and understanding of diverse belief systems. 6. Partnerships for the Goals (SDG 17): Collaborative projects with religious organizations, scholars, or community groups can enhance the study of religious literature and its impact on society. These SDGs illustrate how a course in Religious Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of the interplay between literature and faith. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120702 | Antropologi Budaya | Cultural Anthropology | The course “Cultural Anthropology” studies the diversity of cultures around the world, examining the beliefs, practices, social structures, and norms that shape human behavior. Students explore key concepts such as culture, identity, kinship, religion, and globalization through ethnographic research and case studies. The course emphasizes fieldwork and participant observation, encouraging students to engage with different communities and perspectives. Through discussions and analyses, students gain insights into how culture influences daily life and societal dynamics. Ultimately, the course aims to foster a deeper understanding of cultural relativism and the complexities of human societies. | 1. Quality Education (SDG 4): The course promotes critical thinking and analytical skills by exploring diverse cultures, belief systems, and social practices, fostering a comprehensive understanding of humanity. 2. Reduced Inequalities (SDG 10): Cultural anthropology examines social structures and power dynamics, highlighting issues of inequality and advocating for marginalized voices. 3. Gender Equality (SDG 5): The study can explore gender roles and dynamics in various cultures, promoting discussions on gender equity and empowerment. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural practices and social structures can inform community development, promoting social cohesion and cultural sustainability. 5. Peace, Justice, and Strong Institutions (SDG 16): Cultural anthropology can provide insights into conflict resolution and social justice, fostering dialogue about governance and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities and organizations can enhance anthropological research and promote mutual understanding. These SDGs illustrate how a course in Cultural Anthropology can engage with important social, cultural, and ethical issues, enriching students’ understanding of diverse human experiences and societal dynamics. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120802 | Stilistika | Stylistics | The course “Stylistics” examines the linguistic and literary features that contribute to the style of written and spoken texts. Students explore how elements such as diction, syntax, imagery, and figurative language shape meaning and create effects in literature and everyday communication. The course emphasizes the analysis of various genres, including poetry, prose, and drama, and may incorporate discussions on narrative techniques and voice. Through close reading and critical analysis, students learn to identify and interpret stylistic choices, enhancing their appreciation for the artistry of language. The course aims to develop analytical skills and deepen students’ understanding of how style influences interpretation and reader response. | 1. Quality Education (SDG 4): The course enhances critical reading and analytical skills by exploring language use in literature and other texts, fostering a deeper understanding of how style impacts meaning. 2. Reduced Inequalities (SDG 10): Stylistic analysis can reveal how language reflects and influences social power dynamics, highlighting issues related to representation and inclusivity. 3. Gender Equality (SDG 5): The study of stylistics can explore gendered language and representation in literature, promoting discussions on gender roles and biases in communication. 4. Cultural Preservation (related to SDG 11): Analyzing stylistic choices in literature helps preserve cultural narratives and highlights the richness of diverse linguistic expressions. 5. Peace, Justice, and Strong Institutions (SDG 16): Stylistics can be applied to political discourse and media, encouraging critical engagement with issues of justice, persuasion, and social values. 6. Partnerships for the Goals (SDG 17): Collaborative projects with writers, educators, or community organizations can enhance the application of stylistic analysis in various contexts. These SDGs illustrate how a course in Stylistics can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of the power of language and style in communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110802 | Bahasa Inggris Terpadu | Integrated English | The course “Integrated English” focuses on developing comprehensive language skills in reading, writing, listening, and speaking. It emphasizes the interconnection between these skills, enabling students to use English effectively in various contexts. The course includes activities that enhance vocabulary, grammar, and pronunciation while fostering critical thinking and communication skills. Students engage with diverse texts, participate in discussions, and complete writing assignments to practice their language proficiency. The aim is to prepare students for academic and professional environments by equipping them with the tools necessary for effective and confident communication in English. | 1. Quality Education (SDG 4): The course promotes critical thinking, analytical skills, and appreciation for diverse literary forms, enriching students’ understanding of literature’s impact. 2. Reduced Inequalities (SDG 10): Exploring literature from various cultures and backgrounds highlights marginalized voices, fostering inclusivity and representation in literary discourse. 3. Gender Equality (SDG 5): The study can focus on gender representation in literature, encouraging discussions about women’s roles and challenges within different narratives. 4. Cultural Preservation (related to SDG 11): Literature serves as a means of preserving cultural heritage and identity, promoting understanding of diverse narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, identity, and social issues, encouraging critical engagement with societal values and ethics. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local authors, literary organizations, or community groups can enhance the relevance of literature in contemporary society. These SDGs illustrate how a course in Introduction to Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature as a reflection of and influence on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110902 | Sejarah Sastra Indonesia | History of Indonesian Literature | The course “History of Indonesian Literature” explores the development of literary traditions in Indonesia from ancient times to the present. Students examine significant literary works, movements, and figures, considering the historical, cultural, and political contexts that shaped Indonesian literature. The course covers various genres, including poetry, prose, and drama, and highlights the influence of indigenous, colonial, and contemporary perspectives. Through readings, discussions, and critical analyses, students gain insights into the evolution of literary expression in Indonesia and its role in reflecting social issues, cultural identity, and national consciousness. The course aims to deepen students’ appreciation of Indonesia’s rich literary heritage. | 1. Quality Education (SDG 4): The course promotes a deeper understanding of the evolution and structure of the Indonesian language, enhancing linguistic knowledge and critical thinking skills. 2. Reduced Inequalities (SDG 10): By examining the history of language studies, students can gain insights into language policies and their impacts on marginalized communities, promoting inclusivity. 3. Gender Equality (SDG 5): The study can explore how language reflects gender dynamics over time, fostering discussions about representation and gender roles within linguistic contexts. 4. Cultural Preservation (related to SDG 11): Understanding the historical development of the Indonesian language contributes to the preservation of cultural identity and heritage, emphasizing the importance of language in cultural continuity. 5. Peace, Justice, and Strong Institutions (SDG 16): Language studies can inform discussions on communication, governance, and social justice, promoting civic engagement and understanding of language’s role in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic researchers, educational institutions, or cultural organizations can enhance the study of the Indonesian language and its relevance in contemporary society. These SDGs illustrate how a course in the History of Indonesian Language Studies can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of language as a vital part of human experience and societal development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111002 | Teori Kebudayaan | Cultural Theory | The course “Cultural Theory” examines the concepts and frameworks used to analyze culture and its various forms of expression. Students explore key theories from disciplines such as sociology, anthropology, literary studies, and media studies, focusing on how culture shapes and is shaped by social, political, and economic contexts. Topics may include ideology, identity, representation, and the impact of globalization. Through critical readings and discussions, students learn to apply theoretical perspectives to contemporary cultural phenomena, enhancing their understanding of how cultural practices influence individual and collective experiences. The course aims to foster analytical skills and a deeper appreciation for the complexities of culture in society. | 1. Quality Education (SDG 4): The course promotes critical thinking and analytical skills by examining various cultural theories and their implications for understanding society. 2. Reduced Inequalities (SDG 10): Cultural theory can analyze power dynamics and social structures, highlighting issues of inequality and advocating for marginalized voices. 3. Gender Equality (SDG 5): The study can explore feminist theories and gender representations, fostering discussions about gender roles, identities, and equality. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural theories can inform urban development and community engagement, promoting social cohesion in diverse settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Cultural theory can provide insights into conflict resolution and social justice, encouraging critical discussions on governance and human rights. 6. Partnerships for the Goals (SDG 17): Collaborative research with cultural organizations, communities, and scholars can enhance the understanding of cultural dynamics and their societal impacts. These SDGs illustrate how a course in Cultural Theory can engage with significant social, cultural, and political issues, enriching students’ understanding of the complexities of culture in shaping human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111104 | Teori Sastra | Literary Theory | A university course in Literary Theory explores the various frameworks and methodologies used to analyze and interpret literature. Students study key concepts and movements, such as formalism, structuralism, post-structuralism, feminism, psychoanalysis, and postcolonial theory. The course encourages critical thinking about texts, examining how historical, cultural, and social contexts influence meaning. Through readings, discussions, and written assignments, students learn to apply different theoretical perspectives to a range of literary works, enhancing their analytical skills and deepening their understanding of literature’s role in society. | 1. Quality Education (SDG 4): The course fosters critical thinking and analytical skills by exploring various literary theories and their applications to texts, enhancing students’ interpretive abilities. 2. Reduced Inequalities (SDG 10): Literary theory can examine power dynamics in literature, highlighting marginalized voices and promoting inclusivity in literary analysis. 3. Gender Equality (SDG 5): The study can focus on feminist and gender theories, facilitating discussions about representation, identity, and the roles of gender in literature. 4. Cultural Preservation (related to SDG 11): Analyzing texts through different theoretical lenses contributes to the understanding and preservation of diverse cultural narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Literary theory can provide insights into themes of justice, conflict, and societal values, encouraging critical discussions about human rights and ethical issues. 6. Partnerships for the Goals (SDG 17): Collaborative projects with literary organizations, authors, or community groups can enhance the relevance and impact of literary theory in contemporary contexts. These SDGs illustrate how a course in Literary Theory can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature’s role in society and its impact on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111202 | Teori Linguistik | Linguistic Theory | The course “Linguistic Theory” provides an in-depth exploration of the fundamental concepts and frameworks in linguistics. Students study various theories of language structure, including phonetics, phonology, morphology, syntax, and semantics. The course also examines how these theories explain language development, change, and variation. Students engage with key figures and movements in the field, such as generative grammar, functional linguistics, and cognitive linguistics. Through critical analysis of linguistic data and theoretical models, the course aims to enhance students’ understanding of the nature of language and its cognitive, social, and cultural dimensions, preparing them for further research or applied linguistics. | 1. Quality Education (SDG 4): The course enhances critical thinking and analytical skills by exploring various linguistic theories and their applications to understanding language structure and use. 2. Reduced Inequalities (SDG 10): Linguistic theory can analyze language variation and dialects, highlighting issues of accessibility and representation for marginalized language communities. 3. Gender Equality (SDG 5): The study can examine gendered language and its implications, fostering discussions on how language shapes and reflects gender roles and identities. 4. Cultural Preservation (related to SDG 11): Understanding linguistic diversity contributes to the preservation of languages and cultures, promoting respect for cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Linguistic theory can inform discussions about language policy, communication in governance, and the role of language in social justice movements. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguists, educators, and community organizations can enhance research and outreach efforts related to language use and education. These SDGs illustrate how a course in Linguistic Theory can engage with important social, cultural, and educational issues, enriching students’ understanding of the complexities of language and its role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01111302 | Korespondensi Bahasa Indonesia | Indonesian Correspondence | The course “Indonesian Correspondence” focuses on developing effective communication skills in writing formal and informal correspondence in Indonesian. Students learn the conventions and styles appropriate for various types of written communication, such as letters, emails, memos, and reports. The course covers topics including structure, tone, etiquette, and cultural nuances in Indonesian writing. Through practical exercises and real-world examples, students enhance their ability to convey messages clearly and appropriately, fostering skills that are essential for academic and professional settings. The aim is to prepare students for effective written communication in diverse contexts within Indonesia. | 1.Quality Education (SDG 4): The course enhances communication skills, focusing on writing effectively in various contexts, which is essential for academic and professional success. 2. Reduced Inequalities (SDG 10): Teaching correspondence skills can empower individuals from diverse backgrounds to communicate more effectively, promoting inclusivity in professional environments. 3. Gender Equality (SDG 5): The course can address issues related to gender in communication, encouraging awareness of how language can reflect and influence gender dynamics. 4. Sustainable Cities and Communities (SDG 11): Effective communication is key to community engagement and development, helping foster collaboration within diverse urban settings. 5. Peace, Justice, and Strong Institutions (SDG 16): Good correspondence practices contribute to transparency and accountability in communication, which are essential for effective governance and community relations. 6. Partnerships for the Goals (SDG 17): Collaborative projects involving local businesses or organizations can enhance practical applications of correspondence skills, fostering community connections. These SDGs illustrate how a course in Indonesian Correspondence can engage with significant social, educational, and professional issues, enriching students’ understanding of effective communication in various contexts. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01120102 | BI untuk Penulisan KI | BI for KI Writing | The course “BI for KI Writing” (Bahasa Indonesia for Knowledge Integration Writing) focuses on developing advanced writing skills in Bahasa Indonesia, specifically tailored for integrating knowledge across various disciplines. Students learn to construct clear, coherent, and well-structured texts that convey complex ideas effectively. The course emphasizes research techniques, critical thinking, and proper citation practices. Through writing workshops, peer reviews, and feedback sessions, students refine their academic writing style while exploring topics relevant to their fields of study. The aim is to prepare students for producing high-quality written work that meets academic and professional standards in Indonesian. | 1. Quality Education (SDG 4): The course enhances writing skills and critical thinking, fostering effective communication and knowledge integration across various subjects. 2. Reduced Inequalities (SDG 10): Providing skills in writing can empower students from diverse backgrounds, promoting equal opportunities for success in academic and professional settings. 3. Gender Equality (SDG 5): The curriculum can include discussions on gender representation in writing, encouraging awareness of inclusivity and diversity in expression. 4. Sustainable Cities and Communities (SDG 11): Effective writing skills contribute to community engagement and collaboration, facilitating communication in diverse urban environments. 5. Peace, Justice, and Strong Institutions (SDG 16): Good writing practices promote clarity and transparency, which are essential for effective governance and community dialogue. 6. Partnerships for the Goals (SDG 17): Collaborative writing projects with local organizations or educational institutions can enhance real-world applications of writing skills while fostering community ties. These SDGs illustrate how a course in BI for KI Writing can engage with significant educational and social issues, enriching students’ understanding of writing as a vital tool for communication and knowledge sharing. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110102 | Dasar-Dasar Filsafat | Foundations of Philosophy | The course “Foundations of Philosophy” introduces students to fundamental philosophical concepts and questions that have shaped human thought throughout history. Topics may include the nature of reality, knowledge, ethics, existence, and the meaning of life. Students explore major philosophical movements and influential thinkers, such as Plato, Aristotle, Descartes, Kant, and contemporary philosophers. Through readings, discussions, and critical analysis, the course encourages students to develop their reasoning and argumentative skills. The aim is to foster a deeper understanding of philosophical inquiry and its relevance to everyday life, preparing students to engage with complex ideas and questions. | 1. Quality Education (SDG 4): The course fosters critical thinking, analytical skills, and ethical reasoning, providing a strong foundation for students’ intellectual development. 2. Reduced Inequalities (SDG 10): Philosophy encourages the examination of social justice, ethics, and power structures, promoting awareness of inequalities and advocacy for marginalized voices. 3. Gender Equality (SDG 5): Philosophical discussions can explore gender theories and the representation of gender in philosophical texts, fostering critical discourse on equality and rights. 4. Peace, Justice, and Strong Institutions (SDG 16): The study of philosophy promotes values of justice, ethics, and civic responsibility, encouraging students to engage with social issues and contribute to positive change. 5. Sustainable Cities and Communities (SDG 11): Philosophical inquiry into ethical urban development and community living can inform discussions about sustainability and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities, organizations, or other educational institutions can enhance philosophical understanding and encourage collective action on social issues. These SDGs illustrate how a course in Foundations of Philosophy can engage with significant ethical, social, and cultural issues, enriching students’ understanding of the role of philosophy in addressing complex human challenges. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110202 | Masyarakat dan Kebudayaan Indonesia | Indonesian Society and Culture | The course “Indonesian Society and Culture” explores the diverse social structures, cultural practices, and traditions that define Indonesia. Students examine topics such as family dynamics, religion, art, language, and community life, considering how historical and political contexts shape contemporary Indonesian society. The course emphasizes the rich diversity of ethnic groups and cultural expressions across the archipelago, fostering an understanding of regional differences and similarities. Through readings, discussions, and field studies, students engage with the complexities of social identity, cultural heritage, and the impact of globalization. The aim is to provide a comprehensive understanding of Indonesia’s cultural landscape and its significance in a global context. | 1. Quality Education (SDG 4): The course promotes understanding of cultural diversity and social structures, enhancing students’ critical thinking and cultural awareness. 2. Reduced Inequalities (SDG 10): Examining the dynamics within Indonesian society can highlight issues of inequality and marginalization, fostering discussions on inclusivity and social justice. 3. Gender Equality (SDG 5): The curriculum can explore gender roles and representation in Indonesian culture, encouraging critical dialogue about gender issues and empowerment. 4. Sustainable Cities and Communities (SDG 11): Understanding cultural practices can inform community development and urban planning, promoting sustainability and social cohesion. 5. Peace, Justice, and Strong Institutions (SDG 16): The course can address themes of conflict, social justice, and civic engagement, encouraging students to reflect on their roles in fostering peace. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local communities, cultural organizations, or NGOs can enhance practical understanding and application of cultural knowledge. These SDGs illustrate how a course in Indonesian Society and Culture can engage with significant social, cultural, and ethical issues, enriching students’ understanding of Indonesia’s rich diversity and its impact on global contexts. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110302 | Pengantar Linguistik Umum | Introduction to General Linguistics | “Introduction to General Linguistics” is a foundational course that explores the scientific study of language. It typically covers key concepts such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. Students learn about language structure, language change, and the relationship between language and society. The course may also introduce various linguistic theories and methodologies, highlighting how language functions both as a communication tool and a cognitive system. Overall, it aims to provide a comprehensive overview of the principles that govern human language. | 1. Quality Education (SDG 4): The course provides foundational knowledge in linguistics, promoting critical thinking and analytical skills in language study. 2. Reduced Inequalities (SDG 10): Understanding linguistic diversity can highlight language barriers and promote inclusivity for speakers of different languages and dialects. 3. Gender Equality (SDG 5): The study can explore how language reflects and influences gender dynamics, fostering discussions about gender representation and biases in communication. 4. Cultural Preservation (related to SDG 11): Linguistics plays a vital role in preserving endangered languages and understanding cultural identities, contributing to the preservation of cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Insights from linguistics can inform effective communication in governance and conflict resolution, promoting social justice and civic engagement. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic organizations, communities, or educational institutions can enhance research and outreach efforts related to language use and education. These SDGs illustrate how a course in Introduction to General Linguistics can engage with significant social, cultural, and educational issues, enriching students’ understanding of language’s role in society. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110402 | Pengantar Ilmu Sastra | Introduction to Literature | “Introduction to Literature” is a course designed to familiarize students with various genres of literature, including poetry, fiction, and drama. It typically emphasizes critical reading and analysis, encouraging students to explore themes, narrative techniques, and stylistic elements. Through discussions and assignments, students examine the cultural, historical, and social contexts of literary works. The course aims to enhance students’ appreciation of literature while developing their analytical and interpretive skills, fostering a deeper understanding of human experiences as expressed through written language. | 1. Quality Education (SDG 4): The course promotes critical thinking, analytical skills, and appreciation for diverse literary forms, enriching students’ understanding of literature’s impact. 2. Reduced Inequalities (SDG 10): Exploring literature from various cultures and backgrounds highlights marginalized voices, fostering inclusivity and representation in literary discourse. 3. Gender Equality (SDG 5): The study can focus on gender representation in literature, encouraging discussions about women’s roles and challenges within different narratives. 4. Cultural Preservation (related to SDG 11): Literature serves as a means of preserving cultural heritage and identity, promoting understanding of diverse narratives and histories. 5. Peace, Justice, and Strong Institutions (SDG 16): Many literary works address themes of justice, identity, and social issues, encouraging critical engagement with societal values and ethics. Partnerships for the Goals (SDG 17): Collaborative projects with local authors, literary organizations, or community groups can enhance the relevance of literature in contemporary society. These SDGs illustrate how a course in Introduction to Literature can engage with significant social, cultural, and ethical issues, enriching students’ understanding of literature as a reflection of and influence on human experience. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110502 | Sejarah Pengkajian Bhs Indonesia | History of Indonesian Language Studies | “History of Indonesian Language Studies” is a course that examines the development and evolution of linguistic research and scholarship related to the Indonesian language. It covers key milestones in the study of Indonesian, from early colonial documentation to contemporary linguistic theories and practices. Students explore the contributions of various scholars and movements, the influence of cultural and historical contexts on language development, and the role of Indonesian in regional and global communication. The course aims to provide a comprehensive understanding of the linguistic landscape of Indonesia and the methodologies employed in its study. | 1. Quality Education (SDG 4): The course promotes a deeper understanding of the evolution and structure of the Indonesian language, enhancing linguistic knowledge and critical thinking skills. 2. Reduced Inequalities (SDG 10): By examining the history of language studies, students can gain insights into language policies and their impacts on marginalized communities, promoting inclusivity. 3. Gender Equality (SDG 5): The study can explore how language reflects gender dynamics over time, fostering discussions about representation and gender roles within linguistic contexts. 4. Cultural Preservation (related to SDG 11): Understanding the historical development of the Indonesian language contributes to the preservation of cultural identity and heritage, emphasizing the importance of language in cultural continuity. 5. Peace, Justice, and Strong Institutions (SDG 16): Language studies can inform discussions on communication, governance, and social justice, promoting civic engagement and understanding of language’s role in society. 6. Partnerships for the Goals (SDG 17): Collaborative projects with linguistic researchers, educational institutions, or cultural organizations can enhance the study of the Indonesian language and its relevance in contemporary society. These SDGs illustrate how a course in the History of Indonesian Language Studies can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of language as a vital part of human experience and societal development. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110602 | Fonologi | Phonology | “Phonology” is a specialized course that focuses on the study of sound systems in languages. It explores how sounds function, are organized, and interact within a particular language or across languages. Key topics typically include phonemes, allophones, stress, intonation, and the rules governing sound patterns. Students learn about theoretical frameworks and models of phonological analysis, as well as how phonological processes can influence meaning and linguistic structure. The course aims to develop students’ understanding of the abstract principles that underlie the sound patterns of human languages. | 1. Quality Education (SDG 4): The course enhances understanding of the sound systems of languages, promoting critical thinking and analytical skills in linguistic studies. 2. Reduced Inequalities (SDG 10): Studying phonology can help address issues related to language variation and accent discrimination, promoting awareness and inclusivity for speakers of different dialects. 3. Gender Equality (SDG 5): The exploration of phonological patterns can include discussions on gendered speech and how language reflects gender identities, fostering awareness of gender representation in communication. 4. Cultural Preservation (related to SDG 11): Understanding phonology contributes to the preservation of endangered languages and dialects, emphasizing the importance of linguistic diversity in cultural heritage. 5. Peace, Justice, and Strong Institutions (SDG 16): Insights from phonology can inform effective communication strategies in governance and conflict resolution, promoting social justice and understanding. 6. Partnerships for the Goals (SDG 17): Collaborative research with linguistic organizations, community groups, or educational institutions can enhance the understanding and application of phonological principles in diverse contexts. These SDGs illustrate how a course in Phonology can engage with significant linguistic, cultural, and social issues, enriching students’ understanding of the role of sound in language and communication. |
| ILMU BUDAYA | SASTRA INDONESIA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F01110702 | Retorika | Rhetoric | “Rhetoric” is a course that explores the art of persuasion and effective communication. It examines the principles and techniques used in various forms of discourse, including speeches, essays, and advertisements. Students study classical and contemporary rhetorical theories, analyzing how language, style, and structure can influence an audience. The course often covers key elements such as ethos (credibility), pathos (emotion), and logos (logic), encouraging students to apply these concepts in their own writing and speaking. Overall, the course aims to enhance students’ critical thinking and persuasive skills, preparing them for diverse communicative contexts. | 1. Quality Education (SDG 4): The course develops critical thinking and persuasive communication skills, enhancing students’ ability to analyze and construct arguments effectively. 2. Reduced Inequalities (SDG 10): Rhetoric can explore how language and persuasion affect marginalized communities, promoting awareness of social justice issues and inclusivity in discourse. 3. Gender Equality (SDG 5): The study can examine gendered rhetoric and representation in communication, fostering discussions about the impact of language on gender perceptions and equality. 4. Peace, Justice, and Strong Institutions (SDG 16): Rhetorical strategies are essential for effective advocacy and civic engagement, encouraging students to engage in constructive dialogue on social and political issues. 5. Sustainable Cities and Communities (SDG 11): Rhetoric can inform public discourse on community issues, helping to mobilize collective action for sustainable development and social cohesion. 6. Partnerships for the Goals (SDG 17): Collaborative projects with local organizations or advocacy groups can enhance the practical application of rhetorical skills in community initiatives. These SDGs illustrate how a course in Rhetoric can engage with important social, cultural, and ethical issues, enriching students’ understanding of communication as a powerful tool for influence and change. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01111002 | Wawasan Budaya dan Ipteks BMI | BMI Cultural and Science and Technology Insights | typically explores the interplay between culture, science, and technology | 1. SDG 4: Quality Education – Exploring how cultural and technological advancements can enhance educational opportunities and accessibility. 2. SDG 9: Industry, Innovation, and Infrastructure – Focusing on the role of science and technology in fostering innovation and sustainable industrialization. 3. SDG 11: Sustainable Cities and Communities – Examining the impact of cultural and technological developments on urban sustainability and community resilience. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in technology and cultural industries. 5. SDG 16: Peace, Justice, and Strong Institutions – Analyzing how cultural insights can contribute to governance, peacebuilding, and justice. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between various sectors to achieve sustainability through cultural and technological integration. These goals are interconnected, and a course covering cultural insights and technological advancements can provide valuable perspectives on how they contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134103 | Antropologi Pariwisata dan Pelestarian Budaya | Anthropology of Tourism and Cultural Preservation | explores the complex relationships between tourism, culture, and heritage | 1. SDG 8: Decent Work and Economic Growth – Examining the impact of tourism on local economies and the importance of sustainable tourism practices that benefit communities. 2. SDG 11: Sustainable Cities and Communities – Focusing on how tourism can contribute to the sustainability of urban and rural areas while preserving cultural heritage. 3. SDG 12: Responsible Consumption and Production – Discussing the importance of sustainable practices in tourism and cultural preservation to minimize environmental impacts. 4. SDG 16: Peace, Justice, and Strong Institutions – Analyzing the role of tourism in fostering intercultural dialogue and promoting peace while ensuring the protection of cultural rights. 5. SDG 4: Quality Education – Exploring educational aspects related to cultural heritage and tourism, including community engagement and knowledge sharing. 6. SDG 10: Reduced Inequalities – Addressing issues of equity and inclusion in tourism, ensuring that marginalized communities benefit from tourism development. These goals highlight the interplay between tourism, cultural preservation, and sustainable development, providing a holistic understanding of their impacts on societies and environments |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134202 | Kajian Pengembangan Sosial Budaya Maritim | Maritime Socio-Cultural Development Study | focuses on the social and cultural dynamics of coastal and maritime communities | 1. SDG 14: Life Below Water Examining the importance of sustainable marine resource management and the conservation of marine ecosystems. 2. SDG 8: Decent Work and Economic Growth Analyzing the impact of maritime industries on local economies and the need for sustainable practices in fisheries, shipping, and tourism. 3. SDG 11: Sustainable Cities and Communities Discussing how maritime activities can contribute to sustainable coastal and marine community development. 4. SDG 12: Responsible Consumption and Production Focusing on sustainable practices in maritime industries to reduce waste and promote responsible resource use. 5. SDG 10: Reduced Inequalities Addressing equity issues in access to maritime resources and opportunities, particularly for marginalized communities. 6. SDG 16: Peace, Justice, and Strong Institutions Exploring governance and policy frameworks related to maritime activities and the protection of cultural heritage in coastal regions. These SDGs highlight the interplay between maritime activities, socio-cultural development, and sustainability, emphasizing the importance of integrated approaches to managing marine environments and communities. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134203 | Kajian Masyarakat Adat | Indigenous Peoples Studies | examines the histories, cultures, and contemporary issues faced by Indigenous communities worldwide | 1. SDG 1: No Poverty- Examining the economic challenges faced by Indigenous communities and exploring pathways to reduce poverty and improve livelihoods. 2. SDG 4: Quality Education – Focusing on the importance of culturally relevant education and access to educational resources for Indigenous peoples. 3. SDG 5: Gender Equality – Analyzing the roles of Indigenous women and promoting gender equality within Indigenous communities. 4. SDG 10: Reduced Inequalities – Addressing social, economic, and political inequalities that Indigenous peoples face and promoting their rights. 5. SDG 15: Life on Land – Discussing the stewardship of land and natural resources by Indigenous communities, emphasizing sustainable land management practices. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring the governance structures, rights, and self-determination of Indigenous peoples, and the need for equitable legal frameworks. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between Indigenous communities and other stakeholders to achieve sustainable development goals. These SDGs reflect the diverse challenges and opportunities facing Indigenous peoples and underscore the importance of their perspectives in the pursuit of sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07144406 | Skripsi | Thesis | course is typically a capstone requirement for graduate students, allowing them to conduct independent research on a specific topic within their field of study | 1. SDG 4: Quality Education – If the thesis involves educational research or practices, it may focus on improving educational outcomes and methodologies. 2. SDG 8: Decent Work and Economic Growth – If the research pertains to economics, business, or labor studies, it might explore aspects of sustainable economic growth and employment. 3. SDG 10: Reduced Inequalities – Research that examines social justice, equity, and marginalized communities would align with this goal. 4. SDG 12: Responsible Consumption and Production – Theses that focus on sustainability practices, resource management, or environmental studies could engage with this goal. 5. SDG 16: Peace, Justice, and Strong Institutions – If the research addresses governance, human rights, or conflict resolution, it may relate to this goal. 6. SDG 17: Partnerships for the Goals – Research that involves collaboration with organizations, communities, or interdisciplinary approaches might focus on partnerships to achieve sustainable development. Ultimately, the specific SDGs addressed in a thesis course will depend on the research topic chosen by the student. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07110102 | Pengantar Antropologi Sosial | Introduction to Social Anthropology | provides an overview of the key concepts, theories, and methods used in the study of human societies and cultures | 1. SDG 1: No Poverty – Exploring the social and cultural factors that contribute to poverty and examining strategies for sustainable development. 2. SDG 4: Quality Education – Analyzing the role of education in different cultures and its impact on social structures and development. 3. SDG 5: Gender Equality – Investigating gender roles and relations within various cultures, as well as issues of inequality and empowerment. 4. SDG 10: Reduced Inequalities – Examining social hierarchies, power dynamics, and the experiences of marginalized groups within different societies. 5. SDG 11: Sustainable Cities and Communities – Discussing urban anthropology and the cultural implications of urbanization and community development. 6. SDG 16: Peace, Justice, and Strong Institutions – Analyzing how cultural practices influence governance, conflict resolution, and social justice. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration and cross-cultural understanding in achieving sustainable development. These SDGs reflect the interdisciplinary nature of social anthropology and its relevance to addressing contemporary global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130702 | Keberagaman Budaya | Cultural Diversity | examines the richness and complexity of cultures around the world, emphasizing the significance of understanding and appreciating cultural differences | 1. SDG 4: Quality Education – Examining how cultural diversity enriches educational experiences and promotes inclusive learning environments. 2. SDG 10: Reduced Inequalities – Addressing issues of social inequality and discrimination faced by diverse cultural groups and promoting equity. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of cultural diversity in fostering social cohesion, conflict resolution, and inclusive governance. 4. SDG 11: Sustainable Cities and Communities – Analyzing how cultural diversity contributes to vibrant, inclusive urban environments and community development. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between diverse cultural groups and stakeholders to achieve sustainable development. 6. SDG 5: Gender Equality – Exploring how cultural diversity intersects with gender issues and influences gender roles and rights. These goals emphasize the importance of recognizing and valuing cultural diversity in promoting social justice, inclusion, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123403 | Perubahan Sosial Budaya | Socio-Cultural Change | explores the dynamics and processes of change within societies and cultures over time | 1. SDG 4: Quality Education – Examining how socio-cultural changes impact educational systems and access to education. 2. SDG 8: Decent Work and Economic Growth – Analyzing the relationship between socio-cultural changes and economic development, labor markets, and employment practices. 3. SDG 10: Reduced Inequalities – Exploring how socio-cultural changes can affect social inequalities and promote or hinder equity among different groups. 4. SDG 11: Sustainable Cities and Communities – Investigating how urbanization and cultural shifts influence community development, sustainability, and urban planning. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing how socio-cultural change can impact governance, justice systems, and conflict resolution. 6. SDG 5: Gender Equality – Analyzing how cultural shifts influence gender roles, relations, and the advancement of gender equality. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaborative efforts in addressing socio-cultural changes and achieving sustainable development. These SDGs reflect the complex interplay between socio-cultural dynamics and sustainable development, emphasizing the need for an interdisciplinary approach. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133503 | Praktik Penelitian Antropologi | Anthropological Research Practices | focuses on the methodologies and techniques used in anthropological research | 1. SDG 4: Quality Education – Focusing on the development of research skills and methodologies that enhance educational outcomes in anthropology. 2. SDG 10: Reduced Inequalities – Exploring how anthropological research can address social inequalities and give voice to marginalized communities. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating how anthropological research contributes to understanding governance, justice, and social structures. 4. SDG 17: Partnerships for the Goals – Emphasizing collaboration with communities, organizations, and other disciplines in conducting anthropological research. 5. SDG 1: No Poverty – Examining the role of anthropological research in understanding and addressing poverty-related issues. 6. SDG 5: Gender Equality – Analyzing gender dynamics through anthropological research to promote gender equity and empowerment. These goals illustrate how anthropological research practices can contribute to a deeper understanding of complex social issues and support sustainable development initiatives. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133603 | Menulis Etnografi | Writing Ethnography | focuses on the principles and practices of ethnographic writing, emphasizing the craft of translating fieldwork experiences into compelling narratives | 1. SDG 4: Quality Education – Emphasizing the importance of effective communication and critical thinking skills in education through ethnographic writing. 2. SDG 10: Reduced Inequalities – Exploring how ethnographic writing can highlight the experiences of marginalized groups and address social inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of ethnography in understanding governance, justice systems, and community dynamics. 4. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration with communities and stakeholders in the ethnographic research process. 5. SDG 5: Gender Equality – Examining gender dynamics through ethnographic narratives to promote awareness and advocacy for gender equality. 6. SDG 11: Sustainable Cities and Communities – Analyzing urban and community issues through ethnographic writing to inform sustainable development practices. These SDGs reflect how ethnographic writing can serve as a tool for understanding and addressing complex social issues, contributing to informed dialogue and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133703 | Antropologi Bisnis dan Kewirausahaan | Anthropology of Business and Entrepreneurship | explores the intersection of cultural practices and economic activities | 1. SDG 8: Decent Work and Economic Growth – Analyzing how anthropological perspectives can inform practices in business and entrepreneurship to promote sustainable economic growth and decent working conditions. 2. SDG 9: Industry, Innovation, and Infrastructure – Exploring the role of innovation in business practices and how cultural contexts influence industrial development and infrastructure. 3. SDG 10: Reduced Inequalities – Investigating how businesses can address social inequalities and promote inclusive practices within different cultural settings. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable business practices and the cultural implications of consumption patterns. 5. SDG 17: Partnerships for the Goals – Emphasizing collaboration between businesses, communities, and stakeholders to achieve sustainable development goals. 6. SDG 1: No Poverty – Examining how entrepreneurial activities can contribute to poverty alleviation and economic empowerment in various communities. These goals reflect the intersection of anthropology with business practices, highlighting how cultural insights can drive sustainable development and responsible entrepreneurship. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133802 | Pengelolaan Sumberdaya Kebudayaan | Cultural Resources Management | focuses on the preservation, protection, and management of cultural heritage resources, including archaeological sites, historic landmarks, and traditional practices | 1. SDG 11: Sustainable Cities and Communities – Examining how cultural heritage contributes to community identity and urban sustainability, and promoting responsible management of cultural resources. 2. SDG 4: Quality Education – Highlighting the role of cultural resources in education and promoting awareness and appreciation of cultural heritage. 3. SDG 8: Decent Work and Economic Growth – Analyzing how cultural resources can drive economic development through tourism, local enterprises, and job creation. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in the management of cultural resources to minimize environmental impact and promote responsible stewardship. 5. SDG 10: Reduced Inequalities – Addressing how cultural resource management can promote social equity and inclusion, ensuring that diverse voices and histories are represented. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring the role of cultural resources in fostering community cohesion, dialogue, and conflict resolution. These goals reflect the importance of cultural resources management in promoting sustainable development, community well-being, and cultural preservation. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07133903 | Pemberdayaan Masyarakat | Community empowerment | explores strategies and practices aimed at enhancing the capacity of communities to address their own needs and improve their quality of life | 1. SDG 1: No Poverty – Exploring strategies for empowering communities to reduce poverty and enhance livelihoods. 2. SDG 4: Quality Education – Emphasizing the role of education in empowering individuals and communities, promoting access to learning opportunities. 3. SDG 5: Gender Equality – Addressing issues of gender empowerment and advocating for women’s rights and participation in community decision-making. 4. SDG 10: Reduced Inequalities – Focusing on strategies to empower marginalized and disadvantaged groups within communities. 5. SDG 11: Sustainable Cities and Communities – Examining community-driven approaches to urban planning and sustainability. 6. SDG 16: Peace, Justice, and Strong Institutions – Investigating the importance of participatory governance and community engagement in promoting justice and strong institutions. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between communities, organizations, and governments in achieving empowerment and sustainable development. These goals reflect the comprehensive approach to community empowerment, emphasizing social justice, inclusion, and sustainable practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07134003 | Metode Participatory Rural Appraisal (PRA) | Participatory Rural Appraisal (PRA) Method | focuses on techniques and tools for engaging communities in the assessment and planning of rural development projects | 1. SDG 1: No Poverty – Using PRA methods to identify community needs and priorities for poverty alleviation and sustainable livelihoods. 2. SDG 2: Zero Hunger – Engaging communities in assessing food security, agricultural practices, and local resources to enhance food systems. 3. SDG 4: Quality Education – Promoting community-led educational initiatives and assessing local educational needs through participatory methods. 4. SDG 10: Reduced Inequalities – Focusing on marginalized groups and ensuring their voices are included in development planning and decision-making. 5. SDG 11: Sustainable Cities and Communities – Involving communities in sustainable development practices, urban planning, and resource management. 6. SDG 16: Peace, Justice, and Strong Institutions – Enhancing community participation in governance and decision-making processes to strengthen local institutions. 7. SDG 17: Partnerships for the Goals – Emphasizing collaboration among communities, NGOs, and government entities to achieve shared development goals. These goals illustrate how PRA methods can empower communities, promote sustainable development, and enhance participatory governance. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122703 | Antropologi Perkotaan | Urban Anthropology | examines the cultural, social, and economic dynamics of urban environments | 1. SDG 11: Sustainable Cities and Communities – Analyzing urbanization, city dynamics, and the cultural aspects of sustainable urban development. 2. SDG 10: Reduced Inequalities – Investigating social inequalities in urban settings, including issues of race, class, and access to resources. 3. SDG 4: Quality Education – Exploring educational access and the role of education in urban environments, particularly for marginalized communities. 4. SDG 3: Good Health and Well-Being – Examining urban health issues, access to healthcare, and the impact of urban environments on well-being. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing governance structures, community engagement, and justice in urban contexts. 6. SDG 5: Gender Equality – Analyzing gender roles and dynamics within urban environments, and the challenges faced by women and marginalized genders. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between urban communities, NGOs, and governments to achieve sustainable development goals. These goals reflect the intersection of anthropology with urban studies, emphasizing the importance of cultural understanding in addressing urban challenges and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122803 | Kebudayaan dan Kekuasaan | Culture and Power | explores the intricate relationship between cultural practices and power dynamics within societies | 1. SDG 5: Gender Equality – Analyzing the relationship between culture and power dynamics in shaping gender roles, rights, and equality. 2. SDG 10: Reduced Inequalities – Exploring how cultural narratives and power structures contribute to social inequalities based on class, race, ethnicity, and other factors. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of cultural practices and beliefs in governance, justice, and the establishment of strong institutions. 4. SDG 4: Quality Education – Examining how power dynamics influence educational access, curricula, and the representation of diverse cultures in education. 5. SDG 1: No Poverty – Discussing how cultural power can affect economic opportunities and the perpetuation of poverty in certain communities. 6. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration across cultural and institutional boundaries to promote equity and justice. These goals highlight the interplay between culture and power, emphasizing how cultural understandings shape social structures and contribute to or challenge inequalities and injustices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122903 | Antropologi Maritim | Maritime Anthropology | examines the cultural, social, and economic dimensions of human interactions with marine environments | 1. SDG 14: Life Below Water – Focusing on the cultural and social dimensions of marine ecosystems, fishing practices, and sustainable marine resource management. 2. SDG 8: Decent Work and Economic Growth – Analyzing how maritime industries (such as fishing, shipping, and tourism) impact local economies and livelihoods. 3. SDG 11: Sustainable Cities and Communities – Examining coastal communities and their development challenges, including urbanization and sustainability. 4. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in maritime industries and the cultural implications of consumption patterns related to marine resources. 5. SDG 10: Reduced Inequalities – Exploring how access to marine resources and economic opportunities varies among different communities, particularly marginalized groups. 6. SDG 16: Peace, Justice, and Strong Institutions – Investigating governance issues related to marine resources, including conflicts over fishing rights and environmental justice. These goals reflect the intersection of maritime practices, cultural insights, and sustainable development, emphasizing the importance of understanding human interactions with marine environments. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123003 | Antropologi Konflik | Anthropology of Conflict | explores the social, cultural, and political dimensions of conflict and violence | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding the causes of conflict, promoting peaceful societies, and strengthening institutions that uphold justice. 2. SDG 5: Gender Equality – Examining the roles of gender in conflict situations, including the impact of conflict on women and efforts to promote gender equality in peacebuilding. 3. SDG 10: Reduced Inequalities – Investigating how social, economic, and political inequalities contribute to conflict and exploring pathways to address these disparities. 4. SDG 1: No Poverty – Analyzing the relationship between poverty and conflict, including how economic instability can lead to social unrest. 5. SDG 3: Good Health and Well-Being – Exploring the health impacts of conflict, including mental health issues and access to healthcare in conflict zones. 6. SDG 17: Partnerships for the Goals – Emphasizing collaboration among communities, organizations, and governments to foster peace and reconciliation efforts. These goals highlight the multifaceted nature of conflict and the importance of anthropological insights in understanding and addressing its root causes and consequences. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123103 | Antropologi Pembangunan | Anthropology of Development | examines the social, cultural, and political implications of development practices and policies around the world | 1. SDG 1: No Poverty – Analyzing strategies for poverty alleviation and the cultural dimensions of economic development. 2. SDG 2: Zero Hunger – Examining food security, agricultural practices, and the socio-cultural factors influencing nutrition and food systems. 3. SDG 4: Quality Education – Exploring the role of education in development and the impact of cultural contexts on educational access and outcomes. 4. SDG 5: Gender Equality – Investigating gender roles in development processes and promoting women’s empowerment and participation in development initiatives. 5. SDG 10: Reduced Inequalities – Addressing social, economic, and political inequalities that affect marginalized communities and examining pathways to equity. 6. SDG 11: Sustainable Cities and Communities – Analyzing urban development issues and the cultural implications of urbanization. 7. SDG 12: Responsible Consumption and Production – Discussing sustainable practices in development and the cultural attitudes towards resource consumption. 8. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration between various stakeholders, including communities, NGOs, and governments, to achieve sustainable development. These goals reflect the intersection of anthropology with development studies, emphasizing the importance of cultural understanding in shaping effective development policies and practices. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123203 | Antropologi Media | Media Anthropology | explores the relationships between media, culture, and society, focusing on how media practices shape and are shaped by cultural dynamics | 1. SDG 4: Quality Education – Exploring how media can enhance educational opportunities and the role of communication technologies in learning environments. 2. SDG 5: Gender Equality – Analyzing representations of gender in media and how media influences perceptions and practices related to gender equality. 3. SDG 10: Reduced Inequalities – Investigating how media can both perpetuate and challenge social inequalities, including issues of race, class, and access to information. 4. SDG 11: Sustainable Cities and Communities – Examining the role of media in shaping urban narratives, community identities, and participation in local governance. 5. SDG 16: Peace, Justice, and Strong Institutions – Discussing media’s role in promoting social justice, human rights, and accountability, as well as its impact on public discourse. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between media organizations, communities, and stakeholders to promote sustainable development and amplify diverse voices. These goals reflect the critical intersection of media practices, cultural contexts, and social issues, emphasizing the importance of understanding media’s role in shaping contemporary societies. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07123303 | Metode dan Desain Penelitian | Research Methods and Design | provides an overview of the fundamental methodologies and techniques used in social science research | 1. SDG 4: Quality Education – Emphasizing the importance of research methods in developing critical thinking and analytical skills essential for education. 2. SDG 10: Reduced Inequalities – Focusing on designing research that addresses social inequalities and promotes inclusivity in various contexts. 3. SDG 16: Peace, Justice, and Strong Institutions – Investigating methods for conducting ethical research that contributes to understanding governance, justice, and institutional integrity. 4. SDG 1: No Poverty – Encouraging research design that explores poverty alleviation strategies and assesses the effectiveness of development programs. 5. SDG 17: Partnerships for the Goals – Highlighting collaborative research methods that engage communities, stakeholders, and organizations in addressing shared challenges. 6. SDG 12: Responsible Consumption and Production – Promoting research that examines sustainable practices and evaluates the impact of consumption patterns. These goals illustrate how research methods and design can contribute to a deeper understanding of complex social issues and inform effective strategies for sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122003 | Antropologi Kependudukan dan Migrasi | Anthropology of Population and Migration | examines the cultural, social, and economic aspects of human migration and population movements | 1. SDG 10: Reduced Inequalities – Examining how migration impacts social inequalities and addressing the experiences of marginalized migrant populations. 2. SDG 1: No Poverty – Analyzing the relationship between migration and poverty, including how migration can be a strategy for economic improvement. 3. SDG 3: Good Health and Well-Being – Investigating the health implications of migration, including access to healthcare and the effects of displacement on well-being. 4. SDG 4: Quality Education – Exploring the educational opportunities and challenges faced by migrant populations, particularly children and youth. 5. SDG 5: Gender Equality – Examining how migration affects gender roles and the specific challenges faced by women and LGBTQ+ individuals in migratory contexts. 6. SDG 11: Sustainable Cities and Communities – Discussing urbanization linked to migration and the cultural impacts on host communities. 7. SDG 16: Peace, Justice, and Strong Institutions – Investigating the role of governance, policies, and institutions in shaping the experiences of migrants and promoting social cohesion. 8. SDG 17: Partnerships for the Goals – Highlighting the importance of collaborative approaches among governments, NGOs, and communities to address migration issues effectively. These goals reflect the multifaceted nature of population movements and emphasize the importance of anthropological insights in understanding migration’s social, cultural, and economic dimensions. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122103 | Antropologi Hukum | Legal Anthropology | explores the intersection of law, culture, and society through an anthropological lens | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding legal systems, access to justice, and the role of law in promoting social order and equity. 2. SDG 5: Gender Equality – Analyzing how legal frameworks affect gender relations and the rights of women and marginalized genders within different cultural contexts. 3. SDG 10: Reduced Inequalities – Examining how legal systems can both perpetuate and challenge social inequalities based on race, class, ethnicity, and other factors. 4. SDG 1: No Poverty – Investigating the intersection of law and poverty, including how legal rights and protections can impact economic opportunities for marginalized communities. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between legal institutions, communities, and NGOs to address justice and legal reform issues. 6. SDG 3: Good Health and Well-Being – Exploring the legal aspects of health rights, access to healthcare, and the impact of legal frameworks on public health. These goals reflect the critical role of legal anthropology in understanding how law intersects with culture, society, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122203 | Antropologi Ekonomi | Economic Anthropology | examines the cultural and social dimensions of economic systems and practices | 1. SDG 1: No Poverty – Analyzing economic practices and their impact on poverty alleviation, as well as strategies for sustainable livelihoods. 2. SDG 8: Decent Work and Economic Growth – Examining different economic systems, labor practices, and the role of cultural factors in economic growth and employment. 3. SDG 10: Reduced Inequalities – Investigating how economic disparities manifest across different cultures and how economic policies can address inequality. 4. SDG 2: Zero Hunger – Exploring food systems, agricultural practices, and economic factors influencing food security and nutrition. 5. SDG 12: Responsible Consumption and Production – Discussing cultural attitudes towards consumption and sustainability, as well as the impact of economic activities on the environment. 6. SDG 17: Partnerships for the Goals – Emphasizing the importance of collaboration between various stakeholders, including communities, businesses, and governments, to achieve sustainable economic development. These goals highlight the intersection of economic practices with social and cultural contexts, emphasizing the importance of anthropological insights in understanding and addressing economic challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122303 | Antropologi Ekologi | Ecological Anthropology | explores the relationships between human societies and their environments, emphasizing how cultural practices influence and are influenced by ecological factors | 1. SDG 13: Climate Action – Investigating the cultural dimensions of climate change, community resilience, and adaptive strategies in response to environmental changes. 2. SDG 15: Life on Land – Examining human interactions with terrestrial ecosystems, biodiversity conservation, and sustainable land use practices. 3. SDG 12: Responsible Consumption and Production – Analyzing how cultural practices influence resource consumption and environmental sustainability. 4. SDG 11: Sustainable Cities and Communities – Exploring the impact of urbanization on ecological systems and the role of communities in promoting sustainable urban environments. 5. SDG 2: Zero Hunger – Investigating agricultural practices, food systems, and their ecological implications in various cultural contexts. 6. SDG 10: Reduced Inequalities – Addressing how environmental issues disproportionately affect marginalized communities and exploring pathways to equity in environmental justice. 7. SDG 3: Good Health and Well-Being – Examining the relationship between ecological health and human well-being, including access to clean water and air quality. These goals reflect the critical intersection of ecology, culture, and sustainability, emphasizing the importance of anthropological perspectives in addressing environmental challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122403 | Antropologi Agama | Anthropology of Religion | examines the diverse ways in which human cultures understand and practice religion | 1. SDG 16: Peace, Justice, and Strong Institutions – Exploring the role of religion in promoting peace, conflict resolution, and social justice within communities. 2. SDG 5: Gender Equality – Analyzing how religious beliefs and practices influence gender roles, rights, and the empowerment of women and marginalized genders. 3. SDG 10: Reduced Inequalities – Investigating how religious affiliations and practices can contribute to social inequalities and the ways in which religions address issues of discrimination. 4. SDG 4: Quality Education – Examining the role of religious education and its impact on cultural values, community identity, and access to knowledge. 5. SDG 3: Good Health and Well-Being – Exploring the relationship between religion, spirituality, and health, including the role of religious communities in health promotion and care. 6. SDG 11: Sustainable Cities and Communities – Discussing how religious organizations contribute to community building, social cohesion, and urban development. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of interfaith dialogue and collaboration among religious organizations in addressing global challenges. These goals reflect the complex interplay between religion, culture, and social issues, emphasizing how anthropological insights can contribute to understanding and addressing sustainable development challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122503 | Antropologi Kesehatan dan Gizi | Anthropology of Health and Nutrition | explores the cultural, social, and environmental factors that influence health and dietary practices across different societies | 1. SDG 3: Good Health and Well-Being – Focusing on health systems, nutrition, and the social determinants of health, including cultural practices related to food and well-being. 2. SDG 2: Zero Hunger – Examining food security, nutritional practices, and the cultural contexts of dietary choices and food systems. 3. SDG 10: Reduced Inequalities – Investigating how health disparities and nutritional inequalities affect marginalized populations and strategies for promoting equity in health outcomes. 4. SDG 4: Quality Education – Exploring the role of education in promoting health literacy and understanding of nutrition within different cultural contexts. 5. SDG 12: Responsible Consumption and Production – Analyzing sustainable dietary practices, food waste, and the ecological impact of food systems. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between communities, health organizations, and governments to address health and nutrition challenges. These goals reflect the intricate relationships between health, nutrition, and cultural practices, emphasizing the importance of an anthropological perspective in addressing public health issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07122603 | Antropologi Politik | Political Anthropology | examines the relationship between culture and politics, focusing on how power dynamics, governance, and political institutions are shaped by social and cultural contexts | 1. SDG 16: Peace, Justice, and Strong Institutions – Central to the course, this goal focuses on understanding governance systems, the rule of law, and the role of institutions in promoting justice and peace. 2. SDG 10: Reduced Inequalities – Examining how political structures and power dynamics contribute to social inequalities, including issues of race, class, and access to resources. 3. SDG 5: Gender Equality – Analyzing the political roles of gender and the impact of political systems on women’s rights and gender equity. 4. SDG 1: No Poverty – Investigating the relationship between political decisions and poverty alleviation efforts, including the role of policy in addressing economic disparities. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between governments, civil society, and communities in addressing political and social challenges. 6. SDG 4: Quality Education – Exploring the role of education in promoting political awareness, civic engagement, and informed citizenship. These goals reflect the complex interplay between politics, power, and social structures, emphasizing the importance of anthropological insights in understanding and addressing political issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07110402 | Pengantar Ilmu Antropologi | Introduction to Anthropology | provides a foundational overview of the field of anthropology, exploring its key concepts, theories, and methods | 1. SDG 1: No Poverty – Exploring cultural practices and societal structures that influence poverty and strategies for alleviation. 2. SDG 4: Quality Education – Emphasizing the importance of education in understanding cultural diversity and promoting critical thinking. 3. SDG 5: Gender Equality – Analyzing gender roles and relations across cultures, focusing on issues of equality and empowerment. 4. SDG 10: Reduced Inequalities – Investigating social inequalities based on race, ethnicity, class, and other factors, and how these impact individuals and communities. 5. SDG 11: Sustainable Cities and Communities – Examining urbanization and its cultural implications, including community dynamics and sustainability practices. 6. SDG 16: Peace, Justice, and Strong Institutions – Discussing the role of culture in shaping social norms, governance, and conflict resolution. 7. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration among diverse cultures and communities in addressing global challenges. These goals illustrate how anthropology provides valuable insights into human behavior, cultural practices, and social structures, contributing to a deeper understanding of complex global issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111402 | Organisasi dan Jaringan Sosial | Organizations and Social Networks | explores the structures, dynamics, and cultural aspects of organizations and the social networks within which they operate | 1. SDG 8: Decent Work and Economic Growth – Analyzing organizational structures and practices that promote fair labor conditions and economic development. 2. SDG 10: Reduced Inequalities – Examining how social networks and organizational dynamics can either perpetuate or reduce social inequalities within communities. 3. SDG 4: Quality Education – Exploring the role of organizations in education, training, and capacity building, as well as the importance of networks for knowledge sharing. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how organizations and networks contribute to governance, civic engagement, and the promotion of justice. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration and networking among various organizations (governmental, non-governmental, and community-based) to achieve shared development goals. 6. SDG 11: Sustainable Cities and Communities – Analyzing how organizational practices and social networks influence urban development, community cohesion, and sustainability. These goals reflect the intricate connections between organizations, social networks, and societal outcomes, emphasizing the importance of understanding these dynamics in addressing contemporary challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111503 | Etnografi Sulawesi Selatan | Ethnography of South Sulawesi | focuses on the cultural, social, and historical dimensions of South Sulawesi, an Indonesian province known for its rich cultural diversity and complex social structures | 1. SDG 1: No Poverty – Examining local economic practices, livelihoods, and strategies for poverty alleviation within South Sulawesi communities. 2. SDG 2: Zero Hunger – Investigating agricultural practices, food security, and nutrition issues specific to the region. 3. SDG 4: Quality Education – Exploring the educational opportunities and challenges faced by communities in South Sulawesi, including cultural perspectives on education. 4. SDG 5: Gender Equality – Analyzing gender roles, relations, and the impact of cultural practices on women’s rights and empowerment in South Sulawesi. 5. SDG 10: Reduced Inequalities – Investigating social inequalities based on ethnicity, class, and access to resources within the region. 6. SDG 11: Sustainable Cities and Communities – Exploring urbanization, community dynamics, and the cultural aspects of sustainable development in South Sulawesi. 7. SDG 15: Life on Land – Examining the relationship between local communities and their environments, including issues of biodiversity, land use, and conservation. These goals reflect the cultural, social, and economic dimensions explored through ethnographic research in South Sulawesi, emphasizing the importance of local knowledge in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111603 | Etnografi Indonesia | Indonesian Ethnography | explores the diverse cultures, societies, and practices across Indonesia, a nation known for its rich ethnic diversity and complex social dynamics | 1. SDG 1: No Poverty – Analyzing local economic practices, livelihoods, and strategies for poverty reduction within various Indonesian communities. 2. SDG 2: Zero Hunger – Exploring agricultural practices, food security, and nutrition issues across different regions of Indonesia. 3. SDG 4: Quality Education – Examining educational opportunities and challenges, particularly in relation to cultural values and community engagement in Indonesia. 4. SDG 5: Gender Equality – Investigating gender roles and relations within diverse Indonesian cultures, focusing on women’s rights and empowerment. 5. SDG 10: Reduced Inequalities – Addressing social inequalities based on ethnicity, class, and access to resources within the Indonesian context. 6. SDG 11: Sustainable Cities and Communities – Exploring urbanization, community development, and the cultural aspects of sustainability in Indonesian cities. 7. SDG 15: Life on Land – Examining the relationship between local communities and their environments, including issues of biodiversity, conservation, and land use. These goals reflect the rich cultural, social, and economic dynamics explored through ethnographic research in Indonesia, emphasizing the relevance of local perspectives in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111703 | Teori-Teori Antropologi | Anthropological Theories | provides an in-depth exploration of the major theoretical frameworks that have shaped the field of anthropology | 1. SDG 1: No Poverty – Examining theoretical frameworks that analyze the causes of poverty and propose solutions for economic and social equity. 2. SDG 10: Reduced Inequalities – Exploring theories that address social hierarchies, power dynamics, and the impact of colonialism and globalization on inequalities. 3. SDG 3: Good Health and Well-Being – Investigating how anthropological theories can inform our understanding of health disparities, healthcare systems, and cultural practices related to health. 4. SDG 5: Gender Equality – Analyzing feminist theories and gender studies within anthropology to understand and challenge gender roles and inequalities. 5. SDG 4: Quality Education – Discussing educational theories and their application in promoting cultural awareness and critical thinking. 6. SDG 16: Peace, Justice, and Strong Institutions – Exploring theories related to governance, conflict resolution, and the role of institutions in promoting justice. 7. SDG 12: Responsible Consumption and Production – Investigating theories that critique consumerism and explore sustainable practices within different cultural contexts. These goals reflect the diverse implications of anthropological theories in understanding and addressing contemporary social, cultural, and economic issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07111803 | Kebudayaan dan Multikulturalisme | Culture and Multiculturalism | examines the complexities of cultural diversity and the implications of living in multicultural societies | 1. SDG 10: Reduced Inequalities – Exploring how multiculturalism can address social inequalities and promote inclusion for marginalized groups. 2. SDG 5: Gender Equality – Analyzing the intersections of culture and gender, focusing on the experiences and rights of women and non-binary individuals in multicultural contexts. 3. SDG 4: Quality Education – Examining the role of multicultural education in fostering understanding, respect, and critical thinking about diverse cultural perspectives. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how cultural diversity contributes to social cohesion, conflict resolution, and the promotion of justice. 5. SDG 11: Sustainable Cities and Communities – Analyzing the implications of multiculturalism for urban development, community dynamics, and inclusive policies. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration among diverse cultural groups, organizations, and communities to achieve common goals. These goals reflect the complexities of culture and multiculturalism, emphasizing the importance of understanding cultural diversity in addressing social issues and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ANTROPOLOGI SOSIAL – S1 | Kurikulum Sarjana K-23 | 2023 | 23E07121903 | Kebudayaan dan Gender | Culture and Gender | explores the interplay between cultural practices and gender identities across diverse societies | 1. SDG 5: Gender Equality – Central to the course, this goal focuses on promoting gender equality and empowering all women and girls, examining issues like gender roles, rights, and representation. 2. SDG 4: Quality Education – Exploring how cultural contexts shape access to education for different genders and the importance of inclusive educational practices. 3. SDG 10: Reduced Inequalities – Analyzing the intersections of gender with other social categories (e.g., race, class, sexuality) to address inequalities in various cultural contexts. 4. SDG 16: Peace, Justice, and Strong Institutions – Investigating how cultural norms and practices affect gender-based violence, justice systems, and advocacy for women’s rights. 5. SDG 3: Good Health and Well-Being – Discussing gender-specific health issues and cultural attitudes towards health and well-being, including reproductive health. 6. SDG 8: Decent Work and Economic Growth – Examining the impact of gender on labor markets, economic opportunities, and workplace equality. These goals reflect the multifaceted relationship between culture and gender, highlighting the importance of addressing gender issues within cultural frameworks to promote sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110102 | Pengantar Ilmu Kehutanan | Introduction to Forestry Science | A university course final project research typically involves a comprehensive study on a specific topic related to the course. It requires students to apply theoretical knowledge, conduct literature reviews, gather data through experiments or surveys, and analyze findings. | 1. SDG 15: Life on Land – Focuses on managing forests sustainably, combating desertification, halting biodiversity loss, and ensuring ecosystem restoration. 2. SDG 13: Climate Action – Addresses the role of forests in carbon sequestration and climate change mitigation. 3. SDG 12: Responsible Consumption and Production – Discusses sustainable management of forests and the importance of sustainable timber production. 4. SDG 8: Decent Work and Economic Growth – Examines the forestry sector’s contribution to local economies and sustainable job creation. 5. SDG 17: Partnerships for the Goals – Encourages collaboration among stakeholders, including governments, NGOs, and local communities in forest management. These goals highlight the interconnectedness of forestry science with environmental sustainability, economic development, and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140306 | Tugas Akhir | Thesis | A thesis is a substantial piece of academic writing that presents original research on a specific topic. It serves as a requirement for advanced degrees, such as a master’s or doctorate | 1. SDG 4: Quality Education – Promotes the importance of research and education in advancing knowledge and skills. 2. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative research and the development of sustainable technologies. 3. SDG 13: Climate Action – If the thesis addresses environmental issues or climate change, this goal is highly relevant. 4. SDG 3: Good Health and Well-being – If the research focuses on health-related topics, this goal is significant. 5. SDG 5: Gender Equality – Relevant for research exploring gender issues or social equity. 6. SDG 10: Reduced Inequalities – Pertinent if the thesis investigates social disparities or marginalized communities. The specific SDGs covered would ultimately depend on the thesis topic and the field of study. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130402 | Pembelajaran aktif | Active learning | Active learning is an instructional approach that actively engages students in the learning process, encouraging them to participate, collaborate, and reflect. Unlike traditional lecture-based methods, active learning involves a variety of activities that promote critical thinking and problem-solving. | 1. SDG 4: Quality Education- Focuses on inclusive and equitable quality education and promotes lifelong learning opportunities, which are central to active learning methodologies. 2. SDG 5: Gender Equality- Active learning environments can promote gender equity in education by fostering participation from all students. 3. SDG 10: Reduced Inequalities – Active learning strategies can help address disparities in educational outcomes among different groups. 4. SDG 17: Partnerships for the Goals- Encourages collaboration and partnerships in educational settings, which is often a focus of active learning approaches. 5. SDG 3: Good Health and Well-being- Active learning can improve student well-being by fostering a supportive and engaging learning environment. The specific goals addressed would depend on the course’s content and focus, but these SDGs highlight the broader impact of active learning on education and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130503 | Ekologi Lanseka | Landscape Ecology | Landscape ecology is a branch of ecology that focuses on the interactions between spatial patterns and ecological processes across different scales. It examines how landscapes are structured, function, and change over time, emphasizing the relationships between ecosystems, land use, and biodiversity. | 1. SDG 15: Life on Land – Focuses on managing forests, combating desertification, halting biodiversity loss, and promoting sustainable land use. 2. SDG 13: Climate Action- Addresses the role of landscapes in climate regulation and the importance of resilient ecosystems in climate change mitigation. 3. SDG 11: Sustainable Cities and Communities – Explores the integration of ecological principles into urban planning and the development of sustainable communities. 4. SDG 3: Good Health and Well-being – Investigates how landscapes can influence public health, access to nature, and overall well-being. 5. SDG 12: Responsible Consumption and Production- Encourages sustainable land management practices that minimize environmental impact. 6. SDG 17: Partnerships for the Goals- Promotes collaboration among various stakeholders, including governments, communities, and researchers, for effective landscape management. These goals reflect the interconnectedness of ecological research with broader social, economic, and environmental issues. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130603 | Ekowisata | Ecotourism | Ecotourism is a responsible travel approach that focuses on visiting natural areas while promoting conservation, sustainability, and local communities’ well-being. | 1. SDG 8: Decent Work and Economic Growth- Promotes sustainable economic growth by creating jobs and supporting local economies through ecotourism. 2. SDG 11: Sustainable Cities and Communities – Encourages sustainable tourism practices that enhance urban and rural communities while preserving local culture and environment. 3. SDG 12: Responsible Consumption and Production – Emphasizes sustainable tourism practices that minimize environmental impact and promote responsible consumption. 4. SDG 13: Climate Action – Highlights the role of ecotourism in promoting awareness about climate change and fostering conservation efforts. 5. SDG 15: Life on Land- Focuses on the protection, restoration, and sustainable use of terrestrial ecosystems, including biodiversity conservation efforts linked to ecotourism. 6. SDG 10: Reduced Inequalities – Supports inclusive tourism that benefits marginalized communities and promotes social equity. These SDGs underscore the potential of ecotourism to foster environmental stewardship while promoting economic and social benefits. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130703 | Ekologi Perairan | Aquatic Ecology | Aquatic ecology is the study of ecosystems in water bodies, including freshwater (rivers, lakes, wetlands) and marine (oceans, estuaries) environments. | 1. SDG 14: Life Below Water – Directly focuses on the conservation and sustainable use of oceans, seas, and marine resources, including the study of aquatic ecosystems. 2. SDG 15: Life on Land – Addresses the interconnectedness of freshwater ecosystems and terrestrial environments, promoting biodiversity conservation. 3. SDG 6: Clean Water and Sanitation – Emphasizes the importance of freshwater ecosystems and their role in providing clean water and maintaining water quality. 4. SDG 3: Good Health and Well-being- Recognizes the significance of healthy aquatic ecosystems for human health, food security, and livelihoods. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable management of natural resources, including fisheries and aquatic habitats. 6. SDG 13: Climate Action – Explores how aquatic ecosystems respond to climate change and their role in climate regulation. These SDGs highlight the critical importance of aquatic ecosystems for environmental health, human well-being, and sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120502 | Pengelolaan Lingkungan Hidup | Environmental Management | Environmental management is the process of managing human interactions with the environment to promote sustainability and reduce negative impacts. It involves a variety of practices, policies, and frameworks aimed at protecting natural resources and enhancing environmental quality. | 1. SDG 12: Responsible Consumption and Production – Emphasizes sustainable management and efficient use of natural resources, waste reduction, and promoting sustainable practices. 2. SDG 13: Climate Action- Addresses strategies for climate change mitigation and adaptation, highlighting the role of environmental management in reducing greenhouse gas emissions. 3. SDG 15: Life on Land – Focuses on the sustainable management of forests, combating land degradation, and preserving biodiversity and ecosystems. 4. SDG 6: Clean Water and Sanitation – Highlights the importance of managing water resources sustainably and ensuring access to clean water. 5. SDG 11: Sustainable Cities and Communities – Promotes urban planning and development that incorporates environmental sustainability and resilience. 6. SDG 3: Good Health and Well-being – Examines the links between environmental quality, health, and community well-being. 7. SDG 17: Partnerships for the Goals- Encourages collaboration among governments, businesses, and civil society for effective environmental management. These SDGs reflect the comprehensive approach of environmental management in addressing ecological, social, and economic challenges. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130103 | Perlindungan dan Pengamanan Hutan | Forest Protection and Security | Forest protection and security encompass strategies and practices aimed at conserving forest ecosystems and ensuring their health and sustainability. | 1. SDG 15: Life on Land – Focuses on the sustainable management of forests, combating desertification, halting biodiversity loss, and promoting ecosystem restoration. 2. SDG 13: Climate Action – Highlights the role of forests in carbon sequestration and climate change mitigation, as well as the need for adaptive strategies in forest management. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable forest management practices that reduce waste and promote responsible use of forest resources. 4. SDG 11: Sustainable Cities and Communities – Explores the importance of urban forestry and green spaces in enhancing community resilience and quality of life. 5. SDG 3: Good Health and Well-being- Addresses the benefits of forest ecosystems for human health, including recreational spaces and natural resources. 6. SDG 16: Peace, Justice, and Strong Institutions – Focuses on the importance of governance and law enforcement in protecting forests and ensuring sustainable land use. These SDGs illustrate the critical role of forest protection in achieving broader environmental, social, and economic sustainability goals. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140102 | Kemah Konservasi | Conservation Camp | A conservation camp is an immersive program designed to educate participants about environmental conservation, biodiversity, and sustainable practices. These camps often involve hands-on experiences in natural settings, promoting awareness and engagement with ecological issues. | 1. SDG 15: Life on Land – Emphasizes the conservation and sustainable management of terrestrial ecosystems, biodiversity, and natural habitats. 2. SDG 13: Climate Action – Addresses the importance of conservation efforts in mitigating climate change and enhancing ecosystem resilience. 3. SDG 14: Life Below Water- If the camp includes activities related to aquatic ecosystems, this goal focuses on the conservation of oceans and freshwater resources. 4. SDG 3: Good Health and Well-being- Highlights the benefits of nature conservation for mental and physical well-being, as well as community health. 5. SDG 4: Quality Education- Promotes environmental education and awareness, empowering participants to understand conservation issues and practices. 6. SDG 17: Partnerships for the Goals – Encourages collaboration between various stakeholders, including local communities, governments, and NGOs, for effective conservation strategies. These SDGs reflect the holistic approach of conservation initiatives in fostering environmental sustainability and community engagement. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03140201 | Seminar Akhir Penelitian | Final Research Seminar | course provides a comprehensive overview of forestry principles and practices. Students explore forest ecosystems, tree biology, forest management techniques, and the role of forests in environmental conservation | 1. SDG 4: Quality Education – Promotes research as a critical component of higher education and lifelong learning opportunities. 2. SDG 9: Industry, Innovation, and Infrastructure- Encourages innovative research that contributes to sustainable technological advancements and infrastructure development. 3. SDG 12: Responsible Consumption and Production- If research topics include sustainability practices, resource management, or waste reduction, this goal is particularly relevant. 4. SDG 13: Climate Action – Relevant for research focusing on environmental issues, climate change, and mitigation strategies. 5. SDG 3: Good Health and Well-being – Important for health-related research topics that contribute to public health and well-being. 6. SDG 10: Reduced Inequalities- Relevant if the seminar includes research on social justice, equity, and addressing inequalities in various contexts. 7. SDG 17: Partnerships for the Goals – Encourages collaboration in research efforts across disciplines, sectors, and communities to achieve shared goals. The specific SDGs addressed will vary based on the individual research projects and their thematic focus. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121003 | Analisis Spasial Lingkungan | Environmental Spatial Analysis | course focuses on the techniques and tools used to analyze spatial data related to environmental issues. Students learn about Geographic Information Systems (GIS), remote sensing, and spatial statistics to interpret and visualize environmental patterns and trends. | 1. SDG 11: Sustainable Cities and Communities – Focuses on urban planning and development that incorporates spatial analysis for sustainable community design and infrastructure. 2. SDG 15: Life on Land – Addresses land use management, conservation of terrestrial ecosystems, and biodiversity through spatial analysis techniques. 3. SDG 13: Climate Action – Involves using spatial analysis to assess climate impacts, plan for climate resilience, and implement mitigation strategies. 4. SDG 6: Clean Water and Sanitation – Spatial analysis can help manage water resources, assess watershed health, and plan for sustainable water management. 5. SDG 3: Good Health and Well-being – Examines spatial relationships between environmental factors and public health outcomes, promoting healthy environments. 6. SDG 12: Responsible Consumption and Production- Involves analyzing resource use patterns and promoting sustainable land and resource management. 7. SDG 17: Partnerships for the Goals- Encourages collaboration among stakeholders in using spatial data for effective environmental management and planning. These SDGs reflect the importance of spatial analysis in addressing complex environmental challenges and promoting sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121103 | Pengelolaan Kawasan Konservasi | Conservation Area Management | course examines strategies and practices for managing protected areas and natural reserves. Students learn about biodiversity conservation, ecosystem services, and the importance of sustainable practices in preserving natural habitats. | 1. SDG 15: Life on Land – Directly relates to the conservation and sustainable management of terrestrial ecosystems, biodiversity, and natural habitats. 2. SDG 13: Climate Action – Addresses the role of conservation areas in mitigating climate change and enhancing ecosystem resilience. 3. SDG 14: Life Below Water – If the course includes coastal or freshwater conservation, this goal focuses on the protection of marine and freshwater ecosystems. 4. SDG 11: Sustainable Cities and Communities- Encourages the integration of conservation efforts into urban planning and community development for sustainable living. 5. SDG 3: Good Health and Well-being – Highlights the benefits of conservation areas for public health, recreation, and community well-being. 6. SDG 4: Quality Education – Promotes education and awareness about conservation practices, fostering a deeper understanding of ecological issues. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among governments, NGOs, and local communities to achieve effective conservation management. These SDGs underscore the importance of conservation area management in promoting environmental sustainability and social equity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03121203 | Kewirausahaan Konservasi | Conservation Entrepreneurship | course explores the intersection of conservation efforts and entrepreneurial practices. Students learn how innovative business models can support environmental sustainability and biodiversity preservation. | 1. SDG 8: Decent Work and Economic Growth – Focuses on promoting sustainable economic growth and job creation through innovative conservation practices and entrepreneurial ventures. 2. SDG 15: Life on Land – Directly relates to sustainable management of terrestrial ecosystems and biodiversity conservation, highlighting the role of entrepreneurship in these areas. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable business practices that minimize environmental impact and promote responsible resource use. 4. SDG 13: Climate Action – Addresses the development of entrepreneurial solutions to mitigate climate change and promote environmental sustainability. 5. SDG 11: Sustainable Cities and Communities – Involves creating sustainable business models that enhance urban and rural community resilience and sustainability. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative approaches to conservation that can lead to sustainable technologies and practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among various stakeholders, including businesses, governments, and communities, to achieve conservation goals. These SDGs highlight the potential of conservation entrepreneurship to drive both environmental and economic sustainability. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130103 | Konservasi Biologi | Biological Conservation | course focuses on the principles and practices aimed at preserving biodiversity and protecting endangered species. Students explore topics such as ecosystem dynamics, habitat preservation, conservation genetics, and the effects of climate change on biological systems. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the restoration of degraded habitats. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine and freshwater conservation, focusing on the protection of aquatic ecosystems. 3. SDG 13: Climate Action – Explores the impacts of climate change on biodiversity and the role of conservation in climate change mitigation and adaptation. 4. SDG 3: Good Health and Well-being – Highlights the connection between biodiversity, ecosystem services, and human health, including the importance of conservation for public well-being. 5. SDG 4: Quality Education – Promotes education and awareness about biological conservation, fostering understanding of ecological principles and practices. 6. SDG 11: Sustainable Cities and Communities – Encourages the integration of conservation strategies into urban planning and community development to enhance sustainability. 7. SDG 12: Responsible Consumption and Production – Addresses sustainable resource management and reducing biodiversity loss associated with consumption patterns. These SDGs reflect the critical role of biological conservation in promoting environmental sustainability and the well-being of current and future generations. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130202 | Etnobiologi Hutan | Forest Ethnobiology | course examines the relationships between human cultures and forest ecosystems. It explores how indigenous and local communities interact with forests, utilizing plants and animals for food, medicine, and cultural practices. | 1. SDG 15: Life on Land – Addresses the conservation and sustainable use of terrestrial ecosystems, including forests and their biodiversity. 2. SDG 3: Good Health and Well-being – Explores the connections between forest resources and human health, including traditional medicinal practices and nutrition. 3. SDG 4: Quality Education – Promotes education about indigenous knowledge systems, biodiversity, and sustainable practices related to forest resources. 4. SDG 10: Reduced Inequalities – Highlights the importance of recognizing and valuing indigenous and local communities’ rights and knowledge in forest management. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, promoting conservation and responsible harvesting. 6. SDG 11: Sustainable Cities and Communities – Examines the role of forests in urban settings and their importance for community well-being and sustainability. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among indigenous communities, researchers, and policymakers for effective forest management and conservation. These SDGs reflect the holistic approach of forest ethnobiology in integrating ecological, cultural, and social dimensions of forest conservation and use. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130303 | Manajemen Satwa Liar | Wildlife Management | course focuses on the principles and practices involved in managing wildlife populations and their habitats. Students learn about species ecology, population dynamics, and the impact of human activities on wildlife. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, including the management of wildlife populations and habitats. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine wildlife management and the conservation of aquatic ecosystems. 3. SDG 13: Climate Action – Explores the impacts of climate change on wildlife and ecosystems, as well as strategies for adaptation and mitigation. 4. SDG 3: Good Health and Well-being – Examines the relationship between wildlife conservation, ecosystem services, and public health, including zoonotic diseases. 5. SDG 4: Quality Education – Promotes awareness and education about wildlife conservation and the importance of biodiversity. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in resource use and the management of wildlife-related industries, such as tourism and hunting. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, NGOs, and local communities, to achieve effective wildlife management. These SDGs highlight the essential role of wildlife management in promoting environmental sustainability and balancing human needs with biodiversity conservation. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03130402 | Etika dan Kebijakan Konservasi | Conservation Ethics and Policy | course explores the ethical considerations and policy frameworks that guide conservation efforts. Students examine the philosophical underpinnings of conservation, including debates over human rights, environmental justice, and the intrinsic value of nature. | 1. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, addressing ethical issues in land use and conservation policies. 2. SDG 16: Peace, Justice, and Strong Institutions – Highlights the importance of ethical governance, effective policies, and justice in conservation efforts, including the rights of indigenous and local communities. 3. SDG 13: Climate Action – Addresses the ethical implications of climate change and the need for policies that promote equitable climate action and conservation strategies. 4. SDG 10: Reduced Inequalities – Emphasizes social equity in conservation practices, ensuring that marginalized communities have a voice in conservation policies and benefit from natural resource management. 5. SDG 4: Quality Education – Promotes education and awareness around conservation ethics, fostering understanding of the importance of ethical considerations in environmental decision-making. 6. SDG 12: Responsible Consumption and Production – Encourages ethical consumption practices and policies that minimize environmental impact and promote sustainability. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among various stakeholders, including governments, NGOs, and communities, to develop effective conservation policies. These SDGs reflect the comprehensive approach of conservation ethics and policy in addressing the complex interplay between environmental sustainability, social justice, and ethical governance. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120403 | Ekologi Kuantitatif | Quantitative Ecology | course focuses on statistical and mathematical methods used to analyze ecological data. Students learn about techniques such as population modeling, habitat analysis, and biodiversity assessments. | 1. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, utilizing quantitative methods to assess population dynamics, habitat conditions, and conservation strategies. 2. SDG 14: Life Below Water – Relevant if the course includes marine ecology, addressing the quantitative assessment of aquatic ecosystems and the management of marine biodiversity. 3. SDG 13: Climate Action – Involves the use of quantitative models to understand the impacts of climate change on ecosystems and to develop mitigation and adaptation strategies. 4. SDG 3: Good Health and Well-being – Explores the relationships between ecological health and human health, using quantitative approaches to assess the impacts of environmental changes. 5. SDG 12: Responsible Consumption and Production – Supports the sustainable management of natural resources through data-driven decision-making in resource use and conservation practices. 6. SDG 11: Sustainable Cities and Communities – Addresses urban ecology and the quantitative assessment of ecological impacts related to urbanization, helping to promote sustainable urban development. 7. SDG 17: Partnerships for the Goals – Encourages collaboration in research and data sharing among scientists, policymakers, and stakeholders to inform effective conservation strategies. These SDGs highlight the critical role of quantitative ecology in understanding and addressing complex ecological challenges while promoting sustainable development. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120503 | Ekologi Jenis Invasif | Ecology of Invasive Species | course examines the impacts of non-native species on ecosystems, biodiversity, and human activities. Students explore the mechanisms of invasion, factors contributing to successful establishment, and the ecological consequences of invasive species. | 1. SDG 15: Life on Land – Directly addresses the impacts of invasive species on terrestrial ecosystems, biodiversity, and habitat degradation, emphasizing the need for effective management strategies. 2. SDG 14: Life Below Water – Relevant if the course covers aquatic invasive species, focusing on their effects on freshwater and marine ecosystems. 3. SDG 13: Climate Action – Explores the relationship between climate change and the spread of invasive species, highlighting the need for adaptive management practices. 4. SDG 3: Good Health and Well-being – Examines the potential impacts of invasive species on human health, including the spread of diseases and effects on food security. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices to prevent the introduction and spread of invasive species, promoting responsible resource management. 6. SDG 11: Sustainable Cities and Communities – Addresses urban ecology and the management of invasive species in urban environments, supporting sustainable community practices. 7. SDG 17: Partnerships for the Goals – Emphasizes the importance of collaboration among researchers, policymakers, and communities in addressing the challenges posed by invasive species. These SDGs highlight the importance of understanding and managing invasive species to promote biodiversity conservation and ecosystem resilience. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120803 | Silvikultur | Silviculture | course focuses on the science and practice of managing forest ecosystems for timber production, biodiversity, and ecological health. Students learn about forest regeneration techniques, tree growth and development, and the principles of sustainable forest management. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests, restoration of degraded forests, and conservation of terrestrial ecosystems and biodiversity. 2. SDG 13: Climate Action – Emphasizes the role of forests in carbon sequestration and climate change mitigation, as well as the need for adaptive management practices. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in timber production and resource management, promoting responsible consumption of forest products. 4. SDG 11: Sustainable Cities and Communities – Supports the integration of green spaces and sustainable forestry practices in urban planning and community development. 5. SDG 3: Good Health and Well-being – Recognizes the importance of forests for human health, recreation, and ecosystem services that contribute to well-being. 6. SDG 4: Quality Education – Promotes education about sustainable forest management practices, fostering understanding of ecological principles and conservation. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among stakeholders, including governments, local communities, and the private sector, for effective silvicultural practices. These SDGs reflect the critical role of silviculture in promoting sustainable forest management and contributing to broader environmental and social goals. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120603 | Ekologi Hutan | Forest Ecology | course delves into the complex interactions within forest ecosystems, focusing on the relationships between trees, plants, animals, and their environment. Students explore topics such as forest structure, dynamics, nutrient cycling, and the role of disturbances like fire and pests. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of forests, biodiversity, and terrestrial ecosystems. 2. SDG 13: Climate Action – Emphasizes the role of forests in carbon sequestration and climate change mitigation, as well as strategies for adapting to climate impacts. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the management and use of forest resources, promoting responsible harvesting and consumption. 4. SDG 11: Sustainable Cities and Communities – Supports the integration of urban forestry and green spaces into urban planning for sustainable community development. 5. SDG 3: Good Health and Well-being – Recognizes the benefits of forest ecosystems for human health, including recreation, mental well-being, and ecosystem services. 6. SDG 4: Quality Education – Promotes education and awareness about forest ecosystems, biodiversity, and conservation practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and local communities to achieve effective forest management and conservation strategies. These SDGs highlight the importance of forest ecology in promoting environmental sustainability and supporting the well-being of communities and ecosystems. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120703 | Perubahan Iklim dan Kehati | Climate Change and Biodiversity | course examines the impacts of climate change on ecosystems and species diversity. Students explore how shifting temperatures, altered precipitation patterns, and extreme weather events affect habitats and biological communities. | 1. SDG 13: Climate Action – Directly addresses the need for urgent action to combat climate change and its impacts, including mitigation and adaptation strategies. 2. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the restoration of degraded habitats affected by climate change. 3. SDG 14: Life Below Water – Relevant if the course includes discussions on how climate change affects marine biodiversity and ecosystems. 4. SDG 3: Good Health and Well-being – Examines the connections between biodiversity, ecosystem health, and human health, particularly in the context of climate change. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable resource management and consumption practices to minimize environmental impacts, including those related to climate change. 6. SDG 4: Quality Education – Promotes education and awareness about the interconnections between climate change and biodiversity, fostering understanding of these critical issues. 7. SDG 17: Partnerships for the Goals – Emphasizes the importance of collaboration among governments, NGOs, scientists, and communities to address climate change and its effects on biodiversity. These SDGs reflect the integral relationship between climate change and biodiversity, highlighting the need for comprehensive strategies to manage and mitigate their impacts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120803 | Metodologi Ekologi Vegetasi | Vegetation Ecology Methodology | course focuses on the techniques and approaches used to study plant communities and their dynamics. Students learn about field sampling methods, data collection, and analysis of vegetation patterns, including species diversity, distribution, and community structure. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of terrestrial ecosystems and biodiversity, focusing on vegetation studies and restoration. 2. SDG 13: Climate Action – Involves understanding vegetation responses to climate change, helping to develop strategies for mitigation and adaptation. 3. SDG 3: Good Health and Well-being – Examines the role of vegetation and green spaces in promoting human health and well-being, particularly in urban environments. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable land use and management practices that minimize ecological impacts and promote conservation. 5. SDG 11: Sustainable Cities and Communities – Focuses on integrating vegetation ecology into urban planning and community development for enhancing sustainability and quality of life. 6. SDG 4: Quality Education – Promotes education and training in ecological methodologies, fostering skills and knowledge for effective environmental research. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among researchers, policymakers, and communities in advancing vegetation research and management practices. These SDGs reflect the importance of vegetation ecology in understanding ecosystems and promoting sustainable land management practices. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120903 | Metodologi Inventarisasi Satwaliar | Wildlife Inventory Methodology | course focuses on the techniques and best practices for surveying and monitoring wildlife populations. Students learn about various inventory methods, including camera traps, track surveys, and vocalization monitoring. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, focusing on biodiversity assessment and management through wildlife inventories. 2. SDG 14: Life Below Water – Relevant if the course includes aquatic wildlife inventory methods, emphasizing the conservation of marine and freshwater biodiversity. 3. SDG 13: Climate Action – Involves understanding how wildlife populations respond to climate change and using inventory data to inform conservation strategies. 4. SDG 3: Good Health and Well-being – Examines the role of healthy wildlife populations and ecosystems in promoting overall ecosystem health, which can impact human health. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in wildlife management and the responsible use of natural resources. 6. SDG 11: Sustainable Cities and Communities – Focuses on integrating wildlife management and inventory practices into urban planning to promote biodiversity in urban environments. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to enhance wildlife inventory efforts and conservation outcomes. These SDGs highlight the importance of wildlife inventory methodology in promoting biodiversity conservation and informing sustainable management practices |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110503 | Analisis Jasa Lingkungan dan Wisata Alam | Analysis of Environmental Services and Natural Tourism | course examines the interplay between ecosystem services and the tourism industry. Students explore how natural environments contribute to human well-being through services like recreation, biodiversity, and carbon sequestration. | 1. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in tourism, including the management of natural resources and minimizing environmental impacts. 2. SDG 15: Life on Land – Focuses on the conservation and sustainable use of terrestrial ecosystems, highlighting the importance of ecosystem services in tourism. 3. SDG 14: Life Below Water – Relevant if the course addresses marine and coastal tourism, emphasizing the conservation of aquatic ecosystems and their services. 4. SDG 8: Decent Work and Economic Growth – Promotes sustainable economic growth through eco-tourism and the creation of jobs that benefit local communities while conserving natural resources. 5. SDG 3: Good Health and Well-being – Examines the health benefits of nature-based tourism and the importance of access to natural environments for overall well-being. 6. SDG 4: Quality Education – Encourages education and awareness about the value of ecosystem services and sustainable tourism practices. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration among stakeholders, including local communities, governments, and businesses, for effective management of tourism and ecosystem services. These SDGs reflect the critical role of analyzing environmental services in promoting sustainable tourism practices that benefit both ecosystems and communities. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120103 | Sistem Informasi Spasial Kehutanan | Forestry Spatial Information System | course focuses on the application of Geographic Information Systems (GIS) and spatial analysis in forestry management. Students learn to use GIS tools for mapping, analyzing, and managing forest resources. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests and biodiversity, using spatial information to monitor and assess forest conditions and changes. 2. SDG 13: Climate Action – Involves the use of spatial data to understand and mitigate the impacts of climate change on forest ecosystems and to plan for climate resilience. 3. SDG 11: Sustainable Cities and Communities – Focuses on integrating spatial information into urban planning, helping to manage green spaces and promote sustainable development. 4. SDG 12: Responsible Consumption and Production – Supports sustainable forest management practices by providing data to inform responsible resource use and conservation. 5. SDG 4: Quality Education – Promotes education and training in spatial information technologies, fostering skills for effective forest management and research. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages the development of innovative technologies and infrastructure for collecting and analyzing spatial data in forestry. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to effectively utilize spatial information for sustainable forestry practices. These SDGs reflect the importance of integrating spatial information systems in forestry to enhance decision-making, sustainability, and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120302 | Ekonomi Sumberdaya Hutan | Forest Resource Economics | course examines the economic principles and practices related to the management and utilization of forest resources. Students learn about the valuation of ecosystem services, cost-benefit analysis, and the role of markets in forestry. | 1. SDG 15: Life on Land – Addresses the sustainable management and conservation of forests and biodiversity, highlighting the economic aspects of forest resources. 2. SDG 8: Decent Work and Economic Growth – Promotes sustainable economic growth and job creation in forestry and related sectors, emphasizing the economic value of forest resources. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, promoting responsible management and consumption patterns. 4. SDG 1: No Poverty – Focuses on the role of forests in supporting livelihoods and reducing poverty, particularly in rural communities dependent on forest resources. 5. SDG 13: Climate Action – Explores the economic implications of climate change on forest resources and the importance of sustainable management in mitigating climate impacts. 6. SDG 4: Quality Education – Promotes education and training in forest economics, fostering understanding of the economic principles related to sustainable forest management. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, businesses, and local communities, to promote sustainable forestry practices and economic development. These SDGs reflect the critical role of forest resource economics in balancing economic development with environmental sustainability and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120203 | Silvika | Silvika | may refer to a specific term or context in forestry or a related field, but it’s not immediately clear. If you meant “silviculture,” I can provide details about that. If “Silvika” pertains to a specific topic, program, or concept, could you please clarify? I’d be happy to help! | 1. SDG 15: Life on Land – Directly addresses the sustainable management of forests and the conservation of terrestrial ecosystems, emphasizing the importance of understanding tree species and forest dynamics. 2. SDG 13: Climate Action – Explores the role of forests in carbon sequestration and climate change mitigation, as well as the impacts of climate change on forest health and composition. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the management and use of forest resources, promoting responsible harvesting and consumption of timber and non-timber products. 4. SDG 3: Good Health and Well-being – Recognizes the importance of healthy forests for ecosystem services that benefit human health, such as clean air, water, and recreational opportunities. 5. SDG 4: Quality Education – Promotes education and awareness about forest ecosystems, biodiversity, and sustainable management practices. 6. SDG 11: Sustainable Cities and Communities – Supports the integration of trees and forests in urban planning, enhancing green spaces and biodiversity in urban environments. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and local communities to promote effective forest management and conservation strategies. These SDGs highlight the importance of silvics in understanding forest ecosystems and promoting sustainable forest management practices. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120103 | Dendrologi | Dendrology | Dendrology is the scientific study of trees and woody plants, focusing on their classification, identification, and ecology. The course typically covers topics such as tree anatomy, physiology, growth patterns, and the role of trees in ecosystems. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable management of forests and tree species, promoting biodiversity and ecosystem health. 2. SDG 13: Climate Action – Explores the role of trees in carbon sequestration, their importance in mitigating climate change, and the effects of climate change on tree species. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of forest resources, including timber and non-timber products derived from trees. 4. SDG 3: Good Health and Well-being – Highlights the benefits of trees and forests for human health, including mental well-being and access to clean air and recreational spaces. 5. SDG 4: Quality Education – Promotes education about tree identification, ecology, and the importance of trees in ecosystems and human society. 6. SDG 11: Sustainable Cities and Communities – Supports the integration of trees in urban planning to enhance green spaces, improve air quality, and promote biodiversity in urban areas. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to promote effective tree management and conservation strategies. These SDGs reflect the importance of dendrology in understanding tree species, their ecological roles, and their contributions to sustainable forest management and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120203 | Biogeografi dan Ekologi Wallacea | Biogeography and Ecology of Wallacea | course explores the unique ecosystems and biodiversity of the Wallacea region, which includes the islands between Asia and Australia, such as Sulawesi and the Lesser Sundas. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, particularly focusing on the unique biodiversity found in the Wallacea region. 2. SDG 14: Life Below Water – Relevant if the course includes marine biogeography, highlighting the importance of marine ecosystems in Wallacea and their conservation. 3. SDG 13: Climate Action – Explores the impacts of climate change on biodiversity and ecosystems in Wallacea, including adaptation and mitigation strategies. 4. SDG 3: Good Health and Well-being – Examines the relationships between biodiversity, ecosystem services, and human health, emphasizing the importance of healthy ecosystems. 5. SDG 4: Quality Education – Promotes education and awareness about biogeography, ecology, and conservation issues specific to Wallacea. 6. SDG 11: Sustainable Cities and Communities – Encourages the integration of biodiversity conservation into community planning and sustainable development in the region. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among governments, NGOs, and local communities to promote biodiversity conservation and sustainable resource management in Wallacea. These SDGs highlight the critical importance of understanding the unique biogeographical and ecological characteristics of Wallacea in promoting sustainable development and conservation efforts. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03120303 | Metodologi Penelitian Konservasi | Conservation Research Methodology | course focuses on the principles and techniques used to design and conduct research in conservation biology. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems and biodiversity, focusing on research methodologies that inform conservation strategies. 2. SDG 14: Life Below Water – Relevant if the course includes methodologies for studying aquatic ecosystems and marine biodiversity conservation. 3. SDG 13: Climate Action – Involves research methodologies that assess the impacts of climate change on ecosystems and inform mitigation and adaptation strategies. 4. SDG 3: Good Health and Well-being – Explores the connections between biodiversity, ecosystem health, and human health, emphasizing research methods that investigate these relationships. 5. SDG 4: Quality Education – Promotes education and training in conservation research methodologies, fostering skills and knowledge essential for effective conservation practice. 6. SDG 12: Responsible Consumption and Production – Encourages research that informs sustainable resource management and consumption practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, conservation practitioners, and communities to ensure effective conservation research and its application. These SDGs highlight the importance of rigorous research methodologies in supporting effective conservation efforts and promoting sustainable management of natural resources. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110202 | Klimatologi Hutan | Forest Climatology | course examines the interactions between forest ecosystems and climate. Students explore how climate influences forest growth, composition, and distribution, as well as the role of forests in climate regulation through carbon sequestration and evapotranspiration. | 1. SDG 13: Climate Action – Directly addresses the need for urgent action to combat climate change and its impacts, including the role of forests in carbon sequestration and climate regulation. 2. SDG 15: Life on Land – Focuses on the sustainable management of terrestrial ecosystems, including forests, and their importance in maintaining biodiversity and ecosystem health. 3. SDG 3: Good Health and Well-being – Examines the relationship between forest ecosystems, climate, and human health, emphasizing the benefits of healthy forests for overall well-being. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable forest management practices that consider the impacts of climate change and promote responsible use of forest resources. 5. SDG 11: Sustainable Cities and Communities – Supports the integration of green spaces and sustainable forest practices in urban planning to enhance resilience against climate change. 6. SDG 4: Quality Education – Promotes education about the impacts of climate on forest ecosystems and the importance of sustainable forest management practices. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to address climate change and promote sustainable forest management. These SDGs reflect the importance of understanding forest climatology in promoting sustainable practices and enhancing the resilience of forest ecosystems to climate change. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110102 | Dasar-dasar Konservasi | Conservation Basics | course provides an introductory overview of key concepts and principles in conservation biology. Students learn about the importance of biodiversity, the threats facing ecosystems and species, and the foundational strategies for conservation management. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems and biodiversity, forming the foundation of conservation principles. 2. SDG 14: Life Below Water – Relevant if the course includes aspects of marine conservation, emphasizing the importance of protecting aquatic ecosystems. 3. SDG 3: Good Health and Well-being – Examines the relationship between healthy ecosystems and human health, highlighting the importance of conservation for overall well-being. 4. SDG 4: Quality Education – Promotes education and awareness about conservation principles, practices, and the importance of biodiversity. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices that minimize ecological impact and promote responsible use of natural resources. 6. SDG 13: Climate Action – Explores the role of conservation in addressing climate change and its impacts on ecosystems and biodiversity. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including communities, governments, and NGOs, to achieve conservation goals. These SDGs highlight the foundational role of conservation education in promoting sustainable practices and protecting biodiversity. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110203 | Ekologi Umum | General Ecology | course offers a broad overview of ecological principles and concepts. Students study the interactions between organisms and their environments, exploring topics such as population dynamics, community structure, ecosystem functions, and energy flow. | 1. SDG 15: Life on Land – Directly addresses the conservation and sustainable use of terrestrial ecosystems, biodiversity, and the management of natural resources. 2. SDG 14: Life Below Water – Relevant if the course includes aquatic ecosystems, focusing on the conservation of marine and freshwater biodiversity. 3. SDG 13: Climate Action – Explores the impacts of climate change on ecosystems and species, emphasizing the need for adaptive management and mitigation strategies. 4. SDG 3: Good Health and Well-being – Examines the connections between ecosystem health and human health, highlighting the importance of biodiversity for well-being. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices and resource management to minimize ecological impacts. 6. SDG 4: Quality Education – Promotes education and awareness about ecological principles, fostering understanding of ecological interactions and conservation. 7. SDG 11: Sustainable Cities and Communities – Supports integrating ecological principles into urban planning and community development to enhance sustainability. 8. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and communities to promote effective conservation and management strategies. These SDGs reflect the importance of ecology in understanding and addressing environmental challenges while promoting sustainability and biodiversity conservation. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110302 | Dasar-dasar Survival | Survival Basics | course teaches essential skills and knowledge for outdoor survival in various environments. Students learn techniques for finding food and water, building shelters, navigating, and first aid. | 1. SDG 3: Good Health and Well-being – Emphasizes the importance of survival skills for health, safety, and well-being, particularly in emergency situations. 2. SDG 4: Quality Education – Promotes education and training in survival skills, fostering knowledge and preparedness for various situations. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in resource use and management, emphasizing the importance of minimizing waste and using resources wisely. 4. SDG 11: Sustainable Cities and Communities – Supports building resilient communities that can respond effectively to emergencies and environmental challenges. 5. SDG 13: Climate Action – Addresses the need for preparedness and adaptability in the face of climate change and its impacts on human survival. 6. SDG 15: Life on Land – Promotes understanding and respect for natural ecosystems, emphasizing the importance of biodiversity in survival practices. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among communities, organizations, and governments in promoting preparedness and resilience. These SDGs reflect the significance of survival skills in promoting health, safety, sustainability, and community resilience |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110803 | Geologi dan Ilmu Tanah Hutan | Geology and Forest Soil Science | course explores the interrelationship between geological processes and soil formation in forest ecosystems. Students learn about soil properties, classification, and the role of soils in supporting forest health and productivity. | 1. SDG 15: Life on Land – Directly addresses the sustainable management of terrestrial ecosystems, emphasizing the importance of soil health for biodiversity and forest ecosystems. 2. SDG 13: Climate Action – Explores the role of soil in carbon sequestration and its importance in climate change mitigation and adaptation strategies. 3. SDG 6: Clean Water and Sanitation – Examines the relationship between soil health and water quality, highlighting the role of soils in water filtration and retention. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in land use and resource management, promoting soil conservation and responsible agricultural practices. 5. SDG 3: Good Health and Well-being – Recognizes the importance of healthy soils for food security and nutrition, affecting overall human health. 6. SDG 4: Quality Education – Promotes education about soil science, geology, and their roles in sustainable land management and conservation. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among scientists, policymakers, and communities to promote sustainable land and soil management practices. These SDGs highlight the critical role of geology and forest soil science in supporting sustainable ecosystems and enhancing environmental resilience. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110902 | Statistika | Statistics | course provides foundational knowledge in statistical methods and their applications in various fields. | 1. SDG 4: Quality Education – Promotes the use of statistics to improve educational outcomes, assessment, and research methodologies. 2. SDG 3: Good Health and Well-being – Utilizes statistical methods to analyze health data, track disease outbreaks, and evaluate health interventions. 3. SDG 12: Responsible Consumption and Production – Involves statistical analysis in understanding consumption patterns and the impacts of production processes on sustainability. 4. SDG 13: Climate Action – Uses statistics to analyze climate data, model environmental changes, and assess the impacts of climate policies. 5. SDG 11: Sustainable Cities and Communities – Applies statistical methods to urban planning, analyzing demographic trends, and assessing community needs. 6. SDG 17: Partnerships for the Goals – Highlights the importance of data sharing and collaboration among organizations to support evidence-based decision-making. 7. SDG 8: Decent Work and Economic Growth – Involves statistical analysis of economic data, labor markets, and productivity trends to inform policy and promote sustainable economic growth. These SDGs reflect the integral role of statistics in enhancing understanding and addressing various global challenges through data-driven approaches. |
| KEHUTANAN | KONSERVASI HUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M03110403 | Sosiologi dan Komunikasi Konservasi | Sociology and Conservation Communication | course explores the social dimensions of conservation efforts and the importance of effective communication in promoting environmental awareness. | 1. SDG 15: Life on Land – Addresses the conservation and sustainable use of terrestrial ecosystems, emphasizing the importance of social understanding and community involvement in conservation efforts. 2. SDG 13: Climate Action – Explores the role of communication in raising awareness about climate change impacts and promoting community action for sustainability. 3. SDG 3: Good Health and Well-being – Recognizes the links between healthy ecosystems and community health, and the role of communication in promoting public health initiatives. 4. SDG 4: Quality Education – Focuses on educating communities about conservation issues and promoting awareness through effective communication strategies. 5. SDG 11: Sustainable Cities and Communities – Highlights the importance of community engagement in urban conservation efforts and the role of communication in fostering sustainable practices. 6. SDG 17: Partnerships for the Goals – Emphasizes collaboration among stakeholders, including governments, NGOs, and communities, to enhance conservation outcomes through effective communication. 7. SDG 1: No Poverty – Examines the socioeconomic dimensions of conservation and the importance of engaging marginalized communities in conservation efforts to ensure equitable benefits. These SDGs reflect the significance of sociology and communication in fostering understanding, participation, and action in conservation initiatives. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01111102 | Bahasa Inggris | English | The English course at the university level typically focuses on developing language skills in reading, writing, listening, and speaking. | 1. Quality Education (Goal 4): Courses promote literacy, critical thinking, and communication skills, essential for informed citizenship. 2. Gender Equality (Goal 5): Many English courses explore themes of gender in literature, representation, and social issues. 3. Reduced Inequalities (Goal 10): Discussions around diverse voices, social justice, and representation in texts can highlight issues of inequality. 4. Sustainable Cities and Communities (Goal 11): Literature often examines urban life, community issues, and sustainability themes. 5. Responsible Consumption and Production (Goal 12): Topics may include consumer culture, environmental ethics, and the impact of media. Courses might integrate these goals through readings, discussions, and projects that encourage students to think critically about social issues and their implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04146504 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | The “Real Work Lectures” (KKN) course involves students participating in community service projects that integrate academic knowledge with practical application. | 1. Quality Education (Goal 4): KKN programs often aim to improve educational access and quality in local communities. 2. Reduced Inequalities (Goal 10): Projects may address social and economic inequalities within communities. 3. Sustainable Cities and Communities (Goal 11): KKN initiatives frequently involve sustainable development practices in urban and rural settings. 4. Decent Work and Economic Growth (Goal 8): Programs may focus on promoting entrepreneurship and vocational training. 5. Partnerships for the Goals (Goal 17): Collaborating with local organizations and governments is a key aspect of KKN, fostering partnerships for community development. These courses typically encourage students to engage with local issues, apply their skills, and contribute to sustainable development efforts in their communities. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04140106 | SKRIPSI | THESIS | The Thesis course is a capstone academic experience where students conduct original research or a comprehensive study on a specific topic within their field of study. | 1. Quality Education (Goal 4): Theses may explore educational methods, access, or curriculum development. 2. Gender Equality (Goal 5): Many research projects investigate gender issues, representation, and equity in various fields. 3. Reduced Inequalities (Goal 10): Research can focus on socioeconomic disparities, health inequalities, or marginalized communities. 4. Sustainable Cities and Communities (Goal 11): Theses might address urban planning, environmental sustainability, or community development. 5. Climate Action (Goal 13): Environmental studies and climate change research are common thesis topics. 6. Partnerships for the Goals (Goal 17): Research might involve collaborations with local organizations or governments to address specific challenges. Students typically choose thesis topics that align with their interests and can contribute to the broader discourse on sustainability and development. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120602 | Komunikasi Lintas Budaya | Cross-Cultural Communication | The Cross-Cultural Communication course explores the dynamics of communication between individuals from diverse cultural backgrounds. | 1. Quality Education (Goal 4): Promoting understanding of diverse cultures contributes to educational initiatives and enhances learning environments. 2. Gender Equality (Goal 5): Discussions around gender roles and communication styles can raise awareness of gender issues across cultures. 3. Reduced Inequalities (Goal 10): The course may address power dynamics, representation, and how communication can either perpetuate or reduce inequalities. 4. Sustainable Cities and Communities (Goal 11): Understanding cultural perspectives is essential for creating inclusive and sustainable communities. 5. Partnerships for the Goals (Goal 17):fective cross-cultural communication fosters collaboration among diverse groups, enhancing partnerships for sustainable development. These courses emphasize the importance of cultural sensitivity and effective communication in addressing global challenges. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134802 | Sastra Anak | Children’s Literature | The Children’s Literature course examines the history, themes, and significance of literature written for children and young adults. | 1. Quality Education (Goal 4): Promoting literacy and critical thinking through diverse children’s literature enhances educational outcomes. 2. Gender Equality (Goal 5): Many texts explore gender roles, representation, and empowerment, fostering discussions about equality. 3. Reduced Inequalities (Goal 10): Children’s literature can address themes of diversity, inclusion, and social justice, helping to highlight and reduce inequalities. 4. Sustainable Cities and Communities (Goal 11): Stories that focus on community, environment, and sustainability can encourage awareness and responsibility among young readers. 5. Peace, Justice, and Strong Institutions (Goal 16): Literature often explores themes of conflict resolution, justice, and moral dilemmas, promoting values of peace and understanding. These courses not only examine the texts themselves but also encourage critical thinking about their impact on children’s development and societal values. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134904 | Teknologi dalam Pembelajaran Bahasa Inggris | Technology in English Language Learning | The Technology in English Language Learning course focuses on the integration of digital tools and resources in teaching and learning English. | 1. Quality Education (Goal 4): These courses focus on enhancing educational practices through technology, improving access to quality language learning resources. 2. Reduced Inequalities (Goal 10): Technology can help bridge gaps in language education, providing opportunities for learners in diverse contexts and reducing disparities. 3. Industry, Innovation, and Infrastructure (Goal 9): Exploring the use of innovative tools and platforms in language learning promotes technological advancement and infrastructure in education. 4. Partnerships for the Goals (Goal 17): Collaborating with tech companies and educational institutions can enhance the integration of technology in language learning. 5. Decent Work and Economic Growth (Goal 8): By equipping learners with English language skills through technology, these courses contribute to better job prospects and economic opportunities. These courses emphasize the role of technology in facilitating effective language learning and fostering inclusive educational environments. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135004 | Metodologi Penelitian Pengajaran Bahasa | Language Teaching Research Methodology | The Language Teaching Research Methodology course provides students with foundational knowledge and skills for conducting research in language education. | 1. Quality Education (Goal 4): Emphasizing effective teaching practices and research enhances educational quality and access. 2. Reduced Inequalities (Goal 10): Research into language teaching methodologies can identify and address disparities in language education, promoting inclusivity. 3. Gender Equality (Goal 5): Studies may focus on gender issues in language education, exploring how teaching practices can support or hinder gender equity. 4. Partnerships for the Goals (Goal 17): Collaborations with educators, institutions, and communities can enhance the relevance and impact of research findings. 5. Decent Work and Economic Growth (Goal 8): Effective language teaching methodologies contribute to learners’ employability and economic opportunities. Courses in this area encourage critical thinking about how research can inform and improve language teaching practices, ultimately supporting broader educational and societal goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135102 | Praktikum Pengajaran | Teaching Practicum | The Teaching Practicum course offers students hands-on experience in real classroom settings, allowing them to apply theoretical knowledge to practical teaching situations. | 1. Quality Education (Goal 4): Practicum experiences focus on delivering quality education, enhancing teaching skills, and promoting effective learning environments. 2. Reduced Inequalities (Goal 10): Practicum placements often emphasize working in diverse settings, helping to address educational disparities and promote inclusive teaching practices. 3. Gender Equality (Goal 5): Practicum experiences can include strategies for fostering gender equity in the classroom and addressing gender-related issues in education. 4. Sustainable Cities and Communities (Goal 11): Teaching practicum often involves community engagement, helping future educators understand the importance of local contexts in education. 5. Partnerships for the Goals (Goal 17): Collaborations between universities, schools, and communities are essential for effective practicum experiences, promoting partnerships in education. These courses provide hands-on experience, encouraging future educators to apply their knowledge in real-world settings while contributing to sustainable development goals in education. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135202 | Pengajaran Bahasa Inggris melalui Karya Sastra | Teaching English through Literary Works | The Teaching English through Literary Works course focuses on using literature as a tool for language instruction. Students explore various literary genres, including poetry, novels, and short stories, and learn strategies for integrating these texts into language teaching. | 1. Quality Education (Goal 4): The course enhances teaching methodologies by integrating literature into English language education, promoting critical thinking and literacy. 2. Reduced Inequalities (Goal 10): Exploring diverse literary works can highlight underrepresented voices and issues, fostering inclusivity and social awareness in the classroom. 3. Gender Equality (Goal 5): Many literary texts address gender themes and representation, encouraging discussions on equality and empowerment. 4. Sustainable Cities and Communities (Goal 11): Literature often reflects social issues related to communities and environments, promoting awareness of sustainability and civic responsibility. 5. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature can encourage critical discourse on justice, morality, and human rights, fostering values of peace and understanding. These courses not only enhance language skills but also encourage students to engage with important social themes and global issues through literature. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135302 | Evaluasi Bahan Ajar | Evaluation of Teaching Materials | The Evaluation of Teaching Materials course focuses on assessing and selecting educational resources for language instruction. | 1. Quality Education (Goal 4): The primary focus is on ensuring that teaching materials are effective, relevant, and of high quality, which directly contributes to improved educational outcomes. 2. Reduced Inequalities (Goal 10): Evaluating teaching materials can help identify biases and gaps, ensuring inclusivity and equity in educational resources for diverse learners. 3. Gender Equality (Goal 5): The course may include assessment of materials for gender representation and bias, promoting equality in educational content. 4. Partnerships for the Goals (Goal 17): Collaboration with educators, publishers, and stakeholders is essential in evaluating and improving teaching materials. 5. Sustainable Cities and Communities (Goal 11): Teaching materials that address local contexts and sustainability issues can promote awareness and responsibility among students. These courses emphasize the importance of critically assessing educational resources to enhance teaching effectiveness and support broader educational goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04135404 | Penulisan Proposal Tugas Akhir | Final Project Proposal Writing | The Final Project Proposal Writing course guides students in developing a comprehensive proposal for their capstone projects or research initiatives. | 1. Quality Education (Goal 4): Developing skills in proposal writing enhances academic and professional capabilities, contributing to better educational practices and outcomes. 2. Reduced Inequalities (Goal 10): Proposals can focus on addressing social issues, promoting inclusivity, and ensuring equitable access to resources or opportunities. 3. Partnerships for the Goals (Goal 17): Proposal writing often involves collaboration with various stakeholders, fostering partnerships that enhance project impact and sustainability. 4. Decent Work and Economic Growth (Goal 8): Projects may aim to develop skills and initiatives that enhance employment opportunities and economic development. 5. Sustainable Cities and Communities (Goal 11): Proposals can focus on community development, urban planning, or sustainability initiatives, promoting local engagement and sustainable practices. These courses equip students with the skills to create impactful proposals that can contribute to meaningful projects aligned with global sustainability goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134104 | Antropolinguistik | Anthropolinguistics | The Anthropolinguistics course explores the intersection of language and culture, examining how linguistic practices reflect and shape social identities, relationships, and cultural norms. | 1. Quality Education (Goal 4): Understanding language in its social and cultural contexts enhances educational practices and promotes linguistic diversity. 2. Reduced Inequalities (Goal 10): Anthropolinguistics explores power dynamics and social hierarchies related to language, contributing to discussions on equity and representation. 3. Gender Equality (Goal 5): The course often examines how language reflects and shapes gender roles, fostering awareness of gender issues in communication. 4. Sustainable Cities and Communities (Goal 11): By studying language use in different communities, the course can highlight local cultures and promote sustainable community practices. 5. Peace, Justice, and Strong Institutions (Goal 16): Anthropolinguistics can inform conflict resolution and intercultural communication, promoting peace and understanding among diverse groups. These courses emphasize the interplay between language and culture, helping students understand and address broader social issues related to communication and identity. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134204 | Sosiolinguistik | Sociolinguistics | The Sociolinguistics course examines the relationship between language and society, focusing on how social factors influence language use, variation, and change. | 1. Quality Education (Goal 4): Understanding the relationship between language and society can improve educational practices and promote linguistic diversity in curricula. 2. Reduced Inequalities (Goal 10): Sociolinguistics examines language variation and social factors, contributing to discussions about equity, access, and representation in education and society. 3. Gender Equality (Goal 5): The course often explores how language reflects and perpetuates gender norms, fostering awareness of gender-related issues in communication. 4. Sustainable Cities and Communities (Goal 11): By studying language use in various communities, students can gain insights into cultural identity and social cohesion, promoting sustainable community practices. 5. Peace, Justice, and Strong Institutions (Goal 16): Sociolinguistics can inform strategies for conflict resolution and intercultural communication, promoting understanding and peace among diverse groups. These courses emphasize the critical role of language in shaping social identities and power dynamics, encouraging students to address broader societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134302 | Pragmatik Bahasa Inggris | English Pragmatics | The English Pragmatics course focuses on the study of language in context, exploring how meaning is constructed beyond the literal interpretation of words. | 1. Quality Education (Goal 4): By enhancing understanding of language use in context, these courses improve communication skills and critical thinking, contributing to effective education. 2. Reduced Inequalities (Goal 10): Pragmatics explores how language use varies across different social contexts, helping to address issues of power dynamics and social equity in communication. 3. Gender Equality (Goal 5): Courses may examine how pragmatic language use reflects and reinforces gender roles, fostering discussions on gender issues in communication. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding pragmatics can enhance intercultural communication and conflict resolution strategies, promoting peace and mutual understanding among diverse groups. 5. Partnerships for the Goals (Goal 17): Effective communication is essential for collaboration and partnerships, and pragmatics provides tools for understanding and navigating these interactions. These courses focus on the nuances of meaning in communication, emphasizing the importance of context and social interaction in language use. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134404 | Metodologi Penelitian Kesusastraan | Literary Research Methodology | The Literary Research Methodology course equips students with the tools and techniques needed to conduct scholarly research in literature. | 1. Quality Education (Goal 4): These courses enhance critical thinking, analytical skills, and research methodologies, contributing to a deeper understanding of literature and its impact on society. 2. Reduced Inequalities (Goal 10): Research may focus on underrepresented voices in literature, promoting inclusivity and addressing social inequalities in literary studies. 3. Gender Equality (Goal 5): Students often examine gender representation in texts, contributing to discussions on gender issues and equity in literature. 4. Sustainable Cities and Communities (Goal 11): Literary research can explore themes of community, identity, and social issues, fostering awareness of local contexts and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature can encourage discussions about justice, morality, and human rights, promoting values of peace and understanding. These courses equip students with research skills that not only enhance their understanding of literature but also encourage engagement with broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134504 | Telaah Prosa Inggris | A Study of English Prose | The A Study of English Prose course offers an in-depth exploration of prose literature, focusing on key authors, genres, and historical contexts. | 1. Quality Education (Goal 4): Analyzing prose enhances critical thinking, literacy, and appreciation for literature, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Studying diverse voices and narratives in prose can highlight issues of social justice and representation, promoting inclusivity. 3. Gender Equality (Goal 5): Many prose works explore themes related to gender, allowing for critical discussions on representation and gender issues in literature. 4. Sustainable Cities and Communities (Goal 11): Prose often reflects social and cultural dynamics, encouraging awareness of community issues and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Literature can engage with themes of conflict, morality, and human rights, fostering values of understanding and justice. These courses encourage students to engage deeply with texts, fostering not only literary appreciation but also critical awareness of social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134602 | Sosiologi Sastra | Sociology of Literature | The Sociology of Literature course explores the relationship between literature and society, examining how social contexts, cultural norms, and historical events influence literary production and reception. | 1. Quality Education (Goal 4): These courses promote critical thinking and analysis of literature within its social context, enhancing educational practices and literary understanding. 2. Reduced Inequalities (Goal 10): The course often explores how literature reflects and challenges social hierarchies, power dynamics, and inequalities, fostering discussions on representation and inclusivity. 3. Gender Equality (Goal 5): By examining gender roles and representation in literature, the course contributes to awareness and discussions about gender issues and equality. 4. Sustainable Cities and Communities (Goal 11): Literature often reflects community dynamics and social issues, promoting awareness of cultural identity and sustainable practices within communities. 5. Peace, Justice, and Strong Institutions (Goal 16): The sociology of literature can inform understandings of conflict, social justice, and human rights, encouraging values of peace and mutual understanding. These courses emphasize the interplay between literature and society, helping students critically engage with texts and their broader social implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134702 | Penulisan Kreatif | Creative Writing | The Creative Writing course focuses on developing students’ writing skills across various genres, including fiction, poetry, and creative nonfiction. | 1. Quality Education (Goal 4): Creative writing enhances literacy, communication skills, and critical thinking, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Creative writing often explores diverse perspectives and voices, fostering inclusivity and addressing social issues related to inequality. 3. Gender Equality (Goal 5): Many creative writing projects focus on gender representation and the exploration of women’s experiences, contributing to discussions on gender equality. 4. Sustainable Cities and Communities (Goal 11): Creative writing can engage with themes of community, identity, and environmental awareness, promoting a sense of belonging and sustainability. 5. Peace, Justice, and Strong Institutions (Goal 16): Creative writing can address themes of conflict, social justice, and human rights, fostering understanding and empathy among different communities. These courses encourage students to express themselves creatively while engaging with important social themes and issues, promoting both personal development and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123402 | Pengajaran Bahasa Inggris untuk Usia Dini | Teaching English for Early Years | The Teaching English for Early Years course focuses on effective strategies and methodologies for teaching English to young learners. | 1. Quality Education (Goal 4): These courses focus on effective teaching methods and curricula for young learners, enhancing early childhood education and literacy. 2. Reduced Inequalities (Goal 10): By promoting inclusive practices and addressing diverse learning needs, these courses contribute to equitable access to quality education for all children. 3. Gender Equality (Goal 5): The course may explore gender-sensitive teaching practices and materials, promoting equal opportunities for boys and girls in language learning. 4. Sustainable Cities and Communities (Goal 11): Educating young children about their communities and environments fosters awareness and responsibility toward sustainable practices. 5. Partnerships for the Goals (Goal 17): Collaborations with families, communities, and educational organizations enhance the effectiveness of early years education. These courses aim to equip future educators with the skills and knowledge to create supportive, inclusive, and effective learning environments for young children. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133502 | Tata Bahasa Sistemik Fungsional | Functional Systemic Grammar | The Functional Systemic Grammar course explores the principles of systemic functional linguistics, focusing on how language operates within social contexts. | 1. Quality Education (Goal 4): Understanding grammar through a functional lens enhances language teaching and learning, promoting effective communication skills. 2. Reduced Inequalities (Goal 10): Courses may address language use in various social contexts, helping to recognize and mitigate inequalities in communication. 3. Gender Equality (Goal 5): Exploring how language reflects and shapes gender roles can foster discussions about gender issues and inclusivity in language use. 4. Partnerships for the Goals (Goal 17): Understanding functional grammar can improve communication in collaborative settings, enhancing partnerships across disciplines and communities. These courses emphasize the importance of grammar in understanding and producing language meaningfully, which can influence educational practices and social interactions. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133602 | Analisis Wacana | Discourse Analysis | The Discourse Analysis course investigates the ways language is used in various contexts to construct meaning and convey social dynamics. | 1. Quality Education (Goal 4): By analyzing various forms of discourse, these courses enhance critical thinking, comprehension, and communication skills, contributing to effective learning environments. 2. Reduced Inequalities (Goal 10): Discourse analysis often explores power dynamics and social inequalities in language use, fostering awareness and promoting equity in communication. 3. Gender Equality (Goal 5): The course may examine how discourse reflects and constructs gender roles, contributing to discussions on representation and gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding discourse can inform conflict resolution and promote intercultural communication, fostering peace and understanding among diverse groups. 5. Partnerships for the Goals (Goal 17): Effective communication is crucial for collaboration, and discourse analysis can enhance understanding in partnerships across various sectors. These courses focus on the relationship between language and society, encouraging students to critically engage with texts and their social implications. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133702 | Literasi Digital | Digital Literacy | The Digital Literacy course focuses on developing the skills necessary to effectively navigate, evaluate, and create information in digital environments. | 1. Quality Education (Goal 4): Digital literacy is essential for effective learning and teaching in the digital age, enhancing educational outcomes and accessibility. 2. Reduced Inequalities (Goal 10): By promoting digital skills, these courses help bridge the digital divide, ensuring equitable access to information and technology for all. 3. Decent Work and Economic Growth (Goal 8): Digital literacy equips students with the skills necessary for the modern workforce, enhancing employability and economic opportunities. 4. Industry, Innovation, and Infrastructure (Goal 9): Understanding digital tools and technologies fosters innovation and supports the development of resilient infrastructure. 5. Peace, Justice, and Strong Institutions (Goal 16): Digital literacy promotes informed citizenship and engagement, contributing to stronger democratic practices and social justice. These courses aim to empower individuals with the skills needed to navigate and critically engage with digital environments, fostering personal and professional growth. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133802 | Public Speaking | Public Speaking | The Public Speaking course focuses on developing effective oral communication skills for various speaking situations. | 1. Quality Education (Goal 4): Developing effective public speaking skills enhances communication and critical thinking, contributing to quality educational experiences. 2. Reduced Inequalities (Goal 10): Courses can promote inclusivity by teaching diverse voices to express their perspectives, addressing inequalities in representation. 3. Gender Equality (Goal 5): Public speaking courses may focus on empowering individuals to voice their ideas and experiences, particularly encouraging women’s participation and representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Effective public speaking fosters civic engagement and advocacy, promoting social justice and informed public discourse. 5. Partnerships for the Goals (Goal 17): Strong communication skills are vital for collaboration and building partnerships, enhancing collective efforts toward common goals. These courses aim to empower students to articulate their ideas confidently and persuasively, fostering active participation in their communities and beyond. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04133902 | Bahasa Asing | Foreign language | The Foreign Language course offers students the opportunity to learn a new language while developing skills in reading, writing, listening, and speaking. | 1. Quality Education (Goal 4): Learning a foreign language enhances educational opportunities, literacy, and cognitive skills, contributing to overall quality education. 2. Reduced Inequalities (Goal 10): Language education promotes inclusivity and helps bridge communication gaps, allowing diverse voices to be heard and understood. 3. Gender Equality (Goal 5): Language courses often explore gender-related themes in different cultures, fostering awareness of gender issues and promoting equality. 4. Sustainable Cities and Communities (Goal 11): Understanding different languages enhances cultural awareness and community engagement, promoting sustainable practices and social cohesion. 5.Peace, Justice, and Strong Institutions (Goal 16): Language skills facilitate cross-cultural communication, fostering understanding and collaboration that can contribute to peace and justice. 6. Partnerships for the Goals (Goal 17): Language proficiency is essential for building partnerships and collaborations across cultures and sectors. These courses not only teach language skills but also promote cultural understanding and social awareness, preparing students for global citizenship. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04134004 | Metode Penelitian Linguistik | Linguistic Research Methods | The Linguistic Research Methods course introduces students to the methodologies and techniques used in linguistic research. | 1. Quality Education (Goal 4): These courses enhance critical thinking and research skills, promoting effective methodologies for studying language and communication. 2. Reduced Inequalities (Goal 10): Research in linguistics can address language variation and social factors, contributing to understanding and mitigating inequalities in language access and representation. 3. Gender Equality (Goal 5): Linguistic research often explores how language reflects and constructs gender norms, fostering discussions on gender issues and promoting equity. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language use in social contexts can inform conflict resolution strategies and enhance communication in diverse communities. 5. Partnerships for the Goals (Goal 17): Collaboration with various stakeholders in linguistic research can strengthen partnerships across academic, governmental, and community sectors. These courses provide students with the tools to conduct meaningful research that contributes to broader societal understanding and social change. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123702 | Kritik Sastra | Literary Criticism | The Literary Criticism course explores various theoretical frameworks and approaches used to analyze and interpret literature. | 1. Quality Education (Goal 4): By fostering critical thinking and analytical skills, these courses enhance students’ understanding of literature and its cultural contexts. 2. Reduced Inequalities (Goal 10): Literary criticism often explores diverse voices and perspectives, promoting inclusivity and addressing social inequalities represented in literature. 3. Gender Equality (Goal 5): Many critical approaches focus on gender representation and feminist theory, encouraging discussions on gender issues and equality in literature. 4. Peace, Justice, and Strong Institutions (Goal 16): Engaging with literature through a critical lens can foster discussions about social justice, ethics, and human rights. 5. Sustainable Cities and Communities (Goal 11): Literary works often reflect social and environmental issues, prompting critical engagement with themes of community and sustainability. These courses encourage students to engage deeply with texts, fostering awareness of social issues and the impact of literature on society. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122802 | Teater | Theater | The Theater course provides students with an introduction to the fundamental elements of theater, including acting, directing, playwriting, and stage design. | 1. Quality Education (Goal 4): Theater courses enhance creativity, critical thinking, and communication skills, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Theater often explores themes of social justice, representation, and marginalized voices, promoting inclusivity and awareness of inequalities. 3. Gender Equality (Goal 5): Many theatrical works and discussions focus on gender representation and feminist themes, fostering dialogue about gender issues and equity. 4. Sustainable Cities and Communities (Goal 11): Theater can engage with local communities and cultural identities, promoting awareness of social and environmental issues. 5. Peace, Justice, and Strong Institutions (Goal 16): Theater often addresses conflict, ethics, and human rights, fostering understanding and dialogue that can promote peace and social justice. These courses encourage students to explore and express complex social themes through performance, fostering both personal growth and societal engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122904 | Desain Kurikulum dan Bahan Ajar | Curriculum Design and Teaching Materials | The Curriculum Design and Teaching Materials course focuses on the principles and practices of developing effective educational curricula and instructional resources. | 1. Quality Education (Goal 4): These courses focus on creating effective curricula and teaching materials that enhance learning outcomes and educational quality. 2. Reduced Inequalities (Goal 10): By addressing diverse learner needs and promoting inclusive practices, curriculum design can help reduce disparities in education. 3. Gender Equality (Goal 5): Courses may emphasize gender-sensitive materials and curricula that promote equal representation and opportunities for all genders. 4. Sustainable Cities and Communities (Goal 11): Curriculum design can incorporate themes of sustainability, encouraging students to engage with local and global community issues. 5. Partnerships for the Goals (Goal 17): Collaboration with educators, communities, and stakeholders is essential in designing effective curricula and teaching resources. These courses equip students with the skills to develop educational programs that not only enhance learning but also address broader social goals and values. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123004 | Asesmen Bahasa | Language Assessment | The Language Assessment course focuses on the principles and practices of evaluating language proficiency and learning outcomes. | 1. Quality Education (Goal 4): These courses focus on developing effective assessment tools and practices that enhance language learning outcomes and ensure educational quality. 2. Reduced Inequalities (Goal 10): Language assessment can identify diverse learners’ needs and promote fair testing practices, helping to address disparities in language education. 3. Gender Equality (Goal 5): Courses may examine how assessment practices can promote or hinder gender equity in language learning environments. 4. Partnerships for the Goals (Goal 17): Collaboration with educators and stakeholders is essential for developing relevant and effective assessment methods that support learning. 5. Decent Work and Economic Growth (Goal 8): Language proficiency assessments are often tied to employability; effective assessment practices can enhance job opportunities for learners. These courses equip students with the skills to create and implement assessments that not only evaluate language proficiency but also support broader educational and social goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123102 | Manajemen Kelas Bahasa | Language Class Management | The Language Class Management course focuses on effective strategies for organizing and managing language learning environments. | 1. Quality Education (Goal 4): Effective class management strategies are crucial for creating a conducive learning environment, enhancing educational quality and student outcomes. 2. Reduced Inequalities (Goal 10): By promoting inclusive classroom practices and addressing diverse learner needs, these courses can help reduce educational disparities. 3. Gender Equality (Goal 5): Language class management can include strategies for ensuring equal participation and representation of all genders in the classroom. 4. Sustainable Cities and Communities (Goal 11): Courses may focus on fostering a sense of community and collaboration among students, promoting social cohesion within diverse classroom settings. 5. Partnerships for the Goals (Goal 17): Effective class management often involves collaboration with colleagues, families, and the community to support student learning and development. These courses equip future educators with the skills to manage language classrooms effectively, promoting not only academic success but also social equity and community engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123202 | Bahasa Inggris untuk Tujuan Khusus | English for Specific Purposes | The English for Specific Purposes (ESP) course focuses on teaching English tailored to the specific needs of learners in various professional fields, such as business, medicine, engineering, and law. | 1. Quality Education (Goal 4): ESP courses focus on tailored language instruction that enhances learning outcomes for specific fields, promoting effective education. 2. Decent Work and Economic Growth (Goal 8): By equipping learners with the language skills needed in specific professional contexts, ESP supports employability and career advancement. 3. Reduced Inequalities (Goal 10): ESP can address the needs of diverse learners, including those from underrepresented backgrounds, by providing relevant language skills that enhance access to opportunities. 4. Partnerships for the Goals (Goal 17): Collaborating with industries and professionals to design ESP curricula fosters connections between education and the workforce, enhancing relevance and effectiveness. 5. Sustainable Cities and Communities (Goal 11): ESP can include language skills related to community engagement and local issues, promoting awareness and participation in sustainable practices. These courses equip students with specialized language skills that not only enhance their professional competencies but also contribute to broader social and economic goals. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04123302 | Psikologi Pendidikan Bahasa | psychology of language education | The Psychology of Language Education course examines the cognitive, emotional, and social factors that influence language learning and teaching. | 1. Quality Education (Goal 4): Understanding the psychological principles behind language learning enhances teaching practices and improves educational outcomes. 2. Reduced Inequalities (Goal 10): These courses can address diverse learning needs and psychological barriers, promoting inclusive and equitable language education. 3. Gender Equality (Goal 5): Exploring psychological factors in language acquisition can include discussions on gender differences and fostering equitable learning environments. 4. Decent Work and Economic Growth (Goal 8): Language proficiency is often linked to employability; effective educational practices can enhance job readiness and economic opportunities. 5. Partnerships for the Goals (Goal 17): Collaborating with educators, psychologists, and communities can enhance understanding and support for effective language education strategies. These courses aim to equip future educators with insights into the psychological aspects of language learning, fostering both effective teaching and positive student outcomes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122002 | Bahasa dan Media | language and media | The Language and Media course explores the interplay between language and various media forms, including print, digital, and social media. | 1. Quality Education (Goal 4): Analyzing language in media enhances critical thinking and media literacy, contributing to informed and educated citizens. 2. Reduced Inequalities (Goal 10): These courses often explore representation in media, addressing issues of bias, stereotyping, and inclusivity, which can promote social equity. 3. Gender Equality (Goal 5): Examining language use in media can highlight gender representation and issues, fostering discussions about equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language in media can promote critical engagement with information, supporting democratic practices and informed public discourse. 5. Sustainable Cities and Communities (Goal 11): Media can influence community identity and engagement, and courses may explore language’s role in promoting sustainable practices within communities. These courses encourage students to critically analyze the interplay between language and media, fostering awareness of social issues and enhancing communication skills. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122102 | Psikolinguistik | Psycholinguistics | The Psycholinguistics course examines the cognitive processes underlying language acquisition, comprehension, and production. | 1. Quality Education (Goal 4): Understanding the cognitive processes behind language acquisition and use can enhance teaching strategies, contributing to effective language education. 2. Reduced Inequalities (Goal 10): Psycholinguistics can address language learning challenges faced by diverse populations, promoting inclusive education practices that cater to varying needs. 3. Gender Equality (Goal 5): Exploring how language and cognition intersect can include discussions on gender differences in language use and learning, fostering awareness of gender issues. 4. Decent Work and Economic Growth (Goal 8): Proficiency in language skills, informed by psycholinguistic principles, can enhance employability and career development opportunities. 5. Peace, Justice, and Strong Institutions (Goal 16): Understanding the relationship between language, thought, and communication can support conflict resolution and promote dialogue in diverse contexts. These courses equip students with insights into the cognitive and psychological aspects of language, enhancing both personal development and societal engagement. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122202 | Isu Aktual dan Linguistik | Current and Linguistic Issues | The Current and Linguistic Issues course examines contemporary debates and challenges in the field of linguistics. | 1. Quality Education (Goal 4): Exploring contemporary linguistic issues enhances critical thinking and promotes awareness of language diversity and its implications for education. 2. Reduced Inequalities (Goal 10): These courses often address language-related inequalities, such as access to education and representation in media, promoting inclusivity. 3. Gender Equality (Goal 5): Discussions on current linguistic issues may include gender language use and representation, fostering awareness of gender dynamics in communication. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding linguistic issues can contribute to conflict resolution and enhance communication across diverse groups, promoting social cohesion. 5. Sustainable Cities and Communities (Goal 11): Language plays a crucial role in community identity and engagement, and these courses may explore its impact on local and global issues. These courses encourage students to engage critically with contemporary linguistic challenges, fostering both academic growth and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122304 | Telaah Puisi Inggris | A Study of English Poetry | The A Study of English Poetry course offers an in-depth exploration of poetic forms, themes, and techniques across various historical periods and cultural contexts. | 1. Quality Education (Goal 4): Analyzing poetry enhances critical thinking, interpretation, and appreciation for language and literature, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Poetry often explores themes of social justice, identity, and representation, fostering discussions about inequality and marginalized voices. 3. Gender Equality (Goal 5): Many poetic works address gender issues and representation, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Poetry can address conflict, ethics, and human rights, fostering understanding and dialogue around social justice issues. 5. Sustainable Cities and Communities (Goal 11): Poetry often reflects community dynamics and social issues, promoting awareness of local cultures and sustainable practices. These courses encourage students to engage deeply with poetic texts, fostering both literary appreciation and awareness of broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122404 | Telaah Drama Inggris | Study of English Drama | The Study of English Drama course explores the evolution and key themes of drama in English literature, from classical to contemporary works. | 1. Quality Education (Goal 4): Analyzing drama enhances critical thinking, interpretation, and understanding of complex themes, contributing to a rich educational experience. 2. Reduced Inequalities (Goal 10): Drama often explores issues of social justice, identity, and representation, fostering discussions about inequalities and marginalized voices. 3. Gender Equality (Goal 5): Many dramatic works address gender dynamics and representation, encouraging critical engagement with themes related to equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Drama frequently addresses conflict, ethics, and social issues, fostering dialogue and understanding around justice and human rights. 5. Sustainable Cities and Communities (Goal 11): Dramatic works often reflect community dynamics, cultural identities, and social challenges, promoting awareness of local and global issues. These courses encourage students to engage deeply with dramatic texts and performances, fostering both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122502 | Survei Kesusastraan Inggris | Survey of English Literature | The Survey of English Literature course provides an overview of key literary movements, genres, and authors in English literature from its beginnings to the present. | 1. Quality Education (Goal 4): These courses enhance critical thinking, analytical skills, and cultural literacy, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Literature often explores themes of social justice, identity, and representation, fostering discussions about inequalities and diverse voices. 3. Gender Equality (Goal 5): Many literary works address gender roles and issues, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature can provoke discussions about conflict, ethics, and human rights, promoting understanding and dialogue around social justice. 5. Sustainable Cities and Communities (Goal 11): Literary texts often reflect community dynamics, cultural identities, and environmental issues, raising awareness of local and global challenges. These courses encourage students to engage deeply with a wide range of texts, fostering both literary appreciation and awareness of broader societal themes. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122602 | Sastra Bandingan | Comparative Literature | The Comparative Literature course examines literary works from different cultures, languages, and traditions, focusing on themes, genres, and narrative techniques. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by comparing literary texts from different cultures, contributing to a comprehensive understanding of global literature. 2. Reduced Inequalities (Goal 10): Comparative literature often highlights diverse voices and perspectives, fostering discussions about representation and social inequalities across cultures. 3. Gender Equality (Goal 5): Many comparative analyses address gender representation and the roles of women in various literary traditions, encouraging critical engagement with gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): By examining literature from various cultural and historical contexts, students can explore themes of conflict, justice, and ethics, promoting intercultural understanding. 5. Sustainable Cities and Communities (Goal 11): Literature reflects cultural identities and social issues; comparative studies can raise awareness of local and global community dynamics. These courses encourage students to engage with a variety of texts, fostering both literary appreciation and critical awareness of global social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121302 | Budaya dalam Pengajaran Bahasa Inggris | Culture in English Language Teaching | The Culture in English Language Teaching course explores the integration of cultural knowledge and awareness into English language instruction. | 1. Quality Education (Goal 4): These courses enhance teaching methodologies by incorporating cultural contexts, promoting effective language learning and intercultural understanding. 2. Reduced Inequalities (Goal 10): By addressing cultural diversity and representation in language teaching, these courses help create inclusive learning environments that cater to diverse student backgrounds. 3. Gender Equality (Goal 5): Discussions on culture can include gender roles and representations, fostering awareness of gender issues and promoting equality in language education. 4. Sustainable Cities and Communities (Goal 11): Understanding the cultural dynamics of communities can enhance language teaching practices, encouraging students to engage with and contribute to their local contexts. 5. Peace, Justice, and Strong Institutions (Goal 16): Cultural awareness in language teaching promotes empathy and understanding, which are essential for conflict resolution and building strong, inclusive communities. These courses prepare educators to incorporate cultural elements into language instruction, enriching the learning experience and fostering a more inclusive and understanding classroom environment. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121402 | Isu Aktual dalam Pengajaran Bahasa Inggris | Current Issues in English Language Teaching | The Current Issues in English Language Teaching course examines contemporary challenges and trends in the field of English language education. | 1. Quality Education (Goal 4): These courses address contemporary challenges in language education, promoting innovative teaching methods and enhancing learning outcomes. 2. Reduced Inequalities (Goal 10): By exploring issues such as language access, diversity, and inclusion, these courses aim to create equitable educational environments for all learners. 3. Gender Equality (Goal 5): Discussions on current issues often include gender dynamics in language learning, promoting awareness of and strategies for achieving gender equity. 4. Decent Work and Economic Growth (Goal 8): Addressing the skills needed in the global job market can enhance employability and support economic opportunities for language learners. 5. Peace, Justice, and Strong Institutions (Goal 16): Examining language education’s role in fostering understanding and cooperation can contribute to social cohesion and conflict resolution. These courses prepare educators to critically engage with and address pressing issues in English language teaching, enhancing both educational practices and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121504 | Menulis Esai Akademik | Writing Academic Essays | The Writing Academic Essays course focuses on developing the skills necessary for crafting effective academic essays across various disciplines. | 1. Quality Education (Goal 4): These courses enhance critical thinking, research skills, and academic writing proficiency, contributing to a strong educational foundation. 2. Reduced Inequalities (Goal 10): By promoting effective communication skills, these courses help empower students from diverse backgrounds, enabling them to articulate their ideas and perspectives. 3. Gender Equality (Goal 5): Discussions on academic writing can include issues of representation and voice, fostering awareness of gender dynamics in academic contexts. 4. Decent Work and Economic Growth (Goal 8): Strong writing skills are essential for professional success; these courses equip students with the abilities needed for effective communication in the workplace. 5. Peace, Justice, and Strong Institutions (Goal 16): Academic writing encourages informed discourse, critical engagement with societal issues, and the ability to advocate for justice and equity. These courses provide students with essential skills for academic and professional success while promoting critical engagement with broader social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121604 | Penerjemahan dan Penjurubahasaan Bahasa Indonesia-Bahasa Inggris | Translation and Interpreting Indonesian-English | The Translation and Interpreting Indonesian-English course focuses on developing skills in translating and interpreting between Indonesian and English. | 1. Quality Education (Goal 4): These courses enhance language proficiency and intercultural communication skills, contributing to effective learning and education. 2. Reduced Inequalities (Goal 10): By facilitating communication between different language speakers, translation and interpreting promote inclusivity and access to information for diverse populations. 3. Gender Equality (Goal 5): Discussions on translation practices may include considerations of gender representation and issues, fostering awareness of gender dynamics in communication. 4. Decent Work and Economic Growth (Goal 8): Proficiency in translation and interpreting can enhance employability and support economic opportunities in global and local markets. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective translation and interpreting play crucial roles in diplomacy, conflict resolution, and promoting understanding across cultures. These courses prepare students to bridge language barriers, fostering effective communication and collaboration in various contexts. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04122702 | Budaya dan Bahasa Inggris | English Culture and Language | The English Culture and Language course explores the relationship between language and cultural identity within English-speaking communities. | 1. Quality Education (Goal 4): These courses enhance understanding of cultural contexts in language learning, promoting effective communication and critical thinking. 2. Reduced Inequalities (Goal 10): By exploring diverse cultural perspectives, these courses foster inclusivity and awareness of social inequalities related to language use. 3. Gender Equality (Goal 5): Discussions on culture often include gender roles and representation, encouraging critical engagement with issues of equality and empowerment. 4. Sustainable Cities and Communities (Goal 11): Understanding the cultural aspects of language can promote community engagement and social cohesion within diverse environments. 5. Peace, Justice, and Strong Institutions (Goal 16): Cultural awareness in language education promotes empathy and understanding, which are essential for conflict resolution and building strong communities. These courses prepare students to appreciate and navigate the interplay between language and culture, enriching their educational experience and fostering social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121804 | Sintaksis Bahasa Inggris | English Syntax | The English Syntax course focuses on the structure and rules governing sentence formation in the English language. | 1. Quality Education (Goal 4): Understanding syntax enhances critical thinking and analytical skills, contributing to a comprehensive education in linguistics and language studies. 2. Reduced Inequalities (Goal 10): By exploring syntactic structures across different dialects and languages, these courses promote awareness of linguistic diversity and inclusivity. 3. Gender Equality (Goal 5): Analyzing language can include discussions on how syntax may reflect and perpetuate gender norms, fostering critical engagement with gender issues in language use. 4. Peace, Justice, and Strong Institutions (Goal 16): A deep understanding of syntax supports effective communication, which is essential for fostering dialogue and understanding in diverse contexts. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration in linguistic research and application, strengthening partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in the structures of language, enhancing both academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121904 | Semantik Bahasa Inggris | English Semantics | The English Semantics course explores the study of meaning in the English language, focusing on how words, phrases, and sentences convey meaning in various contexts. | 1. Quality Education (Goal 4): Understanding semantics enhances critical thinking and analytical skills, contributing to a well-rounded education in linguistics and communication. 2. Reduced Inequalities (Goal 10): Courses that explore meaning in different contexts can promote awareness of diverse perspectives and linguistic inclusivity, addressing inequalities in language use. 3. Gender Equality (Goal 5): Analyzing how language conveys meaning can include discussions on gendered language and representation, fostering critical engagement with gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): A deep understanding of semantics supports effective communication, which is essential for dialogue and conflict resolution in diverse settings. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration in research and applications related to semantics, fostering partnerships among educators, researchers, and communities. These courses equip students with essential skills in understanding meaning and interpretation, enhancing both their academic abilities and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120502 | Struktur Bahasa Inggris Lanjutan | Advanced English Structure | The Advanced English Structure course delves into the intricate components of English grammar and syntax, focusing on complex sentence structures and advanced grammatical concepts. | 1. Quality Education (Goal 4): These courses enhance students’ understanding of complex language structures, improving their analytical and critical thinking skills essential for effective communication. 2. Reduced Inequalities (Goal 10): By exploring diverse English structures, including dialects and variations, the course promotes awareness of linguistic diversity and inclusivity in language education. 3. Gender Equality (Goal 5): Discussions may include how language structures can reflect and influence gender norms, fostering critical engagement with issues of representation and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): A strong command of language structure is vital for effective communication in professional and civic contexts, supporting dialogue and collaboration. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative projects that involve research and application of advanced language structures, fostering partnerships in education and beyond. These courses provide students with a comprehensive understanding of English language structures, enhancing their academic and professional communication skills while promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121704 | Fonetik dan Fonologi Bahasa Inggris | English Phonetics and Phonology | The English Phonetics and Phonology course explores the sounds of the English language, focusing on both the physical properties of speech sounds (phonetics) and their systematic organization and patterns (phonology). | 1. Quality Education (Goal 4): Understanding phonetics and phonology enhances students’ knowledge of sound systems in English, promoting effective communication and critical thinking skills. 2. Reduced Inequalities (Goal 10): Exploring variations in pronunciation and dialects can foster awareness of linguistic diversity and inclusivity, addressing issues related to language access. 3. Gender Equality (Goal 5): Discussions on phonetics may include how speech patterns and accents can reflect and perpetuate gender norms, encouraging critical engagement with gender issues in language. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in phonetics supports clear communication, which is essential for dialogue and conflict resolution in diverse contexts. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative research and projects involving phonetic analysis, fostering partnerships among educators, researchers, and communities. These courses equip students with essential skills in understanding the sounds of English, enhancing both their academic abilities and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120802 | Morfologi Bahasa Inggris | English Morphology | The English Morphology course focuses on the structure and formation of words in the English language. | 1. Quality Education (Goal 4): Understanding morphology enhances students’ knowledge of word formation and structure, promoting critical thinking and effective communication skills. 2. Reduced Inequalities (Goal 10): Exploring morphological variations across dialects and languages can foster awareness of linguistic diversity and inclusivity, addressing issues related to language access. 3. Gender Equality (Goal 5): Discussions may include how morphological structures can reflect gender distinctions in language, fostering critical engagement with gender representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in morphology supports effective communication and understanding in various contexts, aiding in dialogue and conflict resolution. 5. Partnerships for the Goals (Goal 17): The course may encourage collaborative research and projects related to morphological analysis, fostering partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in the structure of words, enhancing both their linguistic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120902 | Teori Sastra | Literary Theory | The Literary Theory course provides an overview of major theoretical frameworks used to analyze and interpret literature. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by engaging with diverse theoretical perspectives, enhancing students’ understanding of literature. 2. Reduced Inequalities (Goal 10): Literary theory often addresses issues of representation and power dynamics in literature, fostering discussions about marginalized voices and social justice. 3. Gender Equality (Goal 5): Many literary theories focus on gender issues and the representation of women in literature, encouraging critical engagement with gender dynamics. 4. Peace, Justice, and Strong Institutions (Goal 16): Literary theory can explore themes of justice, ethics, and human rights, promoting understanding and dialogue around societal issues. 5. Sustainable Cities and Communities (Goal 11): By analyzing literature’s role in reflecting and shaping communities, these courses can raise awareness of local cultures and social challenges. These courses equip students with the tools to critically engage with texts and understand the broader societal implications of literature, fostering both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121002 | Budaya dalam Kesusastraan Inggris | Culture in English Literature | The Culture in English Literature course examines how cultural contexts shape and influence literary texts in English. | 1. Quality Education (Goal 4): These courses enhance understanding of cultural contexts in literature, promoting critical thinking and effective communication. 2. Reduced Inequalities (Goal 10): By exploring diverse cultural perspectives in literature, these courses foster discussions about representation, identity, and social justice. 3. Gender Equality (Goal 5): Many literary works address gender roles and issues, encouraging critical engagement with themes of equality and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature often reflects societal conflicts and ethical dilemmas, promoting understanding and dialogue around justice and human rights. 5. Sustainable Cities and Communities (Goal 11): Analyzing cultural representations in literature can raise awareness of local and global issues, fostering community engagement and social cohesion. These courses encourage students to appreciate the interplay between culture and literature, enriching their educational experience and promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121102 | Isu Aktual dalam Kesusastraan | Current Issues in Literature | The Current Issues in Literature course explores contemporary themes and challenges in literary studies, examining how literature responds to and reflects modern societal concerns. | 1. Quality Education (Goal 4): These courses promote critical thinking and analytical skills by examining contemporary literary works and their relevance to current social issues. 2. Reduced Inequalities (Goal 10): Current issues in literature often address themes of social justice, representation, and marginalized voices, fostering discussions about inequality and inclusivity. 3. Gender Equality (Goal 5): Many contemporary literary works explore gender dynamics and issues, encouraging critical engagement with themes of empowerment and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature that tackles current issues can promote dialogue about justice, ethics, and human rights, fostering a deeper understanding of societal challenges. 5. Sustainable Cities and Communities (Goal 11): Literature often reflects community identities and social challenges, raising awareness of local and global issues and encouraging civic engagement. These courses encourage students to engage with relevant literary texts while critically reflecting on their societal implications, enhancing both literary appreciation and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04121202 | Metodologi Pengajaran Bahasa Inggris | English Language Teaching Methodology | The English Language Teaching Methodology course focuses on the principles and practices of effective language instruction. | 1. Quality Education (Goal 4): These courses provide educators with effective teaching strategies and practices, enhancing the quality of language education and improving learning outcomes. 2. Reduced Inequalities (Goal 10): By promoting inclusive teaching methods that cater to diverse learners, these courses aim to create equitable educational environments for all students. 3. Gender Equality (Goal 5): Discussions on methodology may include considerations of gender in language education, fostering awareness of representation and equality in the classroom. 4. Decent Work and Economic Growth (Goal 8): Effective language teaching methodologies enhance students’ language skills, contributing to their employability and career opportunities. 5. Partnerships for the Goals (Goal 17): The course may encourage collaboration among educators, researchers, and communities to improve language teaching practices and share resources. These courses equip future educators with the knowledge and skills necessary to create effective and inclusive language learning environments, fostering both academic success and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110804 | Struktur Bahasa Inggris | English Structure | The English Structure course provides an overview of the fundamental components of English grammar and syntax. | 1. Quality Education (Goal 4): Understanding English structure enhances students’ linguistic skills, critical thinking, and analytical abilities, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Exploring various English structures, including dialects and variations, fosters awareness of linguistic diversity and promotes inclusivity in language education. 3. Gender Equality (Goal 5): Discussions on language structure may include how certain structures reflect gender roles, encouraging critical engagement with gender representation in language. 4. Peace, Justice, and Strong Institutions (Goal 16): Proficiency in English structure supports effective communication, which is essential for dialogue and conflict resolution in diverse contexts. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaborative projects involving linguistic research and analysis, fostering partnerships among educators, researchers, and communities. These courses provide students with a solid foundation in English language structures, enhancing their academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110904 | Membaca Kritis | Critical Reading | The Critical Reading course focuses on developing analytical and interpretative skills essential for engaging with complex texts across various genres and disciplines. | 1. Quality Education (Goal 4): These courses enhance critical thinking, comprehension, and analytical skills, promoting a deeper understanding of texts across various genres and contexts. 2. Reduced Inequalities (Goal 10): Critical reading fosters awareness of diverse perspectives and social issues, encouraging discussions about representation and equity in literature and media. 3. Gender Equality (Goal 5): By analyzing texts that explore gender dynamics, students can engage with themes of empowerment and equality, promoting awareness of gender issues. 4. Peace, Justice, and Strong Institutions (Goal 16): Critical reading encourages informed discourse on social justice and ethical considerations, fostering dialogue around human rights and justice. 5. Sustainable Cities and Communities (Goal 11): Analyzing literature and texts related to community issues can raise awareness of local and global challenges, encouraging civic engagement. These courses equip students with essential skills for navigating complex texts, enhancing their ability to engage thoughtfully with societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04111002 | Sejarah Perkembangan Bahasa dan Kebudayaan Inggris | History of the Development of English Language and Culture | The History of the Development of English Language and Culture course examines the evolution of the English language from its early origins to its contemporary forms. | 1. Quality Education (Goal 4): Understanding the evolution of the English language and culture promotes critical thinking and cultural literacy, enriching students’ educational experience. 2. Reduced Inequalities (Goal 10): Exploring the historical development of the language can highlight issues of linguistic diversity and the impact of cultural exchange, fostering discussions about inclusivity. 3. Gender Equality (Goal 5): Analyzing historical texts and cultural developments can reveal gender roles and representation, encouraging critical engagement with themes of gender equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding the historical context of language can inform discussions on power dynamics, social justice, and human rights throughout history. 5. Sustainable Cities and Communities (Goal 11): The course may examine how language and culture shape community identities and social issues, promoting awareness of local and global contexts. These courses provide students with a comprehensive understanding of the interplay between language and culture, enhancing their academic skills and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120104 | Menulis Esai Argumentatif | Writing Argumentative Essays | The Writing Argumentative Essays course focuses on the techniques and strategies necessary for crafting compelling argumentative essays. | 1. Quality Education (Goal 4): These courses enhance critical thinking, research skills, and effective communication, contributing to a well-rounded education. 2. Reduced Inequalities (Goal 10): Argumentative writing often addresses social issues and injustices, fostering awareness and discussion about inequalities and marginalized voices. 3. Gender Equality (Goal 5): Courses may engage with topics related to gender issues, encouraging students to construct and analyze arguments around gender equality and representation. 4. Peace, Justice, and Strong Institutions (Goal 16): Writing argumentative essays encourages informed discourse on ethical and social justice issues, promoting dialogue about human rights and justice. 5. Partnerships for the Goals (Goal 17): Collaborative projects may be part of the coursework, encouraging partnerships in research and advocacy for various social issues. These courses equip students with essential skills for constructing well-reasoned arguments and engaging thoughtfully with societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120204 | Penerjemahan dan Penjurubahasaan Bahasa Inggris-Bahasa Indonesia | English-Indonesian Translation and Interpreting | The English-Indonesian Translation and Interpreting course focuses on developing skills in translating and interpreting between English and Indonesian. | 1. Quality Education (Goal 4): These courses enhance language proficiency and intercultural communication skills, contributing to effective learning and understanding. 2. Reduced Inequalities (Goal 10): By facilitating communication between English and Indonesian speakers, translation and interpreting promote inclusivity and access to information, helping to bridge linguistic divides. 3. Gender Equality (Goal 5): Discussions may include how language and translation practices can reflect gender issues, fostering awareness of representation and equality. 4. Decent Work and Economic Growth (Goal 8): Proficiency in translation and interpreting skills enhances employability and supports career opportunities in various sectors. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective translation and interpreting are crucial for diplomacy, conflict resolution, and promoting understanding in multicultural settings. These courses prepare students to bridge language barriers, fostering effective communication and collaboration in various contexts. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120302 | Korespondensi Bahasa Inggris | English Correspondence | The English Correspondence course focuses on the principles and practices of writing effective business and personal communications in English. | 1. Quality Education (Goal 4): These courses enhance students’ writing and communication skills, promoting effective correspondence practices essential for academic and professional settings. 2. Decent Work and Economic Growth (Goal 8): Proficiency in writing formal correspondence is critical for career success, improving employability in various fields that require effective communication. 3. Reduced Inequalities (Goal 10): By teaching effective communication strategies, these courses can help marginalized groups express their ideas and needs, fostering inclusivity. 4. Gender Equality (Goal 5): Discussions may include the role of language in shaping perceptions and representation, encouraging awareness of gender dynamics in communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective correspondence is vital for clear communication in professional and civic contexts, supporting dialogue and collaboration in diverse settings. These courses equip students with essential skills for writing clear and effective correspondence, enhancing their academic and professional communication abilities. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04120402 | Semiologi | Semiology | The Semiology course explores the study of signs and symbols and their role in communication across various contexts, including language, literature, art, and media. | 1. Quality Education (Goal 4): Semiology promotes critical thinking and analytical skills by examining signs and symbols in communication, enriching students’ understanding of language and meaning. 2. Reduced Inequalities (Goal 10): By exploring how meaning is constructed in various cultural contexts, these courses encourage awareness of diverse perspectives and inclusivity in communication. 3. Gender Equality (Goal 5): Discussions in semiology may include how signs and symbols reflect and influence gender representations, fostering critical engagement with issues of gender equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding semiotic processes can enhance communication strategies for social justice, promoting dialogue and awareness of ethical issues. 5. Sustainable Cities and Communities (Goal 11): Analyzing how cultural signs shape community identities can raise awareness of local issues and foster engagement with social challenges. These courses provide students with essential skills to analyze and interpret meaning in various contexts, enhancing their critical understanding of communication and culture. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110102 | Pengantar Ilmu Sastra | Introduction to Literature | The Introduction to Literature course provides an overview of key literary genres, including poetry, prose, and drama, while exploring fundamental themes and techniques in literature. | 1. Quality Education (Goal 4): These courses promote critical thinking, analytical skills, and cultural literacy, providing a foundation for understanding various literary genres and contexts. 2. Reduced Inequalities (Goal 10): Literature often explores themes of social justice, representation, and marginalized voices, fostering discussions about inclusivity and equity. 3. Gender Equality (Goal 5): Many literary works address gender dynamics and issues, encouraging students to engage with themes of empowerment and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Literature can reflect and critique societal issues, promoting dialogue about justice, ethics, and human rights. 5. Sustainable Cities and Communities (Goal 11): Analyzing literature related to community and identity can raise awareness of local and global challenges, fostering civic engagement. These courses equip students with the tools to appreciate and critically engage with literature, enhancing their understanding of cultural and social issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110202 | Pengantar Linguistik Umum | Introduction to General Linguistics | The Introduction to General Linguistics course provides a comprehensive overview of the fundamental concepts and theories in the study of language. | 1. Quality Education (Goal 4): These courses provide foundational knowledge in linguistics, promoting critical thinking and analytical skills that enhance students’ understanding of language. 2. Reduced Inequalities (Goal 10): By exploring language diversity and the socio-cultural aspects of language use, these courses foster awareness of linguistic inclusivity and the importance of preserving minority languages. 3. Gender Equality (Goal 5): Linguistics often addresses how language reflects and shapes gender roles, encouraging critical engagement with issues of gender representation and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Understanding language’s role in communication can promote dialogue and understanding, which are essential for conflict resolution and social cohesion. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaborative research and projects that involve language documentation and preservation, fostering partnerships among linguists, educators, and communities. These courses equip students with essential skills to analyze and understand the complexities of language, enhancing their academic and social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110302 | Pengantar Linguistik Terapan | Introduction to Applied Linguistics | The Introduction to Applied Linguistics course explores the practical applications of linguistic theories and concepts in real-world contexts. | 1. Quality Education (Goal 4): These courses enhance understanding of language acquisition, teaching methodologies, and assessment practices, contributing to effective language education. 2. Reduced Inequalities (Goal 10): By addressing language barriers and promoting inclusive language policies, these courses foster awareness of linguistic diversity and support equitable access to education. 3. Gender Equality (Goal 5): Discussions may include how language use reflects gender dynamics, encouraging critical engagement with gender representation in communication. 4. Decent Work and Economic Growth (Goal 8): Proficiency in applied linguistics supports employability in fields such as education, translation, and communication, enhancing career opportunities. 5. Peace, Justice, and Strong Institutions (Goal 16): Understanding language’s role in social interaction can promote dialogue and understanding, which are essential for conflict resolution and community cohesion. These courses equip students with practical skills and insights into language use in real-world contexts, enhancing their academic and professional capabilities while promoting social awareness. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110404 | Menyimak dan Berbicara Bahasa Inggris | Listening and Speaking English | The Listening and Speaking English course focuses on developing effective oral communication and active listening skills in English. Students engage in various interactive activities, such as discussions, presentations, and role-plays, to enhance their speaking proficiency and confidence. The course emphasizes pronunciation, intonation, and conversational strategies, as well as techniques for understanding spoken language in different contexts, including everyday conversations and academic settings. | 1. Quality Education (Goal 4): These courses enhance communication skills, critical for academic success and effective participation in discussions, debates, and presentations. 2. Reduced Inequalities (Goal 10): Improving listening and speaking skills fosters inclusivity, enabling learners from diverse backgrounds to engage and express themselves in English. 3. Gender Equality (Goal 5): Discussions in these courses can address gender dynamics in communication, promoting awareness of gender representation and empowering all voices. 4. Decent Work and Economic Growth (Goal 8): Strong listening and speaking skills are essential for professional success, enhancing employability in various fields that require effective communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective communication skills are vital for dialogue and conflict resolution, supporting the development of strong and cohesive communities. These courses equip students with essential oral communication skills, enhancing their academic and professional capabilities while fostering social awareness and inclusion. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110502 | Teori Berpikir Kritis | Critical Thinking Theory | The Critical Thinking Theory course explores the principles and practices of critical thinking, emphasizing its role in effective reasoning, problem-solving, and decision-making. Students learn to identify logical fallacies, evaluate arguments, and analyze evidence in various contexts. | 1. Quality Education (Goal 4): These courses promote analytical and critical thinking skills, which are essential for effective learning and problem-solving across various disciplines. 2. Reduced Inequalities (Goal 10): Critical thinking encourages awareness of social issues and inequalities, empowering students to engage in discussions about justice and inclusivity. 3. Gender Equality (Goal 5): Engaging with critical thinking can help students analyze gender issues, fostering discussions on representation, equity, and empowerment. 4. Peace, Justice, and Strong Institutions (Goal 16): Critical thinking promotes informed dialogue and understanding, which are vital for conflict resolution, social cohesion, and the development of strong institutions. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration and interdisciplinary approaches, fostering partnerships that enhance critical inquiry and social engagement. These courses equip students with essential skills for evaluating arguments, making informed decisions, and engaging thoughtfully with complex societal issues. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110602 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course provides students with an overview of the principles and practices essential for starting and managing a business. Students explore key concepts such as business planning, market research, funding options, and innovative thinking. The course emphasizes the entrepreneurial process, including idea generation, feasibility analysis, and strategic planning. | 1. Decent Work and Economic Growth (Goal 8): Entrepreneurship fosters innovation and job creation, contributing to economic development and sustainable growth. 2. Quality Education (Goal 4): These courses equip students with knowledge and skills related to business, finance, and management, enhancing their educational experience. 3. Reduced Inequalities (Goal 10): Entrepreneurship education can empower marginalized communities by providing tools and resources to create their own businesses, promoting economic inclusivity. 4. Sustainable Cities and Communities (Goal 11): Entrepreneurs often address local challenges through innovative solutions, contributing to sustainable urban development and community resilience. 5. Partnerships for the Goals (Goal 17): Courses may encourage collaboration between students, businesses, and community organizations, fostering partnerships that enhance entrepreneurial efforts. These courses provide students with the skills and mindset necessary to launch and manage successful ventures, while also promoting social responsibility and sustainability. |
| ILMU BUDAYA | SASTRA INGGRIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F04110704 | Menyimak dan Berbicara Bahasa Inggris Akademi | English Listening and Speaking Academy | The English Listening and Speaking Academy course focuses on enhancing students’ proficiency in listening and speaking skills through immersive and interactive learning experiences. Students engage in various activities, including discussions, presentations, and role-plays, aimed at improving their pronunciation, fluency, and comprehension. | 1. Quality Education (Goal 4): These courses enhance students’ listening and speaking skills, which are crucial for effective communication in academic and professional settings. 2. Reduced Inequalities (Goal 10): By improving language proficiency, these courses help learners from diverse backgrounds express themselves and engage more fully in educational and social contexts. 3. Gender Equality (Goal 5): Discussions and activities may address gender dynamics in communication, promoting awareness and encouraging equal participation in speaking and listening. 4. Decent Work and Economic Growth (Goal 8): Strong listening and speaking skills are essential for professional success, enhancing employability in various fields that require effective communication. 5. Peace, Justice, and Strong Institutions (Goal 16): Effective communication fosters dialogue and understanding, which are vital for conflict resolution and building cohesive communities. These courses equip students with essential oral communication skills, enhancing their academic and professional capabilities while fostering social inclusion and awareness. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | KURIKULUM SARJANA K-23 | 2023 | |||||
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110103 | Dasar Dasar Fisika Laut | Basic Marine Physics | Basic Marine Physics is an introductory course that examines the fundamental physical principles that govern marine environments. | 1. Life Below Water (SDG 14): This goal directly addresses the conservation and sustainable use of the oceans, seas, and marine resources. Topics like ocean currents, marine ecosystems, and their physical properties are often included. 2. Climate Action (SDG 13): Marine physics may involve the study of oceanic influences on climate, including the effects of sea temperature changes and ocean circulation patterns. 3. Sustainable Cities and Communities (SDG 11): Understanding marine environments can contribute to sustainable coastal development and urban planning. 4. Quality Education (SDG 4): A focus on educating students about marine sciences contributes to raising awareness and understanding of marine issues. 5. Partnerships for the Goals (SDG 17): Collaborative research in marine physics often involves partnerships among universities, governments, and organizations working toward sustainable ocean management. These connections highlight the importance of marine physics in addressing global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131903 | Bioremediasi (P) | Bioremediation (P) | Bioremediation (P) is a practical course that focuses on the application of biological techniques to remediate contaminated environments, such as soil and water. | 1. Clean Water and Sanitation (SDG 6): Bioremediation techniques are often employed to treat contaminated water sources, helping to ensure access to clean water. 2. Responsible Consumption and Production (SDG 12): The course may cover sustainable waste management practices and the reduction of pollutants in the environment. 3. Climate Action (SDG 13): Bioremediation can play a role in mitigating climate change by restoring ecosystems and reducing greenhouse gas emissions from contaminated sites. 4. Life on Land (SDG 15): The course likely addresses soil and land contamination, focusing on restoring ecosystems and promoting biodiversity. 5. Partnerships for the Goals (SDG 17): Bioremediation projects often involve collaboration between academia, industry, and government entities. By integrating these SDGs, a Bioremediation course emphasizes the importance of sustainable practices in addressing environmental challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01132003 | Survei Hidrografi (P) | Hydrographic Survey (P) | Hydrographic Survey (P) is a practical course that focuses on the techniques and technologies used to measure and map underwater features and water bodies. | 1. Life Below Water (SDG 14): Hydrographic surveying is essential for understanding and managing marine environments, including mapping seabeds and assessing marine habitats. 2. Sustainable Cities and Communities (SDG 11): Hydrographic data is crucial for safe navigation and development in coastal areas, contributing to sustainable urban planning. 3. Climate Action (SDG 13): Understanding sea level changes and coastal erosion through hydrographic surveys can inform climate adaptation strategies. 4. Industry, Innovation, and Infrastructure (SDG 9): The course may cover technologies and methodologies used in surveying, promoting innovation in marine infrastructure. 5. Partnerships for the Goals (SDG 17): Hydrographic surveying often involves collaboration among various stakeholders, including governments, environmental organizations, and research institutions. By integrating these SDGs, a Hydrographic Survey course emphasizes the importance of data in managing marine and coastal resources sustainably. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01132103 | Ekotoksikologi Akuatik (P) | Aquatic Ecotoxicology (P) | Aquatic Ecotoxicology (P) is a practical course that examines the effects of pollutants on aquatic ecosystems and organisms. | 1. Life Below Water (SDG 14): The course focuses on the effects of pollutants and toxins on aquatic ecosystems, contributing to the conservation and sustainable use of marine and freshwater resources. 2. Clean Water and Sanitation (SDG 6): Understanding the impact of contaminants on water quality is crucial for ensuring access to safe and clean water. 3. Responsible Consumption and Production (SDG 12): The course may address the importance of minimizing pollution and promoting sustainable practices in industries that affect aquatic environments. 4. Climate Action (SDG 13): The effects of climate change on aquatic ecosystems and how toxins interact with these changes may also be explored. 5. Life on Land (SDG 15): Aquatic ecotoxicology often considers how pollutants affect terrestrial ecosystems, particularly in riparian zones and watersheds. By linking these SDGs, an Aquatic Ecotoxicology course highlights the importance of understanding and mitigating the impacts of pollutants on both aquatic and terrestrial environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01140102 | Seminar Akhir | Final Seminar | Final Seminar is a capstone course designed for students to synthesize and present their research findings or projects. | 1. Quality Education (SDG 4): The seminar format typically emphasizes critical thinking, communication skills, and collaborative learning. 2. Decent Work and Economic Growth (SDG 8): If the seminar includes discussions on career readiness and professional development, it may contribute to understanding labor markets and economic opportunities. 3. Reduced Inequalities (SDG 10): Topics related to social justice, equity, and inclusion can be explored, fostering awareness of inequality issues. 4. Sustainable Cities and Communities (SDG 11): If the seminar focuses on urban issues, community planning, or sustainability practices, it may address urban development challenges. 5. Partnerships for the Goals (SDG 17): Seminars often involve collaboration and networking, emphasizing the importance of partnerships in achieving sustainable development. The specific SDGs covered would depend on the seminar’s theme and the topics chosen by participants. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | Final Project (Thesis) is a comprehensive course where students conduct original research on a specific topic within their field of study. | 1. Quality Education (SDG 4): Research projects can contribute to educational advancements or explore pedagogical strategies. 2. Gender Equality (SDG 5): Theses focusing on gender studies or women’s rights can address issues related to equality and empowerment. 3. Climate Action (SDG 13): Environmental science or policy projects often investigate climate change impacts and mitigation strategies. 4. Sustainable Cities and Communities (SDG 11): Research on urban planning, infrastructure, or community sustainability can align with this goal. 5. Life Below Water (SDG 14) and Life on Land (SDG 15): Projects related to biodiversity, conservation, or the impacts of pollution can address these environmental goals. 6. Responsible Consumption and Production (SDG 12): Theses that explore sustainable practices in industries or waste management can contribute to this goal. 7. Partnerships for the Goals (SDG 17): Research involving collaboration with organizations or communities may highlight the importance of partnerships in achieving sustainable development. Ultimately, the specific SDGs addressed will depend on the student’s area of study and research focus. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133320 | Kemaslahatan BMI | Benefits of BMI | Benefits of BMI is a course that explores the concept of Body Mass Index (BMI) and its implications for health and wellness. | 1. Good Health and Well-being (SDG 3): This goal directly addresses health issues, including nutrition, obesity, and overall well-being. The course may cover how BMI is used to assess health risks. 2. Quality Education (SDG 4): Educating students about BMI, nutrition, and healthy lifestyle choices contributes to broader educational goals regarding health literacy. 3. Reduced Inequalities (SDG 10): Discussions may include how socioeconomic factors influence health outcomes and access to nutrition education. 4. Sustainable Cities and Communities (SDG 11): Topics might explore how urban planning and community resources impact public health and access to healthy food options. 5. Responsible Consumption and Production (SDG 12): The course could address sustainable dietary practices and the impact of food choices on health and the environment. By connecting these SDGs, the course emphasizes the importance of understanding BMI in promoting public health and sustainable lifestyles. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131203 | Geomorfologi Pesisir (P) | Coastal Geomorphology (P) | Coastal Geomorphology (P) is a practical course that studies the processes and landforms of coastal environments. | 1. Life Below Water (SDG 14): The course may focus on coastal ecosystems, marine habitats, and the impact of geomorphological processes on biodiversity. 2. Sustainable Cities and Communities (SDG 11): Understanding coastal landforms and processes is crucial for sustainable coastal development, urban planning, and disaster risk reduction. 3. Climate Action (SDG 13): The course often includes topics on sea-level rise, coastal erosion, and the effects of climate change on coastal geomorphology. 4. Clean Water and Sanitation (SDG 6): Coastal geomorphology can influence water quality and the health of coastal environments, impacting freshwater and marine ecosystems. 5. Life on Land (SDG 15): The interconnections between coastal and terrestrial systems may be explored, emphasizing habitat conservation and land management. By linking these SDGs, a Coastal Geomorphology course highlights the importance of understanding coastal dynamics in addressing environmental challenges and promoting sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131303 | Pemodelan Laut (P) | Ocean Modeling (P) | Ocean Modeling (P) is a practical course that focuses on the simulation of oceanic processes using mathematical and computational models. | 1. Life Below Water (SDG 14): Ocean modeling directly contributes to understanding marine ecosystems, ocean circulation, and the impacts of human activities on marine environments. 2. Climate Action (SDG 13): Models often assess climate change impacts, including sea-level rise, temperature changes, and ocean acidification, providing critical data for climate adaptation and mitigation strategies. 3. Sustainable Cities and Communities (SDG 11): Understanding coastal dynamics and ocean interactions is vital for sustainable coastal development and urban planning. 4. Clean Water and Sanitation (SDG 6): Ocean models can help assess and manage water quality, contributing to the health of marine ecosystems and the provision of clean water. 5. Partnerships for the Goals (SDG 17): Ocean modeling often involves collaboration among researchers, governments, and organizations, emphasizing the importance of partnerships in addressing ocean-related challenges. By integrating these SDGs, an Ocean Modeling course highlights the role of scientific modeling in promoting sustainable practices and informing policy decisions related to marine and coastal environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131402 | Tata Kelola Proyek Kelautan (P) | Marine Project Governance (P) | Marine Project Governance (P) is a practical course that examines the frameworks and processes involved in managing marine projects effectively. | 1. Life Below Water (SDG 14): The course focuses on the sustainable management and conservation of marine resources, emphasizing the governance structures needed to protect ocean ecosystems. 2. Sustainable Cities and Communities (SDG 11): Discussions may include the governance of coastal areas and the integration of marine projects into urban planning and community development. 3. Climate Action (SDG 13): The course may address how marine governance can mitigate climate change impacts on marine environments and coastal communities. 4. Partnerships for the Goals (SDG 17): Effective governance often involves collaboration among various stakeholders, including governments, NGOs, and local communities, highlighting the importance of partnerships in achieving sustainable marine outcomes. 5. Decent Work and Economic Growth (SDG 8): The course may explore governance frameworks that support sustainable fisheries, aquaculture, and marine tourism, contributing to economic development. By linking these SDGs, a Marine Project Governance course emphasizes the critical role of governance in achieving sustainable management and protection of marine resources. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131502 | Penataan Ruang Pesisir dan Laut (P) | Coastal and Marine Spatial Planning (P) | Coastal and Marine Spatial Planning (P) is a practical course focused on the strategic management of coastal and marine resources through spatial planning. | 1. Life Below Water (SDG 14): Emphasizes the conservation and sustainable use of marine resources and ecosystems, highlighting the importance of spatial planning in protecting biodiversity. 2. Sustainable Cities and Communities (SDG 11): Integrates coastal and marine planning with urban development, ensuring sustainable growth in coastal areas. 3. Climate Action (SDG 13): Addresses strategies for adapting to climate change impacts, such as sea-level rise and coastal erosion, through informed spatial planning. 4. Clean Water and Sanitation (SDG 6): Focuses on protecting water quality in coastal and marine environments, contributing to the health of ecosystems and human communities. 5. Partnerships for the Goals (SDG 17): Highlights the importance of collaboration among governments, local communities, and stakeholders in effective spatial planning processes. By linking these SDGs, a course on Coastal and Marine Spatial Planning underscores the critical role of integrated management in promoting sustainable coastal and marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131603 | Pengelolaan Kawasan Konservasi Perairan Laut (P) | Management of Marine Protected Areas (P) | Management of Marine Protected Areas (P) is a practical course that focuses on the strategies and practices involved in the effective management of marine protected areas (MPAs). | 1. Life Below Water (SDG 14): This goal directly relates to the conservation and sustainable management of marine ecosystems and resources, which is central to the management of MPAs. 2. Sustainable Cities and Communities (SDG 11): The course may explore the integration of MPAs into coastal community planning and the importance of sustainable development in coastal areas. 3. Climate Action (SDG 13): Discussions may include the role of MPAs in climate change mitigation and adaptation, such as protecting biodiversity and enhancing ecosystem resilience. 4. Decent Work and Economic Growth (SDG 8): The management of MPAs can support sustainable fisheries, ecotourism, and other livelihoods that contribute to economic growth while ensuring environmental protection. 5. Partnerships for the Goals (SDG 17): Effective management of MPAs often requires collaboration among governments, local communities, NGOs, and other stakeholders, emphasizing the importance of partnerships. By integrating these SDGs, a course on the Management of Marine Protected Areas highlights the importance of sustainable practices and governance in protecting marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131703 | Pengelolaan Wilayah Pesisir dan Laut (P) | Management of Coastal and Marine Areas (P) | Management of Coastal and Marine Areas (P) is a practical course focused on the integrated management of coastal and marine environments. | 1. Life Below Water (SDG 14): This goal focuses on the conservation and sustainable use of marine resources, which is central to the management of coastal and marine areas. 2. Sustainable Cities and Communities (SDG 11): The course often explores the integration of coastal management with urban development, ensuring that coastal areas are developed sustainably. 3. Climate Action (SDG 13): Discussions may include strategies for adapting to climate change impacts, such as sea-level rise and coastal erosion, and how management practices can enhance resilience. 4. Clean Water and Sanitation (SDG 6): Effective management of coastal and marine areas is essential for maintaining water quality and protecting marine ecosystems. 5. Decent Work and Economic Growth (SDG 8): The course may address sustainable livelihoods related to fisheries, tourism, and other economic activities in coastal areas. 6. Partnerships for the Goals (SDG 17): Successful management often involves collaboration among various stakeholders, including governments, local communities, and NGOs. By linking these SDGs, a course on the Management of Coastal and Marine Areas emphasizes the importance of integrated and sustainable approaches to managing coastal and marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131803 | Parasit dan Penyakit Biota Laut (P) | Parasites and Diseases of Marine Biota (P) | Parasites and Diseases of Marine Biota (P) is a practical course that explores the various parasites and diseases affecting marine organisms. | 1. Life Below Water (SDG 14): This goal directly relates to the conservation and sustainable use of marine resources, including understanding the impacts of parasites and diseases on marine species and ecosystems. 2. Good Health and Well-being (SDG 3): The course may explore the implications of marine diseases on human health, particularly in relation to seafood consumption and marine ecosystems. 3. Sustainable Cities and Communities (SDG 11): Understanding marine biota health can influence urban planning and management of coastal areas, ensuring that human activities do not adversely affect marine life. 4. Climate Action (SDG 13): Discussions may include how climate change can influence the spread and impact of marine diseases and parasites, affecting ecosystem resilience. 5. Life on Land (SDG 15): There may be connections to terrestrial ecosystems, particularly in understanding the broader ecological impacts of marine parasites and diseases on biodiversity. By linking these SDGs, a course on Parasites and Diseases of Marine Biota emphasizes the importance of understanding health in marine ecosystems and its broader implications for biodiversity and human health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130503 | Perbenihan dan Penangkaran Biota Laut | Seedling and Breeding of Marine Biota | Seedling and Breeding of Marine Biota is a specialized course that focuses on the propagation and breeding techniques of marine organisms. | 1. Life Below Water (SDG 14): This goal focuses on the conservation and sustainable use of marine resources, including the breeding and cultivation of marine species to support biodiversity and ecosystem health. 2. Zero Hunger (SDG 2): The course may explore aquaculture practices and the cultivation of marine organisms as a means to improve food security and nutrition. 3. Sustainable Industry, Innovation, and Infrastructure (SDG 9): Discussions may include advancements in breeding technologies and sustainable practices in marine aquaculture, contributing to innovation in the field. 4. Climate Action (SDG 13): Breeding programs may address resilience in marine species to climate change impacts, such as ocean acidification and temperature changes. 5. Partnerships for the Goals (SDG 17): Collaboration among researchers, industries, and communities is often essential in developing sustainable practices for breeding marine biota. By linking these SDGs, a course on Seedling and Breeding of Marine Biota emphasizes the importance of sustainable practices in aquaculture and marine resource management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130603 | Koralogi | Choralogy | Chorology is a course that explores the study of the distribution of organisms across geographical areas and the ecological and evolutionary factors influencing this distribution. | 1. Life Below Water (SDG 14): Chorology is essential for understanding the distribution of marine species and ecosystems, which aids in their conservation and management. 2. Life on Land (SDG 15): The course likely focuses on terrestrial biodiversity, exploring the distribution of various species and the factors influencing their habitats. 3. Climate Action (SDG 13): Discussions may include how climate change affects species distribution and ecosystem dynamics, emphasizing the need for adaptive management strategies. 4. Sustainable Cities and Communities (SDG 11): Understanding species distribution can inform urban planning and land use decisions to promote biodiversity in urban settings. 5. Responsible Consumption and Production (SDG 12): Insights into the distribution of species can contribute to sustainable resource management and conservation efforts. By integrating these SDGs, a course on Chorology emphasizes the importance of understanding species distribution for biodiversity conservation and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130703 | Genetika Konservasi (P) | Conservation Genetics (P) | Conservation Genetics (P) is a practical course that examines the genetic principles and techniques used to conserve and manage biodiversity. | 1. Life Below Water (SDG 14): The course often focuses on the genetics of marine species, which is crucial for understanding their conservation and management. 2. Life on Land (SDG 15): Conservation genetics plays a critical role in protecting terrestrial biodiversity, including the genetic health of endangered species and habitats. 3. Climate Action (SDG 13): Understanding genetic diversity can help in assessing species’ resilience to climate change and developing strategies for adaptation. 4. Sustainable Cities and Communities (SDG 11): Insights from conservation genetics can inform urban planning and land use decisions that promote biodiversity and habitat connectivity. 5. Partnerships for the Goals (SDG 17): Conservation efforts often involve collaboration among researchers, conservation organizations, and communities, emphasizing the importance of partnerships. By linking these SDGs, a course on Conservation Genetics highlights the vital role of genetic diversity in maintaining healthy ecosystems and informing conservation strategies. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130803 | Selam Ilmiah (P) | Scientific Diving (P) | Scientific Diving (P) is a practical course designed for students to gain skills and knowledge in underwater research techniques. | 1. Life Below Water (SDG 14): The course directly relates to the conservation and sustainable use of marine resources, as scientific diving is often used to study marine ecosystems, monitor biodiversity, and assess the health of underwater habitats. 2. Climate Action (SDG 13): Scientific diving may involve research on how climate change affects marine environments, such as coral reefs and oceanic ecosystems, informing adaptation and mitigation strategies. 3. Quality Education (SDG 4): The course provides practical training in underwater research techniques, contributing to the education and skill development of students in marine sciences. 4. Sustainable Cities and Communities (SDG 11): Insights gained from scientific diving can inform coastal management and urban planning, ensuring that development is aligned with environmental sustainability. 5. Partnerships for the Goals (SDG 17): Collaborative research projects often involve partnerships between academic institutions, governments, and conservation organizations, emphasizing the importance of teamwork in achieving sustainable outcomes. By integrating these SDGs, a course on Scientific Diving highlights the role of underwater research in promoting marine conservation and sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130903 | Bahan Alam Laut (P) | Marine Natural Ingredients (P) | Marine Natural Ingredients (P) is a practical course that explores the extraction and application of natural compounds derived from marine organisms. | 1. Life Below Water (SDG 14): The course focuses on the sustainable use and conservation of marine resources, including the exploration of marine ingredients for various applications. 2. Good Health and Well-being (SDG 3): Many marine natural ingredients are explored for their health benefits, including nutritional, medicinal, and cosmetic applications, contributing to human health and wellness. 3. Responsible Consumption and Production (SDG 12): The course may emphasize sustainable sourcing and production practices for marine ingredients, promoting environmentally friendly consumption. 4. Sustainable Industry, Innovation, and Infrastructure (SDG 9): Discussions may include innovation in the extraction and use of marine ingredients in industries such as food, pharmaceuticals, and cosmetics. 5. Partnerships for the Goals (SDG 17): Collaborative research and development with industry, academia, and local communities are often essential for the sustainable management of marine resources. By linking these SDGs, a course on Marine Natural Ingredients highlights the importance of sustainability and innovation in utilizing marine resources responsibly. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131003 | Ekowisata Laut (P) | Marine Ecotourism (P) | Marine Ecotourism (P) is a practical course that focuses on the principles and practices of ecotourism in marine environments. | 1. Life Below Water (SDG 14): The course focuses on the conservation and sustainable use of marine resources and ecosystems, emphasizing the importance of protecting marine biodiversity through ecotourism practices. 2. Sustainable Cities and Communities (SDG 11): Marine ecotourism promotes sustainable development in coastal areas, balancing tourism with the needs of local communities and the environment. 3. Decent Work and Economic Growth (SDG 8): The course may explore how marine ecotourism can create job opportunities and support local economies while promoting responsible tourism practices. 4. Climate Action (SDG 13): Discussions may include the impact of climate change on marine environments and how ecotourism can raise awareness and support conservation efforts. 5. Partnerships for the Goals (SDG 17): Successful marine ecotourism often relies on collaboration among stakeholders, including local communities, governments, and conservation organizations. By integrating these SDGs, a course on Marine Ecotourism highlights the role of sustainable tourism in promoting conservation and supporting local communities. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01131103 | Manajemen Marikultur (P) | Mariculture Management (P) | Mariculture Management (P) is a practical course that focuses on the sustainable farming of marine organisms in their natural habitats. | 1. Life Below Water (SDG 14): The course focuses on the sustainable management of marine resources, including the cultivation of fish, shellfish, and other marine organisms, to ensure ecosystem health and biodiversity. 2. Zero Hunger (SDG 2): Mariculture plays a vital role in enhancing food security by providing a sustainable source of seafood, contributing to nutrition and livelihoods. 3. Decent Work and Economic Growth (SDG 8): The course may explore how mariculture can create job opportunities and stimulate local economies through sustainable practices. 4. Climate Action (SDG 13): Discussions may include the impacts of climate change on marine environments and how mariculture can adapt to and mitigate these effects. 5. Responsible Consumption and Production (SDG 12): The course often emphasizes sustainable practices in mariculture to minimize environmental impacts and promote responsible resource use. 6. Partnerships for the Goals (SDG 17): Successful mariculture management often involves collaboration among governments, industry, and local communities to ensure sustainable practices. By integrating these SDGs, a course on Mariculture Management highlights the importance of sustainable aquaculture in promoting food security, economic growth, and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121303 | Oseanografi Kimia | Chemical Oceanography | Chemical Oceanography is a course that explores the chemical composition and processes of ocean waters and their interactions with marine organisms and the atmosphere. | 1. SDG 14: Life Below Water – This goal focuses on conserving and sustainably using the oceans, seas, and marine resources. Chemical oceanography is central to understanding ocean chemistry, marine ecosystems, and the impacts of pollution. 2. SDG 13: Climate Action – Chemical oceanography examines oceanic processes that influence climate, including carbon cycling and ocean acidification, which are critical for understanding climate change. 3. SDG 15: Life on Land – While primarily focused on terrestrial ecosystems, this goal can be linked through the study of how land-based activities (like agriculture and industrial processes) affect ocean chemistry and marine life. 4. SDG 12: Responsible Consumption and Production – Understanding chemical processes in the ocean can lead to better management of resources and pollution, promoting sustainable practices. 5. SDG 3: Good Health and Well-being – Ocean health directly impacts human health through food security, pollution, and the provision of ecosystem services. Courses may also touch on other goals depending on their focus, especially those related to sustainable practices and environmental management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121402 | Analisis Data Bioekologi Laut | Marine Bioecological Data Analysis | Marine Bioecological Data Analysis is a course focused on the statistical and analytical techniques used to interpret data from marine biological and ecological studies. | 1. SDG 14: Life Below Water – This goal is directly relevant as the course focuses on marine ecosystems, biodiversity, and the data analysis techniques used to assess the health and sustainability of marine life. 2. SDG 13: Climate Action – Analyzing marine data can reveal trends related to climate change impacts on marine ecosystems, such as shifts in species distribution and ocean temperature changes. 3. SDG 15: Life on Land – While primarily focused on marine environments, connections can be drawn regarding how terrestrial activities influence coastal and marine ecosystems, affecting overall biodiversity. 4. SDG 12: Responsible Consumption and Production – Data analysis can inform sustainable practices in marine resource management, including fisheries and tourism, promoting responsible use of ocean resources. 5. SDG 17: Partnerships for the Goals – Collaborative data-sharing and analysis initiatives among researchers, governments, and organizations can help address marine ecological challenges. These SDGs are often interrelated, and a course in this field can highlight the importance of data analysis in understanding and addressing global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121502 | Metode Penelitian Kelautan | Marine Research Methods | Marine Research Methods is a course designed to provide students with the skills and knowledge necessary to conduct research in marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, as it involves studying marine ecosystems, biodiversity, and the methodologies used to assess and monitor marine health. 2. SDG 13: Climate Action – Research methods may include studying the impacts of climate change on marine environments, helping to understand how ocean systems respond to global climate shifts. 3. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable practices in marine resource management, including fishing techniques and conservation strategies. 4. SDG 4: Quality Education – By teaching research methods, the course promotes quality education and the development of skills necessary for future marine scientists and conservationists. 5. SDG 17: Partnerships for the Goals – Research methods often involve collaboration among institutions, governments, and organizations, fostering partnerships to address marine challenges. These SDGs reflect the course’s focus on understanding and managing marine environments through rigorous research methodologies. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130103 | Pencemaran Laut | Marine Pollution | Marine Pollution is a course that examines the various types of pollutants affecting marine environments and their ecological, economic, and health impacts. | 1.SDG 14: Life Below Water – This goal is directly related to understanding and mitigating pollution’s impact on marine ecosystems, biodiversity, and the health of ocean environments. 2. SDG 12: Responsible Consumption and Production – The course often explores the sources and impacts of marine pollution, promoting sustainable practices to reduce waste and prevent pollution. 3. SDG 3: Good Health and Well-being – Marine pollution can affect human health through contaminated seafood and polluted water, making this goal relevant to understanding those connections. 4. SDG 13: Climate Action – While primarily focused on pollution, the course may also discuss the interplay between pollution and climate change, such as the effects of ocean acidification. 5. SDG 15: Life on Land – Pollution from land-based sources impacts marine environments, highlighting the interconnectedness of terrestrial and marine ecosystems. 5. SDG 17: Partnerships for the Goals – Addressing marine pollution often requires collaboration between governments, NGOs, and the scientific community, promoting partnerships for effective solutions. These SDGs underscore the importance of addressing marine pollution for the sustainability of ocean ecosystems and human health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130203 | Teknik Rehabilitasi Ekosistem Pesisir dan Laut | Coastal and Marine Ecosystem Rehabilitation Techniques | Coastal and Marine Ecosystem Rehabilitation Techniques is a course focused on strategies and methodologies for restoring degraded coastal and marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on the restoration and conservation of marine ecosystems, such as coral reefs, mangroves, and seagrasses. 2. SDG 15: Life on Land – While primarily focused on marine ecosystems, the course may also address the interconnectedness of coastal ecosystems and terrestrial environments, promoting integrated rehabilitation techniques. 3. SDG 13: Climate Action – Rehabilitation techniques often consider the effects of climate change on coastal and marine ecosystems, emphasizing resilience and adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The course may promote sustainable practices that reduce human impacts on coastal and marine ecosystems, encouraging responsible resource management. 5. SDG 3: Good Health and Well-being – Healthy coastal and marine ecosystems are vital for food security, livelihoods, and overall human health, linking the course content to this goal. 6. SDG 17: Partnerships for the Goals – Successful rehabilitation efforts often involve collaboration among researchers, local communities, governments, and NGOs, fostering partnerships for effective ecosystem management. These SDGs reflect the importance of rehabilitating coastal and marine ecosystems to ensure sustainability and resilience against environmental changes. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130303 | Sistem Informasi Geografis untuk Kelautan | Geographic Information Systems for Maritime Affairs | Geographic Information Systems for Maritime Affairs is a course that focuses on the application of GIS technologies in maritime contexts. | 1. SDG 14: Life Below Water – This goal is directly relevant, as GIS tools are used to analyze and manage marine ecosystems, monitor biodiversity, and assess the impacts of human activities on oceans. 2. SDG 13: Climate Action – GIS can help visualize and analyze data related to climate change effects on maritime areas, such as rising sea levels and changing marine habitats. 3. SDG 12: Responsible Consumption and Production – The course may explore how GIS can support sustainable management practices in fisheries, shipping, and coastal development, promoting responsible use of marine resources. 4. SDG 11: Sustainable Cities and Communities – GIS is vital for planning coastal and marine infrastructure, ensuring that development is sustainable and minimizes environmental impact. 5. SDG 3: Good Health and Well-being – By supporting the management of marine resources and pollution monitoring, GIS contributes to public health related to safe seafood and clean water. 6. SDG 17: Partnerships for the Goals – GIS facilitates collaboration and data sharing among various stakeholders, including governments, NGOs, and researchers, to address maritime challenges. These SDGs highlight the role of GIS in promoting sustainable maritime practices and addressing environmental issues in marine contexts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01130403 | Ekologi Populasi | Population Ecology | Population Ecology is a course that focuses on the dynamics of populations within ecosystems and the factors that influence their growth, distribution, and interactions. | 1. SDG 15: Life on Land – This goal is closely related, as population ecology studies the dynamics of species populations, their interactions with ecosystems, and conservation strategies for biodiversity. 2. SDG 14: Life Below Water – For courses that include marine species, understanding population dynamics in aquatic environments is critical for the sustainable management of marine resources. 3. SDG 13: Climate Action – Population ecology can examine how climate change impacts species distribution, population sizes, and ecological interactions, contributing to climate adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The course may explore sustainable practices related to wildlife management, fisheries, and habitat conservation, promoting responsible use of biological resources. 5. SDG 3: Good Health and Well-being – Healthy ecosystems and biodiversity contribute to human health, and understanding population dynamics can inform conservation efforts that protect ecosystem services. 6. SDG 4: Quality Education – Teaching population ecology promotes education and awareness about biodiversity, conservation, and ecological principles, fostering informed decision-making. These SDGs highlight the importance of population ecology in understanding and addressing ecological and environmental challenges for sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120703 | Sedimentologi | Sedimentology | Sedimentology is a course that studies the formation, transportation, deposition, and lithification of sediments. | 1. SDG 14: Life Below Water – Sedimentology is crucial for understanding sediment dynamics in marine environments, including their impact on marine ecosystems, habitats, and biodiversity. 2. SDG 15: Life on Land – This goal relates to understanding terrestrial sediment processes, soil formation, and the impacts of sedimentation on land ecosystems, which are essential for biodiversity and habitat conservation. 3. SDG 13: Climate Action – Sedimentology can provide insights into past climate conditions through sediment records, helping to understand climate change impacts and inform adaptation strategies. 4. SDG 12: Responsible Consumption and Production – The study of sediments can inform sustainable practices in resource extraction (like mining and dredging) and help mitigate environmental impacts. 5. SDG 11: Sustainable Cities and Communities – Sediment transport and deposition are important considerations in urban planning and infrastructure development, especially in coastal areas prone to erosion and flooding. 6. SDG 3: Good Health and Well-being – Understanding sediment dynamics can also be linked to water quality and pollution, which directly impacts public health, particularly in coastal communities. These SDGs highlight the relevance of sedimentology in understanding geological processes and their implications for environmental sustainability and resource management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121002 | Kewirausahaan Perikanan dan Kelautan | Fisheries and Marine Entrepreneurship | Fisheries and Marine Entrepreneurship is a course that explores the intersection of marine resource management and business development. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on sustainable fisheries management, marine resource conservation, and the impact of entrepreneurship on marine ecosystems. 2. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in the fishing industry, promoting responsible consumption of marine resources and reducing waste. 3. SDG 8: Decent Work and Economic Growth – By exploring entrepreneurship in the fisheries sector, the course supports economic development and the creation of decent jobs in coastal communities. 4. SDG 1: No Poverty – Fisheries and marine entrepreneurship can contribute to poverty alleviation in coastal regions by providing livelihoods and promoting economic resilience. 5. SDG 17: Partnerships for the Goals – Successful fisheries and marine entrepreneurship often involves collaboration among various stakeholders, including governments, NGOs, and local communities, fostering partnerships for sustainable development. 6. SDG 3: Good Health and Well-being – Sustainable fisheries contribute to food security and nutrition, directly impacting public health, particularly in coastal populations that rely on seafood. These SDGs highlight the importance of integrating sustainability and entrepreneurship in fisheries to promote both economic growth and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120803 | Fisiologi Biota Laut | Physiology of Marine Biota | Physiology of Marine Biota is a course that examines the physiological processes and adaptations of marine organisms in response to their environment. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on understanding the physiological processes of marine organisms and their adaptations to ocean environments, which is crucial for conservation efforts. 2. SDG 13: Climate Action – The course may examine how marine organisms respond to climate change, such as ocean acidification and temperature fluctuations, providing insights into their resilience and adaptability. 3. SDG 3: Good Health and Well-being – Understanding marine biota physiology can inform studies on the health benefits of seafood and the role of marine organisms in ecosystem services that contribute to human health. 4. SDG 12: Responsible Consumption and Production – Insights into marine physiology can promote sustainable fishing practices and resource management, ensuring that marine populations are harvested responsibly. 5. SDG 15: Life on Land – While focused on marine life, the physiological responses of marine organisms can have implications for understanding broader ecological interactions, including those that affect terrestrial ecosystems. 6. SDG 4: Quality Education – Teaching the physiology of marine biota enhances knowledge about marine life, fostering education and awareness about biodiversity and conservation. These SDGs emphasize the significance of understanding marine physiology in promoting sustainability, conservation, and responsible resource management in ocean environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120903 | Mikrobiologi Laut | Marine Microbiology | Marine Microbiology is a course that focuses on the study of microorganisms in marine environments and their roles in ecological processes. | 1. SDG 14: Life Below Water – This goal is central to the course, as it focuses on understanding marine microorganisms and their roles in ocean ecosystems, nutrient cycling, and biodiversity. 2. SDG 13: Climate Action – Marine microorganisms play a significant role in carbon cycling and climate regulation, making their study crucial for understanding and mitigating climate change impacts. 3. SDG 3: Good Health and Well-being – The course may explore the health implications of marine microorganisms, including their potential benefits in pharmaceuticals and the role of harmful algal blooms in public health. 4. SDG 12: Responsible Consumption and Production – Insights from marine microbiology can inform sustainable practices in fisheries and aquaculture, promoting responsible use of marine resources. 5. SDG 15: Life on Land – Understanding the interactions between marine and terrestrial microorganisms can provide insights into broader ecosystem health and sustainability. 6. SDG 17: Partnerships for the Goals – Collaboration among researchers, industry, and policymakers is essential for advancing marine microbiology research and its applications, fostering partnerships for sustainability. These SDGs emphasize the importance of marine microbiology in addressing ecological, health, and sustainability challenges in marine environments. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121003 | Penginderaan Jauh Kelautan | Marine Remote Sensing | Marine Remote Sensing is a course that focuses on the application of remote sensing technologies to study marine environments. | 1. SDG 14: Life Below Water – This goal is directly relevant, as remote sensing technologies are used to monitor marine ecosystems, assess biodiversity, and manage marine resources effectively. 2. SDG 13: Climate Action – Remote sensing can help analyze and visualize climate change impacts on ocean conditions, such as sea level rise, ocean temperature changes, and shifts in marine habitats. 3. SDG 12: Responsible Consumption and Production – The course may focus on how remote sensing can support sustainable practices in fisheries, coastal management, and resource extraction, promoting responsible use of marine environments. 4. SDG 11: Sustainable Cities and Communities – Remote sensing aids in coastal urban planning and management, helping to develop sustainable infrastructure that minimizes environmental impact. 5. SDG 3: Good Health and Well-being – By monitoring water quality and identifying pollution sources, remote sensing contributes to public health initiatives related to safe seafood and clean coastal waters. 6. SDG 17: Partnerships for the Goals – Effective marine remote sensing often involves collaboration between researchers, governments, and organizations, fostering partnerships to address marine and coastal challenges. These SDGs highlight the significance of marine remote sensing in promoting sustainable management practices and addressing environmental issues in ocean and coastal regions. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121103 | Biologi Laut | Marine Biology | Marine Biology is a comprehensive course that explores the study of marine organisms, their behaviors, interactions, and the ecosystems they inhabit. | 1.SDG 14: Life Below Water – This goal is central to the course, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as understanding marine biodiversity. 2. SDG 13: Climate Action – Marine biology examines how climate change affects marine ecosystems, including ocean acidification and shifts in species distributions, providing insights for climate adaptation strategies. 3. SDG 15: Life on Land – While primarily focused on marine environments, marine biology also explores the interconnections between terrestrial and marine ecosystems, highlighting their mutual impacts. 4. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in fisheries, aquaculture, and tourism, promoting responsible use of marine resources and reducing overexploitation. 5. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and nutrition, linking marine biology to public health, especially in coastal communities that rely on seafood. 6. SDG 4: Quality Education – The course fosters education about marine ecosystems, biodiversity, and conservation, promoting awareness and informed decision-making among students and the public. 7. SDG 17: Partnerships for the Goals – Collaborative research and conservation efforts often involve partnerships among academia, governments, NGOs, and local communities, addressing marine conservation challenges. These SDGs highlight the importance of marine biology in understanding and addressing ecological, environmental, and sustainability issues in ocean and coastal ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01121203 | Oseanografi Fisika | Physical Oceanography | Physical Oceanography is a course that examines the physical properties and dynamics of ocean waters and their interactions with the atmosphere and climate. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on understanding ocean dynamics, currents, and their impacts on marine ecosystems and biodiversity. 2. SDG 13: Climate Action – Physical oceanography examines the role of oceans in climate regulation, including heat distribution, sea level rise, and ocean-atmosphere interactions, contributing to climate change research. 3. SDG 12: Responsible Consumption and Production – Understanding physical processes in the ocean can inform sustainable practices in marine resource management and fisheries, promoting responsible use of ocean resources. 4. SDG 11: Sustainable Cities and Communities – Insights from physical oceanography can aid in coastal management and urban planning, particularly in vulnerable coastal areas prone to erosion and flooding. 5. SDG 3: Good Health and Well-being – The health of marine environments, which physical oceanography helps to monitor, directly impacts public health through seafood safety and water quality. 6. SDG 15: Life on Land – While focused on ocean processes, physical oceanography can provide insights into how ocean conditions influence coastal ecosystems, linking land and marine health. 7. SDG 17: Partnerships for the Goals – Collaborative research and data-sharing initiatives often involve partnerships among scientists, governments, and organizations, fostering cooperative efforts to address ocean challenges. These SDGs underscore the importance of physical oceanography in understanding ocean systems and their interactions with climate and ecosystems, promoting sustainable management and conservation efforts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120103 | Statistika | Statistics | Statistics is a foundational course that introduces students to the principles and techniques of data analysis. | 1. SDG 4: Quality Education – Statistics is essential for effective teaching and learning in various fields, helping students develop critical thinking and analytical skills. 2. SDG 3: Good Health and Well-being – Statistical methods are crucial in public health research, epidemiology, and the analysis of health data, helping to inform health policies and interventions. 3. SDG 1: No Poverty – Statistics plays a key role in analyzing poverty data, evaluating social programs, and informing policies aimed at reducing poverty and inequality. 4. SDG 5: Gender Equality – Statistical analysis can be used to study gender disparities, monitor progress towards gender equality, and inform policies that promote women’s empowerment. 5. SDG 11: Sustainable Cities and Communities – Statistics helps in urban planning and development by analyzing data related to population trends, resource allocation, and community needs. 6. SDG 12: Responsible Consumption and Production – Statistical tools are used to analyze consumption patterns and resource use, contributing to sustainable production and consumption practices. 7. SDG 13: Climate Action – Statistics is essential for analyzing climate data, modeling climate change impacts, and assessing the effectiveness of climate policies. 8. SDG 17: Partnerships for the Goals – Collaborative efforts often rely on statistical data for monitoring progress and evaluating the impact of partnerships aimed at achieving sustainable development. These SDGs highlight the broad applicability of statistics in addressing social, economic, and environmental challenges, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110103 | Iktiologi | Ichthyology | Ichthyology is a course that focuses on the study of fish, covering their biology, ecology, and diversity. | 1. SDG 14: Life Below Water – This goal is central to Ichthyology, focusing on the conservation and sustainable use of fish species and marine ecosystems, as well as understanding biodiversity and fish population dynamics. 2. SDG 12: Responsible Consumption and Production – The course often emphasizes sustainable fishing practices, promoting responsible management of fish stocks and minimizing overfishing and bycatch. 3. SDG 13: Climate Action – Ichthyology examines how climate change impacts fish populations and aquatic ecosystems, contributing to research on resilience and adaptation strategies. 4. SDG 3: Good Health and Well-being – Fish are an important source of nutrition and protein for many communities, and understanding ichthyology can help ensure the sustainability and health of fish populations. 5. SDG 1: No Poverty – Sustainable fisheries can provide livelihoods and economic opportunities for coastal communities, contributing to poverty alleviation and economic resilience. 6. SDG 15: Life on Land – While focused on aquatic life, ichthyology can provide insights into the interconnectedness of freshwater and terrestrial ecosystems, promoting a holistic understanding of biodiversity. 7. SDG 17: Partnerships for the Goals – Collaborative research efforts often involve partnerships among researchers, governments, and local communities to address challenges in fish conservation and management. These SDGs highlight the importance of Ichthyology in understanding and managing fish populations, contributing to sustainable development and environmental conservation. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120203 | Ekologi Laut | Marine Ecology | Marine Ecology is a course that explores the interactions between marine organisms and their environments, focusing on the dynamics of marine ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Ecology, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as understanding marine biodiversity and ecosystem dynamics. 2. SDG 13: Climate Action – The course often examines how marine ecosystems respond to climate change, including impacts such as ocean acidification, sea-level rise, and shifting species distributions. 3. SDG 12: Responsible Consumption and Production – Marine Ecology emphasizes sustainable practices in fisheries, aquaculture, and marine resource management, promoting responsible consumption of ocean resources. 4. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and human health, and understanding these ecosystems can help protect the benefits they provide, such as clean water and nutritious seafood. 5. SDG 15: Life on Land – While focused on marine environments, Marine Ecology often explores the connections between terrestrial and marine ecosystems, highlighting their interdependence and promoting integrated conservation strategies. 6, SDG 4: Quality Education – The course fosters awareness and education about marine ecosystems, biodiversity, and conservation, encouraging informed decision-making and stewardship. 7. SDG 17: Partnerships for the Goals – Collaborative research and conservation efforts often involve partnerships among scientists, governments, NGOs, and local communities to address marine conservation challenges. These SDGs emphasize the significance of Marine Ecology in understanding and managing ocean environments, contributing to sustainable development and ecological health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120303 | Botani Laut | Marine Botany | Marine Botany is a course that focuses on the study of marine plants and algae, examining their biology, ecology, and roles in marine ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Botany, focusing on the study and conservation of marine plants, such as seaweeds and seagrasses, which are vital for marine ecosystems and biodiversity. 2. SDG 13: Climate Action – Marine plants play a significant role in carbon sequestration and mitigating climate change impacts, making their study essential for understanding ocean health in a changing climate. 3. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable harvesting practices of marine plants and their use in various industries, promoting responsible resource management. 4. SDG 3: Good Health and Well-being – Marine plants are sources of nutrition and have medicinal properties, and understanding their benefits can contribute to food security and public health. 5. SDG 15: Life on Land – Marine botany can inform our understanding of coastal ecosystems and their interactions with terrestrial environments, highlighting the importance of integrated ecosystem management. 6. SDG 4: Quality Education – The course promotes education about marine ecosystems and biodiversity, fostering awareness and stewardship among students and the public. 7. SDG 17: Partnerships for the Goals – Research and conservation efforts in marine botany often involve collaboration among researchers, communities, and policymakers, fostering partnerships for sustainability. These SDGs highlight the importance of Marine Botany in promoting the health of ocean ecosystems and understanding their role in global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120403 | Planktonologi Laut | Marine Planktonology | Marine Planktonology is a course dedicated to the study of plankton, the diverse group of microorganisms and small organisms that drift in marine environments. | 1. SDG 14: Life Below Water – This goal is central to Marine Planktonology, focusing on the study of plankton as crucial components of marine ecosystems, including their roles in food webs, nutrient cycling, and overall ocean health. 2. SDG 13: Climate Action – Plankton play significant roles in carbon cycling and can be indicators of climate change impacts on marine environments, making their study vital for understanding ocean responses to climate change. 3. SDG 12: Responsible Consumption and Production – Understanding plankton dynamics can inform sustainable practices in fisheries and aquaculture, as they are foundational to marine food webs that support commercial fish species. 4. SDG 3: Good Health and Well-being – Healthy plankton populations are essential for ocean health, which directly impacts food security and nutrition for coastal communities reliant on marine resources. 5. SDG 15: Life on Land – While primarily focused on marine environments, planktonology can provide insights into the interconnections between marine and terrestrial ecosystems, especially in coastal areas. 6. SDG 4: Quality Education – The course fosters awareness and understanding of marine ecosystems and biodiversity, promoting informed decision-making and stewardship of marine resources. 7. SDG 17: Partnerships for the Goals – Research in planktonology often involves collaboration among scientists, governments, and communities, fostering partnerships for effective marine conservation and management. These SDGs highlight the significance of Marine Planktonology in understanding the foundational role of plankton in marine ecosystems and their broader implications for sustainability and environmental health. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120503 | Akustik Kelautan | Marine Acoustics | Marine Acoustics is a course that focuses on the study of sound in marine environments, including its generation, propagation, and interactions with marine organisms and ecosystems. | 1. SDG 14: Life Below Water – This goal is central to Marine Acoustics, as the course focuses on understanding sound propagation in marine environments, the behavior of marine organisms, and the monitoring of marine ecosystems. 2. SDG 13: Climate Action – Marine acoustics can be used to study oceanographic processes affected by climate change, such as changes in marine habitats and species distributions, contributing to climate research. 3. SDG 12: Responsible Consumption and Production – The course may cover the impacts of underwater noise pollution from human activities (e.g., shipping, drilling) on marine life, emphasizing the need for sustainable practices in marine resource management. 4. SDG 3: Good Health and Well-being – Understanding the effects of noise pollution on marine organisms can inform public health considerations, particularly for communities reliant on healthy marine ecosystems. 5. SDG 11: Sustainable Cities and Communities – Marine acoustics can inform urban planning and development in coastal areas, ensuring that infrastructure development minimizes impacts on marine environments. 6. SDG 4: Quality Education – The course promotes awareness and education about marine acoustics, fostering skills and knowledge in students that are critical for marine science and conservation. 7. SDG 17: Partnerships for the Goals – Collaborative research efforts in marine acoustics often involve partnerships among academic institutions, governments, and industry stakeholders to address marine conservation challenges. These SDGs highlight the relevance of Marine Acoustics in understanding marine environments, monitoring biodiversity, and promoting sustainable practices in ocean management. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01120603 | Meteorologi Laut | Marine Meteorology | Marine Meteorology is a course that focuses on the study of weather and climate as they relate to oceanic environments. | 1.SDG 13: Climate Action – Marine Meteorology focuses on understanding weather patterns, ocean-atmosphere interactions, and climate variability, which are essential for climate change research and adaptation strategies. 2. SDG 14: Life Below Water – This goal is relevant as marine meteorology helps understand how meteorological conditions impact marine ecosystems, including currents, temperature variations, and extreme weather events. 3. SDG 11: Sustainable Cities and Communities – The course can inform coastal and marine planning by analyzing the impacts of weather and climate on urban areas, helping to develop resilient communities. 4. SDG 3: Good Health and Well-being – Understanding marine meteorological conditions can inform public health initiatives, particularly regarding weather-related health risks and safe seafood practices. 5. SDG 12: Responsible Consumption and Production – Knowledge of marine meteorology can enhance sustainable practices in industries such as fisheries and shipping, reducing environmental impacts. 6. SDG 17: Partnerships for the Goals – Collaborative research in marine meteorology often involves partnerships among scientists, governmental agencies, and international organizations to improve weather forecasting and climate resilience. 7. SDG 4: Quality Education – The course promotes education in meteorology and oceanography, equipping students with the skills needed for effective environmental management and scientific research. These SDGs highlight the importance of Marine Meteorology in understanding the interactions between the ocean and atmosphere, contributing to sustainable development and environmental resilience. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110202 | Pengantar Ilmu Kelautan dan Perikanan | Introduction to Marine Science and Fisheries | Introduction to Marine Science and Fisheries is a foundational course that provides an overview of marine ecosystems and the principles of fisheries management. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on the conservation and sustainable use of marine resources, understanding marine ecosystems, and the biodiversity of aquatic life. 2. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in fisheries management, promoting responsible fishing techniques and resource conservation. 3. SDG 3: Good Health and Well-being – Healthy marine ecosystems are crucial for food security and nutrition, and the course often addresses the role of fisheries in providing seafood and supporting public health. 4. SDG 1: No Poverty – Sustainable fisheries can contribute to poverty alleviation in coastal communities by providing livelihoods and economic opportunities, making this goal relevant to the course content. 5. SDG 13: Climate Action – The course may explore the impacts of climate change on marine ecosystems and fisheries, highlighting the need for adaptive management strategies. 6 .SDG 4: Quality Education – By providing foundational knowledge in marine science, the course fosters awareness and education about marine ecosystems and the importance of conservation. 7. SDG 17: Partnerships for the Goals – Collaborative efforts in marine science and fisheries often involve partnerships among researchers, governments, and local communities to address challenges in marine resource management. These SDGs reflect the course’s focus on understanding marine ecosystems, promoting sustainable fisheries, and contributing to broader environmental and social goals. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110302 | Pengantar Oseanografi | Introduction to Oceanography | Introduction to Oceanography is a foundational course that explores the science of the oceans, covering their physical, chemical, biological, and geological aspects. | 1. SDG 14: Life Below Water – This goal is central to oceanography, focusing on the study of marine ecosystems, biodiversity, and the sustainable use of ocean resources. 2. SDG 13: Climate Action – Oceanography examines the role of oceans in climate regulation, including the impacts of climate change on ocean systems and marine life, contributing to climate research and adaptation strategies. 3. SDG 12: Responsible Consumption and Production – The course often emphasizes sustainable practices in marine resource management, promoting responsible use of ocean resources, such as fisheries and tourism. 4. SDG 3: Good Health and Well-being – Understanding ocean ecosystems is vital for food security and human health, particularly through safe seafood consumption and clean water resources. 5. SDG 11: Sustainable Cities and Communities – Oceanography informs coastal management and urban planning, addressing issues such as erosion, flooding, and habitat preservation in coastal areas. 6. SDG 4: Quality Education – The course promotes education about ocean systems and their importance, fostering awareness and informed decision-making regarding marine conservation. 7. SDG 17: Partnerships for the Goals – Collaborative research and initiatives often involve partnerships among scientists, governments, and communities to address marine challenges and promote sustainability. These SDGs highlight the importance of oceanography in understanding ocean processes and their interactions with climate, ecosystems, and human activities, contributing to sustainable development efforts. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110402 | Dasar-Dasar Biokimia | Biochemistry Basics | Biochemistry Basics is a foundational course that introduces the chemical processes and substances that occur in living organisms. | 1. SDG 3: Good Health and Well-being – Biochemistry is fundamental to understanding human health, disease mechanisms, nutrition, and the development of pharmaceuticals and therapies. 2. SDG 2: Zero Hunger – The course may cover topics related to food security, nutrition, and the biochemical processes in agriculture, which are essential for improving crop yields and food quality. 3. SDG 4: Quality Education – By providing foundational knowledge in biochemistry, the course fosters critical thinking and scientific literacy, essential for further education and research in health and life sciences. 4. SDG 12: Responsible Consumption and Production – Understanding biochemical processes can inform sustainable practices in industries such as food production, pharmaceuticals, and waste management. 5.. SDG 9: Industry, Innovation, and Infrastructure – Biochemistry plays a key role in biotechnology and innovation, contributing to advances in health care, agriculture, and environmental solutions. 6. SDG 17: Partnerships for the Goals – Collaboration in research and development often involves partnerships among academic institutions, industries, and governments to address global health and sustainability challenges. These SDGs highlight the relevance of biochemistry in addressing health, nutrition, and environmental issues, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110502 | Komputasi Kelautan | Marine Computing | Marine Computing is a course that focuses on the application of computing technologies and software tools in marine science and research. | 1. SDG 3: Good Health and Well-being – Biochemistry is fundamental to understanding human health, disease mechanisms, nutrition, and the development of pharmaceuticals and therapies. 2. SDG 2: Zero Hunger – The course may cover topics related to food security, nutrition, and the biochemical processes in agriculture, which are essential for improving crop yields and food quality. 3. SDG 4: Quality Education – By providing foundational knowledge in biochemistry, the course fosters critical thinking and scientific literacy, essential for further education and research in health and life sciences. 4. SDG 12: Responsible Consumption and Production – Understanding biochemical processes can inform sustainable practices in industries such as food production, pharmaceuticals, and waste management. 5. SDG 9: Industry, Innovation, and Infrastructure – Biochemistry plays a key role in biotechnology and innovation, contributing to advances in health care, agriculture, and environmental solutions. 6. SDG 17: Partnerships for the Goals – Collaboration in research and development often involves partnerships among academic institutions, industries, and governments to address global health and sustainability challenges. These SDGs highlight the relevance of biochemistry in addressing health, nutrition, and environmental issues, making it a vital field for supporting sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110603 | Renang dan Dasar-Dasar Selam | Swimming and Diving Basics | Swimming and Diving Basics is a course designed to introduce students to the fundamental skills and techniques of swimming and diving. | 1. SDG 3: Good Health and Well-being – This goal is directly relevant, as swimming and diving promote physical fitness, mental well-being, and overall health through regular physical activity. 2. SDG 4: Quality Education – The course provides educational opportunities for students to learn essential swimming and diving skills, promoting safety and awareness in aquatic environments. 3. SDG 11: Sustainable Cities and Communities – Aquatic activities contribute to community well-being and can enhance local recreational facilities, fostering inclusive environments for all community members. 4. SDG 12: Responsible Consumption and Production – If the course covers topics such as sustainable practices in aquatic sports or environmental awareness related to water safety and conservation, it can promote responsible use of resources. 5. SDG 10: Reduced Inequality – By providing swimming and diving education, the course can help ensure that individuals from diverse backgrounds have access to these important life skills, promoting inclusivity and safety. While the connection to these SDGs may be less direct compared to more science-focused courses, promoting health, safety, and community well-being is integral to the objectives of a Swimming and Diving Basics course. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110703 | Zoologi Laut | Marine Zoology | Marine Zoology is a course that focuses on the study of animal life in marine environments. | 1. SDG 14: Life Below Water – This goal is central to Marine Zoology, focusing on the study and conservation of marine animals, their habitats, and biodiversity in ocean ecosystems. 2. SDG 15: Life on Land – While primarily focused on marine environments, the course may explore the interconnections between terrestrial and marine ecosystems, emphasizing the importance of integrated conservation efforts. 3. SDG 13: Climate Action – Marine zoology examines how climate change affects marine species and ecosystems, contributing to understanding the impacts of global warming on marine life. 4. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable practices in fisheries and aquaculture, promoting responsible management of marine resources to prevent overfishing and habitat destruction. 5. SDG 3: Good Health and Well-being – Healthy marine ecosystems contribute to food security and nutrition, and the course often addresses the role of marine animals in human health and well-being. 6. SDG 4: Quality Education – By educating students about marine animals and ecosystems, the course fosters awareness and understanding, promoting informed decision-making regarding marine conservation. 7. SDG 17: Partnerships for the Goals – Research in marine zoology often involves collaboration among scientists, conservation organizations, and policymakers to address marine conservation challenges effectively. These SDGs reflect the importance of Marine Zoology in understanding marine biodiversity, promoting sustainable practices, and addressing environmental challenges in ocean ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | ILMU KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110803 | Pemetaan Pesisir dan Laut | Coastal and Marine Mapping | Coastal and Marine Mapping is a course that focuses on the techniques and technologies used to create detailed maps of coastal and marine environments. | 1. SDG 14: Life Below Water – This goal is central to the course, focusing on mapping marine ecosystems, habitats, and biodiversity, which is essential for effective conservation and management of ocean resources. 2. SDG 13: Climate Action – Mapping coastal and marine areas helps in assessing vulnerabilities to climate change, such as sea-level rise and coastal erosion, supporting adaptation and mitigation strategies. 3. SDG 11: Sustainable Cities and Communities – The course contributes to sustainable coastal planning and management by providing tools for mapping and analyzing coastal areas, ensuring that development is environmentally sound. 4. SDG 12: Responsible Consumption and Production – Mapping can inform sustainable resource management practices, particularly in fisheries and tourism, helping to minimize environmental impacts. 5. SDG 3: Good Health and Well-being – Understanding coastal and marine environments through mapping can support public health initiatives related to water quality, pollution monitoring, and safe recreational areas. 6. SDG 4: Quality Education – The course promotes education in mapping techniques and technologies, fostering skills that are essential for careers in marine science, conservation, and environmental management. 7. SDG 17: Partnerships for the Goals – Collaborative mapping efforts often involve partnerships between academic institutions, government agencies, and local communities to address coastal and marine challenges effectively. These SDGs highlight the importance of Coastal and Marine Mapping in promoting sustainable management and conservation of coastal and marine environments. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110102 | Pengantar Ilmu Komunikasi | Introduction to Communication Science | Introduction to Communication Science is a foundational course that explores the theories, processes, and contexts of human communication. Students learn about the various models of communication, including interpersonal, group, and mass communication. | 1. **Quality Education (Goal 4)**: – This course promotes critical thinking, effective communication skills, and media literacy, all essential for quality education. 2. **Gender Equality (Goal 5)**: – Discussions around representation, gender issues in media, and the role of communication in promoting gender equality can be integrated into the curriculum. 3. **Reduced Inequalities (Goal 10)**: – The course can address how communication practices can influence social justice, inclusion, and the representation of marginalized voices. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Understanding the role of communication in fostering transparency, accountability, and civic engagement contributes to this goal. 5. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaboration in communication efforts can highlight the importance of partnerships in achieving the SDGs. By focusing on these themes, the course can help students understand the impact of communication on societal challenges and promote sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02135103 | Riset Media | Media Research | Media Research is a course that focuses on the methodologies and techniques used to study media and its impact on society. Students learn about qualitative and quantitative research methods, data collection techniques, and analysis strategies specific to media studies. | 1. **Quality Education (Goal 4)**: – By teaching research methodologies and critical analysis, this course supports the development of informed and analytical citizens. 2. **Reduced Inequalities (Goal 10)**: – Media research can explore issues related to representation and access, helping to address inequalities in media portrayals and access to information. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – This course can focus on how media research contributes to transparency, accountability, and informed public discourse, fostering civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Media research can investigate the role of media in community development, urban planning, and sustainable practices. 5. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaborative research projects can highlight the importance of partnerships in achieving impactful media research outcomes. By integrating these connections, the **Media Research** course can enhance students’ understanding of the media’s role in addressing global challenges and contributing to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02144406 | Tugas Akhir (Skripsi) | Final Project (Thesis) | Final Project (Thesis) course is a capstone experience for students, typically in their final year of study. It involves conducting independent research on a specific topic within their field, culminating in a comprehensive written thesis. | 1. **Quality Education (Goal 4)**: – The thesis process fosters deep research, critical thinking, and academic rigor, contributing to high-quality education outcomes. 2. **Reduced Inequalities (Goal 10)**: – Students may choose topics that address social justice, representation, or media access, contributing to discussions about inequalities in society. 3. **Sustainable Cities and Communities (Goal 11)**: – Research topics could focus on urban issues, community engagement, and sustainable practices, providing insights that benefit local communities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Theses may examine the role of media in promoting justice, accountability, or civic engagement, contributing to a more informed and active citizenry. 5. **Partnerships for the Goals (Goal 17)**: – Collaborative projects or research partnerships can be encouraged, emphasizing the importance of working together to achieve common goals. By allowing students to explore these themes in their theses, the course can empower them to contribute to sustainable development and address pressing global challenges through their research. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130102 | Komunikasi dan kerjasama | Communication and cooperation | Communication and Cooperation course examines the principles and practices that facilitate effective collaboration in various contexts, including interpersonal, organizational, and cross-cultural settings. | 1. **Quality Education (Goal 4)**: – This course fosters skills in effective communication, teamwork, and collaborative problem-solving, essential for quality education. 2. **Gender Equality (Goal 5)**: – Promoting inclusive communication practices can enhance understanding of gender issues and support efforts toward gender equality. 3. **Reduced Inequalities (Goal 10)**: – The course can address how effective communication can bridge gaps in understanding and representation, contributing to reduced inequalities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective communication is vital for fostering dialogue, understanding, and cooperation in conflict resolution and promoting civic engagement. 5. **Partnerships for the Goals (Goal 17)**: – This course emphasizes the importance of collaboration and partnerships, highlighting how cooperative communication can drive collective action toward achieving the SDGs. By focusing on these themes, the **Communication and Cooperation** course can equip students with the skills necessary to navigate and address global challenges through effective communication strategies. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130502 | Komunikasi Digital | Digital Communications | Digital Communications course explores the theories and practices surrounding communication in the digital age. Students examine various digital platforms and tools, including social media, websites, and mobile applications, and their impact on personal and professional communication. | 1. **Quality Education (Goal 4)**: – This course enhances digital literacy, equipping students with the skills to effectively use digital tools for communication, thus supporting quality education. 2. **Gender Equality (Goal 5)**: – Discussions around digital representation and online gender issues can help raise awareness of gender disparities in digital spaces. 3. **Decent Work and Economic Growth (Goal 8)**: – By focusing on digital communication strategies, the course prepares students for careers in the rapidly evolving digital economy, supporting economic growth. 4. **Reduced Inequalities (Goal 10)**: – The course can explore how digital communication can provide platforms for marginalized voices, helping to reduce inequalities in access to information and representation. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: – Digital communications play a crucial role in fostering transparency and accountability, promoting civic engagement, and facilitating informed public discourse. 6. **Partnerships for the Goals (Goal 17)**: – The emphasis on collaborative digital projects can highlight the importance of partnerships in leveraging technology for sustainable development. By addressing these themes, the **Digital Communications** course can empower students to utilize digital tools effectively and responsibly in addressing global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134403 | Riset PR | PR Research | PR Research course focuses on the methods and strategies used to gather and analyze information relevant to public relations practices. Students learn about both qualitative and quantitative research techniques, including surveys, interviews, content analysis, and media monitoring. | 1. **Quality Education (Goal 4)**: – The course teaches research methodologies and critical analysis, enhancing students’ understanding of public relations and its impact on society. 2. **Reduced Inequalities (Goal 10)**: – PR research can focus on issues related to representation and inclusivity, helping to address inequalities in how different groups are portrayed in media and communication. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Research in public relations can explore how effective communication strategies promote transparency, accountability, and civic engagement, contributing to stronger institutions. 4. **Sustainable Cities and Communities (Goal 11)**: – PR research can investigate community engagement strategies, helping organizations communicate more effectively about sustainable practices and local initiatives. 5. **Partnerships for the Goals (Goal 17)**: – The course can emphasize collaboration in PR campaigns, showcasing how partnerships enhance communication efforts and support the achievement of the SDGs. By integrating these connections, the **PR Research** course can equip students with the skills to conduct meaningful research that informs effective communication strategies and contributes to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134503 | Digital PR dan Media Sosial | Digital PR and Social Media | Digital PR and Social Media course examines the intersection of public relations and digital communication platforms. Students learn strategies for managing brand reputation, engaging audiences, and creating impactful content across social media channels. | 1. **Quality Education (Goal 4)**: – This course fosters digital literacy and critical thinking, essential for navigating and utilizing digital communication tools effectively. 2. **Gender Equality (Goal 5)**: – Discussions can focus on gender representation in social media and digital campaigns, promoting awareness and advocacy for gender equality. 3. **Decent Work and Economic Growth (Goal 8)**: – Students learn strategies for leveraging digital platforms for PR purposes, preparing them for careers in the growing digital economy. 4. **Reduced Inequalities (Goal 10)**: – The course can address how digital PR can amplify marginalized voices and promote inclusivity in representation across social media. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective digital communication strategies can foster transparency and accountability, encouraging civic engagement and informed public discourse. 6. **Sustainable Cities and Communities (Goal 11)**: – Students can explore how digital PR campaigns can promote local initiatives and community engagement, contributing to sustainable practices. 7. **Partnerships for the Goals (Goal 17)**: – The course emphasizes collaborative campaigns and partnerships in digital PR, illustrating the importance of working together to achieve common goals. By addressing these themes, the **Digital PR and Social Media** course prepares students to use digital platforms responsibly and effectively to promote positive social change and contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134603 | Manajemen Acara | Event Management | Event Management course provides students with the skills and knowledge needed to plan, execute, and evaluate a variety of events, from corporate meetings to festivals. | 1. **Quality Education (Goal 4)**: – The course provides practical skills and knowledge necessary for planning and executing events, contributing to hands-on learning experiences. 2. **Gender Equality (Goal 5)**: – Events can be designed to promote gender equality, and the course can address inclusive practices in event planning and execution. 3. **Decent Work and Economic Growth (Goal 8)**: – This course prepares students for careers in a vital sector of the economy, emphasizing the role of events in driving economic growth and job creation. 4. **Reduced Inequalities (Goal 10)**: – Event management can focus on accessibility and inclusion, ensuring that events cater to diverse audiences and promote equal participation. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can explore sustainable event practices, such as waste reduction and community engagement, contributing to more sustainable local communities. 6. **Climate Action (Goal 13)**: – The course can address how to minimize the environmental impact of events, promoting eco-friendly practices in event planning. 7. **Partnerships for the Goals (Goal 17)**: – Collaboration with various stakeholders (vendors, sponsors, community organizations) is crucial in event management, highlighting the importance of partnerships. By focusing on these themes, the **Event Management** course can equip students with the skills to create impactful, inclusive, and sustainable events that contribute to global goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134703 | Seminar PR | PR Seminar | PR Seminar course is an advanced exploration of current topics and trends in public relations. It typically involves discussions, case studies, and guest lectures from industry professionals. | 1. **Quality Education (Goal 4)**: – The seminar format encourages active participation, critical thinking, and the exchange of ideas, enhancing learning outcomes in public relations. 2. **Gender Equality (Goal 5)**: – Discussions can focus on gender representation in PR campaigns, promoting awareness and strategies for advancing gender equality in the field. 3. **Reduced Inequalities (Goal 10)**: – The seminar can explore how PR practices can address social justice issues and promote inclusivity, highlighting the importance of diverse voices in communication. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Topics may include the role of public relations in fostering transparency and accountability, as well as its impact on civic engagement and public trust. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can engage with case studies on community-focused PR initiatives that promote sustainable practices and community development. 6. **Partnerships for the Goals (Goal 17)**: – Emphasizing collaboration with various stakeholders in PR campaigns can illustrate the importance of partnerships in achieving effective communication outcomes. By integrating these themes, the **PR Seminar** can prepare students to engage thoughtfully with contemporary issues in public relations while contributing to sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134803 | Simulasi Studio Penyiaran Terpadu | Integrated Broadcasting Studio Simulation | Integrated Broadcasting Studio Simulation course offers hands-on experience in a simulated broadcasting environment, where students learn the fundamentals of audio and video production. | 1. **Quality Education (Goal 4)**: – This hands-on course provides practical experience in broadcasting, enhancing students’ skills and knowledge in media production and communication. 2. **Decent Work and Economic Growth (Goal 8)**: – By simulating real-world broadcasting scenarios, the course prepares students for careers in the media industry, contributing to job creation and economic growth. 3. **Reduced Inequalities (Goal 10)**: – The course can explore the role of broadcasting in representing diverse voices and addressing social issues, promoting inclusivity in media narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Students can examine how broadcasting can serve as a platform for civic engagement, transparency, and public discourse, fostering informed communities. 5. **Sustainable Cities and Communities (Goal 11)**: – The course can incorporate projects focused on local issues, helping students understand the impact of media in community engagement and development. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with local organizations or community groups in projects can emphasize the importance of partnerships in effective media production and outreach. By focusing on these themes, the **Integrated Broadcasting Studio Simulation** course can equip students with the skills to create impactful media content that contributes to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134903 | Produksi Radio dan TV | Radio and TV Production | Radio and TV Production course provides students with a comprehensive understanding of the production processes involved in creating audio and visual content for broadcast media. | 1. **Quality Education (Goal 4)**: – This course provides practical skills in media production, enhancing students’ understanding of audio-visual communication and its role in education and information dissemination. 2. **Decent Work and Economic Growth (Goal 8)**: – By training students for careers in the broadcasting industry, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – The course can focus on producing content that represents diverse voices and addresses social issues, promoting inclusivity in broadcasting. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Radio and TV production can serve as powerful tools for fostering dialogue, transparency, and civic engagement, contributing to informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Projects can highlight local stories and issues, helping students understand the role of media in community engagement and sustainable development. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with community organizations or local businesses in production projects can emphasize the importance of partnerships in effective media outreach. By integrating these themes, the **Radio and TV Production** course can equip students with the skills to create meaningful content that supports sustainable development and addresses global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02135003 | Produksi Film Dokumenter | Documentary Film Production | Documentary Film Production course focuses on the art and craft of creating non-fiction films. Students learn the entire production process, from research and development to filming, editing, and post-production. | 1. **Quality Education (Goal 4)**: – This course enhances storytelling and critical thinking skills, enabling students to communicate complex issues effectively through documentary filmmaking. 2. **Reduced Inequalities (Goal 10)**: – Documentaries often focus on underrepresented voices and social justice issues, contributing to a greater understanding of inequalities and promoting inclusivity. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Documentaries can serve as powerful tools for advocacy, raising awareness about social issues and fostering informed public discourse, thereby promoting transparency and accountability. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can explore local issues and community narratives through their documentaries, highlighting sustainable practices and community resilience. 5. **Climate Action (Goal 13)**: – The course can focus on producing documentaries that address environmental issues, climate change, and sustainability, raising awareness and encouraging action. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with NGOs, community groups, or other stakeholders for documentary projects can emphasize the importance of partnerships in achieving impactful storytelling. By focusing on these themes, the **Documentary Film Production** course can empower students to create meaningful films that contribute to social change and support sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133703 | Teknik Multikamera | Multicamera Techniques | Multicamera Techniques course focuses on the principles and practices of producing live and recorded content using multiple camera setups. | 1. **Quality Education (Goal 4)**: – This course provides hands-on training in multicamera production, enhancing students’ technical skills and understanding of live broadcasting and event coverage. 2. **Decent Work and Economic Growth (Goal 8)**: – By preparing students for careers in television and live production, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – The course can focus on producing content that highlights diverse perspectives and social issues, promoting inclusivity in media representation. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Multicamera techniques are often used in broadcasting public forums and civic engagement events, facilitating transparency and informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can engage in projects that cover local events or issues, helping to promote community initiatives and sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with community organizations or local broadcasters for multicamera projects can illustrate the importance of partnerships in effective media production. By integrating these themes, the **Multicamera Techniques** course can equip students with the skills to create impactful content that supports sustainable development and addresses important social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133803 | Videografi dan Editing | Videography and Editing | Videography and Editing course equips students with essential skills in video production and post-production. | 1. **Quality Education (Goal 4)**: – This course enhances technical skills in videography and editing, promoting creativity and critical thinking essential for effective storytelling. 2. **Decent Work and Economic Growth (Goal 8)**: – Training in videography and editing prepares students for careers in the media and entertainment industries, contributing to job creation and economic growth. 3. **Reduced Inequalities (Goal 10)**: – Students can focus on creating content that addresses social issues and represents diverse voices, promoting inclusivity in media narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Videography can be used to document events and stories that foster civic engagement and raise awareness about social justice, contributing to informed public discourse. 5. **Sustainable Cities and Communities (Goal 11)**: – Projects can highlight local issues, community initiatives, and sustainable practices, helping students understand the impact of media on community engagement. 6. **Climate Action (Goal 13)**: – The course can encourage projects that focus on environmental issues, using videography to raise awareness and inspire action towards sustainability. 7. **Partnerships for the Goals (Goal 17)**: – Collaborating with local organizations for videography projects can emphasize the importance of partnerships in producing impactful content. By focusing on these themes, the **Videography and Editing** course can empower students to create meaningful visual stories that support sustainable development and address significant social challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133903 | Broadcast Programming | Broadcast Programming | Broadcast Programming course explores the principles and strategies behind creating engaging content for television and radio. | 1. **Quality Education (Goal 4)**: – This course teaches students about content creation and audience engagement, enhancing their understanding of effective communication and media literacy. 2. **Decent Work and Economic Growth (Goal 8)**: – By preparing students for careers in television and radio programming, the course contributes to job creation and economic growth in the media sector. 3. **Reduced Inequalities (Goal 10)**: – Broadcast programming can focus on diverse content that represents various social groups, promoting inclusivity and awareness of inequalities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: – Programming can serve as a platform for civic engagement and public discourse, fostering transparency and accountability in media. 5. **Sustainable Cities and Communities (Goal 11)**: – Students can develop programs that address local issues, community initiatives, and sustainable practices, helping to engage audiences on important topics. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with community organizations or local stakeholders for programming can illustrate the importance of partnerships in creating impactful content. By focusing on these themes, the **Broadcast Programming** course can equip students with the skills to develop meaningful programming that supports sustainable development and addresses critical social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134003 | Penulisan dan Reportase Multimedia | Multimedia Writing and Reporting | Multimedia Writing and Reporting course focuses on developing writing and reporting skills for various digital platforms. | 1. **Quality Education (Goal 4)**: – This course enhances writing and reporting skills across various media formats, fostering critical thinking and effective communication. 2. **Reduced Inequalities (Goal 10)**: – Students can focus on issues related to representation and inclusivity in their reporting, highlighting marginalized voices and social justice topics. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective reporting is crucial for transparency and accountability, promoting informed public discourse and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – The course can encourage students to cover local issues, community initiatives, and sustainable practices, raising awareness about important topics. 5. **Climate Action (Goal 13)**: – Multimedia reporting can be utilized to address environmental issues, educating the public on climate change and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with local organizations or community groups for reporting projects can emphasize the importance of partnerships in impactful journalism. By focusing on these themes, the **Multimedia Writing and Reporting** course can equip students with the skills to create compelling narratives that support sustainable development and address significant societal challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134103 | Feature TV | TV Features | TV Features course focuses on the development and production of feature segments for television. | 1. **Quality Education (Goal 4)**: – This course enhances storytelling and production skills, promoting critical thinking and effective communication through visual media. 2. **Reduced Inequalities (Goal 10)**: – TV features can focus on social issues and highlight underrepresented voices, contributing to awareness and advocacy for equality. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Features can serve as powerful tools for raising awareness about social justice issues, fostering public discourse and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can create features that address local challenges and promote community initiatives, helping to engage audiences on sustainable practices. 5. **Climate Action (Goal 13)**: – TV features can explore environmental topics, raising awareness about climate change and promoting sustainable solutions. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with local organizations or community groups for feature stories can highlight the importance of partnerships in creating impactful content. By focusing on these themes, the **TV Features** course can equip students to produce meaningful and engaging content that supports sustainable development and addresses significant social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134203 | Jurnalistik Lingkungan | Environmental Journalism | Environmental Journalism course focuses on reporting and storytelling about environmental issues and sustainability. | 1. **Quality Education (Goal 4)**: – This course educates students about the importance of environmental issues and effective communication, fostering critical thinking and informed reporting. 2. **Climate Action (Goal 13)**: – The primary focus of the course is to raise awareness about climate change, environmental policies, and sustainable practices, encouraging action and advocacy. 3. **Sustainable Cities and Communities (Goal 11)**: – Students can explore how urban development affects the environment and report on sustainable practices within communities, promoting awareness and engagement. 4. **Life Below Water (Goal 14)**: – Environmental journalism often addresses issues related to ocean conservation, pollution, and the importance of marine ecosystems. 5. **Life on Land (Goal 15)**: – The course can cover topics related to biodiversity, land use, and conservation efforts, highlighting the importance of protecting terrestrial ecosystems. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: – Reporting on environmental issues can foster transparency and accountability in environmental governance, promoting informed public discourse and civic engagement. By emphasizing these themes, the **Environmental Journalism** course can equip students with the skills to report effectively on environmental issues, contributing to sustainable development and raising awareness about global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02134303 | Praktik Terpadu Jurnalistik Multiplatform | Integrated Practice of Multiplatform Journalism | Integrated Practice of Multiplatform Journalism course explores the skills and strategies needed for effective storytelling across various media platforms, including print, digital, audio, and video. | 1. **Quality Education (Goal 4)**: – This course fosters comprehensive skills in various forms of media, promoting critical thinking and adaptability in journalism across platforms. 2. **Reduced Inequalities (Goal 10)**: – Multiplatform journalism can focus on representing diverse voices and addressing social issues, contributing to a more equitable media landscape. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Effective journalism plays a vital role in promoting transparency, accountability, and informed public discourse, essential for strong institutions and civic engagement. 4. **Sustainable Cities and Communities (Goal 11)**: – Students can cover local issues and community stories, raising awareness about sustainable practices and community initiatives. 5. **Climate Action (Goal 13)**: – The course can encourage reporting on environmental topics across multiple platforms, educating audiences about climate change and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: – Collaboration with various media outlets and organizations can highlight the importance of partnerships in achieving impactful journalism. By focusing on these themes, the **Integrated Practice of Multiplatform Journalism** course can equip students with the skills to create meaningful and effective journalism that supports sustainable development and addresses critical societal issues. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133003 | Jurnalisme Data dan Investigasi | Data and Investigative Journalism | Data and Investigative Journalism course focuses on the techniques and methodologies used to uncover and report complex stories through data analysis and investigative practices. | 1. **Quality Education (Goal 4)**: – This course promotes critical thinking and analytical skills, essential for understanding and interpreting complex data in journalism. 2. **Reduced Inequalities (Goal 10)**: – Investigative journalism can expose issues related to social justice, inequality, and discrimination, contributing to a more equitable society. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Data journalism is crucial for promoting transparency and accountability in governance, helping to uncover corruption and hold institutions accountable. 4. **Sustainable Cities and Communities (Goal 11)**: – Investigative projects can focus on urban issues, infrastructure, and community needs, raising awareness about local challenges and sustainable solutions. 5. **Climate Action (Goal 13)**: – Data-driven investigations can explore environmental issues, climate change impacts, and sustainability practices, educating the public and promoting action. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with NGOs, researchers, and data analysts can enhance investigative efforts and highlight the importance of partnerships in uncovering critical stories. By emphasizing these themes, the **Data and Investigative Journalism** course can equip students with the skills to conduct impactful investigations that support sustainable development and address pressing societal challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133103 | Jurnalistik Khusus | Special Journalism | Special Journalism course explores niche areas of journalism that require specialized knowledge and skills, such as sports, health, environmental, or political reporting. | 1. **Quality Education (Goal 4)**: – This course enhances specialized reporting skills, encouraging critical thinking and deep understanding of niche topics, which is vital for informed journalism. 2. **Reduced Inequalities (Goal 10)**: – Special journalism can focus on underreported issues, marginalized communities, and social justice, helping to raise awareness and promote inclusivity. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: – Reporting on topics related to justice, governance, and human rights fosters accountability and encourages public discourse on important issues. 4. **Sustainable Cities and Communities (Goal 11)**: – Students may cover local stories related to urban development, sustainability, and community resilience, highlighting important local initiatives. 5. **Climate Action (Goal 13)**: – Special journalism can focus on environmental issues and sustainability practices, raising awareness about climate change and its impacts. 6. **Partnerships for the Goals (Goal 17)**: – Collaborating with experts, NGOs, and community organizations can enhance the depth and impact of reporting, illustrating the importance of partnerships in journalism. By focusing on these themes, the **Special Journalism** course can equip students to engage with critical issues in society, promoting informed public discourse and contributing to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133202 | Pemasaran dan PR Korporasi | Corporate Marketing and PR | Corporate Marketing and PR course examines the strategies and practices used to build and maintain a positive corporate image while effectively promoting products and services. | 1. **Goal 8: Decent Work and Economic Growth** – Discussions about ethical marketing practices and their impact on job creation and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Exploring how corporate marketing can promote sustainable industrial practices and innovation. 3. **Goal 12: Responsible Consumption and Production** – Addressing sustainable marketing strategies and promoting products that support sustainable consumption. 4. **Goal 13: Climate Action** – Understanding the role of corporate communications in raising awareness and promoting climate-friendly practices. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaborations between businesses, governments, and NGOs in achieving sustainability. By integrating these goals, the course can emphasize the importance of ethical marketing and corporate responsibility. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133303 | Manajemen Reputasi dan Krisis | Reputation and Crisis Management | Reputation and Crisis Management course focuses on strategies for building, maintaining, and restoring organizational reputation in the face of challenges. | 1. **Goal 8: Decent Work and Economic Growth** – Managing reputation can affect employee morale and retention. A positive reputation attracts talent and supports economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Companies that manage crises effectively can maintain stakeholder trust, which is essential for innovation and infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Crisis management strategies can address issues related to product safety and sustainability, reinforcing responsible practices in production and consumption. 4. **Goal 13: Climate Action** – In times of crisis, especially related to environmental issues, effective communication can mitigate damage and promote sustainability efforts. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Reputation management involves transparency and ethical practices, which can foster trust and integrity within institutions. Courses covering these areas often emphasize strategic communication, stakeholder engagement, and ethical considerations in managing both reputation and crises. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133403 | Teknik Lobi, Negosiasi dan Presentasi | Lobbying, Negotiation and Presentation Techniques | Lobbying, Negotiation, and Presentation Techniques course explores the skills and strategies necessary for effective advocacy and persuasion in various contexts, including political, corporate, and community settings. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective lobbying and negotiation contribute to transparency and accountability in decision-making processes, promoting stronger institutions. 2. **Goal 17: Partnerships for the Goals** – Skills in negotiation and presentation are crucial for building partnerships between businesses, governments, and civil society to achieve sustainable development. 3. **Goal 8: Decent Work and Economic Growth** – Effective negotiation can lead to fair labor practices and better working conditions, supporting economic growth and decent work. 4. **Goal 12: Responsible Consumption and Production** – Lobbying efforts can advocate for policies that promote sustainability in production and consumption practices. 5. **Goal 13: Climate Action** – Negotiation skills are vital in discussions around environmental policies and climate change initiatives, enabling effective advocacy for sustainable practices. These skills are essential for effectively communicating ideas, influencing stakeholders, and driving meaningful change within organizations and society at large. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133503 | Marketing Communication | Marketing Communications | Marketing Communications course examines the strategies and tactics used to effectively communicate a brand’s message to its target audience. | 1. **Goal 8: Decent Work and Economic Growth** – Marketing communications can highlight a company’s commitment to fair labor practices and community development, fostering economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective marketing strategies can promote innovation in products and services, encouraging investment in sustainable infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Campaigns can educate consumers about sustainable products and practices, encouraging responsible consumption. 4. **Goal 13: Climate Action** – Marketing communications can raise awareness of climate issues, promote eco-friendly products, and support corporate initiatives focused on sustainability. 5. **Goal 17: Partnerships for the Goals** – Communication strategies can facilitate collaboration with NGOs, governments, and other stakeholders to advance shared sustainability goals. Incorporating these elements into marketing communications not only enhances a brand’s reputation but also drives positive social and environmental impact. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02133602 | Product Enggagement for Broadcasting | Product Engagement for Broadcasting | Product Engagement for Broadcasting course focuses on strategies for creating compelling content that resonates with audiences and enhances viewer or listener interaction with broadcast products. | 1. **Goal 4: Quality Education** – Broadcasting can be a powerful tool for educational content, promoting learning and awareness on various social issues. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Engaging audiences through innovative broadcasting techniques can enhance the media landscape, fostering technological advancements and infrastructure development. 3. **Goal 10: Reduced Inequalities** – Broadcasting that includes diverse voices and stories can help address inequalities and promote inclusivity. 4. **Goal 12: Responsible Consumption and Production** – Product engagement can promote sustainable practices through campaigns that encourage responsible consumer behavior. 5. **Goal 17: Partnerships for the Goals** – Collaborating with various stakeholders, including NGOs and community organizations, can enhance the impact of broadcasting efforts in promoting sustainability. Effective product engagement strategies can lead to more meaningful interactions, helping to foster a more informed and engaged audience while promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122303 | CSR and Political PR | CSR and Political PR | CSR and Political PR course examines the intersection of corporate social responsibility (CSR) and public relations in the political arena. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – CSR initiatives often involve ethical practices and transparency, which are vital for fostering trust in institutions. Political PR can promote these values to enhance public confidence. 2. **Goal 8: Decent Work and Economic Growth** – CSR efforts can focus on fair labor practices and community engagement, while political PR can advocate for policies that support economic growth and job creation. 3. **Goal 12: Responsible Consumption and Production** – Companies can use CSR to demonstrate commitment to sustainability, while political PR can help shape regulations that encourage responsible business practices. 4. **Goal 17: Partnerships for the Goals** – Both CSR and political PR can facilitate collaborations between businesses, governments, and NGOs to address social and environmental challenges. 5. **Goal 13: Climate Action** – CSR initiatives can include climate action commitments, and political PR can help communicate these efforts and advocate for supportive policies. Integrating CSR into political PR strategies enhances corporate reputation and fosters positive societal impact, aligning business goals with broader sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122403 | PR Personality | PR Personality | PR Personality course explores the traits, skills, and attributes essential for success in public relations. | 1. **Goal 10: Reduced Inequalities** – A PR personality that values inclusivity can help ensure diverse voices are represented in communications, addressing societal inequalities. 2. **Goal 12: Responsible Consumption and Production** – A focus on sustainability in PR messaging can encourage responsible consumer behavior and highlight ethical practices within industries. 3. **Goal 16: Peace, Justice, and Strong Institutions** – A PR personality that emphasizes transparency and integrity can foster trust between organizations and the public, contributing to stronger institutions. 4. **Goal 13: Climate Action** – A proactive, passionate personality can drive campaigns that raise awareness about climate issues and advocate for sustainability initiatives. 5. **Goal 17: Partnerships for the Goals** – A collaborative PR personality can facilitate partnerships between organizations, NGOs, and governments to advance shared goals. Overall, the personality traits of PR professionals—such as empathy, adaptability, and ethical commitment—play a vital role in how effectively they can communicate and influence public perception in alignment with sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122503 | Ekonomi Politik Media | The Political Economy of the Media | The Political Economy of the Media course examines the relationship between media, politics, and economics. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – A robust media landscape can promote transparency and accountability in governance, essential for building strong institutions. 2. **Goal 10: Reduced Inequalities** – The political economy perspective can highlight disparities in media access and representation, advocating for diverse voices and equitable media practices. 3. **Goal 4: Quality Education** – Media plays a crucial role in disseminating educational content. Understanding its economic underpinnings can enhance efforts to promote access to quality education through various media channels. 4. **Goal 12: Responsible Consumption and Production** – Media can influence consumer behavior and promote sustainability. Examining the economic models of media outlets can reveal their role in advocating for responsible production and consumption. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts between media organizations, governments, and civil society can drive awareness and action towards achieving sustainable development goals. By analyzing the political economy of the media, we can better understand its role in shaping public discourse, influencing policies, and contributing to social change in line with sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122603 | Teknik Kamera Video | Video Camera Techniques | Video Camera Techniques course focuses on the fundamental skills needed for effective video production using various camera equipment. | 1. **Goal 4: Quality Education** – Utilizing effective video techniques can enhance educational content, making learning more engaging and accessible, particularly in remote or underserved areas. 2. **Goal 10: Reduced Inequalities** – Techniques that focus on diverse representation and inclusive storytelling can help amplify underrepresented voices and issues, promoting social equality. 3. **Goal 12: Responsible Consumption and Production** – Videos can be used to promote sustainable practices and raise awareness about responsible consumption, showcasing eco-friendly products and practices. 4. **Goal 13: Climate Action** – Compelling video content can effectively communicate the urgency of climate change, driving awareness and action through impactful visuals and narratives. 5. **Goal 17: Partnerships for the Goals** – Video techniques can facilitate collaboration between organizations by documenting partnerships and shared initiatives, making their impacts more visible. By mastering video camera techniques, creators can produce content that not only informs and entertains but also drives social change and supports the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132703 | Metode Penelitian Kualitatif | Qualitative Research Methods | Qualitative Research Methods course introduces students to the principles and techniques used in qualitative research, emphasizing the exploration of human behavior, experiences, and social phenomena. | 1. **Goal 4: Quality Education** – Qualitative methods, such as interviews and focus groups, can explore educational needs and experiences, informing policies and practices to enhance learning outcomes. 2. **Goal 10: Reduced Inequalities** – These methods can provide insights into the experiences of marginalized groups, helping to identify barriers and inform strategies to promote equity and inclusion. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Qualitative research can assess public perceptions of justice and governance, providing critical feedback for improving institutional trust and accountability. 4. **Goal 12: Responsible Consumption and Production** – Understanding consumer attitudes and behaviors through qualitative research can inform campaigns promoting sustainable practices and responsible consumption. 5. **Goal 17: Partnerships for the Goals** – Qualitative approaches can facilitate dialogue between stakeholders, helping to identify common goals and collaborative strategies for sustainable development. By employing qualitative research methods, researchers and practitioners can gain deeper insights into societal issues, leading to more effective interventions and policies that align with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132802 | Social Media News | Social Media News | Social Media News course focuses on the evolving landscape of news reporting and consumption in the context of social media platforms. | 1. **Goal 4: Quality Education** – Social media can be used to disseminate educational content and raise awareness about various issues, making information accessible to diverse audiences. 2. **Goal 10: Reduced Inequalities** – Social media platforms can amplify the voices of marginalized groups, helping to address inequalities and promote social justice. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Social media can enhance transparency and accountability by facilitating public engagement and dialogue around governance and institutional issues. 4. **Goal 12: Responsible Consumption and Production** – Campaigns on social media can promote sustainable practices and encourage responsible consumer behavior through informative content. 5. **Goal 13: Climate Action** – Social media is a powerful tool for mobilizing action on climate change, sharing information, and advocating for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Social media fosters collaboration and partnerships among organizations, governments, and communities, facilitating collective action toward the SDGs. Overall, the role of social media in news dissemination can drive awareness, engagement, and action on critical social and environmental issues, supporting the achievement of sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02132903 | Fotografi dan Video Jurnalistik | Journalistic Photography and Video | Journalistic Photography and Video course focuses on the essential skills and techniques needed for visual storytelling in journalism. | 1. **Goal 4: Quality Education** – Visual journalism can enhance educational materials and campaigns, making complex information more accessible and engaging for diverse audiences. 2. **Goal 10: Reduced Inequalities** – Photography and video can highlight the experiences of marginalized communities, raising awareness of social injustices and promoting equity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Investigative journalism, through compelling visuals, can expose corruption and promote accountability, fostering trust in institutions. 4. **Goal 12: Responsible Consumption and Production** – Visual media can promote sustainable practices and educate the public about environmental issues, encouraging responsible consumer behavior. 5. **Goal 13: Climate Action** – Powerful imagery and video can effectively communicate the urgency of climate change, inspiring action and advocacy for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Collaborative projects in journalism can document and promote partnerships between organizations and communities working towards sustainable development. By leveraging journalistic photography and video, creators can not only inform and educate but also drive social change and support the achievement of the SDGs through impactful visual storytelling. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121603 | Public Speaking | Public Speaking | Public Speaking course focuses on developing effective communication skills for various speaking contexts. | 1. **Goal 4: Quality Education** – Effective public speaking can enhance educational presentations, workshops, and seminars, fostering better learning environments. 2. **Goal 10: Reduced Inequalities** – Speaking engagements can amplify the voices of marginalized communities, advocating for their rights and promoting social equity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Public speaking skills are essential for leaders and advocates who aim to promote transparency, accountability, and justice within institutions. 4. **Goal 12: Responsible Consumption and Production** – Engaging public speaking can raise awareness about sustainable practices and encourage audiences to make responsible choices. 5. **Goal 13: Climate Action** – Public speakers can mobilize communities around climate issues, inspiring action and advocacy for environmental sustainability. 6. **Goal 17: Partnerships for the Goals** – Effective communication is key in fostering collaborations among different stakeholders working towards shared goals. Mastering public speaking not only enhances individual effectiveness but also drives collective action and engagement on important social and environmental issues, supporting the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121703 | Desain Grafis Multimedia dan Animasi | Multimedia Graphic Design and Animation | Multimedia Graphic Design and Animation course explores the principles of graphic design and animation across various digital platforms. | 1. **Goal 4: Quality Education** – Multimedia design can create engaging educational materials, enhancing learning experiences through interactive graphics and animations. 2. **Goal 10: Reduced Inequalities** – Design can promote inclusivity by representing diverse cultures and perspectives, helping to raise awareness of social issues and inequalities. 3. **Goal 12: Responsible Consumption and Production** – Graphics and animations can effectively communicate sustainable practices and advocate for responsible consumer behavior. 4. **Goal 13: Climate Action** – Creative visual content can raise awareness about climate change and inspire action through compelling narratives and engaging visuals. 5. **Goal 17: Partnerships for the Goals** – Multimedia projects can facilitate collaboration by visually documenting partnerships and initiatives aimed at achieving sustainable development. By leveraging multimedia graphic design and animation, creators can enhance messages, engage audiences, and drive awareness and action on critical social and environmental issues, supporting the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121803 | Mediapreneurship | Mediapreneurship | Mediapreneurship course focuses on the intersection of media and entrepreneurship, equipping students with the skills to create and manage media ventures. | 1. **Goal 8: Decent Work and Economic Growth** – Mediapreneurship can create job opportunities and stimulate economic growth by developing new media ventures and supporting local economies. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurs in the media sector drive innovation, contributing to advancements in technology and infrastructure while promoting sustainable media practices. 3. **Goal 10: Reduced Inequalities** – Mediapreneurship can empower underrepresented groups by providing platforms for their voices and stories, helping to address social and economic inequalities. 4. **Goal 12: Responsible Consumption and Production** – Media entrepreneurs can promote sustainable practices through content that raises awareness about responsible consumption and environmental issues. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts among media entrepreneurs, NGOs, and communities can enhance the impact of projects aimed at achieving sustainable development. By fostering creativity and innovation, medipreneurship can not only contribute to economic growth but also drive social change and promote sustainability, aligning with the broader objectives of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121903 | Metode Penelitian Kuantitatif | Quantitative Research Methods | Quantitative Research Methods course provides students with an understanding of statistical techniques and methodologies used to analyze numerical data. | 1. **Goal 4: Quality Education** – Quantitative research can assess educational outcomes, helping to identify gaps and inform policies that improve access and quality in education. 2. **Goal 10: Reduced Inequalities** – By analyzing statistical data on income, education, and health, quantitative research can highlight disparities and inform strategies to address inequalities. 3. **Goal 12: Responsible Consumption and Production** – Surveys and data analysis can gauge consumer behavior regarding sustainability, providing insights to promote responsible consumption practices. 4. **Goal 13: Climate Action** – Quantitative methods can be used to model climate impacts, assess carbon emissions, and evaluate the effectiveness of environmental policies. 5. **Goal 17: Partnerships for the Goals** – Quantitative research can evaluate the impact of collaborative efforts among stakeholders, providing data that supports partnerships aimed at achieving sustainable development. By employing quantitative research methods, researchers and practitioners can generate actionable insights that inform decision-making and drive progress toward the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122003 | Hukum & Perundang-undangan Media Massa | Mass Media Law & Legislation | Mass Media Law & Legislation course examines the legal frameworks and regulations governing mass media, including print, broadcast, and digital platforms. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Strong media laws promote freedom of expression and press freedom, which are vital for transparent governance and accountability in institutions. 2. **Goal 10: Reduced Inequalities** – Legislation that protects the rights of marginalized groups in media can help reduce inequalities and promote diverse representation in media content. 3. **Goal 4: Quality Education** – Understanding media law can support educational initiatives about media literacy, helping individuals critically engage with media content. 4. **Goal 12: Responsible Consumption and Production** – Media regulations can guide ethical advertising and content creation, promoting responsible practices in media production and consumption. 5. **Goal 17: Partnerships for the Goals** – Collaborative efforts between governments, media organizations, and civil society can strengthen media laws and enhance their effectiveness in promoting sustainable development. By studying mass media law and legislation, practitioners can better navigate legal challenges, advocate for media rights, and contribute to the promotion of a free and responsible media landscape that supports the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122103 | News Presenting | News Presenting | News Presenting course focuses on the skills and techniques necessary for effective on-air news delivery. | 1. **Goal 4: Quality Education** – News presenters can educate the public on important issues, fostering awareness and understanding of various topics, including health, science, and social justice. 2. **Goal 10: Reduced Inequalities** – Presenting diverse stories and perspectives can amplify the voices of marginalized communities, promoting inclusivity and social equity in media representation. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Responsible news presenting contributes to transparency and accountability in governance, helping to inform citizens and promote civic engagement. 4. **Goal 12: Responsible Consumption and Production** – Presenters can highlight sustainable practices and raise awareness about environmental issues, encouraging responsible consumer behavior. 5. **Goal 13: Climate Action** – News presenters play a vital role in communicating climate change issues, informing the public about environmental challenges and inspiring action. 6. **Goal 17: Partnerships for the Goals** – Collaborating with various organizations, news presenters can amplify campaigns and initiatives aimed at achieving the SDGs. By effectively presenting news, journalists can inform, educate, and engage audiences, fostering a more informed public and contributing to the achievement of sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02122203 | Jurnalistik TV | TV journalism | TV Journalism course focuses on the principles and practices of reporting, producing, and presenting news for television. | 1. **Goal 4: Quality Education** – TV journalism can provide educational programming that informs audiences about critical issues, enhancing public knowledge and understanding. 2. **Goal 10: Reduced Inequalities** – By covering diverse perspectives and stories from marginalized communities, TV journalism can promote social equity and raise awareness of inequalities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Investigative journalism on TV can hold power to account, fostering transparency and trust in institutions by reporting on governance and justice issues. 4. **Goal 12: Responsible Consumption and Production** – TV programs can educate viewers about sustainable practices, encouraging responsible consumer behavior and promoting environmental awareness. 5. **Goal 13: Climate Action** – TV journalism plays a crucial role in communicating climate change issues, educating the public on environmental challenges and inspiring action for sustainability. 6. **Goal 17: Partnerships for the Goals** – Collaborative projects between TV journalists and NGOs can amplify campaigns focused on social change and sustainable development. By effectively informing and engaging audiences, TV journalism can drive awareness and action on critical issues, supporting the broader objectives of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120903 | Komunikasi Organisasi dan Manajemen | Organizational Communication and Management | Organizational Communication and Management course examines the critical role of communication in organizational contexts and its impact on management practices. | 1. **Goal 8: Decent Work and Economic Growth** – Effective organizational communication can enhance employee engagement and productivity, contributing to economic growth and decent work conditions. 2. **Goal 10: Reduced Inequalities** – Promoting inclusive communication practices within organizations can help ensure diverse voices are heard, reducing inequalities and fostering a more equitable workplace. 3. **Goal 12: Responsible Consumption and Production** – Clear communication about sustainability practices and corporate social responsibility initiatives can enhance organizational commitment to responsible production and consumption. 4. **Goal 13: Climate Action** – Organizations can use effective communication strategies to promote climate action initiatives, raising awareness and motivating employees and stakeholders to participate. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Transparent communication within organizations builds trust and accountability, essential for strong institutional governance. 6. **Goal 17: Partnerships for the Goals** – Effective communication is vital for building partnerships and collaborations between organizations, NGOs, and communities to address social and environmental challenges. By enhancing communication strategies and management practices, organizations can drive positive change, support sustainable development, and contribute to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121003 | Komunikasi Politik, Pendapat Umum dan Pencitraan | Political Communication, Public Opinion and Image | Political Communication, Public Opinion, and Image course examines the interplay between communication strategies, public perception, and political behavior. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective political communication fosters transparency and accountability, promoting trust in institutions and enabling informed citizen participation in democratic processes. 2. **Goal 10: Reduced Inequalities** – By addressing diverse perspectives and issues, political communication can help amplify marginalized voices, contributing to greater social equity and inclusion. 3. **Goal 4: Quality Education** – Educating the public about political processes and issues through effective communication strategies can enhance civic engagement and understanding of democratic rights. 4. **Goal 12: Responsible Consumption and Production** – Political communication can advocate for sustainable policies and practices, shaping public opinion on environmental issues and responsible consumption. 5. **Goal 13: Climate Action** – Engaging communication strategies can mobilize public support for climate initiatives, influencing both policy and behavior toward sustainability. 6. **Goal 17: Partnerships for the Goals** – Political communication can facilitate collaboration between governments, civil society, and the private sector, fostering partnerships aimed at achieving the SDGs. By strategically managing public opinion and political image, effective communication can drive awareness, engagement, and action toward sustainable development goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121103 | Teori Media | Media Theory | Media Theory course explores the fundamental concepts and frameworks that shape the study of media and communication. | 1. **Goal 4: Quality Education** – Media theories can inform educational practices by analyzing how media can be used effectively in teaching and learning environments, enhancing educational outcomes. 2. **Goal 10: Reduced Inequalities** – Theories addressing representation and media bias can highlight how media shapes perceptions of marginalized groups, promoting more equitable portrayals and narratives. 3. **Goal 12: Responsible Consumption and Production** – Media theories can explore the role of advertising and content in shaping consumer behavior, encouraging responsible consumption and awareness of sustainable practices. 4. **Goal 13: Climate Action** – Media theories can analyze how climate change is communicated, helping to improve messaging strategies that mobilize public awareness and action on environmental issues. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Theories examining the relationship between media and democracy can enhance understanding of media’s role in promoting transparency, accountability, and civic engagement. 6. **Goal 17: Partnerships for the Goals** – Media theories can facilitate collaboration among stakeholders by providing insights into how media can effectively support partnerships and collective action towards sustainable development. By applying media theories, researchers and practitioners can better understand and leverage the power of media to drive social change and contribute to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121203 | Dasar-Dasar Konvergensi Jurnalistik | Basics of Journalistic Convergence | Basics of Journalistic Convergence course introduces students to the integration of various media formats and platforms in journalism. | 1. **Goal 4: Quality Education** – Converged journalism can enhance educational content delivery, utilizing various platforms to engage learners and provide comprehensive information on critical issues. 2. **Goal 10: Reduced Inequalities** – Converged media can amplify diverse voices by integrating different media formats (e.g., text, audio, video) to reach broader audiences and highlight marginalized perspectives. 3. **Goal 12: Responsible Consumption and Production** – Converged journalism can raise awareness about sustainable practices by using multiple formats to inform consumers about responsible choices. 4. **Goal 13: Climate Action** – Utilizing various media formats, such as social media, videos, and interactive graphics, can effectively communicate climate issues and engage the public in advocacy. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Converged journalism can enhance transparency and accountability by using various platforms to cover governance and justice issues, fostering informed civic engagement. 6. **Goal 17: Partnerships for the Goals** – Converged journalism can facilitate collaboration among media organizations, NGOs, and communities, allowing for collective action towards achieving the SDGs. By embracing the principles of journalistic convergence, media professionals can create more engaging, accessible, and impactful storytelling that supports sustainable development objectives. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121303 | Dasar-dasar Penyiaran | Broadcasting Basics | Broadcasting Basics course provides an introduction to the fundamental concepts and techniques of radio and television broadcasting. | 1. **Goal 4: Quality Education** – Broadcasting can provide educational programming that informs and engages audiences, making learning accessible through various channels, including radio and television. 2. **Goal 10: Reduced Inequalities** – Broadcasting can amplify the voices of marginalized communities, promoting inclusivity and diversity in media representation and content. 3. **Goal 12: Responsible Consumption and Production** – Educational campaigns through broadcasting can raise awareness about sustainability and encourage responsible consumer behavior. 4. **Goal 13: Climate Action** – Broadcasting plays a crucial role in disseminating information about climate change, environmental issues, and initiatives that inspire public action and advocacy. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Broadcasting can enhance transparency and accountability in governance by providing coverage of civic issues, thus promoting informed public participation. 6. **Goal 17: Partnerships for the Goals** – Broadcasting can facilitate partnerships between organizations, governments, and communities, helping to share information and coordinate efforts toward sustainable development. By mastering the basics of broadcasting, media professionals can effectively inform, educate, and engage audiences, contributing to the broader goals of sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121403 | Dasar-dasar Public Relations | Basics of Public Relations | Basics of Public Relations course introduces students to the foundational principles and practices of public relations (PR). | 1. **Goal 4: Quality Education** – PR can support educational initiatives by promoting awareness of important issues and informing the public about educational resources and opportunities. 2. **Goal 10: Reduced Inequalities** – Effective PR strategies can amplify the voices of marginalized communities, promoting diversity and inclusion within communications and campaigns. 3. **Goal 12: Responsible Consumption and Production** – PR campaigns can educate consumers about sustainable practices and encourage organizations to adopt environmentally responsible behaviors. 4. **Goal 13: Climate Action** – PR professionals can raise awareness about climate issues, advocate for sustainable practices, and mobilize communities around environmental initiatives. 5. **Goal 16: Peace, Justice, and Strong Institutions** – PR plays a crucial role in fostering transparency and trust, helping organizations communicate their values and actions effectively to build strong institutions. 6. **Goal 17: Partnerships for the Goals** – PR facilitates collaboration between organizations, governments, and civil society, helping to promote partnerships aimed at achieving sustainable development objectives. By mastering the basics of public relations, professionals can effectively engage stakeholders, build relationships, and contribute to the advancement of social and environmental goals aligned with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02121503 | Feature News and Creative Writing | Feature News and Creative Writing | Feature News and Creative Writing course focuses on the art of storytelling in journalism, emphasizing the creation of compelling feature articles and narratives. | 1. **Quality Education (SDG 4)**: The course itself promotes literacy and critical thinking, key components of quality education. 2. **Gender Equality (SDG 5)**: Topics related to gender issues can be explored through creative writing and journalism, highlighting women’s stories and challenges. 3. **Reduced Inequality (SDG 10)**: Courses can address social justice issues, exploring marginalized voices and fostering inclusive narratives. 4. **Sustainable Cities and Communities (SDG 11)**: Feature writing can focus on urban development, sustainability, and community issues. 5. **Climate Action (SDG 13)**: Environmental themes can be a central topic, encouraging awareness and advocacy through writing. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: Investigative journalism and feature stories can address issues of governance, justice, and human rights. Through various writing assignments and projects, students can engage with these goals, enhancing awareness and encouraging action through their creative work. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110203 | English for Communication | English for Communication | English for Communication course is designed to enhance students’ English language skills specifically for effective communication in professional and social contexts. | 1. **Quality Education (SDG 4)**: The course itself aims to improve language skills, which are crucial for effective communication and education. 2. **Gender Equality (SDG 5)**: Discussions and materials can highlight gender issues, promoting awareness and advocacy through communication. 3. **Reduced Inequality (SDG 10)**: The course can focus on inclusive communication practices, helping students from diverse backgrounds express themselves effectively. 4. **Sustainable Cities and Communities (SDG 11)**: Communication about urban issues and community engagement can be explored through presentations and discussions. 5. **Climate Action (SDG 13)**: Topics related to environmental communication can be incorporated, encouraging students to engage with sustainability issues. 6. **Partnerships for the Goals (SDG 17)**: The course can emphasize collaboration and communication skills necessary for working with others toward shared goals. Through various activities like presentations, discussions, and writing assignments, students can develop skills that align with these SDGs, promoting awareness and engagement with global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110302 | Archipelago Ethnicity Communication | Archipelago Ethnicity Communication | Archipelago Ethnicity Communication course explores the diverse cultural and ethnic identities within archipelagic regions, focusing on how these identities influence communication practices. | 1. **Reduced Inequality (SDG 10)**: This course can explore the diverse ethnic groups within archipelagos, addressing issues of representation, power dynamics, and the challenges faced by marginalized communities. 2. **Quality Education (SDG 4)**: The course can promote understanding of cultural diversity and encourage the development of communication skills that respect and reflect the varied perspectives of different ethnic groups. 3. **Gender Equality (SDG 5)**: Discussions can focus on the roles and contributions of different genders within various ethnic communities, promoting gender-sensitive communication practices. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: The course can address conflict resolution and the role of communication in fostering peace among diverse ethnic groups. 5. **Sustainable Cities and Communities (SDG 11)**: Communication about local cultures and community needs can be a key focus, emphasizing the importance of inclusive dialogue in urban development. 6. **Partnerships for the Goals (SDG 17)**: The course can encourage collaboration among students from different backgrounds, promoting intercultural communication and partnerships for shared goals. By integrating these themes, the course can enhance students’ understanding of the complexities of ethnicity and communication in archipelagos, fostering skills that contribute to social cohesion and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110403 | ICT dan Big Data | ICT and Big Data | ICT and Big Data course explores the intersection of information and communication technology (ICT) and big data analytics. | 1. **Quality Education (SDG 4)**: The course can promote digital literacy, teaching students how to use ICT tools and analyze big data, essential skills for modern education. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing the role of ICT in driving innovation and developing infrastructure, the course can explore how big data can enhance industries and economies. 3. **Reduced Inequality (SDG 10)**: The course can address how data analytics can identify and address disparities in access to resources, services, and opportunities. 4. **Sustainable Cities and Communities (SDG 11)**: ICT and big data can be applied to urban planning, environmental monitoring, and enhancing the quality of life in communities. 5. **Climate Action (SDG 13)**: The course can cover how big data analytics can inform climate action strategies and environmental sustainability efforts. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: ICT can facilitate transparent governance and data-driven decision-making, promoting accountability and justice. 7. **Partnerships for the Goals (SDG 17)**: The course can highlight the importance of collaboration and data sharing among various stakeholders to achieve sustainable development goals. By integrating these themes, the course can equip students with the knowledge and skills to leverage ICT and big data for positive social impact and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110503 | Etika dan Filsafat Komunikasi | Ethics and Philosophy of Communication | Ethics and Philosophy of Communication course examines the ethical principles and philosophical theories that underpin communication practices across various contexts. | 1. **Quality Education (SDG 4)**: The course can foster critical thinking about ethical communication practices and the philosophical underpinnings of information dissemination. 2. **Gender Equality (SDG 5)**: Discussions can center on ethical considerations in gender representation and the impact of communication on gender norms and stereotypes. 3. **Reduced Inequality (SDG 10)**: The course can address the role of communication in perpetuating or challenging social inequalities, emphasizing the ethical responsibilities of communicators. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Ethical communication is crucial for promoting transparency, accountability, and justice, making this goal particularly relevant to the course. 5. **Partnerships for the Goals (SDG 17)**: The philosophy of communication can emphasize the importance of collaboration and dialogue in achieving shared objectives, fostering partnerships among diverse stakeholders. 6. **Decent Work and Economic Growth (SDG 8)**: The course can examine ethical considerations in corporate communication, labor relations, and the responsibilities of organizations toward their employees and communities. By integrating these themes, the course can help students navigate the complexities of ethical communication, equipping them with the philosophical frameworks needed to engage responsibly in diverse communicative contexts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02110603 | Dasar-Dasar Fotografi | Photography Basics | Photography Basics course introduces students to the fundamental concepts and techniques of photography. Students learn about camera operation, composition, lighting, exposure, and the elements of visual storytelling. | 1. **Quality Education (SDG 4)**: Teaching photography skills fosters creativity and critical thinking, providing students with valuable tools for self-expression and communication. 2. **Gender Equality (SDG 5)**: Photography can be a powerful medium to highlight gender issues, promote women’s stories, and challenge stereotypes, encouraging a more inclusive representation. 3. **Reduced Inequality (SDG 10)**: The course can focus on using photography to amplify marginalized voices and document social issues, fostering awareness and empathy. 4. **Sustainable Cities and Communities (SDG 11)**: Students can explore urban environments through photography, highlighting community stories, sustainability efforts, and cultural diversity. 5. **Climate Action (SDG 13)**: Photography can raise awareness of environmental issues and climate change, encouraging advocacy and action through visual storytelling. 6. **Peace, Justice, and Strong Institutions (SDG 16)**: The course can address how photography can document social justice movements and promote dialogue about human rights and governance. 7. **Partnerships for the Goals (SDG 17)**: Collaborative photography projects can foster partnerships among students, communities, and organizations, promoting shared objectives and storytelling. By integrating these themes, the Photography Basics course can empower students to use their skills for social change, creativity, and engagement with global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120703 | Core Theory of Communication | Core Theory of Communication | Core Theory of Communication course provides a comprehensive overview of foundational theories and concepts that underpin the study of communication. | 1. **Quality Education (SDG 4)**: Understanding communication theories enhances critical thinking and analytical skills, promoting a deeper comprehension of how communication shapes learning and information dissemination. 2. **Reduced Inequality (SDG 10)**: Theories of communication can address power dynamics and representation, exploring how communication practices can perpetuate or challenge social inequalities. 3. **Gender Equality (SDG 5)**: The course can examine communication theories related to gender, focusing on representation, stereotypes, and the role of media in shaping perceptions of gender. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Theories of communication are vital for understanding conflict resolution, dialogue facilitation, and the role of communication in promoting justice and accountability. 5. **Partnerships for the Goals (SDG 17)**: Theories of collaboration and networking can be explored, emphasizing the importance of communication in building partnerships to achieve common objectives. 6. **Sustainable Cities and Communities (SDG 11)**: The course can cover communication strategies that promote community engagement and participation in urban development and sustainability efforts. By integrating these themes, the Core Theory of Communication course can equip students with a comprehensive understanding of communication processes, enabling them to engage effectively with social issues and contribute to sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU KOMUNIKASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E02120803 | Komunikasi Antar Pribadi dan Kelompok | Interpersonal and Group Communication | “Interpersonal and Group Communication course focuses on the dynamics of communication in one-on-one interactions and within groups. | 1. **Quality Education (SDG 4)**: This course enhances communication skills essential for effective learning and collaboration, promoting critical thinking and interpersonal understanding. 2. **Reduced Inequality (SDG 10)**: By addressing communication barriers and fostering inclusive dialogue, the course can help students understand and mitigate inequalities within groups. 3. **Gender Equality (SDG 5)**: The course can examine how interpersonal communication shapes gender dynamics and promotes equality, encouraging students to explore issues like representation and stereotypes. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Effective communication is vital for conflict resolution and building strong, transparent institutions. The course can focus on dialogue and negotiation skills to promote peace. 5. **Sustainable Cities and Communities (SDG 11)**: Interpersonal and group communication skills are essential for community engagement and participatory decision-making in urban planning and development. 6. **Partnerships for the Goals (SDG 17)**: The course can emphasize teamwork and collaboration, teaching students how to work effectively in diverse groups to achieve common goals. By integrating these themes, the Interpersonal and Group Communication course can empower students with the skills necessary to navigate social dynamics, foster inclusion, and contribute positively to their communities and beyond. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110102 | Dasar Administrasi dan Kebijakan Kesehatan | Basics of Health Administration and Policy | The course “Basics of Health Administration and Policy” provides an introduction to the fundamental concepts and practices in health care management and public policy. | 1. Goal 3: Good Health and Well-Being – This goal is directly related to health administration and policy, focusing on ensuring healthy lives and promoting well-being for all. 2. Goal 1: No Poverty – Health policies can influence access to healthcare services, impacting poverty levels. 3. Goal 10: Reduced Inequalities – Understanding health administration can help identify and address disparities in healthcare access and outcomes. 4. Goal 17: Partnerships for the Goals – Collaboration among various stakeholders in health administration is crucial for effective policy implementation and achieving health-related goals. 5. Goal 4: Quality Education (to some extent) – Education and training in health administration contribute to building a knowledgeable workforce in healthcare. These goals highlight the intersection of health systems, policy-making, and social equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136203 | Penyuluhan kesehatan | Health education | The course “Health Education” focuses on promoting health literacy and empowering individuals to make informed health choices. | 1. Goal 3: Good Health and Well-Being – Health education directly contributes to improving health outcomes by empowering individuals with knowledge about disease prevention, healthy lifestyles, and healthcare access. 2. Goal 4: Quality Education – Integrating health education into school curriculums promotes overall educational quality and helps students develop lifelong health skills. 3. Goal 5: Gender Equality – Health education can address specific health issues faced by different genders, promoting equal access to health information and resources. 4. Goal 10: Reduced Inequalities – By providing equitable access to health education, we can help reduce disparities in health outcomes among different populations. 5. Goal 17: Partnerships for the Goals – Effective health education often requires collaboration between governments, schools, communities, and healthcare providers. Overall, health education plays a vital role in empowering individuals and communities, contributing to the achievement of multiple SDGs. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136503 | Pengembangan media kesehatan | Health media development | The course “Health Media Development” focuses on the intersection of health communication and media production. | 1. Goal 3: Good Health and Well-Being – Health media initiatives aim to improve health outcomes by providing accurate information on prevention, treatment, and healthy practices. 2. Goal 4: Quality Education – Health media can serve as an educational tool, enhancing knowledge about health issues in communities and schools. 3. Goal 5: Gender Equality – Media campaigns can address gender-specific health issues and promote equal access to health information for all genders. 4. Goal 10: Reduced Inequalities – Effective health media can reach marginalized populations, helping to bridge information gaps and reduce health disparities. 5. Goal 17: Partnerships for the Goals – Collaboration between health organizations, media professionals, and communities can strengthen health messaging and outreach efforts. By leveraging various media platforms, health media development plays a vital role in informing and empowering individuals and communities, ultimately contributing to better health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135103 | Keselamatan dan Kesehatan Kerja Berbagai Sektor | Occupational Safety and Health in Various Sectors | The course “Occupational Safety and Health in Various Sectors” provides an overview of safety and health practices tailored to different industries. | 1. Goal 3: Good Health and Well-Being – Ensuring safe and healthy working conditions directly contributes to the health and well-being of workers. 2. Goal 8: Decent Work and Economic Growth – Promoting safe and secure working environments is essential for decent work, which enhances productivity and economic growth. 3. Goal 5: Gender Equality – Addressing workplace safety issues can help protect all workers, including women who may face specific occupational hazards. 4. Goal 10: Reduced Inequalities – Effective OSH practices can help reduce health disparities among different worker groups, ensuring that all employees have access to safe work environments. 5. Goal 9: Industry, Innovation, and Infrastructure – Promoting safety standards in industries encourages innovation and improvements in workplace safety practices. 6. Goal 17: Partnerships for the Goals – Collaboration among governments, businesses, and organizations is essential for effective OSH policy implementation and advocacy. By prioritizing occupational safety and health, various sectors can create safer work environments, ultimately enhancing overall public health and contributing to sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132303 | Manajemen dan Analisis Data Lanjutan | Advanced Data Management and Analysis | The course “Advanced Data Management and Analysis” focuses on sophisticated techniques for managing and analyzing large datasets. | 1. Goal 3: Good Health and Well-Being – Analyzing health data can lead to improved health outcomes, better resource allocation, and more effective public health interventions. 2. Goal 4: Quality Education – Data analysis can enhance educational research and policy, helping to identify areas for improvement in education systems. 3. Goal 9: Industry, Innovation, and Infrastructure – Data management and analysis support innovation and efficiency in industries, contributing to sustainable economic growth. 4. Goal 11: Sustainable Cities and Communities – Data-driven approaches can help manage urban development, infrastructure planning, and resource allocation, making cities more sustainable. 5. Goal 16: Peace, Justice, and Strong Institutions – Effective data management is crucial for transparency, accountability, and informed policy-making in governance. 6. Goal 17: Partnerships for the Goals – Data collaboration across sectors can enhance knowledge sharing and foster partnerships that address global challenges. By leveraging advanced data management and analysis techniques, organizations can make informed decisions that support the achievement of these SDGs, ultimately driving social, economic, and environmental progress. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133803 | Telaah dan Rancangan Riset Epidemiologi | Epidemiological Research Study and Design | The course “Epidemiological Research Study and Design” provides a comprehensive overview of the principles and methodologies used in epidemiological research. | 1. **Goal 3: Good Health and Well-being** – The course directly focuses on improving health outcomes through research on diseases, health systems, and public health interventions. 2. **Goal 4: Quality Education** – By educating students about epidemiological methods, the course contributes to quality education in the health sciences. 3. **Goal 10: Reduced Inequalities** – Epidemiology often examines health disparities and social determinants of health, promoting understanding and solutions to reduce inequalities. 4. **Goal 17: Partnerships for the Goals** – Collaborative research efforts often involve partnerships across institutions, sectors, and countries, aligning with this goal. 5. **Goal 6: Clean Water and Sanitation** (sometimes) – If the course includes studies on waterborne diseases or sanitation-related health issues. By addressing these goals, the course contributes to broader public health objectives and global health initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135603 | Analisis Mengenai Dampak Lingkungan Kesehatan Masyarakat | Analysis of Environmental Impacts on Public Health | The course “Analysis of Environmental Impacts on Public Health” examines the complex relationships between environmental factors and health outcomes. | 1. **Goal 3: Good Health and Well-being** – The course directly addresses health outcomes related to environmental factors, focusing on reducing diseases and promoting overall well-being. 2. **Goal 6: Clean Water and Sanitation** – Analyzing water quality and its health impacts connects directly to ensuring availability and sustainable management of water and sanitation. 3. **Goal 11: Sustainable Cities and Communities** – The course may explore the effects of urban planning and the built environment on health, promoting sustainable practices in cities. 4. **Goal 13: Climate Action** – Examining the health impacts of climate change, including extreme weather events and changing disease patterns, aligns with this goal. 5. **Goal 15: Life on Land** – Addressing soil contamination and its effects on public health contributes to sustainable land use and biodiversity. 6. **Goal 10: Reduced Inequalities** – Investigating how environmental factors disproportionately affect vulnerable populations helps highlight and address health disparities. By covering these goals, the course contributes to a comprehensive understanding of the interplay between environmental conditions and public health, fostering sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137402 | Manajemen Pemasaran dan Inovasi Rumah Sakit | Hospital Marketing and Innovation Management | The course “Hospital Marketing and Innovation Management” focuses on the strategies and practices involved in effectively marketing health care services and fostering innovation within hospital settings. | 1. **Goal 3: Good Health and Well-being** – The course focuses on promoting health services and improving patient care, directly contributing to better health outcomes. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizing innovation in healthcare practices and technology aligns with this goal by fostering resilient infrastructure and promoting sustainable industrialization. 3. **Goal 10: Reduced Inequalities** – Marketing strategies can address disparities in healthcare access and improve outreach to underserved populations, helping to reduce inequalities in health services. 4. **Goal 11: Sustainable Cities and Communities** – The course may explore how hospitals can better serve urban populations, contributing to healthier, more sustainable communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between hospitals, communities, and stakeholders aligns with this goal, enhancing efforts towards collective health initiatives. By addressing these goals, the course equips students with the tools to improve healthcare marketing and innovation, contributing to broader public health and sustainability objectives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137502 | Manajemen Logistik Rumah Sakit | Hospital Logistics Management | The course “Hospital Logistics Management” focuses on the principles and practices essential for optimizing logistics in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – The course directly contributes to enhancing healthcare delivery by ensuring that necessary supplies and resources are available, thereby improving health outcomes. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focusing on efficient logistics practices and the integration of technology in supply chains supports resilient infrastructure and promotes innovation within healthcare systems. 3. **Goal 12: Responsible Consumption and Production** – By emphasizing sustainable logistics practices, such as waste reduction and efficient resource use, the course aligns with promoting sustainable consumption. 4. **Goal 10: Reduced Inequalities** – Effective logistics management can help ensure that healthcare services are accessible to underserved populations, addressing disparities in health access. 5. **Goal 17: Partnerships for the Goals** – Collaboration among various stakeholders (e.g., suppliers, healthcare providers) is crucial for effective logistics management, promoting partnerships for better healthcare outcomes. By covering these goals, the course equips students with the tools to optimize hospital logistics, contributing to broader public health and sustainability objectives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137602 | Manajemen Mutu dan Keselamatan Pasien | Quality Management and Patient Safety | The course “Quality Management and Patient Safety” focuses on the frameworks and strategies essential for improving healthcare quality and ensuring patient safety. | 1. **Goal 3: Good Health and Well-being** – The primary focus of the course is on improving healthcare quality and patient safety, which directly contributes to better health outcomes. 2. **Goal 5: Gender Equality** (indirectly) – By promoting equitable healthcare practices and addressing gender-specific health issues, the course can contribute to gender equality in health services. 3. **Goal 10: Reduced Inequalities** – Emphasizing quality management can help identify and address disparities in healthcare access and outcomes among different populations. 4. **Goal 12: Responsible Consumption and Production** – Incorporating sustainable practices in healthcare quality management can promote responsible use of resources and waste reduction. 5. **Goal 17: Partnerships for the Goals** – Collaboration among healthcare providers, policymakers, and other stakeholders is essential for implementing effective quality management and patient safety initiatives. By addressing these goals, the course prepares students to enhance healthcare quality and safety, ultimately contributing to more sustainable and equitable health systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137702 | Kepemimpinan Rumah Sakit | Hospital Leadership | The course “Hospital Leadership” examines the essential skills and strategies required for effective leadership in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – The course focuses on effective leadership strategies to improve healthcare delivery, enhance patient outcomes, and promote overall health in communities. 2. **Goal 4: Quality Education** – By educating future leaders in healthcare management, the course contributes to quality education and training in health leadership and administration. 3. **Goal 10: Reduced Inequalities** – Emphasizing inclusive leadership practices can help address disparities in healthcare access and promote equity in health services. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong leadership in hospitals fosters ethical governance, transparency, and accountability, which are essential for building trust in healthcare systems. 5. **Goal 17: Partnerships for the Goals** – Effective hospital leadership often involves collaboration with various stakeholders, including healthcare professionals, community organizations, and policymakers, to achieve common health objectives. By covering these goals, the course equips students with the skills to lead healthcare organizations effectively, contributing to better health outcomes and sustainable development in the healthcare sector. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137802 | Analisis Kebijakan Perumahsakitan | Hospital Policy Analysis | The course “Hospital Policy Analysis” focuses on the critical evaluation and formulation of policies that impact hospital operations and healthcare delivery. | 1. **Goal 3: Good Health and Well-being** – The course focuses on evaluating and developing policies that directly impact health outcomes, access to care, and the overall quality of healthcare services. 2. **Goal 10: Reduced Inequalities** – Analyzing policies related to health equity helps address disparities in healthcare access and outcomes among different populations. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Understanding the regulatory and legislative context of healthcare policies contributes to building effective governance and accountability in health systems. 4. **Goal 4: Quality Education** (indirectly) – By preparing future healthcare leaders and policymakers, the course supports the educational foundation necessary for informed policy development. 5. **Goal 17: Partnerships for the Goals** – Emphasizing collaboration among stakeholders in healthcare policy development fosters partnerships that can lead to improved health systems and outcomes. By addressing these goals, the course equips students with the tools to analyze and develop effective healthcare policies, ultimately contributing to sustainable health systems and improved public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137902 | Manajemen Sumber Daya Manusia Rumah Sakit | Hospital Human Resources Management | The course “Hospital Human Resources Management” focuses on the strategies and practices essential for effectively managing human capital in healthcare settings. | 1. **Goal 3: Good Health and Well-being** – Effective management of healthcare personnel directly impacts the quality of care provided, leading to better health outcomes for patients. 2. **Goal 4: Quality Education** – The course may emphasize training and development programs for healthcare workers, contributing to quality education and continuous professional development. 3. **Goal 5: Gender Equality** – Promoting equitable hiring practices and addressing gender disparities in healthcare employment supports this goal. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on fair labor practices, employee well-being, and workforce sustainability contributes to this goal by fostering a motivated and productive healthcare workforce. 5. **Goal 10: Reduced Inequalities** – Addressing disparities in employment practices and promoting diversity and inclusion within the healthcare workforce can help reduce inequalities. 6. **Goal 17: Partnerships for the Goals** – Collaboration with educational institutions and other organizations can enhance HR practices and workforce development in healthcare settings. By addressing these goals, the course prepares students to manage human resources effectively in hospitals, ultimately contributing to improved healthcare services and sustainable development in the health sector. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23U02133720 | Komunikasi dan Interaksi Sosial | Communication and Social Interaction | The course “Communication and Social Interaction” explores the dynamics of communication in various social contexts. Students will examine theories and principles of interpersonal communication, including verbal and non-verbal communication, active listening, and conflict resolution. | 1. **Goal 4: Quality Education** – Effective communication skills are essential for learning and teaching, contributing to quality educational experiences. 2. **Goal 5: Gender Equality** – The course may address gender dynamics in communication, promoting equality and understanding of gender issues in social interactions. 3. **Goal 10: Reduced Inequalities** – By exploring communication barriers and strategies, the course can help reduce social inequalities and improve access to information for marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering effective communication is vital for building trust, resolving conflicts, and promoting civic engagement in communities. 5. **Goal 17: Partnerships for the Goals** – Emphasizing collaborative communication skills can enhance partnerships and teamwork, which are essential for achieving various SDGs. By addressing these goals, the course equips students with the necessary skills to navigate social interactions effectively, fostering understanding and collaboration in diverse contexts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136702 | Asas-asas penelitian perilaku | Principles of behavioral research | The course “Principles of Behavioral Research” introduces students to the foundational concepts and methodologies used in behavioral research. | 1. **Goal 3: Good Health and Well-being** – Understanding human behavior is crucial for developing interventions that promote health and well-being, addressing issues like mental health, substance use, and health behaviors. 2. **Goal 4: Quality Education** – The course emphasizes research methodologies that can enhance educational practices and improve learning outcomes, contributing to quality education. 3. **Goal 10: Reduced Inequalities** – By studying behavior across different populations, the course can help identify and address social inequalities, leading to more equitable interventions. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Research in behavioral sciences can inform policies that promote social cohesion, conflict resolution, and community engagement. 5. **Goal 17: Partnerships for the Goals** – Collaborative research efforts often involve partnerships between academia, communities, and organizations, fostering collective approaches to behavioral issues. By addressing these goals, the course prepares students to apply behavioral research principles to real-world challenges, ultimately contributing to sustainable development and improved quality of life. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136802 | Manajemen Pelatihan Promosi Kesehatan | Health Promotion Training Management | The course “Health Promotion Training Management” focuses on the strategies and techniques for effectively managing training programs aimed at promoting health and wellness. | 1. **Goal 3: Good Health and Well-being** – The primary focus of the course is on promoting health and preventing disease through effective training and management strategies. 2. **Goal 4: Quality Education** – The course emphasizes educating individuals and communities about health promotion, contributing to quality educational initiatives. 3. **Goal 10: Reduced Inequalities** – By addressing health disparities and promoting equitable access to health resources, the course helps reduce inequalities in health outcomes. 4. **Goal 11: Sustainable Cities and Communities** – Health promotion initiatives often focus on creating healthier environments within communities, contributing to urban sustainability. 5. **Goal 17: Partnerships for the Goals** – The course may involve collaboration with various stakeholders, including healthcare providers, community organizations, and policymakers, to enhance health promotion efforts. By addressing these goals, the course equips students with the skills to develop and manage effective health promotion programs, contributing to overall public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136902 | Pemasaran sosial | Social marketing | The course “Social Marketing” explores the application of marketing principles to promote social change and improve public health outcomes. | 1. **Goal 3: Good Health and Well-being** – Social marketing strategies often focus on health-related issues, promoting behaviors that improve health outcomes and prevent disease. 2. **Goal 4: Quality Education** – The course may emphasize educating communities about important social issues, contributing to informed decision-making and awareness. 3. **Goal 10: Reduced Inequalities** – Social marketing can target underserved populations, addressing disparities in access to resources and information. 4. **Goal 11: Sustainable Cities and Communities** – Campaigns may focus on community engagement and sustainable practices, promoting healthier and more resilient urban environments. 5. **Goal 12: Responsible Consumption and Production** – Social marketing can encourage sustainable behaviors and responsible consumption patterns among individuals and communities. 6. **Goal 17: Partnerships for the Goals** – The course often involves collaboration with various stakeholders, including nonprofits, government agencies, and businesses, to achieve social change. By addressing these goals, the course equips students with the skills to design and implement effective social marketing campaigns that contribute to positive social change and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137002 | Perilaku dan Budaya Organisasi Rumah Sakit | Hospital Organizational Behavior and Culture | The course “Hospital Organizational Behavior and Culture” examines the dynamics of behavior within healthcare organizations, focusing on how culture influences performance, employee engagement, and patient care. | 1. **Goal 3: Good Health and Well-being** – By promoting a positive organizational culture and effective teamwork, the course directly contributes to improved patient care and health outcomes. 2. **Goal 4: Quality Education** – The course emphasizes education and training for healthcare professionals, fostering continuous learning and development within the organization. 3. **Goal 5: Gender Equality** – Addressing diversity and inclusion in hospital culture promotes gender equality and equitable treatment within the workforce. 4. **Goal 8: Decent Work and Economic Growth** – Focus on employee engagement and satisfaction contributes to decent working conditions, staff retention, and overall workforce well-being. 5. **Goal 10: Reduced Inequalities** – By fostering a culture of inclusion and addressing disparities in the workplace, the course helps reduce inequalities in healthcare settings. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting ethical behavior and conflict resolution within hospital organizations supports strong governance and institutional integrity. 7. **Goal 17: Partnerships for the Goals** – The emphasis on teamwork and collaboration encourages partnerships both within the hospital and with external stakeholders for better health outcomes. By addressing these goals, the course equips students with the tools to foster a healthy organizational culture that enhances both employee and patient experiences in healthcare settings. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137102 | Manajemen Keuangan dan Akuntansi Rumah Sakit | Hospital Financial Management and Accounting | The course “Hospital Financial Management and Accounting” focuses on the financial principles and practices essential for effective management in healthcare organizations. | 1. **Goal 3: Good Health and Well-being** – Effective financial management ensures that hospitals can allocate resources efficiently, leading to improved healthcare services and better health outcomes. 2. **Goal 8: Decent Work and Economic Growth** – The course addresses financial sustainability and economic viability of healthcare organizations, contributing to decent work conditions and economic growth in the health sector. 3. **Goal 10: Reduced Inequalities** – By focusing on equitable resource allocation and financial practices, the course can help address disparities in healthcare access and quality. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizing transparency and accountability in financial management supports good governance and strengthens institutional integrity within healthcare organizations. 5. **Goal 17: Partnerships for the Goals** – Understanding financial management principles fosters partnerships between healthcare organizations and other stakeholders, such as government agencies and non-profits, to achieve common health objectives. By addressing these goals, the course equips students with the necessary skills to manage hospital finances effectively, ultimately contributing to sustainable healthcare delivery and improved public health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137202 | Sistem Informasi dan Teknologi Perumahsakitan | Hospital Information Systems and Technology | The course “Hospital Information Systems and Technology” focuses on the role of information systems and technology in enhancing hospital operations and patient care. | 1. **Goal 3: Good Health and Well-being** – Effective information systems improve healthcare delivery, patient safety, and health outcomes through better data management and access to information. 2. **Goal 4: Quality Education** – The course may cover the education and training of healthcare professionals in using technology, contributing to quality education in health informatics. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizing the role of technology in healthcare enhances infrastructure and fosters innovation in healthcare delivery. 4. **Goal 10: Reduced Inequalities** – Implementing information systems can improve access to healthcare services for underserved populations by facilitating telehealth and remote care options. 5. **Goal 11: Sustainable Cities and Communities** – Health information systems contribute to community health management and planning, promoting healthier urban environments. 6. **Goal 17: Partnerships for the Goals** – Collaboration between technology providers, healthcare organizations, and stakeholders is essential for developing effective information systems, fostering partnerships for improved health outcomes. By addressing these goals, the course prepares students to utilize technology effectively in healthcare settings, ultimately contributing to enhanced health systems and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01137302 | Manajemen Strategik Rumah Sakit | Hospital Strategic Management | The course “Hospital Strategic Management” focuses on the principles and practices of strategic planning within healthcare organizations. | 1. **Goal 3: Good Health and Well-being** – Strategic management focuses on improving healthcare services, enhancing patient outcomes, and ensuring the efficient allocation of resources to promote overall health. 2. **Goal 4: Quality Education** – The course often emphasizes the importance of training and development for healthcare professionals, contributing to quality education in health management. 3. **Goal 8: Decent Work and Economic Growth** – By focusing on the sustainability and financial viability of healthcare organizations, the course supports decent work conditions and economic growth within the health sector. 4. **Goal 10: Reduced Inequalities** – Strategic management can address healthcare disparities by ensuring equitable access to services and resources, promoting health equity among different populations. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Effective strategic management promotes transparency, accountability, and ethical governance in healthcare organizations, strengthening institutional integrity. 6. **Goal 17: Partnerships for the Goals** – Emphasizing collaboration with various stakeholders, including government agencies, NGOs, and community organizations, to achieve common health objectives and improve strategic outcomes. By addressing these goals, the course equips students with the skills to develop and implement effective strategies in healthcare settings, ultimately contributing to improved health systems and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135802 | Pengantar Toksikologi Lingkungan | Introduction to Environmental Toxicology | The course “Introduction to Environmental Toxicology” provides an overview of the principles and concepts related to the study of toxic substances in the environment and their effects on human health and ecosystems. | 1. **Goal 3: Good Health and Well-being** – Understanding toxic substances and their effects on human health is crucial for preventing diseases and promoting overall well-being. 2. **Goal 6: Clean Water and Sanitation** – Environmental toxicology examines the impact of pollutants on water quality and aquatic life, emphasizing the importance of clean water for health and ecosystems. 3. **Goal 12: Responsible Consumption and Production** – The course addresses the management of hazardous materials and waste, promoting sustainable practices to reduce environmental contamination. 4. **Goal 13: Climate Action** – Understanding the effects of environmental toxins in the context of climate change is important for developing strategies to mitigate their impact on health and ecosystems. 5. **Goal 15: Life on Land** – Exploring the effects of toxins on terrestrial ecosystems and biodiversity highlights the importance of protecting ecosystems from harmful substances. 6. **Goal 17: Partnerships for the Goals** – Collaboration between researchers, policymakers, and communities is essential for addressing environmental toxicology issues and promoting public health. By addressing these goals, the course equips students with the knowledge to understand and address the impacts of environmental toxins on health and ecosystems, contributing to sustainable development and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135902 | Pengendalian Vektor | Vector Control | The course “Vector Control” focuses on the strategies and methods used to manage and reduce populations of disease-carrying organisms, such as mosquitoes, ticks, and rodents. | 1. **Goal 3: Good Health and Well-being** – Vector control is essential for preventing vector-borne diseases (e.g., malaria, dengue), thereby improving health outcomes and reducing morbidity and mortality. 2. **Goal 6: Clean Water and Sanitation** – Effective vector control often involves managing water sources and sanitation practices to reduce breeding sites for vectors, promoting overall health and hygiene. 3. **Goal 11: Sustainable Cities and Communities** – Implementing vector control strategies contributes to healthier urban environments by managing vector populations in densely populated areas. 4. **Goal 15: Life on Land** – Vector control efforts can impact biodiversity and ecosystem management, highlighting the need for sustainable practices that protect both human health and environmental integrity. 5. **Goal 17: Partnerships for the Goals** – Successful vector control requires collaboration among governments, health organizations, communities, and researchers to implement effective strategies and share best practices. By addressing these goals, the course equips students with the knowledge and skills to develop and implement effective vector control programs, contributing to improved public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136002 | Sanitasi Tempat-Tempat Umum | Sanitation of Public Places | The course “Sanitation of Public Places” focuses on the principles and practices necessary to maintain hygiene and cleanliness in public environments. | 1. **Goal 3: Good Health and Well-being** – Ensuring proper sanitation in public places is essential for preventing the spread of diseases and promoting overall public health. 2. **Goal 6: Clean Water and Sanitation** – The course directly addresses the importance of sanitation practices and infrastructure, aiming to improve access to safe and hygienic facilities. 3. **Goal 11: Sustainable Cities and Communities** – Effective sanitation contributes to the sustainability and livability of urban environments, enhancing the quality of life for residents. 4. **Goal 12: Responsible Consumption and Production** – The course may cover waste management practices and sustainable sanitation solutions that minimize environmental impact. 5. **Goal 17: Partnerships for the Goals** – Collaboration among government agencies, community organizations, and health professionals is crucial for implementing effective sanitation strategies in public places. By addressing these goals, the course prepares students to promote and implement effective sanitation practices, contributing to healthier communities and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136102 | Psikologi kesehatan | Health psychology | The course “Health Psychology” explores the psychological factors that influence health, illness, and healthcare practices. | 1. **Goal 3: Good Health and Well-being** – The primary focus of health psychology is on understanding how psychological factors affect health and well-being, promoting healthier behaviors and improving health outcomes. 2. **Goal 4: Quality Education** – The course may emphasize education about mental health, health behaviors, and coping strategies, contributing to informed decision-making and health literacy. 3. **Goal 10: Reduced Inequalities** – By addressing the psychological aspects of health, the course can help identify and mitigate health disparities among different populations. 4. **Goal 11: Sustainable Cities and Communities** – Understanding how environmental and community factors influence health behaviors can inform public health initiatives aimed at creating healthier urban environments. 5. **Goal 17: Partnerships for the Goals** – Collaboration between psychologists, healthcare providers, and community organizations is often essential for effective health interventions and programs. By addressing these goals, the course equips students with the knowledge and skills to promote psychological well-being and healthier lifestyles, ultimately contributing to improved public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136302 | Komunikasi massa dan media sosial | Mass communication and social media | The course “Mass Communication and Social Media” examines the evolving landscape of communication in the digital age. Students will explore the theories and practices of mass communication, including traditional media (television, radio, print) and contemporary platforms (social media, blogs, podcasts). | 1. **Goal 4: Quality Education** – The course often emphasizes the role of communication in education and information dissemination, contributing to informed and educated societies. 2. **Goal 5: Gender Equality** – Mass communication and social media can be powerful tools for promoting gender equality and addressing gender-based issues in society. 3. **Goal 10: Reduced Inequalities** – The course may explore how media can amplify marginalized voices and reduce inequalities by promoting diverse perspectives and representation. 4. **Goal 11: Sustainable Cities and Communities** – Communication strategies can foster community engagement and awareness about sustainable practices, enhancing urban development and social cohesion. 5. **Goal 16: Peace, Justice, and Strong Institutions** – The course addresses the role of media in promoting transparency, accountability, and civic engagement, contributing to strong institutions and social justice. 6. **Goal 17: Partnerships for the Goals** – Effective mass communication often involves collaboration with various stakeholders, including governments, NGOs, and community organizations, to promote social change. By addressing these goals, the course equips students with the skills to leverage mass communication and social media for positive social impact and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136402 | Promosi Kesehatan FKTP dan RS | FKTP and Hospital Health Promotion | The course “FKTP and Hospital Health Promotion” focuses on the integration of community-based health initiatives (FKTP) with hospital-based health promotion strategies. Students will explore the role of primary health care facilities in promoting health and preventing disease within communities. | 1. **SDG 3: Good Health and Well-Being** – Focuses on ensuring healthy lives and promoting well-being for all at all ages. 2. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries, which is often addressed in health promotion initiatives. 4. **SDG 17: Partnerships for the Goals** – Encourages collaboration and partnerships across sectors to achieve the SDGs, relevant in health promotion contexts. These courses often incorporate principles of health equity, preventive care, and community health education, aligning them with these goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01136602 | Komunikasi interpersonal dan konseling kesehatan | Interpersonal communication and health counseling | The course “Interpersonal Communication and Health Counseling” focuses on the essential communication skills and techniques needed for effective health counseling. Students will explore key concepts such as active listening, empathy, and rapport-building in the context of health care interactions. | 1. **SDG 3: Good Health and Well-Being** – Promotes healthy lives and well-being for all, emphasizing the importance of effective communication in healthcare. 2. **SDG 4: Quality Education** – Supports quality education and training in communication skills, essential for healthcare professionals. 3. **SDG 5: Gender Equality** – Encourages understanding and addressing gender-specific health issues through effective counseling. 4. **SDG 10: Reduced Inequalities** – Focuses on equitable access to healthcare and addressing the needs of marginalized populations through effective communication. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among healthcare providers, patients, and communities for better health outcomes. These goals reflect the course’s aim to improve health communication, enhance patient-centered care, and promote health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134902 | Gizi dan produktivitas kerja | Nutrition and work productivity | The course “Nutrition and Work Productivity” examines the relationship between dietary habits, nutrition, and employee performance in the workplace. Students will explore how nutrition impacts physical and mental health, energy levels, and overall productivity. | 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and improving nutrition, which are essential for maintaining productivity. 2. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of good nutrition for overall health, which directly impacts productivity and well-being. 3. **SDG 4: Quality Education** – Supports education and training about nutrition and its impact on productivity, promoting informed choices. 4. **SDG 8: Decent Work and Economic Growth** – Highlights the role of nutrition in enhancing worker productivity, contributing to economic growth and sustainable livelihoods. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in food production and consumption, which can enhance nutritional quality. These goals reflect the course’s focus on the interplay between nutrition, health, and productivity in various work environments. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135002 | Kesiapan Kedaruratan Keselamatan dan Kesehatan Kerja | Occupational Safety and Health Emergency Preparedness | The course “Occupational Safety and Health Emergency Preparedness” focuses on the strategies and protocols necessary to prepare for and respond to emergencies in the workplace. Students will learn about risk assessment, emergency planning, and the implementation of safety measures to protect employees during various crises, such as natural disasters, chemical spills, or workplace accidents. | 1. **SDG 3: Good Health and Well-Being** – Focuses on ensuring healthy lives and promoting well-being, particularly in occupational settings. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes promoting safe and secure working environments, which is essential for worker productivity and economic development. 3. **SDG 11: Sustainable Cities and Communities** – Highlights the importance of resilient infrastructure and safety measures in urban planning, including workplaces. 4. **SDG 12: Responsible Consumption and Production** – Encourages practices that minimize risks and hazards in the production process, fostering safer work environments. 5. **SDG 17: Partnerships for the Goals** – Advocates for collaboration among governments, organizations, and communities to improve occupational safety and emergency preparedness. These goals reflect the course’s focus on improving workplace safety, preparedness for emergencies, and overall health outcomes in occupational settings. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135202 | Pencemaran Lingkungan | Environmental pollution | The course “Environmental Pollution” examines the sources, types, and effects of pollution on ecosystems and human health. Students will explore key topics such as air, water, soil, and noise pollution, including their chemical, biological, and physical aspects. | 1. **SDG 3: Good Health and Well-Being** – Addresses the impact of pollution on public health, promoting efforts to reduce health risks associated with environmental contaminants. 2. **SDG 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water resources, emphasizing the importance of clean water free from pollutants. 3. **SDG 11: Sustainable Cities and Communities** – Aims to make cities safe and sustainable by addressing urban pollution and promoting sustainable urban planning. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices that reduce pollution and promote efficient resource use in production and consumption. 5. **SDG 13: Climate Action** – Highlights the need to combat climate change and its impacts, which are often exacerbated by pollution. 6. **SDG 15: Life on Land** – Focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems, including efforts to combat land pollution. These goals reflect the course’s emphasis on understanding pollution’s effects on health, ecosystems, and sustainable development, as well as promoting strategies for mitigation and prevention. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135302 | Perlindungan Keamanan Pangan dan Makanan | Food and Food Safety Protection | The course “Food and Food Safety Protection” focuses on the principles and practices necessary to ensure the safety and quality of food from production to consumption. | 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and ensuring food security, emphasizing the importance of safe, nutritious food for all. 2. **SDG 3: Good Health and Well-Being** – Addresses the role of food safety in preventing foodborne illnesses and promoting overall health. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable food production practices and the responsible management of food resources, including waste reduction. 4. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among governments, industries, and communities to ensure food safety and security. 5. **SDG 6: Clean Water and Sanitation** – While primarily focused on food safety, clean water is essential for safe food production and preparation. These goals reflect the course’s emphasis on promoting food safety standards, ensuring access to safe food, and fostering sustainable food systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135402 | Perencanaan Keamanan Air Bersih dan Air Minum | Clean Water and Drinking Water Security Planning | The course “Clean Water and Drinking Water Security Planning” focuses on the principles and practices essential for ensuring access to safe and clean drinking water. Students will explore key topics such as water quality assessment, risk management, and the impact of environmental factors on water safety. | 1. **SDG 6: Clean Water and Sanitation** – This goal focuses on ensuring availability and sustainable management of water and sanitation for all. It addresses issues related to water quality, access, and the importance of sustainable water resources. 2. **SDG 3: Good Health and Well-Being** – Access to clean drinking water is essential for health. This goal emphasizes the importance of water in preventing waterborne diseases and promoting overall well-being. 3. **SDG 11: Sustainable Cities and Communities** – This goal includes targets related to sustainable urban planning and infrastructure, which can include water supply and sanitation services in urban settings. 4. **SDG 13: Climate Action** – Climate change can impact water availability and quality. This goal encourages planning and management strategies that consider climate resilience in water security. 5. **SDG 15: Life on Land** – This goal addresses the sustainable management of ecosystems and natural resources, which can impact water sources and quality. These goals highlight the interconnectedness of water management with health, urban development, climate change, and ecosystem sustainability. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135502 | Pengelolaan Limbah | Waste Management | The course “Waste Management” focuses on the principles and practices involved in the effective management of solid and hazardous waste. Students will explore key topics such as waste generation, segregation, collection, treatment, recycling, and disposal methods. | 1. **SDG 12: Responsible Consumption and Production** – This goal focuses on sustainable practices in production and consumption, emphasizing the importance of reducing waste generation and promoting recycling and reuse. 2. **SDG 11: Sustainable Cities and Communities** – Effective waste management is crucial for sustainable urban development, ensuring that cities are clean, safe, and resilient. 3. **SDG 13: Climate Action** – Waste management practices can significantly impact greenhouse gas emissions. This goal encourages strategies to mitigate climate change through better waste management. 4. **SDG 15: Life on Land** – This goal includes targets related to the sustainable management of terrestrial ecosystems, which can be affected by waste disposal and management practices. 5. **SDG 3: Good Health and Well-Being** – Proper waste management is essential for preventing pollution and protecting public health, particularly in urban areas. By addressing these goals, a course on Waste Management would explore the environmental, social, and economic aspects of waste handling and disposal. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01135702 | Pengantar Analisis Risiko Kesehatan Lingkungan | Introduction to Environmental Health Risk Analysis | The course “Introduction to Environmental Health Risk Analysis” provides an overview of the methods and principles used to assess and manage risks to human health from environmental hazards. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes the importance of minimizing health risks from environmental hazards, focusing on improving health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Understanding risks related to water quality and sanitation directly supports efforts to ensure safe drinking water and hygiene. 3. **SDG 11: Sustainable Cities and Communities** – This goal includes addressing environmental health risks in urban planning, ensuring that communities are resilient and healthy. 4. **SDG 12: Responsible Consumption and Production** – Risk analysis can help identify harmful substances in production processes, promoting safer alternatives and waste reduction. 5. **SDG 13: Climate Action** – Environmental health risks are often exacerbated by climate change, making it essential to analyze these risks in the context of climate resilience. By integrating these SDGs, the course would provide a comprehensive understanding of how environmental factors affect health and the importance of risk assessment in public health strategies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134202 | Penyakit dan cedera akibat kerja | Work-related illnesses and injuries | The course “Work-Related Illnesses and Injuries” examines the types, causes, and prevention strategies associated with occupational health issues. Students will explore various work-related conditions, including musculoskeletal disorders, respiratory illnesses, and stress-related problems. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly linked, as it aims to ensure healthy lives and promote well-being for all. It emphasizes the importance of preventing workplace injuries and illnesses. 2. **SDG 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained, inclusive economic growth and decent work for all. Ensuring safe working conditions is a critical component of decent work. 3. **SDG 10: Reduced Inequalities** – Addressing occupational health risks can help reduce inequalities, as vulnerable populations often face greater exposure to hazardous working conditions. 4. **SDG 4: Quality Education** – Training and education on occupational health and safety are essential for workers to understand risks and promote a culture of safety in the workplace. 5. **SDG 12: Responsible Consumption and Production** – This goal includes ensuring sustainable practices in industry, which can help minimize the risks of work-related illnesses and injuries. By exploring these SDGs, a course on work-related illnesses and injuries would emphasize the importance of occupational health and safety in promoting overall health and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134302 | Epidemiologi Kesehatan dan Keselamatan Kerja | Epidemiology of Occupational Health and Safety | The course “Epidemiology of Occupational Health and Safety” explores the application of epidemiological methods to study health outcomes related to workplace exposures and conditions. Students will learn to identify, analyze, and interpret data on work-related injuries, illnesses, and risk factors. | 1. **SDG 3: Good Health and Well-Being** – This goal directly addresses the need to ensure healthy lives and promote well-being, including the prevention of work-related diseases and injuries. 2. **SDG 8: Decent Work and Economic Growth** – This goal emphasizes the importance of promoting safe and secure working environments, which is essential for economic growth and worker productivity. 3. **SDG 10: Reduced Inequalities** – Understanding occupational health issues helps identify disparities in exposure to risks among different groups, aiming to reduce inequalities in health outcomes. 4. **SDG 4: Quality Education** – Training and education about occupational health risks and safety measures are critical for empowering workers and improving workplace conditions. 5. **SDG 12: Responsible Consumption and Production** – This goal promotes sustainable practices in industry, which can help minimize hazards and protect worker health. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective regulation and enforcement of occupational health and safety standards contribute to safe workplaces and justice for workers. By linking these SDGs, the course would highlight the significance of epidemiological methods in understanding and improving occupational health and safety, ultimately contributing to better health outcomes in the workforce. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134402 | Fisiologi Kerja | Work Physiology | Work Physiology is a course that focuses on understanding how the human body responds and adapts to physical activity and various work environments. It covers topics such as energy metabolism, cardiovascular and respiratory responses to exercise, muscle physiology, and the effects of training. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes promoting physical and mental health, and understanding work physiology can help prevent injuries and enhance worker well-being. 2. **SDG 8: Decent Work and Economic Growth** – Promoting healthy work environments and understanding how physical demands impact worker performance supports decent work and productivity. 3. **SDG 4: Quality Education** – Education on work physiology can empower workers and managers to recognize the importance of ergonomics and health in the workplace. 4. **SDG 10: Reduced Inequalities** – Addressing the physiological needs of diverse workers can help mitigate inequalities, ensuring that all workers have safe and healthy working conditions. 5. **SDG 12: Responsible Consumption and Production** – Understanding how work environments affect health can lead to more sustainable practices in production and resource use. By exploring these connections, a course on Work Physiology would underscore the importance of optimizing physical conditions in the workplace to enhance health and productivity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134502 | Psikologi Industri dan Promosi Kesehatan dan Keselamatan Kerja | Industrial Psychology and Promotion of Occupational Health and Safety | The course on Industrial Psychology and Promotion of Occupational Health and Safety explores the psychological principles that influence behavior in the workplace. It examines how mental health, motivation, and organizational culture impact employee performance and well-being. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives, making the promotion of mental and physical health in the workplace a key area of study. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizing safe and healthy work environments contributes to overall economic growth and worker satisfaction, aligning closely with this goal. 3. **SDG 4: Quality Education** – Education and training in psychological principles related to occupational health can empower workers and managers to create safer work environments. 4. **SDG 10: Reduced Inequalities** – Understanding the psychological factors that contribute to workplace safety can help address inequalities and ensure all employees are supported. 5. **SDG 12: Responsible Consumption and Production** – Promoting a culture of safety and well-being in the workplace can lead to more responsible practices in industrial settings. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Creating a psychologically safe work environment contributes to overall workplace justice and employee rights. By integrating these SDGs, a course on Industrial Psychology would highlight the importance of psychological principles in fostering a safe and healthy work culture, ultimately benefiting both workers and organizations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134602 | Toksikologi dan Pengolahan limbah Industri | Toxicology and Industrial Waste Processing | The course on Toxicology and Industrial Waste Processing focuses on the study of harmful substances and their effects on human health and the environment. It covers the principles of toxicology, including the mechanisms of toxicity, dose-response relationships, and risk assessment. | 1. **SDG 3: Good Health and Well-Being** – Understanding toxic substances and their effects is crucial for protecting public health and preventing exposure-related illnesses. 2. **SDG 12: Responsible Consumption and Production** – This goal emphasizes sustainable waste management practices, including the safe processing of hazardous materials to reduce environmental impact. 3. **SDG 6: Clean Water and Sanitation** – Proper waste processing helps prevent contamination of water sources, supporting the goal of ensuring safe water and sanitation. 4. **SDG 11: Sustainable Cities and Communities** – Effective industrial waste management contributes to cleaner, healthier urban environments, supporting sustainable community development. 5. **SDG 15: Life on Land** – Reducing toxic waste and ensuring safe disposal methods protect ecosystems and biodiversity, aligning with this goal. 6. **SDG 13: Climate Action** – Understanding the environmental impact of toxic substances can help develop strategies to mitigate climate change effects associated with waste processing. By addressing these SDGs, the course would highlight the importance of toxicology in informing safe industrial practices and promoting environmental and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134702 | Standar Kesehatan dan Keselamatan Kerja | Occupational Health and Safety Standards | The course on Occupational Health and Safety Standards examines the regulations, guidelines, and practices aimed at ensuring a safe and healthy work environment. It covers key concepts such as risk assessment, hazard identification, and compliance with local and international safety standards. Students learn about the roles of various stakeholders, including employers, employees, and regulatory agencies, in promoting workplace safety. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives and promoting well-being for all, making adherence to occupational health and safety standards crucial for preventing workplace injuries and illnesses. 2. **SDG 8: Decent Work and Economic Growth** – Promoting safe and secure working environments is essential for decent work and economic growth, highlighting the importance of effective safety standards. 3. **SDG 4: Quality Education** – Education on occupational health and safety standards is vital for empowering workers and managers to implement best practices and ensure compliance. 4. **SDG 10: Reduced Inequalities** – Addressing occupational health and safety can help reduce disparities in health outcomes, especially for vulnerable populations in the workforce. 5. **SDG 12: Responsible Consumption and Production** – Implementing safety standards in industrial processes promotes responsible practices that minimize risks and environmental impact. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Strong occupational health and safety regulations contribute to workplace justice and the protection of workers’ rights. By linking these SDGs, a course on Occupational Health and Safety Standards would emphasize the critical role of regulations and best practices in creating safer work environments and promoting overall health and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134802 | Praktikum Kesehatan dan Keselamatan Kerja | Occupational Health and Safety Practicum | The Occupational Health and Safety Practicum is a hands-on course that allows students to apply theoretical knowledge in real-world settings. During the practicum, students engage in supervised fieldwork, where they assess workplace environments, identify hazards, and implement safety protocols. The course emphasizes practical skills such as conducting safety audits, performing risk assessments, and developing safety training programs. Students also gain experience in collaboration with industry professionals and learn how to navigate regulatory frameworks. Reflection on experiences and challenges faced during the practicum enhances students’ understanding of occupational health and safety practices in various industries. | 1. **SDG 3: Good Health and Well-Being** – The practicum emphasizes the application of health and safety principles to ensure a safe work environment, directly supporting the goal of promoting well-being. 2. **SDG 8: Decent Work and Economic Growth** – Hands-on experience in implementing safety standards and practices fosters decent work conditions and enhances economic productivity. 3. **SDG 4: Quality Education** – Practical training provides students with essential skills and knowledge, reinforcing the importance of education in occupational health and safety. 4. **SDG 10: Reduced Inequalities** – The practicum can help address disparities by training individuals from diverse backgrounds in safety practices, ensuring equitable workplace conditions. 5. **SDG 12: Responsible Consumption and Production** – Understanding the practical aspects of safety in industrial settings promotes responsible practices that protect both workers and the environment. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The practicum encourages compliance with regulations and fosters a culture of safety, contributing to institutional integrity and worker protection. By integrating these SDGs, a course on Occupational Health and Safety Practicum would provide valuable, real-world experience that enhances workplace safety and promotes public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133402 | Manajemen dan Analisis Data Epidemiologi | Management and Analysis of Epidemiological Data | The course “Management and Analysis of Epidemiological Data” focuses on the techniques and methodologies used to collect, manage, and analyze data related to public health and disease patterns. Students learn how to design studies, use statistical software for data analysis, and interpret results in the context of epidemiological research. Key topics may include data collection methods, data quality assessment, statistical analysis techniques, and ethical considerations in epidemiology. The course aims to equip students with the skills necessary to inform public health decisions and policies through effective data management and analysis. | 1. **SDG 3: Good Health and Well-Being** – This goal directly relates to understanding health trends and disease patterns through data analysis, which is essential for improving public health outcomes. 2. **SDG 4: Quality Education** – Training in data management and analysis is crucial for equipping students with the skills needed to conduct effective research and inform health policies. 3. **SDG 10: Reduced Inequalities** – Analyzing epidemiological data can help identify health disparities among different populations, supporting efforts to reduce inequalities in health access and outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Understanding health data can inform urban planning and policies that promote healthy environments and community well-being. 5. **SDG 12: Responsible Consumption and Production** – Data analysis can also be applied to assess the impact of consumption patterns on public health, guiding more responsible practices. 6. **SDG 13: Climate Action** – Epidemiological data can be used to study the health impacts of climate change, aiding in the development of strategies to mitigate these effects. By linking these SDGs, a course on Management and Analysis of Epidemiological Data would emphasize the importance of data-driven approaches in promoting health, equity, and sustainable practices. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133502 | Epidemiologi Kesehatan Lingkungan | Environmental Health Epidemiology | The course “Environmental Health Epidemiology” examines the impact of environmental factors on public health outcomes. It explores the relationships between environmental exposures—such as air and water pollution, chemical contaminants, and climate change—and the incidence of diseases. Students learn to apply epidemiological methods to assess these associations, design studies, and analyze data. Key topics may include risk assessment, exposure assessment techniques, and the role of policy in mitigating environmental health risks. The course aims to prepare students to address complex environmental health issues and contribute to effective public health interventions. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on ensuring healthy lives and well-being, emphasizing the need to understand how environmental factors affect health outcomes. 2. **SDG 11: Sustainable Cities and Communities** – Understanding the health impacts of environmental factors is crucial for creating sustainable and resilient urban environments that prioritize public health. 3. **SDG 6: Clean Water and Sanitation** – Environmental health epidemiology often examines the effects of water quality and sanitation on health, supporting the goal of ensuring access to safe water. 4. **SDG 13: Climate Action** – This goal highlights the importance of understanding how climate change and environmental degradation impact health, informing policies and interventions. 5. **SDG 10: Reduced Inequalities** – Environmental health disparities can affect marginalized communities disproportionately; addressing these can help reduce health inequalities. 6. **SDG 15: Life on Land** – Protecting ecosystems and biodiversity is vital for public health, and epidemiology can provide insights into the relationships between environmental health and ecosystem health. By connecting these SDGs, a course on Environmental Health Epidemiology would emphasize the importance of understanding and addressing the health impacts of environmental factors, ultimately promoting healthier communities and sustainable practices. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133602 | Epidemiologi Kesehatan Reproduksi | Reproductive Health Epidemiology | The course “Reproductive Health Epidemiology” focuses on the epidemiological aspects of reproductive health, including maternal and child health, fertility, and sexual health. Students explore the determinants of reproductive health outcomes, such as socio-economic factors, environmental influences, and access to healthcare services. The course covers study design, data analysis, and the evaluation of interventions aimed at improving reproductive health. Key topics may include pregnancy complications, contraceptive methods, sexually transmitted infections, and health disparities. By the end of the course, students are equipped to analyze and address reproductive health issues using epidemiological methods. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly relevant as it emphasizes the importance of sexual and reproductive health services and education to ensure healthy lives for all. 2. **SDG 5: Gender Equality** – Understanding reproductive health is crucial for promoting gender equality, as it addresses women’s rights and access to health services. 3. **SDG 10: Reduced Inequalities** – Examining disparities in reproductive health outcomes can help identify and address inequalities faced by marginalized populations. 4. **SDG 4: Quality Education** – Education on reproductive health and rights is essential for informed decision-making and empowerment, contributing to overall well-being. 5. **SDG 11: Sustainable Cities and Communities** – Access to reproductive health services is a key component of creating healthy and sustainable communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various sectors, including health, education, and community organizations, is vital for promoting reproductive health and achieving better outcomes. By linking these SDGs, a course on Reproductive Health Epidemiology would highlight the importance of understanding and addressing reproductive health issues to improve overall health, equity, and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133702 | Epidemiologi Sosial dan Perilaku | Social and Behavioral Epidemiology | The course “Social and Behavioral Epidemiology” investigates how social factors and individual behaviors influence health outcomes and disease patterns. It examines the roles of social determinants such as income, education, culture, and community environments, as well as lifestyle behaviors like diet, exercise, and substance use. Students learn to apply epidemiological methods to study these relationships, analyze data, and assess interventions aimed at improving health equity. Key topics may include health disparities, the impact of social networks, and strategies for promoting positive health behaviors. The course prepares students to develop effective public health policies and programs that address social and behavioral health issues. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes the importance of understanding how social and behavioral factors influence health outcomes, aiming to improve overall public health. 2. **SDG 10: Reduced Inequalities** – Social and behavioral epidemiology examines disparities in health across different populations, helping to identify and address inequalities in health access and outcomes. 3. **SDG 4: Quality Education** – Education plays a crucial role in shaping health behaviors. Understanding the social determinants of health can inform educational interventions to promote healthier lifestyles. 4. **SDG 11: Sustainable Cities and Communities** – This goal focuses on creating environments that support health, highlighting the need for policies that consider social and behavioral influences on community health. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Addressing social determinants of health can contribute to social cohesion and equity, fostering environments where individuals have access to necessary health resources. 6. **SDG 5: Gender Equality** – Social and behavioral factors significantly affect gender disparities in health. Understanding these dynamics is essential for promoting gender equity in health outcomes. By integrating these SDGs, a course on Social and Behavioral Epidemiology would emphasize the interplay between social factors, behaviors, and health, promoting strategies to enhance public health and reduce inequalities. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133902 | Epidemiologi Perencanaan dan Pelayanan Kesehatan | Epidemiology of Health Planning and Services | The course “Epidemiology of Health Planning and Services” focuses on the application of epidemiological principles to the design, implementation, and evaluation of health services and policies. Students learn how to analyze health trends and needs within populations to inform effective health planning and resource allocation. The course covers topics such as health service delivery models, program evaluation methods, and the impact of socio-economic factors on health services. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to the course, focusing on ensuring healthy lives and promoting well-being through effective health planning and service delivery. 2. **SDG 10: Reduced Inequalities** – Understanding the epidemiological data can help identify health disparities and inform policies aimed at reducing inequalities in access to healthcare services. 3. **SDG 4: Quality Education** – Training future health professionals in epidemiological principles is essential for improving health service planning and ensuring high-quality care. 4. **SDG 11: Sustainable Cities and Communities** – Effective health planning is vital for creating sustainable urban environments that promote public health and well-being. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Strengthening health systems and institutions through evidence-based planning enhances the capacity to deliver quality health services. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various sectors and stakeholders is essential for effective health planning and improving service delivery. By connecting these SDGs, a course on the Epidemiology of Health Planning and Services would emphasize the importance of data-driven approaches in developing effective health policies and improving health outcomes for diverse populations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134002 | Epidemiologi Genetik | Genetic Epidemiology | The course “Genetic Epidemiology” explores the interplay between genetic factors and environmental influences in the context of disease occurrence and health outcomes. Students learn about the principles of epidemiology and genetics, including the study of heritability, gene-environment interactions, and the role of genetic markers in disease susceptibility. Key topics may include methodologies for genetic association studies, population genetics, and the ethical implications of genetic research. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on understanding the role of genetic factors in health and disease, promoting better prevention and treatment strategies for various conditions. 2. **SDG 10: Reduced Inequalities** – Genetic epidemiology can help identify genetic predispositions to diseases in different populations, aiding in the development of targeted interventions that address health disparities. 3. **SDG 4: Quality Education** – Education about genetic factors and their implications for health is crucial for empowering individuals and communities to make informed health decisions. 4. **SDG 11: Sustainable Cities and Communities** – Integrating genetic information into public health planning can improve health outcomes in urban populations by tailoring health interventions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Ethical considerations in genetic research and its applications can promote justice and equity in healthcare access and treatment. 6. **SDG 17: Partnerships for the Goals** – Collaborative research in genetic epidemiology can foster partnerships between academic institutions, healthcare providers, and communities to advance public health. By linking these SDGs, a course on Genetic Epidemiology would highlight the importance of understanding genetic factors in health and disease, ultimately promoting better health outcomes and reducing inequalities. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01134102 | Epidemiologi Zoonosis | Zoonotic Epidemiology | The course “Zoonotic Epidemiology” focuses on the study of diseases that are transmitted between animals and humans. It explores the ecological, biological, and social factors that contribute to the emergence and spread of zoonotic infections. Students learn about surveillance methods, risk assessment, and the role of environmental changes in zoonotic disease dynamics. Key topics may include specific zoonotic pathogens, their reservoirs and vectors, and strategies for prevention and control. | 1. **SDG 3: Good Health and Well-Being** – This goal is central, as zoonotic diseases directly impact human health. Understanding their transmission and prevention is crucial for improving public health outcomes. 2. **SDG 13: Climate Action** – Climate change can influence the emergence and spread of zoonotic diseases. This goal emphasizes the need to understand these relationships for effective mitigation strategies. 3. **SDG 6: Clean Water and Sanitation** – Zoonotic diseases can be linked to water sources. Ensuring clean water and sanitation helps prevent the spread of these diseases. 4. **SDG 15: Life on Land** – Protecting biodiversity and ecosystems is vital for reducing the risk of zoonotic diseases, making this goal relevant to the study of zoonotic epidemiology. 5. **SDG 10: Reduced Inequalities** – Vulnerable populations often face greater risks from zoonotic diseases. Understanding these dynamics can help develop equitable health interventions. 6. **SDG 17: Partnerships for the Goals** – Addressing zoonotic diseases requires collaboration among public health, veterinary, and environmental sectors, highlighting the importance of multidisciplinary partnerships. By connecting these SDGs, a course on Zoonotic Epidemiology would emphasize the interconnections between human, animal, and environmental health, promoting a One Health approach to disease prevention and control. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132702 | Sistem Informasi Geografis | Geographic Information Systems | The course “Geographic Information Systems (GIS)” provides an introduction to the principles and applications of GIS technology in various fields, including public health, urban planning, environmental science, and geography. Students learn to collect, analyze, and visualize spatial data to identify patterns and relationships in geographic contexts. The course covers topics such as map design, spatial analysis techniques, and the use of GIS software. Emphasis is placed on practical skills, allowing students to create and interpret maps and geospatial data to support decision-making and problem-solving. | 1. **SDG 3: Good Health and Well-Being** – GIS can be used to analyze health data geographically, helping identify disease patterns, access to healthcare, and health disparities. 2. **SDG 11: Sustainable Cities and Communities** – GIS is essential for urban planning, allowing for the design of sustainable infrastructure that meets community needs and enhances public health. 3. **SDG 13: Climate Action** – GIS can help assess climate-related risks and inform strategies for climate adaptation and mitigation, contributing to better environmental management. 4. **SDG 6: Clean Water and Sanitation** – GIS can be employed to map water resources, track pollution sources, and ensure equitable access to clean water and sanitation facilities. 5. **SDG 15: Life on Land** – GIS is valuable for biodiversity conservation and land use planning, helping to manage natural resources sustainably. 6. **SDG 10: Reduced Inequalities** – By analyzing spatial data, GIS can identify underserved communities and inform targeted interventions to reduce inequalities in health and access to services. By integrating these SDGs, a course on GIS would highlight its critical role in data analysis, decision-making, and policy development across various fields, ultimately promoting sustainable development and public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132802 | Perlindungan Kespro di tempat kerja dan Penyandang Disabilitas | Protection of Prosperity in the workplace and Persons with Disabilities | The course “Protection of Prosperity in the Workplace and Persons with Disabilities” focuses on strategies and policies to promote the well-being and inclusion of individuals with disabilities in the workplace. It covers legal frameworks, such as the Americans with Disabilities Act (ADA), and examines best practices for creating accessible and supportive work environments. Students learn about workplace accommodations, diversity and inclusion initiatives, and the economic benefits of employing persons with disabilities. Key topics may include risk management, employee rights, and the role of organizational culture in fostering inclusivity. The course aims to prepare students to advocate for and implement policies that enhance workplace prosperity for all employees. | 1. **SDG 8: Decent Work and Economic Growth** – GIS can be used to analyze workplace environments and identify barriers to employment for persons with disabilities, promoting inclusive practices and decent work opportunities. 2. **SDG 10: Reduced Inequalities** – By mapping access to resources and services, GIS can help identify disparities faced by persons with disabilities, informing policies aimed at reducing inequalities in the workplace. 3. **SDG 3: Good Health and Well-Being** – Analyzing the spatial distribution of health services and workplace safety measures through GIS can enhance the well-being of employees, including those with disabilities. 4. **SDG 4: Quality Education** – GIS can support training and education programs tailored to individuals with disabilities, promoting skills development and employment readiness. 5. **SDG 11: Sustainable Cities and Communities** – GIS can aid in creating accessible urban environments that accommodate the needs of persons with disabilities, fostering inclusive communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration between various stakeholders, including government, NGOs, and the private sector, can be enhanced through GIS to develop effective strategies for workplace inclusion and support. By integrating these SDGs, a course on GIS for protecting prosperity in the workplace for persons with disabilities would emphasize the importance of spatial analysis in fostering inclusive environments and promoting equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132902 | Kesehatan Reproduksi pada situasi bencana | Reproductive Health in disaster situations | The course “Reproductive Health in Disaster Situations” examines the unique challenges and needs related to reproductive health during humanitarian crises and natural disasters. Students explore the impacts of disasters on maternal and child health, access to family planning services, and the prevention of sexually transmitted infections. The course emphasizes the importance of integrating reproductive health services into disaster response and recovery efforts. Key topics may include assessing reproductive health needs in affected populations, strategies for service delivery, and the role of community engagement. By the end of the course, students are equipped to develop and implement effective reproductive health interventions in disaster settings. | 1. **SDG 3: Good Health and Well-Being** – This goal is directly relevant as it emphasizes the need for comprehensive health services, including reproductive health, during and after disasters. 2. **SDG 5: Gender Equality** – Disasters often exacerbate gender inequalities. Addressing reproductive health needs is crucial for empowering women and ensuring their rights are upheld in crisis situations. 3. **SDG 10: Reduced Inequalities** – Disasters can disproportionately affect marginalized groups, including women and adolescents. Ensuring access to reproductive health services helps mitigate these inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Effective planning for reproductive health in disaster preparedness and response contributes to building resilient and healthy communities. 5. **SDG 4: Quality Education** – Education and training on reproductive health in disaster contexts are essential for health workers and communities to ensure informed and effective responses. 6. **SDG 17: Partnerships for the Goals** – Collaboration among humanitarian organizations, governments, and communities is essential for effectively integrating reproductive health into disaster response efforts. By linking these SDGs, a course on Reproductive Health in Disaster Situations would highlight the importance of addressing reproductive health needs in crisis settings, ultimately promoting health equity and resilience. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133002 | Pencegahan dan Penanggulangan Adiksi | Prevention and Management of Addiction | The course “Prevention and Management of Addiction” focuses on understanding the causes, consequences, and treatment of addiction to substances such as alcohol, drugs, and behavioral addictions. Students learn about the biological, psychological, and social factors that contribute to addictive behaviors and the impact of addiction on individuals and communities. The course covers prevention strategies, evidence-based treatment modalities, and approaches to recovery support. Key topics may include screening and assessment, harm reduction, and the role of public policy in addressing addiction. By the end of the course, students are equipped with the knowledge and skills to contribute to effective prevention and management programs for addiction. | 1. **SDG 3: Good Health and Well-Being** – This goal directly addresses the importance of promoting mental health and well-being, including strategies to prevent and manage substance use disorders. 2. **SDG 10: Reduced Inequalities** – Addiction often disproportionately affects marginalized populations. Addressing these disparities is crucial for promoting equitable access to prevention and treatment services. 3. **SDG 4: Quality Education** – Educating individuals and communities about addiction, its risks, and available resources is essential for effective prevention and management strategies. 4. **SDG 11: Sustainable Cities and Communities** – Community-based approaches to addiction prevention and recovery can enhance social cohesion and improve overall community health. 5. **SDG 5: Gender Equality** – Understanding the different impacts of addiction on genders can help tailor prevention and treatment programs to be more effective and equitable. 6. **SDG 17: Partnerships for the Goals** – Collaboration among healthcare providers, community organizations, and policymakers is essential for developing comprehensive strategies to address addiction. By linking these SDGs, a course on the Prevention and Management of Addiction would emphasize the importance of a holistic approach to addressing addiction as a public health issue, promoting health equity and community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133102 | Manajemen Program Pelayanan Kesehatan Reproduksi | Reproductive Health Services Program Management | The course “Reproductive Health Services Program Management” focuses on the design, implementation, and evaluation of reproductive health programs. Students learn about best practices in program management, including strategic planning, resource allocation, and monitoring and evaluation of services. The course covers key topics such as service delivery models, quality assurance, and community engagement to ensure access to reproductive health services. Emphasis is placed on understanding the diverse needs of populations and addressing health disparities. By the end of the course, students are equipped to effectively manage reproductive health programs that promote health equity and improve outcomes for individuals and communities. | 1. **SDG 3: Good Health and Well-Being** – This goal emphasizes ensuring healthy lives and promoting well-being, focusing on access to comprehensive reproductive health services. 2. **SDG 5: Gender Equality** – Effective program management in reproductive health is crucial for promoting women’s rights and ensuring equitable access to health services for all genders. 3. **SDG 10: Reduced Inequalities** – Addressing barriers to reproductive health services can help reduce disparities faced by marginalized populations, ensuring equitable access to care. 4. **SDG 4: Quality Education** – Training healthcare providers in reproductive health services enhances service quality and supports informed decision-making among patients. 5. **SDG 11: Sustainable Cities and Communities** – Integrating reproductive health services into urban planning contributes to the overall health and sustainability of communities. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including government agencies, NGOs, and communities, is essential for developing effective reproductive health programs. By connecting these SDGs, a course on Reproductive Health Services Program Management would highlight the importance of strategic planning and management in delivering quality reproductive health services and promoting overall health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133202 | Seminar Biostatistik/KKB | Biostatistics Seminar/KKB | The course “Biostatistics Seminar/KKB” is designed to enhance students’ understanding of statistical methods and their applications in public health and biomedical research. It typically involves presentations, discussions, and analyses of current topics and research findings in biostatistics. Students engage with advanced statistical techniques, data interpretation, and the ethical considerations of statistical practice. The seminar format encourages critical thinking and collaborative learning, allowing students to present their own research or review existing studies. By the end of the course, students develop a deeper appreciation for the role of biostatistics in evidence-based decision-making and research advancement. | 1. **SDG 3: Good Health and Well-Being** – Biostatistics is essential for analyzing health data, evaluating interventions, and informing public health decisions, directly supporting efforts to improve health outcomes. 2. **SDG 4: Quality Education** – A focus on knowledge, skills, and behaviors ensures that students are well-equipped to apply biostatistical methods in real-world scenarios, enhancing their educational experience. 3. **SDG 10: Reduced Inequalities** – Understanding biostatistics helps identify health disparities and evaluate programs aimed at reducing inequalities in health access and outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Biostatistical analysis can support urban health initiatives by evaluating the impact of policies and interventions on community health. 5. **SDG 17: Partnerships for the Goals** – Collaboration among researchers, healthcare providers, and policymakers is crucial for effective data analysis and interpretation, driving better health outcomes. 6. **SDG 13: Climate Action** – Biostatistics can be used to study the health impacts of climate change, supporting the development of effective public health strategies. By integrating these SDGs, a Biostatistics Seminar/KKB would emphasize the importance of statistical methods in public health research and policy, promoting informed decision-making and improved health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01133302 | Survei Epidemiologi | Epidemiological Survey | The course “Epidemiological Survey” focuses on the design, implementation, and analysis of epidemiological surveys to assess health status, risk factors, and disease prevalence in populations. Students learn about various survey methodologies, including cross-sectional, cohort, and case-control studies. The course covers sampling techniques, data collection methods, and statistical analysis relevant to survey data. Key topics may include questionnaire design, ethical considerations, and the interpretation of survey results. By the end of the course, students are equipped to conduct their own epidemiological surveys and critically evaluate existing research, contributing to public health knowledge and practice. | 1. **SDG 3: Good Health and Well-Being** – Epidemiological surveys are fundamental for understanding health trends, disease prevalence, and risk factors, directly supporting efforts to improve public health outcomes. 2. **SDG 10: Reduced Inequalities** – Surveys can help identify health disparities among different populations, guiding interventions to reduce inequalities in health access and outcomes. 3. **SDG 4: Quality Education** – Training in survey design and analysis equips students with the skills needed to conduct effective research, contributing to informed public health practices. 4. **SDG 11: Sustainable Cities and Communities** – Understanding the health needs of communities through surveys informs urban planning and policy development to promote healthier environments. 5. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, NGOs, and communities, is essential for effective survey implementation and data utilization. 6. **SDG 13: Climate Action** – Epidemiological surveys can assess the health impacts of climate change and inform public health responses to environmental challenges. By linking these SDGs, a course on Epidemiological Surveys would highlight the importance of data collection and analysis in shaping public health policies and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131902 | Politik Kesehatan | Health Politics | The course “Health Politics” examines the interplay between political processes and health outcomes. It explores how governmental policies, political ideologies, and power dynamics shape health systems, access to care, and public health initiatives. Students analyze the role of stakeholders, including policymakers, healthcare providers, and advocacy groups, in influencing health-related legislation and funding. Key topics may include health equity, the impact of political decisions on vulnerable populations, and strategies for effective advocacy in health policy. By the end of the course, students gain a deeper understanding of the political context of health issues and develop skills to engage in health advocacy and policy-making. | 1. **SDG 3: Good Health and Well-Being** – Understanding health politics is crucial for advocating policies that promote public health and ensure equitable access to healthcare services. 2. **SDG 10: Reduced Inequalities** – Health politics often addresses disparities in healthcare access and outcomes, making it essential for reducing inequalities within health systems. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Effective health governance and policy-making contribute to strong institutions and justice in healthcare delivery, ensuring that health systems are fair and accountable. 4. **SDG 4: Quality Education** – Engaging in health politics can enhance awareness and education about health issues, empowering individuals and communities to advocate for their health rights. 5. **SDG 11: Sustainable Cities and Communities** – Health policies that consider urban planning and community needs can lead to healthier, more sustainable environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and civil society is vital for shaping health policies that reflect the needs of diverse populations. By integrating these SDGs, a course on Health Politics would emphasize the significance of political processes in shaping health outcomes and the importance of advocacy in promoting health equity and well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132002 | Sistem jaminan Sosial Nasional | National Social Security System | This course provides an overview of national social security systems, focusing on their roles in promoting health and welfare. Students explore various models of social security, including pensions, disability benefits, and healthcare coverage. The course examines the relationship between social security policies and public health outcomes, emphasizing the importance of social safety nets in ensuring access to healthcare and improving quality of life for vulnerable populations. | 1. **SDG 1: No Poverty** – Social security systems aim to reduce poverty by providing financial support to individuals and families in need, ensuring basic living standards. 2. **SDG 3: Good Health and Well-Being** – Access to social security can improve health outcomes by facilitating access to healthcare services and financial protection against medical expenses. 3. **SDG 8: Decent Work and Economic Growth** – A robust social security system supports workers and promotes decent working conditions, contributing to economic stability and growth. 4. **SDG 10: Reduced Inequalities** – Social security systems help address inequalities by providing support to marginalized and vulnerable populations, promoting social inclusion. 5. **SDG 4: Quality Education** – Social security programs can support educational opportunities for children from low-income families, contributing to better educational outcomes. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Strong social security systems contribute to social cohesion and stability, reinforcing the importance of justice and equity in society. By connecting these SDGs, a course on the National Social Security System would emphasize its critical role in promoting social welfare, economic stability, and equitable access to resources for all citizens. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132102 | Perilaku Konsumen Pelayanan Kesehatan | Health Care Consumer Behavior | This course investigates the factors that influence consumers’ decisions regarding healthcare services. Students learn about the psychological, social, and economic determinants of health-seeking behavior, patient satisfaction, and healthcare utilization. The course emphasizes the importance of understanding consumer perspectives in designing effective health services and marketing strategies, enabling students to analyze trends and patterns in healthcare consumer behavior. | 1. **SDG 3: Good Health and Well-Being** – Understanding consumer behavior is essential for improving health outcomes, as it influences how individuals seek and utilize healthcare services. 2. **SDG 10: Reduced Inequalities** – Analyzing consumer behavior can help identify barriers faced by marginalized populations in accessing healthcare, supporting efforts to reduce inequalities. 3. **SDG 4: Quality Education** – Educating consumers about healthcare options, rights, and preventive measures empowers them to make informed decisions about their health. 4. **SDG 11: Sustainable Cities and Communities** – Consumer behavior insights can guide health initiatives and services tailored to community needs, fostering healthier environments. 5. **SDG 8: Decent Work and Economic Growth** – Understanding how consumers interact with healthcare systems can inform policies that promote efficient service delivery and economic stability in health sectors. 6. **SDG 17: Partnerships for the Goals** – Collaboration among healthcare providers, policymakers, and communities can enhance understanding of consumer behavior, leading to more effective health programs and policies. By linking these SDGs, a course on Health Care Consumer Behavior would emphasize the importance of understanding how consumer choices impact health outcomes, promoting a more equitable and effective healthcare system. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132202 | Manajemen Pemasaran Pelayanan Kesehatan | Health Services Marketing Management | This course focuses on the application of marketing principles within the healthcare sector. Students explore strategies for promoting health services, understanding target audiences, and enhancing patient engagement. Key topics include market research, branding, communication strategies, and the use of digital marketing in healthcare. The course prepares students to develop effective marketing plans that improve service delivery and patient outcomes. | 1. **SDG 3: Good Health and Well-Being** – Effective marketing strategies can enhance awareness of health services, promote preventive care, and improve access to necessary health resources. 2. **SDG 10: Reduced Inequalities** – Targeted marketing efforts can help reach underserved populations, ensuring equitable access to healthcare services and information. 3. **SDG 4: Quality Education** – Educating consumers about health services and wellness options empowers individuals to make informed health decisions, enhancing overall health literacy. 4. **SDG 8: Decent Work and Economic Growth** – Strong marketing management in health services can lead to improved business performance, supporting job creation and economic growth in the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – Health services marketing can promote community health initiatives and programs that address local health needs, fostering healthier urban environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration between healthcare providers, marketing professionals, and community organizations can enhance outreach and effectiveness of health campaigns. By linking these SDGs, a course on Health Services Marketing Management would emphasize the role of effective marketing in improving health outcomes, promoting equity, and supporting sustainable development in healthcare. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132402 | Survei Cepat | Quick Survey | This course teaches the principles and techniques for conducting rapid surveys to gather health-related data efficiently. Students learn about survey design, sampling methods, and data collection techniques suited for quick assessments. The course emphasizes the importance of timely data in public health decision-making and equips students with practical skills to analyze and interpret survey results effectively. | 1. **SDG 3: Good Health and Well-Being** – Quick surveys can be used to gather timely data on health behaviors, needs, and outcomes, helping to inform public health interventions. 2. **SDG 4: Quality Education** – Surveys can assess educational needs and effectiveness, providing valuable feedback for improving health education programs. 3. **SDG 10: Reduced Inequalities** – Quick surveys can identify disparities in access to healthcare and services, supporting efforts to address inequalities in health outcomes. 4. **SDG 11: Sustainable Cities and Communities** – Surveys can help understand community needs and preferences, guiding the development of health services and programs that promote community well-being. 5. **SDG 17: Partnerships for the Goals** – Collaborative surveys can engage various stakeholders, including communities and health organizations, to gather diverse perspectives and foster partnerships. 6. **SDG 12: Responsible Consumption and Production** – Surveys can assess public attitudes toward health-related behaviors and sustainability practices, guiding initiatives for responsible health promotion. By connecting these SDGs, a course on Quick Surveys would emphasize the importance of efficient data collection in informing health policies, promoting equity, and enhancing community health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132502 | Kelangsungan Hidup dan Tumbuh Kembang Anak | Child Survival and Growth | This course addresses critical issues related to child health, focusing on strategies to improve child survival and promote healthy growth. Students explore topics such as nutrition, immunization, maternal health, and early childhood development. The course emphasizes evidence-based interventions and policies aimed at reducing child mortality and ensuring optimal health outcomes for children in diverse contexts. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to the course, focusing on reducing child mortality and ensuring healthy growth and development for all children. 2. **SDG 2: Zero Hunger** – Addressing malnutrition and promoting proper nutrition are key components of child survival and growth, making this goal highly relevant. 3. **SDG 4: Quality Education** – Ensuring healthy child development supports educational attainment, as well-nourished children are better equipped to learn and succeed in school. 4. **SDG 10: Reduced Inequalities** – Programs aimed at child survival often target vulnerable populations, helping to reduce disparities in health outcomes among different socioeconomic groups. 5. **SDG 5: Gender Equality** – Ensuring the health and survival of children, particularly girls, is crucial for promoting gender equality and empowering women and girls. 6. **SDG 17: Partnerships for the Goals** – Collaborative efforts among governments, NGOs, and communities are essential for implementing effective child survival strategies and programs. By linking these SDGs, a course on Child Survival and Growth would emphasize the holistic approach needed to promote child health and well-being, ultimately contributing to sustainable development and equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01132602 | Rancangan Sampling | Sampling Design | This course provides an in-depth understanding of sampling methodologies used in public health research. Students learn about different sampling techniques, including probability and non-probability methods, as well as sample size determination and bias reduction strategies. The course emphasizes the importance of sound sampling design in producing reliable and generalizable research findings. | 1. **SDG 3: Good Health and Well-Being** – Effective sampling design is crucial for conducting health research and surveys that inform public health policies and interventions. 2. **SDG 4: Quality Education** – Teaching sampling design enhances research skills and statistical literacy among students, contributing to informed decision-making in various fields. 3. **SDG 10: Reduced Inequalities** – Proper sampling can help identify and address health disparities among different populations, guiding targeted interventions to reduce inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Sampling design can support urban planning and public health initiatives by gathering data on community needs and preferences. 5. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders in the design of surveys and studies can ensure diverse perspectives are considered, enhancing data relevance and applicability. 6. **SDG 12: Responsible Consumption and Production** – Sampling can be used to assess consumer behavior and preferences regarding health-related products and services, informing sustainable practices. By linking these SDGs, a course on Sampling Design would emphasize its importance in research methodology and data collection, ultimately supporting effective policy development and promoting equity in health and social outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131202 | Analisis Kebijakan Kesehatan | Health Policy Analysis | This course focuses on the systematic evaluation of health policies, examining their formulation, implementation, and impact. Students learn to apply analytical frameworks to assess policy effectiveness, identify stakeholders, and recommend evidence-based improvements. The course equips students with the skills to critically analyze health policies and contribute to informed decision-making in public health. | 1. **SDG 3: Good Health and Well-Being** – This goal is central to health policy analysis, focusing on developing and evaluating policies that improve health outcomes for populations. 2. **SDG 10: Reduced Inequalities** – Analyzing health policies can help identify disparities in health access and outcomes, guiding strategies to reduce inequalities among different groups. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Effective health policy analysis contributes to transparent governance and accountability in health systems, reinforcing strong institutions. 4. **SDG 4: Quality Education** – Understanding health policy is essential for educating healthcare professionals and policymakers, fostering informed decision-making. 5. **SDG 11: Sustainable Cities and Communities** – Health policies can support urban health initiatives and planning, promoting healthier environments in cities and communities. 6. **SDG 17: Partnerships for the Goals** – Collaborative policy analysis involving stakeholders from various sectors enhances the effectiveness and reach of health policies. By linking these SDGs, a course on Health Policy Analysis would emphasize the importance of critical evaluation and development of health policies, ultimately promoting better health outcomes and social equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131302 | Manajemen Pelayanan Kesehatan | Health Services Management | This course covers the principles and practices of managing health services organizations. Students learn about leadership, strategic planning, financial management, human resources, and quality improvement in healthcare settings. The course emphasizes the importance of effective management in delivering quality care and optimizing organizational performance in the health sector. | 1. **SDG 3: Good Health and Well-Being** – Effective management of health services is essential for ensuring access to quality healthcare, improving health outcomes, and enhancing overall well-being. 2. **SDG 10: Reduced Inequalities** – Health services management can help address disparities in healthcare access and outcomes by implementing policies and practices that promote equity. 3. **SDG 4: Quality Education** – Training healthcare managers enhances their ability to lead and improve health services, contributing to a well-educated workforce in the health sector. 4. **SDG 8: Decent Work and Economic Growth** – Efficient health services management can lead to better resource allocation, improved job satisfaction, and economic growth within the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – Health services management plays a vital role in developing and maintaining health systems that support community health and sustainability. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, private sector, and NGOs, is essential for effective health services management and policy implementation. By linking these SDGs, a course on Health Services Management would emphasize the importance of leadership, strategy, and efficiency in delivering high-quality health services and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131402 | Manajemen Mutu Pelayanan Kesehatan | Health Service Quality Management | This course examines frameworks and methodologies for assessing and improving the quality of health services. Students learn about quality assurance, patient safety, performance measurement, and continuous improvement strategies. The course emphasizes the role of accreditation and regulatory standards in ensuring high-quality healthcare delivery, preparing students to implement effective quality management initiatives in health organizations. | 1. **SDG 3: Good Health and Well-Being** – Ensuring high-quality health services is fundamental for improving health outcomes and patient satisfaction, directly supporting this goal. 2. **SDG 10: Reduced Inequalities** – Quality management practices can help identify and reduce disparities in healthcare access and outcomes among different population groups. 3. **SDG 4: Quality Education** – Training healthcare professionals in quality management enhances their skills and knowledge, leading to better service delivery and patient care. 4. **SDG 8: Decent Work and Economic Growth** – Fostering a culture of quality in health services can improve employee satisfaction and retention, contributing to a more effective workforce. 5. **SDG 11: Sustainable Cities and Communities** – Quality health services are vital for community health; effective management can lead to better health infrastructure and community outcomes. 6. **SDG 17: Partnerships for the Goals** – Collaborating with stakeholders, including patients, providers, and policymakers, is essential for developing and implementing effective quality management strategies. By linking these SDGs, a course on Health Service Quality Management would emphasize the importance of quality assurance and continuous improvement in healthcare settings to promote health equity and enhance patient care. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131502 | Manajemen Strategik Kesehatan | Health Strategic Management | This course focuses on strategic planning and management within healthcare organizations. Students learn to develop and implement strategies that align with organizational goals, address challenges in the healthcare landscape, and improve service delivery. Key topics include environmental analysis, stakeholder engagement, and performance evaluation, equipping students with skills to lead health organizations effectively. | 1. **SDG 3: Good Health and Well-Being** – Strategic management in health organizations is essential for developing effective policies and practices that improve health outcomes for populations. 2. **SDG 10: Reduced Inequalities** – By strategically addressing disparities in health access and quality, organizations can work to reduce inequalities in healthcare delivery and outcomes. 3. **SDG 4: Quality Education** – Incorporating strategic management principles into healthcare education prepares future leaders to navigate complex health systems and improve service delivery. 4. **SDG 8: Decent Work and Economic Growth** – Effective strategic management contributes to organizational efficiency, leading to better job satisfaction and economic growth in the health sector. 5. **SDG 11: Sustainable Cities and Communities** – Health strategic management plays a crucial role in planning and implementing community health initiatives that promote sustainability and well-being. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including government, NGOs, and community organizations, enhances strategic planning efforts and supports broader health goals. By linking these SDGs, a course on Health Strategic Management would emphasize the importance of strategic thinking and planning in achieving effective health outcomes and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131602 | Sistem Pembiayaan Kesehatan | Health Financing System | This course explores various health financing mechanisms, including public and private funding, insurance models, and out-of-pocket expenditures. Students analyze the impact of different financing systems on access to care, quality of services, and health outcomes. The course emphasizes the importance of sustainable financing strategies in achieving universal health coverage and improving population health. | 1. **SDG 3: Good Health and Well-Being** – Effective health financing systems are essential for ensuring access to quality healthcare services, improving overall health outcomes, and reducing mortality rates. 2. **SDG 1: No Poverty** – Health financing mechanisms can help protect individuals from financial hardship due to healthcare costs, thereby contributing to poverty alleviation. 3. **SDG 10: Reduced Inequalities** – Well-structured health financing can address disparities in access to healthcare, ensuring that marginalized populations receive the services they need. 4. **SDG 4: Quality Education** – Educating healthcare professionals about health financing helps them understand resource allocation, budgeting, and the financial sustainability of health services. 5. **SDG 8: Decent Work and Economic Growth** – Health financing systems contribute to economic stability by supporting health sector employment and productivity through better health outcomes. 6. **SDG 17: Partnerships for the Goals** – Collaborative approaches to health financing, involving governments, NGOs, and private sectors, can enhance resource mobilization and improve health service delivery. By linking these SDGs, a course on Health Financing Systems would emphasize the critical role of financial planning and management in delivering equitable and sustainable healthcare services. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131702 | Manajemen Logistik Kesehatan | Health Logistics Management | This course covers the principles of logistics in healthcare, focusing on the efficient management of medical supplies and equipment. Students learn about supply chain management, distribution, inventory control, and the logistics of health service delivery. The course prepares students to optimize logistics processes to ensure timely access to essential health resources. | 1. **SDG 3: Good Health and Well-Being** – Effective logistics management ensures the timely delivery of medical supplies and services, directly impacting health outcomes and patient care. 2. **SDG 10: Reduced Inequalities** – By optimizing logistics, healthcare systems can better serve underserved populations, helping to address disparities in access to essential health services. 3. **SDG 11: Sustainable Cities and Communities** – Efficient logistics contribute to the sustainability of health services within urban environments, supporting community health initiatives and infrastructure. 4. **SDG 4: Quality Education** – Training in health logistics management equips healthcare professionals with the skills necessary to manage resources effectively, enhancing overall service quality. 5. **SDG 8: Decent Work and Economic Growth** – A well-functioning logistics system supports the health workforce and contributes to economic growth by ensuring efficient health service delivery. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders, including suppliers and health organizations, enhances the effectiveness of logistics strategies and resource management. By linking these SDGs, a course on Health Logistics Management would highlight the importance of logistics in ensuring efficient healthcare delivery and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131802 | Manajemen SDM Kesehatan | Health HR Management | This course focuses on human resource management in healthcare settings. Students learn about recruitment, training, performance evaluation, and workforce development strategies. The course emphasizes the importance of a skilled and motivated workforce in delivering quality healthcare services and explores issues related to employee engagement and retention. | 1. **SDG 3: Good Health and Well-Being** – Effective HR management in health organizations is essential for recruiting, training, and retaining a skilled workforce, ultimately improving health outcomes. 2. **SDG 10: Reduced Inequalities** – Focused HR strategies can help promote diversity and equity in the health workforce, ensuring that underserved populations are represented and served effectively. 3. **SDG 4: Quality Education** – Training and professional development opportunities for health workers enhance their skills and knowledge, contributing to better service delivery and patient care. 4. **SDG 8: Decent Work and Economic Growth** – Strong HR practices foster a positive work environment, improve job satisfaction, and promote decent work conditions in the healthcare sector. 5. **SDG 11: Sustainable Cities and Communities** – By ensuring a well-managed health workforce, HR management contributes to the sustainability and effectiveness of health services in urban and rural communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration between health organizations, educational institutions, and governmental bodies is essential for addressing workforce challenges and ensuring a robust health workforce. By linking these SDGs, a course on Health HR Management would emphasize the critical role of effective human resource strategies in delivering quality health services and promoting health equity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130802 | Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Island Public Health | This course examines public health challenges specific to coastal and island communities, such as environmental health issues, access to care, and disaster preparedness. Students learn about tailored interventions and policies that address the unique health needs of these populations, emphasizing sustainability and resilience in public health planning. | 1. **SDG 3: Good Health and Well-Being** – This goal focuses on improving health outcomes, addressing specific health challenges faced by coastal and island communities, such as access to healthcare and disease prevention. 2. **SDG 13: Climate Action** – Coastal and island regions are particularly vulnerable to climate change. Understanding public health impacts related to rising sea levels, extreme weather, and changing ecosystems is crucial for developing effective responses. 3. **SDG 6: Clean Water and Sanitation** – Ensuring access to safe drinking water and sanitation is essential for public health, especially in coastal and island settings where resources may be limited. 4. **SDG 10: Reduced Inequalities** – Coastal and island communities often face unique socioeconomic challenges. Addressing health disparities and promoting equitable access to healthcare is vital. 5. **SDG 11: Sustainable Cities and Communities** – Promoting healthy living conditions and sustainable practices in coastal and island communities contributes to overall public health and community resilience. 6. **SDG 14: Life Below Water** – Protecting marine ecosystems is vital for the health and livelihoods of coastal communities. Public health initiatives can include managing fisheries and reducing marine pollution. By linking these SDGs, a course on Coastal and Island Public Health would emphasize the importance of addressing the unique health challenges and environmental factors affecting these communities, promoting overall health and sustainability. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130902 | Ekologi Pangan dan Gizi | Food Ecology and Nutrition | This course explores the relationship between food systems, ecological sustainability, and nutrition. Students analyze how food production and consumption impact health and the environment, emphasizing the importance of healthy diets and food security. The course also addresses public health strategies for promoting sustainable food practices. | 1. **SDG 2: Zero Hunger** – This goal focuses on ending hunger and promoting sustainable food systems. Understanding the relationship between food ecology and nutrition is essential for developing strategies to ensure food security. 2. **SDG 3: Good Health and Well-Being** – Nutrition is a key determinant of health. This course would emphasize how ecological factors influence dietary choices and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable food practices and reducing waste are crucial for ensuring the long-term viability of food systems, aligning with responsible consumption goals. 4. **SDG 13: Climate Action** – Food production significantly impacts climate change. Understanding food ecology can help in developing strategies to mitigate environmental impacts while promoting healthy diets. 5. **SDG 10: Reduced Inequalities** – Addressing food access and nutritional disparities among different populations is vital for promoting equity in health and well-being. 6. **SDG 11: Sustainable Cities and Communities** – Integrating food ecology into urban planning can enhance food access and promote community health, creating sustainable local food systems. By linking these SDGs, a course on Food Ecology and Nutrition would emphasize the interconnectedness of food systems, health, and environmental sustainability, promoting holistic approaches to addressing global challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131002 | Sistem Manajemen Keselamatan dan Kesehatan Kerja | Occupational Safety and Health Management System | This course covers the principles of managing occupational health and safety within organizations. Students learn about risk assessment, safety regulations, and the implementation of health and safety management systems. The course emphasizes the importance of creating safe work environments and promoting employee well-being. | 1. **SDG 3: Good Health and Well-Being** – Effective OSHMS are critical for ensuring the health and safety of workers, reducing workplace injuries, illnesses, and fatalities. 2. **SDG 8: Decent Work and Economic Growth** – Promoting safe and healthy work environments contributes to decent work conditions, enhancing productivity and economic growth. 3. **SDG 10: Reduced Inequalities** – Implementing OSHMS can help protect vulnerable workers, ensuring that all employees, regardless of their background, have safe working conditions. 4. **SDG 4: Quality Education** – Training and educating workers and management about occupational safety practices is essential for building a culture of safety and awareness in the workplace. 5. **SDG 11: Sustainable Cities and Communities** – Ensuring occupational safety contributes to the overall health and sustainability of communities by reducing health risks associated with work environments. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Establishing strong occupational safety regulations and practices supports justice in the workplace, ensuring that workers’ rights to a safe environment are upheld. By linking these SDGs, a course on Occupational Safety and Health Management Systems would emphasize the importance of comprehensive safety practices in promoting worker health, safety, and well-being while contributing to broader societal goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01131102 | Praktik Belajar Lapangan Evaluasi dan Advokasi Kesmas | Field Learning Practices for Public Health Evaluation and Advocacy | This course provides practical experience in evaluating public health programs and engaging in health advocacy. Students participate in fieldwork, applying evaluation methodologies and advocacy strategies in real-world settings. The course emphasizes the importance of community involvement and evidence-based approaches in public health initiatives. | 1. **SDG 3: Good Health and Well-Being** – Evaluating public health programs and advocating for effective policies are essential for improving health outcomes and ensuring access to quality health services. 2. **SDG 10: Reduced Inequalities** – Public health evaluation helps identify disparities in health access and outcomes, while advocacy can promote policies that reduce these inequalities. 3. **SDG 4: Quality Education** – Engaging in field practices enhances the education of public health students by providing practical experience in evaluation methods and advocacy strategies. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy efforts contribute to strengthening health systems and ensuring accountability in public health, fostering trust and transparency. 5. **SDG 11: Sustainable Cities and Communities** – Public health evaluation can inform community health initiatives and policies that promote healthier urban environments. 6. **SDG 17: Partnerships for the Goals** – Collaboration with various stakeholders—such as community organizations, government agencies, and health professionals—is vital for effective evaluation and advocacy efforts. By linking these SDGs, a course on Field Learning Practices for Public Health Evaluation and Advocacy would emphasize the importance of practical experience in shaping effective health policies and programs, ultimately promoting health equity and community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140102 | Seminar Proposal | Proposal Seminar | This course focuses on developing research proposals in public health. Students learn to identify research questions, design study methodologies, and write effective proposals. The seminar format allows for peer feedback and refinement, preparing students for successful grant applications and research projects. | 1. **SDG 4: Quality Education** – Teaching students how to develop proposals enhances their skills in research, critical thinking, and project planning, contributing to a well-educated workforce. 2. **SDG 3: Good Health and Well-Being** – Proposals related to public health initiatives can lead to projects that improve health outcomes and access to healthcare services. 3. **SDG 10: Reduced Inequalities** – Developing proposals that focus on addressing health disparities ensures that marginalized communities receive attention and resources, promoting equity. 4. **SDG 17: Partnerships for the Goals** – Effective proposal writing encourages collaboration among stakeholders, such as governments, NGOs, and community organizations, fostering partnerships for health and development. 5. **SDG 11: Sustainable Cities and Communities** – Proposals for community health projects can contribute to sustainable urban planning and improve public health in local areas. 6. **SDG 8: Decent Work and Economic Growth** – Well-crafted proposals can secure funding for health projects, leading to job creation and economic growth within the healthcare sector. By linking these SDGs, a course on Proposal Seminar would emphasize the importance of proposal writing and project planning in promoting health, education, and sustainable development initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140302 | Seminar Hasil | Results Seminar | This course involves the presentation and discussion of research findings in public health. Students learn to effectively communicate their results to diverse audiences, engage in constructive critique, and understand the implications of their research for public health practice. | 1. **SDG 3: Good Health and Well-Being** – Sharing results from health-related projects and research contributes to the body of knowledge that informs effective health interventions and policies. 2. **SDG 4: Quality Education** – Presenting and discussing results enhances learning and critical thinking skills, fostering a deeper understanding of research methodologies and outcomes. 3. **SDG 10: Reduced Inequalities** – Analyzing results from studies focused on health disparities can highlight areas needing attention, promoting equitable access to health services. 4. **SDG 11: Sustainable Cities and Communities** – Results from community health initiatives can guide urban planning and development efforts to create healthier environments. 5. **SDG 17: Partnerships for the Goals** – Sharing results encourages collaboration among stakeholders, including researchers, practitioners, and policymakers, enhancing collective efforts toward health improvements. 6. **SDG 8: Decent Work and Economic Growth** – Discussing results can lead to the identification of successful health interventions that can be scaled up, contributing to job creation and economic development in health sectors. By linking these SDGs, a course on Results Seminar would emphasize the importance of disseminating findings to drive evidence-based practices, promote collaboration, and improve health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01140402 | Ujian Kompetensi dan Skripsi | Competency and Thesis Exams | This course prepares students for comprehensive competency exams and thesis defense in public health. It emphasizes the integration of knowledge and skills acquired throughout the program, ensuring students are equipped to demonstrate their understanding of key concepts and methodologies in public health. | 1. **SDG 4: Quality Education** – Assessing competencies and thesis work ensures that students meet high educational standards, contributing to the overall quality of education in public health and related fields. 2. **SDG 3: Good Health and Well-Being** – Students’ research and projects can directly impact health practices and policies, promoting better health outcomes through evidence-based findings. 3. **SDG 10: Reduced Inequalities** – Encouraging research focused on health disparities and vulnerable populations can lead to solutions that address inequities in healthcare access and outcomes. 4. **SDG 8: Decent Work and Economic Growth** – Competency assessments ensure that graduates are well-prepared for the workforce, enhancing employability and contributing to economic growth in the health sector. 5. **SDG 17: Partnerships for the Goals** – Engaging with various stakeholders during the thesis process can foster collaboration and knowledge sharing, enhancing the relevance and application of research. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting rigorous academic standards contributes to the integrity and credibility of educational institutions, reinforcing the role of education in promoting justice and strong governance. By linking these SDGs, a course on Competency and Thesis Exams would emphasize the importance of rigorous academic assessment in shaping competent professionals who can contribute to public health and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130102 | Advokasi dalam Promosi Kesehatan | Advocacy in Health Promotion | This course explores strategies for advocating for health promotion initiatives. Students learn about policy advocacy, community mobilization, and communication techniques to influence health outcomes. The course emphasizes the importance of effective advocacy in advancing public health goals. | 1. **SDG 3: Good Health and Well-Being** – Advocacy is crucial for promoting health initiatives, policies, and programs that improve health outcomes and access to healthcare services. 2. **SDG 10: Reduced Inequalities** – Advocacy efforts can target health disparities, ensuring that marginalized populations receive equitable access to health resources and services. 3. **SDG 4: Quality Education** – Advocating for health education promotes awareness and empowers individuals to make informed health choices, contributing to overall community health. 4. **SDG 11: Sustainable Cities and Communities** – Advocacy can help shape policies that create healthier urban environments, focusing on public health issues such as air quality, access to green spaces, and safe transportation. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy supports transparency and accountability in health systems, fostering trust and ensuring that health policies reflect community needs. 6. **SDG 17: Partnerships for the Goals** – Collaborative advocacy efforts bring together various stakeholders, including government agencies, NGOs, and community organizations, enhancing the effectiveness of health promotion initiatives. By linking these SDGs, a course on Advocacy in Health Promotion would emphasize the critical role of advocacy in driving public health initiatives, addressing health inequalities, and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130203 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | This course provides foundational knowledge in research methodologies and scientific writing. Students learn to design studies, collect and analyze data, and communicate findings in a clear and concise manner. The course prepares students for conducting rigorous research and publishing in academic journals. | 1. **SDG 3: Good Health and Well-Being** – Understanding research methods is essential for conducting studies that inform health practices, policies, and interventions, ultimately improving health outcomes. 2. **SDG 4: Quality Education** – Teaching research methods and scientific writing enhances students’ skills in critical thinking, analysis, and effective communication, contributing to higher educational standards. 3. **SDG 10: Reduced Inequalities** – Research focused on health disparities and vulnerable populations can help identify and address inequalities in healthcare access and outcomes. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting rigorous scientific research supports evidence-based policy-making and enhances the credibility of institutions involved in public health. 5. **SDG 17: Partnerships for the Goals** – Collaborating on research projects encourages knowledge sharing among stakeholders, fostering partnerships that can lead to innovative solutions in health. 6. **SDG 8: Decent Work and Economic Growth** – Developing strong research and writing skills can enhance employability in various sectors, contributing to economic growth and workforce development. By linking these SDGs, a course on Research Methods and Scientific Writing would emphasize the importance of rigorous research practices and effective communication in advancing knowledge and addressing public health challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130302 | Bahasa Inggris Kesehatan Masyarakat | Public Health English | This course focuses on developing English language skills specific to public health contexts. Students improve their ability to read, write, and communicate effectively in professional settings, emphasizing terminology and concepts relevant to public health. | 1. **SDG 3: Good Health and Well-Being** – Proficient communication in English allows health professionals to disseminate information effectively, improving health literacy and access to services. 2. **SDG 4: Quality Education** – Teaching English within the context of public health enhances students’ ability to engage with global health literature, fostering critical thinking and academic skills. 3. **SDG 10: Reduced Inequalities** – Improving English language skills can help bridge communication gaps in diverse communities, promoting equitable access to health information and services. 4. **SDG 17: Partnerships for the Goals** – Effective communication is key to collaboration among stakeholders, including international organizations, NGOs, and local communities, facilitating partnerships for health initiatives. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting clear communication in public health strengthens institutional integrity and fosters trust in health messaging and policies. 6. **SDG 11: Sustainable Cities and Communities** – Public health communication is vital for promoting healthy behaviors and policies in urban settings, contributing to overall community well-being. By linking these SDGs, a course on Public Health English would emphasize the importance of effective communication skills in advancing public health initiatives and enhancing global health outcomes. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130402 | Teknologi Kesehatan Digital | Digital Health Technology | This course examines the role of digital technologies in improving health services and outcomes. Students explore telehealth, mobile health applications, and health data analytics, evaluating their effectiveness and impact on healthcare delivery. The course emphasizes the integration of technology in enhancing patient care. | 1. **SDG 3: Good Health and Well-Being** – Digital health technologies improve access to healthcare services, enhance patient outcomes, and facilitate remote health monitoring and telemedicine. 2. **SDG 10: Reduced Inequalities** – Utilizing digital tools can help bridge gaps in healthcare access, particularly for underserved populations and those in remote areas. 3. **SDG 4: Quality Education** – Digital health technology can support health education and training, providing resources and platforms for learning and skill development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the development and integration of innovative digital health solutions contributes to building resilient health systems and fostering technological advancement. 5. **SDG 11: Sustainable Cities and Communities** – Digital health technologies can enhance urban health initiatives, improve emergency response, and promote public health awareness in communities. 6. **SDG 17: Partnerships for the Goals** – Collaboration among technology developers, healthcare providers, and policymakers is essential for implementing effective digital health solutions and achieving comprehensive health goals. By linking these SDGs, a course on Digital Health Technology would emphasize the transformative potential of technology in improving health outcomes, promoting equity, and advancing sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130502 | Sistem Informasi Kesehatan | Health Information System | This course covers the design, implementation, and management of health information systems to collect and analyze health data. Students learn about data management, privacy, and the role of information systems in supporting decision-making and public health surveillance. The course prepares students to leverage health information technology for improved health outcomes. | 1. **SDG 3: Good Health and Well-Being** – Robust health information systems are essential for tracking health outcomes, managing healthcare delivery, and improving overall public health. 2. **SDG 10: Reduced Inequalities** – By providing data on health disparities, health information systems can inform targeted interventions aimed at reducing inequalities in healthcare access and outcomes. 3. **SDG 4: Quality Education** – Teaching health information management equips students with skills to analyze and utilize health data effectively, contributing to informed decision-making and policy development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Developing and implementing innovative health information systems supports the strengthening of health infrastructure and promotes technological advancements in healthcare. 5. **SDG 11: Sustainable Cities and Communities** – Health information systems can inform urban health initiatives, helping to design and implement programs that address community health needs. 6. **SDG 17: Partnerships for the Goals** – Effective health information systems rely on collaboration among various stakeholders, including healthcare providers, policymakers, and technology developers, to ensure comprehensive health data management. By linking these SDGs, a course on Health Information Systems would emphasize the critical role of data management in improving health outcomes, enhancing healthcare delivery, and supporting sustainable development efforts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130603 | Praktikum Dasar Kesehatan Masyarakat | Basic Public Health Practicum | This course provides hands-on experience in public health practice, allowing students to apply theoretical knowledge in real-world settings. Students engage in community assessments, program planning, and evaluation activities under the guidance of public health professionals. The practicum emphasizes practical skills, teamwork, and the application of public health principles to address community health needs. | 1. **SDG 3: Good Health and Well-Being** – Hands-on experience in public health settings allows students to directly contribute to improving health outcomes and understanding community health needs. 2. **SDG 4: Quality Education** – A practicum provides practical application of theoretical knowledge, enhancing students’ learning and preparing them for future careers in public health. 3. **SDG 10: Reduced Inequalities** – Engaging with diverse communities during the practicum helps identify and address health disparities, promoting equitable access to health services. 4. **SDG 11: Sustainable Cities and Communities** – Students can work on initiatives that improve public health in urban areas, contributing to healthier and more sustainable communities. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local health organizations and stakeholders during the practicum fosters partnerships that enhance public health initiatives and resource sharing. 6. **SDG 8: Decent Work and Economic Growth** – Gaining practical experience in public health prepares students for the workforce, contributing to economic growth within the health sector. By linking these SDGs, a course on Basic Public Health Practicum would emphasize the importance of experiential learning in developing effective public health professionals and addressing community health challenges. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01130702 | Praktik Belajar Lapangan Intervensi Masalah Kesmas | Field Learning Practices Intervention on Public Health Problems | This course focuses on implementing and evaluating interventions to address specific public health problems in communities. Students work on field projects that involve assessing health issues, designing interventions, and measuring outcomes. The course emphasizes collaboration with community partners and the application of evidence-based practices in public health interventions. | 1. **SDG 3: Good Health and Well-Being** – Direct interventions in the field aim to improve health outcomes, address specific public health issues, and enhance overall community well-being. 2. **SDG 10: Reduced Inequalities** – Targeting interventions to vulnerable populations helps reduce health disparities and ensures equitable access to health services. 3. **SDG 4: Quality Education** – Field learning provides practical experience, reinforcing theoretical knowledge and enhancing students’ skills in designing and implementing health interventions. 4. **SDG 11: Sustainable Cities and Communities** – Interventions can address urban health challenges, contributing to healthier living environments and sustainable community practices. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations, governments, and community members during fieldwork fosters partnerships that strengthen public health initiatives. 6. **SDG 8: Decent Work and Economic Growth** – Engaging in practical interventions prepares students for careers in public health, contributing to workforce development and economic growth in health sectors. By linking these SDGs, a course on Field Learning Practices Intervention on Public Health Problems would highlight the importance of hands-on experience in addressing public health challenges and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121702 | Kepemimpinan dan Berfikir Sistem | Leadership and Systems Thinking | This course explores leadership principles and systems thinking in public health contexts. Students learn to analyze complex health systems, understand organizational dynamics, and develop effective leadership skills. The course emphasizes the importance of collaboration, strategic decision-making, and innovation in addressing public health challenges. | 1. **SDG 3: Good Health and Well-Being** – Effective leadership in health systems is crucial for implementing policies and practices that improve health outcomes and ensure quality care. 2. **SDG 4: Quality Education** – Developing leadership skills and systems thinking enhances educational programs, fostering critical thinking and problem-solving in complex health environments. 3. **SDG 10: Reduced Inequalities** – Leaders who employ systems thinking can identify and address systemic barriers to health access, promoting equity and inclusion in healthcare. 4. **SDG 8: Decent Work and Economic Growth** – Strong leadership in health organizations can drive workforce development and economic sustainability, improving job conditions and service delivery. 5. **SDG 11: Sustainable Cities and Communities** – Leaders who understand systems thinking can create integrated health strategies that promote community well-being and sustainability in urban planning. 6. **SDG 17: Partnerships for the Goals** – Effective leadership fosters collaboration among various stakeholders, enhancing partnerships that support comprehensive and sustainable health initiatives. By linking these SDGs, a course on Leadership and Systems Thinking would emphasize the importance of visionary leadership and holistic approaches in addressing complex public health challenges and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121802 | Epidemiologi Penyakit Tidak Menular | Epidemiology of Non-Communicable Diseases | This course examines the patterns, causes, and risk factors associated with non-communicable diseases (NCDs) such as cardiovascular disease, diabetes, and cancer. Students learn about epidemiological methods used to study NCDs, the impact of lifestyle factors, and strategies for prevention and control. The course emphasizes the importance of addressing NCDs as a major public health concern. | 1. **SDG 3: Good Health and Well-Being** – Understanding the epidemiology of NCDs is crucial for developing effective prevention and management strategies, ultimately improving health outcomes. 2. **SDG 10: Reduced Inequalities** – Analyzing the distribution and determinants of NCDs can help identify vulnerable populations and address health disparities related to these diseases. 3. **SDG 4: Quality Education** – Educating future public health professionals about the epidemiology of NCDs equips them with the knowledge to combat these conditions effectively. 4. **SDG 11: Sustainable Cities and Communities** – Addressing NCDs often involves urban planning and community initiatives that promote healthy lifestyles and environments. 5. **SDG 8: Decent Work and Economic Growth** – Reducing the burden of NCDs can lead to improved productivity and economic stability, as healthier populations contribute more effectively to the workforce. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and health organizations is essential for effective research, prevention, and control strategies related to NCDs. By linking these SDGs, a course on the Epidemiology of Non-Communicable Diseases would highlight the critical role of understanding disease patterns and determinants in promoting public health and achieving sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121902 | Kewirausahaan | Entrepreneurship | This course introduces the principles of entrepreneurship within the healthcare and public health sectors. Students learn about business planning, innovation, and the development of health-related ventures. The course emphasizes the role of entrepreneurship in addressing health challenges, promoting health equity, and improving access to services. | 1. **SDG 8: Decent Work and Economic Growth** – Entrepreneurship drives economic development by creating jobs, fostering innovation, and stimulating economic activity. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Entrepreneurs contribute to building resilient infrastructure and promoting sustainable industrialization and innovation. 3. **SDG 4: Quality Education** – Teaching entrepreneurship encourages critical thinking, problem-solving, and creativity, equipping students with valuable skills for the future. 4. **SDG 10: Reduced Inequalities** – Supporting diverse entrepreneurs can help reduce inequalities by providing opportunities for underrepresented groups and fostering inclusive economic growth. 5. **SDG 3: Good Health and Well-Being** – Health-focused entrepreneurship can lead to innovative solutions in healthcare delivery, wellness programs, and disease prevention, improving community health. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders—such as investors, government, and educational institutions—can enhance entrepreneurial initiatives and support sustainable development. By linking these SDGs, a course on Entrepreneurship would emphasize the importance of fostering entrepreneurial skills and mindset as a means to drive innovation, economic growth, and social change. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122002 | Pengorganisasian dan Pemberdayaan Masyarakat | Community Organizing and Empowerment | This course focuses on strategies for community organizing and empowerment to address health disparities. Students learn about mobilizing community resources, building coalitions, and engaging stakeholders in health initiatives. The course emphasizes participatory approaches and the importance of community voices in shaping health policies and programs. | 1. **SDG 3: Good Health and Well-Being** – Community organizing can mobilize resources and advocate for health initiatives that improve access to healthcare and promote overall community health. 2. **SDG 4: Quality Education** – Empowering communities through education fosters awareness and capacity-building, enabling individuals to advocate for their rights and needs. 3. **SDG 10: Reduced Inequalities** – Community organizing focuses on addressing disparities and advocating for marginalized groups, promoting social justice and equity. 4. **SDG 11: Sustainable Cities and Communities** – Engaging communities in decision-making processes helps create sustainable urban environments that meet the needs of all residents. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Empowered communities are better equipped to engage with institutions, advocate for change, and promote transparency and accountability. 6. **SDG 17: Partnerships for the Goals** – Effective community organizing often involves collaboration with various stakeholders, including local organizations, government, and businesses, to achieve shared goals. By linking these SDGs, a course on Community Organizing and Empowerment would emphasize the importance of collective action and grassroots movements in driving social change and improving community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122102 | Gender, Layanan Kesehatan Reproduksi dan Seksual | Gender, Reproductive and Sexual Health Services | This course explores the intersection of gender, reproductive health, and sexual health services. Students learn about the unique health needs of different gender identities and the importance of providing comprehensive, inclusive care. The course covers topics such as family planning, sexually transmitted infections, and the impact of social determinants on reproductive health outcomes. | 1. **SDG 3: Good Health and Well-Being** – Access to comprehensive reproductive and sexual health services is essential for improving health outcomes and ensuring well-being for all individuals. 2. **SDG 5: Gender Equality** – Promoting gender equity in health services addresses disparities and empowers individuals to make informed choices about their reproductive health. 3. **SDG 10: Reduced Inequalities** – Ensuring equitable access to reproductive and sexual health services helps reduce health disparities among different gender and socioeconomic groups. 4. **SDG 4: Quality Education** – Education about reproductive and sexual health is crucial for informed decision-making, fostering awareness, and promoting healthy behaviors. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy for reproductive rights and access to health services strengthens institutions and promotes justice in healthcare systems. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, and community organizations is vital for developing effective reproductive and sexual health programs. By linking these SDGs, a course on Gender, Reproductive, and Sexual Health Services would emphasize the importance of addressing gender-specific health needs and promoting equitable access to health services for all individuals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122202 | Sistem Kesehatan Kepulauan | Islands Health System | This course examines the unique health systems and challenges faced by island communities. Students explore issues such as access to healthcare, environmental health, and the impact of isolation on health outcomes. The course emphasizes the development of tailored health policies and interventions that address the specific needs of island populations. | 1. **SDG 3: Good Health and Well-Being** – Strengthening health systems in island communities is essential for ensuring access to quality healthcare and improving overall health outcomes. 2. **SDG 10: Reduced Inequalities** – Addressing the unique challenges faced by island populations, such as geographical isolation and limited resources, can help reduce health disparities. 3. **SDG 11: Sustainable Cities and Communities** – Developing sustainable health systems on islands promotes community resilience and enhances public health infrastructure in vulnerable areas. 4. **SDG 4: Quality Education** – Training healthcare professionals and educating communities about health issues specific to island environments contributes to better health practices and outcomes. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local governments, NGOs, and international organizations is vital for creating effective health policies and programs tailored to island communities. 6. **SDG 13: Climate Action** – Island health systems must adapt to the impacts of climate change, making it essential to incorporate environmental health considerations into healthcare planning. By linking these SDGs, a course on Islands Health System would emphasize the importance of addressing the unique health challenges faced by island communities and promoting sustainable development in these contexts. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01122302 | Praktik Belajar Lapangan Analisis Masalah Kesmas | Field Learning Practice Analysis of Public Health Problems | This course offers hands-on experience in identifying and analyzing public health issues in real-world settings. Students will engage with communities to assess health challenges and develop intervention strategies. | 1. **SDG 3: Good Health and Well-Being** – Analyzing public health problems in the field allows for the identification of health needs and the development of targeted interventions to improve health outcomes. 2. **SDG 10: Reduced Inequalities** – Engaging in fieldwork helps identify disparities in health access and outcomes among different populations, informing strategies to promote equity. 3. **SDG 4: Quality Education** – Practical experience in analyzing public health problems enhances students’ understanding of theoretical concepts and develops critical thinking skills. 4. **SDG 11: Sustainable Cities and Communities** – Field analyses can inform community-based health initiatives, promoting healthier environments and sustainable urban planning. 5. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations and stakeholders during fieldwork fosters partnerships that enhance the effectiveness of public health interventions. 6. **SDG 8: Decent Work and Economic Growth** – Understanding public health challenges can lead to the development of programs that improve health and, consequently, workforce productivity. By linking these SDGs, a course on Field Learning Practice Analysis of Public Health Problems would highlight the importance of hands-on experience in addressing public health issues and promoting sustainable development strategies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121002 | Perencanaan dan Evaluasi Kesehatan | Health Planning and Evaluation | Students will learn the principles of health planning and evaluation, focusing on developing, implementing, and assessing public health programs. The course emphasizes evidence-based practices and the use of evaluation metrics | 1. **SDG 3: Good Health and Well-Being** – Effective health planning and evaluation are essential for improving health outcomes and ensuring the delivery of quality healthcare services. 2. **SDG 10: Reduced Inequalities** – Evaluating health programs helps identify disparities in access and outcomes, informing strategies to promote health equity. 3. **SDG 4: Quality Education** – Educating future health professionals in planning and evaluation techniques equips them with the skills to develop and assess effective health interventions. 4. **SDG 11: Sustainable Cities and Communities** – Health planning can incorporate community needs and environmental factors, promoting sustainable public health initiatives in urban areas. 5. **SDG 17: Partnerships for the Goals** – Collaborative health planning and evaluation involve various stakeholders, enhancing the effectiveness of health initiatives and resource allocation. 6. **SDG 8: Decent Work and Economic Growth** – Effective health systems contribute to a healthy workforce, which is vital for economic productivity and growth. By linking these SDGs, a course on Health Planning and Evaluation would emphasize the importance of strategic planning and rigorous evaluation in achieving improved health outcomes and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121102 | Dasar Promosi Kesehatan | Basis of Health Promotion | This course covers fundamental concepts of health promotion, including theories, strategies, and techniques aimed at improving community health. Students will explore effective communication and community engagement methods. | 1. **SDG 3: Good Health and Well-Being** – Health promotion strategies aim to improve health outcomes, prevent disease, and enhance the quality of life for individuals and communities. 2. **SDG 4: Quality Education** – Educating individuals about health promotion principles empowers them to make informed health choices and engage in healthy behaviors. 3. **SDG 10: Reduced Inequalities** – Health promotion efforts can target vulnerable populations, addressing health disparities and ensuring equitable access to health resources. 4. **SDG 11: Sustainable Cities and Communities** – Promoting healthy lifestyles and environments contributes to community well-being and sustainable urban planning. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Advocacy for health promotion can strengthen policies that support community health, fostering trust and engagement with institutions. 6. **SDG 17: Partnerships for the Goals** – Collaborative health promotion efforts involve various stakeholders, including governments, NGOs, and community organizations, enhancing the impact of health initiatives. By linking these SDGs, a course on the Basis of Health Promotion would emphasize the foundational principles of health promotion and their importance in fostering healthier communities and sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121202 | Ilmu Kependudukan | Population Science | Students will study the dynamics of population changes, including demographic trends, fertility, mortality, and migration. The course examines how these factors influence public health policies and planning. | 1. **SDG 3: Good Health and Well-Being** – Understanding population dynamics helps inform health interventions, resource allocation, and policies that improve health outcomes across different demographic groups. 2. **SDG 4: Quality Education** – Population science emphasizes the importance of education in understanding demographic trends, health behaviors, and their impact on communities. 3. **SDG 5: Gender Equality** – Analyzing population data by gender allows for a better understanding of health disparities and the unique needs of different gender groups, informing targeted interventions. 4. **SDG 10: Reduced Inequalities** – Population science can highlight disparities in health access and outcomes among various socioeconomic and demographic groups, guiding efforts to promote equity. 5. **SDG 11: Sustainable Cities and Communities** – Studying population trends aids in urban planning and the development of sustainable communities that can accommodate changing demographics. 6. **SDG 17: Partnerships for the Goals** – Collaborative research in population science fosters partnerships between governments, academic institutions, and organizations to address population-related challenges effectively. By linking these SDGs, a course on Population Science would underscore the importance of demographic analysis in informing health policies, promoting equity, and supporting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121302 | Organisasi dan Manajemen Kesehatan | Healthcare Organisation and Management | This course focuses on the structure and functioning of healthcare systems, exploring management principles, organizational behavior, and the challenges faced in healthcare delivery. | 1. **SDG 3: Good Health and Well-Being** – Effective healthcare organization and management are essential for delivering quality health services and improving health outcomes for communities. 2. **SDG 4: Quality Education** – Training in healthcare management equips future leaders with the skills needed to navigate complex health systems and promote effective practices. 3. **SDG 10: Reduced Inequalities** – Proper management of healthcare services can help ensure equitable access to care for underserved populations, addressing health disparities. 4. **SDG 8: Decent Work and Economic Growth** – Efficient healthcare organizations contribute to economic stability by providing jobs and promoting a healthy workforce. 5. **SDG 11: Sustainable Cities and Communities** – Effective management of healthcare resources supports community health initiatives, contributing to sustainable urban development. 6. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders—such as government, private sector, and non-profits—is crucial for improving healthcare systems and outcomes. By linking these SDGs, a course on Healthcare Organisation and Management would highlight the importance of effective management practices in enhancing healthcare delivery and promoting sustainable development. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121402 | Dinamika Kelompok | Group Dynamics | Students will explore the principles of group behavior and dynamics within health organizations. The course emphasizes teamwork, leadership, and effective communication in public health settings. | 1. **SDG 4: Quality Education** – Emphasizing collaborative learning and group work as vital educational strategies. 2. **SDG 5: Gender Equality** – Addressing dynamics in diverse groups, promoting inclusivity, and discussing gender roles within teams. 3. **SDG 10: Reduced Inequalities** – Focusing on how group dynamics can help reduce social and economic disparities. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Exploring conflict resolution, cooperation, and effective governance within group settings. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and partnership in achieving sustainable outcomes. These goals can be integrated through discussions, case studies, and practical applications within the course. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121503 | Manajemen Bencana dan Kejadian Luar Biasa | Disaster Management and Extraordinary Events | This course examines the principles of disaster preparedness, response, and recovery in public health contexts. Students will learn to develop plans for managing extraordinary events affecting community health. | 1. **SDG 11: Sustainable Cities and Communities** – Focusing on resilience and planning for disasters in urban settings. 2. **SDG 13: Climate Action** – Addressing the impacts of climate change on disaster frequency and intensity. 3. **SDG 3: Good Health and Well-Being** – Examining the health impacts of disasters and the importance of emergency response systems. 4. **SDG 1: No Poverty** – Understanding how disasters exacerbate poverty and discussing strategies for vulnerability reduction. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlighting the role of governance and community engagement in effective disaster management. 6. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among governments, NGOs, and communities in disaster response and recovery. These SDGs can be integrated into course content through case studies, simulations, and discussions on best practices in disaster management. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01121602 | Manajemen dan Analisis Data Dasar | Basic Data Management and Analysis | Students will learn data management techniques essential for public health research, including data collection, organization, and statistical analysis, emphasizing the importance of data integrity and ethics. | 1. **SDG 4: Quality Education** – Promoting data literacy and analytical skills as essential components of quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Highlighting the role of data in driving innovation and improving infrastructure development. 3. **SDG 10: Reduced Inequalities** – Analyzing data to understand and address disparities within populations. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Using data for transparency, accountability, and informed decision-making in governance. 5. **SDG 17: Partnerships for the Goals** – Emphasizing data sharing and collaboration among different sectors to achieve sustainable development. In these courses, students often engage in projects that apply data analysis to real-world issues, fostering skills that contribute to these global goals. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120302 | Epidemiologi Penyakit Menular | Infectious Disease Epidemiology | This course covers the study of infectious diseases, including their transmission, prevention, and control. Students will explore epidemiological methods and data analysis related to infectious disease outbreaks. | 1. **SDG 3: Good Health and Well-Being** – Directly focused on understanding and improving health outcomes related to infectious diseases. 2. **SDG 1: No Poverty** – Exploring how infectious diseases impact vulnerable populations and contribute to poverty. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in health outcomes and access to healthcare services among different demographic groups. 4. **SDG 6: Clean Water and Sanitation** – Analyzing the role of water quality and sanitation in preventing infectious diseases. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among governments, health organizations, and communities to combat infectious disease outbreaks. These connections can be explored through case studies, data analysis, and discussions on public health interventions and policies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120402 | Teknologi Kesehatan Lingkungan | Environmental Health Technology | Students will study technologies and interventions designed to address environmental health issues, focusing on pollution control, waste management, and health impacts of environmental hazards. | 1. **SDG 3: Good Health and Well-Being** – Focusing on how environmental factors impact health and the importance of addressing pollution and exposure to hazardous substances. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing technologies and practices that ensure safe drinking water and sanitation, reducing waterborne diseases. 3. **SDG 11: Sustainable Cities and Communities** – Exploring sustainable urban planning and development to improve environmental health in communities. 4. **SDG 12: Responsible Consumption and Production** – Discussing the role of sustainable practices in reducing environmental health risks associated with waste and resource use. 5. **SDG 13: Climate Action** – Addressing the health impacts of climate change and the importance of mitigation and adaptation strategies. These goals can be integrated into course content through case studies, project work, and discussions on innovative technologies and policies that promote environmental health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120502 | Dasar Kesehatan Reproduksi dan Keluarga | Basic Reproductive and Family Health | This course covers essential concepts related to reproductive health, family planning, and maternal and child health, emphasizing the importance of education and access to health services. | 1. **SDG 3: Good Health and Well-Being** – Focused on improving reproductive health services, maternal health, and family planning. 2. **SDG 5: Gender Equality** – Addressing women’s health issues, reproductive rights, and gender-based health disparities. 3. **SDG 1: No Poverty** – Exploring how access to reproductive health services can reduce poverty and improve economic stability for families. 4. **SDG 4: Quality Education** – Highlighting the importance of educating individuals about reproductive health and family planning. 5. **SDG 10: Reduced Inequalities** – Examining disparities in access to reproductive health services among different populations. Courses often engage students through discussions, case studies, and policy analysis to understand the implications of reproductive and family health on broader social and economic issues. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120602 | Analisis Kualitas Lingkungan | Environmental Quality Analysis | Students will learn methods for assessing environmental quality and its impact on public health. The course covers air and water quality, waste management, and environmental health indicators | 1. **SDG 3: Good Health and Well-Being** – Assessing how environmental quality impacts public health, including air and water quality. 2. **SDG 6: Clean Water and Sanitation** – Focusing on analyzing water quality and its implications for health and ecosystems. 3. **SDG 11: Sustainable Cities and Communities** – Evaluating urban environmental quality and its effects on community well-being and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Investigating the impacts of waste and pollution on environmental quality and promoting sustainable practices. 5. **SDG 13: Climate Action** – Understanding how environmental quality is influenced by climate change and human activities. These connections can be explored through field studies, data analysis, and discussions on policies and technologies aimed at improving environmental quality. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120702 | Sistem Pelayanan Rumah Sakit | Hospital Service System | This course examines the organization and delivery of services within hospitals, focusing on patient care, operational efficiency, and quality management in healthcare settings. | 1. **SDG 3: Good Health and Well-Being** – Focused on improving healthcare delivery, access to services, and overall health outcomes. 2. **SDG 10: Reduced Inequalities** – Addressing disparities in access to hospital services and health outcomes among different population groups. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring the role of healthcare infrastructure and innovation in enhancing hospital services. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing the importance of governance, transparency, and accountability in hospital administration and operations. 5. **SDG 17: Partnerships for the Goals** – Highlighting the need for collaboration among healthcare providers, governments, and communities to improve hospital services. These goals can be integrated into the curriculum through case studies, policy analysis, and discussions on best practices in hospital management and healthcare delivery systems. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120802 | Gizi Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Islands Public Health Nutrition | Students will explore public health nutrition issues specific to coastal and island communities, addressing unique dietary patterns, food security, and health challenges. | 1. **SDG 2: Zero Hunger** – Focusing on food security, nutrition, and sustainable agricultural practices in coastal and island communities. 2. **SDG 3: Good Health and Well-Being** – Addressing the impact of nutrition on health outcomes, particularly in vulnerable populations in coastal areas. 3. **SDG 12: Responsible Consumption and Production** – Examining sustainable food systems and responsible use of marine resources. 4. **SDG 14: Life Below Water** – Highlighting the importance of marine biodiversity for nutrition and food security, and promoting sustainable fishing practices. 5. **SDG 13: Climate Action** – Discussing the effects of climate change on food systems and nutrition in coastal and island communities. These connections can be explored through community assessments, case studies, and discussions on nutrition policies and interventions tailored to the unique challenges of coastal and island populations. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120902 | Ergonomi dan Lingkungan Kerja | Ergonomics and Work Environment | This course focuses on the principles of ergonomics and their application in improving workplace health and safety. Students will learn to design work environments that enhance productivity and reduce injury risk. | 1. **SDG 3: Good Health and Well-Being** – Focusing on reducing workplace injuries and promoting overall employee health through ergonomic design. 2. **SDG 8: Decent Work and Economic Growth** – Enhancing productivity and job satisfaction by improving work environments and reducing occupational hazards. 3. **SDG 10: Reduced Inequalities** – Addressing the needs of diverse workers, including those with disabilities, to create inclusive workplaces. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the design and use of work environments and equipment. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring the role of innovative ergonomic solutions in enhancing workplace safety and efficiency. These goals can be integrated through practical assessments, case studies, and discussions on the design of work environments that support employee well-being and productivity. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110902 | Mikrobiologi, Parasitologi dan Patologi Kesehatan Masyarakat | Microbiology, Parasitology and Public Health Pathology | Students will study the roles of microorganisms and parasites in public health, focusing on disease mechanisms, transmission, and prevention strategies. | 1. **SDG 3: Good Health and Well-Being** – Focusing on the prevention, diagnosis, and treatment of infectious diseases caused by microorganisms and parasites. 2. **SDG 1: No Poverty** – Addressing how infectious diseases impact vulnerable populations and contribute to economic challenges. 3. **SDG 6: Clean Water and Sanitation** – Examining the role of water quality in the transmission of microbial and parasitic diseases. 4. **SDG 10: Reduced Inequalities** – Investigating disparities in disease prevalence and access to healthcare services among different communities. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among public health organizations, governments, and communities in disease control efforts. These connections can be explored through laboratory work, case studies, and discussions on public health strategies for managing infectious diseases and promoting community health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111003 | Epidemiologi Dasar | Basic Epidemiology | This course introduces the foundational concepts of epidemiology, including study design, disease distribution, and factors affecting health outcomes in populations. | 1. **SDG 3: Good Health and Well-Being** – Focused on understanding disease patterns, health outcomes, and effective public health interventions. 2. **SDG 1: No Poverty** – Examining the relationships between health and socioeconomic status, and how poverty influences disease prevalence. 3. **SDG 10: Reduced Inequalities** – Analyzing health disparities among different populations and identifying vulnerable groups at risk. 4. **SDG 6: Clean Water and Sanitation** – Investigating the epidemiological links between water quality, sanitation, and health outcomes. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among health organizations, governments, and communities to improve public health data and responses. These connections can be explored through data analysis, case studies, and discussions on epidemiological methods and their applications in public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111102 | Dasar Ekonomi dan Pembiayaan Kesehatan | Basic Health Economics and Financing | Students will learn the principles of health economics, including cost analysis, resource allocation, and financing mechanisms in healthcare systems. | 1. **SDG 3: Good Health and Well-Being** – Analyzing the economic factors that influence health outcomes and access to healthcare services. 2. **SDG 1: No Poverty** – Exploring how health financing impacts low-income populations and the importance of equitable access to health services. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in healthcare access and financial barriers faced by marginalized groups. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Examining the role of health systems and financing in supporting healthcare infrastructure and innovation. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between governments, private sectors, and international organizations in health financing. These connections can be explored through case studies, policy analysis, and discussions on healthcare financing models and their impact on public health. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111202 | Ilmu Gizi Dasar | Basic Nutrition Science | This course covers the essential nutrients, dietary guidelines, and their impact on health. Students will explore the role of nutrition in disease prevention and health promotion. | 1. **SDG 2: Zero Hunger** – Focusing on food security, nutrition, and the importance of a balanced diet for health and well-being. 2. **SDG 3: Good Health and Well-Being** – Exploring the relationship between nutrition and health outcomes, including the prevention of diet-related diseases. 3. **SDG 1: No Poverty** – Examining how poverty affects nutritional status and access to healthy foods. 4. **SDG 10: Reduced Inequalities** – Addressing disparities in nutrition and health access among different socioeconomic groups. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable dietary practices and the impact of food systems on the environment. These connections can be explored through lectures, case studies, and discussions on nutrition policies, dietary guidelines, and community health initiatives. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01111303 | Biostatistik Dasar | Biostatistics Dasar | An introduction to biostatistics, this course focuses on statistical methods used in public health research, including data analysis, interpretation, and presentation. | 1. **SDG 3: Good Health and Well-Being** – Analyzing health data to improve health outcomes and inform public health interventions. 2. **SDG 1: No Poverty** – Assessing the impact of health disparities on economic conditions and identifying vulnerable populations. 3. **SDG 10: Reduced Inequalities** – Using statistical methods to evaluate health inequalities and disparities among different groups. 4. **SDG 17: Partnerships for the Goals** – Highlighting the importance of data sharing and collaboration in research and public health initiatives. 5. **SDG 4: Quality Education** – Providing foundational skills in data analysis and interpretation, which are crucial for informed decision-making in health fields. These connections can be explored through practical exercises, data analysis projects, and discussions on how biostatistics informs public health policy and research. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120102 | Komunikasi Kesehatan | Health Communication | Students will study effective communication strategies for public health messaging, including risk communication, health education, and community outreach. | 1. **SDG 3: Good Health and Well-Being** – Focusing on effective communication strategies to promote health awareness and encourage healthy behaviors. 2. **SDG 4: Quality Education** – Emphasizing the importance of health education and literacy in improving community health outcomes. 3. **SDG 10: Reduced Inequalities** – Addressing communication barriers faced by marginalized populations and promoting equitable access to health information. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Enhancing transparency and trust in health systems through effective communication and community engagement. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration between healthcare providers, communities, and organizations to improve health communication efforts. These connections can be explored through case studies, role-playing, and discussions on communication strategies for public health campaigns and community outreach. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01120202 | Surveilans Kesehatan Masyarakat | Public Health Surveillance | This course covers the principles and practices of public health surveillance, focusing on data collection, monitoring, and analysis of health trends and disease outbreaks. | 1. **SDG 3: Good Health and Well-Being** – Focusing on monitoring health trends, disease outbreaks, and health determinants to improve health outcomes. 2. **SDG 1: No Poverty** – Examining the relationship between health surveillance and socioeconomic factors affecting vulnerable populations. 3. **SDG 10: Reduced Inequalities** – Identifying health disparities and monitoring access to healthcare services among different demographic groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Enhancing the capacity of health systems to gather and analyze data for informed decision-making and policy development. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration among governments, NGOs, and international organizations for effective surveillance and response to health issues. These connections can be explored through practical exercises, case studies, and discussions on the role of surveillance in public health planning and emergency response. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110202 | Etika dan Hukum Kesehatan | Health Ethics and Law | Health Ethics and Law is a course that examines the ethical principles and legal frameworks governing healthcare practice and public health. It covers key topics such as patient rights, informed consent, confidentiality, and the ethical implications of medical decisions and research. Students explore the intersection of ethics and law, including the role of regulatory bodies and legal standards in protecting health and ensuring equitable access to care. The course emphasizes case studies and real-world scenarios to illustrate ethical dilemmas in healthcare, such as end-of-life decisions, resource allocation, and health disparities. By the end of the course, students are equipped to navigate the complex ethical and legal issues in health care and contribute to ethical decision-making in their professional practice. | 1. **SDG 3: Good Health and Well-Being** – Addressing ethical principles in healthcare delivery and the legal frameworks that ensure patient rights and access to care. 2. **SDG 10: Reduced Inequalities** – Examining how legal and ethical considerations can promote equity in healthcare access and treatment. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Focusing on the importance of laws and ethical standards in promoting transparency, accountability, and justice in health systems. 4. **SDG 4: Quality Education** – Emphasizing the need for education on health rights and ethical practices for healthcare professionals. 5. **SDG 17: Partnerships for the Goals** – Highlighting the role of collaboration between legal, ethical, and health sectors to develop comprehensive health policies. These connections can be explored through case studies, discussions on current health law issues, and ethical dilemmas in public health practice. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110302 | Sosiologi dan Antropologi Kesehatan | Sociology and Anthropology of Health | Sociology and Anthropology of Health is a course that explores the social and cultural dimensions of health and illness. It examines how social factors, cultural beliefs, and community practices influence health behaviors, healthcare access, and health outcomes. Students learn about various theoretical frameworks and methodologies used in sociology and anthropology to study health issues, including the roles of gender, ethnicity, socioeconomic status, and globalization. The course emphasizes critical analysis of health policies, healthcare systems, and the social determinants of health. Through case studies and fieldwork, students develop a deeper understanding of how cultural and social contexts shape health experiences and practices. By the end of the course, students are equipped to analyze health-related issues from a sociocultural perspective and contribute to more effective public health strategies. | 1. **SDG 3: Good Health and Well-Being** – Examining how social and cultural factors influence health behaviors, access to care, and health outcomes. 2. **SDG 1: No Poverty** – Understanding the social determinants of health and how poverty affects health status and access to resources. 3. **SDG 10: Reduced Inequalities** – Investigating health disparities among different social groups and the impact of systemic inequalities on health. 4. **SDG 5: Gender Equality** – Exploring the role of gender in health experiences, access to care, and cultural perceptions of health and illness. 5. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of community engagement and participatory approaches in health interventions. These connections can be explored through qualitative research, ethnographic studies, and discussions on how cultural beliefs and social structures shape health practices and policies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110402 | Biomedik | Biomedicine | Biomedicine is a course that focuses on the application of biological and physiological principles to medical practice and healthcare. It covers a wide range of topics, including human anatomy, physiology, genetics, microbiology, and the mechanisms of disease. Students learn about the interactions between biological systems and various health conditions, as well as the development of diagnostic and therapeutic techniques. The course emphasizes research methods and the translation of scientific discoveries into clinical applications. Through case studies and practical exercises, students develop critical thinking skills and a deeper understanding of how biomedical sciences inform healthcare decisions. By the end of the course, students are equipped with the knowledge necessary for further study in medicine, healthcare, or biomedical research. | 1. **SDG 3: Good Health and Well-Being** – Focusing on advancements in medical research, diagnostics, and treatments that improve health outcomes. 2. **SDG 1: No Poverty** – Addressing how access to biomedical advancements can reduce health disparities among low-income populations. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing the role of biomedicine in driving innovation in healthcare technologies and infrastructure. 4. **SDG 10: Reduced Inequalities** – Exploring how biomedical research can target neglected diseases and improve access to healthcare for marginalized communities. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between researchers, healthcare providers, and industries to promote biomedical advancements and public health initiatives. These connections can be explored through case studies, laboratory work, and discussions on the ethical implications and accessibility of biomedical technologies. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110502 | llmu Kesehatan Masyarakat dan Kesehatan Global | Public Health and Global Health | Public Health and Global Health is a course that examines the principles and practices of health promotion, disease prevention, and health equity on both local and global scales. It covers key topics such as epidemiology, health systems, infectious and non-communicable diseases, and the social determinants of health. Students explore the roles of various stakeholders, including governments, NGOs, and international organizations, in addressing health issues. The course emphasizes the importance of cultural competence, policy advocacy, and sustainable interventions in improving health outcomes worldwide. Through case studies and collaborative projects, students gain insights into global health challenges and develop strategies for effective public health initiatives. By the end of the course, students are prepared to engage in public health practice and contribute to global health solutions. | 1. **SDG 3: Good Health and Well-Being** – Addressing health issues at both local and global levels, focusing on prevention, treatment, and health promotion. 2. **SDG 1: No Poverty** – Exploring the intersection of health and economic stability, particularly in low-income countries. 3. **SDG 10: Reduced Inequalities** – Investigating health disparities across different populations and the impact of social determinants on health. 4. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration between countries, organizations, and communities in addressing global health challenges. 5. **SDG 4: Quality Education** – Highlighting the role of education in improving health literacy and empowering communities to take charge of their health. These connections can be explored through case studies, policy analysis, and discussions on effective strategies for improving health outcomes globally. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110602 | Kesehatan Lingkungan Dasar | Basic Environmental Health | Basic Environmental Health is a course that explores the relationship between environmental factors and human health. It covers key topics such as air and water quality, waste management, chemical exposures, and the impact of environmental pollutants on health outcomes. Students learn about the principles of environmental health science, including the assessment and management of environmental risks. The course emphasizes the importance of public health policies, regulations, and practices aimed at promoting a safe and healthy environment. Through case studies and practical examples, students develop an understanding of how to address environmental health challenges and advocate for healthier communities. By the end of the course, students are equipped with the knowledge and skills necessary to contribute to environmental health initiatives and research. | 1. **SDG 3: Good Health and Well-Being** – Examining the impact of environmental factors on health, including pollution, water quality, and exposure to toxins. 2. **SDG 6: Clean Water and Sanitation** – Focusing on the importance of safe drinking water and sanitation in preventing waterborne diseases and promoting public health. 3. **SDG 11: Sustainable Cities and Communities** – Addressing urban environmental issues and their effects on health, including air quality and waste management. 4. **SDG 12: Responsible Consumption and Production** – Investigating sustainable practices that reduce environmental hazards and promote health. 5. **SDG 13: Climate Action** – Exploring the health implications of climate change and the importance of mitigation and adaptation strategies. These connections can be explored through case studies, practical assessments, and discussions on policies aimed at improving environmental health and protecting community well-being. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110702 | Keselamatan dan Kesehatan Kerja Dasar | Basic Occupational Health and Safety | Basic Occupational Health and Safety is a course that introduces students to the fundamental principles and practices of maintaining a safe and healthy work environment. It covers key topics such as hazard identification, risk assessment, safety regulations, and health promotion in the workplace. Students learn about various occupational hazards, including physical, chemical, biological, and ergonomic risks, as well as strategies for preventing workplace injuries and illnesses. The course emphasizes the importance of safety culture, emergency response planning, and the role of health and safety professionals. Through case studies and practical exercises, students develop skills to create and implement effective health and safety programs. By the end of the course, students are prepared to contribute to promoting occupational health and safety in various industries. | 1. **SDG 3: Good Health and Well-Being** – Focusing on the prevention of workplace injuries and illnesses, promoting overall employee health. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizing safe and healthy working conditions as essential for productivity and worker satisfaction. 3. **SDG 10: Reduced Inequalities** – Addressing the specific health and safety needs of marginalized or vulnerable worker groups. 4. **SDG 12: Responsible Consumption and Production** – Investigating sustainable practices that reduce workplace hazards and promote occupational safety. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among employers, employees, and regulatory agencies to improve occupational health and safety standards. These connections can be explored through case studies, practical assessments, and discussions on policies and best practices for creating safe working environments. |
| KESEHATAN MASYARAKAT | KESEHATAN MASYARAKAT (S1) | Kurikulum Sarjana K-23 | 2023 | 23K01110802 | Fisioanatomi dan Biokimia Kesehatan Masyarakat | Physioanatomy and Biochemistry of Public Health | Physioanatomy and Biochemistry of Public Health is a course that explores the interrelationship between human anatomy, physiology, and biochemistry in the context of public health. It covers essential concepts of human body systems, their functions, and how biochemical processes influence health and disease. Students learn about the biological foundations of health issues, including nutrition, metabolism, and the biochemical pathways involved in diseases. The course emphasizes the application of this knowledge to public health practices, disease prevention, and health promotion. Through case studies and practical examples, students develop a deeper understanding of how physiological and biochemical factors impact community health outcomes. By the end of the course, students are equipped to apply their knowledge in public health initiatives and research. | 1. **Goal 3: Good Health and Well-being** – The course directly addresses the physiological and biochemical foundations of health, contributing to improved public health outcomes and disease prevention. 2. **Goal 4: Quality Education** – By providing in-depth knowledge of essential scientific principles, the course supports quality education in health-related fields. 3. **Goal 10: Reduced Inequalities** – Understanding the biological basis of health can help identify health disparities and inform interventions aimed at reducing inequalities in health access and outcomes. 4. **Goal 2: Zero Hunger** (indirectly) – Exploring biochemistry can include topics related to nutrition and metabolic health, which are vital for addressing malnutrition and promoting food security. 5. **Goal 17: Partnerships for the Goals** – Collaborative research and interdisciplinary approaches are often emphasized, fostering partnerships across various health sectors and disciplines. By addressing these goals, the course provides a strong foundation for understanding the interconnectedness of physiology, biochemistry, and public health, ultimately contributing to better health outcomes and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110903 | Fisika Dasar | Basic Physics | Basic Physics is an introductory course that covers fundamental concepts and principles of physics. It typically includes topics such as mechanics, thermodynamics, waves, electricity, and magnetism. Students learn to apply mathematical concepts to solve real-world problems, conduct experiments, and develop critical thinking skills. | 1. SDG 4: Quality Education – By providing foundational scientific knowledge, the course promotes education and learning opportunities. 2. SDG 7: Affordable and Clean Energy – Topics like energy conservation, renewable energy sources, and thermodynamics can support understanding of sustainable energy solutions. 3. SDG 9: Industry, Innovation, and Infrastructure – Physics principles are crucial for technological innovation and sustainable industrial practices. 4. SDG 13: Climate Action – Physics courses often cover concepts related to climate change, such as energy transfer and the greenhouse effect, helping students understand and address climate-related challenges. 5. SDG 12: Responsible Consumption and Production – Understanding physical principles can lead to more efficient use of resources and the development of sustainable practices. By integrating these concepts, a Basic Physics course can play a role in fostering awareness and action toward achieving these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111503 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course that typically covers fundamental concepts in classical physics. Topics often include mechanics, motion, forces, energy, momentum, and the laws of motion. | 1. SDG 4: Quality Education – The course promotes critical thinking and scientific literacy, essential for informed decision-making. 2. SDG 7: Affordable and Clean Energy – Concepts such as mechanics, energy, and motion can lay the groundwork for understanding renewable energy sources and energy efficiency. 3. SDG 9: Industry, Innovation, and Infrastructure – Fundamental principles of physics are vital for technological advancements and innovative solutions in various industries. 4. SDG 12: Responsible Consumption and Production – Physics principles can inform sustainable practices, such as efficient energy use and waste management. 5. SDG 13: Climate Action – Topics related to energy conservation and the physical principles behind climate phenomena can help students understand climate change and its impacts. By covering these themes, Basic Physics I can contribute to a broader understanding of sustainability and responsible practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111002 | Fisika Dasar II | Basic Physics Il | Basic Physics II is a continuation of Basic Physics I, focusing on electricity, magnetism, waves, and thermodynamics. Topics typically include electric fields, circuits, magnetic fields, oscillations, and sound waves, as well as the principles of heat and thermodynamic laws. | 1. SDG 4: Quality Education** – The course enhances scientific literacy and critical thinking skills, fostering a strong educational foundation. 2. SDG 7: Affordable and Clean Energy** – Topics like electromagnetism, optics, and wave phenomena can help students understand the principles behind renewable energy technologies. 3. SDG 9: Industry, Innovation, and Infrastructure** – Advanced physics concepts are crucial for the development of new technologies and innovative infrastructure. 4. SDG 12: Responsible Consumption and Production** – Understanding physical principles can lead to more efficient resource use and sustainable production practices. 5. SDG 13: Climate Action** – Concepts related to energy transfer, thermodynamics, and electromagnetic radiation can inform discussions on climate change and energy policies. By integrating these topics, Basic Physics II can play a significant role in promoting awareness and solutions related to sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111003 | Fisika Dasar II | Basic Physics Il | Basic Physics II is a continuation of Basic Physics I, focusing on electricity, magnetism, waves, and thermodynamics. Topics typically include electric fields, circuits, magnetic fields, oscillations, and sound waves, as well as the principles of heat and thermodynamic laws. | 1. SDG 4: Quality Education – The course enhances critical thinking and scientific reasoning, promoting access to quality education. 2. SDG 7: Affordable and Clean Energy – Topics like electromagnetism, optics, and thermodynamics often relate to understanding energy systems and renewable energy technologies. 3. SDG 9: Industry, Innovation, and Infrastructure – Principles of physics are essential for advancements in technology, engineering, and infrastructure development. 4. SDG 12: Responsible Consumption and Production – Physics concepts can inform sustainable practices, such as efficient energy use and material conservation. 5. SDG 13: Climate Action – Discussions on energy transfer, environmental impacts of various energy sources, and sustainability can be central to understanding climate change. By integrating these themes, Basic Physics II can contribute to the broader goals of sustainability and responsible practices in science and technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110902 | Fisika Dasar | Basic Physics | Basic Physics is an introductory course that covers essential principles of physics, including mechanics, electricity, magnetism, waves, and thermodynamics. The course emphasizes fundamental concepts and problem-solving techniques, often incorporating hands-on laboratory experiments to reinforce theoretical understanding. | 1. SDG 4: Quality Education** – The course promotes scientific literacy, critical thinking, and problem-solving skills, which are foundational for quality education. 2. SDG 7: Affordable and Clean Energy** – Topics on energy, mechanics, and thermodynamics can provide insights into renewable energy sources and energy efficiency. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fundamental principles of physics are essential for innovation in technology and infrastructure development. 4. SDG 12: Responsible Consumption and Production** – Understanding physical principles can lead to sustainable resource use and efficient production methods. 5. SDG 13: Climate Action** – Concepts related to energy transfer, the greenhouse effect, and environmental impact can help students grasp climate change issues. By incorporating these themes, a Basic Physics course can play a significant role in fostering awareness and promoting solutions related to sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | FISIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02111502 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course focusing on classical mechanics. It covers fundamental topics such as motion, forces, energy, momentum, and the laws of motion. | 1. SDG 4: Quality Education** – The course fosters critical thinking and scientific literacy, essential for quality education. 2. SDG 7: Affordable and Clean Energy** – Topics on mechanics, energy, and motion provide foundational knowledge relevant to understanding energy systems and renewable energy. 3. SDG 9: Industry, Innovation, and Infrastructure** – Basic principles of physics are crucial for technological innovation and infrastructure development. 4. SDG 12: Responsible Consumption and Production** – Physics concepts can inform efficient use of resources and sustainable practices. 5. SDG 13: Climate Action** – Discussions on energy conservation and environmental impacts help students understand climate change and its challenges. By addressing these themes, Basic Physics I contributes to a broader understanding of sustainability and responsible practices in science. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110302 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course introduces students to the principles and practices of starting and managing a new business. It covers topics such as idea generation, market research, business planning, financing, and marketing strategies. | 1. SDG 4: Quality Education** – The course promotes skills development, critical thinking, and innovation in business practices. 2. SDG 8: Decent Work and Economic Growth** – Entrepreneurship is directly linked to job creation, economic growth, and sustainable livelihoods. 3. SDG 9: Industry, Innovation, and Infrastructure** – Entrepreneurs often drive innovation and contribute to building resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Entrepreneurship can empower marginalized groups by providing opportunities and promoting inclusive economic growth. 5. **SDG 12: Responsible Consumption and Production** – Courses may cover sustainable business practices and the importance of ethical consumption. 6. **SDG 13: Climate Action** – Entrepreneurs can develop solutions to address climate change and promote sustainable practices within their businesses. By integrating these themes, an Entrepreneurship course can foster a holistic understanding of how business can contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140102 | Penulisan Proposal Tugas Akhir dan Seminar | Writing Final Assignment and Seminar Proposals | The Writing Final Assignment and Seminar Proposals course guides students in crafting comprehensive final projects and seminar proposals. It focuses on essential writing skills, including research, structuring arguments, and presenting ideas clearly and persuasively. | 1. **SDG 4: Quality Education** – The course promotes effective communication, critical thinking, and research skills, which are essential for academic success. 2. **SDG 5: Gender Equality** – If the course addresses diverse perspectives or focuses on issues related to gender, it can promote awareness and advocacy for gender equality. 3. **SDG 10: Reduced Inequalities** – Encouraging diverse voices and perspectives in writing can contribute to discussions on social justice and equity. 4. **SDG 12: Responsible Consumption and Production** – Proposals may include topics on sustainable practices, ethical considerations, and responsible resource use. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Writing assignments that engage with social issues can foster discussions around governance, justice, and institutional integrity. By incorporating these themes, the course can enhance students’ understanding of how their writing and research can contribute to broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140204 | Penelitian Tugas Akhir | Final Project Research | The Final Project Research course is designed to guide students through the process of conducting in-depth research for their final projects. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, research skills, and academic rigor, contributing to quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Projects may explore technological advancements or innovations, contributing to industrial development. 3. **SDG 10: Reduced Inequalities** – Research topics can address social inequalities, promoting awareness and potential solutions. 4. **SDG 12: Responsible Consumption and Production** – Students can investigate sustainable practices, ethical consumption, and resource management. 5. **SDG 13: Climate Action** – Research may focus on environmental issues, climate change impacts, and sustainability strategies. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Projects can engage with issues related to governance, justice, and social stability. By allowing students to explore these themes, the course can facilitate meaningful research that contributes to the broader goals of sustainability and social responsibility. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Sessions | Thesis Writing is a university course that guides students in the process of researching and composing a thesis or major research project. Undergraduate Sessions encompass the various classes and interactive components of an undergraduate degree program. | 1. **SDG 4: Quality Education** – The course fosters research skills, critical thinking, and effective communication, essential for academic success. 2. **SDG 5: Gender Equality** – If topics related to gender issues are explored, the course can promote discussions around equality and empowerment. 3. **SDG 10: Reduced Inequalities** – Encouraging diverse perspectives in research can address social inequalities and promote inclusivity. 4. **SDG 12: Responsible Consumption and Production** – Students may explore sustainable practices and ethical considerations in their research. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and institutional integrity can be a focus of student research. By incorporating these themes, the course can enhance students’ understanding of how their work can contribute to broader societal goals and sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110103 | Kalkulus I | Calculus I | Calculus I is an introductory course that focuses on the fundamental concepts of differential calculus. It covers topics such as limits, continuity, derivatives, and their applications in solving real-world problems. | 1. **SDG 4: Quality Education** – The course provides foundational mathematical skills that are essential for further education in science, technology, engineering, and mathematics (STEM). 2. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is crucial for engineering and technological innovations, contributing to the development of infrastructure and industrial processes. 3. **SDG 12: Responsible Consumption and Production** – Understanding rates of change and optimization can inform more efficient resource use and sustainable practices in various fields. 4. **SDG 13: Climate Action** – Calculus can be applied in modeling environmental phenomena, including rates of change in climate-related data. While these connections may be more abstract, the analytical and problem-solving skills gained from studying calculus can have broader applications in promoting sustainability and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110203 | Metode Statistika | Statistical Methods | The Statistical Methods course introduces students to fundamental concepts and techniques in statistics. It covers topics such as descriptive statistics, probability distributions, hypothesis testing, confidence intervals, and regression analysis. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, data literacy, and analytical skills, which are essential for academic success and informed decision-making. 2. **SDG 3: Good Health and Well-Being** – Statistical methods are crucial in public health research, epidemiology, and the evaluation of health interventions. 3. **SDG 8: Decent Work and Economic Growth** – Statistics are fundamental in analyzing economic data, labor markets, and business performance, contributing to economic development. 4. **SDG 10: Reduced Inequalities** – Statistical analysis can help identify and address social inequalities and disparities in various sectors. 5. **SDG 12: Responsible Consumption and Production** – Statistical methods can be applied to assess sustainability practices and resource management. 6. **SDG 13: Climate Action** – Data analysis and statistical modeling are essential in climate research, helping to understand and address environmental challenges. By integrating these themes, a course on Statistical Methods can enhance students’ understanding of how data-driven approaches contribute to achieving these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140404 | Penelitian dan Seminar Hasil Tugas Akhir | Final Project Research and Seminar Results | The Final Project Research and Seminar Results course guides students through the completion of their research projects, culminating in a formal presentation of their findings. | 1. **SDG 4: Quality Education** – The course promotes research skills, critical thinking, and effective communication, which are essential for academic and professional success. 2. **SDG 5: Gender Equality** – If research topics address gender issues or promote women’s participation in various fields, the course can contribute to discussions on equality. 3. **SDG 10: Reduced Inequalities** – Projects that focus on social justice, equity, and the analysis of inequalities can help raise awareness and propose solutions. 4. **SDG 12: Responsible Consumption and Production** – Research can investigate sustainable practices, ethical considerations, and resource management. 5. **SDG 13: Climate Action** – Topics related to environmental sustainability and climate change can be central to student research, contributing to climate action efforts. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and institutional integrity can be a focus of student research. By exploring these themes, the course can facilitate impactful research that contributes to broader societal goals and sustainability initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Final Exam | The Thesis Writing and Final Exam course supports students in developing and finalizing their thesis projects while preparing for their comprehensive final examinations. | 1. **SDG 4: Quality Education** – The course enhances critical thinking, research skills, and effective communication, essential for academic success and lifelong learning. 2. **SDG 5: Gender Equality** – If students explore topics related to gender issues or women’s rights, the course can promote awareness and advocacy for equality. 3. **SDG 10: Reduced Inequalities** – Research and writing can address social inequalities, fostering discussions around inclusivity and equity. 4. **SDG 12: Responsible Consumption and Production** – Students may investigate sustainable practices and ethical considerations in their research, promoting responsible production. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Engaging with issues of governance, justice, and social integrity can be central to student research topics. 6. **SDG 17: Partnerships for the Goals** – Collaboration and networking opportunities during the course can emphasize the importance of partnerships in achieving sustainable development. By integrating these themes, the course can guide students in producing research that contributes to broader societal goals and sustainability initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130603 | Analisis Survival | Survival Analysis | Survival Analysis is a specialized course that focuses on statistical methods for analyzing time-to-event data, often used in fields such as medicine, engineering, and social sciences. | 1. **SDG 3: Good Health and Well-Being** – Survival analysis is often applied in health research to study patient outcomes, treatment effectiveness, and the timing of events such as death or disease recurrence. 2. **SDG 4: Quality Education** – The course enhances statistical literacy and research skills, important for students pursuing careers in health, social sciences, and other fields. 3. **SDG 10: Reduced Inequalities** – Survival analysis can be used to study disparities in health outcomes across different populations, helping to identify and address inequalities. 4. **SDG 12: Responsible Consumption and Production** – Understanding survival data in areas like environmental studies can inform sustainable practices and resource management. 5. **SDG 13: Climate Action** – Survival analysis may be applied in research related to environmental health and the impacts of climate change on health outcomes. By incorporating these themes, a course on Survival Analysis can contribute to advancing knowledge and practices that support the SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130703 | Kapita Selekta Statistika | Capita Selecta Statistics | Capita Selecta Statistics is an advanced course that explores specialized topics in statistics, allowing students to delve deeper into specific areas of interest or emerging trends in the field. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and critical thinking skills, fostering a strong foundation for academic and professional success. 2. **SDG 3: Good Health and Well-Being** – If the course covers biostatistics or health-related topics, it can contribute to understanding health outcomes and interventions. 3. **SDG 8: Decent Work and Economic Growth** – Statistical methods are crucial for analyzing economic data, labor markets, and business performance, promoting economic development. 4. **SDG 10: Reduced Inequalities** – Statistics can be used to analyze and address social inequalities, contributing to discussions about equity and inclusion. 5. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices through statistical analysis of resource use and environmental impact. 6. **SDG 13: Climate Action** – Statistical techniques can be applied in climate research, helping to analyze data related to environmental changes and sustainability. By integrating these themes, a course on Capita Selecta Statistics can enhance students’ understanding of how statistical methods can support the achievement of various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130803 | Manajemen Risiko | Risk Management | The Risk Management course provides an overview of the principles and practices involved in identifying, assessing, and mitigating risks in various contexts, such as finance, business, and project management. | 1. **SDG 3: Good Health and Well-Being** – Risk management is crucial in healthcare settings, addressing health risks and improving patient safety. 2. **SDG 8: Decent Work and Economic Growth** – Effective risk management strategies can enhance workplace safety, productivity, and economic stability, promoting decent work conditions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Risk management practices are vital for ensuring resilient infrastructure and sustainable industrial processes. 4. **SDG 11: Sustainable Cities and Communities** – Understanding and managing risks related to urban development, such as natural disasters and environmental hazards, supports sustainable community planning. 5. **SDG 12: Responsible Consumption and Production** – Risk assessment can help organizations adopt sustainable practices and reduce environmental impacts. 6. **SDG 13: Climate Action** – Risk management is essential for addressing climate-related risks and developing strategies to mitigate the impacts of climate change. By covering these themes, a Risk Management course can contribute to developing strategies that support sustainable development and resilience in various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130903 | Pengantar Regresi Nonparametrika | Introduction to Nonparametric Regression | The Introduction to Nonparametric Regression course focuses on statistical methods for modeling relationships between variables without assuming a specific functional form. Students learn about nonparametric techniques such as kernel regression, spline smoothing, and local polynomial regression. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, which are essential for academic and professional success in data analysis. 2. **SDG 3: Good Health and Well-Being** – Nonparametric regression can be applied in health research to analyze patient data and understand health trends without assuming a specific distribution. 3. **SDG 8: Decent Work and Economic Growth** – Statistical methods, including nonparametric techniques, are important for analyzing economic data, business performance, and labor market trends. 4. **SDG 10: Reduced Inequalities** – Nonparametric methods can help identify and address inequalities in various datasets, contributing to social equity analyses. 5. **SDG 12: Responsible Consumption and Production** – Applications of nonparametric regression can inform research on resource use and sustainability practices. 6. **SDG 13: Climate Action** – Nonparametric techniques can be used to analyze environmental data and model relationships in climate studies, helping to inform climate action strategies. By integrating these themes, a course on Nonparametric Regression can enhance students’ understanding of how statistical methods contribute to addressing important societal and environmental issues. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131003 | Pemodelan Statistika | Statistical Modeling | The Statistical Modeling course focuses on the development and application of statistical models to analyze complex data. Students learn about various modeling techniques, including linear regression, generalized linear models, and multilevel models. | 1. **SDG 4: Quality Education** – The course fosters statistical literacy, critical thinking, and analytical skills, which are vital for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Statistical modeling is essential in health research, including epidemiology and clinical trials, to understand health outcomes and inform healthcare decisions. 3. **SDG 8: Decent Work and Economic Growth** – Statistical models are used to analyze economic data, labor markets, and business performance, contributing to informed economic policies and practices. 4. **SDG 10: Reduced Inequalities** – Modeling techniques can identify and analyze disparities in social and economic data, helping to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – Statistical modeling can assess sustainability practices, resource use, and environmental impacts in various industries. 6. **SDG 13: Climate Action** – Models that incorporate environmental data can help analyze the impacts of climate change and inform mitigation strategies. By addressing these themes, a course on Statistical Modeling can empower students to apply statistical methods to real-world challenges and support sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131103 | Teknik Demografi Statistika | Statistical Demographic Techniques | The Statistical Demographic Techniques course explores methods for analyzing population data and understanding demographic trends. Students learn key concepts such as population dynamics, fertility, mortality, migration, and aging. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, important for understanding demographic data and trends. 2. **SDG 3: Good Health and Well-Being** – Demographic techniques can analyze health-related data, providing insights into population health and trends, including mortality and morbidity rates. 3. **SDG 5: Gender Equality** – Courses often explore gender disparities in demographics, contributing to understanding and addressing issues related to gender equity. 4. **SDG 10: Reduced Inequalities** – Demographic techniques help analyze disparities in population groups, aiding efforts to address social and economic inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Understanding population dynamics is crucial for urban planning, resource allocation, and sustainable community development. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Demographic data can inform policies and programs aimed at improving governance and social stability. By incorporating these themes, a course on Statistical Demographic Techniques can provide students with tools to analyze and address important societal issues, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05131203 | Riset Pasar | Market Research | The Market Research course provides students with the skills and knowledge to conduct effective market analysis. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, analytical skills, and research methodologies essential for academic and professional success. 2. **SDG 8: Decent Work and Economic Growth** – Market research plays a crucial role in understanding consumer behavior and business trends, contributing to economic development and job creation. 3. **SDG 10: Reduced Inequalities** – Market research can help identify gaps in products and services across different demographics, promoting inclusivity and equitable access. 4. **SDG 12: Responsible Consumption and Production** – Understanding consumer preferences can inform sustainable marketing practices and encourage responsible consumption behaviors. 5. **SDG 13: Climate Action** – Market research can assess consumer attitudes towards sustainability, helping businesses adapt their strategies to support climate action. 6. **SDG 17: Partnerships for the Goals** – Collaboration with businesses, organizations, and communities during market research can foster partnerships that support sustainable development. By addressing these themes, a course on Market Research can equip students with the skills to analyze market dynamics while promoting sustainable and responsible practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121703 | Pengantar Bayesian Statistika | Introduction to Bayesian Statistics | The Introduction to Bayesian Statistics course introduces students to the principles and applications of Bayesian inference. | 1. **SDG 4: Quality Education** – The course promotes statistical literacy and critical thinking, equipping students with valuable analytical skills for various fields. 2. **SDG 3: Good Health and Well-Being** – Bayesian methods are widely used in healthcare research, including clinical trials and epidemiology, to improve health outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Understanding Bayesian statistics can enhance data-driven decision-making in business, contributing to economic growth and innovation. 4. **SDG 10: Reduced Inequalities** – Bayesian approaches can help analyze disparities in data, enabling more equitable and informed policy decisions. 5. **SDG 12: Responsible Consumption and Production** – Bayesian modeling can be applied to sustainability studies, assessing the impacts of consumption patterns on resources. 6. **SDG 13: Climate Action** – Bayesian techniques are useful for modeling climate data and uncertainties, helping to inform climate change strategies and policies. By integrating these themes, a course on Bayesian Statistics can provide students with the tools to apply statistical methods in addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121803 | Pengendalian Kualitas Statistika | Statistical Quality Control | The Statistical Quality Control course focuses on the application of statistical methods to monitor and improve product quality and manufacturing processes. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, essential for understanding quality control processes in various industries. 2. **SDG 8: Decent Work and Economic Growth** – Effective quality control practices improve product quality and efficiency, contributing to economic growth and job creation in manufacturing and services. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical quality control methods are crucial for maintaining high standards in industrial processes and fostering innovation in product development. 4. **SDG 12: Responsible Consumption and Production** – By ensuring product quality, statistical quality control helps minimize waste and promote sustainable production practices. 5. **SDG 13: Climate Action** – Quality control can also be applied to environmental monitoring and sustainability efforts, helping organizations reduce their environmental impact. By addressing these themes, a course on Statistical Quality Control can equip students with the skills to enhance quality and sustainability in various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130103 | Analisis Perancangan Survey | Survey Design Analysis | The Survey Design and Analysis course provides students with the skills to create, implement, and analyze surveys effectively. | 1. **SDG 4: Quality Education** – The course promotes research skills, critical thinking, and effective data collection methodologies, essential for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Surveys are often used in health research to gather data on health behaviors, access to services, and patient satisfaction, contributing to improved health outcomes. 3. **SDG 10: Reduced Inequalities** – Well-designed surveys can help identify disparities in access to resources and services, promoting equity and inclusion. 4. **SDG 12: Responsible Consumption and Production** – Surveys can assess consumer attitudes and behaviors related to sustainability, helping to inform responsible consumption practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Survey data can be used to evaluate public perceptions of governance, justice, and institutional integrity, informing policy and decision-making. 6. **SDG 17: Partnerships for the Goals** – Collaborating with various stakeholders during survey design can enhance data collection efforts and foster partnerships that support sustainable development. By integrating these themes, a course on Survey Design and Analysis can equip students with the tools to gather and analyze data that inform decision-making and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130203 | Modern Prediksi dan Machine Learning | Modern Prediction and Machine Learning | The Modern Prediction and Machine Learning course introduces students to the principles and techniques of predictive modeling and machine learning. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, data literacy, and analytical skills, preparing students for careers in data science and related fields. 2. **SDG 3: Good Health and Well-Being** – Machine learning applications in healthcare can improve diagnostics, treatment planning, and personalized medicine, contributing to better health outcomes. 3. **SDG 8: Decent Work and Economic Growth** – By equipping students with advanced data analysis skills, the course supports innovation and economic growth in various industries. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Machine learning techniques can enhance operational efficiency and drive innovation in industrial processes and infrastructure development. 5. **SDG 10: Reduced Inequalities** – Machine learning can be used to analyze data on social inequalities, helping to inform policies aimed at reducing disparities. 6. **SDG 12: Responsible Consumption and Production** – Predictive models can optimize resource use and promote sustainable practices in consumption and production. 7. **SDG 13: Climate Action** – Machine learning can be applied to climate modeling and environmental monitoring, helping to understand and mitigate the impacts of climate change. By integrating these themes, a course on Modern Prediction and Machine Learning can empower students to apply data-driven approaches to address significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130303 | Pengantar Analisis Real | Introduction to Real Analysis | The Introduction to Real Analysis course explores the foundational concepts of real numbers and functions. Students learn about limits, continuity, differentiation, integration, and sequences and series. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, logical reasoning, and a deep understanding of mathematical concepts, which are essential for academic success in mathematics and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Strong foundations in real analysis are vital for careers in finance, economics, engineering, and data science, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Real analysis is fundamental for developing algorithms and models used in various industries, driving innovation and infrastructure development. 4. **SDG 10: Reduced Inequalities** – Mathematical literacy can empower individuals from diverse backgrounds, promoting equal opportunities in STEM fields. 5. **SDG 12: Responsible Consumption and Production** – Concepts from real analysis can inform optimization problems in resource management and sustainable practices. By incorporating these themes, a course on Introduction to Real Analysis can enhance students’ mathematical skills while contributing to broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130403 | Proses Stokastik | Stochastic Processes | The Stochastic Processes course focuses on the study of random processes and their applications in various fields, such as finance, engineering, and statistics. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and mathematical understanding, essential for further studies and careers in fields such as mathematics, statistics, and data science. 2. **SDG 3: Good Health and Well-Being** – Stochastic processes are widely used in healthcare research, including modeling patient flows, disease spread, and treatment outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Applications of stochastic processes in finance, economics, and operations research contribute to informed decision-making and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Stochastic modeling can optimize processes in various industries, enhancing efficiency and innovation in production and service delivery. 5. **SDG 10: Reduced Inequalities** – Stochastic models can be applied to analyze and address inequalities in access to resources and opportunities. 6. **SDG 12: Responsible Consumption and Production** – Understanding variability and uncertainty in resource use can lead to more sustainable production practices. 7. **SDG 13: Climate Action** – Stochastic processes are useful in climate modeling and risk assessment, helping to understand and mitigate the impacts of climate change. By addressing these themes, a course on Stochastic Processes can equip students with the tools to analyze complex systems and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05130503 | Analisis Data Spasial | Spatial Data Analysis | The Spatial Data Analysis course focuses on techniques for analyzing and interpreting spatial data, which involves understanding geographic patterns and relationships. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and technical knowledge essential for understanding and interpreting spatial data. 2. **SDG 11: Sustainable Cities and Communities** – Spatial data analysis is crucial for urban planning, resource management, and developing sustainable infrastructure in cities. 3. **SDG 3: Good Health and Well-Being** – Analyzing spatial data can inform public health initiatives, such as tracking disease outbreaks and optimizing healthcare resource distribution. 4. **SDG 10: Reduced Inequalities** – Spatial analysis can help identify disparities in access to services and resources, promoting social equity and targeted interventions. 5. **SDG 12: Responsible Consumption and Production** – Understanding spatial patterns can lead to more sustainable practices in land use, resource management, and environmental conservation. 6. **SDG 13: Climate Action** – Spatial data analysis is vital for understanding climate impacts, modeling environmental changes, and developing strategies for climate adaptation and mitigation. By integrating these themes, a course on Spatial Data Analysis can empower students to leverage spatial information in addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121003 | Analisis Peubah Ganda | Multiple Variable Analysis | The Multiple Variable Analysis course focuses on statistical techniques for analyzing data involving multiple variables simultaneously. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and analytical skills, essential for academic and professional success in data-driven fields. 2. **SDG 3: Good Health and Well-Being** – Multiple variable analysis is commonly applied in health research to understand relationships between various health indicators and outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Techniques learned in the course can be applied in economic analysis, business performance evaluation, and market research, contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – The analysis can identify factors contributing to social and economic disparities, helping to inform policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Multiple variable analysis can assess sustainability practices and resource management, informing responsible production strategies. 6. **SDG 13: Climate Action** – The course may include applications in environmental studies, helping to analyze the impacts of various factors on climate change. By addressing these themes, a course on Multiple Variable Analysis can equip students with the tools to apply statistical methods to real-world problems, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121103 | Analisis Runtun Waktu | Time Series Analysis | The Time Series Analysis course focuses on methods for analyzing data that is collected over time. Students learn to identify patterns, trends, and seasonal effects in time series data, as well as techniques for forecasting future values. | 1. **SDG 4: Quality Education** – The course fosters analytical skills and critical thinking, essential for understanding and interpreting time-dependent data across various fields. 2. **SDG 3: Good Health and Well-Being** – Time series analysis is often used in health research to track disease trends, evaluate treatment effects, and monitor public health indicators over time. 3. **SDG 8: Decent Work and Economic Growth** – Analyzing economic indicators over time helps inform business strategies, economic forecasting, and policy decisions, contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Time series methods can be applied to analyze trends in income, employment, and social indicators, aiding efforts to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – Time series analysis can help monitor resource consumption patterns and evaluate the sustainability of production practices. 6. **SDG 13: Climate Action** – This analysis is crucial for understanding climate data, assessing trends in environmental changes, and informing climate adaptation and mitigation strategies. By integrating these themes, a course on Time Series Analysis can empower students to apply statistical techniques to significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121203 | Perancangan Percobaan | Experiment Design | The Experiment Design course focuses on the principles and methodologies for designing effective experiments to test hypotheses and analyze data. | 1. **SDG 4: Quality Education** – The course enhances research methodology skills and critical thinking, essential for academic and professional success in various fields. 2. **SDG 3: Good Health and Well-Being** – Experimental design is vital in clinical trials and health research, helping to evaluate treatments and interventions effectively. 3. **SDG 8: Decent Work and Economic Growth** – Well-designed experiments can optimize processes in industries, enhancing productivity and contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Experimental methods can help assess the effectiveness of interventions aimed at reducing social and economic disparities. 5. **SDG 12: Responsible Consumption and Production** – Experimental design can be used to test sustainable practices and innovations in production processes. 6. **SDG 13: Climate Action** – Experiments in environmental studies can help evaluate the impacts of various factors on climate change and sustainability efforts. By incorporating these themes, a course on Experimental Design can equip students with the skills to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121303 | Statistika Matematika | Mathematical Statistics | The Mathematical Statistics course provides a rigorous foundation in statistical theory and methodology. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, analytical skills, and a strong foundation in statistical theory, essential for academic and professional success. 2. **SDG 3: Good Health and Well-Being** – Mathematical statistics is fundamental in health research, including clinical trials and epidemiology, helping to analyze health outcomes and inform medical decisions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in statistical methods supports data analysis in various industries, enhancing decision-making and contributing to economic growth. 4. **SDG 10: Reduced Inequalities** – Statistical techniques can help identify and analyze disparities in social and economic data, informing policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Understanding statistical methods can support research on sustainability practices and resource management, promoting responsible production. 6. **SDG 13: Climate Action** – Mathematical statistics can be applied in climate modeling and environmental studies, aiding in the analysis of climate data and the evaluation of sustainability efforts. By addressing these themes, a course on Mathematical Statistics can empower students to apply statistical methods to real-world problems, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121403 | Ekonometrika | Econometrics | The Econometrics course focuses on the application of statistical methods to economic data for empirical analysis. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and critical thinking, essential for understanding economic data and relationships. 2. **SDG 3: Good Health and Well-Being** – Econometric methods can analyze health-related data, helping to evaluate healthcare policies and interventions. 3. **SDG 8: Decent Work and Economic Growth** – Econometrics is vital for understanding labor markets, economic growth, and the impact of policies on employment and productivity. 4. **SDG 10: Reduced Inequalities** – The course can focus on analyzing income distribution and social inequalities, helping to inform policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Econometric models can assess the effects of consumption patterns and guide sustainable practices in various sectors. 6. **SDG 13: Climate Action** – Econometrics can be applied to analyze the economic impacts of climate change and the effectiveness of environmental policies. By incorporating these themes, a course on Econometrics can equip students with the tools to analyze economic data and contribute to addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121503 | Kalkulus III | Calculus III | Calculus III is an advanced course that extends the concepts of calculus to multivariable functions. It covers topics such as partial derivatives, multiple integrals, and vector calculus, including line and surface integrals. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and problem-solving skills, forming a foundational element of mathematical education essential for various fields. 2. **SDG 8: Decent Work and Economic Growth** – Calculus is fundamental in many disciplines such as engineering, economics, and data science, which contribute to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is used in optimizing processes and designing systems in engineering and technology, driving innovation in industry. 4. **SDG 10: Reduced Inequalities** – Advanced mathematical skills can empower individuals from diverse backgrounds, promoting equal opportunities in STEM fields. 5. **SDG 12: Responsible Consumption and Production** – Calculus can be applied to model and analyze systems related to resource use, helping to promote sustainable practices. By addressing these themes, a course on Calculus III can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05121603 | Matematika Asuransi | Insurance Mathematics | The Insurance Mathematics course focuses on the mathematical and statistical principles used in the insurance industry. | 1. **SDG 3: Good Health and Well-Being** – Insurance mathematics plays a critical role in health insurance, helping to assess risks and manage healthcare costs, which supports access to healthcare. 2. **SDG 8: Decent Work and Economic Growth** – The insurance industry contributes significantly to economic stability and growth, and understanding insurance mathematics can lead to better financial decision-making in businesses. 3. **SDG 10: Reduced Inequalities** – Insurance products can be designed to improve access to financial protection for underserved populations, helping to reduce economic inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Effective risk management and insurance solutions can enhance community resilience against disasters and promote sustainable urban development. 5. **SDG 12: Responsible Consumption and Production** – Insurance mathematics can inform sustainable practices in various industries by assessing risks associated with resource use and environmental impacts. 6. **SDG 13: Climate Action** – The course can address the role of insurance in managing risks related to climate change, helping communities adapt and mitigate the impacts of environmental changes. By incorporating these themes, a course on Insurance Mathematics can equip students with the tools to analyze risks and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120303 | Komputasi Statistika | Statistical Computing | The Statistical Computing course focuses on the use of computational techniques and software tools for statistical analysis. | 1. **SDG 4: Quality Education** – The course enhances technical skills in data analysis and programming, essential for students pursuing careers in statistics and data science. 2. **SDG 3: Good Health and Well-Being** – Statistical computing techniques are often applied in health research to analyze clinical data, improve patient outcomes, and evaluate public health interventions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in statistical computing supports data-driven decision-making in businesses and industries, contributing to economic growth and innovation. 4. **SDG 10: Reduced Inequalities** – Statistical computing can help analyze and visualize disparities in social and economic data, informing policies aimed at reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Techniques learned in the course can be applied to analyze data related to resource management and sustainability practices. 6. **SDG 13: Climate Action** – Statistical computing can be used to model and analyze environmental data, supporting research on climate change and sustainability initiatives. By addressing these themes, a course on Statistical Computing can empower students to apply computational methods to solve real-world problems and contribute to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120403 | Metode Numerik | Numerical Methods | The Numerical Methods course focuses on algorithms and techniques for solving mathematical problems numerically rather than analytically. | 1. **SDG 4: Quality Education** – The course enhances problem-solving and analytical skills, crucial for students in mathematics, engineering, and the sciences. 2. **SDG 8: Decent Work and Economic Growth** – Numerical methods are widely used in various industries, such as engineering, finance, and technology, contributing to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The application of numerical methods is essential in optimizing processes, designing systems, and improving infrastructure, driving technological advancement. 4. **SDG 10: Reduced Inequalities** – Proficiency in numerical methods can empower individuals from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Numerical methods can be applied to model resource use and assess sustainability practices in various sectors. 6. **SDG 13: Climate Action** – These methods are crucial in climate modeling, environmental simulations, and evaluating the impacts of climate change, supporting climate action initiatives. By integrating these themes, a course on Numerical Methods can equip students with the skills to apply computational techniques to real-world challenges, contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120503 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with a comprehensive understanding of the principles and practices involved in conducting research. | 1. **SDG 4: Quality Education** – The course fosters critical thinking, research skills, and ethical practices, which are fundamental for academic and professional development. 2. **SDG 3: Good Health and Well-Being** – Research methodologies are essential in health research, helping to design studies that evaluate treatments and public health interventions effectively. 3. **SDG 10: Reduced Inequalities** – Methodological approaches can be applied to investigate and address social and economic disparities, informing policies aimed at promoting equity. 4. **SDG 12: Responsible Consumption and Production** – Research methodology can assess sustainable practices, resource management, and environmental impacts, supporting responsible consumption. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Research methodologies can enhance understanding of governance, justice, and social issues, contributing to informed policy-making and institutional integrity. 6. **SDG 17: Partnerships for the Goals** – Collaborative research methods promote partnerships among stakeholders, enhancing data collection and analysis for sustainable development. By integrating these themes, a course on Research Methodology can empower students to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120603 | Sistem Basis Data dan Penelusuran SQL | Database Systems and SQL Search | The Database Systems and SQL Search course provides an overview of database management systems (DBMS) and the Structured Query Language (SQL) used for data manipulation and retrieval. | 1. **SDG 4: Quality Education** – The course enhances technical skills in data management and analysis, which are essential for careers in information technology and data science. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in database systems supports data-driven decision-making in businesses, enhancing efficiency and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Database systems are critical for managing data in various industries, driving innovation and improving infrastructure through effective data handling. 4. **SDG 10: Reduced Inequalities** – Understanding database management can empower individuals from diverse backgrounds to access and analyze data, promoting equal opportunities in technology fields. 5. **SDG 12: Responsible Consumption and Production** – Courses can explore how data management systems contribute to sustainable practices in resource use and operational efficiency. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective data management and analysis are essential for transparency, accountability, and informed decision-making in governance and institutions. By addressing these themes, a course on Database Systems and SQL Search can equip students with the skills to manage and analyze data effectively, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120703 | Statistika Nonparametrik | Nonparametric Statistics | The Nonparametric Statistics course focuses on statistical methods that do not assume a specific distribution for the data. | 1. **SDG 4: Quality Education** – The course fosters statistical literacy and critical thinking skills, essential for understanding data analysis without relying on strict parametric assumptions. 2. **SDG 3: Good Health and Well-Being** – Nonparametric methods are often used in medical research to analyze health data, including studies where data do not meet parametric assumptions. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in nonparametric statistics supports data analysis in various fields, contributing to informed decision-making in businesses and industries. 4. **SDG 10: Reduced Inequalities** – Nonparametric techniques can be useful in analyzing data that reflect social inequalities, helping to inform policies aimed at reducing disparities. 5. **SDG 12: Responsible Consumption and Production** – These methods can be applied to assess consumer preferences and behaviors in sustainability studies, promoting responsible practices. 6. **SDG 13: Climate Action** – Nonparametric statistics can be employed in environmental research to analyze data related to climate change, supporting initiatives for climate action. By integrating these themes, a course on Nonparametric Statistics can equip students with the tools to analyze diverse data sets and contribute to addressing significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120803 | Teori Peluang | Probability Theory | The Probability Theory course provides a foundational understanding of the principles and concepts of probability. | 1. **SDG 4: Quality Education** – The course enhances critical thinking and analytical skills, providing a foundational understanding of probabilistic concepts essential for various fields. 2. **SDG 3: Good Health and Well-Being** – Probability theory is crucial in health research, particularly in modeling risks, evaluating treatment effectiveness, and analyzing clinical trial data. 3. **SDG 8: Decent Work and Economic Growth** – Knowledge of probability supports decision-making in finance, insurance, and economics, contributing to economic growth and stability. 4. **SDG 10: Reduced Inequalities** – Probability models can help analyze social and economic disparities, informing policies aimed at promoting equity and reducing inequalities. 5. **SDG 12: Responsible Consumption and Production** – Probability theory can be applied to assess risks and uncertainties in resource management and sustainable practices. 6. **SDG 13: Climate Action** – Probability models are essential for understanding climate risks, predicting environmental changes, and informing climate adaptation strategies. By addressing these themes, a course on Probability Theory can equip students with the skills to apply probabilistic methods to real-world problems, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120903 | Analisis Data Kategorik | Categorical Data Analysis | The Categorical Data Analysis course focuses on statistical methods for analyzing data that can be categorized into discrete groups or categories. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and critical thinking skills, providing students with essential tools for analyzing categorical data across various fields. 2. **SDG 3: Good Health and Well-Being** – Categorical data analysis is often used in health research, such as evaluating treatment outcomes and understanding health disparities. 3. **SDG 10: Reduced Inequalities** – The methods learned can help analyze social and economic inequalities by examining categorical variables related to demographics and access to resources. 4. **SDG 12: Responsible Consumption and Production** – Analyzing consumer behavior and preferences through categorical data can inform sustainable practices and marketing strategies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Categorical data analysis can evaluate public opinion, governance issues, and social justice initiatives, contributing to informed policy-making. 6. **SDG 8: Decent Work and Economic Growth** – The skills gained can be applied in various sectors to analyze workforce data, job satisfaction, and organizational outcomes. By integrating these themes, a course on Categorical Data Analysis can equip students with the skills to conduct meaningful research that addresses significant societal and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110403 | Kalkulus II | Calculus II | Calculus II is an intermediate course that builds on the concepts introduced in Calculus I, focusing primarily on integral calculus and its applications. | 1. **SDG 4: Quality Education** – The course develops critical thinking and problem-solving skills, providing a strong foundation in mathematics essential for various academic and professional pursuits. 2. **SDG 8: Decent Work and Economic Growth** – Calculus is fundamental in fields such as engineering, economics, and data science, supporting innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Calculus is applied in optimizing processes, modeling systems, and designing infrastructure, driving technological advancement. 4. **SDG 10: Reduced Inequalities** – A solid understanding of calculus can empower students from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Calculus can be used to model and analyze systems related to resource use and sustainability practices. 6. **SDG 13: Climate Action** – Techniques learned in Calculus II can be applied to environmental modeling and analyzing data related to climate change. By addressing these themes, a course on Calculus II can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110503 | Algoritma dan Pemrograman | Algorithms and Programming | The Algorithms and Programming course introduces students to fundamental concepts in computer science, focusing on algorithm design, analysis, and implementation. | 1. **SDG 4: Quality Education** – The course promotes critical thinking, problem-solving skills, and computational literacy, which are essential for a solid foundation in computer science and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in algorithms and programming supports innovation and efficiency in various industries, contributing to economic development and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding algorithms is crucial for developing efficient systems and technologies that drive innovation and improve infrastructure. 4. **SDG 10: Reduced Inequalities** – Skills in programming can empower individuals from diverse backgrounds to participate in technology and software development, promoting equal opportunities in the tech industry. 5. **SDG 12: Responsible Consumption and Production** – Algorithms can be applied to optimize resource use and improve sustainability practices in various sectors. 6. **SDG 13: Climate Action** – Programming and algorithmic techniques can be used in climate modeling, data analysis, and environmental monitoring, supporting efforts to address climate change. By incorporating these themes, a course on Algorithms and Programming can equip students with the skills to tackle real-world problems and contribute to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110602 | Logika Matematika | Mathematical Logic | The Mathematical Logic course explores the principles and foundations of logical reasoning within mathematics. | 1. **SDG 4: Quality Education** – The course enhances critical thinking, reasoning skills, and a foundational understanding of formal logic, which are essential for academic success in mathematics and computer science. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in logic is valuable in fields like computer science, artificial intelligence, and data analysis, contributing to innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Logical reasoning is critical for developing algorithms, optimizing processes, and creating technologies that foster innovation and infrastructure development. 4. **SDG 10: Reduced Inequalities** – A strong foundation in logic can empower students from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities and reducing barriers to entry. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding logical frameworks supports informed decision-making and ethical reasoning, which are important in governance and public policy. By addressing these themes, a course on Mathematical Logic can equip students with essential skills that contribute to various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110703 | Pengantar Data Sains | Introduction to Data Science | The Introduction to Data Science course provides an overview of the fundamental concepts and techniques used in data science. | 1. **SDG 4: Quality Education** – The course promotes data literacy and critical thinking skills, providing students with the foundational knowledge needed for academic and professional success in data-driven fields. 2. **SDG 3: Good Health and Well-Being** – Data science techniques are used in health research to analyze patient data, evaluate healthcare outcomes, and improve public health strategies. 3. **SDG 8: Decent Work and Economic Growth** – Skills in data science are highly sought after in the job market, contributing to economic growth and innovation across various industries. 4. **SDG 10: Reduced Inequalities** – Data science can be employed to analyze and address social and economic disparities, helping to inform policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Data science can assist in optimizing resource use and analyzing consumer behavior, promoting sustainability in production and consumption patterns. 6. **SDG 13: Climate Action** – Data science methods are crucial for climate modeling, analyzing environmental data, and informing strategies for climate adaptation and mitigation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Data analysis can support transparency, accountability, and informed decision-making in governance and public policy. By incorporating these themes, a course on Introduction to Data Science can equip students with the skills to analyze and interpret data effectively, contributing to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05110803 | Teknik Pengambilan Sampel | Sampling Technique | The Sampling Techniques course focuses on methods for selecting and analyzing samples from larger populations. | 1. **SDG 4: Quality Education** – The course enhances understanding of statistical methodologies and critical thinking, essential for conducting effective research in various fields. 2. **SDG 3: Good Health and Well-Being** – Sampling techniques are vital in health research, including clinical trials and public health studies, helping to gather representative data for evaluating health outcomes. 3. **SDG 10: Reduced Inequalities** – Proper sampling methods can help identify and analyze disparities in social and economic data, informing policies aimed at reducing inequalities. 4. **SDG 12: Responsible Consumption and Production** – Sampling can be used to assess consumer behavior and preferences, contributing to sustainable practices in production and marketing. 5. **SDG 13: Climate Action** – Sampling techniques are essential for environmental studies, allowing researchers to gather data on climate-related variables and assess the impact of various factors on the environment. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective sampling is crucial for surveys and studies that inform policy-making and governance, supporting transparency and accountability. By addressing these themes, a course on Sampling Techniques can equip students with the skills to conduct meaningful research and contribute to sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120103 | Aljabar Linier | Linear Algebra | The Linear Algebra course provides an introduction to the study of vectors, vector spaces, and linear transformations. | 1. **SDG 4: Quality Education** – The course develops critical thinking and problem-solving skills, forming a foundational element of mathematics education that is essential for various disciplines. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in linear algebra is crucial for careers in fields like data science, engineering, and economics, supporting innovation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Linear algebra is applied in optimizing processes, modeling systems, and developing technologies that drive industrial innovation and improve infrastructure. 4. **SDG 10: Reduced Inequalities** – A solid understanding of linear algebra can empower individuals from diverse backgrounds to pursue careers in STEM fields, promoting equal opportunities. 5. **SDG 12: Responsible Consumption and Production** – Techniques from linear algebra can be applied to optimize resource allocation and production processes, contributing to sustainability efforts. 6. **SDG 13: Climate Action** – Linear algebra methods can be utilized in climate modeling and environmental data analysis, supporting research and strategies for addressing climate change. By integrating these themes, a course on Linear Algebra can equip students with essential mathematical tools that support various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | STATISTIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H05120203 | Analisis Regresi | Regression Analysis | Regression Analysis is a statistical course that focuses on understanding relationships between variables. Students learn various techniques to model and analyze data, including simple linear regression, multiple regression, and logistic regression. | 1. **SDG 4: Quality Education** – The course enhances statistical literacy and analytical skills, providing students with the tools to conduct meaningful data analysis in various fields. 2. **SDG 3: Good Health and Well-Being** – Regression analysis is widely used in health research to evaluate the effectiveness of treatments, identify risk factors, and inform public health policies. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in regression analysis supports data-driven decision-making in business and economics, contributing to innovation and economic growth. 4. **SDG 10: Reduced Inequalities** – Regression techniques can help analyze disparities in income, education, and healthcare access, informing policies aimed at promoting equity. 5. **SDG 12: Responsible Consumption and Production** – Regression analysis can be applied to study consumer behavior and optimize resource use, supporting sustainable practices. 6. **SDG 13: Climate Action** – Regression models are essential for analyzing environmental data, assessing climate change impacts, and informing strategies for mitigation and adaptation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Regression analysis can be used to evaluate the effectiveness of policies and programs in governance, contributing to transparency and accountability. By addressing these themes, a course on Regression Analysis can equip students with valuable skills to analyze data effectively and contribute to sustainable development goals. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110102 | Al-Arabiyyah Li al-Tamhidiy | Arabic Me Primer | is typically an introductory course designed to help learners begin their journey in understanding and speaking Arabic. The course focuses on basic vocabulary, essential phrases, and fundamental grammar rules, often incorporating listening and speaking exercises to enhance communication skills. Students may also explore cultural aspects of Arabic-speaking countries, providing context for the language. Overall, it aims to build a strong foundation for further study in Arabic. | 1. Goal 4: Quality Education – Promoting inclusive and equitable quality education and lifelong learning opportunities. 2. Goal 10: Reduced Inequality – Reducing inequality within and among countries, which can include language and cultural education. 3. Goal 16: Peace, Justice, and Strong Institutions – Fostering peaceful and inclusive societies, which often involves understanding diverse cultures and languages. If you have specific topics from the course in mind, I can help identify more precise connections to the SDGs! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134602 | Filsafat Bahasa | Philosophy of Language | The “Philosophy of Language” course explores how language works and what it means. Students learn about key ideas like meaning, how words connect to things, and how we use language to communicate. The course looks at different thinkers and their views on these topics, helping students understand the deeper questions about language and its role in our lives. | 1. Goal 4: Quality Education – This goal emphasizes the importance of education in promoting critical thinking and understanding complex ideas, which is central to philosophical inquiry. 2. Goal 10: Reduced Inequality – Language can be a barrier to access; exploring the philosophy of language can help address issues of language equity and the role of language in social structures. 3. Goal 16: Peace, Justice, and Strong Institutions – Understanding language’s role in communication, conflict resolution, and the construction of societal norms aligns with efforts to promote peaceful societies. 4. Goal 17: Partnerships for the Goals – Language is crucial for international collaboration and understanding, fostering partnerships across cultures and disciplines. If there are specific themes or topics within the course you’re curious about, I can provide more detailed connections! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133902 | Perkembangan Islam Kontemporer | Contemporary Islamic Development | The “Contemporary Islamic Development” course examines the social, economic, and political transformations within the Islamic world today. It covers topics such as modernity, globalization, and the role of Islam in contemporary society. | 1. Goal 1: No Poverty – Discussing Islamic perspectives on poverty alleviation and economic justice. 2. Goal 4: Quality Education – Examining the role of education in Islamic societies and its importance for development. 3. Goal 8: Decent Work and Economic Growth – Addressing economic development within Islamic frameworks, including ethical business practices and social responsibility. 4. Goal 10: Reduced Inequality – Exploring issues of social justice, equity, and the role of Islamic teachings in promoting inclusive societies. 5. Goal 16: Peace, Justice, and Strong Institutions – Investigating the relationship between Islamic governance, justice, and institutional development. 6. Goal 17: Partnerships for the Goals – Encouraging collaboration between Islamic organizations and other global initiatives to achieve sustainable development. These connections can help contextualize Islamic principles within broader development goals. If you have specific topics or themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134002 | Bahasa Arab Kontemporer | contemporary Arabic | The “Contemporary Arabic” course focuses on modern Arabic language and culture. Students learn to read, write, and speak in contemporary contexts, exploring current events, literature, and media. | 1. Goal 4: Quality Education – Promoting language learning and literacy, which is essential for education and cultural understanding. 2. Goal 10: Reduced Inequality – Fostering awareness of linguistic and cultural diversity, which can help reduce inequalities within societies. 3. Goal 16: Peace, Justice, and Strong Institutions – Exploring the role of language in communication and social cohesion, contributing to peaceful and inclusive societies. 4. Goal 17: Partnerships for the Goals – Encouraging cross-cultural communication and collaboration, essential for achieving global partnerships. If there are specific themes or aspects of the course you’re interested in, I can provide more tailored connections! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134102 | HAM Dunia Arab | Arab World Human Rights | The “Arab World Human Rights” course explores human rights issues in Arab countries. Students learn about key topics like freedom of expression, gender rights, and social justice. The course examines both challenges and progress in the region, discussing the role of governments, NGOs, and international organizations. By studying case studies and current events, students gain a deeper understanding of human rights in the Arab world and the ongoing efforts to promote them. | 1. Goal 5: Gender Equality – Examining women’s rights and gender issues in the Arab world, addressing inequalities and promoting empowerment. 2. Goal 10: Reduced Inequality – Focusing on marginalized groups and advocating for their rights, thus aiming to reduce inequalities within societies. 3. Goal 16: Peace, Justice, and Strong Institutions – Investigating issues related to justice, governance, and the rule of law, which are central to human rights. 4. Goal 17: Partnerships for the Goals – Promoting collaboration among various stakeholders, including governments, NGOs, and international organizations, to advance human rights. These goals reflect the course’s emphasis on understanding and advocating for human rights within the context of the Arab world. If you have specific topics in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134202 | Lughah Ammiah | His face is international | It seems like you are asking about a university course, but the phrase “His face is international” isn’t clear. Could you clarify what you mean, or provide more context? Are you referring to a course about international relations, international studies, or something else? I’d be happy to help with a simple description once I understand more! | 1. Goal 4: Quality Education – Promoting education that fosters understanding of global issues, cultural diversity, and human rights. 2. Goal 10: Reduced Inequality – Addressing issues of inequality and discrimination on a global scale, possibly focusing on marginalized communities. 3. Goal 16: Peace, Justice, and Strong Institutions – Exploring themes of justice, peacebuilding, and the role of international frameworks in promoting human rights. 4. Goal 17: Partnerships for the Goals – Emphasizing the importance of global cooperation and partnerships in addressing international challenges. If the course focuses on specific themes or contexts, I can help refine these connections further! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134302 | Bahasa dan Kebudayaan Persia | Persian Language and Culture | A university course on Persian Language and Culture introduces students to the Persian (Farsi) language and the rich cultural heritage of Persian-speaking countries, primarily Iran. The course typically covers basic language skills like reading, writing, speaking, and listening, along with an exploration of Persian literature, history, traditions, art, and music. Students gain an understanding of the Persian-speaking world’s contributions to global culture and its historical and contemporary significance. | 1. **Goal 4: Quality Education** – Promoting language learning and cultural education, which are essential for personal and societal development. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic and cultural diversity, which can help address issues of inequality and discrimination. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring how language and culture contribute to social cohesion and understanding, essential for building peaceful societies. 4. **Goal 17: Partnerships for the Goals** – Encouraging cross-cultural communication and collaboration, which is vital for achieving global partnerships and understanding. These connections highlight the importance of language and culture in fostering a more inclusive and educated society. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134402 | Aksara Arab dalam Budaya Lokal | Arabic Script in Local Culture | A university course on Arabic Script in Local Culture explores how the Arabic script is used in various languages and cultures around the world. The course examines the history and development of Arabic writing, its influence on calligraphy, and its adaptation in non-Arabic languages such as Persian, Urdu, and Malay | 1. **Goal 4: Quality Education** – Focusing on literacy and education related to the Arabic script, which is essential for cultural transmission and personal development. 2. **Goal 10: Reduced Inequality** – Addressing issues of cultural representation and access to education in Arabic, helping to reduce inequalities related to language. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic script and local culture contribute to community identity and cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and script in communication, identity, and social justice within communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and local communities to promote understanding and appreciation of Arabic culture. These connections highlight the importance of language and culture in fostering education and social cohesion. If you have specific aspects of the course in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03134502 | Tafahum Tsaqafy | Educational understanding | A university course titled “Educational Understanding” typically focuses on developing students’ knowledge of the fundamental principles, theories, and practices in education. It explores how individuals learn, how educational systems are structured, and the impact of social, cultural, and historical contexts on education. | 1. **Goal 4: Quality Education** – Emphasizing the importance of inclusive and equitable quality education, and the need for lifelong learning opportunities. 2. **Goal 5: Gender Equality** – Exploring how education can promote gender equality and empower all individuals, especially women and girls. 3. **Goal 10: Reduced Inequality** – Addressing disparities in education access and outcomes, focusing on marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of education in fostering understanding, social cohesion, and democratic values. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration among educational institutions, communities, and governments to enhance educational outcomes. These connections reflect the course’s focus on understanding the broader implications of education in society. If there are specific themes or topics you’re curious about, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133202 | Seminar Pra Skripsi | Pre-Thesis Seminar | A Pre-Thesis Seminar is a graduate-level course designed to guide students as they prepare for their thesis research. It helps students refine their research topics, develop a detailed proposal, and plan the structure of their thesis. The course typically includes the following components | 1. **Goal 4: Quality Education** – Fostering critical thinking, research skills, and academic writing, which are essential for higher education and informed scholarship. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encouraging innovative research methodologies and approaches that can contribute to advancements in various fields. 3. **Goal 10: Reduced Inequality** – If the seminar includes topics on equitable research practices, it can address issues related to access and representation in academic discourse. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting research that addresses social justice, governance, and institutional integrity can contribute to this goal. 5. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration in research, which can involve interdisciplinary and community partnerships. These connections emphasize the role of academic research in promoting education and addressing global challenges. If you have specific aspects of the seminar in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133302 | Linguistik Komputasi | Computational Linguistics | Computational Linguistics is an interdisciplinary university course that blends linguistics and computer science to study how computers can process and analyze human language. It typically covers the following topics | 1. **Goal 4: Quality Education** – Enhancing educational tools and resources through technology, promoting language learning and accessibility. 2. **Goal 8: Decent Work and Economic Growth** – Contributing to job creation in the tech industry and fostering innovation through language technologies. 3. **Goal 10: Reduced Inequality** – Developing language processing tools that support underrepresented languages and improve access to information for diverse populations. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Using language technologies to promote transparency, access to information, and improved communication in governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between linguists, computer scientists, and social scientists to tackle complex language-related challenges. These connections highlight the potential of computational linguistics to impact education, industry, and social equity. If you have specific themes or topics in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133402 | Budaya Digital | Digital Culture | Digital Culture is an interdisciplinary university course that explores the impact of digital technologies on society, culture, and individual behavior. | 1. **Goal 4: Quality Education** – Promoting digital literacy and access to educational resources, fostering critical thinking about digital content. 2. **Goal 8: Decent Work and Economic Growth** – Examining the impact of digital culture on job creation, innovation, and the gig economy. 3. **Goal 10: Reduced Inequality** – Addressing digital divides and ensuring equitable access to technology and information for marginalized groups. 4. **Goal 11: Sustainable Cities and Communities** – Exploring how digital culture influences urban living, community engagement, and smart city initiatives. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of digital media in promoting transparency, civic engagement, and social justice. 6. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration between tech companies, educational institutions, and communities to foster inclusive digital environments. These connections reflect the significant impact of digital culture on various societal aspects. If you have specific topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133502 | Al Fan al Araby | Al-Fan Al-Arabi | Al-Fan Al-Arabi (Arabic Arts) is a university course that explores the rich and diverse artistic heritage of the Arab world. This course typically covers various forms of art, including visual arts, literature, music, and theater, with a focus on their historical, cultural, and social contexts. | 1. **Goal 4: Quality Education** – Promoting the understanding and appreciation of Arabic art, contributing to cultural education and awareness. 2. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in the arts, fostering appreciation for diverse cultural expressions within the Arab world. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic art contributes to cultural identity, community engagement, and urban development. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of art in promoting social justice, dialogue, and cultural expression. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between artists, cultural institutions, and educational entities to promote and preserve Arabic art. These connections highlight the role of Arabic art in fostering education, community, and cultural understanding. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133602 | Kajian Al-Qur’an | Al-Qur’an Study | Al-Qur’an Study is a university course focused on the comprehensive exploration of the Qur’an, the holy book of Islam. This course typically covers various aspects, including theological, linguistic, historical, and cultural dimensions of the Qur’an. | 1. **Goal 4: Quality Education** – Promoting literacy and critical thinking through the study of the Qur’an, fostering a deeper understanding of religious texts and their interpretations. 2. **Goal 5: Gender Equality** – Exploring themes related to gender within Islamic teachings and the Qur’an, promoting discussions about women’s rights and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes present in the Qur’an, which can contribute to discussions on equity and inclusivity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the Qur’an’s teachings on justice, ethics, and social harmony, which can inform efforts towards building peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration among different religious and cultural groups, promoting mutual understanding and respect. These connections highlight how the study of the Qur’an can contribute to broader educational, social, and ethical goals. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133702 | Kajian Hadits | Hadith Studies | Hadith Studies is a university course that focuses on the examination and interpretation of hadith, which are the recorded sayings, actions, and approvals of the Prophet Muhammad. This course typically covers various aspects, including the history, methodology, and significance of hadith in Islamic tradition. | 1. **Goal 4: Quality Education** – Promoting literacy and understanding of Islamic teachings through the study of Hadith, fostering critical thinking and religious education. 2. **Goal 5: Gender Equality** – Exploring the roles of women in Hadith and the implications for gender rights and equality in Islamic contexts. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes found in Hadith, promoting discussions about equity and inclusivity in society. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating ethical and moral teachings in Hadith that promote justice, peace, and community cohesion. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration among diverse religious and cultural groups, fostering mutual understanding. These connections highlight how Hadith studies can contribute to broader educational, social, and ethical discussions. If you have specific aspects in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133802 | Statistika Bahasa | Language Statistics | Language Statistics is a university course that focuses on the application of statistical methods to the analysis of language data. This course is particularly relevant for students in linguistics, applied linguistics, and related fields, emphasizing how quantitative techniques can be used to study linguistic phenomena. | 1. **Goal 4: Quality Education** – Promoting statistical literacy and analytical skills, which are essential for understanding language data and its implications. 2. **Goal 10: Reduced Inequality** – Analyzing language use and accessibility can highlight disparities among different linguistic groups, fostering discussions on inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Supporting industries that rely on language data, such as translation, localization, and language technology, contributing to economic growth. 4. **Goal 11: Sustainable Cities and Communities** – Using language statistics to understand communication needs within diverse communities, aiding in better urban planning and services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Analyzing language use in public discourse can contribute to discussions about civic engagement and social justice. These connections illustrate the relevance of language statistics in addressing educational, social, and economic issues. If you have specific themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132502 | Filsafat dan Pemikiran Islam | Islamic Philosophy and Thought | Islamic Philosophy and Thought is a university course that explores the development of philosophical ideas and intellectual traditions within the Islamic context. | 1. **Goal 4: Quality Education** – Promoting critical thinking, philosophical inquiry, and a deeper understanding of ethical and moral issues within Islamic contexts. 2. **Goal 5: Gender Equality** – Examining philosophical discussions around gender roles, rights, and the empowerment of women in Islamic thought. 3. **Goal 10: Reduced Inequality** – Addressing themes of justice, equity, and social responsibility found in Islamic philosophy, which can contribute to broader discussions about inequality. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of Islamic philosophy in promoting peace, justice, and ethical governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith and intercultural dialogue, fostering understanding and collaboration among diverse communities. These connections highlight how Islamic philosophy can contribute to educational and social objectives in a contemporary context. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132602 | Semiotika | Semiotics | Semiotics is a university course that explores the study of signs, symbols, and their meanings within various contexts. It is an interdisciplinary field that draws from linguistics, philosophy, anthropology, and cultural studies. | 1. **Goal 4: Quality Education** – Promoting critical thinking and analytical skills through the study of signs, symbols, and meanings in various contexts. 2. **Goal 10: Reduced Inequality** – Exploring how semiotics can address issues of representation and inclusivity in communication, media, and culture. 3. **Goal 11: Sustainable Cities and Communities** – Understanding how signs and symbols influence urban planning, public spaces, and community identity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of communication and symbolism in social movements, governance, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration among linguists, cultural theorists, and social scientists to tackle complex issues related to communication and meaning. These connections emphasize the relevance of semiotics in various fields and its potential impact on social, cultural, and educational issues. If you have specific themes in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132702 | Istima’ Lanjutan | Istima’ Continued | Istima’ Continued is a university course that builds upon foundational concepts of Istima’, which refers to the study of listening and comprehension skills in the context of language learning, particularly in Arabic. | 1. **Goal 4: Quality Education** – Enhancing language skills and fostering deeper understanding and communication, which are crucial for educational development. 2. **Goal 10: Reduced Inequality** – Promoting inclusivity by improving language access for diverse communities, helping to reduce linguistic and cultural barriers. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Developing listening skills can aid in effective communication and conflict resolution, contributing to social cohesion. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and understanding between different cultures through improved language proficiency and communication. These connections highlight the importance of language skills in education and social integration. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132802 | Muthalaah Lanjutan | Muthalaah Continued | Muthalaah Continued is a university course that serves as an advanced level study of Muthalaah, which typically focuses on the reading and comprehension of texts in Arabic. This course is designed for students who have already acquired foundational skills in Arabic reading and are looking to deepen their understanding of more complex texts. | 1. **Goal 4: Quality Education** – Promoting literacy and critical reading skills, which are essential for educational success and lifelong learning. 2. **Goal 10: Reduced Inequality** – Enhancing access to reading materials in Arabic can help bridge educational gaps and promote inclusivity. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Developing strong comprehension skills can support informed citizenship and engagement in civic life, contributing to social stability. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaborative learning and cultural exchange through improved reading skills, fostering understanding among diverse communities. These connections highlight the significance of reading proficiency in education and social integration. If you have specific themes or aspects of the course in mind, I can provide more detailed insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132902 | Media dan Desain Grafik | Media and Graphic Design | Media and Graphic Design is a university course that focuses on the principles and practices of visual communication through various media forms. This course is typically interdisciplinary, combining aspects of design theory, digital technology, and artistic creativity. | 1. **Goal 4: Quality Education** – Promoting creativity and technical skills in media and design, essential for effective communication and education. 2. **Goal 8: Decent Work and Economic Growth** – Supporting job creation in the creative industries and fostering innovation through design and media projects. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Encouraging technological advancements and innovative practices in media production and graphic design. 4. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in media content, promoting diverse voices and perspectives. 5. **Goal 11: Sustainable Cities and Communities** – Exploring the role of design in urban planning, public spaces, and community engagement through media. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating how media and design can promote social justice, awareness, and civic engagement. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among designers, media professionals, and community organizations to achieve shared goals. These connections illustrate the impact of media and graphic design on education, economic growth, and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133002 | Ekonomi Syariah | Sharia Economics | Sharia Economics is a university course that focuses on the principles and applications of economic systems based on Islamic law (Sharia). This course examines how Islamic teachings influence economic behavior, financial transactions, and resource allocation. | 1. **Goal 1: No Poverty** – Exploring principles of economic justice and wealth distribution in Islamic finance, aimed at poverty alleviation. 2. **Goal 4: Quality Education** – Promoting understanding of economic principles based on Sharia, which can enhance financial literacy and education. 3. **Goal 8: Decent Work and Economic Growth** – Focusing on ethical business practices and sustainable economic development within the framework of Islamic finance. 4. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the role of Islamic finance in reducing economic disparities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the importance of ethical governance and institutional integrity in economic systems. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between financial institutions, governments, and communities to promote sustainable economic practices. These connections highlight the relevance of Sharia economics in promoting sustainable development and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03133102 | Hukum Syariah | Sharia Law | Sharia Law is a university course that provides an in-depth study of Islamic law (Sharia), its sources, principles, and applications in various aspects of life. | 1. **Goal 4: Quality Education** – Promoting understanding of legal principles and ethical frameworks within Islamic law, contributing to legal education and literacy. 2. **Goal 5: Gender Equality** – Examining issues of women’s rights and gender equity within the context of Sharia, promoting discussions about empowerment and social justice. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the role of Sharia in protecting the rights of marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the principles of justice, governance, and the rule of law as outlined in Sharia, contributing to effective legal frameworks. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration between different legal and cultural systems to promote understanding and coexistence. These connections highlight the relevance of Sharia law in discussions around justice, education, and social equity. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132002 | Bahasa dan Kebudayaan Persia | Persian Language and Culture | Persian Language and Culture is a university course designed to introduce students to the Persian language (Farsi) and the rich cultural heritage of Persian-speaking communities. | 1. **Goal 4: Quality Education** – Promoting language learning and cultural education, essential for personal development and understanding diverse perspectives. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic and cultural diversity, which can help address inequalities within society. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Persian culture contributes to community identity and cohesion, enhancing social integration. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and culture in promoting dialogue, understanding, and social harmony. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, cultural organizations, and communities to promote and preserve Persian culture. These connections highlight the importance of language and culture in fostering education and social cohesion. If you have specific themes or aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132102 | Aksara Arab dalam Budaya Lokal | Arabic Script in Local Culture | Arabic Script in Local Culture is a university course that explores the significance and applications of Arabic script within various cultural contexts. | 1. **Goal 4: Quality Education** – Promoting literacy and understanding of Arabic script, which is essential for educational development and cultural transmission. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation and access to education in Arabic script, fostering inclusivity for Arabic speakers and learners. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic script contributes to local cultural identity, community engagement, and urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of language and script in communication, identity, and social cohesion, contributing to peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and local communities to promote and preserve Arabic culture. These connections highlight the significance of Arabic script in fostering education, cultural understanding, and social cohesion. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132202 | Tafahum Tsaqafy | Educational understanding | Educational Understanding is a university course that explores the principles and theories of education, focusing on how individuals learn and the factors that influence learning processes. | 1. **Goal 4: Quality Education** – Focusing on promoting inclusive and equitable quality education, critical thinking, and understanding of educational principles. 2. **Goal 5: Gender Equality** – Exploring the role of education in promoting gender equality and empowering all individuals, particularly women and girls. 3. **Goal 10: Reduced Inequality** – Addressing educational disparities and promoting access to quality education for marginalized and underrepresented groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating how education fosters understanding, civic engagement, and social cohesion, contributing to peace and justice. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, communities, and organizations to enhance educational outcomes and equity. These connections highlight the course’s relevance in addressing key educational and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132302 | Filsafat Bahasa | Philosophy of Language | Philosophy of Language is a university course that explores fundamental questions about language, its nature, and its relationship to reality, thought, and communication. | 1. **Goal 4: Quality Education** – Promoting critical thinking and analytical skills through the exploration of language, meaning, and communication, essential for a well-rounded education. 2. **Goal 5: Gender Equality** – Examining language’s role in shaping gender perceptions and discussing the impact of language on gender equity. 3. **Goal 10: Reduced Inequality** – Investigating how language influences social structures and power dynamics, addressing issues related to language access and representation. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring the relationship between language, discourse, and social justice, including the role of language in conflict resolution and communication. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguistics, philosophy, and social sciences to address complex issues related to language and society. These connections highlight the course’s importance in understanding the interplay between language and various social, educational, and ethical issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03140206 | Skripsi | thesis | Thesis is a university course that guides students through the process of conducting independent research and writing a comprehensive academic paper on a specific topic within their field of study. | 1. **Goal 4: Quality Education** – Promoting in-depth research skills, critical thinking, and the application of knowledge, essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging research that may contribute to innovation and practical applications in various fields, supporting economic growth. 3. **Goal 10: Reduced Inequality** – Addressing social issues through research that focuses on marginalized groups and aims to reduce disparities in various contexts. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating themes related to justice, governance, and social issues, contributing to better institutional practices and societal understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration with academic advisors, peers, and communities, fostering partnerships for effective research outcomes. These connections emphasize the relevance of thesis work in contributing to educational, social, and economic objectives. If you have specific themes or aspects of the thesis in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03140306 | Skripsi | thesis | Thesis is a university course that guides students through the process of conducting independent research and writing a comprehensive academic paper on a specific topic within their field of study. | 1. **Goal 4: Quality Education** – Promoting in-depth research skills, critical thinking, and the application of knowledge, essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging research that may contribute to innovation and practical applications in various fields, supporting economic growth. 3. **Goal 10: Reduced Inequality** – Addressing social issues through research that focuses on marginalized groups and aims to reduce disparities in various contexts. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating themes related to justice, governance, and social issues, contributing to better institutional practices and societal understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration with academic advisors, peers, and communities, fostering partnerships for effective research outcomes. These connections emphasize the relevance of thesis work in contributing to educational, social, and economic objectives. If you have specific themes or aspects of the thesis in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03132402 | Gerakan Politik Timur Tengah | Middle Eastern Political Movements | Middle Eastern Political Movements is a university course that examines the various political movements and ideologies that have emerged in the Middle East, analyzing their historical contexts, goals, and impacts on regional and global politics. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of political movements in promoting social justice, governance, and conflict resolution in the Middle East. 2. **Goal 10: Reduced Inequality** – Addressing issues of inequality and marginalization within political movements, exploring how these movements advocate for the rights of diverse groups. 3. **Goal 4: Quality Education** – Promoting awareness and understanding of political theories and movements, which contributes to informed citizenship and civic engagement. 4. **Goal 5: Gender Equality** – Investigating the role of women in political movements and how these movements address gender issues within their agendas. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and dialogue between different political and social groups, fostering understanding and cooperative efforts in the region. These connections highlight the course’s relevance in understanding the dynamics of political movements and their impact on social, economic, and political issues in the Middle East. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131302 | Kajian Al-Qur’an | Al-Qur’an Study | Al-Qur’an Study is a university course that focuses on the study of the Qur’an, the holy book of Islam, exploring its text, themes, historical context, and interpretations | 1. **Goal 4: Quality Education** – Promoting literacy, understanding of religious texts, and critical thinking through the study of the Qur’an. 2. **Goal 5: Gender Equality** – Exploring gender roles and rights as interpreted in the Qur’an, fostering discussions about women’s empowerment within Islamic contexts. 3. **Goal 10: Reduced Inequality** – Addressing themes of justice and equity found in the Qur’an, contributing to discussions on social justice and inclusivity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the Qur’an’s teachings on justice, ethics, and community cohesion, which can inform peacebuilding efforts. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and collaboration, fostering understanding between diverse communities and promoting mutual respect. These connections illustrate the relevance of Qur’anic studies in educational, social, and ethical contexts. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131402 | Kajian Hadits | Hadith Studies | Hadith Studies is a university course that focuses on the examination and interpretation of hadith, which are the recorded sayings, actions, and approvals of the Prophet Muhammad. This course typically covers various aspects, including the history, methodology, and significance of hadith in Islamic tradition. | 1. **Goal 4: Quality Education** – Promoting literacy and critical thinking through the study of Hadith, enhancing understanding of Islamic teachings and ethical principles. 2. **Goal 5: Gender Equality** – Examining the roles and rights of women as discussed in Hadith, fostering discussions about gender equity and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice themes within Hadith, promoting equity and the rights of marginalized groups. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating ethical and moral teachings in Hadith that promote justice, community cohesion, and governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging interfaith dialogue and cooperation among different communities, fostering mutual understanding and respect. These connections highlight how Hadith studies contribute to broader discussions on education, social justice, and ethical governance. If you have specific aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131502 | Statistika Bahasa | Language Statistics | Language Statistics is a university course that focuses on the application of statistical methods to the analysis of language data. This course is particularly relevant for students in linguistics, applied linguistics, and related fields, emphasizing how quantitative techniques can be used to study linguistic phenomena. | 1. **Goal 4: Quality Education** – Promoting statistical literacy and analytical skills, essential for understanding language data and fostering critical thinking. 2. **Goal 10: Reduced Inequality** – Analyzing language use and accessibility can highlight disparities among different linguistic groups, contributing to discussions on inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Supporting industries that rely on language data, such as translation, localization, and language technology, which can stimulate economic growth. 4. **Goal 11: Sustainable Cities and Communities** – Using language statistics to understand communication needs within diverse communities, aiding in effective urban planning and services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Examining how language data can inform public policy, communication strategies, and social cohesion, enhancing governance. These connections emphasize the relevance of language statistics in addressing educational, social, and economic issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131602 | Perkembangan Islam Kontemporer | Contemporary Islamic Development | Contemporary Islamic Development is a university course that examines the various dimensions of Islamic development in the modern world, focusing on social, economic, political, and cultural aspects. | 1. **Goal 1: No Poverty** – Exploring economic development strategies within Islamic frameworks that aim to alleviate poverty and promote social welfare. 2. **Goal 4: Quality Education** – Focusing on the importance of education in Islamic development, promoting literacy and lifelong learning as essential components. 3. **Goal 5: Gender Equality** – Examining the role of women in development within Islamic contexts, addressing gender issues, and promoting empowerment. 4. **Goal 8: Decent Work and Economic Growth** – Investigating economic policies and practices that support sustainable growth and job creation in Muslim-majority countries. 5. **Goal 10: Reduced Inequality** – Addressing social justice and equity in development practices, aiming to reduce disparities within and between communities. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of governance and institutions in promoting justice, stability, and ethical practices in development. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among governments, NGOs, and community organizations to achieve sustainable development goals. These connections highlight the course’s relevance in addressing contemporary social, economic, and ethical issues within Islamic development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131702 | Bahasa Arab Kontemporer | Contemporary Arabic | Contemporary Arabic is a university course designed to enhance students’ proficiency in modern Arabic language and to explore contemporary issues in Arab-speaking societies. | 1. **Goal 4: Quality Education** – Promoting language skills, literacy, and cultural understanding, which are essential for educational development. 2. **Goal 10: Reduced Inequality** – Fostering appreciation for linguistic diversity and inclusivity, addressing disparities in access to education and resources. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how contemporary Arabic culture and language influence urban identity and community engagement. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of language in communication, civic engagement, and social cohesion, contributing to peaceful communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, cultural organizations, and communities to promote and preserve the Arabic language and culture. These connections highlight the importance of contemporary Arabic studies in fostering education, cultural understanding, and social integration. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131802 | HAM Dunia Arab | Arab World Human Rights | The “Arab World Human Rights” course explores human rights issues in Arab countries. Students learn about key topics like freedom of expression, gender rights, and social justice. The course examines both challenges and progress in the region, discussing the role of governments, NGOs, and international organizations. By studying case studies and current events, students gain a deeper understanding of human rights in the Arab world and the ongoing efforts to promote them. | 1. **Goal 5: Gender Equality** – Addressing women’s rights and gender issues in the Arab context, promoting equality and empowerment. 2. **Goal 10: Reduced Inequality** – Focusing on social justice, equality, and the rights of marginalized groups within Arab societies. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the importance of human rights in governance, rule of law, and promoting peaceful, just societies. 4. **Goal 1: No Poverty** – Exploring the connection between human rights and poverty alleviation, emphasizing social and economic rights. 5. **Goal 4: Quality Education** – Highlighting the role of education in promoting human rights awareness and civic engagement. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between governments, NGOs, and civil society to promote and protect human rights. These connections underscore the relevance of human rights education in addressing social, political, and economic issues in the Arab world. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131902 | Lughah Ammiah | His face is international | It seems like you are asking about a university course, but the phrase “His face is international” isn’t clear. Could you clarify what you mean, or provide more context? Are you referring to a course about international relations, international studies, or something else? I’d be happy to help with a simple description once I understand more! | 1. **Goal 4: Quality Education** – Promoting cultural literacy and understanding of global perspectives, which is essential for education in a diverse world. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation, identity, and inclusion in international contexts, highlighting marginalized voices. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of identity and representation in promoting social justice, dialogue, and peaceful interactions across cultures. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among different cultures and communities to foster understanding and shared goals in a globalized world. 5. **Goal 5: Gender Equality** (if applicable) – Exploring themes of identity and representation as they relate to gender issues on an international scale. These connections emphasize the importance of cultural understanding and representation in fostering social cohesion and addressing global challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130602 | Media dan Desain Grafik | Media and Graphic Design | Media and Graphic Design is a university course that focuses on the principles and practices of visual communication across various media platforms | 1. **Goal 4: Quality Education** – Fostering creativity and critical thinking through design education, which enhances communication skills and artistic expression. 2. **Goal 8: Decent Work and Economic Growth** – Supporting job creation in the creative industries and promoting innovation through media and graphic design projects. 3. **Goal 10: Reduced Inequality** – Addressing representation and inclusivity in media content, promoting diverse voices and perspectives in design. 4. **Goal 11: Sustainable Cities and Communities** – Exploring how design can enhance urban environments, community identity, and public spaces. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of media and design in promoting social justice, civic engagement, and informed citizenship. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among designers, media professionals, and community organizations to achieve shared objectives in communication and social change. These connections highlight the impact of media and graphic design on education, economic development, and social issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130702 | Ekonomi Syariah | Sharia Economics | Sharia Economics is a university course that focuses on the principles and applications of economic systems based on Islamic law (Sharia). This course examines how Islamic teachings influence economic behavior, financial transactions, and resource allocation. | 1. **Goal 1: No Poverty** – Exploring economic principles within Islamic finance aimed at poverty alleviation and social welfare. 2. **Goal 4: Quality Education** – Promoting understanding of economic concepts and financial literacy grounded in Sharia principles. 3. **Goal 5: Gender Equality** – Examining women’s roles in Islamic finance and development, promoting gender equity and empowerment. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on ethical business practices, entrepreneurship, and sustainable economic development within an Islamic framework. 5. **Goal 10: Reduced Inequality** – Addressing social justice and equity in economic practices, promoting fair distribution of wealth. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the ethical foundations of governance and institutions in promoting justice and stability. 7. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between financial institutions, governments, and communities to achieve sustainable economic practices. These connections highlight the relevance of Sharia economics in addressing key social and economic issues within contemporary contexts. If you have specific themes or aspects of the course in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130802 | Hukum Syariah | Sharia Law | Sharia Law is a university course that provides an in-depth study of Islamic law (Sharia), its sources, principles, and applications in various aspects of life. | 1. **Goal 4: Quality Education** – Promoting understanding of legal principles and ethical frameworks within Islamic law, contributing to legal literacy and education. 2. **Goal 5: Gender Equality** – Examining women’s rights and gender issues as interpreted in Sharia, fostering discussions on empowerment and social justice. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the protection of rights for marginalized groups within the context of Sharia. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the principles of justice, governance, and the rule of law as outlined in Sharia, contributing to effective legal frameworks. 5. **Goal 17: Partnerships for the Goals** – Encouraging dialogue and collaboration among different legal systems and cultural contexts to promote mutual understanding and coexistence. These connections highlight how Sharia law studies can inform discussions about justice, equity, and governance in diverse contexts. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130902 | Seminar Pra Skripsi | Pre-Thesis Seminar | Pre-Thesis Seminar is a university course designed to prepare students for the thesis writing process by providing them with the necessary skills, guidance, and support to develop their research projects | 1. **Goal 4: Quality Education** – Fostering research skills, critical thinking, and academic writing, which are essential for higher education and scholarship. 2. **Goal 8: Decent Work and Economic Growth** – Preparing students for future careers by enhancing research competencies that can lead to innovation and economic contributions. 3. **Goal 10: Reduced Inequality** – Encouraging research that addresses social justice, equity, and the needs of marginalized communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting ethical research practices and the role of research in informing policy and governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among peers, faculty, and external organizations to enhance the research process and its impact. These connections highlight the importance of the Pre-Thesis Seminar in developing skills and knowledge that contribute to educational and societal goals. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131002 | Linguistik Komputasi | Computational Linguistics | Computational Linguistics is an interdisciplinary university course that blends linguistics and computer science to study how computers can process and analyze human language. It typically covers the following topics | 1. **Goal 4: Quality Education** – Enhancing language processing and understanding, which supports educational technologies and learning tools. 2. **Goal 8: Decent Work and Economic Growth** – Contributing to the tech industry through advancements in natural language processing, machine learning, and AI, promoting job creation and innovation. 3. **Goal 10: Reduced Inequality** – Developing language technologies that improve access to information and services for marginalized communities, fostering inclusivity. 4. **Goal 11: Sustainable Cities and Communities** – Supporting communication technologies that enhance urban living and accessibility for diverse populations. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring the role of language technology in promoting transparency, accountability, and effective communication within institutions. 6. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguists, computer scientists, and social scientists to address complex language-related challenges. These connections emphasize the relevance of computational linguistics in fostering education, economic growth, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131102 | Budaya Digital | Digital Culture | Digital Culture is an interdisciplinary university course that explores the impact of digital technologies on society, culture, and individual behavior. | 1. **Goal 4: Quality Education** – Promoting digital literacy and critical thinking, essential for navigating and understanding digital media and culture. 2. **Goal 8: Decent Work and Economic Growth** – Fostering innovation and creativity in the digital economy, contributing to job creation in tech and creative industries. 3. **Goal 10: Reduced Inequality** – Addressing the digital divide by promoting access to digital resources and opportunities for marginalized communities. 4. **Goal 11: Sustainable Cities and Communities** – Exploring the impact of digital culture on urban development, community engagement, and public services. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of digital media in promoting civic engagement, social justice, and accountability. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between various sectors—government, private, and civil society—to enhance the positive impact of digital culture. These connections highlight the significance of digital culture in fostering education, innovation, and social cohesion. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03131202 | Al-Fan al-Araby | Al-Fan Al-Arabi | Al-Fan Al-Arabi (Arabic Arts) is a university course that explores the rich and diverse artistic heritage of the Arab world. This course typically covers various forms of art, including visual arts, literature, music, and theater, with a focus on their historical, cultural, and social contexts. | 1. **Goal 4: Quality Education** – Promoting appreciation and understanding of Arabic art, which fosters cultural literacy and critical thinking in the arts. 2. **Goal 10: Reduced Inequality** – Highlighting the importance of representation and inclusivity in artistic expression, addressing disparities within the art world. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how Arabic art contributes to cultural identity and community cohesion in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Investigating the role of art in promoting social justice, peace, and dialogue within diverse communities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, cultural institutions, and communities to promote and preserve Arabic art and heritage. These connections underscore the relevance of Arabic art studies in fostering education, cultural understanding, and social engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122302 | Bahtsun Lughawy | Linguistically improved | Linguistically Improved is a university course designed to enhance students’ language skills and overall linguistic competence through targeted exercises and strategies. | 1. **Goal 4: Quality Education** – Focusing on enhancing language skills, literacy, and communication abilities, which are essential for educational success. 2. **Goal 10: Reduced Inequality** – Promoting language access and inclusivity for marginalized communities, addressing barriers to education and information. 3. **Goal 11: Sustainable Cities and Communities** – Improving communication within diverse urban environments, fostering community engagement and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Enhancing effective communication and understanding within institutions, contributing to transparency and accountability. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and community organizations to support language development initiatives. These connections highlight the importance of linguistic improvement in fostering education, social equity, and community development. If you have specific themes or aspects in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122402 | Metode Penelitian | Research methods | Research Methods is a university course that provides students with a comprehensive understanding of the various techniques and methodologies used in academic research across disciplines. | 1. **Goal 4: Quality Education** – Promoting critical thinking, analytical skills, and research literacy essential for academic and professional development. 2. **Goal 8: Decent Work and Economic Growth** – Equipping students with the skills to conduct research that can inform policies, innovation, and business practices. 3. **Goal 10: Reduced Inequality** – Encouraging research that addresses social justice issues and the needs of marginalized communities, promoting equity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering ethical research practices that contribute to transparency, accountability, and effective governance. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between researchers, institutions, and communities to enhance research impact and relevance. These connections emphasize the importance of research methods in addressing educational, social, and economic challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130102 | Gerakan Politik Negara Arab | Arab Political Movements | Arab Political Movements is a university course that examines the various political movements that have emerged in the Arab world, focusing on their historical roots, ideologies, strategies, and impacts on society and governance. | 1. **Goal 4: Quality Education** – Promoting critical analysis of political theories and movements, enhancing understanding of political dynamics in the Arab world. 2. **Goal 10: Reduced Inequality** – Addressing issues of social justice, representation, and the rights of marginalized groups within political movements. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of political movements in promoting governance, justice, and stability in the region. 4. **Goal 5: Gender Equality** – Investigating the involvement and representation of women in political movements, highlighting gender issues within the political landscape. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among political groups, civil society, and institutions to foster dialogue and promote democratic practices. These connections underscore the significance of studying Arab political movements in understanding broader social, political, and economic issues. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130202 | Filsafat dan Pemikiran Islam | Islamic Philosophy and Thought | Islamic Philosophy and Thought is a university course that explores the development of philosophical ideas and intellectual traditions within the Islamic context. | 1. **Goal 4: Quality Education** – Promoting critical thinking, ethics, and philosophical inquiry, essential for a well-rounded education. 2. **Goal 5: Gender Equality** – Examining gender issues and the role of women in Islamic philosophical discourse, fostering discussions on equality and empowerment. 3. **Goal 10: Reduced Inequality** – Addressing social justice, equity, and the ethical implications of economic and political systems within Islamic thought. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring themes of justice, governance, and moral responsibility in Islamic philosophy that contribute to peacebuilding. 5. **Goal 17: Partnerships for the Goals** – Encouraging dialogue between different philosophical traditions and cultures, promoting mutual understanding and collaboration. These connections highlight the relevance of Islamic philosophy in addressing contemporary social, ethical, and political challenges. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130302 | Semiotika | Semiotics | Semiotics is a university course that explores the study of signs, symbols, and their meanings within various contexts. It is an interdisciplinary field that draws from linguistics, philosophy, anthropology, and cultural studies. | 1. **Goal 4: Quality Education** – Promoting critical thinking and understanding of communication, language, and cultural representation, essential for educational development. 2. **Goal 10: Reduced Inequality** – Addressing issues of representation and inclusivity in communication, helping to highlight marginalized voices in media and society. 3. **Goal 11: Sustainable Cities and Communities** – Exploring how signs and symbols shape urban identity and community engagement, contributing to a sense of belonging. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining the role of semiotics in shaping discourse, which can influence social justice, advocacy, and institutional communication. 5. **Goal 17: Partnerships for the Goals** – Encouraging interdisciplinary collaboration between linguists, cultural theorists, and social scientists to address complex communication challenges. These connections emphasize the importance of semiotics in understanding communication, culture, and social dynamics. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130402 | Istima’ Lanjutan | Istima’ Continued | Istima’ Continued is a university course that builds upon foundational concepts of Istima’, which refers to the study of listening and comprehension skills in the context of language learning, particularly in Arabic. | 1. **Goal 4: Quality Education** – Enhancing listening and comprehension skills is essential for effective learning and communication, contributing to overall educational development. 2. **Goal 10: Reduced Inequality** – Promoting inclusivity in communication, particularly for marginalized groups, ensuring that diverse voices are heard and understood. 3. **Goal 11: Sustainable Cities and Communities** – Improving communication skills can foster community engagement and cohesion, enhancing social interactions in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective listening is vital for promoting dialogue, understanding, and conflict resolution within communities and institutions. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and community organizations to support effective communication and listening initiatives. These connections highlight the significance of listening skills in fostering education, social cohesion, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03130502 | Muthalaah Lanjutan | Muthalaah Continued | Muthalaah Continued is a university course that serves as an advanced level study of Muthalaah, which typically focuses on the reading and comprehension of texts in Arabic. This course is designed for students who have already acquired foundational skills in Arabic reading and are looking to deepen their understanding of more complex texts. | 1. **Goal 4: Quality Education** – Enhancing reading comprehension and analytical skills is crucial for academic success and lifelong learning. 2. **Goal 10: Reduced Inequality** – Promoting literacy and comprehension skills can help address educational disparities, particularly for marginalized groups. 3. **Goal 11: Sustainable Cities and Communities** – Improving literacy contributes to community engagement and informed citizenship, fostering stronger social ties. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Reading and comprehension skills are essential for understanding legal and civic texts, promoting transparency and active participation. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators and community organizations to promote literacy initiatives and reading programs. These connections emphasize the importance of reading and comprehension skills in fostering education, social equity, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121602 | Insya’ Li al-Muthawassit | I am guided by trustworthy people | I Am Guided by Trustworthy People is a university course focused on the themes of mentorship, leadership, and the importance of building relationships with trusted individuals in personal and professional contexts. | 1. **Goal 4: Quality Education** – Promoting the importance of mentorship, guidance, and ethical decision-making in educational settings. 2. **Goal 10: Reduced Inequality** – Fostering inclusive practices and support systems that help marginalized groups navigate educational and professional environments. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging the development of trust and integrity within institutions, which is essential for effective governance and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Highlighting the importance of collaboration and support networks in achieving shared goals and fostering community development. 5. **Goal 5: Gender Equality** (if applicable) – Promoting mentorship and guidance that empowers women and addresses gender disparities in various fields. These connections emphasize the role of trusted guidance in personal development, education, and community building. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121702 | Telaah Prosa Arab Li al-Muthawassit | Followed by Barsa Arab Lee Al-Muthusa | Followed by Barsa Arab Lee Al-Muthusa is a university course that focuses on the study of Arabic language and literature, particularly emphasizing the works of prominent Arab authors and poets from the Al-Muthusa (the Muthusa generation) period. | 1. **Goal 4: Quality Education** – Promoting literacy and language skills, essential for educational development and cultural understanding. 2. **Goal 10: Reduced Inequality** – Addressing issues of access to education and resources for marginalized groups within Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication and cultural engagement within diverse urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering effective communication and understanding, which can contribute to dialogue and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educators, cultural institutions, and communities to promote and preserve Arabic language and culture. These connections emphasize the importance of Arabic language studies in fostering education, social equity, and cultural appreciation. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121802 | Balaghah | Tell him | Tell Him is a university course that focuses on effective communication strategies, particularly in interpersonal relationships and professional settings. | 1. **Goal 4: Quality Education** – Promoting effective communication and storytelling skills, which are essential for learning and knowledge sharing. 2. **Goal 10: Reduced Inequality** – Highlighting the importance of representation and inclusive narratives that amplify marginalized voices. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through storytelling, which can facilitate conflict resolution and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Fostering collaboration and communication among diverse groups to achieve shared goals and community development. 5. **Goal 5: Gender Equality** (if applicable) – Promoting narratives that support gender equity and empower women through storytelling. These connections highlight the significance of effective communication in fostering education, social justice, and community engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121902 | Leksikografi Bahasa Arab | Laqsikjarf with Arab share | Laqsikjarf with Arab Share is a university course that focuses on the intersection of Arabic literature, culture, and media, exploring how these elements shape and influence contemporary Arab society. | 1. **Goal 4: Quality Education** – Promoting literacy and cultural understanding, which are vital for education and personal development. 2. **Goal 10: Reduced Inequality** – Addressing issues of access to education and resources for marginalized groups in Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing cultural engagement and communication within diverse urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through cultural narratives that can aid in conflict resolution and promote social cohesion. 5. **Goal 17: Partnerships for the Goals** – Fostering collaboration between cultural institutions, educators, and communities to promote and preserve Arabic culture and heritage. These connections underscore the importance of cultural studies in fostering education, social equity, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122002 | Pengajaran Bahasa Arab Sebagai Bahasa Kedua | Teaching Arabic as a Second Language | Teaching Arabic as a Second Language is a university course designed to equip students with the pedagogical skills and knowledge necessary for effectively teaching Arabic to non-native speakers | 1. **Goal 4: Quality Education** – Promoting language acquisition and educational access, crucial for personal and academic development. 2. **Goal 10: Reduced Inequality** – Addressing language barriers for marginalized communities, fostering inclusivity and equal opportunities in education. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication and integration in diverse urban environments, facilitating cultural exchange and understanding. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging effective communication across cultures, which can contribute to dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration between educational institutions and communities to enhance language teaching and learning resources. These connections highlight the importance of language education in fostering social cohesion, cultural understanding, and equitable access to education. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122102 | Al-Masrahiyah | The play | The Play is a university course that explores the art and craft of theater, focusing on the various elements involved in playwriting, performance, and production | 1. **Goal 4: Quality Education** – Promoting creative expression, critical thinking, and communication skills through the study of drama and performance. 2. **Goal 5: Gender Equality** – Exploring themes of representation, gender roles, and the empowerment of women through theatrical narratives. 3. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives, particularly from marginalized communities, fostering inclusivity in the arts. 4. **Goal 11: Sustainable Cities and Communities** – Examining the role of theater in community engagement, cultural identity, and social cohesion. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing drama as a tool for social change, advocacy, and raising awareness about justice and human rights issues. 6. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, educators, and community organizations to promote cultural initiatives and public performances. These connections emphasize the significance of theater in fostering education, social justice, and community engagement. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03122202 | Kewirausahaan | Entrepreneurship | Entrepreneurship is a university course that focuses on the principles, practices, and challenges of starting and managing new ventures | 1. **Goal 4: Quality Education** – Promoting entrepreneurial education and skills development, which are essential for fostering innovation and business acumen. 2. **Goal 8: Decent Work and Economic Growth** – Encouraging job creation, economic growth, and innovation through new business ventures and startups. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Fostering sustainable industrialization and promoting innovation within various sectors. 4. **Goal 10: Reduced Inequality** – Supporting inclusive entrepreneurship that empowers marginalized groups and reduces economic disparities. 5. **Goal 12: Responsible Consumption and Production** – Encouraging sustainable business practices and promoting environmental responsibility in entrepreneurship. 6. **Goal 17: Partnerships for the Goals** – Promoting collaboration between entrepreneurs, educational institutions, and communities to foster a supportive ecosystem for business development. These connections highlight the role of entrepreneurship in driving economic development, social inclusion, and sustainable practices. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120902 | Terjemahan Arab Indonesia | Indonesian Arabic translation | Indonesian Arabic Translation is a university course that focuses on the principles and practices of translating texts between Indonesian and Arabic. | 1. **Goal 4: Quality Education** – Promoting language skills and cultural understanding, which are essential for education and effective communication. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and promoting inclusivity for Indonesian speakers in accessing Arabic content and vice versa. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating dialogue and understanding between Arabic and Indonesian-speaking communities, which can aid in conflict resolution and promote social cohesion. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, translators, and cultural organizations to enhance translation practices and cultural exchange. 5. **Goal 5: Gender Equality** (if applicable) – Promoting gender-sensitive translation practices that ensure equitable representation in translated materials. These connections highlight the importance of translation studies in fostering communication, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121002 | Telaah Naskah | Manuscript Review | Manuscript Review is a university course designed to provide students with the skills and knowledge needed to critically evaluate and review academic manuscripts, including research papers, articles, and theses | 1. **Goal 4: Quality Education** – Promoting critical analysis and academic writing skills, essential for scholarly development and educational advancement. 2. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging transparency and integrity in the academic publishing process, fostering trust in scholarly communication. 3. **Goal 10: Reduced Inequality** – Supporting diverse voices in publishing, ensuring that marginalized and underrepresented perspectives are included in academic discourse. 4. **Goal 17: Partnerships for the Goals** – Promoting collaboration between researchers, reviewers, and institutions to enhance the quality and accessibility of academic research. 5. **Goal 5: Gender Equality** (if applicable) – Encouraging gender-sensitive practices in manuscript evaluation, promoting equitable representation in academic publications. These connections emphasize the importance of manuscript review in maintaining academic standards, promoting inclusivity, and supporting quality education. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121102 | Fiqh Lughah | Jurisprudence for its face | Jurisprudence for Its Face is a university course that examines the fundamental principles, theories, and concepts underlying the study of law. | 1. **Goal 4: Quality Education** – Promoting an understanding of legal principles, critical thinking, and analytical skills essential for legal education. 2. **Goal 10: Reduced Inequality** – Addressing issues of justice and equality before the law, focusing on marginalized groups and advocating for their rights. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Fostering a deep understanding of legal systems, promoting the rule of law, and encouraging effective governance. 4. **Goal 5: Gender Equality** (if applicable) – Exploring gender issues within legal frameworks, advocating for women’s rights and gender-sensitive legal practices. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among legal scholars, practitioners, and institutions to enhance legal education and promote justice. These connections highlight the importance of jurisprudence in understanding legal systems, promoting social justice, and fostering equality. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121202 | Pengembangan Diri | Self-development | Self-Development is a university course designed to help students enhance their personal and professional growth through a variety of strategies and techniques. | 1. **Goal 4: Quality Education** – Promoting personal growth, lifelong learning, and skills development that contribute to educational success. 2. **Goal 5: Gender Equality** (if applicable) – Empowering individuals, particularly women, to develop their potential and pursue opportunities for personal and professional growth. 3. **Goal 8: Decent Work and Economic Growth** – Enhancing personal skills and competencies that lead to better employment opportunities and economic resilience. 4. **Goal 10: Reduced Inequality** – Fostering self-awareness and empowerment among marginalized groups, helping to bridge gaps in access to resources and opportunities. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration and support networks that facilitate personal development and community engagement. These connections emphasize the role of self-development in fostering education, empowerment, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121302 | Al-Arabiyah Li al-Mutaqaddim | Arabic for advanced | Arabic for Advanced is a university course designed for students who have already achieved a strong foundation in the Arabic language and seek to enhance their proficiency in various advanced linguistic skills. | 1. **Goal 4: Quality Education** – Promoting advanced language skills and literacy, essential for academic and professional success. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and providing opportunities for marginalized groups to access advanced education in Arabic. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills within diverse urban settings, fostering cultural exchange and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective communication in Arabic, which can contribute to dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educational institutions, cultural organizations, and communities to promote Arabic language learning and resources. These connections highlight the importance of advanced Arabic language studies in fostering education, cultural understanding, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121402 | Terjemahan Indonesia Arab | Indonesian Arabic translation | Indonesian Arabic Translation is a university course that focuses on the skills and methodologies required for translating texts between Indonesian and Arabic | 1. **Goal 4: Quality Education** – Enhancing language skills and cultural understanding, which are vital for effective communication and educational development. 2. **Goal 10: Reduced Inequality** – Addressing language barriers and promoting access to information for Indonesian speakers, fostering inclusivity and equal opportunities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating dialogue and understanding between Arabic and Indonesian-speaking communities, which can aid in conflict resolution and social cohesion. 4. **Goal 17: Partnerships for the Goals** – Promoting collaboration between educational institutions, translators, and cultural organizations to improve translation practices and cultural exchange. 5. **Goal 5: Gender Equality** (if applicable) – Supporting gender-sensitive translation practices that ensure equitable representation in translated materials. These connections emphasize the importance of translation studies in fostering communication, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03121502 | Arudh Qawafi | Rhymes offers | Rhymes Offers is a university course that explores the art and structure of poetry, with a particular focus on the use of rhyme in various poetic forms. | 1. **Goal 4: Quality Education** – Promoting literacy, critical thinking, and creative expression through the study of poetry and literature. 2. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives in poetry, particularly from marginalized communities, to foster inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging community engagement through poetry and the arts, enhancing cultural identity and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing poetry as a means for social commentary and advocacy, promoting dialogue around justice and human rights. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among artists, educators, and community organizations to promote literary initiatives and cultural events. These connections emphasize the significance of poetry and creative expression in fostering education, social justice, and community development. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120202 | Sintaksis Bahasa Arab Li al-Muthawassit | Li al-Muthawassit’s Arabic Syntax | Li al-Muthawassit’s Arabic Syntax is a university course focused on the study of Arabic syntax, particularly aimed at intermediate learners who wish to deepen their understanding of sentence structure and grammatical relationships in Arabic. | 1. **Goal 4: Quality Education** – Promoting linguistic skills and a deeper understanding of Arabic grammar, essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Providing access to high-quality language education, helping to bridge gaps for marginalized groups in Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills that foster social cohesion and cultural understanding in diverse urban environments. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective communication and understanding, which are crucial for dialogue and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and cultural institutions to enhance Arabic language education and resources. These connections highlight the importance of studying Arabic syntax in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120302 | Semantik Bahasa Arab | Arabic Semantics | Arabic Semantics is a university course that focuses on the study of meaning in the Arabic language, exploring how words, phrases, and sentences convey meaning in various contexts | 1. **Goal 4: Quality Education** – Promoting advanced language skills and critical thinking through the study of meaning in Arabic, which is essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Enhancing access to language education for marginalized groups, fostering inclusivity and understanding within Arabic-speaking communities. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging clear communication and understanding among diverse populations, contributing to social cohesion in urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Facilitating effective dialogue and understanding, which are vital for conflict resolution and social justice. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration among educators, linguists, and cultural institutions to improve Arabic language education and semantic understanding. These connections emphasize the importance of studying semantics in fostering education, communication, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120402 | Telaah Prosa Arab Li al-Mubtadiy | A Study of Li al-Mubtadiy’s Arabic Prose | A Study of Li al-Mubtadiy’s Arabic Prose is a university course that focuses on the works and stylistic features of the renowned Arabic prose writer Li al-Mubtadiy. | 1. **Goal 4: Quality Education** – Enhancing literary analysis and comprehension skills through the study of Arabic prose, promoting critical thinking and effective communication. 2. **Goal 10: Reduced Inequality** – Providing access to literary studies for diverse groups, fostering inclusivity and representation in Arabic literature. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging cultural engagement and identity through the exploration of Arabic prose, which can strengthen community ties. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Examining themes of justice and social issues within literature, promoting dialogue and understanding. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among literary scholars, educators, and cultural organizations to promote Arabic literature and heritage. These connections highlight the importance of studying Arabic prose in fostering education, cultural appreciation, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120502 | Telaah Puisi Arab | Study of Arabic Poetry | Study of Arabic Poetry is a university course dedicated to the exploration of Arabic poetic traditions, forms, and themes throughout history. | 1. **Goal 4: Quality Education** – Enhancing literary appreciation, critical thinking, and analytical skills through the study of poetry, promoting a deeper understanding of language and culture. 2. **Goal 10: Reduced Inequality** – Highlighting diverse voices and perspectives within Arabic poetry, fostering inclusivity and representation for marginalized groups. 3. **Goal 11: Sustainable Cities and Communities** – Encouraging cultural expression and community engagement through poetry, strengthening social cohesion and cultural identity. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Utilizing poetry as a medium for social commentary and advocacy, promoting dialogue around justice, human rights, and peace. 5. **Goal 17: Partnerships for the Goals** – Fostering collaboration between literary scholars, educators, and community organizations to promote poetry and cultural initiatives. These connections emphasize the significance of poetry in fostering education, social justice, and cultural understanding. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120602 | Muhadatsah Li al-Muthawassit | Muhadatsah Li al-Muthawaasit | “Muhadatsah Li al-Muthawaasit” typically refers to an intermediate-level Arabic conversation course designed to enhance speaking and listening skills. It focuses on practical language use, vocabulary expansion, and conversational fluency. | 1. **Goal 4: Quality Education** – Enhancing language skills and communication abilities, which are essential for academic success and personal development. 2. **Goal 10: Reduced Inequality** – Providing access to language education that helps marginalized groups overcome language barriers and improve opportunities. 3. **Goal 11: Sustainable Cities and Communities** – Promoting effective communication in diverse urban environments, fostering cultural exchange and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding, which are vital for conflict resolution and community engagement. 5. **Goal 17: Partnerships for the Goals** – Facilitating collaboration between educational institutions, cultural organizations, and communities to enhance Arabic language learning. These connections emphasize the importance of conversational skills in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120702 | Pembelajaran Bahasa Berbantuan Komputer | Computer Assisted Language Learning | The course on Computer-Assisted Language Learning (CALL) explores the integration of technology in language education. It covers various digital tools and resources that enhance language acquisition, including software, online platforms, and multimedia materials. | 1. **Goal 4: Quality Education** – Enhancing language learning through technology, promoting innovative teaching methods and access to educational resources. 2. **Goal 5: Gender Equality** (if applicable) – Ensuring that technology-based language learning opportunities are accessible to all genders, promoting inclusivity. 3. **Goal 8: Decent Work and Economic Growth** – Preparing learners with digital skills that are increasingly valuable in the job market, contributing to economic resilience. 4. **Goal 10: Reduced Inequality** – Providing access to language learning tools for marginalized communities, helping to bridge educational gaps. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, technologists, and institutions to develop effective language learning technologies. These connections highlight the role of technology in enhancing language education, fostering inclusivity, and promoting equitable access to learning opportunities. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120802 | Insya Li al-Mubtadiy | God Willing Li al Mubtadiy | “God Willing Li al Mubtadiy” is typically an introductory course in Arabic aimed at beginners. The course focuses on foundational language skills, including vocabulary, basic grammar, and sentence structure. | 1. **Goal 4: Quality Education** – Promoting language proficiency and literacy skills, which are essential for academic success and personal development. 2. **Goal 10: Reduced Inequality** – Providing equitable access to language education for diverse and marginalized groups, fostering inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Enhancing communication skills that promote cultural exchange and understanding within urban settings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Encouraging dialogue and understanding through the study of literature, which can facilitate conflict resolution and social cohesion. 5. **Goal 17: Partnerships for the Goals** – Promoting collaboration among educators, literary scholars, and cultural organizations to enhance Arabic language education and resources. These connections highlight the importance of studying Arabic language and literature in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110902 | Morfologi Bahasa Arab Li al-Muthawassit | Computer Assisted Language Morphology | The course on Computer-Assisted Language Morphology focuses on the study of word formation and structure using computational tools and methods. It explores how technology can aid in analyzing and teaching morphological concepts, such as prefixes, suffixes, and root forms. | 1. **Goal 4: Quality Education** – Enhancing linguistic knowledge and skills through technology, promoting effective learning and teaching methods. 2. **Goal 8: Decent Work and Economic Growth** – Providing learners with valuable skills in language processing and technology, which are relevant in various job markets. 3. **Goal 10: Reduced Inequality** – Offering access to advanced language learning tools and resources for marginalized groups, helping to bridge educational gaps. 4. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, technologists, and researchers to develop innovative language learning and analysis tools. 5. **Goal 5: Gender Equality** (if applicable) – Ensuring equitable access to technology-based language education for all genders, promoting inclusivity in learning. These connections highlight the importance of integrating technology into language studies, fostering educational equity, and enhancing career readiness. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111002 | Sintaksis Bahasa Arab Li al-Mubtadiy | Arabic Syntax Li Al Mutwassait | The course “Arabic Syntax Li al Muthawassit” is designed for intermediate students of Arabic, focusing on the rules and structures that govern sentence formation in the language. It covers essential topics such as phrase structure, sentence types, and the functions of different parts of speech. | 1. **Goal 4: Quality Education** – Enhancing linguistic skills and understanding of Arabic grammar, which are essential for effective communication and literacy. 2. **Goal 10: Reduced Inequality** – Providing equitable access to language education for diverse and marginalized groups, helping to bridge educational gaps. 3. **Goal 11: Sustainable Cities and Communities** – Fostering clear communication skills that promote social cohesion and cultural understanding in diverse communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Supporting effective communication, which is vital for dialogue, understanding, and conflict resolution. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators, linguists, and cultural institutions to enhance Arabic language education and resources. These connections emphasize the importance of studying Arabic syntax in fostering education, communication, and social equity. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111102 | Istima’ | Istima’ | The course “Istima'” focuses on listening comprehension in Arabic, designed to enhance students’ ability to understand spoken language in various contexts. It covers a range of listening activities, including dialogues, lectures, and audio materials, aimed at improving both comprehension skills and vocabulary. Students engage in exercises that promote active listening, critical thinking, and note-taking strategies. The course also emphasizes real-life communication scenarios, enabling learners to effectively interpret spoken Arabic in everyday situations, media, and academic settings. | 1. **Goal 4: Quality Education** – Enhancing listening and comprehension skills, which are essential for effective communication and academic success. 2. **Goal 10: Reduced Inequality** – Providing access to language learning resources that help marginalized groups improve their listening skills, fostering inclusivity. 3. **Goal 11: Sustainable Cities and Communities** – Promoting effective communication within diverse communities, enhancing cultural understanding and social cohesion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Supporting dialogue and understanding, which are vital for conflict resolution and community engagement. 5. **Goal 17: Partnerships for the Goals** – Encouraging collaboration among educators and institutions to develop effective listening materials and resources. These connections highlight the significance of listening skills in fostering education, social equity, and effective communication. If you have specific themes or topics in mind, I can provide more tailored insights! |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111202 | Muhadatsah Li al-Mubtadiy | Muhadatsah Li Al Mubtadiy | The course “Muhadatsah Li al Mubtadiy” is an introductory Arabic conversation course designed for beginners. It focuses on developing basic speaking and listening skills through interactive activities, dialogues, and role-playing. Students learn essential vocabulary and common expressions to facilitate simple conversations in everyday situations. The course emphasizes practical communication, allowing learners to build confidence in speaking Arabic while also enhancing their understanding of pronunciation and intonation. Through engaging exercises, students gradually progress toward greater fluency and comfort in using the language. | 1. **Quality Education (Goal 4)**: By promoting language learning, the course enhances access to quality education and lifelong learning opportunities. 2. **Gender Equality (Goal 5)**: If the course promotes inclusivity and encourages participation from all genders, it contributes to gender equality in education. 3. **Reduced Inequalities (Goal 10)**: Offering language courses can help reduce barriers for non-native speakers, promoting social inclusion and equality. 4. **Partnerships for the Goals (Goal 17)**: Collaboration between educational institutions and communities can support broader learning initiatives. If the course incorporates themes of cultural awareness or global citizenship, it might also touch on other goals indirectly. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111302 | Kajian Dunia Arab | Arab World Studies | The course “Arab World Studies” provides an interdisciplinary exploration of the history, culture, politics, and societies of Arab countries. It covers key topics such as colonialism, nationalism, contemporary conflicts, and social movements, as well as cultural expressions in literature, art, and media. Students engage with various texts and case studies to understand the complexities of Arab identity and the region’s diverse experiences. The course aims to foster critical thinking and cultural awareness, equipping students with the knowledge to analyze current issues facing the Arab world and its global implications. | 1. **Quality Education (Goal 4)**: By providing comprehensive education about the Arab world, it contributes to quality learning and critical thinking. 2. **Gender Equality (Goal 5)**: If the curriculum addresses gender roles and women’s rights within Arab societies, it promotes gender equality. 3. **Reduced Inequalities (Goal 10)**: Exploring issues of inequality in the Arab region can foster understanding and advocate for social justice. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing political structures and conflicts can promote peace and justice within and beyond the region. 5. **Partnerships for the Goals (Goal 17)**: Encouraging collaboration between diverse communities and disciplines supports global partnerships. If the course includes discussions on environmental issues or cultural heritage, it may connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03111402 | Muthalaah | Muthalaah | The course “Muthalaah” typically focuses on reading comprehension and analysis in Arabic. Designed for intermediate to advanced students, it emphasizes the interpretation of various texts, including literature, articles, and academic papers. The course aims to develop critical reading skills, vocabulary expansion, and the ability to engage with complex ideas. Students participate in discussions, analyses, and presentations to enhance their understanding of themes, context, and style. By the end of the course, learners are expected to demonstrate improved fluency and analytical skills in reading Arabic texts. | 1. **Quality Education (Goal 4)**: By enhancing literacy and comprehension, the course promotes access to quality education and learning opportunities. 2. **Gender Equality (Goal 5)**: If the course encourages inclusive participation and addresses gender-related texts, it contributes to gender equality. 3. **Reduced Inequalities (Goal 10)**: Improving reading skills can help reduce barriers for marginalized groups, promoting social inclusion. 4. **Partnerships for the Goals (Goal 17)**: Collaborating with various educational resources and communities can foster broader learning and understanding. If the course incorporates themes of cultural literacy or critical thinking about social issues, it may also connect to other SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03120102 | Al-Arabiyyah Li al-Muthawassit | Al Arabiyyah Li al Mubtadiy | The course “Al Arabiyyah Li al Mubtadiy” is an introductory Arabic language course designed for beginners. It focuses on the fundamentals of the Arabic language, including basic vocabulary, grammar, and sentence structure. Through interactive activities such as dialogues, games, and role-playing, students develop essential speaking, listening, reading, and writing skills. The course emphasizes practical communication, enabling learners to engage in simple conversations and understand everyday expressions. By the end of the course, students will have a foundational grasp of Arabic, preparing them for further language study. | 1. **Quality Education (Goal 4)**: By providing foundational language skills, the course promotes access to quality education and supports lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Offering Arabic language instruction can help reduce barriers for non-native speakers, fostering inclusion and equity. 3. **Gender Equality (Goal 5)**: If the course encourages participation from diverse gender backgrounds and includes discussions on gender-related topics, it can support gender equality. 4. **Partnerships for the Goals (Goal 17)**: The course may encourage collaboration among students from different backgrounds, promoting intercultural understanding and global citizenship. If the curriculum also touches on cultural aspects or social issues within the Arabic-speaking world, it could connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110202 | Ilmu al-Aswat | Al Aswat Science | The course “Al Aswat Science” typically explores the study of sounds and phonetics, particularly in the context of the Arabic language. It covers the production, transmission, and perception of speech sounds, focusing on phonological systems and their linguistic implications. Students learn about acoustic properties, articulatory phonetics, and the role of sound in communication. The course often includes practical exercises in analyzing speech patterns and sounds, equipping students with a deeper understanding of how sound influences language and communication in Arabic and beyond. | 1. **Quality Education (Goal 4)**: By providing education in scientific concepts and principles, it promotes quality learning and critical thinking skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: If the course involves practical applications of sound technology, it can contribute to advancements in innovation and infrastructure related to audio and acoustics. 3. **Sustainable Cities and Communities (Goal 11)**: Understanding sound and acoustics can play a role in urban planning and creating healthier living environments, addressing noise pollution, and enhancing community well-being. 4. **Climate Action (Goal 13)**: If the course addresses environmental soundscapes and their impact on ecosystems, it could contribute to climate awareness and sustainability efforts. 5. **Partnerships for the Goals (Goal 17)**: Collaborating with other disciplines, such as engineering or environmental studies, can foster a multidisciplinary approach to learning. If the course includes discussions on health (e.g., sound therapy or audiology), it may connect to additional goals as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110302 | Morfologi Bahasa Arab Li al-Mubtadiy | Arabic Morphology Li al Mubtadiy | The course “Arabic Morphology Li al Mubtadiy” is designed for beginners and focuses on the structure and formation of words in Arabic. Students learn about basic morphological concepts, including roots, patterns, and affixes, and how they combine to create various word forms. The course emphasizes practical exercises to help students recognize and use different morphological structures in everyday language. Through interactive activities and examples, learners develop foundational skills that enhance their understanding of vocabulary and grammar, preparing them for more advanced studies in Arabic linguistics. | 1. **Quality Education (Goal 4)**: By teaching the structure and formation of words in Arabic, the course enhances language education and promotes lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Providing foundational language skills can help reduce barriers for non-native speakers and promote inclusion in academic and social contexts. 3. **Gender Equality (Goal 5)**: If the course includes discussions on gendered language and its implications, it can contribute to understanding and promoting gender equality. 4. **Partnerships for the Goals (Goal 17)**: Collaborating with other language and cultural studies can foster a broader understanding of intercultural communication and global citizenship. If the curriculum also addresses cultural nuances or societal implications of language, it could connect to other SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110402 | Tarikh al-Adab | Withdraw Al Adab | The course “Withdraw Al Adab” typically focuses on Arabic literature, exploring its various genres, themes, and historical contexts. Students study classic and contemporary works, analyzing poetry, prose, and drama to understand the cultural and social influences on literary production. The course emphasizes critical reading and interpretation, encouraging students to engage with texts both analytically and creatively. Through discussions, essays, and presentations, learners develop a deeper appreciation of Arabic literary traditions and their significance in shaping cultural identity and expression. | 1. **Quality Education (Goal 4)**: By promoting critical thinking, reading, and interpretation skills, the course enhances quality education and fosters a love for literature. 2. **Reduced Inequalities (Goal 10)**: Exploring diverse literary voices can help highlight and address issues of inequality and social justice within different cultures. 3. **Gender Equality (Goal 5)**: If the course examines gender representations in literature, it can contribute to discussions on gender equality and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Literature often addresses themes of conflict, justice, and societal structures, promoting understanding and dialogue. 5. **Partnerships for the Goals (Goal 17)**: Collaborative projects or discussions with other disciplines can foster a multidisciplinary approach to literature and cultural studies. If the curriculum also addresses cultural heritage or environmental themes within literary works, it could connect to additional SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110502 | Program Aplikasi Komputer Bahasa Arab | Arabic Language Application Program | The “Arabic Language Application Program” is designed to enhance practical language skills for students in various contexts, such as academic, professional, and everyday settings. The course focuses on applied language use, including speaking, listening, reading, and writing in real-life situations. Students engage in interactive activities, such as simulations, role-plays, and projects, to build fluency and confidence. The program also integrates cultural elements to provide a deeper understanding of the Arabic-speaking world. By the end of the course, learners are equipped with the language skills needed for effective communication in diverse environments. | 1. **Quality Education (Goal 4)**: The program promotes effective language learning and education, enhancing literacy and communication skills among students. 2. **Reduced Inequalities (Goal 10)**: By providing Arabic language skills to diverse learners, the program can help reduce barriers for non-native speakers and promote social inclusion. 3. **Gender Equality (Goal 5)**: If the program encourages participation from all genders and includes discussions on gender-related topics, it can contribute to advancing gender equality. 4. **Decent Work and Economic Growth (Goal 8)**: Proficiency in Arabic can open up employment opportunities and facilitate economic participation in Arabic-speaking regions. 5. **Partnerships for the Goals (Goal 17)**: Collaborating with other educational programs and community organizations can foster intercultural understanding and global citizenship. If the program includes cultural studies or social themes related to the Arabic-speaking world, it may also connect to other SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110602 | Tahqiq Al-Nushush | Tahqiq Al Nushush | The course “Tahqiq Al Nushush” focuses on the critical examination and analysis of Arabic texts, particularly in literary and historical contexts. Students learn techniques for text verification, interpretation, and the evaluation of sources. The course emphasizes methodologies for analyzing both classical and contemporary works, including poetry, prose, and scholarly writings. Through discussions, research projects, and practical exercises, learners develop skills in critical thinking and textual analysis, fostering a deeper understanding of the significance and context of Arabic literature and scholarship. | 1. **Quality Education (Goal 4)**: By teaching research skills and critical thinking, the course enhances the quality of education and promotes analytical abilities among students. 2. **Reduced Inequalities (Goal 10)**: If the course encourages diverse perspectives and inclusive research topics, it can help address social inequalities and promote equity. 3. **Gender Equality (Goal 5)**: If the curriculum examines gender-related issues or representations, it can contribute to discussions on gender equality and empowerment. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Engaging with topics related to justice and societal structures through research can foster a deeper understanding of peace and governance. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research projects or interdisciplinary approaches can encourage partnerships and enhance learning outcomes. If the course also addresses environmental or cultural issues through its research focus, it may connect to additional SDGs. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110702 | Ilmu Rasmi | Official Science | The course “Official Science” typically examines the principles and practices related to governance, administration, and public policy within a specific context. It may cover topics such as the organization of government institutions, the role of public officials, legal frameworks, and the implementation of policies. Students explore various theories and models of governance, as well as the impact of public administration on society. The course often includes case studies, discussions, and practical applications, preparing students for careers in public service, policy analysis, and administration. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: This goal aligns closely with the study of governance, rule of law, and institutional integrity, fostering an understanding of how to build just and peaceful societies. 2. **Quality Education (Goal 4)**: By educating students about political systems and policies, the course promotes critical thinking and informed citizenship. 3. **Reduced Inequalities (Goal 10)**: Analyzing policies and governance can highlight issues of inequality and promote social justice initiatives. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding governance and public policy can contribute to the development of sustainable urban environments. 5. **Partnerships for the Goals (Goal 17)**: Exploring the role of collaboration between governments, NGOs, and communities can support the development of effective partnerships for sustainable development. If the course also incorporates topics such as environmental policy or human rights, it may connect to additional SDGs as well. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Sarjana K-23 | 2023 | 23F03110802 | Al-Arabiyyah Li al-Mubtadiy | Al Arabiyyah Li Al Mubtadiy | The course “Al Arabiyyah Li Al Mubtadiy” is an introductory Arabic language program designed for beginners. It focuses on the fundamentals of the Arabic language, including essential vocabulary, basic grammar, and simple sentence structures. Through interactive activities such as conversations, listening exercises, and cultural discussions, students develop their speaking, listening, reading, and writing skills. The course emphasizes practical communication, enabling learners to engage in everyday conversations and understand basic written texts. By the end of the course, students will have a foundational understanding of Arabic, setting the stage for further language development. | 1. **Quality Education (Goal 4)**: The course promotes foundational language skills, enhancing access to quality education and fostering lifelong learning opportunities. 2. **Reduced Inequalities (Goal 10)**: By offering Arabic language instruction to diverse learners, the course helps reduce barriers for non-native speakers and promotes social inclusion. 3. **Gender Equality (Goal 5)**: If the course includes discussions on gender-related topics and encourages participation from all genders, it supports gender equality in education. 4. **Partnerships for the Goals (Goal 17)**: Collaborative learning and interaction among students from different backgrounds can foster intercultural understanding and global citizenship. If the curriculum addresses cultural aspects or societal issues within Arabic-speaking communities, it could connect to additional SDGs as well. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110202 | Sistem Pelayanan Kesehatan | Health Care System | A university course on Health Care Systems typically explores the structure, organization, and functioning of health care delivery in various contexts. Key topics may include | A university course on Health Care Systems typically covers several UN Sustainable Development Goals (SDGs). Here are the key ones: 1. **SDG 3: Good Health and Well-being** – This goal focuses on ensuring healthy lives and promoting well-being for all at all ages. It often includes topics on health care access, disease prevention, and health promotion. 2. **SDG 1: No Poverty** – Health care systems are closely linked to poverty reduction, as access to health care can alleviate economic burdens on individuals and families. 3. **SDG 5: Gender Equality** – Understanding how health systems address gender-specific health issues and promote gender equality in health care access and outcomes is crucial. 4. **SDG 10: Reduced Inequalities** – This goal highlights the importance of reducing inequalities in health care access and outcomes among different population groups. 5. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, NGOs, and the private sector, is vital for strengthening health systems. Courses may also touch on other goals like **SDG 4 (Quality Education)**, especially in relation to health education and training for health professionals. Overall, the course will likely emphasize the interconnectedness of health systems and sustainable development. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130203 | Kuliner Lanjut | Advanced Culinary | A university course in Advanced Culinary Arts delves into sophisticated cooking techniques, ingredient mastery, and culinary innovation. Key components typically include | An Advanced Culinary course can cover several UN Sustainable Development Goals (SDGs), particularly those related to food, health, and sustainability. Here are some key ones: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and promoting sustainable agriculture. Culinary courses often emphasize local sourcing, nutrition, and food accessibility. 2. **SDG 3: Good Health and Well-being** – Nutrition and healthy eating practices are typically integral to culinary education, promoting well-being through balanced diets. 3. **SDG 12: Responsible Consumption and Production** – This goal emphasizes sustainable practices in food production and consumption, including waste reduction, sustainable sourcing, and ethical food preparation. 4. **SDG 13: Climate Action** – Culinary courses may address the impact of food systems on climate change and promote sustainable cooking practices that minimize carbon footprints. 5. **SDG 4: Quality Education** – Education and skill development in culinary arts contribute to this goal, as students learn techniques and knowledge that can be applied in various culinary settings. 6. **SDG 10: Reduced Inequalities** – Discussions about equitable access to food and how culinary practices can support marginalized communities may also be included. These goals highlight the broader impact of culinary education on health, sustainability, and social equity. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120702 | Manajemen Teknologi Informasi | Information Technology Management | A university course in Information Technology Management focuses on the strategic use of technology in organizations to enhance operations and drive business success. Key topics typically include | An Information Technology Management course can address several UN Sustainable Development Goals (SDGs), particularly those related to innovation, sustainability, and equitable access to technology. Key SDGs include: 1. **SDG 4: Quality Education** – Focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. IT management often involves using technology to enhance educational methods and accessibility. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizes the role of technology in fostering innovation, building resilient infrastructure, and promoting sustainable industrialization. IT management plays a critical role in these areas. 3. **SDG 8: Decent Work and Economic Growth** – Highlights the importance of promoting sustained economic growth and decent work for all. IT management can enhance productivity and create job opportunities in the tech sector. 4. **SDG 10: Reduced Inequalities** – Addresses the need for equitable access to technology and information. IT management can help bridge the digital divide, ensuring underserved populations benefit from technology. 5. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable consumption and production patterns. IT management can promote sustainable practices in the tech industry, including energy-efficient solutions and responsible resource use. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Technology can play a role in promoting transparent and accountable institutions. IT management includes implementing systems that support governance and civic engagement. Courses may also touch on issues of cybersecurity, data privacy, and ethical use of technology, which relate to multiple SDGs. Overall, IT management is vital in driving progress towards various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02140104 | Penulisan Skripsi | Thesis Writing | A university course in Thesis Writing guides students through the process of developing and completing a research thesis. Key components typically include | A university course on Thesis Writing can intersect with several UN Sustainable Development Goals (SDGs), especially those related to education, research, and knowledge sharing. Here are some key SDGs that may be covered: 1. **SDG 4: Quality Education** – This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. Thesis writing is integral to higher education and helps develop critical thinking, research skills, and academic writing proficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research conducted during thesis writing can contribute to innovation and new ideas in various fields, fostering advancements in technology, industry, and infrastructure. 3. **SDG 10: Reduced Inequalities** – Engaging with diverse perspectives in research can highlight issues of inequality and promote understanding of marginalized communities, contributing to a more equitable society. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Research that focuses on social justice, governance, and policy can support the development of strong institutions and promote peace and accountability. 5. **SDG 17: Partnerships for the Goals** – Collaborative research and the sharing of knowledge between institutions can enhance the impact of academic work, fostering partnerships that contribute to sustainable development. While the primary focus of a Thesis Writing course is academic skills development, these SDGs illustrate how research can have broader implications for society and contribute to sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133020 | Riset Mandiri | Independent Research | A university course in Independent Research allows students to pursue a self-directed research project in a specific area of interest. Key elements typically include | An Independent Research course can encompass several UN Sustainable Development Goals (SDGs), particularly those related to research, innovation, and societal impact. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Focuses on promoting lifelong learning opportunities and the development of critical thinking and research skills. Independent research encourages self-directed learning and academic inquiry. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research projects can drive innovation and technological advancement, contributing to the development of sustainable industries and resilient infrastructure. 3. **SDG 10: Reduced Inequalities** – Research can address issues of inequality by exploring disparities within societies, promoting inclusivity, and advocating for marginalized groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Independent research often engages with social justice topics, governance, and institutional integrity, fostering understanding and accountability. 5. **SDG 17: Partnerships for the Goals** – Collaborative research efforts can build partnerships between academic institutions, communities, and organizations, enhancing the impact and reach of research findings. 6. **SDG 3: Good Health and Well-being** (in health-related research) – Research projects focused on public health issues can directly contribute to improving health outcomes and promoting well-being. Independent research courses emphasize critical inquiry, innovation, and the application of knowledge, making them relevant to a wide range of sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111002 | Kewirausahaan Bidang Gizi | Nutrition Entrepreneurship | A university course in Nutrition Entrepreneurship explores the intersection of nutrition science and business development. Key components typically include | A university course on Nutrition Entrepreneurship can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger, achieving food security, and promoting sustainable agriculture. Nutrition entrepreneurship can contribute by creating solutions for food accessibility and nutrition education. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health and well-being through proper nutrition. Courses may cover how businesses can improve health outcomes through nutritional products and services. 3. **SDG 8: Decent Work and Economic Growth** – Encourages entrepreneurship and job creation. Nutrition-focused businesses can generate employment and stimulate economic growth within communities. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in food production and consumption. Nutrition entrepreneurship can encourage the development of sustainable food products and waste reduction strategies. 5. **SDG 10: Reduced Inequalities** – By addressing nutrition-related issues in underserved communities, entrepreneurs can help reduce health disparities and promote equitable access to nutritious food. 6. **SDG 17: Partnerships for the Goals** – Collaboration with various stakeholders, including local farmers, health organizations, and educational institutions, can enhance the impact of nutrition entrepreneurship. This course can highlight the intersection of nutrition, business, and sustainable development, demonstrating how entrepreneurial efforts can contribute to broader societal goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120503 | Gizi Daur Hidup | Life Cycle Nutrition | A university course in Life Cycle Nutrition examines the nutritional needs and considerations at various stages of life, from preconception through old age. Key topics typically include | A university course on Life Cycle Nutrition can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and education. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Life Cycle Nutrition examines nutritional needs at various life stages, promoting food security and healthy diets. 2. **SDG 3: Good Health and Well-being** – Emphasizes ensuring healthy lives and promoting well-being for all. This course addresses the impact of nutrition on health throughout different life stages, from infancy to older adulthood. 3. **SDG 4: Quality Education** – Promotes inclusive and equitable education. The course can contribute to educating students and communities about nutritional needs and healthy eating practices across the lifespan. 4. **SDG 10: Reduced Inequalities** – Nutrition education can help address health disparities, ensuring that all populations have access to information about proper nutrition throughout their lives. 5. **SDG 12: Responsible Consumption and Production** – Examines sustainable dietary practices and their impact on health and the environment, promoting responsible food choices and production methods. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among health professionals, educators, and policymakers to promote effective nutrition strategies across the life cycle. This course highlights the importance of nutrition at all life stages and its broader implications for health, sustainability, and equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120903 | Kuliner Dasar | Basic Culinary | A university course in Basic Culinary Arts introduces students to foundational cooking techniques and kitchen skills essential for culinary practice. Key components typically include | A university course on Basic Culinary can encompass several UN Sustainable Development Goals (SDGs), particularly those related to food, health, and sustainability. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and promoting food security. Basic culinary skills can empower students to prepare nutritious meals, emphasizing food accessibility. 2. **SDG 3: Good Health and Well-being** – Promotes healthy living through nutrition. The course typically teaches healthy cooking methods and the importance of balanced diets. 3. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable practices in food preparation, including minimizing food waste and selecting sustainable ingredients. 4. **SDG 4: Quality Education** – Provides essential culinary education, developing practical skills that can lead to personal and professional opportunities. 5. **SDG 10: Reduced Inequalities** – Culinary skills can empower individuals from diverse backgrounds, promoting inclusivity and providing opportunities for underrepresented groups. 6. **SDG 13: Climate Action** (in some contexts) – The course may address the environmental impact of food choices and encourage sustainable cooking practices that consider climate change. Through these aspects, a Basic Culinary course can contribute to health, sustainability, and social equity, aligning with various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121502 | Manajemen Pelayanan Makanan | Food Service Management | A university course in Food Service Management focuses on the principles and practices involved in managing food service operations effectively. Key components typically include | A university course on Food Service Management can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Food service management includes strategies for providing nutritious meals and addressing food accessibility in various settings. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course often covers menu planning and healthy food preparation to support overall well-being. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food service, including waste reduction, efficient resource use, and responsible sourcing of ingredients. 4. **SDG 8: Decent Work and Economic Growth** – Encourages entrepreneurship and job creation in the food service sector. This course prepares students for various roles, promoting economic growth within the industry. 5. **SDG 10: Reduced Inequalities** – Addresses food equity by exploring ways to provide quality food services to diverse populations and underserved communities. 6. **SDG 13: Climate Action** (in some contexts) – The course may examine the environmental impact of food services and promote sustainable practices that reduce carbon footprints, such as local sourcing and minimizing waste. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration with local suppliers, community organizations, and health entities to enhance food service outcomes and community impact. By covering these aspects, a Food Service Management course can contribute to health, sustainability, and economic development, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121703 | Gizi Masyarakat Pesisir dan Kepulauan | Nutrition of Coastal and Island Communities | A university course on Nutrition of Coastal and Island Communities examines the unique dietary patterns, food systems, and nutritional challenges faced by populations living in coastal and island regions. Key topics typically include | A university course on Nutrition of Coastal and Island Communities can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and community development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security, particularly in vulnerable coastal and island communities where access to nutritious food can be limited. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition, addressing dietary needs specific to coastal and island populations, and understanding the impact of nutrition on overall health. 3. **SDG 14: Life Below Water** – Relates to the sustainable management of marine resources. This course can explore the nutritional importance of seafood and sustainable fishing practices in coastal diets. 4. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food sourcing and preparation, encouraging responsible use of local resources and minimizing waste. 5. **SDG 10: Reduced Inequalities** – Addresses food equity and access issues specific to isolated communities, focusing on ways to improve nutrition and health outcomes for marginalized groups. 6. **SDG 4: Quality Education** – Promotes education and awareness about nutrition, sustainable practices, and food security, enhancing community knowledge and capacity. 7. **SDG 11: Sustainable Cities and Communities** – Examines the role of nutrition in building resilient and sustainable communities, particularly in the context of climate change and environmental challenges faced by coastal regions. By focusing on these aspects, a course on Nutrition of Coastal and Island Communities can contribute to sustainable development goals that aim to improve health, food security, and environmental sustainability in vulnerable populations. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130803 | Metodologi Riset | Research Methodology | A university course in Research Methodology provides students with a comprehensive understanding of the principles and techniques used in conducting research across various disciplines. | A university course on Research Methodology can align with several UN Sustainable Development Goals (SDGs), particularly those related to education, research, and social impact. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. Research methodology courses equip students with essential skills for academic inquiry and critical thinking, promoting lifelong learning. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on fostering innovation and sustainable development. Understanding research methods can lead to innovative solutions and advancements in various fields. 3. **SDG 10: Reduced Inequalities** – Research can address social inequalities and help identify disparities within communities, contributing to more equitable policies and practices. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes the importance of research in informing policy, governance, and social justice initiatives. Methodological rigor enhances the credibility of research findings that support strong institutions. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration among researchers, organizations, and communities to address complex issues and promote shared knowledge for sustainable development. 6. **SDG 3: Good Health and Well-being** (in health-related research) – Research methodology is crucial for developing evidence-based practices that improve health outcomes and inform public health initiatives. By emphasizing these aspects, a Research Methodology course contributes to the broader goals of education, innovation, and social equity, aligning with various sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130902 | Praktikum Dietetik | Dietetics Practicum | A university course in Dietetics Practicum offers hands-on experience in the field of nutrition and dietetics, allowing students to apply theoretical knowledge in real-world settings. Key components typically include | A university course on Dietetics Practicum can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Practicum experiences often involve working with communities to address nutritional needs and food access. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The practicum helps students apply their knowledge in real-world settings, supporting healthy eating and lifestyle choices. 3. **SDG 4: Quality Education** – Provides practical training and education in dietetics, ensuring that students gain hands-on experience and skills necessary for their professional development. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition. Practicum placements may involve working with underserved populations, promoting equitable access to nutrition education and services. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices. Dietetics students can promote healthy, sustainable food choices during their practicum. 6. **SDG 17: Partnerships for the Goals** – Involves collaboration with health care providers, community organizations, and other stakeholders to enhance nutrition programs and services. By focusing on these aspects, a Dietetics Practicum course can contribute to improving health, addressing food security, and promoting social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131002 | Pengembangan Produk Pangan | Food Product Development | A university course in Food Product Development focuses on the process of creating new food products from concept to market | A university course on Food Product Development can address several UN Sustainable Development Goals (SDGs), particularly those related to food security, health, sustainability, and innovation. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Developing new food products can improve food accessibility and address nutritional gaps in various populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course can cover the development of healthy food products that support better dietary choices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in food technology and product development, fostering advancements in the food industry and contributing to economic growth. 4. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food product development, including minimizing waste, using sustainable ingredients, and promoting responsible sourcing. 5. **SDG 10: Reduced Inequalities** – Addresses food equity by creating products that cater to diverse dietary needs and preferences, including options for underserved communities. 6. **SDG 13: Climate Action** (in some contexts) – The course may examine the environmental impact of food production and encourage the development of products with lower carbon footprints. 7. **SDG 17: Partnerships for the Goals** – Promotes collaboration among food scientists, industry stakeholders, and communities to develop products that meet specific needs and enhance public health. By incorporating these elements, a Food Product Development course can contribute to sustainable food systems, improve health outcomes, and promote innovation in the food industry, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131102 | Praktik Kerja Food Service | Food Service Work Practices | A university course in Food Service Work Practices focuses on the operational aspects and best practices essential for effective management in food service environments. | A university course on Food Service Work Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and economic development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Understanding food service practices can enhance food distribution and access, especially in institutional settings. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. The course typically covers safe food handling, preparation, and serving practices that contribute to public health. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food service, including waste reduction, resource management, and responsible sourcing of ingredients. 4. **SDG 8: Decent Work and Economic Growth** – Encourages job creation and economic development within the food service industry. The course prepares students for careers in this sector, promoting decent working conditions. 5. **SDG 10: Reduced Inequalities** – Addresses access to nutritious food and quality food service in diverse communities, focusing on equitable practices that serve all populations. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration with local suppliers, health organizations, and community groups to enhance food service delivery and community well-being. By focusing on these aspects, a Food Service Work Practices course can contribute to improving health outcomes, promoting sustainability, and fostering economic growth, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131204 | Praktik Kerja Dietetika | Dietetics Work Practices | A university course in Dietetics Work Practices focuses on the practical application of nutrition principles in various professional settings | A university course on Dietetics Work Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Dietetics work often involves addressing nutritional needs and food accessibility in various populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through proper nutrition and dietary practices. The course prepares students to implement effective nutrition interventions. 3. **SDG 4: Quality Education** – Provides practical training in dietetics, equipping students with the skills needed to assess and promote nutritional health effectively. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition. Dietetics work can focus on improving access to nutrition education and services for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices and responsible food choices that promote health and environmental sustainability. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration with healthcare providers, community organizations, and stakeholders to enhance nutrition programs and public health initiatives. By integrating these elements, a Dietetics Work Practices course can contribute to improving health outcomes, promoting food security, and fostering social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02131302 | Praktik Gizi Kesehatan Masyarakat | Public Health Nutrition Practices | A university course in Public Health Nutrition Practices focuses on the application of nutrition principles to promote health and prevent disease at the community and population levels | A university course on Public Health Nutrition Practices can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and community well-being. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security, promoting sustainable food systems and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Emphasizes ensuring healthy lives and promoting well-being for all, with a focus on nutrition’s role in preventing diseases and improving health outcomes. 3. **SDG 4: Quality Education** – Provides education on nutrition and health, equipping individuals and communities with knowledge to make informed dietary choices. 4. **SDG 10: Reduced Inequalities** – Addresses nutritional disparities among different population groups, aiming to improve access to nutritious foods and health services for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices and responsible food choices, promoting environmental sustainability in food systems. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among public health organizations, community groups, and government agencies to enhance nutrition programs and policies. By integrating these elements, a Public Health Nutrition Practices course can significantly contribute to improving health, reducing inequalities, and promoting sustainable food systems, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110103 | Biomedik | Biomedicine | A university course in Biomedicine explores the application of biological and physiological principles to understand human health and disease | A university course on Biomedicine can address several UN Sustainable Development Goals (SDGs), particularly those related to health, research, and innovation. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all at all ages. Biomedicine plays a crucial role in understanding diseases, developing treatments, and improving health outcomes. 2. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. Biomedicine courses educate students in advanced scientific principles and methodologies, fostering critical thinking and research skills. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in medical research and biotechnology, contributing to the development of new therapies, diagnostics, and healthcare technologies. 4. **SDG 10: Reduced Inequalities** – Addresses health disparities by focusing on biomedical research that can lead to better health outcomes for underserved populations and marginalized communities. 5. **SDG 17: Partnerships for the Goals** – Promotes collaboration between academic institutions, healthcare organizations, and industry to enhance biomedical research and its application in public health. 6. **SDG 12: Responsible Consumption and Production** (in some contexts) – May involve discussions on the ethical production and use of biomedical products and technologies, promoting sustainability in research practices. By integrating these elements, a Biomedicine course can significantly contribute to advancements in health and well-being, education, and innovation, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121802 | Herbal Medicine | Herbal Medicine | A university course in Herbal Medicine focuses on the study of medicinal plants and their applications in health and wellness. | A university course on Herbal Medicine can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and community well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Herbal medicine is often used for preventive care and in the treatment of various health conditions. 2. **SDG 2: Zero Hunger** – May include discussions on the nutritional aspects of certain herbs and their roles in food security and traditional diets, emphasizing sustainable agricultural practices. 3. **SDG 12: Responsible Consumption and Production** – Highlights the importance of sustainable harvesting and production of herbal resources, promoting responsible use of natural resources. 4. **SDG 15: Life on Land** – Emphasizes the conservation of biodiversity and sustainable use of terrestrial ecosystems. The course may cover ethical sourcing and conservation of medicinal plants. 5. **SDG 4: Quality Education** – Provides education on the use of herbal medicine, equipping students with knowledge about plant-based therapies and their applications in healthcare. 6. **SDG 10: Reduced Inequalities** – Addresses access to alternative medicine practices, potentially improving health outcomes in underserved populations through culturally relevant healing practices. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between herbalists, healthcare providers, and researchers to promote the integration of herbal medicine into broader health systems. By focusing on these aspects, a course in Herbal Medicine can contribute to health improvements, sustainable practices, and education, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130102 | Konseling Gizi | Nutrition Counseling | A university course in Nutrition Counseling focuses on the principles and techniques of providing dietary guidance and support to individuals and groups. | A university course on Nutrition Counseling can address several UN Sustainable Development Goals (SDGs), particularly those related to health, well-being, and education. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. Nutrition counseling can help individuals and communities access nutritious food and make informed dietary choices. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through proper nutrition. The course prepares students to support clients in improving their dietary habits and health outcomes. 3. **SDG 4: Quality Education** – Provides education and skills training in effective counseling techniques, enabling students to educate clients about nutrition and health. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition access. Nutrition counseling can focus on underserved populations, helping to improve health equity. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices, teaching clients about the environmental impact of food choices and promoting responsible consumption. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration with healthcare providers, community organizations, and policymakers to enhance nutrition programs and public health initiatives. By incorporating these elements, a Nutrition Counseling course can contribute to improving health outcomes, promoting food security, and fostering social equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130302 | Kesehatan Masyarakat Pesisir dan Kepulauan | Coastal and Island Public Health | A university course in Coastal and Island Public Health focuses on the unique health challenges and issues faced by coastal and island communities. | A university course on Coastal and Island Public Health can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and community resilience. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. This course addresses health issues specific to coastal and island communities, including access to healthcare and disease prevention. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of food security and nutrition, particularly in coastal areas where local food sources and sustainable practices can be pivotal for community health. 3. **SDG 11: Sustainable Cities and Communities** – Explores how to create resilient communities in coastal and island settings, focusing on health infrastructure, disaster preparedness, and sustainable development. 4. **SDG 14: Life Below Water** – Relates to the sustainable management of marine resources, including the impact of ocean health on public health in coastal communities, and addresses issues like pollution and overfishing. 5. **SDG 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in food production and consumption, particularly in the context of local resources and environmental impact. 6. **SDG 10: Reduced Inequalities** – Focuses on addressing health disparities in remote and underserved coastal and island communities, aiming to improve access to health services and resources. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among governments, NGOs, and local communities to enhance public health initiatives and address the unique challenges faced by coastal and island populations. By integrating these elements, a Coastal and Island Public Health course can contribute to improving health outcomes, promoting sustainability, and enhancing community resilience, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130402 | Perencanaan Pangan dan Gizi | Food and Nutrition Planning | University courses in Food and Nutrition Planning focus on the science of nutrition and the strategies for planning and managing food services. These programs typically cover | A university course on Food and Nutrition Planning can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainability. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – Focuses on ending hunger and achieving food security. The course emphasizes strategies for planning food systems that ensure access to nutritious food for all populations. 2. **SDG 3: Good Health and Well-being** – Emphasizes promoting health through nutrition. Effective food and nutrition planning can lead to improved dietary habits and health outcomes. 3. **SDG 4: Quality Education** – Provides education on food and nutrition principles, equipping students with the knowledge to develop effective planning strategies in various settings. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in access to nutritious food. The course may focus on equitable food distribution and planning for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in food production and consumption, highlighting the importance of minimizing waste and using resources efficiently. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among various stakeholders, including governments, NGOs, and community organizations, to enhance food and nutrition planning efforts. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban food systems and how planning can contribute to healthier, more sustainable communities. By integrating these elements, a Food and Nutrition Planning course can significantly contribute to improving health, promoting sustainability, and addressing food security, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130502 | Epidemiologi Gizi | Nutritional Epidemiology | University courses in Nutritional Epidemiology focus on the study of how dietary patterns and nutritional factors influence health outcomes at the population level. Key components of the field include | A university course on Nutritional Epidemiology can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and research. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Nutritional epidemiology examines the relationship between diet and health outcomes, contributing to better public health strategies. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of addressing malnutrition and food security. The course can analyze dietary patterns and their impacts on nutrition-related health issues. 3. **SDG 4: Quality Education** – Provides education and training in research methods and statistical analysis, equipping students with skills to assess nutritional health and inform public health policies. 4. **SDG 10: Reduced Inequalities** – Addresses health disparities by exploring how nutrition impacts different populations, aiming to improve access to nutritious food and health resources for underserved groups. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable dietary practices. The course may analyze the environmental impact of dietary choices and promote healthier, sustainable eating patterns. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among researchers, public health officials, and community organizations to address nutritional issues and improve health outcomes. By focusing on these aspects, a Nutritional Epidemiology course can significantly contribute to improving public health, addressing food security, and promoting equity in health outcomes, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130603 | Statistik | Statistic | A university course in statistics covers the collection, analysis, interpretation, and presentation of data. Students learn fundamental concepts such as descriptive statistics, probability theory, inferential statistics, hypothesis testing, and regression analysis. The course typically involves practical applications using statistical software, helping students to interpret real-world data and make informed decisions. Emphasis is placed on understanding statistical methods and their relevance across various fields, including social sciences, natural sciences, and business. By the end of the course, students should be able to apply statistical techniques to analyze data and draw meaningful conclusions. | A university course on Statistics can address several UN Sustainable Development Goals (SDGs), particularly those related to education, data analysis, and informed decision-making. Key SDGs that may be covered include: 1. **SDG 4: Quality Education** – Emphasizes inclusive and equitable quality education. A statistics course provides essential skills for understanding and analyzing data, fostering critical thinking and problem-solving abilities. 2. **SDG 3: Good Health and Well-being** – Supports health research and public health initiatives by providing the statistical tools necessary for analyzing health data, epidemiological studies, and healthcare outcomes. 3. **SDG 10: Reduced Inequalities** – Data analysis helps identify and address disparities in various areas, including income, education, and health, enabling more equitable policies and programs. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages data-driven decision-making in various industries, fostering innovation and efficiency through effective statistical analysis. 5. **SDG 17: Partnerships for the Goals** – Promotes collaboration through data sharing and research partnerships. Statistics are crucial for monitoring progress and evaluating the effectiveness of initiatives. 6. **SDG 12: Responsible Consumption and Production** (in some contexts) – Statistical analysis can be applied to assess consumption patterns and resource use, supporting sustainable practices. By integrating these elements, a Statistics course can significantly contribute to enhancing education, improving health outcomes, fostering innovation, and promoting equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02130702 | Isu Mutakhir Gizi dan Kesehatan | Latest Issues in Nutrition and Health | University courses on Latest Issues in Nutrition and Health explore contemporary challenges and advancements in the field of nutrition and public health. Key topics typically include | A university course on Latest Issues in Nutrition and Health can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and sustainability. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. The course addresses current health issues related to nutrition, chronic diseases, and public health interventions. 2. **SDG 2: Zero Hunger** – Emphasizes the importance of food security and nutrition. The course can explore topics like malnutrition, dietary patterns, and the impact of food systems on health. 3. **SDG 4: Quality Education** – Provides education on emerging trends in nutrition and health, equipping students with knowledge and skills to address contemporary issues. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in health and nutrition access. The course may cover how socioeconomic factors influence dietary habits and health outcomes. 5. **SDG 12: Responsible Consumption and Production** – Discusses sustainable dietary practices and the environmental impact of food choices, promoting responsible consumption. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among health professionals, researchers, and policymakers to address nutrition-related health issues effectively. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban health challenges and the role of nutrition in creating sustainable communities. By focusing on these elements, a course on Latest Issues in Nutrition and Health can significantly contribute to improving health outcomes, addressing food security, and promoting sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120803 | Mikrobiologi Pangan | Food Microbiology | University courses in Food Microbiology focus on the study of microorganisms that affect food safety, quality, and production. Key topics typically covered include | A university course on Food Microbiology can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and food security. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Understanding food microbiology is crucial for preventing foodborne illnesses and ensuring food safety. 2. **SDG 2: Zero Hunger** – Emphasizes food security and nutrition. Food microbiology can play a role in enhancing food preservation, reducing spoilage, and improving food availability. 3. **SDG 12: Responsible Consumption and Production** – Highlights sustainable practices in food production. The course may cover topics such as fermentation and microbial processes that can improve food quality and reduce waste. 4. **SDG 4: Quality Education** – Provides education on microbiological principles and their application in food science, equipping students with essential knowledge for the industry. 5. **SDG 10: Reduced Inequalities** – Addresses food safety and access issues, focusing on how microbiological practices can improve health outcomes in underserved populations. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between researchers, food producers, and health authorities to enhance food safety and public health initiatives. By focusing on these elements, a Food Microbiology course can contribute to improving food safety, promoting sustainable practices, and addressing health and nutrition challenges, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121002 | Teknologi Pangan | Food Technology | University courses in Food Technology focus on the science and engineering principles involved in the processing, preservation, and production of food. Key areas typically covered include | SDG 2: Zero Hunger – Focuses on ending hunger and achieving food security. Food technology plays a crucial role in developing methods for food preservation, processing, and distribution, enhancing access to nutritious food. SDG 3: Good Health and Well-being – Emphasizes promoting health through nutrition. The course may cover the development of healthy food products and understanding the nutritional implications of food technology. SDG 12: Responsible Consumption and Production – Highlights the need for sustainable practices in food production and processing. Food technology can help minimize waste, improve resource efficiency, and promote sustainable sourcing. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in food processing technologies, fostering advancements that can improve food quality, safety, and sustainability. SDG 10: Reduced Inequalities – Addresses disparities in food access and safety. Food technology can contribute to developing affordable and safe food products for underserved communities. SDG 17: Partnerships for the Goals – Promotes collaboration among food scientists, industry stakeholders, and policymakers to enhance food safety and sustainability initiatives. SDG 11: Sustainable Cities and Communities (in some contexts) – May explore urban food systems and the role of technology in creating sustainable food environments in cities. By integrating these elements, a Food Technology course can significantly contribute to improving food security, health outcomes, and sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121102 | Kehalalan dan Keamanan Pangan | Halal and Food Safety | University courses in Halal and Food Safety focus on the principles and practices ensuring that food products meet Halal standards while also being safe for consumption. Key topics typically covered include | A university course on Halal and Food Safety can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and equitable access to food. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Understanding food safety is crucial for preventing foodborne illnesses and ensuring consumer health. 2. **SDG 2: Zero Hunger** – Emphasizes food security and nutrition. The course can explore how halal practices contribute to food quality and safety, ensuring that food is safe and accessible to all. 3. **SDG 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in food production and consumption. Halal standards often encompass ethical sourcing and responsible production methods. 4. **SDG 10: Reduced Inequalities** – Addresses disparities in food access. The course may focus on ensuring that halal food options are safe, available, and accessible to diverse communities. 5. **SDG 4: Quality Education** – Provides education on halal standards and food safety practices, equipping students with knowledge to promote safe and responsible food practices. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among food producers, safety regulators, and religious organizations to ensure compliance with halal and food safety standards. 7. **SDG 11: Sustainable Cities and Communities** (in some contexts) – May explore urban food systems and the role of halal food safety in creating sustainable food environments in communities. By integrating these elements, a Halal and Food Safety course can contribute to improving health outcomes, enhancing food security, and promoting ethical and sustainable food practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121202 | Praktikum Dasar Kesehatan Masyarakat | Basic Public Health Practicum | A university course in Basic Public Health Practicum offers students hands-on experience in public health settings, bridging theoretical knowledge with real-world application. Key components typically include | SDG 3: Good Health and Well-being – Focuses on ensuring healthy lives and promoting well-being for all. The practicum provides hands-on experience in public health initiatives aimed at improving community health. SDG 4: Quality Education – Emphasizes inclusive and equitable quality education. The course equips students with practical skills and knowledge essential for public health practice. SDG 10: Reduced Inequalities – Addresses health disparities by focusing on vulnerable populations. Students may engage in projects that aim to reduce inequalities in access to health services and education. SDG 11: Sustainable Cities and Communities – Encourages creating healthy urban environments. The practicum may involve community assessments and initiatives to improve public health in local settings. SDG 17: Partnerships for the Goals – Promotes collaboration between students, public health organizations, and community stakeholders to enhance health initiatives and interventions. SDG 2: Zero Hunger (in some contexts) – May include projects focused on nutrition and food security, addressing dietary issues within communities. By integrating these elements, a Basic Public Health Practicum can significantly contribute to improving community health outcomes, fostering education, and promoting equity, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121303 | Patofisiologi dan Dietetik Penyakit Menular | Pathophysiology and Dietetics of Non-Communicable Diseases | A university is an institution of higher education that offers undergraduate and graduate degrees across various fields of study. Universities typically provide a wide range of academic programs, including liberal arts, sciences, engineering, business, and health professions | SDG 3: Good Health and Well-being Course Focus: Health sciences, public health, nutrition. Description: Courses in these areas prepare students to improve health outcomes, understand disease prevention, and promote overall well-being. SDG 4: Quality Education Course Focus: Education, pedagogy, research methodology. Description: Courses that enhance teaching skills and educational research contribute to equitable access to quality education. SDG 2: Zero Hunger Course Focus: Agriculture, food science, nutrition. Description: Courses focused on food security and sustainable agriculture aim to address malnutrition and improve food systems. SDG 10: Reduced Inequalities Course Focus: Social sciences, public policy, community development. Description: These courses explore issues of inequality and strategies to promote social equity. SDG 12: Responsible Consumption and Production Course Focus: Environmental science, sustainable business. Description: Courses addressing sustainability in production practices encourage responsible consumption and waste reduction. SDG 17: Partnerships for the Goals Course Focus: International relations, public health, community engagement. Description: Courses that emphasize collaboration and partnerships can enhance efforts to achieve sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121403 | Patofisiologi dan Dietetik Penyakit Tidak Menular | Pathophysiology and Dietetics of Non-Communicable Diseases | The university course “Pathophysiology and Dietetics of Infectious Diseases” explores the biological mechanisms and nutritional considerations associated with infectious diseases. It integrates knowledge of disease processes with dietary management to enhance patient outcomes. | A university course on **Pathophysiology and Dietetics of Non-Communicable Diseases** can address several UN Sustainable Development Goals (SDGs), particularly those related to health and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: The course focuses on understanding the pathophysiological mechanisms of non-communicable diseases (NCDs) such as diabetes, cardiovascular diseases, and obesity, which are critical for promoting health and preventing illness. 2. **SDG 2: Zero Hunger** – **Description**: Emphasizes the role of nutrition in preventing and managing NCDs. The course may address food security and the importance of a balanced diet in achieving optimal health. 3. **SDG 4: Quality Education** – **Description**: Provides education on the relationship between diet, health, and disease management, equipping students with the knowledge necessary to contribute to public health and nutrition education. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses health disparities by examining how socioeconomic factors influence the prevalence and management of NCDs, aiming to promote equitable access to healthcare and nutrition. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable dietary practices that can reduce the risk of NCDs, encouraging responsible consumption of food and resources. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among healthcare providers, researchers, and community organizations to develop effective strategies for managing NCDs through diet and lifestyle interventions. By integrating these elements, a course on Pathophysiology and Dietetics of Non-Communicable Diseases can significantly contribute to improving health outcomes, promoting nutrition, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02121602 | Gizi dan Biomolekuler | Nutrition and Biomolecular | The Nutrition and Biomolecular course explores the relationship between nutrition and the molecular mechanisms within the body that impact health and disease. It integrates principles of biochemistry, molecular biology, and nutrition to understand how nutrients affect cellular processes, gene expression, and metabolic pathways | A university course on **Nutrition and Biomolecular Sciences** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, research, and sustainability. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the relationship between nutrition at the molecular level and overall health. The course examines how nutrients impact health, disease prevention, and the management of chronic conditions. 2. **SDG 2: Zero Hunger** – **Description**: Addresses food security and nutrition by exploring how biomolecular mechanisms can optimize nutrient absorption and utilization, contributing to better dietary practices. 3. **SDG 4: Quality Education** – **Description**: Provides education on molecular nutrition, equipping students with the knowledge necessary to understand the biochemical basis of nutrition and its applications in health and disease. 4. **SDG 10: Reduced Inequalities** – **Description**: Explores disparities in nutrition and health outcomes, particularly how socioeconomic factors influence access to nutritious foods and health resources. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable food systems and the importance of optimizing nutrient content in food production, promoting responsible consumption and resource management. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between researchers, healthcare professionals, and policymakers to translate nutritional research into practice and inform public health policies. By focusing on these aspects, a course on Nutrition and Biomolecular Sciences can significantly contribute to advancing health knowledge, improving nutrition, and promoting sustainability, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111102 | Ekonomi Pangan dan Gizi | Food Economics and Nutrition | The Food Economics and Nutrition course focuses on the intersection of food systems, economics, and nutrition, exploring how economic principles influence food production, distribution, consumption, and policies, as well as their impact on nutritional outcomes | A university course on **Food Economics and Nutrition** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainable economic practices. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Examines the economic factors influencing food availability, access, and security, and how nutritional policies can help eradicate hunger and improve food systems. 2. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the impact of nutrition on health outcomes, exploring how economic factors shape dietary choices and health disparities. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in food production and consumption, emphasizing the need for efficient resource use and minimizing waste in food systems. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses the economic disparities in access to nutritious food, highlighting policies and strategies that promote equitable food distribution. 5. **SDG 4: Quality Education** – **Description**: Provides education on the principles of food economics and their application to nutrition, equipping students with knowledge to influence food policy and public health. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among stakeholders in agriculture, nutrition, and public policy to develop integrated approaches that address food security and health challenges. By integrating these elements, a course on Food Economics and Nutrition can significantly contribute to improving health outcomes, enhancing food security, and promoting sustainable economic practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02111202 | Ekologi Pangan dan Gizi | Food Ecology and Nutrition | The Food Economics and Nutrition course examines the relationship between economic factors and nutrition within food systems. It covers how economic principles, policies, and market dynamics influence food production, access, affordability, and consumption, as well as the nutritional health of populations | A university course on **Food Ecology and Nutrition** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and environmental impact. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on sustainable food systems and the importance of ecological practices in ensuring food security and improving nutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Examines how ecological principles affect dietary choices and health outcomes, promoting nutrition that supports overall well-being. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes sustainable agricultural practices, waste reduction, and responsible consumption to minimize environmental impact. 4. **SDG 13: Climate Action** – **Description**: Explores the relationship between food systems and climate change, including how sustainable practices can mitigate environmental impact. 5. **SDG 15: Life on Land** – **Description**: Addresses biodiversity, land use, and ecosystem health, focusing on sustainable food production methods that protect natural resources. 6. **SDG 4: Quality Education** – **Description**: Provides education on the intersections of food, ecology, and nutrition, equipping students with knowledge to advocate for sustainable practices. 7. **SDG 10: Reduced Inequalities** – **Description**: Investigates how ecological and nutritional practices can address inequalities in food access and health outcomes. By integrating these elements, a course on Food Ecology and Nutrition can contribute to advancing sustainable food systems, promoting health, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120103 | Penilaian Status Gizi | Nutritional Status Assessment | The Nutritional Status Assessment course focuses on methods and techniques used to evaluate the nutritional health of individuals and populations. It teaches students how to assess dietary intake, body composition, and clinical health markers to determine nutritional status and identify deficiencies or health risks related to nutrition | A university course on **Nutritional Status Assessment** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on ending hunger and improving nutrition. The course involves assessing nutritional status to identify malnutrition and inform interventions. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of nutrition for overall health. Understanding nutritional status is crucial for preventing and managing health issues. 3. **SDG 4: Quality Education** – **Description**: Provides education on assessment methods and tools, equipping students with the knowledge to evaluate and improve community nutrition. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in nutritional status among different populations, focusing on strategies to ensure equitable access to nutrition and health resources. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the role of dietary choices in nutritional status and promotes sustainable eating practices that support health and well-being. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between healthcare providers, nutritionists, and community organizations to enhance nutritional assessments and interventions. By focusing on these elements, a course on Nutritional Status Assessment can significantly contribute to improving health outcomes, promoting food security, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120203 | Analisis Bahan Makanan | Food Ingredient Analysis | The Food Ingredient Analysis course focuses on the techniques and methods used to identify, quantify, and evaluate the composition of food ingredients. It teaches students how to analyze the chemical, physical, and functional properties of food components such as proteins, fats, carbohydrates, vitamins, and additives. | A university course on **Food Ingredient Analysis** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, sustainability, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on improving food security and nutrition. The analysis of food ingredients helps in understanding their nutritional value and how they contribute to dietary needs. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of safe and nutritious food for health. Analyzing food ingredients is crucial for ensuring food safety and promoting healthy dietary practices. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable sourcing and production of food ingredients. The course may cover how ingredient analysis can lead to more sustainable food practices and reduce waste. 4. **SDG 4: Quality Education** – **Description**: Provides education on food science and analytical techniques, equipping students with the knowledge needed for careers in food quality and safety. 5. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in food quality and access to nutritious ingredients, focusing on how ingredient analysis can promote equitable food systems. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between food scientists, industry stakeholders, and policymakers to improve food quality and safety through better ingredient analysis. By integrating these elements, a course on Food Ingredient Analysis can significantly contribute to enhancing food quality, promoting health, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120303 | Metabolisme Zat Gizi | Nutrient Metabolism | The Nutrient Metabolism course focuses on the biochemical processes that govern how the body digests, absorbs, transports, and utilizes nutrients such as carbohydrates, proteins, fats, vitamins, and minerals. It explores the metabolic pathways that transform these nutrients into energy and essential compounds necessary for growth, maintenance, and health | A university course on **Nutrient Metabolism** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and education. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the relationship between nutrient metabolism and overall health. Understanding how nutrients are processed in the body is crucial for preventing and managing health issues. 2. **SDG 2: Zero Hunger** – **Description**: Addresses the importance of nutrition in food security. The course may explore how nutrient metabolism impacts dietary needs and the effectiveness of food systems. 3. **SDG 4: Quality Education** – **Description**: Provides education on the biochemical processes related to nutrient metabolism, equipping students with the knowledge to inform dietary recommendations and health interventions. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines how nutrient metabolism can differ across populations and the implications for health equity, focusing on strategies to address nutritional disparities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the impact of dietary choices on nutrient intake and metabolism, promoting responsible food consumption that supports health and sustainability. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among researchers, healthcare professionals, and policymakers to translate knowledge of nutrient metabolism into practical health and nutrition strategies. By focusing on these aspects, a course on Nutrient Metabolism can significantly contribute to advancing health knowledge, improving nutrition, and promoting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120402 | Penulisan Ilmiah Gizi | Nutrition Scientific Writing | The Nutrition Scientific Writing course focuses on developing the skills necessary to effectively communicate research and scientific findings in the field of nutrition. It teaches students how to write clear, well-structured, and evidence-based scientific documents, such as research papers, reports, literature reviews, and grant proposals, following academic and professional standards. | A university course on **Nutrition Scientific Writing** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and research. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of effective communication in nutrition science. Writing skills are crucial for disseminating research findings that can improve health outcomes. 2. **SDG 4: Quality Education** – **Description**: Provides education and training in scientific writing, equipping students with essential skills to communicate nutritional science clearly and effectively. 3. **SDG 2: Zero Hunger** – **Description**: Supports efforts to address food security and nutrition by promoting research and evidence-based practices through clear scientific communication. 4. **SDG 10: Reduced Inequalities** – **Description**: Encourages writing that highlights disparities in nutrition and health, advocating for equitable access to resources and interventions. 5. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among researchers, healthcare providers, and policymakers to share knowledge and strategies that advance public health and nutrition goals. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Supports writing focused on sustainable dietary practices and food systems, encouraging responsible consumption through well-researched communication. By integrating these elements, a course on Nutrition Scientific Writing can significantly contribute to enhancing health knowledge, promoting education, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02120603 | Farmakologi Gizi | Nutritional Pharmacology | The Nutritional Pharmacology course explores the interactions between nutrients and drugs, and how these interactions affect health and disease management. It combines principles of nutrition and pharmacology to understand how diet influences drug metabolism and efficacy, and how medications can impact nutritional status. | A university course on **Nutritional Pharmacology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, nutrition, and education. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the interplay between nutrition and pharmacology, emphasizing how dietary components can affect drug metabolism, efficacy, and safety, which is essential for improving health outcomes. 2. **SDG 2: Zero Hunger** – **Description**: Explores the role of nutrition in managing health conditions and how nutritional interventions can complement pharmacological treatments to address malnutrition and food security. 3. **SDG 4: Quality Education** – **Description**: Provides education on the scientific principles of how nutrients interact with pharmaceuticals, equipping students with the knowledge to inform clinical practices and dietary recommendations. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how socioeconomic factors influence access to both nutrition and medications, focusing on strategies to address health disparities through integrated approaches. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the implications of dietary choices on health and medication effectiveness, promoting responsible consumption of both food and pharmaceuticals for better health outcomes. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between healthcare providers, nutritionists, and researchers to develop integrated approaches that optimize health through nutrition and pharmacology. By focusing on these aspects, a course on Nutritional Pharmacology can significantly contribute to advancing health knowledge, improving nutrition, and promoting equitable healthcare practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110302 | Psikologi Perkembangan | Developmental Psychology | The Developmental Psychology course focuses on the psychological growth and changes that occur throughout the human lifespan, from infancy through adulthood and aging. It explores how individuals develop cognitively, emotionally, socially, and physically, and the factors that influence these developmental processes. | A university course on **Developmental Psychology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on understanding the psychological development across the lifespan, including mental health issues and strategies for promoting overall well-being in individuals. 2. **SDG 4: Quality Education** – **Description**: Emphasizes the importance of developmental psychology in educational settings, providing insights into effective teaching strategies that cater to different developmental stages. 3. **SDG 5: Gender Equality** – **Description**: Explores how developmental factors can influence gender identity, roles, and inequalities, promoting understanding and strategies to foster gender equity. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses how social and economic factors affect psychological development, focusing on strategies to support marginalized and disadvantaged populations. 5. **SDG 16: Peace, Justice, and Strong Institutions** – **Description**: Investigates the psychological factors that contribute to social cohesion and conflict resolution, promoting peaceful and inclusive societies. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among psychologists, educators, and policymakers to develop effective interventions that support healthy development across communities. By integrating these elements, a course in Developmental Psychology can significantly contribute to enhancing individual and societal well-being, promoting education, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110402 | Antropologi Gizi | Nutritional Anthropology | The Nutritional Anthropology course examines the relationship between food, culture, and human behavior, focusing on how dietary practices and beliefs shape and are shaped by social, economic, and environmental factors. It integrates principles from anthropology, nutrition, and public health to explore the complex interactions between food systems and human health. | A university course on **Nutritional Anthropology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and cultural understanding. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Examines food security, dietary practices, and nutritional issues within different cultures, focusing on strategies to address hunger and malnutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Explores how cultural beliefs and practices influence health and nutrition, promoting understanding of holistic approaches to well-being. 3. **SDG 4: Quality Education** – **Description**: Provides education on the relationship between culture, food practices, and health, equipping students with knowledge to promote culturally sensitive nutrition interventions. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how socioeconomic and cultural factors affect access to nutritious food, focusing on strategies to reduce inequalities in food systems. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable food practices and the cultural significance of food systems, promoting responsible consumption and environmental sustainability. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among anthropologists, nutritionists, and community organizations to develop culturally appropriate strategies for improving nutrition and health. By integrating these elements, a course in Nutritional Anthropology can significantly contribute to enhancing food security, promoting health, and addressing social inequalities, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110502 | Ilmu Pendidikan Gizi | Nutrition Education Science | The Nutrition Education Science course focuses on the principles and practices of educating individuals and communities about nutrition and healthy eating behaviors. It combines knowledge of nutrition science with effective teaching strategies and communication skills to promote optimal health and prevent diet-related diseases. | A university course on **Nutrition Education Science** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Focuses on the importance of nutrition in promoting health, preventing disease, and improving overall well-being. The course aims to equip students with the knowledge to educate others about healthy dietary practices. 2. **SDG 4: Quality Education** – **Description**: Emphasizes the role of education in improving nutritional knowledge and practices. Students learn effective teaching methods to communicate nutrition information. 3. **SDG 2: Zero Hunger** – **Description**: Addresses food security and nutrition by exploring educational strategies that empower communities to make informed dietary choices and improve food systems. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines disparities in nutrition knowledge and access to healthy foods, focusing on developing strategies to ensure equitable access to nutrition education. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes understanding of sustainable dietary practices and responsible food consumption, encouraging environmentally friendly food choices. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educators, health professionals, and community organizations to implement effective nutrition education programs. By integrating these elements, a course in Nutrition Education Science can significantly contribute to improving health outcomes, enhancing food security, and promoting equitable access to nutrition education, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110602 | Manajemen Data Gizi | Nutrition Data Management | The Nutrition Data Management course focuses on the collection, analysis, interpretation, and management of nutritional data to inform dietary practices, research, and public health initiatives. It equips students with the skills necessary to work with various data sources and tools to evaluate nutritional status and dietary trends. | A university course on **Nutrition Data Management** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, food security, and sustainable development. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on improving food security and nutrition. Effective data management is crucial for assessing nutritional needs, tracking food availability, and informing policy decisions. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of data in monitoring health outcomes and nutritional status, supporting efforts to improve public health and nutrition interventions. 3. **SDG 4: Quality Education** – **Description**: Provides education on data management techniques, equipping students with the skills necessary to analyze and interpret nutritional data effectively. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in access to nutrition and health data, focusing on ensuring that marginalized communities are included in data collection and analysis. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages the use of data to promote sustainable dietary practices and optimize food systems for better resource management. 6. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among researchers, policymakers, and practitioners to utilize nutrition data effectively for evidence-based decision-making. By integrating these elements, a course in Nutrition Data Management can significantly contribute to enhancing food security, improving health outcomes, and promoting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110703 | Biokimia | Biochemistry | The Biochemistry course provides an in-depth understanding of the chemical processes and molecular mechanisms that underlie biological systems. It explores the structure and function of biomolecules, such as proteins, carbohydrates, lipids, and nucleic acids, and how these molecules interact to sustain life. | A university course on **Biochemistry** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and sustainable practices. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Explores the biochemical processes underlying health and disease, contributing to advancements in medical research, drug development, and nutrition. 2. **SDG 2: Zero Hunger** – **Description**: Examines the biochemical basis of nutrition, metabolism, and food security, providing insights into how biochemical processes affect food production and dietary health. 3. **SDG 4: Quality Education** – **Description**: Provides foundational knowledge in biochemistry that is essential for various scientific disciplines, equipping students with critical thinking and analytical skills. 4. **SDG 10: Reduced Inequalities** – **Description**: Investigates how biochemical factors can influence health disparities and nutritional status across different populations, informing strategies to address inequalities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses biochemical principles related to sustainable agriculture, food production, and the environmental impact of various biochemical processes. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration among researchers, healthcare professionals, and policymakers to leverage biochemical research for public health and environmental sustainability. By focusing on these aspects, a course in Biochemistry can significantly contribute to enhancing health outcomes, promoting education, and supporting sustainable practices, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110802 | Ilmu Gizi Dasar | Basic Nutrition Science | The Basic Nutrition Science course introduces the fundamental concepts of nutrition and its role in health and well-being. It covers the essential nutrients, their functions in the body, and the importance of a balanced diet for maintaining optimal health. | A university course on **Basic Nutrition Science** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and food security. Key SDGs that may be covered include: 1. **SDG 2: Zero Hunger** – **Description**: Focuses on the importance of nutrition in achieving food security and improving dietary practices, aiming to eradicate hunger and malnutrition. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the relationship between nutrition and health, highlighting how proper nutrition can prevent diseases and promote overall well-being. 3. **SDG 4: Quality Education** – **Description**: Provides foundational knowledge in nutrition science, equipping students with the skills to educate others about healthy eating and dietary choices. 4. **SDG 10: Reduced Inequalities** – **Description**: Addresses disparities in nutrition and health access, focusing on strategies to improve nutritional knowledge and practices in marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes understanding of sustainable dietary practices and encourages responsible food consumption to minimize waste and environmental impact. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educators, healthcare providers, and community organizations to develop effective nutrition education programs. By integrating these elements, a course in Basic Nutrition Science can significantly contribute to improving health outcomes, enhancing food security, and promoting equitable access to nutrition knowledge, aligning with multiple sustainable development goals. |
| KESEHATAN MASYARAKAT | ILMU GIZI – S1 | Kurikulum Sarjana K-23 | 2023 | 23K02110903 | Anatomi dan Fisiologi | Anatomy and Physiology | Anatomy and Physiology is a branch of biological sciences that focuses on the structure (anatomy) and function (physiology) of the human body. In university courses, students study various systems, including the skeletal, muscular, circulatory, respiratory, digestive, and nervous systems. | A university course on **Anatomy and Physiology** can address several UN Sustainable Development Goals (SDGs), particularly those related to health, education, and well-being. Key SDGs that may be covered include: 1. **SDG 3: Good Health and Well-being** – **Description**: Provides foundational knowledge about human anatomy and physiological processes, essential for understanding health, disease, and the body’s response to various interventions. 2. **SDG 4: Quality Education** – **Description**: Focuses on delivering comprehensive education in the biological sciences, equipping students with the skills and knowledge needed for careers in healthcare, research, and education. 3. **SDG 2: Zero Hunger** – **Description**: Explores the relationship between nutrition and bodily functions, highlighting how proper nutrition supports physiological health and development. 4. **SDG 10: Reduced Inequalities** – **Description**: Examines health disparities related to anatomical and physiological differences across populations, informing strategies to address inequities in healthcare access and outcomes. 5. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance health education and improve health outcomes. By integrating these elements, a course in Anatomy and Physiology can significantly contribute to advancing health knowledge, promoting education, and addressing health inequalities, aligning with multiple sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120102 | Akuntansi Aktuaria | actuarial accounting | Actuarial accounting is a specialized course that combines principles of accounting, finance, and actuarial science. It focuses on evaluating financial risks using mathematical and statistical methods, particularly in insurance and pension industries. | 1.Goal 3: Good Health and Well-Being – Actuarial practices are crucial in healthcare, including insurance and risk assessment, which can impact health service accessibility and quality. 2.Goal 8: Decent Work and Economic Growth – Actuarial accounting contributes to financial stability, job creation, and sustainable economic growth through risk management and financial planning. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries assess risks related to investments in infrastructure and innovation, helping to ensure sustainable development. 4.Goal 10: Reduced Inequalities – By analyzing and managing financial risks, actuaries can support policies aimed at reducing economic inequalities. 5.Goal 12: Responsible Consumption and Production – Actuarial practices can help organizations make sustainable decisions regarding resource use and waste management. Courses might cover these connections through case studies, ethical considerations, and the role of actuaries in promoting sustainability within the financial sector. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110202 | Kewirausahaan | Entrepreneurship | A university course in Entrepreneurship typically focuses on the principles and practices of starting and managing a new business. It covers topics such as business planning, market analysis, financing, innovation, and the entrepreneurial mindset. | 1.Goal 8: Decent Work and Economic Growth – Entrepreneurship is vital for job creation and fostering economic growth, contributing to sustainable and inclusive economic development. 2.Goal 9: Industry, Innovation, and Infrastructure – Entrepreneurs drive innovation and contribute to building resilient infrastructure, promoting sustainable industrialization. 3.Goal 10: Reduced Inequalities – Entrepreneurship can empower marginalized communities and promote inclusive economic growth, helping to reduce inequalities. 4.Goal 11: Sustainable Cities and Communities – Social entrepreneurship often focuses on urban challenges, aiming to create sustainable and resilient communities. 5.Goal 12: Responsible Consumption and Production – Courses may explore sustainable business models and practices that encourage responsible resource use and waste reduction. 6.Goal 17: Partnerships for the Goals – Entrepreneurship often involves collaboration and partnerships, which can enhance capacity-building and resource mobilization. Through case studies, project work, and discussions, entrepreneurship courses often emphasize the role of businesses in addressing these goals and fostering a sustainable future. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research and Seminar on Final Project Research Results | A university course on Research and Seminar on Final Project Research Results is designed to guide students through the process of presenting and discussing their final research projects. This course typically includes components such as research methodology, data analysis, and academic writing. | 1.Goal 4: Quality Education – Research projects often aim to improve educational methods, accessibility, and outcomes, contributing to lifelong learning opportunities for all. 2.Goal 9: Industry, Innovation, and Infrastructure – Research can promote innovation and the development of sustainable industries, addressing challenges in technology and infrastructure. 3.Goal 10: Reduced Inequalities – Research that investigates social issues can contribute to understanding and addressing inequalities, fostering more equitable solutions. 4.Goal 12: Responsible Consumption and Production – Research focused on sustainability practices can lead to better resource management and promote responsible consumption. 5.Goal 13: Climate Action – Projects addressing environmental issues or climate change contribute to efforts aimed at mitigating its impacts. 6.Goal 17: Partnerships for the Goals – Research often involves collaboration across disciplines and institutions, aligning with the need for partnerships to achieve the SDGs. These courses typically encourage students to consider the broader implications of their research findings, linking them to real-world challenges and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Writing Thesis and Final Exam Final Assignment | A university course on Writing Thesis and Final Exam Final Assignment focuses on the processes involved in crafting a thesis and preparing for the final exam or assignment. Students learn essential skills such as research methodologies, academic writing, and proper citation practices. The course guides them through structuring their thesis, formulating research questions, and conducting | 1.Goal 4: Quality Education – Research and writing contribute to academic achievement and the advancement of knowledge, promoting inclusive and equitable quality education. 2.Goal 10: Reduced Inequalities – Theses that explore social justice, equity, and access to resources can provide insights into addressing inequalities. 3.Goal 12: Responsible Consumption and Production – Research projects focused on sustainability practices or responsible resource use can help promote this goal. 4.Goal 13: Climate Action – Theses addressing environmental issues, climate change, or sustainability efforts contribute to global climate action initiatives. 5.Goal 16: Peace, Justice, and Strong Institutions – Research on governance, human rights, or social issues can promote peace and justice, contributing to more inclusive institutions. 6.Goal 17: Partnerships for the Goals – Collaborative research projects can foster partnerships between academic institutions and communities, enhancing collective efforts toward sustainable development. These courses encourage students to apply critical thinking and research skills to topics that align with sustainable development, fostering a deeper understanding of their potential impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140202 | Seminar Hasil Skripsi Ilmu Aktuaria | Actuarial Science Thesis Results Seminar | A university course on Actuarial Science Thesis Results Seminar focuses on presenting and discussing the findings of students’ thesis projects in the field of actuarial science. In this seminar, students share their research on topics such as risk assessment, insurance modeling, and financial forecasting. | 1.Goal 3: Good Health and Well-Being – Actuarial science often involves health insurance and risk assessment in healthcare, contributing to improved health outcomes and access. 2.Goal 8: Decent Work and Economic Growth – Research in this field can enhance financial stability, job creation, and sustainable economic growth through better risk management practices. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries play a critical role in evaluating risks associated with investments in infrastructure and technological innovation. 4.Goal 10: Reduced Inequalities – Research can focus on assessing risks in underserved communities, promoting equity in insurance and financial services. 5.Goal 12: Responsible Consumption and Production – Actuarial work can help organizations implement sustainable practices and better resource management through risk assessment. 6.Goal 13: Climate Action – Research on the financial implications of climate change and risk management strategies contributes to global climate action efforts. 7.Goal 17: Partnerships for the Goals – Collaborative research can foster partnerships between academia, industry, and communities, enhancing the impact of actuarial work on sustainable development. Through presentations and discussions in the seminar, students can explore how their research findings relate to these goals, emphasizing the role of actuarial science in addressing societal challenges.1. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140304 | Ujian Sidang Skripsi Ilmu Aktuaria | Actuarial Science Thesis Defense Examination | A university course on Actuarial Science Thesis Defense Examination is designed for students to formally present and defend their thesis research in front of a committee of faculty members. During this course, students showcase their findings related to topics such as risk management, statistical | 1.Goal 3: Good Health and Well-Being – Theses may address health insurance, risk assessment in healthcare, or public health issues, contributing to improved health outcomes. 2.Goal 8: Decent Work and Economic Growth – Research can explore economic models, financial stability, and job creation, supporting sustainable economic development. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuarial research often evaluates risks associated with innovations and infrastructure projects, promoting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – Theses may investigate financial inclusion, assessing how actuarial practices can help reduce economic disparities. 5.Goal 12: Responsible Consumption and Production – Research may focus on sustainable practices within industries, helping organizations manage resources responsibly. 6.Goal 13: Climate Action – Theses can examine the financial implications of climate change, including risk modeling for environmental impacts. 7.Goal 17: Partnerships for the Goals – Collaborative research can highlight the importance of partnerships between academia, industry, and policymakers in achieving sustainable development. Through the defense examination, students can articulate how their research contributes to these SDGs, demonstrating the relevance of actuarial science to broader societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110103 | Teori Suku Bunga | Interest Rate Theory | A university course on Interest Rate Theory explores the fundamental concepts and mathematical models related to interest rates in finance and economics. The course typically covers topics such as the time value of money, the term structure of interest rates, risk premiums, and the impact of monetary policy on interest rates. Students learn to analyze various financial instruments, including | 1.Goal 8: Decent Work and Economic Growth – Understanding interest rates is crucial for economic growth, investment decisions, and financial stability, all of which contribute to job creation and economic development. 2.Goal 9: Industry, Innovation, and Infrastructure – Interest rate theory informs funding for infrastructure projects and innovation by influencing borrowing costs and investment strategies. 3.Goal 10: Reduced Inequalities – By examining how interest rates affect access to credit, the course can explore ways to promote financial inclusion and reduce economic disparities. 4.Goal 12: Responsible Consumption and Production – Interest rates impact consumer behavior and spending patterns, which can influence sustainable consumption and production practices. 5.Goal 13: Climate Action – Understanding interest rates can help evaluate investments in sustainable projects and assess the financial risks associated with climate change. 6.Goal 17: Partnerships for the Goals – The course may highlight the importance of collaboration between financial institutions, governments, and businesses in creating sustainable financial systems. Students can analyze how interest rates influence various economic factors, contributing to a broader understanding of their role in sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110302 | Pengantar Ekonomi Mikro | Introduction to Microeconomics | An Introduction to Microeconomics course provides students with a foundational understanding of individual economic agents and their interactions. Topics typically covered include supply and demand, consumer behavior, production and costs, market structures (like perfect competition and monopolies), | 1.Goal 1: No Poverty – Microeconomics examines how individuals and households make decisions about resource allocation, which can inform policies aimed at alleviating poverty. 2.Goal 3: Good Health and Well-Being – The course can address how economic incentives affect health decisions, healthcare access, and the efficiency of healthcare markets. 3.Goal 4: Quality Education – Microeconomic principles can help analyze education markets and the impact of education on individual economic outcomes, promoting equitable access to quality education. 4.Goal 8: Decent Work and Economic Growth – Understanding labor markets, wages, and employment decisions contributes to strategies for promoting economic growth and decent work. 5.Goal 10: Reduced Inequalities – The course can explore how microeconomic factors influence income distribution and access to resources, informing efforts to reduce inequalities. 6.Goal 12: Responsible Consumption and Production – Microeconomics analyzes consumer behavior, helping to understand and promote sustainable consumption patterns. 7.Goal 17: Partnerships for the Goals – Microeconomic analysis can support collaborations between various stakeholders to address economic challenges and promote sustainable development. By examining individual choices and market dynamics, students can gain insights into how microeconomic principles can be applied to advance sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110403 | Teori Investasi | Investment Theory | An Investment Theory course delves into the principles and practices of investing in financial markets. It covers key concepts such as risk and return, portfolio theory, asset pricing models, and the efficient market hypothesis. Students learn to evaluate different investment vehicles, including stocks, bonds, and derivatives, and explore strategies for asset allocation and diversification. The | 1.Goal 8: Decent Work and Economic Growth – Investment theory is crucial for understanding capital markets, asset allocation, and risk management, all of which drive economic growth and job creation. 2.Goal 9: Industry, Innovation, and Infrastructure – Investments in infrastructure and technology are fundamental for sustainable industrialization and innovation, making this goal highly relevant. 3.Goal 10: Reduced Inequalities – The course can address how investment strategies can promote financial inclusion and equitable access to capital for underserved communities. 4.Goal 12: Responsible Consumption and Production – Understanding sustainable investing and socially responsible investment (SRI) strategies can encourage practices that promote responsible consumption and production. 5.Goal 13: Climate Action – Investment theory can include discussions on environmental risk assessment and the role of green finance in mitigating climate change. 6.Goal 17: Partnerships for the Goals – Investment strategies often involve collaboration between public and private sectors, fostering partnerships that support sustainable development initiatives. By examining how investments influence economic, social, and environmental outcomes, students can gain insights into the role of investment theory in achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110503 | Aljabar Linier Elementer | Elementary Linear Algebra | An Elementary Linear Algebra course introduces students to the fundamental concepts and techniques of linear algebra. Topics typically include vectors, matrices, systems of linear equations, determinants, eigenvalues, and eigenvectors. The course emphasizes the practical applications of linear algebra in various fields, such as engineering, computer science, and economics. Students learn to solve problems using matrix operations, understand vector spaces, and apply concepts like | 1.Goal 4: Quality Education – Linear algebra is foundational in many disciplines, promoting critical thinking and problem-solving skills that enhance educational outcomes. 2.Goal 8: Decent Work and Economic Growth – The course equips students with analytical skills applicable in economics, finance, and data analysis, contributing to economic growth and job readiness. 3.Goal 9: Industry, Innovation, and Infrastructure – Linear algebra is essential in engineering, computer science, and technology, supporting innovation and the development of resilient infrastructure. 4.Goal 10: Reduced Inequalities – Understanding data analysis techniques, including those involving linear algebra, can help in addressing issues related to inequality through informed policy-making and research. 5.Goal 12: Responsible Consumption and Production – Linear algebra can be applied in optimization problems related to resource allocation and efficient production processes. 6.Goal 17: Partnerships for the Goals – The collaborative nature of many projects involving linear algebra (e.g., in data science and research) can foster partnerships across disciplines and sectors. While the course may be primarily mathematical, its applications in various fields can support efforts toward achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08110603 | Teori Probabilitas | Probability Theory | A Probability Theory course provides a foundational understanding of the principles and mathematical concepts related to probability. Students explore topics such as sample spaces, events, conditional probability, random variables, and probability distributions (both discrete and continuous). The course covers key concepts like expectation, variance, the law of large numbers, and the central limit theorem. Emphasizing both theoretical foundations and practical applications, | 1.Goal 3: Good Health and Well-Being – Probability theory is crucial in healthcare for risk assessment, medical research, and understanding the spread of diseases, contributing to improved health outcomes. 2.Goal 4: Quality Education – Probability concepts are foundational in statistics and data analysis, promoting critical thinking and quantitative skills essential for quality education. 3.Goal 8: Decent Work and Economic Growth – Understanding probability can enhance decision-making in finance, economics, and business, supporting economic growth and job creation. 4.Goal 9: Industry, Innovation, and Infrastructure – Probability theory plays a role in risk assessment and management in various industries, aiding innovation and the development of resilient infrastructure. 5.Goal 10: Reduced Inequalities – Applications of probability in social sciences can help analyze and address issues related to inequality and resource distribution. 6.Goal 12: Responsible Consumption and Production – Probability models can be used to optimize resource use and improve sustainability practices in production processes. 7.Goal 13: Climate Action – Probability theory is essential in climate modeling and risk assessment related to environmental changes, aiding in climate action strategies. 8.Goal 17: Partnerships for the Goals – Collaborative research involving probability can foster partnerships across disciplines, enhancing collective efforts to address complex societal challenges. By equipping students with the tools to analyze uncertainty and make informed decisions, a course in probability theory supports various sustainable development initiatives. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130503 | Model Linear | Linear Model | A Linear Model course focuses on the development and application of linear models in statistical analysis. It covers essential concepts such as simple and multiple linear regression, model assumptions, and the interpretation of coefficients. Students learn how to assess model fit, perform hypothesis testing, and conduct diagnostics to ensure the validity of their models. The course emphasizes practical applications in fields like economics, social sciences, and data analysis, often utilizing statistical software for hands-on learning. By the end, students gain the skills to analyze | 1.Goal 3: Good Health and Well-Being – Linear models are widely used in healthcare research for analyzing relationships between variables, which can help improve health outcomes and inform public health decisions. 2.Goal 4: Quality Education – Understanding linear models is essential for data analysis in educational research, helping to assess educational outcomes and inform policy. 3.Goal 8: Decent Work and Economic Growth – Linear models can be applied in economics and labor studies to analyze employment trends and economic growth, supporting job creation and economic development. 4.Goal 9: Industry, Innovation, and Infrastructure – In engineering and technology, linear models help optimize processes and evaluate the impact of innovations on productivity and infrastructure. 5.Goal 10: Reduced Inequalities – Linear modeling can be used to analyze social issues, helping to identify and address disparities in income, access to resources, and opportunities. 6.Goal 12: Responsible Consumption and Production – Linear models can aid in optimizing resource use and improving sustainability practices in production processes. 7.Goal 13: Climate Action – Linear models are essential in environmental studies for analyzing climate data and assessing the impact of various factors on climate change. 8.Goal 17: Partnerships for the Goals – Collaborative research using linear models can enhance partnerships between academia, industry, and governments to tackle complex challenges. Through the application of linear models in various fields, students can gain insights that contribute to achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130603 | Kapita Selekta Aktuaria | Selected Chapters on Actuarial Science | A course on Selected Chapters in Actuarial Science delves into specific topics and advanced concepts relevant to the actuarial profession. It typically covers areas such as life insurance, health insurance, pension plans, and risk management. The course may also address statistical methods, financial mathematics, and regulatory frameworks that impact actuarial practice. Through case studies and real-world applications, students analyze complex scenarios and develop problem-solving skills. This course aims to deepen understanding of critical actuarial principles, preparing students for | 1.Goal 3: Good Health and Well-Being – Actuarial science plays a crucial role in health insurance and risk management within the healthcare sector, helping to improve health outcomes and access to services. 2.Goal 8: Decent Work and Economic Growth – The course can address economic modeling, insurance markets, and financial stability, all of which contribute to job creation and sustainable economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuaries assess risks related to infrastructure investments and technological innovations, supporting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – By exploring topics like microinsurance and financial inclusion, the course can focus on ways actuarial science can help reduce economic disparities. 5.Goal 12: Responsible Consumption and Production – Actuarial science can aid in evaluating the sustainability of business practices and promoting responsible resource management. 6.Goal 13: Climate Action – The course may cover topics related to environmental risk assessment and the financial implications of climate change, supporting climate action initiatives. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration between academia, industry, and government, fostering partnerships that support sustainable development. By focusing on these aspects, a course on actuarial science can help students understand the broader implications of their work in promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130703 | Manajemen Risiko Iklim | Climate Risk Management | A course on Climate Risk Management focuses on understanding and addressing the risks associated with climate change for businesses, governments, and communities. It covers topics such as climate science, risk assessment methodologies, adaptation and mitigation strategies, and the economic impacts of climate change. | 1.Goal 3: Good Health and Well-Being – Climate risk management addresses the health impacts of climate change, including heatwaves, disease spread, and air quality, contributing to better health outcomes. 2.Goal 11: Sustainable Cities and Communities – This goal focuses on making cities resilient to climate risks through effective planning, infrastructure development, and community engagement. 3.Goal 13: Climate Action – Directly related to this goal, the course explores strategies for mitigating and adapting to climate change, enhancing resilience, and reducing greenhouse gas emissions. 4.Goal 9: Industry, Innovation, and Infrastructure – Climate risk management involves assessing risks to infrastructure and promoting sustainable industrial practices that can withstand climate impacts. 5.Goal 12: Responsible Consumption and Production – Understanding the impacts of consumption and production patterns on climate risk can help promote more sustainable practices. 6.Goal 10: Reduced Inequalities – The course may address how climate change disproportionately affects vulnerable populations, highlighting the need for equitable risk management strategies. 7.Goal 17: Partnerships for the Goals – Effective climate risk management often requires collaboration among governments, businesses, and communities, emphasizing the importance of partnerships. By equipping students with the tools to assess and manage climate risks, the course supports various efforts toward achieving these sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130803 | Teori Kredibilitas | Credibility Theory | A course on Credibility Theory focuses on the statistical methods used to assess and predict risks in insurance and actuarial science. It explores the concepts of credibility and how they apply to setting premiums and reserves based on historical data. Topics typically include Bayesian approaches, the credibility formula, and various credibility models, such as the Bühlmann and Bühlmann-Straub | 1.Goal 3: Good Health and Well-Being – Credibility theory is important in health insurance, helping assess risk and set premiums, which can contribute to better healthcare access and outcomes. 2.Goal 8: Decent Work and Economic Growth – Understanding risk and uncertainty in financial markets can support economic stability, investment decisions, and job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Credibility theory helps in evaluating risks in various industries, fostering innovation and sustainable infrastructure development. 4.Goal 10: Reduced Inequalities – The theory can be applied to develop fairer insurance practices, enhancing access for underserved populations and reducing economic disparities. 5.Goal 12: Responsible Consumption and Production – Credibility theory can inform sustainable business practices by evaluating risks related to resource use and waste management. 6.Goal 13: Climate Action – The course may cover risk assessment related to climate change, aiding in the development of insurance products that address climate-related risks. 7.Goal 17: Partnerships for the Goals – Collaboration between actuaries, policymakers, and businesses is essential for effectively implementing credibility assessments, fostering partnerships for sustainable development. By focusing on these areas, a course in credibility theory can enhance understanding of risk management and its implications for sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130903 | Metodologi Penelitian | Research methodology | A Research Methodology course provides students with the foundational concepts and techniques for conducting research effectively. It covers qualitative and quantitative research methods, including data collection techniques, sampling methods, and data analysis strategies. Students learn to formulate research questions, design studies, and apply various research tools and methodologies appropriate for their fields. The course also addresses ethical considerations in research and the | 1.Goal 4: Quality Education – Research methodology is fundamental to academic inquiry and educational research, enhancing the quality and relevance of education. 2.Goal 3: Good Health and Well-Being – Research methods are crucial for health-related studies, enabling effective evaluation of healthcare interventions and policies. 3.Goal 10: Reduced Inequalities – Research can help identify and address social inequalities, providing insights for policies aimed at promoting equity and inclusion. 4.Goal 12: Responsible Consumption and Production – Methodological approaches can evaluate sustainable practices and resource management, informing better consumption and production patterns. 5.Goal 13: Climate Action – Research methodology is essential for studying climate change impacts and developing effective adaptation and mitigation strategies. 6.Goal 17: Partnerships for the Goals – Collaborative research methodologies can foster partnerships between academia, industry, and communities, enhancing collective efforts toward sustainable development. 7.Goal 16: Peace, Justice, and Strong Institutions – Research methods can be used to assess governance, human rights, and social justice issues, contributing to more effective institutions and policies. By equipping students with rigorous research skills, a course in research methodology supports efforts to address various challenges related to sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08131003 | Metode Bayesian | Bayesian Methods | A course on Bayesian Methods focuses on the principles and applications of Bayesian statistics, which provide a framework for updating probabilities as new evidence becomes available. Students learn about Bayes’ theorem, prior and posterior distributions, and the concept of likelihood. The course covers various topics, | 1.Goal 3: Good Health and Well-Being – Bayesian methods are widely used in medical research for clinical trials, epidemiology, and health outcome assessments, contributing to improved health interventions and policies. 2.Goal 4: Quality Education – The course can enhance educational research by applying Bayesian techniques to evaluate educational outcomes and improve teaching methods. 3.Goal 8: Decent Work and Economic Growth – Bayesian methods can inform economic modeling and risk assessment in business, supporting sustainable economic growth and job creation. 4.Goal 10: Reduced Inequalities – The flexibility of Bayesian methods allows for nuanced analyses of social issues, helping to identify and address inequalities in various contexts. 5.Goal 12: Responsible Consumption and Production – Bayesian techniques can optimize resource allocation and evaluate sustainability practices in production processes. 6.Goal 13: Climate Action – Bayesian methods are valuable in climate modeling and risk assessment, aiding in the development of strategies for climate adaptation and mitigation. 7.Goal 17: Partnerships for the Goals – Collaborative research involving Bayesian methods can enhance partnerships among researchers, policymakers, and practitioners to tackle complex issues effectively. By providing tools for rigorous analysis and uncertainty quantification, a course on Bayesian methods supports efforts to achieve various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08140102 | Seminar Proposal Skripsi Ilmu Aktuaria | Actuarial Science Thesis Proposal Seminar | An Actuarial Science Thesis Proposal Seminar is designed to guide students in developing and presenting their thesis proposals within the field of actuarial science. In this course, students learn to formulate research questions, identify relevant methodologies, and outline the significance of their proposed studies. They engage in peer discussions and receive feedback from faculty and fellow students, enhancing their research design and presentation skills. The seminar typically covers topics | 1.Goal 3: Good Health and Well-Being – Proposals may address health insurance models, risk management in healthcare, or strategies to improve health outcomes. 2.Goal 8: Decent Work and Economic Growth – Research can explore economic stability, job creation, and the role of insurance in fostering economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Students might propose projects that assess risks related to infrastructure investment and technological innovation, supporting sustainable industrial practices. 4.Goal 10: Reduced Inequalities – Research could focus on microinsurance or financial inclusion, aiming to provide access to insurance products for underserved populations. 5.Goal 12: Responsible Consumption and Production – Proposals might evaluate the sustainability of business practices, helping organizations manage resources responsibly. 6.Goal 13: Climate Action – Students may explore the financial implications of climate change and risk management strategies to mitigate its impacts. 7.Goal 17: Partnerships for the Goals – Proposals often involve collaborative research with industry or community partners, fostering partnerships for effective solutions. By encouraging students to connect their research to these goals, the seminar supports the application of actuarial science in addressing significant societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121603 | Proses Stokastik | Stochastic Process | A course on Stochastic Processes explores mathematical models that describe systems or phenomena that evolve over time in a probabilistic manner. Students learn about key concepts such as random walks, Markov chains, Poisson processes, and continuous-time processes. The course emphasizes both theoretical foundations and practical applications in fields such as finance, engineering, and telecommunications. Students develop skills in analyzing and modeling stochastic systems, understanding long-term behavior, | 1.Goal 3: Good Health and Well-Being – Stochastic processes are used in health-related research, such as modeling disease spread, patient outcomes, and healthcare operations, contributing to better health management. 2.Goal 4: Quality Education – The course can enhance educational research by applying stochastic models to evaluate and improve educational outcomes and resource allocation. 3.Goal 8: Decent Work and Economic Growth – Stochastic models are essential in finance and economics for risk assessment, investment strategies, and understanding market dynamics, which support economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – Stochastic processes can model uncertainties in engineering and infrastructure projects, promoting innovation and resilience in industrial practices. 5.Goal 10: Reduced Inequalities – Stochastic modeling can help analyze and address social issues, providing insights into economic disparities and resource distribution. 6.Goal 12: Responsible Consumption and Production – These models can evaluate variability in resource consumption and optimize production processes, aiding sustainable practices. 7.Goal 13: Climate Action – Stochastic processes are used in climate modeling and risk assessment related to environmental changes, supporting climate adaptation and mitigation efforts. 8.Goal 17: Partnerships for the Goals – Collaborative research involving stochastic methods can foster partnerships across disciplines, enhancing collective efforts to tackle complex challenges. By equipping students with tools to analyze uncertainty and variability, a course in stochastic processes supports various initiatives toward achieving sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121703 | Pembelajaran Mesin | Machine Learning | A Machine Learning course introduces students to the fundamental concepts and techniques used in the field of artificial intelligence and data analysis. Topics typically covered include supervised and unsupervised learning, neural networks, decision trees, support vector machines, and clustering algorithms. Students learn to preprocess data, build models, and evaluate their performance using | 1.Goal 3: Good Health and Well-Being – Machine learning is used in healthcare for predictive analytics, disease diagnosis, personalized medicine, and optimizing treatment plans, leading to improved health outcomes. 2.Goal 4: Quality Education – Machine learning techniques can enhance educational tools, enabling personalized learning experiences and improving educational outcomes through data analysis. 3.Goal 8: Decent Work and Economic Growth – Machine learning contributes to economic growth by optimizing business processes, improving decision-making, and driving innovation across industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Machine learning supports advancements in technology, manufacturing, and infrastructure development by enabling smarter systems and predictive maintenance. 5.Goal 10: Reduced Inequalities – Applications of machine learning can address social issues by analyzing data related to income distribution, access to services, and other inequalities, helping inform policies to promote equity. 6.Goal 12: Responsible Consumption and Production – Machine learning can optimize resource management, reduce waste, and promote sustainable practices in production processes. 7.Goal 13: Climate Action – Machine learning models can be used for climate predictions, monitoring environmental changes, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects involving machine learning can foster partnerships between academia, industry, and government to address complex global challenges. By equipping students with machine learning techniques, the course supports efforts to leverage data for sustainable development and informed decision-making across various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121903 | Metode Optimasi | Optimization Methods | A course on Optimization Methods focuses on mathematical techniques used to find the best solutions to problems with given constraints. Students learn about different types of optimization, including linear programming, nonlinear programming, integer programming, and dynamic programming. The course covers key concepts such as objective functions, feasible regions, and optimality conditions. | 1.Goal 2: Zero Hunger – Optimization methods can be used in agriculture to improve crop yields, optimize resource allocation, and enhance food distribution systems. 2.Goal 3: Good Health and Well-Being – These methods can help optimize healthcare delivery, resource allocation in hospitals, and the efficiency of health systems, improving patient outcomes. 3.Goal 4: Quality Education – Optimization techniques can enhance educational resource allocation, curriculum design, and scheduling, contributing to better educational outcomes. 4.Goal 8: Decent Work and Economic Growth – Optimization is crucial in various industries for improving efficiency, reducing costs, and enhancing productivity, which supports economic growth and job creation. 5.Goal 9: Industry, Innovation, and Infrastructure – Optimization methods are essential for designing and managing infrastructure projects, improving logistics, and promoting sustainable industrial practices. 6.Goal 10: Reduced Inequalities – These methods can help identify and implement strategies that address inequalities in resource distribution and access to services. 7.Goal 12: Responsible Consumption and Production – Optimization techniques can be applied to resource management, waste reduction, and sustainable production processes. 8.Goal 13: Climate Action – Optimization can support climate strategies by optimizing energy use, reducing emissions, and managing natural resources sustainably. 9.Goal 17: Partnerships for the Goals – Collaborative optimization projects can foster partnerships between various sectors, enhancing collective efforts to tackle complex challenges. By equipping students with optimization techniques, the course supports the application of mathematical and computational methods to achieve sustainable development goals across multiple sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130103 | Teori Risiko dan Simulasi | Risk Theory and Simulation | A course on Risk Theory and Simulation explores the principles of risk assessment and management through theoretical frameworks and computational techniques. Students learn about key concepts in risk theory, including probability distributions, risk measures, and the modeling of uncertain events. The course emphasizes the use of simulation methods, such as Monte Carlo simulation, to analyze complex systems and evaluate risk under various scenarios. Applications in finance, insurance, and | 1.Goal 3: Good Health and Well-Being – Risk theory is critical in healthcare for assessing risks related to patient outcomes, healthcare delivery, and insurance, which can improve health interventions. 2.Goal 8: Decent Work and Economic Growth – Understanding risk in financial markets and businesses helps to create strategies for economic stability, promoting job creation and growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Risk assessment and simulation are essential for evaluating risks in infrastructure projects, fostering innovation, and enhancing resilience. 4.Goal 10: Reduced Inequalities – The course can address how risk management practices can be designed to provide equitable access to insurance and financial services for underserved populations. 5.Goal 12: Responsible Consumption and Production – Risk assessment methods can be applied to evaluate sustainability practices in production processes, optimizing resource use. 6.Goal 13: Climate Action – Risk theory and simulation can be used to model climate-related risks, assess impacts, and develop strategies for climate adaptation and mitigation. 7.Goal 17: Partnerships for the Goals – Collaborative projects using risk simulation can enhance partnerships among academia, industry, and government, facilitating effective solutions to complex challenges. By equipping students with tools to analyze and manage risk, the course supports various initiatives aimed at achieving sustainable development goals across multiple sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130203 | Asuransi Kesehatan | Health Insurance | A course on Risk Theory and Simulation explores the principles of risk assessment and management through theoretical frameworks and computational techniques. Students learn about key concepts in risk theory, including probability distributions, risk measures, and the modeling of uncertain events. The course emphasizes the use of simulation methods, such as Monte Carlo simulation, to analyze | 1.Goal 3: Good Health and Well-Being – The course directly addresses health outcomes, exploring how health insurance can improve access to healthcare services, promote preventive care, and enhance overall health and well-being. 2.Goal 1: No Poverty – By providing financial protection against healthcare costs, health insurance can help prevent individuals and families from falling into poverty due to medical expenses. 3.Goal 10: Reduced Inequalities – Health insurance can promote equity in access to healthcare services, addressing disparities in health outcomes based on socioeconomic status, geography, or other factors. 4.Goal 4: Quality Education – The course may discuss health education initiatives that are critical for understanding health insurance options and promoting informed choices among populations. 5.Goal 8: Decent Work and Economic Growth – Health insurance contributes to a healthier workforce, which can enhance productivity and economic growth, while also promoting employee well-being. 6.Goal 9: Industry, Innovation, and Infrastructure – The course can explore innovations in health insurance models and technology, promoting sustainable practices in the healthcare industry. 7.Goal 17: Partnerships for the Goals – Collaborative approaches in health insurance can foster partnerships between governments, private sectors, and communities to enhance healthcare delivery and access. By focusing on these areas, a course in health insurance can equip students with knowledge and skills to promote sustainable health systems and contribute to the achievement of various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130303 | Teori Dana Pensiun | Pension Fund Theory | A course on Pension Fund Theory explores the principles and practices involved in managing pension funds and ensuring their financial sustainability. Students learn about the types of pension plans, including defined benefit and defined contribution schemes, as well as the regulatory and economic factors that influence pension fund operations. Key topics include actuarial valuation, investment strategies, | 1.Goal 1: No Poverty – Pension funds play a critical role in providing financial security in old age, helping to prevent poverty among retirees and ensuring a basic standard of living. 2.Goal 3: Good Health and Well-Being – Financial security in retirement can contribute to better health outcomes by reducing stress related to economic insecurity, allowing individuals to access healthcare and maintain a healthy lifestyle. 3.Goal 8: Decent Work and Economic Growth – Understanding pension fund theory supports sustainable economic growth by ensuring that individuals have adequate savings for retirement, contributing to a stable and productive workforce. 4.Goal 10: Reduced Inequalities – Pension funds can help address income disparities by providing financial support to individuals from various socioeconomic backgrounds, promoting equity in retirement income. 5.Goal 11: Sustainable Cities and Communities – Financial security in retirement can enhance community stability, enabling retirees to contribute to local economies and social networks. 6.Goal 12: Responsible Consumption and Production – Sustainable investment practices within pension funds can promote responsible consumption and production by directing capital towards environmentally and socially responsible projects. 7.Goal 17: Partnerships for the Goals – Collaboration among stakeholders in the pension fund sector, including governments, financial institutions, and communities, can enhance the effectiveness of retirement systems and promote sustainable development. By equipping students with knowledge of pension fund management and theory, the course supports efforts to achieve financial security and contribute to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08130403 | Komputasi Aktuaria | Actuarial Computing | A course on Actuarial Computing focuses on the computational techniques and software tools used in actuarial science for data analysis, modeling, and problem-solving. Students learn to utilize programming languages such as R, Python, or SAS to perform actuarial calculations and simulations. The course covers topics such as data manipulation, statistical modeling, and the development of algorithms for tasks like risk assessment and premium calculation. Emphasis is placed on practical applications in areas like life insurance, | 1.Goal 3: Good Health and Well-Being – Actuarial computing is crucial in health insurance modeling, risk assessment, and the evaluation of healthcare interventions, which can improve health outcomes. 2.Goal 8: Decent Work and Economic Growth – The course equips students with skills in data analysis and computational modeling that are essential for economic forecasting, risk management, and financial stability, all of which support economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Actuarial computing supports innovation in the insurance industry, including the development of new products and services that enhance financial resilience. 4.Goal 10: Reduced Inequalities – By developing models that can assess risks and create equitable insurance products, actuarial computing can help improve access to financial services for underserved populations. 5.Goal 12: Responsible Consumption and Production – Computational methods can optimize resource allocation in various sectors, including insurance, promoting sustainable practices. 6.Goal 13: Climate Action – Actuarial computing can be applied to model climate-related risks, evaluate the financial impacts of climate change, and support the development of insurance products for climate resilience. 7.Goal 17: Partnerships for the Goals – The collaborative nature of actuarial work often involves partnerships among academia, industry, and government, enhancing collective efforts to tackle complex societal challenges. By focusing on computational techniques and their applications in actuarial science, the course helps students develop skills that can contribute to the achievement of sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120903 | Pengantar Matematika Aktuaria | Introduction to Actuarial Mathematics | An Introduction to Actuarial Mathematics course provides students with the foundational concepts and techniques essential for understanding the actuarial profession. Topics typically covered include time value of money, interest theory, life tables, and the calculation of premiums and reserves for insurance products. | 1.Goal 3: Good Health and Well-Being – Actuarial mathematics is essential in health insurance and evaluating healthcare risks, contributing to improved health outcomes and access to medical services. 2.Goal 8: Decent Work and Economic Growth – The course equips students with skills to analyze financial products and risks, supporting economic stability and job creation in the financial sector. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding actuarial mathematics is crucial for assessing risks in various industries, including insurance and finance, which promotes innovation and resilience. 4.Goal 10: Reduced Inequalities – Actuarial models can help create equitable insurance products, improving access to financial services for marginalized populations and addressing disparities. 5.Goal 12: Responsible Consumption and Production – Actuarial mathematics can be applied to optimize resource management in insurance and other industries, promoting sustainable practices. 6.Goal 13: Climate Action – The course may cover the assessment of risks related to climate change, aiding in the development of insurance products that support climate resilience. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration between various sectors, including public and private entities, to develop effective solutions for risk management. By equipping students with foundational skills in actuarial mathematics, the course supports efforts to address significant societal challenges and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121003 | Matematika Aktuaria | c | An Actuarial Mathematics course delves deeper into the mathematical principles and techniques used in actuarial science. It covers advanced topics such as survival models, life contingencies, and the calculation of premiums, reserves, and benefits for various insurance products. Students learn to apply probability and statistical | 1.Goal 3: Good Health and Well-Being – Actuarial mathematics is crucial in health insurance, enabling the evaluation of healthcare risks and costs, which can lead to better health outcomes and access to services. 2.Goal 8: Decent Work and Economic Growth – The course provides skills for analyzing financial products and risks, supporting economic stability, job creation, and growth in the insurance and finance sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding actuarial mathematics aids in assessing risks in various industries, promoting innovation, and enhancing infrastructure resilience through effective risk management. 4.Goal 10: Reduced Inequalities – Actuarial models can be designed to create equitable insurance products, improving access to financial services for underrepresented and disadvantaged populations. 5.Goal 12: Responsible Consumption and Production – Actuarial mathematics can help optimize resource allocation and sustainability practices in business and insurance, contributing to responsible production. 6.Goal 13: Climate Action – The course may cover the assessment of climate-related risks and the development of insurance products that support climate adaptation and mitigation efforts. 7.Goal 17: Partnerships for the Goals – Actuarial work often involves collaboration among different sectors, including government, industry, and academia, to address complex risk management challenges. By providing students with essential skills in actuarial mathematics, the course supports initiatives that align with various sustainable development goals, enhancing the understanding of financial risks and their implications for society. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121103 | Matematika Keuangan Derivatif | Derivatives Financial Mathematics | A course on Derivatives Financial Mathematics focuses on the valuation and risk management of financial derivatives, such as options, futures, and swaps. Students learn key concepts, including the mechanics of derivatives markets, pricing models | 1.Goal 3: Good Health and Well-Being – While not directly related, understanding financial derivatives can aid in funding health initiatives and managing financial risks in healthcare systems. 2.Goal 8: Decent Work and Economic Growth – The course provides skills in pricing and managing financial derivatives, supporting economic stability and growth in financial markets and institutions, which can lead to job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Derivatives are essential for managing risks associated with investments in infrastructure and innovation, helping companies hedge against uncertainties. 4.Goal 10: Reduced Inequalities – By enabling companies and institutions to better manage risks, derivatives can contribute to financial stability, potentially reducing inequalities in access to financial markets. 5.Goal 12: Responsible Consumption and Production – Understanding financial derivatives can help businesses optimize their resources and manage risks effectively, promoting sustainable business practices. 6.Goal 13: Climate Action – Derivatives can be used to manage financial risks associated with climate change, such as carbon trading and hedging against environmental risks. 7.Goal 17: Partnerships for the Goals – Knowledge of financial derivatives can facilitate collaborations between sectors (e.g., public and private) to create innovative financial solutions for sustainability challenges. By equipping students with the knowledge of financial derivatives and their applications, the course supports efforts to achieve sustainable development goals through effective risk management and financial planning. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121203 | Analisis Data | Data analysis | A Data Analysis course provides students with the skills and techniques necessary to interpret and extract insights from data sets. Topics typically covered include descriptive statistics, inferential statistics, data visualization, and the use of statistical software tools (such as R or Python) for data manipulation and analysis. Students learn to formulate research questions, apply appropriate analytical methods, and present findings effectively. | 1.Goal 3: Good Health and Well-Being – Data analysis is crucial in healthcare for understanding patient outcomes, optimizing treatment protocols, and evaluating public health interventions, leading to improved health services. 2.Goal 4: Quality Education – Analyzing educational data can help assess student performance, improve teaching methods, and enhance educational outcomes, contributing to better learning environments. 3.Goal 8: Decent Work and Economic Growth – Data analysis supports economic modeling, workforce planning, and performance evaluation in businesses, driving economic growth and job creation. 4.Goal 10: Reduced Inequalities – By analyzing data related to income, access to services, and social indicators, data analysis can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Data analysis can be used to optimize urban planning, transportation systems, and resource allocation, contributing to more sustainable and livable communities. 6.Goal 12: Responsible Consumption and Production – Data-driven insights can promote sustainable practices in resource management, waste reduction, and production processes. 7.Goal 13: Climate Action – Analyzing environmental data is essential for understanding climate change impacts, modeling risks, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Data analysis fosters collaboration between sectors by providing evidence-based insights that can inform joint initiatives and partnerships for sustainable development. By equipping students with skills in data analysis, the course supports efforts to leverage data for informed decision-making and to address various challenges related to the SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121303 | Analisis Survival | Survival Analysis | A Survival Analysis course focuses on statistical methods for analyzing time-to-event data, commonly used in fields like medicine, epidemiology, and reliability engineering. Students learn key concepts such as censoring, survival functions, hazard functions, and the Kaplan-Meier estimator. The course covers various models, including the | 1.Goal 3: Good Health and Well-Being – Survival analysis is extensively used in healthcare research to study patient outcomes, treatment effectiveness, and mortality rates, leading to improved health interventions and policies. 2.Goal 4: Quality Education – The methodologies learned in survival analysis can enhance educational research, particularly in evaluating program effectiveness and understanding factors affecting student retention. 3.Goal 8: Decent Work and Economic Growth – In labor economics, survival analysis can be applied to study employment durations, job retention, and the impact of training programs on workforce stability. 4.Goal 10: Reduced Inequalities – By analyzing survival data across different populations, the course can highlight health disparities and inform policies aimed at reducing inequalities in healthcare access and outcomes. 5.Goal 11: Sustainable Cities and Communities – Survival analysis can be used to evaluate urban health issues, such as the impact of environmental factors on community health outcomes, contributing to more sustainable urban planning. 6.Goal 13: Climate Action – The course may explore the effects of climate-related factors on health outcomes, aiding in the understanding of how environmental changes influence mortality and morbidity. 7.Goal 17: Partnerships for the Goals – Collaborative research projects utilizing survival analysis can foster partnerships among academic institutions, healthcare providers, and policy makers to address complex health challenges. By equipping students with skills in survival analysis, the course supports efforts to improve health outcomes and inform public policy, contributing to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121403 | Asuransi Syariah | Sharia Insurance | A course on Sharia Insurance, or Takaful, explores the principles and practices of insurance that comply with Islamic law. Students learn about the fundamental concepts of Takaful, including mutual cooperation, risk sharing, and ethical investment practices. The course covers the regulatory framework governing Sharia insurance, | 1.Goal 1: No Poverty – Sharia insurance promotes financial inclusion and provides a safety net for individuals and families, helping to reduce poverty by protecting against unforeseen financial burdens. 2.Goal 3: Good Health and Well-Being – By offering health insurance products compliant with Sharia principles, Takaful can improve access to healthcare services and enhance health outcomes. 3.Goal 8: Decent Work and Economic Growth – Sharia insurance contributes to economic stability and job creation by providing risk management solutions for businesses and individuals, fostering economic growth. 4.Goal 10: Reduced Inequalities – Takaful aims to create equitable access to insurance services, particularly for underserved communities, thereby addressing inequalities in financial protection. 5.Goal 12: Responsible Consumption and Production – Sharia insurance emphasizes ethical investments and responsible business practices, encouraging sustainable consumption and production patterns. 6.Goal 13: Climate Action – Sharia-compliant insurance products can be designed to address environmental risks and promote sustainability, supporting climate resilience initiatives. 7.Goal 17: Partnerships for the Goals – Collaborative efforts in the Takaful sector can foster partnerships between financial institutions, communities, and governments to enhance access to financial services and promote sustainable development. By focusing on ethical finance and risk sharing, a course in Sharia insurance supports initiatives that align with various sustainable development goals, promoting social welfare and economic stability. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08121503 | Pengantar Model Risiko | Introduction to Risk Models | An Introduction to Risk Models course provides students with foundational knowledge of the various models used to assess and quantify risk in different contexts, such as finance, insurance, and operational risk management. The course covers key concepts such as probability distributions, risk measures, and model calibration. Students learn to develop and apply quantitative models to analyze risks, including market risk, credit risk, | 1.Goal 3: Good Health and Well-Being – Risk models are essential in healthcare for assessing risks related to patient outcomes, treatment effectiveness, and public health interventions, contributing to improved health services. 2.Goal 8: Decent Work and Economic Growth – Understanding risk models supports economic stability by helping businesses manage financial risks, thus promoting growth and job creation. 3.Goal 9: Industry, Innovation, and Infrastructure – Risk modeling is critical in assessing the viability of infrastructure projects, innovation initiatives, and managing risks in various industries. 4.Goal 10: Reduced Inequalities – By analyzing risks across different demographics, the course can help identify and address inequalities in access to financial services and healthcare. 5.Goal 12: Responsible Consumption and Production – Risk models can be applied to optimize resource management and sustainability practices in production processes. 6.Goal 13: Climate Action – Risk modeling can assess the impacts of climate change and inform strategies for mitigation and adaptation, contributing to climate resilience. 7.Goal 17: Partnerships for the Goals – Collaborative research and projects that utilize risk models can enhance partnerships between academia, industry, and governments to address complex challenges effectively. By equipping students with knowledge of risk modeling, the course supports efforts to address significant societal challenges and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120203 | Metode Statistika | Statistical Methods | A Statistical Methods course introduces students to the principles and techniques used for collecting, analyzing, and interpreting data. Topics typically covered include descriptive statistics, probability theory, hypothesis testing, confidence intervals, regression analysis, and analysis of variance (ANOVA). Students learn to apply statistical software for data analysis and to conduct various statistical tests relevant to their fields. The course emphasizes practical applications across disciplines such as business, social sciences, and health sciences, | 1.Goal 3: Good Health and Well-Being – Statistical methods are vital in healthcare research for analyzing clinical trials, public health data, and health outcomes, contributing to improved health services and interventions. 2.Goal 4: Quality Education – These methods can enhance educational research by assessing student performance, evaluating educational programs, and informing policy decisions to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports economic modeling, labor market research, and performance evaluation in businesses, fostering economic stability and growth. 4.Goal 10: Reduced Inequalities – By analyzing data related to income distribution, access to services, and social indicators, statistical methods can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Statistical methods can optimize urban planning, resource allocation, and community development, contributing to more sustainable and resilient cities. 6.Goal 12: Responsible Consumption and Production – Statistical analysis can promote sustainable practices by optimizing resource use, reducing waste, and improving production processes. 7.Goal 13: Climate Action – Statistical methods are essential for analyzing environmental data, understanding climate change impacts, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects utilizing statistical methods can foster partnerships between different sectors, enhancing collective efforts to tackle complex challenges. By equipping students with statistical skills, the course supports data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120303 | Pengantar Ekonomi Makro | Introduction to Macroeconomics | An Introduction to Macroeconomics course provides students with a foundational understanding of the economy as a whole. It covers key concepts such as gross domestic product (GDP), inflation, unemployment, fiscal and monetary policy, and international trade. Students learn to analyze economic indicators, understand the interactions between different sectors of the economy, and evaluate the impact of government policies on economic performance. The course emphasizes both theoretical frameworks and real-world applications, preparing students to understand current economic events and issues. By the end of the course, students gain critical analytical skills to assess economic trends and their implications for society. | 1.Goal 1: No Poverty – Macroeconomics examines factors influencing economic growth and income distribution, helping to identify strategies to reduce poverty and improve living standards. 2.Goal 3: Good Health and Well-Being – Economic policies discussed in the course can impact health systems and access to healthcare, influencing overall public health outcomes. 3.Goal 8: Decent Work and Economic Growth – The course covers employment, economic growth, and labor markets, emphasizing the importance of creating decent jobs and sustainable economic development. 4.Goal 10: Reduced Inequalities – Macroeconomic analysis can help identify disparities in income and wealth, informing policies aimed at reducing economic inequalities within and among countries. 5.Goal 11: Sustainable Cities and Communities – Understanding macroeconomic principles can guide urban planning and infrastructure development, promoting sustainable community growth. 6.Goal 12: Responsible Consumption and Production – The course can address how macroeconomic policies influence consumption patterns and resource use, encouraging sustainable production practices. 7.Goal 13: Climate Action – Macroeconomic analysis is critical for understanding the economic impacts of climate change and informing policies for sustainable development and environmental protection. 8.Goal 17: Partnerships for the Goals – Macroeconomic frameworks can support international cooperation and partnerships, fostering collaboration among countries to achieve sustainable development. By providing students with a foundational understanding of macroeconomic concepts, the course supports efforts to address various societal challenges and contributes to the achievement of sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120403 | Manajemen Portofolio | Portfolio Management | A Portfolio Management course focuses on the strategies and techniques used to manage investment portfolios effectively. Students learn about asset allocation, diversification, risk assessment, and performance evaluation. The course covers various investment vehicles, including stocks, bonds, mutual funds, and alternative investments, as well as the theories underpinning portfolio theory, such as the Capital Asset Pricing Model (CAPM) and Modern Portfolio Theory (MPT). Practical applications are emphasized, with students often using financial software to analyze and simulate portfolio performance. | 1.Goal 8: Decent Work and Economic Growth – Effective portfolio management supports economic growth by optimizing investment strategies, which can lead to job creation and overall economic stability. 2.Goal 9: Industry, Innovation, and Infrastructure – By directing capital to innovative projects and sustainable infrastructure, portfolio management can foster industrial development and technological advancement. 3.Goal 10: Reduced Inequalities – Portfolio management practices can help promote financial inclusion by encouraging investments in underserved communities and equitable financial products. 4.Goal 12: Responsible Consumption and Production – Ethical and sustainable investment strategies in portfolio management can promote responsible consumption and production practices within companies. 5.Goal 13: Climate Action – Portfolio managers increasingly consider environmental risks and opportunities, directing funds towards sustainable investments that support climate action and resilience. 6.Goal 17: Partnerships for the Goals – Collaborative investment approaches, such as public-private partnerships, can be fostered through effective portfolio management, enhancing efforts to achieve sustainable development. By equipping students with knowledge and skills in portfolio management, the course supports initiatives that align with various sustainable development goals, promoting sustainable finance and responsible investment practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120503 | Matematika Keuangan | Financial Mathematics | A Financial Mathematics course explores the mathematical techniques and models used to analyze and solve problems in finance. Topics typically covered include the time value of money, interest rates, annuities, bonds, and financial derivatives. Students learn to apply mathematical concepts to valuation, risk management, and investment analysis, often using tools like present value and future value calculations. The course may also introduce concepts related to portfolio theory and asset pricing models. Through practical examples and real-world applications, students develop a solid understanding of how mathematical principles underpin financial decision-making, equipping them for careers in finance, investment banking, or actuarial science. | 1.Goal 8: Decent Work and Economic Growth – Financial mathematics provides the tools to evaluate investment opportunities, manage risks, and make informed financial decisions, all of which support economic growth and job creation. 2.Goal 9: Industry, Innovation, and Infrastructure – By analyzing financial models and risk management strategies, financial mathematics can foster innovation and investment in sustainable infrastructure projects. 3.Goal 10: Reduced Inequalities – Understanding financial mathematics can help develop financial products that promote inclusion, providing underserved communities with access to credit and investment opportunities. 4.Goal 12: Responsible Consumption and Production – Financial models can optimize resource allocation and promote sustainable investment strategies, encouraging responsible consumption and production practices. 5.Goal 13: Climate Action – Financial mathematics can be applied to assess the financial implications of climate risks and support investments in renewable energy and other sustainable initiatives. 6.Goal 17: Partnerships for the Goals – Financial mathematics supports collaborative financial solutions, including public-private partnerships, which are essential for achieving sustainable development. By equipping students with the knowledge and skills in financial mathematics, the course fosters informed financial decision-making and supports initiatives that align with various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120602 | Pengantar Data Mining | Introduction to Data Mining | An Introduction to Data Mining course provides students with foundational knowledge and techniques for discovering patterns and extracting useful information from large data sets. Topics typically covered include data preprocessing, exploratory data analysis, classification, clustering, association rule mining, and predictive modeling. Students learn to use data mining tools and software to apply these techniques to real-world problems across various fields such as marketing, healthcare, and finance. The course emphasizes | 1.Goal 3: Good Health and Well-Being – Data mining techniques can analyze health data to identify trends, improve patient outcomes, and enhance public health strategies. 2.Goal 4: Quality Education – Data mining can be applied to educational data to assess student performance, optimize learning strategies, and improve educational systems. 3.Goal 8: Decent Work and Economic Growth – By analyzing labor market data and consumer behavior, data mining supports economic growth and helps businesses make informed decisions. 4.Goal 10: Reduced Inequalities – Data mining can identify disparities in access to resources and services, informing policies aimed at reducing inequalities in various sectors. 5.Goal 11: Sustainable Cities and Communities – Analyzing urban data can help optimize resource allocation, improve city planning, and promote sustainable community development. 6.Goal 12: Responsible Consumption and Production – Data mining can be used to optimize supply chains and promote sustainable practices in production and consumption. 7.Goal 13: Climate Action – By analyzing environmental data, data mining can support climate change research and inform strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Data mining facilitates collaborative projects among various stakeholders, providing insights that can enhance partnerships for sustainable development. By equipping students with skills in data mining, the course fosters data-driven decision-making and supports efforts to achieve various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120703 | Statistik Matematika | Mathematical Statistics | A Mathematical Statistics course focuses on the theoretical foundations of statistical methods and their applications. Students learn about key concepts such as probability distributions, statistical inference, estimation theory, hypothesis testing, and regression analysis. The course emphasizes the derivation and properties of statistical methods using mathematical principles, providing a rigorous understanding of concepts like the Central Limit Theorem and maximum likelihood estimation. Through problem-solving and theoretical exercises, students develop the skills to apply statistical techniques in various contexts. | 1.Goal 3: Good Health and Well-Being – Mathematical statistics is essential in healthcare research for analyzing clinical trials, epidemiological studies, and health outcomes, contributing to improved health interventions and policies. 2.Goal 4: Quality Education – Statistical methods can enhance educational research by assessing student performance, evaluating educational programs, and informing policy decisions to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports economic modeling, labor market research, and performance evaluation in businesses, promoting economic stability and growth. 4.Goal 10: Reduced Inequalities – By analyzing data related to income distribution, access to services, and social indicators, mathematical statistics can help identify and address inequalities, informing equitable policy development. 5.Goal 11: Sustainable Cities and Communities – Statistical methods can be applied to urban planning, resource allocation, and community development, contributing to more sustainable and resilient cities. 6.Goal 12: Responsible Consumption and Production – Statistical analysis can optimize resource management and sustainability practices in various industries, promoting responsible consumption. 7.Goal 13: Climate Action – Mathematical statistics plays a critical role in analyzing environmental data, understanding climate change impacts, and developing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative projects that utilize statistical methods can enhance partnerships among academia, industry, and governments to address complex challenges effectively. By equipping students with a strong foundation in mathematical statistics, the course supports data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | ILMU AKTUARIA | Kurikulum sarjana K-23 | 2023 | 23H08120803 | Analisis Runtun Waktu | Time Series Analysis | A Time Series Analysis course focuses on the statistical techniques used to analyze data points collected or recorded at specific time intervals. Students learn about key concepts such as trends, seasonality, autocorrelation, and stationarity. The course covers various models for time series forecasting, including autoregressive integrated moving average (ARIMA) models, exponential smoothing, and seasonal decomposition. Emphasis is placed on practical applications in fields like finance, economics, and environmental science, where understanding temporal patterns is crucial. Through hands-on projects and software tools, students develop the skills to analyze time series data, make forecasts, and interpret results effectively. By the end of the course, students are equipped to apply time series methods to real-world scenarios. | 1.Goal 3: Good Health and Well-Being – Time series analysis is used in healthcare for monitoring trends in diseases, patient outcomes, and the effectiveness of interventions, contributing to improved health strategies. 2.Goal 4: Quality Education – This analysis can help evaluate educational trends over time, assess program effectiveness, and inform policy decisions to enhance learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Time series methods are critical for economic forecasting, helping businesses and governments make informed decisions that promote economic growth and stability. 4.Goal 10: Reduced Inequalities – Analyzing economic or social trends over time can help identify disparities in access to resources and inform policies aimed at reducing inequalities. 5.Goal 11: Sustainable Cities and Communities – Time series analysis can be applied to urban data, such as traffic patterns and resource usage, helping optimize city planning and promote sustainable development. 6.Goal 12: Responsible Consumption and Production – By analyzing trends in consumption and production, time series methods can inform sustainable practices and resource management. 7.Goal 13: Climate Action – Time series data can help track climate change indicators, assess environmental trends, and inform policies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative research projects that utilize time series analysis can enhance partnerships across sectors, providing insights that support sustainable development initiatives. By equipping students with skills in time series analysis, the course fosters data-driven decision-making and contributes to various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110203 | Jaringan dan Komunikasi Data | Networking and Data Communications | The Networking and Data Communications course typically covers the principles and technologies that enable data exchange over networks. | 1.Goal 4: Quality Education – Effective networking and data communications are essential for providing access to educational resources, online learning platforms, and digital classrooms, promoting equitable education. 2.Goal 8: Decent Work and Economic Growth – Networking technologies support the digital economy, enabling businesses to operate efficiently and fostering job creation in the tech industry. 3.Goal 9: Industry, Innovation, and Infrastructure – Strong networking infrastructure is crucial for innovation and the development of smart industries, facilitating communication and collaboration. 4.Goal 10: Reduced Inequalities – Improved networking can enhance access to information and services for marginalized communities, helping to bridge the digital divide and promote financial inclusion. 5.Goal 11: Sustainable Cities and Communities – Smart city initiatives rely on robust networking and data communications to improve urban infrastructure, enhance public services, and promote sustainability. 6.Goal 12: Responsible Consumption and Production – Networking technologies can optimize resource management and supply chain efficiencies, contributing to sustainable production practices. 7.Goal 13: Climate Action – Data communications play a role in monitoring environmental conditions and supporting climate research, aiding efforts for climate adaptation and mitigation. 8.Goal 17: Partnerships for the Goals – Effective communication networks facilitate collaboration among governments, businesses, and communities, enhancing partnerships aimed at achieving sustainable development. By equipping students with knowledge and skills in networking and data communications, the course supports initiatives that align with various sustainable development goals and fosters the development of a more connected, sustainable world. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110103 | Algoritma dan Pemrograman | Algorithms and Programming | The Algorithms and Programming course focuses on the fundamental concepts of algorithm design and programming principles. | 1.Goal 4: Quality Education – Algorithms and programming skills can enhance educational tools and platforms, improving access to quality education through technology. 2.Goal 8: Decent Work and Economic Growth – Proficiency in programming and algorithms fosters innovation and supports job creation in the tech industry, driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Understanding algorithms is crucial for developing efficient systems and technologies that promote industrial innovation and infrastructure development. 4.Goal 10: Reduced Inequalities – Programming skills can help create applications and systems that promote inclusivity and accessibility, addressing inequalities in access to technology and information. 5.Goal 11: Sustainable Cities and Communities – Algorithms can optimize urban planning and resource management, contributing to the development of smart and sustainable cities. 6.Goal 12: Responsible Consumption and Production – Efficient algorithms can improve processes in various industries, promoting sustainable practices in production and resource use. 7.Goal 13: Climate Action – Algorithms can be used to model climate change, analyze environmental data, and develop solutions for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Programming facilitates collaborative tools and platforms that enable partnerships between different sectors, enhancing efforts to achieve sustainable development. By equipping students with skills in algorithms and programming, the course supports initiatives that align with various sustainable development goals, fostering innovation and technological advancement. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research and Seminar Results of Final Project Research | the Research and Seminar Results of Final Project Research course is designed to guide students through the process of conducting and presenting their final research projects. | 1.Goal 3: Good Health and Well-Being – Research projects in health fields can contribute to improving health outcomes and informing public health policies. 2.Goal 4: Quality Education – Research in education can identify effective teaching strategies and enhance educational practices, contributing to better learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Projects focused on economic research can analyze labor markets, promote entrepreneurship, and support policies for economic growth. 4.Goal 10: Reduced Inequalities – Research can identify social and economic disparities, informing policies aimed at reducing inequalities within communities and countries. 5.Goal 11: Sustainable Cities and Communities – Research on urban development can inform sustainable city planning, resource management, and community resilience. 6.Goal 12: Responsible Consumption and Production – Projects examining sustainable practices can promote responsible resource use and improve production processes across industries. 7.Goal 13: Climate Action – Research related to environmental issues can inform climate policies and contribute to strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Collaborative research efforts can foster partnerships among academic institutions, governments, and industry, enhancing collective impact on sustainable development. By focusing on the application and dissemination of research findings, the course supports efforts to address significant societal challenges and contributes to the achievement of various sustainable development goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Final Exam | The Thesis Writing and Final Exam course focuses on the essential skills and processes involved in completing a graduate-level thesis and preparing for the final examination. | 1.Goal 3: Good Health and Well-Being – Theses focused on health-related topics can contribute valuable insights into public health issues, treatment efficacy, and health policies. 2.Goal 4: Quality Education – Research in education can lead to improved teaching methods, curriculum development, and educational outcomes, enhancing overall quality in education. 3.Goal 8: Decent Work and Economic Growth – Theses addressing economic topics can provide analysis and recommendations for job creation, entrepreneurship, and economic policy. 4.Goal 10: Reduced Inequalities – Research that identifies social and economic disparities can inform policies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Theses that focus on urban studies can provide insights into sustainable development practices, urban planning, and community engagement. 6.Goal 12: Responsible Consumption and Production – Research on sustainability practices can contribute to knowledge about responsible resource use and efficient production processes. 7.Goal 13: Climate Action – Theses examining environmental issues can support efforts in climate change research and inform strategies for sustainability and resilience. 8.Goal 17: Partnerships for the Goals – Collaborative research projects can enhance partnerships between academic institutions, industry, and government, fostering collective efforts toward sustainable development. By emphasizing rigorous research and effective communication of findings, the course supports initiatives that align with various sustainable development goals and encourages the application of knowledge for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130703 | Proyek Perangkat Lunak | Software Projects | The Software Projects course focuses on the practical aspects of software development through collaborative projects. | 1.Goal 4: Quality Education – Software projects can develop educational tools and platforms, improving access to quality education and enhancing learning outcomes. 2.Goal 8: Decent Work and Economic Growth – The course fosters skills in software development that contribute to job creation and innovation in the tech industry, driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Software projects support the development of innovative solutions and infrastructure improvements, promoting industrial growth and technological advancement. 4.Goal 10: Reduced Inequalities – Projects can focus on developing accessible technologies that help bridge the digital divide and promote inclusivity for underserved communities. 5.Goal 11: Sustainable Cities and Communities – Software solutions can enhance urban planning, transportation systems, and resource management, contributing to more sustainable and livable cities. 6.Goal 12: Responsible Consumption and Production – Software can optimize resource management and improve supply chain efficiencies, promoting sustainable practices in various industries. 7.Goal 13: Climate Action – Software projects can analyze environmental data, model climate change scenarios, and support initiatives for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Collaborative software projects can enhance partnerships between various stakeholders, fostering collective efforts toward achieving sustainable development. By equipping students with skills in software development and project management, the course supports initiatives that align with various sustainable development goals, promoting innovation and social impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130803 | Fundamental ERP | ERP Fundamentals | The ERP Fundamentals course introduces students to the concepts and principles of Enterprise Resource Planning (ERP) systems. | 1.Goal 8: Decent Work and Economic Growth – ERP systems enhance business efficiency, which can lead to job creation, improved productivity, and economic growth. 2.Goal 9: Industry, Innovation, and Infrastructure – By promoting the integration of information and processes, ERP systems foster innovation and support the development of resilient industrial infrastructures. 3.Goal 10: Reduced Inequalities – ERP systems can help smaller businesses optimize operations, potentially leveling the playing field and reducing inequalities in access to resources. 4.Goal 12: Responsible Consumption and Production – ERP systems enable better resource management and supply chain optimization, promoting sustainable practices in production and consumption. 5.Goal 13: Climate Action – Through improved data management and reporting, ERP systems can help organizations monitor their environmental impact and enhance sustainability initiatives. 6.Goal 17: Partnerships for the Goals – ERP systems facilitate collaboration and data sharing across departments and organizations, strengthening partnerships and enhancing collective efforts toward sustainable development. By providing students with knowledge of ERP systems and their applications, the course supports initiatives that align with various sustainable development goals, promoting efficiency, sustainability, and economic growth. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130903 | Rekayasa Sistem Informasi Cerdas | Intelligent Information Systems Engineering | The Intelligent Information Systems Engineering course focuses on the design and development of intelligent systems that leverage data and algorithms to enhance decision-making and automation. | 1.Goal 4: Quality Education – Intelligent information systems can enhance educational tools and platforms, providing personalized learning experiences and improving access to quality education. 2.Goal 8: Decent Work and Economic Growth – The course fosters skills in developing intelligent systems that can lead to innovation, job creation, and improved efficiency in various industries. 3.Goal 9: Industry, Innovation, and Infrastructure – Intelligent systems drive technological advancement and support the development of resilient infrastructure, promoting industrial innovation. 4.Goal 10: Reduced Inequalities – By developing accessible technologies, intelligent information systems can help bridge the digital divide and promote inclusivity for underserved communities. 5.Goal 11: Sustainable Cities and Communities – Intelligent systems can improve urban planning, transportation, and resource management, contributing to sustainable and smart city initiatives. 6.Goal 12: Responsible Consumption and Production – These systems can optimize resource use and enhance supply chain efficiencies, promoting sustainable practices in production and consumption. 7.Goal 13: Climate Action – Intelligent information systems can analyze environmental data, support climate modeling, and aid in developing solutions for sustainability and climate resilience. 8.Goal 17: Partnerships for the Goals – Collaborative development of intelligent systems can enhance partnerships across sectors, fostering collective efforts toward achieving sustainable development. By equipping students with skills in intelligent information systems, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07131003 | Deep Learning | Deep Learning | The Deep Learning course provides an in-depth exploration of neural networks and their applications in various fields. | 1.Goal 3: Good Health and Well-Being – Deep learning can be applied in healthcare for tasks such as medical imaging analysis, predictive analytics, and personalized medicine, contributing to improved health outcomes. 2.Goal 4: Quality Education – Deep learning technologies can enhance educational tools, such as intelligent tutoring systems and adaptive learning platforms, improving access to quality education. 3.Goal 8: Decent Work and Economic Growth – The development of deep learning applications fosters innovation, leading to new job opportunities and economic growth in technology sectors. 4.Goal 9: Industry, Innovation, and Infrastructure – Deep learning supports advancements in various industries, including finance, manufacturing, and logistics, driving innovation and efficiency. 5.Goal 10: Reduced Inequalities – Deep learning can be utilized to analyze data that identify and address social disparities, promoting inclusivity and equitable access to resources. 6.Goal 11: Sustainable Cities and Communities – Applications of deep learning in urban planning and smart city initiatives can optimize transportation, energy use, and resource management, contributing to sustainable development. 7.Goal 12: Responsible Consumption and Production – Deep learning models can enhance supply chain efficiency and resource optimization, promoting sustainable practices in production and consumption. 8.Goal 13: Climate Action – Deep learning can be applied to climate modeling, environmental monitoring, and predictive analytics for climate resilience, aiding efforts in combating climate change. 9.Goal 17: Partnerships for the Goals – Collaborative projects utilizing deep learning can foster partnerships between academia, industry, and governments, enhancing efforts to achieve sustainable development. By equipping students with deep learning skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140102 | Penulisan dan Seminar Proposal Tugas Akhir | Final Project Proposal Writing and Seminar | The Final Project Proposal Writing and Seminar course guides students through the process of developing and presenting a proposal for their capstone or thesis projects. | 1.Goal 3: Good Health and Well-Being – Projects focused on health topics can contribute valuable insights and solutions for improving health outcomes and public health strategies. 2.Goal 4: Quality Education – Proposals in educational research can lead to improved teaching methods and learning experiences, enhancing the overall quality of education. 3.Goal 8: Decent Work and Economic Growth – Projects aimed at economic development can analyze labor markets and entrepreneurship, contributing to job creation and economic stability. 4.Goal 10: Reduced Inequalities – Research proposals that identify and address social and economic disparities can inform policies aimed at promoting inclusivity and equity. 5.Goal 11: Sustainable Cities and Communities – Proposals focusing on urban development can provide insights into sustainable practices and resource management in community planning. 6.Goal 12: Responsible Consumption and Production – Research aimed at sustainability can contribute to knowledge about efficient resource use and environmentally responsible production practices. 7.Goal 13: Climate Action – Projects addressing environmental issues can inform strategies for climate resilience and sustainability, aiding efforts to combat climate change. 8.Goal 17: Partnerships for the Goals – The seminar aspect encourages collaboration and partnership-building, fostering connections among students, faculty, and external stakeholders for collective impact. By focusing on the development and presentation of impactful project proposals, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140204 | Penelitian Tugas Akhir | Final Project Research | A “Final Project Research” course in a university typically involves students working on a significant research project as part of their degree requirements, usually in their final year. | 1.Goal 3: Good Health and Well-Being – Research projects focused on health can lead to improved health outcomes, public health interventions, and innovations in healthcare delivery. 2.Goal 4: Quality Education – Research in education can contribute to enhancing teaching practices, learning outcomes, and overall educational quality. 3.Goal 8: Decent Work and Economic Growth – Projects analyzing economic trends, labor markets, or entrepreneurship can support job creation and sustainable economic development. 4.Goal 10: Reduced Inequalities – Research that identifies social disparities can inform policies aimed at promoting inclusivity and reducing inequalities in access to resources. 5.Goal 11: Sustainable Cities and Communities – Research on urban issues can inform sustainable planning, resource management, and community development initiatives. 6.Goal 12: Responsible Consumption and Production – Projects focused on sustainability can contribute to better resource management and promote environmentally responsible practices in various industries. 7.Goal 13: Climate Action – Research addressing environmental challenges can inform strategies for climate mitigation and adaptation, supporting efforts to combat climate change. 8.oal 17: Partnerships for the Goals – Collaborative research can enhance partnerships among academia, industry, and government, fostering collective action toward sustainable development. By focusing on impactful research, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Defense | Thesis Writing is a university course that focuses on guiding students through the process of developing and writing a thesis or major research project. Undergraduate Defense refers to the formal presentation and examination of a student’s thesis or research project. During the defense, students present their findings to a committee, which may include faculty members and peers. | 1.Goal 3: Good Health and Well-Being – Theses addressing health-related topics can contribute to research that improves health outcomes and informs public health policies. 2.Goal 4: Quality Education – Research in educational contexts can enhance teaching methods, curriculum development, and overall educational quality, leading to better learning experiences. 3.Goal 8: Decent Work and Economic Growth – Theses focused on economic issues can provide valuable insights into job creation, entrepreneurship, and economic policies that promote growth. 4.Goal 10: Reduced Inequalities – Research that identifies and analyzes social disparities can inform strategies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Theses focused on urban studies can provide insights into sustainable development practices and resource management in cities. 6.Goal 12: Responsible Consumption and Production – Research on sustainability can lead to recommendations for more responsible resource use and sustainable production practices. 7.Goal 13: Climate Action – Theses examining environmental issues can support research aimed at understanding climate change and developing effective mitigation and adaptation strategies. 8.Goal 17: Partnerships for the Goals – The defense aspect encourages collaboration and discussion, fostering partnerships between students, faculty, and external stakeholders that can enhance collective efforts for sustainable development. By emphasizing the importance of rigorous research and effective communication of findings, the course supports initiatives that align with various sustainable development goals and encourages students to contribute positively to societal challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121803 | Machine Learning | Machine Learning | Machine Learning is a course that introduces students to the principles and techniques of machine learning, a subfield of artificial intelligence focused on the development of algorithms that enable computers to learn from and make predictions based on data. | 1.Goal 3: Good Health and Well-Being – Machine learning can be applied in healthcare for disease diagnosis, treatment personalization, and predictive analytics to improve health outcomes. 2.Goal 4: Quality Education – Machine learning algorithms can enhance educational tools, such as personalized learning platforms and intelligent tutoring systems, improving access to quality education. 3.Goal 8: Decent Work and Economic Growth – The development of machine learning applications fosters innovation, leading to job creation and increased efficiency in various industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Machine learning drives advancements in technology and industrial processes, supporting innovation and the development of resilient infrastructure. 5.Goal 10: Reduced Inequalities – Machine learning can be used to analyze data related to social disparities, helping to identify and address inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Applications in urban planning, traffic management, and resource allocation can make cities smarter and more sustainable. 7.Goal 12: Responsible Consumption and Production – Machine learning can optimize supply chains and resource management, promoting sustainability in production and consumption practices. 8.Goal 13: Climate Action – Machine learning can analyze environmental data, model climate change impacts, and support efforts for climate resilience and mitigation strategies. 9.Goal 17: Partnerships for the Goals – Collaborative projects utilizing machine learning can enhance partnerships across sectors, promoting shared insights and collective action toward sustainable development. By equipping students with machine learning skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130103 | Metodologi Penelitian dan Penulisan Ilmiah | Research Methodology and Scientific Writing | Research Methodology and Scientific Writing is a course designed to equip students with essential skills for conducting research and effectively communicating their findings. | 1.Goal 3: Good Health and Well-Being – Research methodologies can inform health studies, leading to improved health outcomes and public health strategies through evidence-based practices. 2.Goal 4: Quality Education – This course can enhance research in educational settings, contributing to better teaching methods, learning outcomes, and educational policies. 3.Goal 8: Decent Work and Economic Growth – Research methodologies applied in economic studies can provide insights into labor markets, entrepreneurship, and strategies for sustainable economic growth. 4.Goal 10: Reduced Inequalities – Research can identify social and economic disparities, informing policies aimed at reducing inequalities and promoting inclusivity. 5.Goal 11: Sustainable Cities and Communities – Research on urban issues can contribute to sustainable planning and development, optimizing resource use in communities. 6.Goal 12: Responsible Consumption and Production – Methodologies for studying sustainability practices can lead to more efficient resource management and environmentally responsible production. 7.Goal 13: Climate Action – Research focused on environmental challenges can provide insights into climate change, informing strategies for mitigation and adaptation. 8.Goal 17: Partnerships for the Goals – Emphasizing collaboration in research can foster partnerships between academic institutions, governments, and industry, enhancing collective efforts toward sustainable development. By equipping students with research and writing skills, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130203 | Manajemen Proyek Sistem Informasi | Information Systems Project Management | Information Systems Project Management is a course that focuses on the principles and practices involved in managing projects within the field of information systems. | 1.Goal 4: Quality Education – Effective management of educational technology projects can enhance learning environments and improve access to quality education. 2.Goal 8: Decent Work and Economic Growth – Project management skills foster innovation and efficiency in various sectors, leading to job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Managing information systems projects supports the development of robust infrastructure and promotes technological innovation in industries. 4.Goal 10: Reduced Inequalities – Well-managed projects can help ensure that technology solutions are accessible to underserved communities, promoting inclusivity and reducing disparities. 5.Goal 11: Sustainable Cities and Communities – Information systems projects can enhance urban planning, transportation, and resource management, contributing to the development of sustainable cities. 6.Goal 12: Responsible Consumption and Production – Project management in information systems can optimize resource use and improve efficiencies in production processes. 7.Goal 13: Climate Action – Information systems can be leveraged to monitor environmental impacts and support climate-related initiatives, helping organizations implement sustainable practices. 8.Goal 17: Partnerships for the Goals – Effective project management fosters collaboration among stakeholders, enhancing partnerships that drive collective efforts toward achieving sustainable development. By equipping students with skills in project management for information systems, the course supports initiatives that align with various sustainable development goals and promotes the effective use of technology for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130303 | Augmented and Virtual Reality | Augmented and Virtual Reality | Augmented and Virtual Reality is a course that explores the technologies, applications, and design principles behind augmented reality (AR) and virtual reality (VR) experiences. | 1.Goal 3: Good Health and Well-Being – AR/VR can be used in healthcare for simulations, training, and rehabilitation, improving health outcomes and patient care. 2.Goal 4: Quality Education – These technologies can enhance learning experiences through immersive educational tools, enabling interactive and engaging learning environments. 3.Goal 8: Decent Work and Economic Growth – The development of AR/VR applications fosters innovation and creates job opportunities in tech-related fields, driving economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – AR/VR technologies support advancements in various industries, including manufacturing, architecture, and entertainment, promoting innovation. 5.Goal 10: Reduced Inequalities – AR/VR can help create accessible environments for people with disabilities, promoting inclusivity and reducing barriers to information and experiences. 6.Goal 11: Sustainable Cities and Communities – These technologies can be used for urban planning, visualization of projects, and enhancing community engagement in sustainable practices. 7.Goal 12: Responsible Consumption and Production – AR/VR can be applied in training for sustainable practices and promoting responsible consumption behaviors through immersive experiences. 8.Goal 13: Climate Action – Virtual reality simulations can be used for environmental education and awareness, helping to model climate change impacts and foster sustainable behaviors. 9.Goal 17: Partnerships for the Goals – Collaborative projects in AR/VR can enhance partnerships across sectors, driving innovation and collective efforts toward sustainable development. By equipping students with skills in AR/VR technologies, the course supports initiatives that align with various sustainable development goals, fostering creativity, innovation, and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130403 | Business Intelligence | Business Intelligence | Business Intelligence is a course that focuses on the strategies and technologies used to analyze data and support decision-making in organizations. | 1.Goal 8: Decent Work and Economic Growth – Business intelligence tools enhance organizational efficiency, leading to job creation and sustainable economic growth through informed decision-making. 2.Goal 9: Industry, Innovation, and Infrastructure – The course fosters innovation by teaching students how to leverage data for improving processes, products, and infrastructure within industries. 3.Goal 10: Reduced Inequalities – Business intelligence can identify market trends and consumer behaviors that help address disparities, promote inclusivity, and enhance access to resources. 4.Goal 11: Sustainable Cities and Communities – Insights gained from business intelligence can inform urban planning and resource management, contributing to the development of sustainable communities. 5.Goal 12: Responsible Consumption and Production – Data analysis can promote efficient resource use and inform sustainable practices in production and supply chains. 6.Goal 13: Climate Action – Business intelligence tools can analyze environmental data, supporting strategies for climate mitigation and sustainable business practices. 7.Goal 17: Partnerships for the Goals – Business intelligence promotes collaboration among organizations and stakeholders, enhancing partnerships that drive collective efforts toward sustainable development. By equipping students with skills in data analysis and business intelligence, the course supports initiatives that align with various sustainable development goals, fostering informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130503 | Software Testing and Quality Assurance | Testing and Software Quality Assurance | Testing and Software Quality Assurance is a course that focuses on the methodologies and practices essential for ensuring the quality and reliability of software products. | 1.Goal 8: Decent Work and Economic Growth – High-quality software contributes to the efficiency and productivity of businesses, leading to job creation and sustainable economic growth. 2.Goal 9: Industry, Innovation, and Infrastructure – Effective testing and quality assurance improve software development processes, fostering innovation and enhancing infrastructure in various industries. 3.Goal 10: Reduced Inequalities – Ensuring software accessibility and usability can help bridge the digital divide, making technology more inclusive for underserved populations. 4.Goal 11: Sustainable Cities and Communities – Software applications used in urban planning, transportation, and resource management must be reliable; quality assurance supports the development of sustainable communities. 5.Goal 12: Responsible Consumption and Production – Quality assurance processes can lead to more efficient software that minimizes resource use and promotes sustainable production practices. 6.Goal 13: Climate Action – Software solutions that monitor environmental impacts or facilitate sustainable practices need rigorous testing to ensure effectiveness and reliability. 7.Goal 17: Partnerships for the Goals – Collaboration between software developers, testers, and stakeholders enhances partnerships that drive innovation and collective action toward sustainable development. By equipping students with skills in testing and quality assurance, the course supports initiatives that align with various sustainable development goals, promoting quality and reliability in technology solutions for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07130603 | Keamanan Sistem Informasi | Information Systems Security | Information Systems Security is a course that focuses on the principles, practices, and technologies used to protect information systems from threats and vulnerabilities. | 1.Goal 8: Decent Work and Economic Growth – Ensuring information security supports the stability of businesses and organizations, fostering economic growth and protecting jobs from cyber threats. 2.Goal 9: Industry, Innovation, and Infrastructure – Robust security measures are essential for the resilience of technological infrastructure, promoting innovation and industrial stability. 3.Goal 10: Reduced Inequalities – Information security can help protect sensitive data for marginalized communities, ensuring equitable access to digital services and safeguarding against exploitation. 4.Goal 11: Sustainable Cities and Communities – Secure information systems are critical for smart city initiatives, ensuring the safety of data used in urban planning and resource management. 5.Goal 12: Responsible Consumption and Production – Protecting information related to sustainable practices ensures that businesses operate responsibly and transparently in their production processes. 6.Goal 13: Climate Action – Information systems can be used to monitor and manage climate-related data; securing this data is vital for effective climate action and resilience. 7.Goal 16: Peace, Justice, and Strong Institutions – Information systems security directly contributes to building trust in institutions, protecting data privacy, and promoting justice in digital environments. 8.Goal 17: Partnerships for the Goals – Collaboration between organizations to improve cybersecurity can enhance partnerships that drive collective action toward sustainable development. By equipping students with skills in information systems security, the course supports initiatives that align with various sustainable development goals, fostering a safer and more secure digital environment for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121103 | Pemrograman Web Lanjutan | Advanced Web Programming | Advanced Web Programming is a course that delves into complex web development techniques and technologies, building on foundational programming skills. | 1.Goal 4: Quality Education – Advanced web applications can enhance online learning platforms, providing access to quality education and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – The skills acquired in this course can lead to job opportunities in the tech sector, driving economic growth and innovation. 3.Goal 9: Industry, Innovation, and Infrastructure – Web programming contributes to building resilient digital infrastructure and supports innovation in various industries through new applications and services. 4.Goal 10: Reduced Inequalities – Developing accessible web applications can help bridge the digital divide, ensuring that underserved communities can access online services and resources. 5.Goal 11: Sustainable Cities and Communities – Web applications can be used to promote community engagement, smart city initiatives, and resource management, contributing to sustainable urban development. 6.Goal 12: Responsible Consumption and Production – Web programming can facilitate platforms that promote sustainable practices, responsible consumption, and transparency in production processes. 7.Goal 13: Climate Action – Web applications can be developed to monitor environmental impacts, raise awareness about climate issues, and support sustainability initiatives. 8.Goal 17: Partnerships for the Goals – Collaborative web projects can foster partnerships between organizations and communities, enhancing collective efforts to achieve sustainable development. By equipping students with advanced web programming skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121203 | Visualisasi Informasi | Information Visualization | Information Visualization is a course that teaches students how to effectively present complex data through visual means to enhance comprehension and communication. | 1.Goal 3: Good Health and Well-Being – Effective visualization of health data can enhance understanding of health trends and improve public health communication, leading to better health outcomes. 2.Goal 4: Quality Education – Information visualization tools can enhance educational materials, making complex data more understandable and improving learning experiences. 3.Goal 8: Decent Work and Economic Growth – Visualizing business data can drive insights that promote efficiency and innovation, contributing to economic growth and job creation. 4.Goal 10: Reduced Inequalities – By making data more accessible and understandable, visualization can help highlight inequalities and inform policies aimed at reducing disparities. 5.Goal 11: Sustainable Cities and Communities – Visualization of urban data can assist in planning and managing resources effectively, contributing to sustainable community development. 6.Goal 12: Responsible Consumption and Production – Information visualization can be used to promote transparency in supply chains and responsible consumption practices by clearly presenting data. 7.Goal 13: Climate Action – Effective visualization of environmental data can raise awareness about climate change, helping to communicate the urgency of action and support informed decision-making. 8.Goal 17: Partnerships for the Goals – Visualizing data can enhance collaboration among stakeholders, improving communication and fostering partnerships to achieve sustainable development goals. By equipping students with skills in information visualization, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121303 | Pemrograman Mobile | Mobile Programming | Mobile Programming is a course that focuses on the development of applications for mobile devices, covering both iOS and Android platforms. | 1.Goal 3: Good Health and Well-Being – Mobile applications can be developed for health monitoring, telemedicine, and wellness tracking, improving access to healthcare services and promoting better health outcomes. 2.Goal 4: Quality Education – Mobile learning apps can enhance access to educational resources, enabling flexible learning opportunities and improving educational outcomes. 3.Goal 8: Decent Work and Economic Growth – Skills gained in mobile programming can lead to job opportunities in the rapidly growing mobile app industry, driving economic growth and innovation. 4.Goal 9: Industry, Innovation, and Infrastructure – Mobile technology fosters innovation in various sectors, enhancing services and infrastructure through improved connectivity and applications. 5.Goal 10: Reduced Inequalities – Mobile applications can help bridge the digital divide by providing access to essential services and information for underserved populations. 6.Goal 11: Sustainable Cities and Communities – Mobile solutions can support smart city initiatives, improve urban planning, and enhance community engagement through localized applications. 7.Goal 12: Responsible Consumption and Production – Mobile apps can promote sustainable practices by providing information on responsible consumption and facilitating eco-friendly choices. 8.Goal 13: Climate Action – Mobile applications can be developed to raise awareness about climate issues, track environmental impacts, and support sustainable practices. 9.Goal 17: Partnerships for the Goals – Developing mobile applications can foster collaboration between organizations and communities, enhancing partnerships for collective action toward sustainable development. By equipping students with mobile programming skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121403 | Transformasi Digital | Digital Transformation | Digital Transformation is a course that explores the integration of digital technologies into all areas of business, fundamentally changing how organizations operate and deliver value to customers. | 1.Goal 4: Quality Education – Digital transformation can enhance educational delivery through e-learning platforms and digital resources, improving access and learning outcomes. 2.Goal 8: Decent Work and Economic Growth – Embracing digital technologies fosters innovation, efficiency, and job creation, driving economic growth across various sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Digital transformation promotes the development of resilient infrastructure and encourages innovation in industries through advanced technologies. 4.Goal 10: Reduced Inequalities – Digital solutions can help bridge the digital divide, ensuring that underserved communities gain access to services, information, and opportunities. 5.Goal 11: Sustainable Cities and Communities – Digital transformation can support smart city initiatives, enhancing urban planning, resource management, and community engagement. 6.Goal 12: Responsible Consumption and Production – Digital tools can optimize resource use and promote transparency in supply chains, supporting sustainable consumption and production practices. 7.Goal 13: Climate Action – Digital technologies can be leveraged to monitor environmental data, support climate action initiatives, and promote sustainable practices. 8.Goal 16: Peace, Justice, and Strong Institutions – Digital transformation can improve governance and public services, enhancing transparency, accountability, and citizen engagement. 9.Goal 17: Partnerships for the Goals – Digital transformation fosters collaboration between organizations, governments, and communities, enhancing partnerships to achieve sustainable development goals. By equipping students with knowledge and skills related to digital transformation, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121503 | Basis Data Lanjutan | Advanced Databases | Advanced Databases is a course that delves into complex database systems and advanced topics in database design, management, and optimization. | 1.Goal 3: Good Health and Well-Being – Advanced databases can support health informatics, improving data management in healthcare systems for better patient outcomes and research. 2.Goal 4: Quality Education – Educational institutions can use advanced database systems to manage learning resources, track student performance, and enhance educational delivery. 3.Goal 8: Decent Work and Economic Growth – Proficient database management contributes to business intelligence and analytics, driving economic growth and job creation through informed decision-making. 4.Goal 9: Industry, Innovation, and Infrastructure – Advanced databases support the infrastructure of industries by enabling efficient data storage, retrieval, and analysis, fostering innovation. 5.Goal 10: Reduced Inequalities – Databases can help collect and analyze data on social disparities, informing policies aimed at reducing inequalities in access to resources and services. 6.Goal 11: Sustainable Cities and Communities – Advanced databases can manage urban data, aiding in smart city initiatives and improving resource allocation for sustainable community development. 7.Goal 12: Responsible Consumption and Production – Databases can track and analyze data related to resource use and sustainability practices, promoting responsible consumption. 8.Goal 13: Climate Action – Advanced databases can be used to store and analyze environmental data, supporting climate change research and sustainability initiatives. 9.Goal 17: Partnerships for the Goals – Effective data management fosters collaboration among organizations, enhancing partnerships that drive collective action toward sustainable development. By equipping students with advanced skills in database management, the course supports initiatives that align with various sustainable development goals, promoting effective data use for societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121603 | Sistem Informasi Geografis | Geographic Information Systems | Geographic Information Systems (GIS) is a course that introduces students to the principles and applications of GIS technology for spatial data analysis and visualization. | 1.Goal 3: Good Health and Well-Being – GIS can be used to map health services, track disease outbreaks, and analyze health disparities, improving public health planning and outcomes. 2.Goal 4: Quality Education – GIS technologies can enhance educational programs, providing spatial context for learning and improving access to educational resources through mapping. 3.Goal 9: Industry, Innovation, and Infrastructure – GIS supports infrastructure planning and management, fostering innovation in industries by providing spatial analysis for decision-making. 4.Goal 10: Reduced Inequalities – GIS can identify and analyze social and economic disparities, helping to inform policies aimed at reducing inequalities in access to services and resources. 5.Goal 11: Sustainable Cities and Communities – GIS is essential for urban planning, land use management, and sustainable community development, helping to create livable and resilient cities. 6.Goal 12: Responsible Consumption and Production – GIS can analyze resource distribution and usage patterns, supporting sustainable practices in consumption and production. 7.Goal 13: Climate Action – GIS is used to model and analyze climate change impacts, helping to develop strategies for mitigation and adaptation. 8.Goal 15: Life on Land – GIS supports biodiversity conservation, land management, and ecosystem monitoring, contributing to the sustainable use of terrestrial ecosystems. 9.Goal 17: Partnerships for the Goals – GIS fosters collaboration between organizations and communities by providing a shared spatial framework for analysis and decision-making. By equipping students with skills in GIS, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through spatial analysis. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121703 | Pengantar Data Mining | Introduction to Data Mining | Introduction to Data Mining is a course that provides students with foundational knowledge and techniques for extracting meaningful patterns and insights from large datasets. | 1.Goal 3: Good Health and Well-Being – Data mining techniques can analyze health data to identify trends, improve patient care, and inform public health strategies. 2.Goal 4: Quality Education – Data mining can be applied to educational data to enhance learning outcomes, identify at-risk students, and improve educational policies. 3.Goal 8: Decent Work and Economic Growth – By extracting insights from business data, data mining supports decision-making that drives efficiency, innovation, and economic growth. 4.Goal 9: Industry, Innovation, and Infrastructure – Data mining enhances research and development in various industries by providing insights that inform product development and operational improvements. 5.Goal 10: Reduced Inequalities – Analyzing social data can highlight disparities, informing policies and initiatives aimed at reducing inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Data mining can analyze urban data to support smart city initiatives, improving resource management and community planning. 7.Goal 12: Responsible Consumption and Production – Data mining can track consumption patterns and resource use, promoting more sustainable production and consumption practices. 8.Goal 13: Climate Action – Analyzing environmental data can support climate research, helping to model impacts and inform strategies for mitigation and adaptation. 9.Goal 17: Partnerships for the Goals – Data mining fosters collaboration by providing insights that can be shared among organizations and stakeholders, enhancing collective efforts toward sustainable development. By equipping students with skills in data mining, the course supports initiatives that align with various sustainable development goals, fostering informed decision-making and positive societal impact through data-driven insights. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120403 | Pemrograman Web | Web Programming | Web Programming is a course that introduces students to the fundamentals of creating dynamic and interactive web applications. | 1.Goal 4: Quality Education – Web programming skills can enhance online learning platforms, providing better access to educational resources and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – Proficiency in web programming can lead to job opportunities in the tech industry, fostering innovation and driving economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Web applications are critical for modern infrastructure, enabling innovative solutions in various sectors, including e-commerce, healthcare, and finance. 4.Goal 10: Reduced Inequalities – Developing accessible web applications can help bridge the digital divide, ensuring that underserved populations have access to essential services and information. 5.Goal 11: Sustainable Cities and Communities – Web solutions can support community engagement, urban planning, and resource management, contributing to sustainable city development. 6.Goal 12: Responsible Consumption and Production – Web applications can promote transparency and awareness regarding sustainable practices and responsible consumption behaviors. 7.Goal 13: Climate Action – Web programming can facilitate the creation of applications that track environmental data, raise awareness about climate issues, and support sustainability initiatives. 8.Goal 17: Partnerships for the Goals – Collaborative web projects can foster partnerships among organizations and communities, enhancing efforts to achieve sustainable development goals. By equipping students with web programming skills, the course supports initiatives that align with various sustainable development goals, promoting innovation and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120503 | Rekayasa Perangkat Lunak | Software Engineering | Software Engineering is a course that covers the principles and practices of designing, developing, and maintaining software systems. Students learn about the software development lifecycle, including requirements analysis, system design, implementation, testing, and deployment. The course emphasizes methodologies such as Agile, Scrum, and DevOps, as well as the importance of software documentation and project management. Through hands-on projects, students gain experience in programming languages, tools, and frameworks used in the industry. This course equips students with the skills needed to create reliable, efficient, and user-friendly software solutions, preparing them for careers in software development and engineering. | Goal 3: Good Health and Well-Being – Software engineering contributes to the development of healthcare applications and systems that improve patient care, health monitoring, and medical research. Goal 4: Quality Education – Educational software and e-learning platforms developed through software engineering enhance access to quality education and learning opportunities. 1.Goal 8: Decent Work and Economic Growth – The software industry creates jobs and drives economic growth through innovation, productivity, and the development of new technologies. 2.Goal 9: Industry, Innovation, and Infrastructure – Software engineering fosters innovation by enabling the creation of robust systems that support industrial processes and enhance infrastructure efficiency. 3.Goal 10: Reduced Inequalities – Well-designed software can provide access to services and information for marginalized communities, helping to reduce inequalities. 4.Goal 11: Sustainable Cities and Communities – Software solutions can aid in urban planning, resource management, and smart city initiatives, contributing to sustainable community development. 5.Goal 12: Responsible Consumption and Production – Software engineering practices can promote sustainability by designing applications that optimize resource use and support responsible consumption. 6.Goal 13: Climate Action – Software can be developed to analyze environmental data, support climate research, and facilitate sustainability initiatives. 7.Goal 16: Peace, Justice, and Strong Institutions – Software solutions can enhance governance, transparency, and accountability in institutions, contributing to stronger democratic processes. 8.Goal 17: Partnerships for the Goals – Collaborative software projects can enhance partnerships between organizations, communities, and governments, driving collective efforts toward sustainable development. By equipping students with software engineering skills, the course supports initiatives that align with various sustainable development goals, fostering innovation and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120603 | Sistem Operasi | Operating Systems | Operating Systems is a course that explores the fundamental concepts and principles behind operating systems, which manage computer hardware and software resources. | 1.Goal 4: Quality Education – Understanding operating systems is crucial for developing technology skills that enhance educational resources and e-learning platforms. 2.Goal 8: Decent Work and Economic Growth – Proficiency in operating systems contributes to the tech workforce, supporting job creation and economic growth through the development of efficient software and systems. 3.Goal 9: Industry, Innovation, and Infrastructure – Operating systems are essential for the development and management of robust infrastructures, enabling innovation in various sectors including telecommunications, manufacturing, and more. 4.Goal 10: Reduced Inequalities – Operating systems can support accessibility features, helping to create inclusive technologies that reduce barriers for underserved populations. 5.Goal 11: Sustainable Cities and Communities – Efficient operating systems contribute to the functionality of smart city technologies, improving urban management and resource allocation. 6.Goal 12: Responsible Consumption and Production – Understanding resource management in operating systems can lead to more efficient use of hardware and energy, promoting sustainable production practices. 7.Goal 13: Climate Action – Efficient operating systems can optimize energy usage in data centers and other technologies, supporting efforts to reduce carbon footprints and promote sustainability. 8.Goal 17: Partnerships for the Goals – Collaborative projects involving operating systems can foster partnerships among academic institutions, industry, and governments, enhancing collective efforts toward sustainable development. By equipping students with knowledge of operating systems, the course supports initiatives that align with various sustainable development goals, promoting technological advancement and societal benefit. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120703 | Statistika dan Probabilitas | Statistics and Probability | Statistics and Probability is a course that introduces students to the fundamental concepts and techniques of statistical analysis and probability theory. Students learn how to collect, analyze, and interpret data, as well as how to make informed decisions based on statistical methods. Key topics include descriptive statistics, probability distributions, hypothesis testing, confidence intervals, and regression analysis. The course emphasizes the application of these concepts in real-world scenarios across various fields, helping students develop critical thinking and analytical skills. Through hands-on exercises and projects, students gain practical experience in using statistical software and tools for data analysis. | 1.Goal 3: Good Health and Well-Being – Statistics is crucial in public health for analyzing health data, tracking disease outbreaks, and evaluating the effectiveness of interventions. 2.Goal 4: Quality Education – Statistical methods can enhance educational research, improve assessment techniques, and inform policies to improve learning outcomes. 3.Goal 8: Decent Work and Economic Growth – Statistical analysis supports business intelligence, economic forecasting, and decision-making, driving efficiency and growth in various industries. 4.Goal 9: Industry, Innovation, and Infrastructure – Probability and statistics are essential for quality control, risk assessment, and optimization in manufacturing and infrastructure projects. 5.Goal 10: Reduced Inequalities – Statistical analysis can identify disparities in social, economic, and health outcomes, informing policies aimed at reducing inequalities. 6.Goal 11: Sustainable Cities and Communities – Statistics can be used to analyze urban data, support sustainable development initiatives, and improve resource management in cities. 7.Goal 12: Responsible Consumption and Production – Statistical tools can help track consumption patterns and assess the sustainability of production practices. 8.Goal 13: Climate Action – Statistical methods are critical for climate modeling, analyzing environmental data, and evaluating the impacts of climate change. 9.Goal 17: Partnerships for the Goals – Statistics facilitates collaboration among organizations by providing data-driven insights that inform collective actions toward sustainable development. By equipping students with skills in statistics and probability, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data analysis. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120803 | UI/UX | UI/UX | UI/UX Design is a course that focuses on the principles and practices of user interface (UI) and user experience (UX) design, emphasizing the creation of effective and engaging digital products | 1.Goal 3: Good Health and Well-Being – Designing intuitive health-related applications can improve user engagement and access to health services, enhancing overall well-being. 2.Goal 4: Quality Education – Effective UI/UX design can improve educational platforms, making learning resources more accessible and engaging for diverse learners. 3.Goal 8: Decent Work and Economic Growth – Quality user experiences contribute to business success and job creation in the tech industry, driving economic growth. 4.Goal 10: Reduced Inequalities – Inclusive design practices ensure that digital products are accessible to people with disabilities and underserved communities, helping to reduce inequalities. 5.Goal 11: Sustainable Cities and Communities – User-centered design can enhance community engagement platforms and smart city applications, improving urban living and resource management. 6.Goal 12: Responsible Consumption and Production – UI/UX design can promote sustainable practices by creating applications that encourage responsible consumption and transparency. 7.Goal 13: Climate Action – Well-designed interfaces can help users track their carbon footprint and engage with sustainability initiatives, fostering environmentally friendly behaviors. 8.Goal 17: Partnerships for the Goals – Effective UI/UX design can facilitate collaboration among stakeholders by providing intuitive platforms for communication and information sharing. By equipping students with skills in UI/UX design, the course supports initiatives that align with various sustainable development goals, fostering inclusive, engaging, and user-friendly digital experiences that contribute to societal well-being. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120903 | Pengantar Data Sains | Introduction to Data Science | Introduction to Data Science is a foundational course that explores the concepts, techniques, and tools used in the field of data science. Students learn about data collection, cleaning, and preparation, as well as exploratory data analysis and visualization methods. The course covers essential statistical techniques, machine learning basics, and programming skills using languages like Python or R. Emphasizing real-world applications, students engage in hands-on projects that involve analyzing datasets to derive meaningful insights. This course equips students with the foundational knowledge and skills necessary for further study or careers in data science, analytics, and related fields. | 1.Goal 3: Good Health and Well-Being – Data science can analyze health data to improve patient outcomes, track disease outbreaks, and optimize healthcare services. 2.Goal 4: Quality Education – Data science techniques can enhance educational assessments, improve learning outcomes, and inform educational policy through data-driven insights. 3.Goal 8: Decent Work and Economic Growth – Proficiency in data science supports business intelligence, optimizes operations, and drives innovation, contributing to economic growth and job creation. 4.Goal 9: Industry, Innovation, and Infrastructure – Data science enables industries to leverage data for innovation, efficiency, and improved infrastructure planning. 5.Goal 10: Reduced Inequalities – Data science can uncover social and economic disparities, informing policies aimed at reducing inequalities in access to resources and opportunities. 6.Goal 11: Sustainable Cities and Communities – Data analysis can support urban planning, resource management, and smart city initiatives, contributing to sustainable community development. 7.Goal 12: Responsible Consumption and Production – Data science can track consumption patterns, optimize resource use, and promote sustainable production practices. 8.Goal 13: Climate Action – Data science can analyze environmental data to support climate research, model impacts, and inform sustainability strategies. 9.Goal 17: Partnerships for the Goals – Data science fosters collaboration among organizations by providing insights that can inform collective action toward sustainable development. By equipping students with foundational skills in data science, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data-driven insights. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07121003 | Big Data | Big Data | Big Data is a course that explores the concepts, technologies, and analytical techniques used to process and analyze large and complex datasets that traditional data processing tools cannot handle. | 1.Goal 3: Good Health and Well-Being – Big data can be used to analyze health trends, improve patient care, track disease outbreaks, and support public health initiatives. 2.Goal 4: Quality Education – Analyzing educational data can help improve learning outcomes, inform policy decisions, and enhance access to educational resources. 3.Goal 8: Decent Work and Economic Growth – Big data analytics supports business intelligence, driving innovation and economic growth by optimizing operations and decision-making. 4.Goal 9: Industry, Innovation, and Infrastructure – Big data enables industries to innovate and improve efficiencies, supporting infrastructure development and sustainable industrialization. 5.Goal 10: Reduced Inequalities – Big data can identify social and economic disparities, helping inform policies aimed at reducing inequalities and improving access to resources. 6.Goal 11: Sustainable Cities and Communities – Analyzing urban data can enhance smart city initiatives, improve resource management, and promote sustainable community development. 7.Goal 12: Responsible Consumption and Production – Big data can help track consumption patterns and optimize supply chains, promoting more sustainable practices in production and consumption. 8.Goal 13: Climate Action – Big data analytics can support climate modeling, assess environmental impacts, and inform strategies for mitigation and adaptation. 9.Goal 17: Partnerships for the Goals – The collaborative nature of big data projects can enhance partnerships among organizations, fostering collective action toward sustainable development. By equipping students with skills in big data analytics, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through data-driven insights.1 |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110303 | Desain dan Analisis Algoritma | Design and Analysis of Algorithms | Design and Analysis of Algorithms is a course that focuses on the fundamental principles and techniques for creating efficient algorithms to solve computational problems. Students learn about various algorithmic strategies, including divide and conquer, dynamic programming, greedy algorithms, and graph algorithms. The course emphasizes the analysis of algorithm efficiency through time and space complexity, utilizing Big O notation. Through problem-solving exercises and programming assignments, students develop skills in designing, implementing, and evaluating algorithms. This course prepares students for advanced topics in computer science and equips them with the analytical skills needed for effective software development and optimization. | 1.Goal 3: Good Health and Well-Being – Algorithms can optimize healthcare processes, improve medical diagnostics, and analyze health data for better patient outcomes. 2.Goal 4: Quality Education – Algorithm design and analysis can enhance educational tools and platforms, improving access to quality learning resources and personalized education. 3.Goal 8: Decent Work and Economic Growth – Efficient algorithms drive productivity in various industries, fostering innovation and economic growth through improved decision-making and resource allocation. 4.Goal 9: Industry, Innovation, and Infrastructure – Algorithms are essential for optimizing logistics, manufacturing processes, and infrastructure management, supporting innovation and sustainable industrial practices. 5.Goal 10: Reduced Inequalities – Algorithms can help analyze data related to social disparities, informing policies aimed at reducing inequalities in access to services and opportunities. 6.Goal 11: Sustainable Cities and Communities – Algorithmic solutions can improve urban planning, resource management, and traffic optimization in smart city initiatives. 7.Goal 12: Responsible Consumption and Production – Algorithms can optimize supply chain processes and resource usage, promoting sustainability in production and consumption practices. 8.Goal 13: Climate Action – Algorithms can model environmental data and support climate change research, aiding in the development of effective mitigation strategies. 9.Goal 17: Partnerships for the Goals – Collaborative projects involving algorithm development can foster partnerships among organizations, enhancing collective efforts toward sustainable development. By equipping students with skills in designing and analyzing algorithms, the course supports initiatives that align with various sustainable development goals, promoting innovative solutions to complex problems across diverse sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110403 | Pemrograman Berorientasi Objek | Object-Oriented Programming | Object-Oriented Programming (OOP) is a course that introduces students to the principles and concepts of object-oriented programming, a programming paradigm based on the use of objects to represent data and behavior. | 1.Goal 4: Quality Education – OOP principles can enhance the development of educational software, providing more engaging and effective learning tools for students. 2.Goal 8: Decent Work and Economic Growth – Proficiency in OOP equips students with essential skills for the tech workforce, promoting job creation and economic growth in the software industry. 3.Goal 9: Industry, Innovation, and Infrastructure – OOP fosters innovation in software design, enabling the development of robust applications that support various industries and improve infrastructure. 4.Goal 10: Reduced Inequalities – Well-designed software applications can provide access to essential services for marginalized communities, helping to reduce inequalities. 5.Goal 11: Sustainable Cities and Communities – OOP can be applied to develop smart city applications and tools that enhance urban living and resource management. 6.Goal 12: Responsible Consumption and Production – Object-oriented design can lead to the creation of applications that promote sustainable practices and efficient resource use. 7.Goal 13: Climate Action – Software developed using OOP can facilitate climate data analysis and support environmental initiatives, contributing to climate action efforts. 8.Goal 17: Partnerships for the Goals – OOP encourages collaboration in software development, fostering partnerships between organizations and communities to address sustainable development challenges. By equipping students with skills in object-oriented programming, the course supports initiatives that align with various sustainable development goals, promoting innovative software solutions that have a positive impact on society. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110502 | Logika Komputer | Computer Logic | Computer Logic is a course that introduces the fundamental concepts of logic as it applies to computer science and digital systems. Students learn about boolean algebra, logic gates, and the principles of combinational and sequential circuits. The course covers topics such as truth tables, logical expressions, and the design and analysis of digital circuits. Emphasis is placed on understanding how logical operations underpin computer architecture and programming. Through practical exercises and projects, students gain hands-on experience in designing and implementing logic circuits, preparing them for further studies in computer engineering, digital design, and related fields. | 1.Goal 4: Quality Education – Understanding computer logic enhances critical thinking and problem-solving skills, which are essential for effective learning and teaching methods. 2.Goal 8: Decent Work and Economic Growth – Knowledge of computer logic is fundamental for careers in technology and engineering, supporting job creation and economic growth in these sectors. 3.Goal 9: Industry, Innovation, and Infrastructure – Computer logic is vital for developing reliable software and hardware systems, fostering innovation and improving industrial processes. 4.Goal 10: Reduced Inequalities – Logic-based frameworks can help design inclusive technologies that ensure access to digital resources for underserved populations. 5.Goal 11: Sustainable Cities and Communities – Logic can be applied in urban planning and smart city technologies to optimize resource use and enhance community services. 6.Goal 12: Responsible Consumption and Production – Logical reasoning can lead to more efficient algorithms and systems that promote sustainable practices in consumption and production. 7.Goal 13: Climate Action – Computer logic can be utilized in modeling environmental data and supporting technologies aimed at climate change mitigation. 8.Goal 17: Partnerships for the Goals – Courses in computer logic can promote collaborative projects that engage multiple stakeholders, enhancing partnerships for sustainable development. By providing students with a strong foundation in computer logic, the course supports initiatives that align with various sustainable development goals, fostering skills that contribute to innovative problem-solving and societal progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07110602 | Pengantar Sistem Informasi | Introduction to Information Systems | Introduction to Information Systems is a foundational course that explores the role of information systems in organizations and their impact on business operations and decision-making. | 1.Goal 4: Quality Education – Information systems can enhance educational technologies, providing better access to resources and improving learning experiences. 2.Goal 8: Decent Work and Economic Growth – Information systems drive efficiency and productivity in businesses, contributing to job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – The course emphasizes how information systems support industrial processes, innovation, and the development of robust infrastructure. 4.Goal 10: Reduced Inequalities – Information systems can facilitate access to essential services and resources, helping to reduce inequalities in underserved communities. 5.Goal 11: Sustainable Cities and Communities – Information systems play a key role in smart city initiatives, improving urban planning, resource management, and community engagement. 6.Goal 12: Responsible Consumption and Production – Information systems can track and analyze consumption patterns, promoting sustainable practices in production and consumption. 7.Goal 13: Climate Action – Information systems can support environmental monitoring and data analysis, aiding in climate action efforts. 8.Goal 17: Partnerships for the Goals – The collaborative nature of information systems fosters partnerships among organizations, enhancing collective efforts toward achieving sustainable development. By equipping students with knowledge of information systems, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through technology. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120103 | Aljabar Linear | Linear Algebra | Linear Algebra is a foundational course that explores the concepts and techniques related to vector spaces, linear transformations, and matrices. Students learn about systems of linear equations, determinants, eigenvalues, and eigenvectors, as well as applications in various fields such as computer science, engineering, and economics. The course emphasizes both theoretical understanding and practical problem-solving skills, often including computational tools for matrix operations. Through exercises and projects, students develop the ability to analyze and manipulate linear systems, preparing them for more advanced studies in mathematics, data science, and related disciplines. | 1.Goal 4: Quality Education – Linear algebra is fundamental in many educational programs, helping students develop critical thinking and problem-solving skills applicable across disciplines. 2.Goal 8: Decent Work and Economic Growth – Skills in linear algebra are essential for careers in technology, finance, engineering, and data science, supporting job creation and economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Linear algebra techniques are used in optimizing industrial processes, enhancing infrastructure design, and driving innovation in various sectors. 4.Goal 10: Reduced Inequalities – Mathematical models informed by linear algebra can help analyze and address social inequalities, supporting policies aimed at equity. 5.Goal 11: Sustainable Cities and Communities – Linear algebra can be applied in urban planning and resource management, contributing to the development of sustainable cities. 6.Goal 12: Responsible Consumption and Production – Linear algebra methods can optimize supply chain logistics and resource allocation, promoting sustainability in production practices. 7.Goal 13: Climate Action – Linear algebra is used in climate modeling and environmental data analysis, aiding in the development of strategies for climate change mitigation. 8.Goal 17: Partnerships for the Goals – Collaborative projects using linear algebra can foster partnerships across disciplines and organizations, enhancing efforts toward sustainable development. By equipping students with skills in linear algebra, the course supports initiatives that align with various sustainable development goals, fostering analytical thinking and problem-solving capabilities that contribute to societal progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120203 | Pengantar Bisnis dan Manajemen | Introduction to Business and Management | Introduction to Business and Management is a foundational course that provides an overview of the key concepts, principles, and practices in the fields of business and management. | 1.Goal 4: Quality Education – Understanding business concepts contributes to quality education by preparing students for careers in various fields, promoting entrepreneurial skills and critical thinking. 2.Goal 8: Decent Work and Economic Growth – The course emphasizes the role of businesses in economic development, job creation, and fostering innovation, supporting economic growth. 3.Goal 9: Industry, Innovation, and Infrastructure – Business and management practices drive innovation and the development of resilient infrastructure, enhancing industrial processes. 4.Goal 10: Reduced Inequalities – Ethical management practices can promote diversity and inclusion within organizations, helping to reduce inequalities in the workplace. 5.Goal 11: Sustainable Cities and Communities – Businesses play a key role in community development and urban planning, contributing to sustainable city initiatives and responsible consumption. 6.Goal 12: Responsible Consumption and Production – The course addresses corporate social responsibility and sustainable business practices, promoting responsible consumption and production. 7.Goal 13: Climate Action – Understanding the impact of business decisions on the environment can lead to more sustainable practices and initiatives aimed at climate action. 8.Goal 17: Partnerships for the Goals – Business and management principles can foster partnerships between the private sector, government, and civil society, enhancing collaborative efforts toward achieving sustainable development. By equipping students with knowledge of business and management principles, the course supports initiatives that align with various sustainable development goals, promoting ethical practices and positive contributions to society. |
| MATEMATIKA DAN ILMU PENG. ALAM | SISTEM INFORMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H07120303 | Sistem Basis Data | Database Systems | Database Systems is a course that introduces students to the principles and practices of database design, management, and implementation. Students learn about relational database concepts, data modeling, normalization, and SQL (Structured Query Language) for querying and manipulating data. The course covers topics such as transaction management, data integrity, indexing, and database security. Through hands-on projects, students gain practical experience in designing and building databases, as well as optimizing their performance. This course equips students with the skills needed for careers in data management, software development, and data analysis, emphasizing the critical role of databases in modern applications. | Goal 3: Good Health and Well-Being – Database systems are essential for managing health records, analyzing medical data, and supporting healthcare decision-making, leading to improved health outcomes. Goal 4: Quality Education – Databases facilitate the management of educational resources, student data, and learning materials, enhancing access to quality education. Goal 8: Decent Work and Economic Growth – Proficiency in database management supports business intelligence and data analytics, driving productivity and economic growth across industries. Goal 9: Industry, Innovation, and Infrastructure – Database systems play a critical role in supporting data-driven decision-making, optimizing industrial processes, and fostering innovation. Goal 10: Reduced Inequalities – Efficient data management can help identify and address social disparities, informing policies aimed at reducing inequalities in access to resources and services. Goal 11: Sustainable Cities and Communities – Database systems can support urban planning and smart city initiatives by managing data related to infrastructure, transportation, and community resources. Goal 12: Responsible Consumption and Production – Databases can track consumption patterns and resource usage, promoting sustainable practices in production and supply chains. Goal 13: Climate Action – Database systems are vital for managing environmental data, supporting climate modeling, and facilitating research on climate change. Goal 17: Partnerships for the Goals – Collaborative data management projects can enhance partnerships among organizations, facilitating data sharing and collective action toward sustainable development. By equipping students with skills in database management, the course supports initiatives that align with various sustainable development goals, promoting informed decision-making and positive societal impact through effective data utilization. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110602 | Matematika Teknik | Engineering Mathematics | Engineering Mathematics is a foundational course that equips students with the mathematical techniques and concepts essential for engineering applications. The curriculum typically covers topics such as: | 1. SDG 4: Quality Education – By providing students with essential mathematical skills, these courses contribute to quality education and lifelong learning. 2. SDG 9: Industry, Innovation, and Infrastructure – Mathematics is crucial for developing new technologies and improving infrastructure, promoting sustainable industrialization. 3. SDG 11: Sustainable Cities and Communities – Mathematical modeling and optimization techniques are often used in urban planning and the development of sustainable communities. 4. SDG 13: Climate Action – Engineering Mathematics is essential for modeling climate systems, analyzing data, and developing solutions to mitigate climate change. 5. SDG 12: Responsible Consumption and Production – Techniques learned in these courses can help optimize resource use and minimize waste in production processes. 6. Through these connections, Engineering Mathematics plays a vital role in addressing complex global challenges and advancing sustainability initiatives. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142506 | Skripsi Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Research Thesis (LBE Housing and Settlement Environment) | The Final Research Thesis in the LBE (Landscape, Built Environment) Housing and Settlement Environment program focuses on an in-depth exploration of issues related to housing, urban design, and community development. Students are expected to identify a specific research question or problem within the context of housing and settlement environments, conduct thorough literature reviews, and employ appropriate research methodologies. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities inclusive, safe, resilient, and sustainable. Research on housing and settlement environments directly addresses urban development and planning challenges. 2. SDG 1: No Poverty – Ensuring access to adequate housing is vital for poverty alleviation. Research can explore affordable housing solutions and policies. 3. SDG 3: Good Health and Well-Being – The design and quality of housing significantly impact health outcomes. Research can assess how housing conditions influence physical and mental health. 4. SDG 7: Affordable and Clean Energy – Investigating sustainable building practices and energy-efficient housing contributes to this goal by promoting clean energy solutions. 5. SDG 13: Climate Action – Research can focus on climate-resilient housing and settlement strategies to mitigate the impacts of climate change. 6. SDG 15: Life on Land – Research on land use and sustainable settlement practices can contribute to the preservation of ecosystems and biodiversity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142606 | Skripsi Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Research Thesis (LBE Building Science and Technology) | The Final Research Thesis in the LBE (Landscape, Built Environment) Building Science and Technology program focuses on advanced topics related to the performance, sustainability, and innovation in building systems and materials. Students are tasked with selecting a specific research question or problem relevant to building science and conducting rigorous investigation. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and promoting sustainable industrialization, which is central to building science and technology. 2. SDG 11: Sustainable Cities and Communities – Research can address urban planning, building design, and the creation of sustainable living environments, contributing to inclusive and resilient cities. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building technologies and sustainable materials can support the transition to affordable, reliable, and clean energy in the construction sector. 4. SDG 13: Climate Action – Research on sustainable building practices and materials can help mitigate climate change impacts and promote climate resilience in the built environment. 5. SDG 12: Responsible Consumption and Production – This goal emphasizes sustainable resource use and waste reduction, which can be addressed through research into sustainable building practices and lifecycle assessments. 6. SDG 3: Good Health and Well-Being – Building design significantly affects occupants’ health and well-being. Research can explore indoor environmental quality, ventilation, and the use of non-toxic materials. By focusing on these areas, the thesis can contribute to advancing sustainable practices in the building sector and addressing broader environmental and social challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142706 | Skripsi Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Research Thesis (LBE Materials, Structures and Building Construction) | The Final Research Thesis in the LBE (Landscape, Built Environment) Materials, Structures, and Building Construction program involves a comprehensive investigation into the properties, performance, and applications of building materials and structural systems. Students select a specific research topic that addresses challenges or innovations in materials science, structural engineering, or construction techniques. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrialization, which is essential in materials science and structural engineering. 2. SDG 11: Sustainable Cities and Communities – Research in this area can focus on designing structures that are safe, resilient, and sustainable, contributing to urban development. 3. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and efficient construction practices can support responsible resource use and waste management in the building industry. 4. SDG 7: Affordable and Clean Energy – Research on energy-efficient building materials and construction techniques can contribute to reducing energy consumption in buildings. 5. SDG 13: Climate Action – Investigating materials and construction methods that mitigate climate change impacts or enhance climate resilience is vital for this goal. 6. SDG 3: Good Health and Well-Being – The quality of materials used in construction can significantly impact indoor air quality and overall health, making this an important area of study. By addressing these goals, the thesis can contribute to sustainable practices in construction and building materials, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141802 | Rencana Penelitian Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Research Plan for Final Research Project (LBE Materials, Structures and Building Construction) | The Research Plan for the Final Research Project in the LBE (Landscape, Built Environment) Materials, Structures, and Building Construction program is designed to help students formulate a comprehensive strategy for their capstone research. This course guides students in developing a clear and structured research plan that outlines their intended study. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and fostering innovation in materials and construction techniques. 2. SDG 11: Sustainable Cities and Communities – Research in this field can contribute to developing sustainable and resilient urban environments through better materials and construction practices. 3. SDG 12: Responsible Consumption and Production – Investigating sustainable materials, waste reduction, and efficient production methods supports responsible resource use in the construction industry. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient building materials and techniques contributes to achieving affordable and clean energy in construction. 5. SDG 13: Climate Action – Developing climate-resilient materials and construction practices helps mitigate climate change impacts. 6. SDG 3: Good Health and Well-Being – The choice of materials and construction methods affects indoor air quality and health, making this a crucial aspect of research. By focusing on these areas, the research plan can contribute to sustainable practices and innovations in the construction industry, addressing critical global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141906 | Skripsi Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Design Project Thesis (LBE Architectural Design) | The Final Design Project Thesis in the LBE (Landscape, Built Environment) Architectural Design program is a culminating course where students apply their design knowledge and skills to develop a comprehensive architectural project. This course emphasizes the integration of creativity, technical proficiency, and contextual understanding. | 1. SDG 11: Sustainable Cities and Communities – Architectural design directly impacts urban planning and the creation of inclusive, safe, resilient, and sustainable cities. 2. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization in architectural practices. 3. SDG 7: Affordable and Clean Energy – Research and design focusing on energy-efficient buildings contribute to the development of sustainable architecture and reduce energy consumption. 4. SDG 13: Climate Action – Architectural projects that incorporate climate-responsive design principles help mitigate the impacts of climate change and enhance resilience. 5. SDG 3: Good Health and Well-Being – The design of spaces can significantly affect the physical and mental health of occupants, emphasizing the importance of creating healthy living environments. 6. SDG 12: Responsible Consumption and Production – Architectural design can explore sustainable materials and construction methods, promoting responsible resource use and waste reduction. By addressing these goals, the thesis can contribute to sustainable architectural practices that enhance the built environment and address global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142006 | Skripsi Tugas Akhir Perancangan (LBE Teori dan Sejarah Arsitektur) | Final Thesis Design Project (LBE Theory and History of Architecture) | The Final Thesis Design Project in the LBE (Landscape, Built Environment) Theory and History of Architecture program focuses on a comprehensive exploration of architectural theory and historical contexts, culminating in a design project that reflects critical engagement with these themes. | 1. SDG 11: Sustainable Cities and Communities – Understanding architectural history and theory informs the development of sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – This goal is relevant as historical and theoretical insights can inspire innovative architectural practices and improve infrastructure. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can provide lessons on sustainable materials and methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – The design and organization of spaces throughout history impact well-being, making this a crucial aspect of architectural theory. 5. SDG 13: Climate Action – Historical approaches to architecture can offer insights into climate-responsive designs and sustainability practices that can be applied today. 6. SDG 4: Quality Education – Engaging with architectural theory and history promotes education and knowledge dissemination about sustainable practices and cultural heritage. By connecting architectural theory and history to these goals, the thesis can contribute to a deeper understanding of how architectural practices can foster sustainability and improve community well-being. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142106 | Skripsi Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Thesis Design Project (LBE Housing and Settlement Environment) | The Final Thesis Design Project in the LBE (Landscape, Built Environment) Housing and Settlement Environment program focuses on the comprehensive design and planning of housing and community spaces. This course allows students to apply theoretical knowledge to real-world challenges in housing and urban development. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, as it focuses on creating inclusive, safe, resilient, and sustainable urban environments, particularly through housing design and settlement planning. 2. SDG 1: No Poverty – Addressing affordable housing solutions contributes to poverty alleviation and ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The design of housing and settlements significantly impacts residents’ health and well-being, emphasizing the importance of quality living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions aligns with the goal of providing access to affordable and clean energy. 5. SDG 13: Climate Action – Projects that focus on sustainable housing practices can help mitigate climate change impacts and promote resilience in communities. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices supports responsible resource use and waste reduction in housing development. By focusing on these goals, the thesis can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142206 | Skripsi Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | Final Project Design Thesis (LBE Building Science and Technology) | The Final Project Design Thesis in the LBE (Landscape, Built Environment) Building Science and Technology program focuses on the application of scientific principles and technologies in the design of buildings and systems. This course enables students to explore innovative solutions to contemporary challenges in building performance and sustainability. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research in this field can contribute to creating sustainable and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building systems and technologies supports the goal of providing access to affordable, reliable, and clean energy. 4, SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and efficient construction practices promotes responsible resource use and waste management. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the thesis can contribute to advancing sustainable practices and innovations in the building industry, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142306 | Skripsi Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Thesis Design Project (LBE Materials, Structure and Building Construction) | The Final Thesis Design Project for LBE (Lightweight Building Elements) Materials, Structure, and Building Construction typically involves the application of theoretical knowledge to a practical design challenge. Students are expected to integrate principles of material science, structural engineering, and construction methods in developing innovative solutions for building elements. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization, which is central to materials and construction practices. 2. SDG 11: Sustainable Cities and Communities – Research in this area can contribute to developing safe, resilient, and sustainable urban environments through innovative materials and structural design. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient construction methods and materials supports the goal of ensuring access to affordable and clean energy in buildings. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction techniques promotes responsible resource use and waste reduction in the building sector. 5. SDG 13: Climate Action – Research on materials and construction practices that enhance climate resilience and reduce carbon footprints aligns with efforts to combat climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and construction methods can significantly affect indoor air quality and overall health, making this an important focus area. By addressing these goals, the thesis can contribute to sustainable practices and innovations in materials, structures, and construction, promoting a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05142406 | Skripsi Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Research Thesis (LBE Theory and History of Architecture) | The Final Research Thesis for LBE (Lightweight Building Elements) in the Theory and History of Architecture focuses on exploring architectural concepts, movements, and the evolution of building practices through a scholarly lens. Students are expected to engage deeply with historical contexts and theoretical frameworks related to lightweight construction and its significance in architecture. | 1. SDG 11: Sustainable Cities and Communities – Understanding architectural theory and historical context is essential for creating sustainable, inclusive, and resilient urban environments. 2.SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovative practices and improvements in infrastructure design and development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can provide valuable lessons on sustainable materials and construction methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – The design of spaces throughout history impacts well-being, emphasizing the importance of creating healthy living and working environments. 5. SDG 13: Climate Action – Analyzing historical responses to climate challenges in architecture can inform contemporary sustainable design practices. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education and knowledge dissemination about sustainable practices and cultural heritage. By connecting architectural theory and history to these goals, the thesis can contribute to a deeper understanding of how architectural practices can foster sustainability, enhance community well-being, and address global challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141102 | Acuan Perancangan Tugas Akhir (LBE Teori dan Sejarah Arsitektur) | Final Project Design Reference (LBE Theory and History of Architecture) | The Final Project Design Reference course for LBE (Lightweight Building Elements) in the Theory and History of Architecture is designed to guide students in the conceptualization and development of a design project rooted in historical and theoretical contexts. This course emphasizes the relationship between architectural theory and practical design, particularly focusing on lightweight materials and their impact on contemporary architecture. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities inclusive, safe, resilient, and sustainable. Understanding historical and theoretical perspectives in architecture is crucial for informed urban planning and development. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovation in building practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – The design and organization of spaces have historically impacted health and well-being, emphasizing the importance of creating environments that support mental and physical health. 5. SDG 13: Climate Action – Analyzing how historical architecture responded to climate and environmental challenges can inform current sustainable practices and climate-resilient design. 6. SDG 4: Quality Education – Engaging with the history and theory of architecture enhances educational outcomes and promotes knowledge of sustainable practices. By addressing these goals, the project can contribute to understanding how architectural theory and history inform sustainable design and urban development, ultimately enhancing the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141202 | Acuan Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Design Assignment Reference (LBE Housing and Settlement Environment) | The Final Design Assignment Reference course for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on the integration of lightweight construction principles within residential design. This course emphasizes sustainable, efficient, and innovative solutions for housing that respond to the needs of diverse communities. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, as it emphasizes creating inclusive, safe, resilient, and sustainable urban environments, particularly through effective housing design and settlement planning. 2. SDG 1: No Poverty – Addressing affordable housing solutions contributes to poverty alleviation by ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The design of housing and settlements significantly impacts residents’ health and well-being, highlighting the importance of creating quality living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions contributes to providing access to affordable and clean energy in residential settings. 5. SDG 13: Climate Action – Projects focused on sustainable housing practices can help mitigate the impacts of climate change and promote resilience in communities. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices supports responsible resource use and waste reduction in housing development. By connecting these goals to the assignment, the project can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141302 | Acuan Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | The Final Design Project Reference course for LBE (Lightweight Building Elements) in Building Science and Technology focuses on applying scientific principles and technological advancements to the design and construction of lightweight structures. This course emphasizes understanding the performance of materials and systems in real-world applications. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrial practices, which are central to building science and technology. 2. SDG 11: Sustainable Cities and Communities – Research in this field contributes to developing sustainable and resilient urban environments through innovative building technologies and design. 3. SDG 7: Affordable and Clean Energy – Exploring energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Investigating sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the project can contribute to advancing sustainable practices and innovations in building science and technology, fostering a more sustainable built environment. |
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| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141402 | Acuan Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Design Project Reference (LBE Building Science and Technology) | The Final Design Assignment Reference course for LBE (Lightweight Building Elements) in Materials, Structure, and Building Construction focuses on the practical application of materials and structural principles in the design of lightweight building systems. This course emphasizes innovation, efficiency, and sustainability in construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies. 2. SDG 11: Sustainable Cities and Communities – Research in this area contributes to developing sustainable, inclusive, and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building industry. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate climate change impacts. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect occupant health and well-being, highlighting the importance of creating healthy indoor environments. By addressing these goals, the project can contribute to sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141502 | Rencana Penelitian Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Project Research Plan (LBE Theory and History of Architecture) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in the Theory and History of Architecture guides students in formulating a structured research proposal that explores architectural theories and historical contexts related to lightweight construction. This course focuses on developing research skills and critical analysis in the field of architecture. | 1. SDG 11: Sustainable Cities and Communities – Understanding the historical and theoretical contexts of architecture is essential for creating sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights gained from architectural history can inspire innovative approaches to infrastructure development and building practices. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and construction methods, promoting responsible resource use. 4. SDG 3: Good Health and Well-Being – Analyzing how architectural designs have historically impacted health and well-being can inform contemporary practices that prioritize occupant health. 5. SDG 13: Climate Action – Examining historical responses to environmental challenges in architecture can provide insights into sustainable design practices for today. 6. SDG 4: Quality Education – Engaging with architectural theory and history promotes education about sustainable practices and cultural heritage. By connecting these goals to the research plan, the project can contribute to a deeper understanding of how architectural theory and history can inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141602 | Rencana Penelitian Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Project Research Plan (LBE Housing and Settlement Environment) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on developing a structured research proposal that examines the intersection of lightweight construction and housing within various settlement contexts. This course emphasizes the importance of understanding social, cultural, and environmental factors in residential design. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, making it highly relevant to housing and settlement research. 2. SDG 1: No Poverty – Addressing affordable housing solutions is essential for poverty alleviation and ensuring that everyone has access to adequate housing. 3. SDG 3: Good Health and Well-Being – The design and quality of housing significantly impact residents’ health, emphasizing the need for healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing solutions can contribute to providing access to affordable, reliable, and clean energy. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate climate change impacts and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By addressing these goals, the research plan can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141702 | Rencana Penelitian Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Project Research Plan (LBE Building Science and Technology) | The Final Project Research Plan course for LBE (Lightweight Building Elements) in Building Science and Technology focuses on developing a comprehensive research proposal that investigates the scientific principles and technological advancements related to lightweight construction. This course emphasizes the integration of building science with practical applications in the design and performance of buildings. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research in this area contributes to the development of sustainable, inclusive, and resilient urban environments through improved building design and technology. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the research plan can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140404 | Workshop Tugas Akhir Riset (LBE Bahan, Struktur dan Konstruksi Bangunan) | Research Final Project Workshop (LBE Materials, Building Structures and Construction) | The Research Final Project Workshop for LBE (Lightweight Building Elements) in Materials, Building Structures, and Construction is a hands-on course designed to support students in the development and execution of their final research projects. This workshop emphasizes the practical application of knowledge in materials and construction techniques while fostering collaboration and peer feedback. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in construction materials and techniques. 2. SDG 11: Sustainable Cities and Communities – Research in this area can contribute to the development of safe, resilient, and sustainable urban environments through effective use of materials and structures. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building structures and materials supports the goal of ensuring access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable building materials and construction practices promotes responsible resource use and waste reduction in the construction industry. 5. SDG 13: Climate Action – Researching climate-resilient materials and construction methods helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and structural design can significantly affect indoor air quality and the overall health of occupants. By addressing these goals, the workshop can contribute to sustainable practices and innovations in materials and construction, promoting a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140504 | Workshop Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Project Design Workshop (LBE Architectural Design) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Architectural Design is an intensive course aimed at guiding students through the process of developing a comprehensive architectural design project. This workshop focuses on integrating principles of lightweight construction, sustainability, and innovative design practices. | 1. SDG 11: Sustainable Cities and Communities – This goal is central to architectural design, focusing on creating inclusive, safe, resilient, and sustainable urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Architectural design contributes to innovative approaches in building practices and infrastructure development. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions support the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Researching and implementing sustainable materials and construction practices promotes responsible resource use and waste management. 5. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. 6. SDG 3: Good Health and Well-Being – Thoughtful design of spaces can significantly impact the health and well-being of occupants, emphasizing the importance of creating healthy environments. By focusing on these goals, the workshop can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140604 | Workshop Tugas Akhir Perancangan (LBE Teori dan Sejarah Arsitektur) | Final Project Design Workshop (LBE Theory and History of Architecture) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in the Theory and History of Architecture is a focused course designed to help students integrate theoretical knowledge and historical context into their architectural design projects. This workshop emphasizes critical thinking, research, and the application of architectural theories to contemporary design challenges. | 1. SDG 11: Sustainable Cities and Communities – Understanding the historical and theoretical context of architecture is essential for creating sustainable, inclusive, and resilient urban environments. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural theory and history can inspire innovative approaches to building practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – Examining how architectural designs have historically impacted health and well-being can inform current practices that prioritize occupant health. 5. SDG 13: Climate Action – Analyzing historical responses to environmental challenges in architecture can provide insights into sustainable design practices today. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education about sustainable practices and the cultural significance of architecture. By connecting these goals to the workshop, the project can contribute to a deeper understanding of how architectural theory and history inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140704 | Workshop Tugas Akhir Perancangan (LBE Perumahan dan Lingkungan Permukiman) | Final Project Design Workshop (LBE Housing and Settlement Environment) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Housing and Settlement Environment focuses on developing design solutions that address the unique challenges of housing within diverse settlement contexts. This workshop emphasizes practical application, community engagement, and sustainability in residential design. | 1. SDG 11: Sustainable Cities and Communities – This goal is directly relevant, focusing on creating inclusive, safe, resilient, and sustainable urban environments through effective housing and settlement design. 2. SDG 1: No Poverty – Addressing affordable housing solutions is crucial for poverty alleviation and ensuring access to adequate housing for all. 3. SDG 3: Good Health and Well-Being – The quality and design of housing significantly impact residents’ health, emphasizing the importance of creating healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing designs contributes to ensuring access to affordable and clean energy for residents. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate the impacts of climate change and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By focusing on these goals, the workshop can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140804 | Workshop Tugas Akhir Perancangan (LBE Sains dan Teknologi Bangunan) | Final Project Design Workshop (LBE Building Science and Technology) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Building Science and Technology is a practical course aimed at developing comprehensive design solutions that incorporate the principles of building science and technological innovations. This workshop emphasizes the integration of scientific understanding with design practices in lightweight construction. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in building technologies and practices. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to creating sustainable, inclusive, and resilient urban environments through effective building practices. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building industry. 5. SDG 13: Climate Action – Developing climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect occupant health and well-being, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the workshop can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140904 | Workshop Tugas Akhir Perancangan (LBE Bahan, Struktur dan Konstruksi Bangunan) | Final Project Design Workshop (LBE Materials, Structure and Building Construction) | The Final Project Design Workshop for LBE (Lightweight Building Elements) in Materials, Structure, and Building Construction is a hands-on course focused on developing innovative design solutions that emphasize the use of lightweight materials and efficient construction methods. This workshop aims to bridge theoretical knowledge with practical applications in building design and construction. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal focuses on building resilient infrastructure and promoting sustainable industrial practices, which are essential in materials and construction. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to developing safe, resilient, and sustainable urban environments through effective use of materials and structural design. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building structures and construction practices supports the goal of ensuring access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction methods promotes responsible resource use and waste reduction in the construction industry. 5. SDG 13: Climate Action – Researching climate-resilient materials and construction techniques helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The choice of materials and structural design can significantly affect indoor air quality and overall health, emphasizing the importance of creating healthy living environments. By focusing on these goals, the workshop can contribute to sustainable practices and innovations in materials, structures, and construction, fostering a more sustainable built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05141002 | Acuan Tugas Akhir Perancangan (LBE Perancangan Arsitektur) | Final Design Project Reference (LBE Architectural Design) | The Final Design Project Reference course for LBE (Lightweight Building Elements) in Architectural Design serves as a foundational guide for students developing their final design projects. This course emphasizes the integration of architectural theory, design principles, and lightweight construction techniques. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – Architectural design fosters innovation in building practices and contributes to the development of resilient infrastructure. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions supports the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – Researching sustainable materials and construction practices promotes responsible resource use and waste management in architecture. 5. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. 6. SDG 3: Good Health and Well-Being – Thoughtful design can significantly impact the health and well-being of occupants, emphasizing the importance of creating healthy environments. By focusing on these goals, the project can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131303 | Desain & Simulasi Energi Bangunan | Building Energy Design & Simulation | The Building Energy Design & Simulation course focuses on the principles and practices of designing energy-efficient buildings through advanced simulation techniques. This course equips students with the knowledge and tools necessary to analyze and optimize the energy performance of building systems. | 1. SDG 7: Affordable and Clean Energy – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. The course emphasizes energy-efficient design and renewable energy integration. 2. SDG 11: Sustainable Cities and Communities – By optimizing energy use in buildings, the course contributes to creating sustainable, resilient, and efficient urban environments. 3. SDG 13: Climate Action – Building energy design plays a crucial role in mitigating climate change by reducing greenhouse gas emissions through efficient energy use and renewable energy solutions. 4. SDG 9: Industry, Innovation, and Infrastructure – The course promotes innovation in building technologies and infrastructure development, focusing on sustainable energy practices. 5. SDG 3: Good Health and Well-Being – Energy-efficient buildings can improve indoor environmental quality, positively affecting the health and well-being of occupants. 6. SDG 12: Responsible Consumption and Production – The course encourages responsible use of resources and materials in building design, promoting sustainability in construction practices. By addressing these goals, the course contributes to advancing sustainable building practices and innovations in energy design and simulation. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131403 | Perancangan Ruang Dalam Lanjutan | Advanced Interior Design | The Advanced Interior Design course delves deeper into the principles and practices of interior design, focusing on innovative design solutions, material applications, and the integration of technology. This course is designed for students seeking to refine their skills and knowledge in creating functional and aesthetically pleasing interior environments. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, and sustainable urban environments, which includes thoughtful interior design that enhances community well-being. 2. SDG 3: Good Health and Well-Being – Interior design significantly impacts the health and well-being of occupants, focusing on creating healthy, comfortable, and aesthetically pleasing spaces. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient design principles and sustainable materials can support the goal of providing access to affordable and clean energy in buildings. 5. SDG 12: Responsible Consumption and Production – The course can promote sustainable practices in material selection and resource management, encouraging responsible consumption in interior design. 6. SDG 9: Industry, Innovation, and Infrastructure – Emphasizing innovative design solutions can contribute to sustainable industrial practices and resilient infrastructure in built environments. 7. SDG 13: Climate Action – Implementing environmentally friendly design strategies can help mitigate climate change by reducing energy consumption and promoting sustainable materials. By connecting to these goals, the course can contribute to promoting sustainability and innovation in interior design practices, ultimately enhancing the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131503 | Perancangan Furniture | Furniture Design | The Furniture Design course focuses on the principles and practices of designing functional, aesthetic, and innovative furniture. It combines theoretical knowledge with hands-on experience, encouraging students to explore various materials, techniques, and design philosophies. | 1. SDG 12: Responsible Consumption and Production – This goal emphasizes sustainable production and consumption patterns, encouraging the use of eco-friendly materials and responsible manufacturing practices in furniture design. 2. SDG 11: Sustainable Cities and Communities – Thoughtful furniture design contributes to creating functional, aesthetic, and sustainable living and working spaces, enhancing urban environments. 3. SDG 3: Good Health and Well-Being – Well-designed furniture can improve comfort and well-being in living and working environments, promoting physical and mental health. 4. SDG 9: Industry, Innovation, and Infrastructure – The course can foster innovation in furniture design and manufacturing processes, supporting sustainable industrial practices. 5. SDG 7: Affordable and Clean Energy – Encouraging energy-efficient manufacturing techniques and sustainable materials can contribute to reducing the carbon footprint of furniture production. 6. SDG 13: Climate Action – Designing with sustainability in mind can help mitigate climate change by promoting the use of renewable resources and environmentally friendly practices. By addressing these goals, the course can promote sustainable practices and innovations in furniture design, enhancing both environmental responsibility and user well-being. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130505 | Studio Perancangan Arsitektur 5 | Architectural Design Studio 5 | The Architectural Design Studio 5 course is an advanced studio class that focuses on complex design problems and integration of various architectural concepts. It encourages students to refine their design skills, engage in critical thinking, and apply advanced architectural theories to real-world projects. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – The studio encourages innovation in building practices and contributes to the development of resilient infrastructure. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient buildings and integrating renewable energy solutions support the goal of providing access to affordable and clean energy. 4. SDG 3: Good Health and Well-Being – Architectural design significantly impacts the health and well-being of occupants, emphasizing the importance of creating healthy, comfortable environments. 5. SDG 12: Responsible Consumption and Production – The studio can promote sustainable material selection and construction practices, encouraging responsible resource use. 6. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change in architectural projects. By addressing these goals, the course can contribute to innovative and sustainable architectural practices that enhance the built environment and address social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140104 | Workshop Tugas Akhir Riset (LBE Teori dan Sejarah Arsitektur) | Final Research Project Workshop (LBE Theory and History of Architecture) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Theory and History of Architecture is a specialized course designed to guide students through the research process for their final projects. This workshop focuses on connecting architectural theory and historical context with contemporary design practices. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, drawing on historical and theoretical contexts to inform contemporary practices. 2. SDG 9: Industry, Innovation, and Infrastructure – Insights from architectural history can inspire innovative approaches to infrastructure development and building practices. 3. SDG 12: Responsible Consumption and Production – Researching historical architectural practices can highlight sustainable materials and methods, promoting responsible resource use in contemporary design. 4. SDG 3: Good Health and Well-Being – Understanding how architectural designs have historically impacted health and well-being can inform current practices that prioritize occupant health. 5. SDG 13: Climate Action – Analyzing historical responses to environmental challenges in architecture can provide insights into sustainable design practices today. 6. SDG 4: Quality Education – Engaging with architectural theory and history fosters education about sustainable practices and cultural heritage. By connecting these goals to the workshop, the project can contribute to a deeper understanding of how architectural theory and history inform sustainable design and urban development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140204 | Workshop Tugas Akhir Riset (LBE Perumahan dan Lingkungan Permukiman) | Final Research Project Workshop (LBE Housing and Settlement Environment) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Housing and Settlement Environment is a specialized course designed to guide students in developing comprehensive research projects that focus on housing issues within various settlement contexts. This workshop emphasizes the intersection of design, social needs, and environmental factors. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to housing and settlement design. 2. SDG 1: No Poverty – Addressing affordable housing solutions is crucial for poverty alleviation and ensuring that everyone has access to adequate housing. 3. SDG 3: Good Health and Well-Being – The quality of housing and settlement design significantly impacts residents’ health, emphasizing the need for healthy living environments. 4. SDG 7: Affordable and Clean Energy – Researching energy-efficient housing designs contributes to ensuring access to affordable and clean energy for residents. 5. SDG 13: Climate Action – Focusing on sustainable housing practices can help mitigate the impacts of climate change and enhance community resilience. 6. SDG 12: Responsible Consumption and Production – Investigating sustainable building materials and practices promotes responsible resource use and waste reduction in housing development. By focusing on these goals, the workshop can contribute to innovative solutions for sustainable housing and settlements, addressing critical social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05140304 | Workshop Tugas Akhir Riset (LBE Sains dan Teknologi Bangunan) | Final Research Project Workshop (LBE Building Science and Technology) | The Final Research Project Workshop for LBE (Lightweight Building Elements) in Building Science and Technology is a focused course designed to assist students in developing and executing research projects that explore the principles and applications of building science in lightweight construction. This workshop emphasizes the integration of scientific methods and technological advancements in architectural design. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in construction practices and technologies. 2. SDG 11: Sustainable Cities and Communities – Research and design in this area contribute to creating sustainable, inclusive, and resilient urban environments through effective building science. 3. SDG 7: Affordable and Clean Energy – Investigating energy-efficient building systems and technologies supports the goal of ensuring access to affordable, reliable, and clean energy. 4. SDG 12: Responsible Consumption and Production – Exploring sustainable materials and construction practices promotes responsible resource use and waste management in the building sector. 5. SDG 13: Climate Action – Researching climate-resilient building technologies and practices helps mitigate the impacts of climate change. 6. SDG 3: Good Health and Well-Being – The design and technology used in buildings significantly affect the health and well-being of occupants, emphasizing the importance of creating healthy indoor environments. By addressing these goals, the workshop can contribute to advancing sustainable practices and innovations in building science and technology, enhancing the overall sustainability of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130603 | Arsitektur & Lingkungan Perilaku | Behavioral Architecture & Environment | The Behavioral Architecture & Environment course explores the relationship between architectural design, environmental factors, and human behavior. It examines how built environments influence psychological, social, and physical well-being, and how understanding these dynamics can inform more effective design practices. | 1. SDG 3: Good Health and Well-Being – This goal emphasizes the importance of creating environments that promote physical and mental health, which is central to understanding how architectural design influences behavior and well-being. 2. SDG 11: Sustainable Cities and Communities – Exploring how design affects social interactions and community engagement contributes to creating inclusive, safe, and sustainable urban environments. 3. SDG 4: Quality Education – The course can foster education on the impact of environmental design on behavior, promoting awareness and understanding of sustainable practices in architecture. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient design principles can lead to behaviors that promote the use of clean energy in built environments. 5. SDG 12: Responsible Consumption and Production – Understanding how user behavior affects resource consumption can inform sustainable design practices that encourage responsible use of materials and energy. 6. SDG 13: Climate Action – By studying how environmental design influences behaviors related to sustainability, the course can contribute to mitigating climate change impacts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130703 | Konservasi & Revitalisasi Arsitektur | Architectural Conservation & Revitalization | The Architectural Conservation & Revitalization course focuses on the principles and practices of preserving, restoring, and revitalizing historic buildings and urban environments. This course emphasizes the importance of maintaining cultural heritage while adapting structures for contemporary use. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which is central to the practice of conserving and revitalizing historic architecture. 2. SDG 4: Quality Education – Educating future architects and planners about the importance of preserving cultural heritage fosters understanding and appreciation of sustainable practices. 3. SDG 9: Industry, Innovation, and Infrastructure – Revitalizing existing structures can involve innovative approaches to infrastructure, supporting sustainable development and economic growth. 4. SDG 12: Responsible Consumption and Production – Emphasizing the reuse and adaptive reuse of buildings promotes responsible resource use and waste reduction. 5. SDG 13: Climate Action – Conservation practices can contribute to climate action by reducing the environmental impact associated with new construction and promoting energy-efficient retrofitting. 6. SDG 1: No Poverty – Revitalizing neighborhoods can improve local economies and provide affordable housing options, addressing poverty and enhancing quality of life. By connecting to these goals, the course can promote sustainable practices that preserve cultural heritage while addressing contemporary social and environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130803 | Tata Bangunan & Analisis Dampak Lingkungan | Building Design & Environmental Impact Analysis | The Building Design & Environmental Impact Analysis course focuses on the intersection of architectural design and environmental sustainability. It equips students with the skills to assess and minimize the ecological footprint of building projects through thoughtful design practices and impact evaluation. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to effective building design. 2. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient building design and the integration of renewable energy sources supports access to affordable and clean energy. 3. SDG 12: Responsible Consumption and Production – Analyzing the environmental impact of building materials and construction methods promotes responsible resource use and waste reduction. 4. SDG 13: Climate Action – Understanding the environmental impacts of building designs helps mitigate climate change through sustainable practices and resilient design. 5. SDG 3: Good Health and Well-Being – The course can explore how building design affects indoor environmental quality, promoting health and well-being for occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative design solutions and sustainable practices contributes to building resilient infrastructure. By addressing these goals, the course can promote sustainable building practices that minimize environmental impacts while enhancing the quality of life in urban environment |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130903 | Perumahan Ramah Lingkungan | Environmentally Friendly Housing | The Environmentally Friendly Housing course focuses on the principles and practices of designing and constructing sustainable residential buildings. It emphasizes eco-friendly design strategies, materials, and technologies that minimize environmental impact while enhancing occupant comfort and well-being. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to environmentally friendly housing. 2. SDG 1: No Poverty – Focusing on affordable and sustainable housing solutions contributes to poverty alleviation by ensuring access to adequate housing for all. 3. SDG 7: Affordable and Clean Energy – Promoting energy-efficient housing designs and the use of renewable energy sources supports the goal of providing access to affordable and clean energy. 4. SDG 12: Responsible Consumption and Production – This goal encourages sustainable building practices, including the use of eco-friendly materials and resource-efficient construction methods. 5. SDG 13: Climate Action – Environmentally friendly housing can help mitigate climate change by reducing energy consumption and carbon footprints through sustainable design practices. 6. SDG 3: Good Health and Well-Being – Designing healthy living environments can positively impact residents’ physical and mental health. By addressing these goals, the course can contribute to sustainable housing solutions that enhance quality of life while addressing environmental challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131003 | Teori Beton &Beton Bertulang | Concrete & Reinforced Concrete Theory | The Concrete & Reinforced Concrete Theory course provides a comprehensive understanding of the properties, behavior, and design principles of concrete and reinforced concrete structures. This course is essential for students in architecture, civil engineering, and construction management, focusing on both theoretical concepts and practical applications. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and promoting sustainable industrial practices, which is central to concrete technology. 2. SDG 11: Sustainable Cities and Communities – Understanding concrete and reinforced concrete applications contributes to creating safe, resilient, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – This goal encourages the use of sustainable materials and practices in concrete production, aiming to reduce waste and improve resource efficiency. 4. SDG 13: Climate Action – Exploring innovations in concrete technology, such as carbon capture or using alternative materials, can help reduce the environmental impact of concrete production and contribute to climate action. 5. SDG 3: Good Health and Well-Being – Safe and durable concrete structures contribute to the safety and health of communities by ensuring the longevity and stability of built environments. By addressing these goals, the course can promote sustainable practices and innovations in concrete technology that enhance the built environment while considering environmental impacts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131103 | Teori dan Desain Bangunan Tahan Gempa | Theory and Design of Earthquake Resistant Buildings | The Theory and Design of Earthquake Resistant Buildings course focuses on the principles and practices involved in designing structures that can withstand seismic forces. This course is essential for students in architecture and civil engineering, emphasizing both theoretical knowledge and practical application in earthquake-prone regions. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes making urban areas inclusive, safe, and resilient, particularly in the context of disaster risk reduction and building safety. 2. SDG 9: Industry, Innovation, and Infrastructure – Designing earthquake-resistant structures supports the development of resilient infrastructure that can withstand natural disasters. 3. SDG 13: Climate Action – While primarily focused on seismic events, understanding the impact of climate change on natural disasters, including earthquakes, can contribute to climate resilience in building design. 4. SDG 3: Good Health and Well-Being – Ensuring buildings are safe during seismic events protects the health and well-being of occupants by minimizing risks during earthquakes. 5. SDG 1: No Poverty – By enhancing the resilience of housing and infrastructure, communities can better withstand disasters, reducing economic losses and supporting poverty alleviation efforts. By addressing these goals, the course can contribute to creating safer, more resilient communities through innovative design and engineering practices. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05131203 | Desain & Simulasi Termal | Thermal Design & Simulation | The Thermal Design & Simulation course focuses on the principles and practices of thermal performance in buildings. It equips students with the knowledge and skills necessary to design energy-efficient structures that optimize heating, cooling, and overall thermal comfort. | 1. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient thermal design contributes to providing access to affordable, reliable, sustainable, and modern energy for all. 2. SDG 11: Sustainable Cities and Communities – Effective thermal design enhances the sustainability of urban environments, ensuring buildings are comfortable and energy-efficient. 3. SDG 12: Responsible Consumption and Production – Analyzing thermal performance promotes responsible resource use and waste reduction in building design and operation. 4. SDG 13: Climate Action – Understanding thermal dynamics and improving energy efficiency in buildings help mitigate climate change by reducing greenhouse gas emissions. 5. SDG 3: Good Health and Well-Being – Proper thermal design contributes to indoor comfort, positively affecting the health and well-being of occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative thermal technologies and practices supports the development of resilient infrastructure. By addressing these goals, the course can promote sustainable practices in building design that enhance energy efficiency and comfort while reducing environmental impact. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122803 | Perencanaan Lansekap Bangunan | Building Landscape Planning | The Building Landscape Planning course focuses on the integration of architecture and landscape design, emphasizing the role of outdoor spaces in enhancing the built environment. It explores strategies for designing landscapes that are functional, aesthetic, and sustainable. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to effective landscape planning. 2. SDG 15: Life on Land – Landscape planning contributes to the sustainable management of terrestrial ecosystems, promoting biodiversity and responsible land use. 3. SDG 3: Good Health and Well-Being – Well-designed landscapes can enhance public health and well-being by providing green spaces for recreation and relaxation. 4. SDG 13: Climate Action – Incorporating climate-resilient landscaping practices helps mitigate the impacts of climate change and supports environmental sustainability. 5. SDG 12: Responsible Consumption and Production – Sustainable landscape planning promotes the responsible use of resources and materials, encouraging practices that minimize waste and environmental impact. 6. SDG 9: Industry, Innovation, and Infrastructure – Integrating innovative landscape solutions can enhance infrastructure and urban design, making communities more resilient. By focusing on these goals, the course can contribute to creating sustainable landscapes that improve urban environments and support ecological health. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130102 | Permukiman Pesisir dan Kepulauan | Coastal and Island Settlements | The Coastal and Island Settlements course focuses on the unique characteristics, challenges, and opportunities of designing and planning communities in coastal and island environments. It explores the interactions between natural ecosystems, human activities, and sustainable development. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, and resilient urban environments, which is crucial for planning sustainable coastal and island communities. 2. SDG 14: Life Below Water – Sustainable settlement practices can help protect marine ecosystems and promote the sustainable use of ocean resources. 3. SDG 13: Climate Action – Coastal and island areas are particularly vulnerable to climate change. The course can address strategies for resilience and adaptation to climate-related impacts. 4. SDG 1: No Poverty – By focusing on sustainable development in coastal and island settlements, the course can help alleviate poverty through improved livelihoods and economic opportunities. 5. SDG 15: Life on Land – Addressing land use and conservation practices in coastal areas promotes the protection of terrestrial ecosystems and biodiversity. 6. SDG 3: Good Health and Well-Being – Sustainable settlements can improve public health outcomes by ensuring access to clean water, sanitation, and recreational spaces. By connecting to these goals, the course can contribute to developing sustainable practices that enhance the resilience and livability of coastal and island communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130404 | Struktur dan Konstruksi Bangunan 4 | Building Structure and Construction 4 | The Building Structure and Construction 4 course is an advanced study focusing on the principles and practices of building structures and construction methods. It emphasizes the integration of structural engineering concepts with architectural design, preparing students for complex building projects. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and fostering innovation in construction practices and materials. 2. SDG 11: Sustainable Cities and Communities – Understanding building structures contributes to creating inclusive, safe, resilient, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – This goal encourages sustainable practices in the use of materials and resources in construction, promoting waste reduction and efficiency. 5. SDG 13: Climate Action – The course can address how building structures can be designed to mitigate climate impacts and enhance resilience against natural disasters. 6. SDG 3: Good Health and Well-Being – Safe and durable building structures contribute to the health and safety of occupants and communities. 7. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient construction methods and materials can support access to affordable and clean energy. By focusing on these goals, the course can contribute to advancing sustainable practices in building structure and construction, enhancing the overall quality and resilience of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130305 | Studio Perancangan Arsitektur 4 | Architectural Design Studio 4 | The Architectural Design Studio 4 course is an advanced design studio that builds on previous architectural principles and practices, encouraging students to tackle complex design projects. This course focuses on integrating theory, technology, and sustainable design principles into the architectural process. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – The studio encourages innovative design solutions and sustainable infrastructure development, promoting resilience in the built environment. 3. SDG 3: Good Health and Well-Being – Architectural design can significantly impact the health and well-being of occupants by creating safe, comfortable, and accessible spaces. 4. SDG 7: Affordable and Clean Energy – The studio may focus on incorporating energy-efficient design principles and renewable energy solutions in architectural projects. 5. SDG 12: Responsible Consumption and Production – Emphasizing sustainable materials and construction practices encourages responsible resource use and waste management. 6. SDG 13: Climate Action – Incorporating climate-resilient design principles helps mitigate the impacts of climate change through thoughtful architectural solutions. By connecting to these goals, the course can promote sustainable architectural practices that enhance community resilience and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05130203 | Metode Penelitian dan Teknik Penulisan Ilmiah | Research Methods and Scientific Writing Techniques | The Research Methods and Scientific Writing Techniques course provides students with essential skills for conducting research and effectively communicating their findings. It is designed to equip students with both theoretical knowledge and practical tools for academic and professional writing. | 1. SDG 4: Quality Education – This goal emphasizes inclusive and equitable quality education and promotes lifelong learning opportunities, which is central to developing research skills and scientific literacy. 2. SDG 9: Industry, Innovation, and Infrastructure – Effective research methods can drive innovation and support the development of sustainable practices in various industries. 3. SDG 16: Peace, Justice, and Strong Institutions – Promoting transparency, accountability, and access to information through research can strengthen institutions and contribute to peaceful and inclusive societies. 4. SDG 3: Good Health and Well-Being – Research methods are crucial in the health sector for developing evidence-based practices that improve health outcomes. 5. SDG 12: Responsible Consumption and Production – Research contributes to understanding sustainable practices and resource management, which is vital for promoting responsible consumption. By addressing these goals, the course can enhance students’ abilities to conduct meaningful research and effectively communicate their findings, ultimately contributing to sustainable development across various fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121603 | Fotografi Arsitektur | Architectural Photography | The Architectural Photography course explores the techniques and principles involved in capturing the built environment through photography. It focuses on the aesthetic, technical, and conceptual aspects of photographing architecture, helping students develop their visual storytelling skills. | 1. SDG 11: Sustainable Cities and Communities – Architectural photography can highlight the importance of sustainable urban environments, showcasing innovative designs and community-focused architecture. 2. SDG 4: Quality Education – By promoting visual literacy and understanding of architectural spaces, the course can contribute to education in design and environmental awareness. 3. SDG 9: Industry, Innovation, and Infrastructure – Capturing architectural advancements and innovations helps promote resilient infrastructure and can inspire further innovation in the field. 5. SDG 12: Responsible Consumption and Production – Photography can promote awareness of sustainable building practices and materials, encouraging responsible consumption in architecture. 6. SDG 3: Good Health and Well-Being – By documenting spaces that enhance well-being, architectural photography can raise awareness of the impact of design on health and comfort. 7. SDG 13: Climate Action – Highlighting environmentally friendly buildings and sustainable practices can contribute to broader discussions on climate action within the architectural community. By connecting to these goals, the course can promote sustainable practices in architecture and enhance public understanding of the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121503 | Kuliah Kerja Lapangan (KKL) | Field Work Lectures (KKL) | The Field Work Lectures (KKL) course is designed to provide students with practical insights and hands-on experience in real-world contexts related to architecture, urban planning, and design. This course emphasizes the importance of fieldwork in understanding the built environment and its social, cultural, and environmental dimensions. | 1. SDG 11: Sustainable Cities and Communities – Fieldwork often involves studying urban environments and community dynamics, which is essential for promoting sustainable development in cities. 2. SDG 4: Quality Education – Engaging in practical fieldwork enhances experiential learning, contributing to inclusive and equitable quality education. SDG 9: Industry, Innovation, and Infrastructure – Fieldwork can explore innovative practices and infrastructure development in various contexts, fostering sustainable industrial practices. 3. SDG 13: Climate Action – Understanding environmental impacts through field studies can contribute to climate resilience and the development of strategies to mitigate climate change. 4. SDG 15: Life on Land – Fieldwork often involves studying ecosystems and land use, promoting the sustainable management of terrestrial ecosystems. 5. SDG 3: Good Health and Well-Being – Examining the relationship between the environment and public health during fieldwork can inform strategies for improving community well-being. By connecting to these goals, the course can enhance students’ understanding of sustainability issues in real-world contexts and promote responsible practices in their respective fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122103 | Permukiman Marjinal | Marginal Settlements | The Marginal Settlements course examines the unique challenges and characteristics of communities that exist on the fringes of urban areas, often facing issues related to poverty, inadequate infrastructure, and social marginalization. This course aims to provide students with an understanding of the dynamics at play in these environments and the strategies for improvement. | 1. SDG 11: Sustainable Cities and Communities – This goal focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which is crucial for addressing the challenges faced by marginal settlements. 2. SDG 1: No Poverty – Studying marginal settlements often involves exploring issues related to poverty alleviation, access to basic services, and improving living conditions. 3. SDG 3: Good Health and Well-Being – Understanding the health impacts of living in marginal settlements can inform strategies for improving health outcomes and access to healthcare services. 4. SDG 6: Clean Water and Sanitation – Addressing the lack of access to clean water and sanitation in many marginal settlements is essential for improving public health and quality of life. 5. SDG 10: Reduced Inequalities – Focusing on marginal settlements helps identify and address inequalities in access to resources, services, and opportunities. 6. SDG 12: Responsible Consumption and Production – Sustainable practices in resource use and waste management can be explored to improve living conditions in these settlements. By connecting to these goals, the course can contribute to developing sustainable solutions that enhance the quality of life and resilience of marginalized communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122203 | Hunian Vertikal | Vertical Housing | The Vertical Housing course focuses on the design, planning, and development of multi-story residential buildings. It addresses the unique challenges and opportunities presented by vertical living, emphasizing sustainable practices, community engagement, and innovative architectural solutions. | 1. SDG 11: Sustainable Cities and Communities – This goal emphasizes creating inclusive, safe, resilient, and sustainable urban environments, which is central to the design and planning of vertical housing. 2. SDG 1: No Poverty – Vertical housing can provide affordable living options in urban areas, helping to address housing shortages and improve access to adequate housing for low-income populations. 3. SDG 7: Affordable and Clean Energy – Designing energy-efficient vertical housing can support access to affordable, reliable, and sustainable energy solutions. 4. SDG 3: Good Health and Well-Being – Vertical housing design can focus on creating healthy living environments, promoting well-being through access to green spaces and community facilities. 4. SDG 12: Responsible Consumption and Production – Sustainable practices in the use of materials and resources in vertical housing can minimize waste and promote efficient resource management. 5. SDG 13: Climate Action – Vertical housing can be designed to enhance resilience to climate change impacts and reduce the overall carbon footprint of urban living. By addressing these goals, the course can contribute to sustainable urban development and enhance the quality of life for residents in vertical housing. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122303 | Struktur & Bentuk Bangunan Tradisional & Modern | Traditional & Modern Building Structures & Forms | The Traditional & Modern Building Structures & Forms course explores the evolution of architectural structures and forms, examining the interplay between traditional techniques and modern construction practices. It focuses on understanding how cultural, historical, and technological factors influence building design. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes the importance of building resilient infrastructure and promoting sustainable industrial practices, which is central to understanding both traditional and modern building techniques. 2. SDG 11: Sustainable Cities and Communities – Exploring the integration of traditional and modern structures contributes to creating inclusive, safe, and sustainable urban environments. 3. SDG 12: Responsible Consumption and Production – The course can address the sustainable use of materials and practices in both traditional and modern contexts, promoting efficient resource management and waste reduction. 4. SDG 3: Good Health and Well-Being – Understanding how different building forms and structures impact the health and comfort of occupants can enhance well-being in living environments. 5. SDG 13: Climate Action – Evaluating the environmental impacts of various building methods can inform strategies for reducing carbon footprints and enhancing resilience to climate change. 6. SDG 15: Life on Land – Examining traditional building practices often includes understanding their relationship with the land and local ecosystems, promoting sustainable land use and biodiversity. By connecting to these goals, the course can promote a comprehensive understanding of building practices that balance heritage and innovation while addressing contemporary sustainability challenges. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122403 | Teknologi Membangun | Building Technology | The Building Technology course provides an in-depth understanding of the various technologies and systems used in modern building construction. It covers the principles, materials, and methods that contribute to the effective design and construction of buildings. | 1. SDG 9: Industry, Innovation, and Infrastructure – This goal emphasizes building resilient infrastructure and fostering innovation in building technologies, which is central to the course. 2. SDG 11: Sustainable Cities and Communities – Building technology plays a critical role in creating inclusive, safe, resilient, and sustainable urban environments. 3. SDG 7: Affordable and Clean Energy – The course can address energy-efficient technologies and renewable energy integration in buildings, supporting access to clean energy. 4. SDG 12: Responsible Consumption and Production – Sustainable practices in materials and resource management in building technology promote efficiency and waste reduction. 5. SDG 13: Climate Action – Understanding building technologies can help mitigate climate change impacts through sustainable design and construction practices. 6. SDG 3: Good Health and Well-Being – Building technology that focuses on indoor environmental quality can significantly impact the health and well-being of occupants. By connecting to these goals, the course can promote advancements in building technology that enhance sustainability, resilience, and quality of life in the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122503 | Desain & Simulasi Pencahayaan | Lighting Design & Simulation | The Lighting Design & Simulation course focuses on the principles and techniques of effective lighting design in architectural spaces. It equips students with the knowledge and skills to create functional, aesthetic, and sustainable lighting solutions while utilizing simulation tools for analysis and optimization. | 1. SDG 11: Sustainable Cities and Communities – Effective lighting design contributes to creating inclusive, safe, and sustainable urban environments by enhancing public spaces and improving safety. 2. SDG 7: Affordable and Clean Energy – Focusing on energy-efficient lighting solutions supports access to affordable, reliable, and sustainable energy. 3. SDG 12: Responsible Consumption and Production – The course can promote sustainable practices in lighting design, including the use of energy-efficient technologies and materials. 4. SDG 3: Good Health and Well-Being – Proper lighting can significantly impact the health and well-being of occupants by improving indoor environments and supporting mental health. 5. SDG 13: Climate Action – By integrating sustainable lighting solutions, the course can contribute to reducing energy consumption and greenhouse gas emissions, supporting climate action. 6. SDG 4: Quality Education – Educating students about the principles of effective lighting design enhances their skills and awareness, contributing to better design practices. By addressing these goals, the course can promote innovative and sustainable lighting practices that enhance the quality of life in both residential and public spaces. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122603 | Desain & Simulasi Akustik | Acoustic Design & Simulation | The Acoustic Design & Simulation course focuses on the principles and practices of designing spaces with optimal acoustic performance. It equips students with the skills to analyze and create environments that enhance sound quality while minimizing unwanted noise. | 1. SDG 11: Sustainable Cities and Communities – Effective acoustic design contributes to creating inclusive, safe, and resilient urban environments, enhancing the quality of life in communities. 2. SDG 3: Good Health and Well-Being – Proper acoustic design is crucial for creating healthy indoor environments, reducing noise pollution, and improving mental well-being. 3. SDG 4: Quality Education – Understanding acoustic principles can enhance learning environments, promoting better educational outcomes through improved sound quality in classrooms. 4. SDG 12: Responsible Consumption and Production – The course can address sustainable practices in materials and construction methods used for acoustic design, promoting efficient resource use. 5. SDG 13: Climate Action – Acoustic design can contribute to energy efficiency in buildings by integrating strategies that reduce reliance on artificial soundproofing and enhance natural sound management. 6.SDG 9: Industry, Innovation, and Infrastructure – Promoting innovative acoustic solutions in building design supports resilient infrastructure and enhances overall building performance. By focusing on these goals, the course can promote sustainable acoustic practices that enhance comfort and quality of life in various environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122703 | Komposisi Warna | Color Composition | The Color Composition course explores the principles of color theory and its application in design and art. It focuses on understanding how color affects perception, mood, and composition, equipping students with the skills to create visually compelling works. | 1. SDG 4: Quality Education – The course promotes creative skills and knowledge, contributing to inclusive and equitable quality education in the arts and design fields. 2. SDG 3: Good Health and Well-Being – Understanding the psychological effects of color can enhance environments that promote well-being, affecting mood and mental health positively. 3. SDG 11: Sustainable Cities and Communities – Effective use of color in urban design and architecture can improve community spaces, enhancing livability and social interaction. 4. SDG 12: Responsible Consumption and Production – The course can address sustainable practices in materials and finishes related to color application, promoting responsible resource use. 5. SDG 9: Industry, Innovation, and Infrastructure – Color composition in design can drive innovation in various industries, including fashion, interior design, and architecture. By connecting to these goals, the course can foster a deeper understanding of how color influences design, environment, and well-being, contributing to more sustainable and enriching experiences in various fields. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121305 | Studio Perancangan Arsitektur 3 | Architectural Design Studio 3 | The Architectural Design Studio 3 course is an intermediate design studio that builds on foundational architectural concepts and techniques. It challenges students to engage in more complex design problems, fostering creativity, critical thinking, and technical skills. | 1. SDG 11: Sustainable Cities and Communities – Focuses on designing inclusive, safe, resilient, and sustainable urban environments, which is a core aspect of architectural design. 2. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions and sustainable infrastructure development, promoting resilience and efficiency in architecture. 3. SDG 3: Good Health and Well-Being – Addresses the impact of architectural design on the health and well-being of occupants by creating safe, comfortable, and accessible spaces. 4. SDG 7: Affordable and Clean Energy – May involve integrating energy-efficient design principles and renewable energy solutions to promote sustainability in architecture. 5. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable materials and practices, promoting responsible resource use and waste reduction in design. 6. SDG 13: Climate Action – Emphasizes the importance of designing buildings that are resilient to climate change and reduce greenhouse gas emissions. By connecting to these goals, the course can foster sustainable architectural practices that enhance community resilience and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121203 | Perancangan Ruang Dalam | Interior Design | The Interior Design course provides a comprehensive exploration of the principles and practices involved in designing functional, aesthetically pleasing interior spaces. It combines creativity with technical knowledge, preparing students for careers in various interior design fields. | 1. SDG 11: Sustainable Cities and Communities – Interior design plays a crucial role in creating inclusive, safe, resilient, and sustainable spaces within urban environments. 2. SDG 3: Good Health and Well-Being – Thoughtful interior design can enhance the health and well-being of occupants by improving indoor air quality, natural lighting, and overall comfort. 3. SDG 12: Responsible Consumption and Production – Emphasizes sustainable practices in material selection, resource management, and waste reduction, promoting environmentally friendly design choices. 4. SDG 7: Affordable and Clean Energy – Incorporating energy-efficient solutions and sustainable practices in interior design can help reduce energy consumption. 5. SDG 4: Quality Education – By fostering creativity and design thinking, the course can contribute to education and skill development in the arts and design fields. 6. SDG 13: Climate Action – Encourages the use of sustainable materials and practices that mitigate the environmental impact of interior design. By addressing these goals, the course can promote responsible design practices that enhance the quality of living and working environments while supporting sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121103 | Perancangan Permukiman | Settlement Design | The Settlement Design course focuses on the principles and practices of planning and designing human settlements, considering social, economic, and environmental factors. It aims to equip students with the skills to create sustainable and livable communities. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban and rural settlements, which is central to settlement design. 2. SDG 1: No Poverty – Good settlement design can improve access to housing and essential services, contributing to poverty alleviation. 3. SDG 3: Good Health and Well-Being – Thoughtful design promotes health and well-being by ensuring access to green spaces, clean air, and safe environments. 4. SDG 6: Clean Water and Sanitation – Addresses the importance of integrating water management and sanitation systems into settlement planning. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the use of materials and resources in settlement development. 6. SDG 13: Climate Action – Emphasizes resilience to climate change through sustainable design practices that mitigate environmental impacts. By connecting to these goals, the course can promote sustainable settlement practices that enhance community resilience, quality of life, and environmental sustainability. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121703 | Kesehatan dan Keselamatan Kerja (K3) | Occupational Health and Safety (K3) | The Occupational Health and Safety (K3) course focuses on the principles and practices essential for ensuring workplace safety and promoting the health and well-being of employees. It provides students with a comprehensive understanding of occupational health standards, risk management, and regulatory compliance. | 1. SDG 3: Good Health and Well-Being – Focuses on ensuring healthy lives and promoting well-being for all at all ages, which is central to occupational health and safety. 2. SDG 8: Decent Work and Economic Growth – Promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all, emphasizing safe working conditions. 3. SDG 4: Quality Education – Supports the need for education and training in health and safety practices, enhancing workforce knowledge and skills. 4. SDG 5: Gender Equality – Addresses the importance of creating safe and healthy work environments for all genders, promoting equality in the workplace. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in occupational health that minimize risks and improve safety standards in production processes. By focusing on these goals, the course can contribute to creating safer workplaces, improving health outcomes, and promoting overall well-being in various industries. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121803 | Antropologi Arsitektur | Architectural Anthropology | Architectural Anthropology is an interdisciplinary course that explores the relationships between culture, architecture, and the built environment. It examines how social practices, beliefs, and identities shape and are shaped by architectural forms and spaces. Students study diverse cultures and their unique architectural expressions, analyzing how these reflect social structures, environmental contexts, and historical developments. The course often includes fieldwork, ethnographic research, and critical theory, encouraging students to think about the cultural significance of design and the role of architecture in everyday life. | 1. SDG 11: Sustainable Cities and Communities – Examines how cultural practices and beliefs influence the design and use of spaces, promoting inclusive, safe, and sustainable urban environments. 2. SDG 1: No Poverty – Understanding the relationship between architecture and community needs can inform strategies to alleviate poverty through appropriate housing and infrastructure. 3. SDG 3: Good Health and Well-Being – Explores how architectural design can impact mental and physical health, contributing to the creation of healthy living environments. 4. SDG 5: Gender Equality – Investigates how spatial design can address gender issues, ensuring that built environments are accessible and equitable for all genders. 5. SDG 10: Reduced Inequalities – Focuses on how architectural practices can help reduce social inequalities by considering the needs of marginalized communities. 6.SDG 12: Responsible Consumption and Production – Encourages sustainable practices in architecture, including the use of local materials and culturally relevant design approaches. By connecting to these goals, the course can promote a deeper understanding of the cultural dimensions of architecture and its impact on sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121903 | Arsitektur Vernakular/Etnis | Vernacular/Ethnic Architecture | Vernacular/Ethnic Architecture is a university course that focuses on the traditional building styles and practices of specific cultural or ethnic groups. It examines how local materials, climate, and cultural practices influence architectural forms and designs. Students explore the significance of these structures within their communities, considering factors such as identity, heritage, and social dynamics. The course often includes case studies of various regions and cultures, emphasizing the importance of sustainability and local knowledge in architecture. Through analysis and fieldwork, students gain a deeper understanding of how vernacular architecture reflects and shapes human experience. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, and resilient urban environments by understanding local building practices and cultural significance. 2. SDG 1: No Poverty – Highlights how vernacular architecture can provide affordable and culturally appropriate housing solutions for marginalized communities. 3. SDG 3: Good Health and Well-Being – Explores how traditional building techniques and materials can promote healthy living environments that align with local customs. 5. SDG 4: Quality Education – Encourages learning about traditional practices and their relevance in contemporary architecture, fostering knowledge exchange and appreciation for cultural heritage. 6. SDG 10: Reduced Inequalities – Examines how vernacular architecture can address social and economic inequalities by recognizing the value of indigenous knowledge and practices. 7. SDG 12: Responsible Consumption and Production – Promotes sustainable resource use by emphasizing local materials and techniques that reduce environmental impact. 8. SDG 13: Climate Action – Investigates how traditional architectural practices can enhance resilience to climate change through sustainable design that adapts to local environmental conditions. By connecting to these goals, the course can promote the importance of cultural heritage in architecture while supporting sustainable development practices. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05122003 | Kritik Arsitektur | Architectural Criticism | Architectural Criticism is a course that explores the theoretical and analytical frameworks used to evaluate and interpret architecture and urban design. Students learn about the history and evolution of architectural criticism, examining key texts, influential critics, and major movements in the field. The course emphasizes critical thinking and analytical writing, encouraging students to articulate their responses to architectural works and contexts. Topics may include aesthetics, functionality, cultural significance, and the impact of architecture on society. Through assignments such as critiques and essays, students develop their ability to engage thoughtfully with built environments and contribute to ongoing dialogues in architecture. | 1. SDG 11: Sustainable Cities and Communities – Architectural criticism fosters discussions about urban development and sustainability, promoting the creation of inclusive and resilient communities. 2. SDG 4: Quality Education – Encourages critical thinking and analysis, contributing to education in architecture and design while fostering a deeper understanding of the built environment. 3. SDG 9: Industry, Innovation, and Infrastructure – Critiquing architectural practices can highlight the importance of innovative solutions and sustainable infrastructure development. 4. SDG 10: Reduced Inequalities – Engages with issues of social equity in architecture, examining how design can address disparities and promote inclusivity. 5. SDG 3: Good Health and Well-Being – Analyzes how architectural design impacts health outcomes and well-being, advocating for spaces that enhance quality of life. 6. SDG 12: Responsible Consumption and Production – Critiques the environmental impact of architectural practices and promotes sustainable design and material choices. By addressing these goals, the course can promote a critical understanding of architecture’s role in society and its potential to contribute to sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120402 | Teori Arsitektur Kota dan Permukiman | Urban and Settlement Architecture Theory | Urban and Settlement Architecture Theory is a course that delves into the principles and frameworks guiding the design and development of urban environments and settlements. It examines the historical, social, and cultural contexts that influence urban planning and architectural practices. Students explore theories related to spatial organization, community dynamics, sustainability, and the relationship between architecture and public space. The course often includes case studies of diverse urban settings, encouraging students to analyze how architectural choices impact social interactions and quality of life. Through critical discussions and projects, students develop a nuanced understanding of the complexities involved in creating functional and meaningful urban spaces. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments, which is central to urban and settlement architecture. 2. SDG 1: No Poverty – Explores how architectural theory can address housing needs and improve access to basic services for marginalized communities. 3. SDG 3: Good Health and Well-Being – Investigates the relationship between urban design and public health, emphasizing the importance of creating healthy living environments. 4. SDG 4: Quality Education – Contributes to education in urban planning and architecture, fostering knowledge about sustainable practices and community engagement. 5. SDG 10: Reduced Inequalities – Examines how urban design can promote social equity and access to resources, addressing disparities in communities. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in materials and resource management within urban settings. 7. SDG 13: Climate Action – Analyzes how urban and settlement architecture can contribute to climate resilience and sustainability, focusing on adaptive design strategies. By addressing these goals, the course can promote a comprehensive understanding of how architectural theory impacts urban development and contributes to sustainable, equitable communities. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120203 | Pemetaan dan Analisis Tapak | Site Mapping and Analysis | Site Mapping and Analysis is a course focused on the techniques and methodologies used to assess and represent physical sites for architectural and urban design projects. Students learn to create detailed maps and diagrams that illustrate various site characteristics, including topography, vegetation, infrastructure, and existing built environments. The course emphasizes the importance of site context in informing design decisions, teaching students how to analyze factors such as environmental conditions, cultural significance, and spatial relationships. Through hands-on exercises and fieldwork, students develop skills in GIS (Geographic Information Systems), site surveys, and visual representation, preparing them to effectively evaluate and communicate site conditions in their future projects. | 1. SDG 11: Sustainable Cities and Communities – Focuses on the importance of mapping and analyzing urban spaces to create inclusive, safe, and resilient environments. 2. SDG 1: No Poverty – Site analysis can inform planning and development strategies that address housing and service needs for marginalized communities. 3. SDG 3: Good Health and Well-Being – Understanding site contexts can lead to healthier living environments by promoting access to green spaces and reducing pollution. 4. SDG 10: Reduced Inequalities – Analyzing site conditions can help identify and address disparities in access to resources and opportunities within communities. 5. SDG 12: Responsible Consumption and Production – Encourages sustainable land use practices and resource management through informed site analysis. 6. SDG 13: Climate Action – Site mapping can help assess vulnerabilities to climate change and inform resilient design strategies. By connecting to these goals, the course can contribute to sustainable planning and development practices that enhance community resilience and quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120102 | Utilitas Bangunan Gedung | Building Utilities | Building Utilities is a course that explores the systems and technologies essential for the functionality and sustainability of buildings. Topics include electrical, plumbing, heating, ventilation, air conditioning (HVAC), and fire protection systems. Students learn about the design, installation, and maintenance of these utilities, as well as their impact on building performance and energy efficiency. The course also addresses regulatory standards, safety considerations, and integration of smart technologies. Through lectures, case studies, and practical assignments, students gain a comprehensive understanding of how building utilities contribute to occupant comfort, safety, and overall building functionality. | 1.SDG 7: Affordable and Clean Energy – Focuses on integrating energy-efficient systems and renewable energy solutions in buildings, promoting access to clean energy. 2. SDG 11: Sustainable Cities and Communities – Enhances the functionality and sustainability of urban environments through effective utility design and management. 3SDG 3: Good Health and Well-Being – Addresses the importance of building systems, such as ventilation and plumbing, in promoting healthy indoor environments. 4. SDG 12: Responsible Consumption and Production – Encourages efficient resource management and sustainable practices in the design and operation of building utilities. 6. SDG 13: Climate Action – Examines the role of building utilities in reducing greenhouse gas emissions and enhancing climate resilience. 7. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovation in utility systems, contributing to sustainable infrastructure development. By connecting to these goals, the course can foster sustainable practices in building utility systems that improve energy efficiency, health, and overall quality of life in built environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120303 | BIM (Building Information Modeling) | Architectural Anthropology | BIM (Building Information Modeling) is a course that introduces students to the principles and practices of digital modeling in architecture, engineering, and construction. The course covers the use of BIM software to create, manage, and analyze detailed 3D models that integrate information about a building’s physical and functional characteristics. Students learn about the collaborative nature of BIM, emphasizing how it enhances communication among stakeholders and improves project efficiency. Topics may include data management, visualization techniques, clash detection, and the lifecycle of a building from design through construction and maintenance. Through practical exercises, students develop the skills to leverage BIM for effective design, planning, and decision-making in the built environment. | 1. SDG 11: Sustainable Cities and Communities – Explores how cultural practices influence the design and use of spaces, promoting inclusive and sustainable urban environments. 2. SDG 1: No Poverty – Investigates how architectural practices can address the needs of marginalized communities, providing culturally relevant and affordable housing solutions. 3. SDG 3: Good Health and Well-Being – Examines how built environments affect health outcomes and well-being, emphasizing the importance of culturally appropriate designs. 4. SDG 5: Gender Equality – Analyzes how spatial design can address gender issues, ensuring that built environments are accessible and equitable for all genders. 5. SDG 10: Reduced Inequalities – Focuses on how architectural practices can reduce social and economic disparities by recognizing and valuing indigenous knowledge and cultural practices. 6. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in architecture that respect local traditions and materials, promoting environmental stewardship. 7. SDG 13: Climate Action – Investigates how traditional architectural practices can inform sustainable design and resilience to climate change. By connecting to these goals, the course can enhance understanding of the cultural dimensions of architecture and its role in promoting sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120902 | Pengetahuan Lingkungan | Environmental Knowledge | Environmental Knowledge is a course that explores the relationship between humans and the natural environment, focusing on ecological principles, sustainability, and environmental stewardship. Students examine the impacts of human activities on ecosystems, resources, and climate, while also studying various approaches to environmental management and conservation. The course emphasizes the importance of interdisciplinary perspectives, integrating concepts from ecology, sociology, economics, and policy. Through discussions, case studies, and projects, students develop a critical understanding of environmental issues and the knowledge necessary to promote sustainable practices in architecture, urban planning, and community development. | 1. SDG 4: Quality Education – Promotes education and awareness about environmental issues, fostering a well-informed public that can engage with sustainability challenges. 2. SDG 13: Climate Action – Focuses on understanding climate change, its impacts, and the importance of mitigation and adaptation strategies. 3. SDG 15: Life on Land – Encourages the study and protection of terrestrial ecosystems, promoting biodiversity and sustainable land management practices. 4.SDG 6: Clean Water and Sanitation – Addresses the importance of water management and conservation in maintaining healthy ecosystems and communities. 5. SDG 12: Responsible Consumption and Production – Emphasizes sustainable resource use and waste management, promoting practices that reduce environmental impact. 6. SDG 11: Sustainable Cities and Communities – Explores how environmental knowledge can contribute to the development of sustainable urban environments. 7. SDG 3: Good Health and Well-Being – Recognizes the connection between environmental quality and public health, advocating for clean air, water, and safe living conditions. By connecting to these goals, the course can enhance understanding of environmental issues and promote sustainable practices that benefit both people and the planet. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121002 | Arsitektur Tropis Kepulauan | Tropical Archipelago Architecture | Tropical Archipelago Architecture is a course that examines the unique architectural practices and challenges faced in tropical island environments. Students explore how climate, geography, culture, and local materials influence architectural design in archipelagos. The course covers sustainable building techniques, adaptive strategies for extreme weather, and the integration of traditional and contemporary architectural styles. Through case studies and field research, students analyze the relationship between architecture and the natural landscape, considering issues such as energy efficiency, water management, and cultural identity. The course encourages innovative solutions that respect both environmental and cultural contexts in tropical island settings. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable communities in tropical archipelagos, addressing unique challenges of island living. 2. SDG 13: Climate Action – Emphasizes the importance of designing buildings and communities that are resilient to climate change impacts, such as rising sea levels and extreme weather events. 3. SDG 3: Good Health and Well-Being – Promotes health-conscious design that considers the specific needs of populations in tropical environments, including natural ventilation and access to nature. 4. SDG 15: Life on Land – Encourages sustainable land use practices that protect biodiversity and ecosystems unique to tropical archipelagos. 5. SDG 12: Responsible Consumption and Production – Focuses on sustainable materials and construction practices that minimize environmental impact while respecting local resources. 6. SDG 4: Quality Education – Promotes the integration of local knowledge and practices into architectural education, fostering a deeper understanding of tropical contexts. 7.SDG 10: Reduced Inequalities – Addresses social equity in architectural practices, ensuring that the needs of diverse communities within archipelagos are met. By connecting to these goals, the course can promote sustainable architectural practices that enhance resilience, environmental stewardship, and quality of life in tropical island contexts. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05121404 | Struktur dan Konstruksi Bangunan 3 | Building Structure and Construction 3 | Building Structure and Construction 3 is an advanced course that focuses on the principles and practices of structural systems and construction methods in building design. Students delve into complex structural concepts, including the analysis of load-bearing systems, material behavior, and structural integrity. The course emphasizes practical applications, exploring advanced construction techniques, project management, and the integration of technology in construction processes. Through hands-on projects and case studies, students learn to design and evaluate structural solutions, considering factors such as safety, sustainability, and building codes. This course builds on previous knowledge, preparing students for real-world challenges in the architecture and engineering fields. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on developing resilient infrastructure and promoting sustainable industrialization through innovative building practices. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of designing structures that contribute to sustainable urban development and improve the quality of life in communities. 3. SDG 7: Affordable and Clean Energy – Integrates energy-efficient construction practices and renewable energy solutions into building design and structure. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in material selection and construction methods, promoting efficient use of resources and waste reduction. 5. SDG 13: Climate Action – Highlights the need for resilient building designs that can adapt to climate change and reduce greenhouse gas emissions. 6. SDG 3: Good Health and Well-Being – Considers how structural design and construction practices impact the health and safety of occupants, promoting well-designed, safe environments. By addressing these goals, the course can promote sustainable building practices that enhance resilience, efficiency, and overall quality of life in the built environment. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110903 | Struktur dan Konstruksi Bangunan 1 | Building Structure and Construction 1 | Building Structure and Construction 1 is an introductory course that covers the fundamental principles of structural systems and construction techniques in architecture. Students learn about the basic elements of buildings, including foundations, walls, roofs, and floors, and how they support loads and resist environmental forces. The course emphasizes material properties, construction methods, and the relationship between design and structural performance. Through lectures, drawings, and hands-on exercises, students develop a foundational understanding of how to analyze and create safe, functional structures. This course serves as a stepping stone for more advanced studies in building structures and construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on developing resilient and sustainable infrastructure through effective building design and construction practices. 2. SDG 11: Sustainable Cities and Communities – Emphasizes creating buildings that contribute to sustainable urban development and enhance the livability of communities. 3. SDG 7: Affordable and Clean Energy – Encourages the integration of energy-efficient design and renewable energy solutions in building structures. 4. SDG 12: Responsible Consumption and Production – Promotes sustainable material use and construction methods that minimize waste and reduce environmental impact. 5. SDG 13: Climate Action – Addresses the importance of designing structures that are resilient to climate change and promote sustainability. 6. SDG 3: Good Health and Well-Being – Considers the impact of building design on occupant health and safety, promoting the creation of safe and healthy environments. By connecting to these goals, the course can help foster sustainable practices in building design and construction that enhance resilience, efficiency, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110805 | Studio Perancangan Arsitektur 1 | Architectural Design Studio 1 | Architectural Design Studio 1 is a foundational course that immerses students in the process of architectural design. In this studio-based setting, students engage in hands-on projects that encourage creativity, critical thinking, and problem-solving skills. The course covers basic design principles, spatial organization, and the relationship between form and function. Students are guided through the development of their design concepts, from initial sketches to more refined models and presentations. Emphasis is placed on design process, visual communication, and the exploration of materials and techniques. This course lays the groundwork for more advanced architectural design studios and projects in future semesters. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments through thoughtful architectural design. 2. SDG 3: Good Health and Well-Being – Encourages designs that promote health and well-being, considering factors like natural light, ventilation, and access to green spaces. 3. SDG 4: Quality Education – Provides foundational knowledge and skills in architecture, promoting creativity and critical thinking in design. 4. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions and sustainable practices in architecture, contributing to resilient infrastructure development. 6. SDG 12: Responsible Consumption and Production – Emphasizes sustainable material use and design processes that minimize waste and environmental impact. 7. SDG 10: Reduced Inequalities – Encourages designs that are accessible and inclusive, addressing the needs of diverse communities. By integrating these goals, the course can promote sustainable architectural practices that enhance community resilience, quality of life, and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110702 | Teori & Sejarah Arsitektur 1 | Architectural Theory & History 1 | Architectural Theory & History 1 is a course that introduces students to the key concepts, movements, and figures in the history of architecture from ancient times to the modern era. The course covers significant architectural styles, cultural influences, and theoretical frameworks that have shaped the built environment. Students examine how historical contexts, social dynamics, and technological advancements impact architectural practices. Through lectures, readings, and discussions, students develop critical thinking skills to analyze and interpret architectural works. This foundational course prepares students for deeper explorations of architectural theory and history in subsequent studies. | 1. SDG 4: Quality Education – Provides foundational knowledge about architectural history and theory, promoting critical thinking and understanding of design principles. 2. SDG 11: Sustainable Cities and Communities – Explores historical and theoretical frameworks that inform sustainable urban development and community planning. 3. SDG 10: Reduced Inequalities – Analyzes how architecture has influenced social structures and equity, encouraging discussions about inclusivity in design. 4. SDG 12: Responsible Consumption and Production – Encourages awareness of historical practices and materials in architecture that can inform sustainable choices today. 5. SDG 9: Industry, Innovation, and Infrastructure – Investigates historical advancements in architectural techniques and materials, fostering innovation in current practices. 6. SDG 3: Good Health and Well-Being – Considers the impact of architectural design on human well-being throughout history, highlighting the importance of creating healthy environments. By addressing these goals, the course can promote a deeper understanding of architectural practices and their implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120802 | Fisika Bangunan Lanjutan | Advanced Building Physics | Advanced Building Physics is a course that explores the principles of building performance, focusing on energy efficiency, thermal comfort, and environmental sustainability. Students study the physical properties of materials, heat transfer, ventilation, and daylighting, examining how these factors influence building design and occupant well-being. The course emphasizes advanced modeling techniques and simulation tools to analyze and optimize building systems. Through case studies and practical projects, students develop skills in evaluating the performance of buildings and implementing strategies for sustainable design. This course equips students with the knowledge needed to create resilient and efficient built environments. | 1. SDG 7: Affordable and Clean Energy – Focuses on improving energy efficiency in buildings, promoting the use of renewable energy sources and reducing energy consumption. 2. SDG 11: Sustainable Cities and Communities – Enhances understanding of how building physics contributes to sustainable urban development, including climate-responsive design. 3. SDG 12: Responsible Consumption and Production – Encourages efficient resource use in building materials and construction practices, promoting sustainability in the built environment. 4. SDG 13: Climate Action – Examines the role of building physics in mitigating climate change impacts through sustainable design and construction practices. 5. SDG 3: Good Health and Well-Being – Addresses how building performance affects indoor environmental quality, promoting health and well-being for occupants. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in building technologies and systems that improve the performance and sustainability of buildings. By integrating these goals, the course can contribute to the development of sustainable building practices that enhance energy efficiency, occupant health, and overall environmental performance. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120703 | Struktur dan Konstruksi Bangunan 2 | Building Structure and Construction 2 | Building Structure and Construction 2 is an intermediate course that builds on foundational knowledge of structural systems and construction techniques. Students explore more complex structural concepts, including lateral forces, load distribution, and advanced materials. The course emphasizes the integration of architectural design with structural integrity, focusing on real-world applications and challenges. Through lectures, case studies, and hands-on projects, students learn about construction management, detailing, and the latest technologies in building construction. This course prepares students to critically analyze and design structural solutions that meet safety, functionality, and sustainability standards in architectural projects. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the development of resilient infrastructure and innovative construction techniques that enhance building performance. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of sustainable building practices that contribute to the creation of inclusive and safe urban environments. 3. SDG 7: Affordable and Clean Energy – Encourages the integration of energy-efficient design and renewable energy solutions within building structures. 4. SDG 12: Responsible Consumption and Production – Promotes the use of sustainable materials and construction practices that minimize waste and reduce environmental impact. 5. SDG 13: Climate Action – Addresses the need for designing structures that are resilient to climate change and capable of reducing greenhouse gas emissions. 6. SDG 3: Good Health and Well-Being – Considers the impact of structural design and construction practices on occupant health and safety, promoting well-designed, safe environments. By addressing these goals, the course can help foster sustainable practices in building design and construction that enhance resilience, efficiency, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120605 | Studio Perancangan Arsitektur 2 | Architectural Design Studio 2 | Architectural Design Studio 2 is a continuation of the design studio sequence, focusing on more complex architectural problems and projects. In this course, students build on skills acquired in the first studio, emphasizing design innovation, contextual analysis, and user-centered design. Students are encouraged to explore advanced concepts such as spatial organization, materiality, and sustainability. The studio environment fosters collaboration, allowing for critiques and discussions that enhance design thinking. Through hands-on projects, students develop detailed design proposals and presentations, preparing them for further advanced studies in architectural design and practice. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban environments through thoughtful architectural design. 2. SDG 3: Good Health and Well-Being – Encourages designs that promote health and well-being, taking into account factors like natural light, ventilation, and access to green spaces. 3. SDG 4: Quality Education – Provides an educational platform for developing design skills and critical thinking in architecture, fostering creativity and innovation. 4. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovative design solutions that enhance building performance and contribute to sustainable infrastructure development. 5. SDG 10: Reduced Inequalities – Encourages inclusive design practices that address the needs of diverse communities, promoting accessibility and social equity. 6. SDG 12: Responsible Consumption and Production – Emphasizes sustainable material use and efficient design processes that minimize waste and environmental impact. By integrating these goals, the course can promote sustainable architectural practices that enhance community resilience, quality of life, and environmental responsibility. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05120502 | Teori & Sejarah Arsitektur 2 | Architectural Theory & History 2 | Architectural Theory & History 2 is a course that delves into modern and contemporary architectural movements, examining key theories and influential architects from the 19th century to the present. Students explore the evolution of architectural thought, including movements such as Modernism, Postmodernism, and Deconstructivism, and their cultural, political, and technological contexts. The course encourages critical analysis of architectural texts and case studies, fostering a deeper understanding of how theory informs design practice. Through discussions, research projects, and presentations, students enhance their ability to engage with and critique the built environment, preparing them for more advanced explorations of architecture and theory. | 1. SDG 4: Quality Education – Provides deeper insights into architectural theories and historical contexts, fostering critical thinking and education in architecture. 2. SDG 11: Sustainable Cities and Communities – Explores the historical development of urban spaces and architectural practices that contribute to sustainable urban development. 3. SDG 10: Reduced Inequalities – Analyzes how architectural practices and theories have influenced social structures and equity, promoting discussions about inclusivity in design. 4. SDG 12: Responsible Consumption and Production – Encourages understanding historical materials and methods in architecture that inform sustainable practices today. 5. SDG 9: Industry, Innovation, and Infrastructure – Investigates advancements in architectural practices and technologies over time, encouraging innovation in contemporary design. 6. SDG 3: Good Health and Well-Being – Considers the impact of architectural design on well-being throughout history, emphasizing the importance of healthy living environments. By addressing these goals, the course can promote a comprehensive understanding of architecture’s role in society and its implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110502 | Mekanika Teknik | Engineering Mechanics | Engineering Mechanics is a foundational course that introduces students to the principles of mechanics, focusing on the behavior of physical bodies under various forces and moments. The course covers key topics such as statics, dynamics, and kinematics, emphasizing the analysis of forces acting on structures and mechanisms. Students learn to apply mathematical and physical concepts to solve engineering problems, using free-body diagrams, equilibrium equations, and motion analysis. Through problem-solving exercises and practical applications, students develop critical thinking and analytical skills essential for understanding more advanced topics in engineering and architecture. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the principles of mechanics that are essential for designing and analyzing infrastructure and industrial systems, fostering innovation in engineering practices. 2. SDG 11: Sustainable Cities and Communities – Addresses the mechanics of structures and systems that contribute to sustainable urban environments, emphasizing resilience in design. 3. SDG 7: Affordable and Clean Energy – Explores mechanical systems related to energy efficiency and the design of renewable energy technologies, promoting clean energy solutions. 4. SDG 12: Responsible Consumption and Production – Encourages the application of mechanics in developing sustainable materials and processes that minimize waste and environmental impact. 5. SDG 3: Good Health and Well-Being – Examines the design of mechanical systems in healthcare settings, focusing on safety and efficiency in medical devices and infrastructure. 6. SDG 13: Climate Action – Analyzes the role of engineering mechanics in creating solutions that mitigate climate change impacts through sustainable design practices. By connecting to these goals, the course can help students understand the importance of mechanics in developing sustainable engineering solutions that improve infrastructure, health, and overall quality of life. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110303 | Gambar Teknik dan Komunikasi Grafis | Engineering Drawing and Graphic Communication | Engineering Drawing and Graphic Communication is a course that focuses on the essential skills and techniques needed to create and interpret technical drawings and visual representations in engineering and architecture. Students learn the principles of orthographic projection, isometric drawing, and dimensioning, as well as the use of software tools for 2D and 3D modeling. The course emphasizes clear communication of design ideas through drawings, diagrams, and visual presentations. Through hands-on projects and exercises, students develop the ability to produce accurate, professional-quality engineering drawings that convey complex information effectively. This course is crucial for preparing students for real-world design and engineering challenges. | 1. SDG 4: Quality Education – Promotes technical skills in communication and visualization, essential for effective education in engineering and design fields. 2. SDG 9: Industry, Innovation, and Infrastructure – Enhances the ability to create precise drawings and designs that are crucial for developing innovative and sustainable infrastructure. 3. SDG 11: Sustainable Cities and Communities – Supports the planning and design of urban environments through clear graphic communication, contributing to sustainable urban development. 4. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the representation of materials and processes, promoting efficient resource use in engineering designs. 5. SDG 3: Good Health and Well-Being – Focuses on the design of health-related infrastructures and systems, ensuring clarity and accuracy in communication for safety and effectiveness. 6. SDG 10: Reduced Inequalities – Promotes inclusivity in design through clear communication, ensuring that diverse needs are considered in engineering solutions. By integrating these goals, the course can enhance skills in communication and visualization that are critical for sustainable design and innovation in engineering. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110402 | Bahan Bangunan | Building material | Building Materials is a course that explores the properties, applications, and performance of various materials used in construction. Students examine traditional and modern materials, including wood, concrete, steel, masonry, and composites, focusing on their physical, mechanical, and thermal characteristics. The course emphasizes material selection based on factors such as durability, sustainability, and cost-effectiveness. Through lectures, lab work, and case studies, students learn about the behavior of materials under different conditions and their impact on building performance. This foundational knowledge is essential for informed decision-making in architectural design and construction practices. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on the development and application of innovative building materials that enhance infrastructure resilience and performance. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of selecting sustainable materials to create inclusive, safe, and environmentally friendly urban environments. 3. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable, renewable, and recycled materials, promoting efficient resource management and waste reduction. 4. SDG 13: Climate Action – Addresses the role of building materials in reducing greenhouse gas emissions and promoting energy-efficient construction practices. 5. SDG 3: Good Health and Well-Being – Considers the impact of materials on indoor air quality and occupant health, promoting the use of non-toxic and sustainable materials in construction. 6. SDG 7: Affordable and Clean Energy – Explores how certain materials can enhance energy efficiency in buildings, contributing to clean energy solutions. By connecting to these goals, the course can promote sustainable practices in the selection and use of building materials, enhancing both environmental performance and social responsibility in construction. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110203 | Nirmana (Komposisi Arsitektur) | Nirmana (Architectural Composition) | Nirmana (Architectural Composition) is a course that focuses on the principles and elements of architectural design and spatial composition. The term “Nirmana,” derived from Sanskrit, emphasizes the idea of creating and shaping spaces. In this course, students explore the relationships between form, space, light, and materials, learning how these elements interact to create cohesive architectural experiences. Through a combination of theoretical study and hands-on design projects, students develop their ability to conceptualize and articulate design ideas effectively. The course encourages creativity and critical thinking, preparing students for more advanced design challenges in architecture. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating harmonious and functional architectural designs that contribute to the livability and sustainability of urban environments. 2. SDG 4: Quality Education – Promotes understanding of architectural principles and design skills, fostering education in composition and aesthetics in architecture. 3. SDG 10: Reduced Inequalities – Encourages inclusive design practices that consider diverse community needs and promote accessibility in architectural composition. 4. SDG 3: Good Health and Well-Being – Examines how architectural composition affects well-being, including factors like natural light, space organization, and environmental harmony. 5. SDG 12: Responsible Consumption and Production – Explores sustainable materials and practices in architectural composition, promoting responsible design and construction methods. 6. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovative design solutions that enhance the functionality and sustainability of built environments. By addressing these goals, the course can promote a comprehensive understanding of architectural design principles and their implications for sustainable development and social equity. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05110102 | Pengantar Arsitektur | Introduction to Architecture | Introduction to Architecture is a foundational course that provides students with an overview of the field of architecture, its history, theory, and practice. The course covers key concepts, terminology, and the roles of architects in society, exploring various architectural styles and movements from ancient to contemporary times. Students engage in discussions about design principles, spatial organization, and the relationship between architecture and the environment. Through hands-on activities, site visits, and projects, students begin to develop their design thinking and critical analysis skills. This course serves as a gateway to more specialized architectural studies and encourages an appreciation for the built environment. | 1. SDG 4: Quality Education – Provides foundational knowledge about architectural principles, history, and design, fostering critical thinking and creativity in students. 2. SDG 11: Sustainable Cities and Communities – Introduces concepts of urban planning and sustainable design, emphasizing the importance of creating inclusive, safe, and resilient urban environments. 3. SDG 3: Good Health and Well-Being – Explores how architectural design affects physical and mental health, promoting environments that enhance well-being. 4. SDG 10: Reduced Inequalities – Encourages discussions about social equity in architecture, addressing the needs of diverse communities and promoting inclusive design. 5. SDG 12: Responsible Consumption and Production – Highlights the importance of sustainable materials and practices in architecture, promoting environmentally responsible design choices. 6. SDG 9: Industry, Innovation, and Infrastructure – Introduces the role of architecture in developing innovative infrastructure solutions that support sustainable development. By connecting to these goals, the course can foster a holistic understanding of architecture’s role in society and its potential to contribute to sustainable development. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05111002 | Mekanika Bangunan | Building Mechanics | Building Mechanics is a course that focuses on the fundamental principles of mechanics as they apply to building structures. Students learn about the behavior of materials and structural systems under various loads, including axial, shear, and bending forces. The course covers key topics such as equilibrium, internal forces, and material strength, emphasizing the importance of these concepts in architectural design and construction. Through problem-solving exercises, case studies, and practical applications, students develop skills in analyzing structural performance and ensuring safety and stability in building projects. This foundational knowledge is crucial for understanding more advanced topics in structural engineering and architecture. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on understanding the mechanics of structures, which is essential for developing resilient and innovative infrastructure. 2. SDG 11: Sustainable Cities and Communities – Emphasizes the importance of designing buildings that contribute to sustainable urban environments and enhance community resilience. 3. SDG 3: Good Health and Well-Being – Addresses how structural design impacts the safety and health of building occupants, promoting the creation of safe environments. 4. SDG 12: Responsible Consumption and Production – Encourages the use of sustainable materials and practices in building design and construction to minimize environmental impact. 5. SDG 13: Climate Action – Examines the role of building mechanics in creating structures that can withstand climate change impacts and reduce greenhouse gas emissions. 6. SDG 7: Affordable and Clean Energy – Focuses on the integration of energy-efficient design principles that enhance building performance and sustainability. By connecting to these goals, the course can help students understand the fundamental principles of mechanics and their application in creating sustainable, safe, and resilient built environments. |
| TEKNIK | TEKNIK ARSITEKTUR – S1 | Kurikulum Sarjana K-23 | 2023 | 23D05111102 | Fisika Bangunan | Building Physics | Building Physics is a course that explores the physical principles governing the performance of buildings and their impact on occupant comfort and energy efficiency. Students learn about topics such as thermal insulation, heat transfer, acoustics, ventilation, and indoor air quality. The course emphasizes the integration of these principles into the design process to create sustainable and comfortable environments. Through simulations, case studies, and practical projects, students gain skills in evaluating and optimizing building performance. This foundational knowledge prepares students to address the challenges of designing buildings that are both energy-efficient and conducive to occupant well-being. | 1. SDG 7: Affordable and Clean Energy – Focuses on improving energy efficiency in buildings and promoting the use of renewable energy sources. 2. SDG 11: Sustainable Cities and Communities – Addresses the importance of building design that contributes to sustainable urban environments and community resilience. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in the selection of building materials and design strategies that minimize waste and environmental impact. 4. SDG 13: Climate Action – Examines how building physics can mitigate climate change effects through energy-efficient designs and sustainable construction practices. 5. SDG 3: Good Health and Well-Being – Considers the impact of building environments on occupant health, including air quality, thermal comfort, and acoustics. 6. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovative building technologies and systems that enhance performance and sustainability. By integrating these goals, the course can contribute to the development of sustainable building practices that improve energy efficiency, occupant health, and overall environmental performance. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120103 | Dasar-Dasar AMDAL | AMDAL Basics | University AMDAL Basics refers to the integration of Environmental Impact Assessment (EIA) principles into academic programs, particularly in fields like environmental science, engineering, and planning. | :1. **SDG 13: Climate Action** – Evaluating and mitigating the environmental impacts of projects on climate change. 2. **SDG 15: Life on Land** – Assessing impacts on terrestrial ecosystems, biodiversity, and land use. 3. **SDG 6: Clean Water and Sanitation** – Ensuring projects protect water resources and maintain water quality. 4. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable urban planning and development practices. 5. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in project development and resource management. 6. **SDG 3: Good Health and Well-being** – Considering the health impacts of environmental changes and promoting public health. 7. **SDG 10: Reduced Inequalities** – Addressing social impacts and ensuring equitable access to resources for affected communities. These goals reflect the comprehensive nature of environmental assessments in promoting sustainability and protecting ecosystems and communities. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | A university final project, often referred to as a thesis or dissertation, is a comprehensive research endeavor that students undertake as a culmination of their academic program. | 1. **SDG 4: Quality Education** – Research that enhances educational methods, access, or curriculum development. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Projects that focus on technological advancements, infrastructure development, or innovative solutions. 3. **SDG 11: Sustainable Cities and Communities** – Studies related to urban planning, sustainable development, or community resilience. 4. **SDG 13: Climate Action** – Research that analyzes climate change impacts, mitigation strategies, or sustainable practices. 5. **SDG 3: Good Health and Well-being** – Theses that explore public health issues, healthcare systems, or mental health. 6. **SDG 12: Responsible Consumption and Production** – Projects that investigate sustainable production methods or waste management practices. 7. **SDG 10: Reduced Inequalities** – Research that addresses social justice, equity, or access to resources. Ultimately, the specific SDGs addressed will depend on the individual student’s research focus and objectives. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110503 | Ekologi Perairan | Aquatic Ecology | University Aquatic Ecology is a field of study focused on the relationships between organisms and their aquatic environments, including freshwater and marine ecosystems. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of oceans, seas, and marine resources. 2. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic ecosystems with terrestrial environments and biodiversity. 3. **SDG 6: Clean Water and Sanitation** – Addressing the importance of water quality and management in aquatic habitats. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in resource use and pollution prevention. 5. **SDG 13: Climate Action** – Investigating the impacts of climate change on aquatic ecosystems and promoting adaptation strategies. 6. **SDG 3: Good Health and Well-being** – Understanding the role of healthy aquatic ecosystems in supporting human health and livelihoods. Courses may also touch on aspects of **SDG 4 (Quality Education)** by fostering awareness and education about aquatic environments and their importance. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110103 | Iktiologi | Ichthyology | University Ichthyology is the study of fish, focusing on their biology, behavior, ecology, and evolution. | 1. **SDG 14: Life Below Water** – Focused on the study and conservation of fish species and their ecosystems, emphasizing sustainable management of marine and freshwater resources. 2. **SDG 6: Clean Water and Sanitation** – Addressing the importance of water quality and habitat health for fish populations, and how these can serve as indicators of ecosystem health. 3. **SDG 3: Good Health and Well-being** – Exploring the nutritional and economic significance of fish in human diets and health, especially in communities that rely on fish as a primary food source. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices, aquaculture, and resource management to prevent overfishing and ensure long-term viability. 5. **SDG 13: Climate Action** – Investigating the impacts of climate change on fish populations, habitats, and ecosystems, and developing strategies for adaptation. 6. **SDG 1: No Poverty** – Considering the economic role of fisheries in providing livelihoods for communities, particularly in coastal and rural areas. These goals highlight the ecological, economic, and social importance of fish and the need for sustainable management practices in ichthyology. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130903 | Produktivitas Perairan | Aquatic Productivity | University Aquatic Productivity is the study of the rate at which aquatic ecosystems produce organic matter through processes like photosynthesis and primary production. | 1. **SDG 14: Life Below Water** – Focused on understanding the productivity of marine and freshwater ecosystems, including primary production and food webs. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the relationship between water quality and aquatic productivity, and how healthy ecosystems contribute to clean water. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in resource use, particularly concerning fisheries and aquaculture based on productivity levels. 4. **SDG 3: Good Health and Well-being** – Investigating how aquatic productivity affects food security and nutrition, particularly in communities that rely on aquatic resources. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic productivity and how changes in ecosystem productivity can influence carbon cycling. 6. **SDG 15: Life on Land** – Considering the interconnectedness of aquatic and terrestrial ecosystems, particularly how productivity in aquatic environments supports biodiversity and ecosystem health. These goals highlight the importance of understanding aquatic productivity for ecosystem management and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131003 | Perubahan Iklim Global | Global Climate Change | University Global Climate Change is an interdisciplinary field that examines the causes, effects, and solutions related to climate change on a global scale. | 1. **SDG 13: Climate Action** – Directly focused on understanding climate change, its impacts, and strategies for mitigation and adaptation. 2. **SDG 7: Affordable and Clean Energy** – Exploring the role of energy production and consumption in climate change, including renewable energy solutions. 3. **SDG 11: Sustainable Cities and Communities** – Discussing the implications of climate change for urban planning, infrastructure, and community resilience. 4. **SDG 15: Life on Land** – Examining the effects of climate change on terrestrial ecosystems, biodiversity, and land use practices. 5. **SDG 14: Life Below Water** – Addressing the impacts of climate change on marine ecosystems, including ocean acidification and rising sea levels. 6. **SDG 3: Good Health and Well-being** – Investigating the health impacts of climate change, including respiratory issues, heat-related illnesses, and food security. 7. **SDG 1: No Poverty** – Considering how climate change disproportionately affects vulnerable populations and the need for equitable adaptation strategies. These goals highlight the multifaceted nature of climate change and its broad implications for sustainability and global well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131103 | Pengolahan Data Kualitas Perairan | Water Quality Data Processing | University Water Quality Data Processing focuses on the methods and technologies used to collect, analyze, and interpret data related to water quality. | 1. **SDG 6: Clean Water and Sanitation** – Directly focused on ensuring availability and sustainable management of water resources and improving water quality through data analysis. 2. **SDG 3: Good Health and Well-being** – Exploring the relationship between water quality and public health, including the impacts of contaminated water on communities. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in water use and management, informed by data on water quality and usage. 4. **SDG 13: Climate Action** – Analyzing how climate change impacts water quality, including effects on hydrology and contamination risks. 5. **SDG 15: Life on Land** – Considering the effects of land use and practices on water quality in freshwater ecosystems, and the importance of protecting these resources. 6. **SDG 11: Sustainable Cities and Communities** – Discussing urban water management and the implications of water quality data for sustainable development in urban areas. These goals highlight the critical importance of water quality monitoring and data analysis in promoting sustainable water management and public health. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131203 | Inderaja dan SIG Sumber Daya Perairan | Water Resources Senses and GIS | University Water Resources Sensors and GIS (Geographic Information Systems) focuses on the use of technology to monitor, manage, and analyze water resources. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources through effective monitoring and data collection. 2. **SDG 11: Sustainable Cities and Communities** – Emphasizing the role of GIS in urban planning and water resource management to create resilient and sustainable communities. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in water use and management, informed by spatial data and monitoring technologies. 4. **SDG 13: Climate Action** – Exploring how GIS can be used to assess the impacts of climate change on water resources and inform adaptation strategies. 5. **SDG 15: Life on Land** – Considering the interconnections between land use, water resources, and ecosystem health, using GIS to analyze and manage these relationships. 6. **SDG 3: Good Health and Well-being** – Investigating the implications of water resource management on public health, particularly regarding access to clean water. These goals highlight the importance of technology and data in managing water resources sustainably and addressing environmental challenges. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131303 | Pengelolaan Pesisir dan Laut Terpadu | Integrated Coastal and Marine Management | University Integrated Coastal and Marine Management (ICMM) focuses on the sustainable management of coastal and marine ecosystems, balancing environmental, economic, and social needs. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine resources, protecting marine ecosystems, and ensuring biodiversity. 2. **SDG 11: Sustainable Cities and Communities** – Emphasizing the need for sustainable coastal development and management practices to support resilient coastal communities. 3. **SDG 6: Clean Water and Sanitation** – Addressing water quality issues and the management of freshwater resources in coastal areas to ensure access to clean water. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in fisheries, aquaculture, and coastal resource management to reduce overfishing and environmental degradation. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on coastal and marine environments, and developing adaptation and mitigation strategies. 6. **SDG 15: Life on Land** – Considering the interactions between coastal and terrestrial ecosystems, particularly in terms of land use and habitat conservation. 7. **SDG 1: No Poverty** – Recognizing the economic importance of coastal resources for livelihoods and food security in local communities. These goals highlight the interdisciplinary nature of coastal and marine management and the need for integrated approaches to address complex environmental and socio-economic challenges. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02131403 | Pengelolaan Sumber Daya Perairan Wallacea Berbasis Masyarakat | Community-Based Management of Wallacea Water Resources | University Community-Based Management of Wallacea Water Resources focuses on sustainable management practices tailored to the unique ecosystems and communities in the Wallacea region, which includes parts of Indonesia, the Philippines, and surrounding areas. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, emphasizing community involvement in water quality and access. 2. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of sustainable management practices in urban and rural water systems to enhance community resilience. 3. **SDG 1: No Poverty** – Addressing the role of water resource management in supporting livelihoods and economic development for local communities. 4. **SDG 13: Climate Action** – Examining how climate change impacts water resources and the need for community-led adaptation strategies. 5. **SDG 15: Life on Land** – Considering the interconnectedness of land and water management practices, promoting sustainable land use that supports healthy water systems. 6. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in water use and management, informed by community knowledge and participation. 7. **SDG 3: Good Health and Well-being** – Investigating the relationship between water quality, availability, and public health, particularly in communities dependent on local water sources. These goals highlight the importance of community engagement in managing water resources sustainably and the interconnected nature of water, health, and livelihoods. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02140102 | Seminar Akhir | Final Seminar | A university Final Seminar is a culminating event where students present their research findings, projects, or thesis work to faculty, peers, and sometimes external stakeholders. | 1. **SDG 4: Quality Education** – Emphasizing the importance of education and lifelong learning through the presentation and discussion of research findings. 2. **SDG 17: Partnerships for the Goals** – Highlighting collaboration among students, faculty, and possibly external stakeholders, promoting partnerships in research and knowledge sharing. 3. **SDG 13: Climate Action** – If the seminar includes topics related to environmental science, sustainability, or climate change, it contributes to awareness and action on these issues. 4. **SDG 12: Responsible Consumption and Production** – Discussing sustainable practices in various fields, including resource management, production, and consumption. 5. **SDG 3: Good Health and Well-being** – If the seminar covers health-related research, it can contribute to understanding and promoting health and well-being. 6. **SDG 1: No Poverty** – If the research addresses economic development or social issues, it may focus on strategies to alleviate poverty. The specific SDGs addressed would depend on the themes of the projects and presentations discussed during the seminar. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130203 | Konservasi Sumber Daya Hayati Perairan | Conservation of Aquatic Biological Resources | University Conservation of Aquatic Biological Resources focuses on the preservation and sustainable management of aquatic ecosystems and their biodiversity. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable management of marine and freshwater ecosystems, ensuring the protection of biodiversity. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of healthy aquatic environments for maintaining water quality and availability. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources to prevent overexploitation. 4. **SDG 3: Good Health and Well-being** – Highlighting the role of aquatic resources in food security and nutrition, particularly for communities reliant on fish and other aquatic organisms. 5. **SDG 1: No Poverty** – Recognizing the economic importance of aquatic resources for livelihoods in coastal and rural communities, promoting sustainable practices that support community well-being. 6. **SDG 15: Life on Land** – Considering the interactions between aquatic and terrestrial ecosystems, and the importance of protecting both to maintain overall biodiversity. 7. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and developing strategies for resilience and adaptation. These goals emphasize the importance of conserving aquatic biological resources for ecological health, food security, and sustainable livelihoods. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130303 | Biologi Reproduksi | Reproductive Biology | University Reproductive Biology focuses on the biological processes involved in reproduction across various organisms, including humans, animals, and plants. | 1. **SDG 3: Good Health and Well-being** – Focused on reproductive health, family planning, and understanding reproductive processes, which are crucial for promoting health and well-being. 2. **SDG 4: Quality Education** – Emphasizing the importance of education on reproductive health, biology, and the implications for personal and public health. 3. **SDG 12: Responsible Consumption and Production** – Addressing the sustainability of reproductive practices in agriculture (e.g., livestock breeding) and their environmental impacts. 4. **SDG 15: Life on Land** – If the course includes aspects of wildlife reproductive biology, it contributes to conservation efforts and understanding biodiversity. 5. **SDG 1: No Poverty** – Exploring the links between reproductive health, economic development, and poverty alleviation, particularly in relation to family planning and women’s health. 6. **SDG 10: Reduced Inequality** – Considering the disparities in access to reproductive health services and education, and addressing these inequalities. These goals highlight the significance of reproductive biology in health, education, sustainability, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130403 | Pemetaan Sumber Daya Perairan | Aquatic Resources Mapping | Aquatic Resources Mapping is a university course that focuses on the assessment, management, and conservation of aquatic ecosystems through mapping and spatial analysis techniques. The course equips students with the skills to utilize geographic information systems (GIS), remote sensing, and other mapping technologies to study and manage aquatic resources effectively. | 1. **SDG 6: Clean Water and Sanitation** – Focused on mapping and managing water resources to ensure availability and sustainable use, contributing to clean and safe water. 2. **SDG 14: Life Below Water** – Emphasizing the conservation and sustainable management of aquatic ecosystems through spatial analysis and mapping of marine and freshwater resources. 3. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of effective resource management in urban planning and development, particularly in coastal and riverine areas. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources, informed by data-driven mapping techniques. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and using mapping to identify vulnerable areas and inform adaptation strategies. 6. **SDG 1: No Poverty** – Recognizing the role of aquatic resources in supporting livelihoods, particularly for communities that depend on fisheries and freshwater resources. These goals emphasize the importance of mapping in managing aquatic resources sustainably, promoting ecological health, and supporting community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130503 | Genetika Populasi | Population Genetics | Population Genetics is a university course that explores the genetic composition of populations and how genetic variation evolves over time. It integrates principles from genetics, ecology, and evolutionary biology to understand the mechanisms that drive changes in allele frequencies within populations and the implications for evolution and biodiversity. | 1. **SDG 15: Life on Land** – Focused on understanding genetic diversity within populations, which is essential for conservation efforts and maintaining biodiversity in terrestrial ecosystems. 2. **SDG 14: Life Below Water** – If the course includes aquatic species, it contributes to the conservation and sustainable management of marine biodiversity. 3. **SDG 3: Good Health and Well-being** – Exploring the genetic basis of health, disease susceptibility, and the implications for public health, particularly in understanding genetic disorders. 4. **SDG 4: Quality Education** – Emphasizing the importance of education in genetics and its applications in various fields, including conservation biology, agriculture, and medicine. 5. **SDG 12: Responsible Consumption and Production** – Addressing the genetic management of agricultural species to promote sustainable practices in food production. 6. **SDG 10: Reduced Inequality** – Considering how genetic research can inform healthcare policies and practices, particularly in underserved populations. These goals highlight the relevance of population genetics in conservation, health, and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130603 | Ekologi Ikan | Fish Ecology | Fish Ecology is a university course that examines the interactions between fish species and their environments, focusing on their behavior, population dynamics, habitat use, and the ecological roles they play in aquatic ecosystems. The course integrates principles of ecology, biology, and environmental science to provide a comprehensive understanding of fish species and their | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, understanding fish populations and their ecological roles. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality and habitat health for fish species and their ecosystems. 3. **SDG 3: Good Health and Well-being** – Investigating the role of fish in nutrition and food security, particularly for communities that rely on fish as a primary protein source. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices and management strategies to prevent overfishing and ensure healthy fish populations. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on fish ecology, including shifts in habitats and species distributions. 6. **SDG 1: No Poverty** – Recognizing the economic importance of fisheries for livelihoods, especially in coastal and rural communities that depend on fish for income. These goals highlight the significance of understanding fish ecology for promoting sustainability, conservation, and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130703 | Biologi Molluska Kawasan Wallacea | Mollusk Biology of the Wallacea Region | Mollusk Biology of the Wallacea Region is a specialized university course that focuses on the study of mollusks (soft-bodied invertebrates such as snails, clams, and cephalopods) found in the Wallacea region, a biodiversity hotspot located between Asia and Australia. The course emphasizes the unique evolutionary adaptations, ecological roles, and conservation challenges faced by mollusk species in this region. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, particularly in the unique and diverse ecosystems of the Wallacea Region. 2. **SDG 15: Life on Land** – Exploring the interactions between mollusks and their terrestrial habitats, as well as biodiversity conservation. 3. **SDG 3: Good Health and Well-being** – Investigating the ecological roles of mollusks and their contributions to local diets, nutrition, and community health. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and management of mollusk resources, including aquaculture. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on mollusk populations and their habitats, and the implications for ecosystem health. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of mollusks in ecosystem services that support local communities, particularly in coastal areas. These goals highlight the ecological and economic significance of mollusks and the importance of their conservation in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130803 | Histologi Biota Perairan | Histology of Aquatic Biota | Histology of Aquatic Biota is a university course that focuses on the microscopic structure and organization of tissues in aquatic organisms, including fish, mollusks, crustaceans, and other marine and freshwater species. The course emphasizes the relationship between histological features and the physiological functions of these organisms in their aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on understanding the microscopic structures and functions of aquatic organisms, which is essential for the conservation and sustainable management of marine and freshwater ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the health of aquatic organisms as indicators of water quality and ecosystem health, contributing to the assessment of environmental conditions. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic biota on human health, including the study of toxins, diseases, and the nutritional value of aquatic organisms. 4. **SDG 12: Responsible Consumption and Production** – Addressing the implications of histological studies for sustainable harvesting and management practices in fisheries and aquaculture. 5. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic and terrestrial ecosystems, especially how changes in aquatic biota can impact broader ecological health. These goals highlight the importance of histological research in understanding aquatic ecosystems and their contributions to sustainability and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121103 | Pengelolaan Sumber Daya Perikanan | Fisheries Resource Management | Fisheries Resource Management is a university course that focuses on the sustainable management of fishery resources to ensure their viability for future generations while balancing ecological, economic, and social considerations. The course combines principles of ecology, biology, economics, and policy to equip students with the tools necessary for effective fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine and freshwater ecosystems, ensuring healthy fish populations and biodiversity. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices, management strategies, and the reduction of overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Highlighting the importance of fish as a vital source of nutrition and its role in food security for many communities. 4. **SDG 1: No Poverty** – Recognizing the economic significance of fisheries for livelihoods, especially in coastal and rural areas that rely on fishing for income. 5. **SDG 13: Climate Action** – Exploring the impacts of climate change on fisheries and developing adaptive management strategies to mitigate these effects. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of fisheries in urban food systems and community resilience, particularly in coastal regions. These goals underscore the need for integrated and sustainable approaches to fisheries management to support ecological health, economic stability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121203 | Dinamika Populasi dan Pendugaan Stok | Population Dynamics and Stock Estimation | Population Dynamics and Stock Estimation is a university course that focuses on the study of fish and wildlife populations, their growth, reproduction, and survival, as well as the methods used to estimate population sizes and assess the health of stocks. This course is essential for understanding how populations respond to environmental changes, human activities, and management practices. | 1. **SDG 14: Life Below Water** – Focused on understanding fish population dynamics and stock assessments to ensure the sustainable management of marine and freshwater resources. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices by using data-driven approaches to prevent overfishing and ensure responsible resource use. 3. **SDG 3: Good Health and Well-being** – Highlighting the importance of fish as a nutritional resource and its contribution to food security in communities reliant on fishing. 4. **SDG 1: No Poverty** – Addressing the economic importance of fisheries for livelihoods, particularly in coastal and rural areas, and promoting sustainable practices that support community well-being. 5. **SDG 13: Climate Action** – Examining how climate change affects fish populations and their dynamics, which is critical for developing effective management strategies. 6. **SDG 11: Sustainable Cities and Communities** – Considering the role of healthy fish stocks in supporting urban food systems and community resilience. These goals emphasize the importance of scientific research and data analysis in managing fish populations sustainably and ensuring ecological and economic stability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121303 | Rehabilitasi dan Pengembangan Sumber Daya Perairan | Rehabilitation and Development of Aquatic Resources | Rehabilitation and Development of Aquatic Resources is a university course that focuses on strategies for restoring and sustainably managing aquatic ecosystems, including freshwater and marine environments. The course emphasizes the importance of rehabilitation efforts in enhancing biodiversity, improving water quality, and supporting livelihoods dependent on aquatic resources. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable management of marine and freshwater ecosystems, promoting the rehabilitation of degraded habitats. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of healthy aquatic ecosystems for maintaining water quality and availability. 3. **SDG 15: Life on Land** – Considering the interconnections between aquatic and terrestrial ecosystems, particularly in habitat restoration efforts. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the use and management of aquatic resources to prevent overexploitation. 5. **SDG 3: Good Health and Well-being** – Highlighting the role of healthy aquatic resources in supporting food security and nutrition for communities dependent on these resources. 6. **SDG 13: Climate Action** – Examining the impacts of climate change on aquatic ecosystems and developing strategies for resilience and adaptation. 7. **SDG 1: No Poverty** – Recognizing the economic significance of aquatic resources for livelihoods, particularly in rural and coastal communities, and promoting sustainable development to enhance community well-being. These goals underscore the importance of rehabilitation and sustainable management of aquatic resources for ecological health and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121402 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | Research Methods and Scientific Writing is a university course designed to equip students with essential skills for conducting research and effectively communicating their findings in a scientific context. The course covers the entire research process, from formulating research questions to presenting results in written form. | 1. **SDG 4: Quality Education** – Emphasizing the importance of research skills and effective communication in academic and professional settings. 2. **SDG 3: Good Health and Well-being** – If the research methods focus on health-related studies, it contributes to improving health outcomes and knowledge dissemination. 3. **SDG 12: Responsible Consumption and Production** – Promoting research on sustainable practices and the importance of scientific communication in informing responsible practices. 4. **SDG 17: Partnerships for the Goals** – Encouraging collaboration and networking among researchers, institutions, and communities to address complex problems. 5. **SDG 10: Reduced Inequality** – Fostering equitable access to research resources and opportunities, and highlighting the importance of inclusive research practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting transparent research practices and the dissemination of knowledge to inform policy and governance. These goals highlight the significance of research methods and scientific writing in advancing knowledge, promoting sustainability, and contributing to social and health improvements. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121503 | Ekotoksikologi Perairan | Aquatic Ecotoxicology | Aquatic Ecotoxicology is a university course that studies the effects of toxic substances on aquatic organisms and ecosystems. It combines principles from ecology, toxicology, and environmental science to assess the impacts of pollutants on aquatic life, including fish, invertebrates, and plants. | 1. **SDG 6: Clean Water and Sanitation** – Focused on assessing and ensuring the quality of water resources, emphasizing the prevention of pollution and its impacts on aquatic ecosystems. 2. **SDG 14: Life Below Water** – Directly related to the study of pollutants and their effects on marine and freshwater organisms, promoting the conservation of aquatic biodiversity. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic pollutants on human health, especially through the consumption of contaminated water and aquatic organisms. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in industries and agriculture to reduce harmful discharges into water bodies. 5. **SDG 13: Climate Action** – Examining how climate change can interact with pollutants and affect the resilience of aquatic ecosystems. 6. **SDG 15: Life on Land** – Considering the interconnectedness of terrestrial and aquatic ecosystems, particularly regarding runoff and habitat degradation. These goals emphasize the importance of understanding and mitigating the impacts of pollutants on aquatic environments to promote ecosystem health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121602 | Hukum dan Perundangan-undangan | Law and Legislation | Law and Legislation is a university course that introduces students to the fundamental principles of law, the legislative process, and the role of law in society. The course covers various aspects of legal systems, sources of law, and the interpretation and application of legislation. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focused on promoting the rule of law, access to justice, and accountable institutions, essential for a functioning legal framework. 2. **SDG 4: Quality Education** – Emphasizing the importance of legal education and literacy in understanding rights and responsibilities within a legal system. 3. **SDG 10: Reduced Inequality** – Addressing how laws and legislation can promote equality and protect the rights of marginalized groups. 4. **SDG 5: Gender Equality** – Examining laws related to gender equality, women’s rights, and efforts to eliminate discrimination and violence against women. 5. **SDG 3: Good Health and Well-being** – Considering health-related laws, including those governing access to healthcare, public health policies, and regulations affecting health outcomes. 6. **SDG 12: Responsible Consumption and Production** – Addressing regulations related to environmental protection, sustainable practices, and corporate responsibility. These goals underscore the significance of law and legislation in promoting justice, equality, and sustainable development within society. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02130103 | Pengelolaan Sumber Daya Perairan Darat | Management of Inland Water Resources | Management of Inland Water Resources is a university course that focuses on the sustainable management and conservation of inland water bodies, such as rivers, lakes, and wetlands. The course emphasizes the importance of these resources for biodiversity, water supply, recreation, and ecosystem services. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, emphasizing water quality, accessibility, and sanitation. 2. **SDG 14: Life Below Water** – Addressing the conservation and sustainable use of freshwater ecosystems, including lakes, rivers, and wetlands. 3. **SDG 11: Sustainable Cities and Communities** – Highlighting the importance of integrated water resource management in urban planning and development, particularly for water supply and flood management. 4. **SDG 1: No Poverty** – Recognizing the role of inland water resources in supporting livelihoods, particularly in rural and agricultural communities. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on water availability and quality, and developing strategies for resilience in water management. 6. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in water use and management to prevent overexploitation and pollution. These goals highlight the importance of effective management of inland water resources for ecological health, community well-being, and sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120402 | Biogeografi Kawasan Wallacea | Biogeography of the Wallacea Region | University Biogeography of the Wallacea Region focuses on the study of the distribution of species and ecosystems in this unique area, which lies between Asia and Australia. | 1. **SDG 15: Life on Land** – Focused on the conservation and sustainable use of terrestrial ecosystems, exploring biodiversity patterns and the impacts of habitat loss. 2. **SDG 14: Life Below Water** – If the course includes coastal and marine biogeography, it emphasizes the importance of conserving marine biodiversity and ecosystems. 3. **SDG 13: Climate Action** – Examining the effects of climate change on species distribution, habitats, and ecosystem dynamics in the region. 4. **SDG 6: Clean Water and Sanitation** – Considering how land use and biogeographic patterns influence water quality and availability in freshwater systems. 5. **SDG 12: Responsible Consumption and Production** – Addressing sustainable land and resource management practices to protect biodiversity and ecosystems. 6. **SDG 3: Good Health and Well-being** – Highlighting the connections between biodiversity, ecosystem services, and human health, particularly in communities reliant on natural resources. These goals underscore the significance of understanding biogeography for conservation efforts, sustainable management, and addressing environmental challenges in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120503 | Ekologi Perairan Tropis | Tropical Aquatic Ecology | University Tropical Aquatic Ecology focuses on the study of aquatic ecosystems in tropical regions, including freshwater and marine environments. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, emphasizing biodiversity in tropical aquatic environments. 2. **SDG 15: Life on Land** – Exploring the interactions between aquatic and terrestrial ecosystems, particularly in tropical regions where these systems are closely linked. 3. **SDG 6: Clean Water and Sanitation** – Addressing the importance of maintaining water quality and healthy aquatic ecosystems for human and environmental health. 4. **SDG 3: Good Health and Well-being** – Investigating the role of tropical aquatic resources in nutrition and food security, particularly for communities that depend on these ecosystems. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the use of aquatic resources to prevent overexploitation and ensure ecological balance. 6. **SDG 13: Climate Action** – Examining the impacts of climate change on tropical aquatic ecosystems and developing strategies for resilience and adaptation. These goals highlight the significance of tropical aquatic ecology in understanding and managing biodiversity, promoting sustainability, and supporting community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120603 | Pengolahan Data Perikanan | Fisheries Data Processing | University Fisheries Data Processing focuses on the methods and techniques used to collect, analyze, and interpret data related to fish populations and fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the sustainable management and conservation of marine and freshwater resources, utilizing data to monitor fish populations and ecosystems. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing the importance of data in promoting sustainable fishing practices and reducing overfishing and bycatch. 3. **SDG 6: Clean Water and Sanitation** – Recognizing the role of healthy aquatic ecosystems in supporting fisheries and the importance of water quality data. 4. **SDG 1: No Poverty** – Addressing the economic significance of fisheries for livelihoods, particularly in coastal and rural communities, and promoting data-informed resource management. 5. **SDG 3: Good Health and Well-being** – Highlighting the nutritional importance of fish and the need for data to ensure sustainable supplies for food security. 6. **SDG 13: Climate Action** – Examining how climate change affects fish populations and habitats, and using data to develop adaptive management strategies. These goals underscore the importance of data processing in fisheries management for promoting sustainability, economic stability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120703 | Pencemaran Perairan | Water Pollution | University Water Pollution focuses on the causes, effects, and management of water pollution in various aquatic environments. | 1. **SDG 6: Clean Water and Sanitation** – Focused on ensuring availability and sustainable management of water resources, addressing issues of water quality and pollution control. 2. **SDG 14: Life Below Water** – Emphasizing the impacts of water pollution on marine ecosystems and biodiversity, promoting conservation efforts. 3. **SDG 3: Good Health and Well-being** – Investigating the health implications of contaminated water, including the effects on human health and community well-being. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in industries and agriculture to reduce the introduction of pollutants into water bodies. 5. **SDG 13: Climate Action** – Examining the relationship between climate change and water quality, including how climate impacts can exacerbate pollution issues. 6. **SDG 11: Sustainable Cities and Communities** – Discussing urban water management and the importance of reducing pollution in water systems to create resilient communities. These goals highlight the critical importance of understanding and addressing water pollution to protect ecosystems and ensure public health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120802 | Biologi Iktiofauna Kawasan Wallacea | Ichthyofauna Biology of the Wallacea Region | University Ichthyofauna Biology of the Wallacea Region focuses on the study of fish species native to the biologically rich Wallacea region, which includes parts of Indonesia and the surrounding waters. | 1. **SDG 14: Life Below Water** – Focused on the study and conservation of fish species in the unique marine ecosystems of the Wallacea Region, emphasizing biodiversity and sustainable use. 2. **SDG 15: Life on Land** – Exploring the interactions between freshwater and terrestrial ecosystems, and the importance of conserving habitats that support ichthyofauna. 3. **SDG 3: Good Health and Well-being** – Investigating the role of fish as a crucial food source and their contributions to the nutrition and health of local communities. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices and resource management to ensure the long-term viability of fish populations. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on fish populations and their habitats, and developing strategies for adaptation. 6. **SDG 1: No Poverty** – Considering the economic importance of fisheries for livelihoods in coastal and rural communities, promoting sustainable practices that enhance community resilience. These goals highlight the significance of studying ichthyofauna for understanding biodiversity, ecological health, and sustainable resource management in the Wallacea Region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120903 | Biologi Perikanan | Fisheries Biology | University Fisheries Biology focuses on the study of fish species, their biology, ecology, and the management of fish populations in various aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on understanding the physiological adaptations of aquatic animals to their environments, which is crucial for conservation and sustainable management of marine and freshwater ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality on the health and physiology of aquatic organisms, and the role of these organisms as indicators of ecosystem health. 3. **SDG 3: Good Health and Well-being** – Investigating the impacts of aquatic animals on human health, including their role in nutrition and potential medical applications. 4. **SDG 12: Responsible Consumption and Production** – Addressing the sustainable practices in aquaculture and fisheries, informed by physiological knowledge to improve animal welfare and productivity. 5. **SDG 13: Climate Action** – Exploring how climate change affects the physiology of aquatic animals and their ability to adapt to changing environments. 6. **SDG 15: Life on Land** – Considering the interconnectedness of aquatic and terrestrial ecosystems, particularly how changes in aquatic physiology can impact broader ecological health. These goals highlight the relevance of physiological studies in promoting sustainability and understanding the ecological roles of aquatic animals. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02121003 | Fisiologi Hewan Air | Physiology of Aquatic Animals | University Physiology of Aquatic Animals focuses on the biological processes and functions of animals living in aquatic environments, including both freshwater and marine species. | 1. **SDG 14: Life Below Water** – Focused on understanding the physiological adaptations of aquatic animals, which is essential for their conservation and management in marine and freshwater ecosystems. 2. **SDG 3: Good Health and Well-being** – Exploring the health and physiological responses of aquatic species can inform public health, especially regarding the consumption of aquatic resources. 3. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable practices in the aquaculture and fishing industries by understanding the physiological needs of aquatic species. 4. **SDG 13: Climate Action** – Examining how climate change affects the physiology of aquatic animals, including responses to temperature changes, ocean acidification, and habitat alterations. 5. **SDG 1: No Poverty** – Recognizing the economic significance of healthy aquatic species for livelihoods in fishing and aquaculture, which can impact poverty reduction efforts. 6. **SDG 15: Life on Land** – Considering the interconnections between aquatic and terrestrial ecosystems, especially in terms of water quality and ecosystem health. These goals emphasize the importance of physiological research in promoting sustainable management of aquatic resources and ensuring the health of aquatic ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L01110102 | Pengantar Ilmu Kelautan dan Perikanan | Introduction to Marine Science and Fisheries | University Introduction to Marine Science and Fisheries provides foundational knowledge about marine ecosystems and the principles of fisheries management. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, understanding marine ecosystems, and the dynamics of fish populations. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable fishing practices and resource management to prevent overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Examining the role of marine resources in food security and nutrition, particularly for communities dependent on fish. 4. **SDG 1: No Poverty** – Considering the economic importance of fisheries for livelihoods in coastal and rural communities. 5. **SDG 13: Climate Action** – Discussing the impacts of climate change on marine ecosystems, fisheries, and strategies for adaptation and resilience. 6. **SDG 6: Clean Water and Sanitation** – Addressing the importance of maintaining healthy marine environments for water quality and ecosystem health. These goals highlight the interconnectedness of marine science and fisheries management with ecological sustainability and human well-being. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110203 | Planktonologi | Planktonology | University Planktonology focuses on the study of plankton, the diverse group of microorganisms and small organisms that drift in aquatic environments. | 1. **SDG 14: Life Below Water** – Focused on the study of plankton as key components of marine and freshwater ecosystems, crucial for biodiversity and food webs. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of plankton in water quality and ecosystem health, and their role as indicators of environmental change. 3. **SDG 3: Good Health and Well-being** – Investigating the role of plankton in food chains, including their importance in fisheries and the broader implications for human nutrition. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in marine resource management, particularly related to the impacts of fishing on plankton populations. 5. **SDG 13: Climate Action** – Examining the effects of climate change on plankton dynamics and their role in carbon cycling and sequestration. 6. **SDG 15: Life on Land** – Exploring the interconnectedness of aquatic and terrestrial ecosystems, particularly how changes in plankton communities can affect land-based ecosystems. These goals highlight the ecological significance of plankton and their contributions to overall environmental health and sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110303 | Ilmu Tumbuhan Air dan Makroalga | Science of Aquatic Plants and Macroalgae | University Science of Aquatic Plants and Macroalgae focuses on the study of plant and algal life in freshwater and marine environments | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine and freshwater ecosystems, particularly regarding aquatic plants and macroalgae. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the role of aquatic plants in maintaining water quality and ecosystem health. 3. **SDG 15: Life on Land** – Exploring the interactions between aquatic and terrestrial ecosystems, including the importance of wetlands and coastal vegetation. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable harvesting practices and the use of macroalgae in food, pharmaceuticals, and biofuels. 5. **SDG 3: Good Health and Well-being** – Investigating the nutritional and medicinal benefits of aquatic plants and macroalgae. 6. **SDG 13: Climate Action** – Examining the role of aquatic plants and macroalgae in carbon sequestration and climate change mitigation. These goals highlight the ecological significance and the potential benefits of aquatic plants and macroalgae in sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110402 | Pengantar Pengelolaan Perikanan | Introduction to Fisheries Management | University Introduction to Fisheries Management provides foundational knowledge about the principles and practices involved in the sustainable management of fishery resources. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use and conservation of marine and freshwater resources, emphasizing responsible fisheries practices. 2. **SDG 12: Responsible Consumption and Production** – Addressing sustainable fishing practices, resource management, and minimizing overfishing and bycatch. 3. **SDG 3: Good Health and Well-being** – Considering the role of fisheries in food security and nutrition for communities reliant on fish as a primary protein source. 4. **SDG 1: No Poverty** – Examining the economic importance of fisheries for livelihoods, especially in coastal and rural communities. 5. **SDG 13: Climate Action** – Discussing the impacts of climate change on fish populations and ecosystems, and strategies for adaptation in fisheries management. 6. **SDG 15: Life on Land** – Exploring the interactions between aquatic ecosystems and terrestrial environments, particularly in coastal management. These goals underscore the importance of sustainable fisheries management in maintaining ecological balance and supporting human communities. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02110603 | Invertebrata Akuatik | Aquatic Invertebrates | University Aquatic Invertebrates focuses on the study of invertebrate animals that inhabit freshwater and marine ecosystems | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of aquatic ecosystems, particularly marine and freshwater invertebrates. 2. **SDG 6: Clean Water and Sanitation** – Emphasizing the importance of water quality and the role of invertebrates as indicators of ecosystem health. 3. **SDG 15: Life on Land** – Exploring the connections between aquatic invertebrates and terrestrial ecosystems, including biodiversity conservation. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and management of aquatic resources. 5. **SDG 3: Good Health and Well-being** – Investigating the ecological roles of invertebrates and their contributions to food webs and human health. 6. **SDG 13: Climate Action** – Examining how climate change affects aquatic ecosystems and the resilience of invertebrate populations. These goals highlight the ecological significance of aquatic invertebrates and their role in maintaining healthy ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120203 | Biologi Krustasea Kawasan Wallacea | Biology of Crustaceans in the Wallacea Region | University Biology of Crustaceans in the Wallacea Region focuses on the study of crustacean species native to this biologically rich area, which includes islands such as Sulawesi and the surrounding waters. | 1. **SDG 14: Life Below Water** – Focused on the conservation and sustainable use of marine resources, particularly in the unique ecosystems of the Wallacea Region. 2. **SDG 15: Life on Land** – Exploring the interactions between crustacean species and their terrestrial habitats, including biodiversity conservation. 3. **SDG 3: Good Health and Well-being** – Investigating the role of crustaceans in local diets and ecosystems, which can impact community health. 4. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the harvesting and consumption of crustacean resources. 5. **SDG 13: Climate Action** – Examining the impacts of climate change on crustacean populations and their habitats. Courses may also highlight the importance of biodiversity and ecosystem services, reinforcing the need for conservation efforts in this biologically rich and diverse region. |
| ILMU KELAUTAN DAN PERIKANAN | MANAJEMEN S.DAYA PERAIRAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L02120303 | Limnologi | Limnology | University Limnology focuses on the study of freshwater ecosystems, including lakes, rivers, ponds, and wetlands. | 1. **SDG 6: Clean Water and Sanitation** – Focused on the study of freshwater ecosystems, water quality, and sustainable water management. 2. **SDG 14: Life Below Water** – While primarily focused on freshwater systems, limnology often addresses the interconnections with aquatic ecosystems, including rivers and lakes. 3. **SDG 15: Life on Land** – Exploring the interactions between freshwater systems and terrestrial environments, including watershed management and biodiversity. 4. **SDG 3: Good Health and Well-being** – Understanding how freshwater ecosystems contribute to public health and community well-being |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110102 | Pengenalan dan Penghayatan Profesi Dokter Hewan | Introduction and Appreciation of the Veterinary Profession | The university course Introduction and Appreciation of the Veterinary Profession provides students with an overview of the veterinary field, focusing on the roles and responsibilities of veterinarians in maintaining animal health and welfare. The course introduces key aspects of veterinary practice, including animal care, diagnosis, treatment, and prevention of diseases across various species, with an emphasis on companion animals, livestock, and wildlife. | SDG 3: Good Health and Well-being Veterinary professionals play a critical role in promoting both animal and human health. They help prevent the spread of zoonotic diseases (those that can be transmitted from animals to humans), manage public health through animal control programs, and ensure the health of livestock, which contributes to food security and nutrition. Veterinary professionals also contribute to the development of animal vaccines and treatments, which enhances the well-being of animals and, indirectly, humans. 2. SDG 12: Responsible Consumption and Production Veterinarians help ensure sustainable livestock farming practices by advising on animal welfare, disease prevention, and ethical treatment. By promoting responsible practices in farming, they help ensure food systems are more sustainable. Veterinarians also play a role in reducing waste in the meat and dairy industries and encouraging sustainable agricultural practices that are environmentally friendly. 3. SDG 15: Life on Land Veterinary science is essential in maintaining biodiversity and protecting wildlife. Veterinarians work to ensure that wildlife populations are healthy, manage endangered species, and help prevent the extinction of certain species. They also contribute to land conservation and sustainable land use practices that prevent habitat loss and support ecosystem health. 4. SDG 2: Zero Hunger Veterinarians are crucial in ensuring food security by promoting the health and productivity of livestock. Healthy animals contribute to a more stable food supply, which helps reduce hunger and poverty in many parts of the world. They also work in ensuring that animal products (e.g., milk, eggs, meat) are safe for human consumption. 5. SDG 6: Clean Water and Sanitation Veterinarians may help ensure that animals have access to clean water and proper sanitation, which is critical for disease prevention and maintaining health. Their role in advising on water quality and waste management is important in rural and agricultural communities. 6. SDG 8: Decent Work and Economic Growth The veterinary profession contributes to the economy by supporting industries such as agriculture, food production, and tourism (such as safaris and wildlife reserves). It also offers various career opportunities in research, education, and policy-making, providing decent work and contributing to economic growth in rural areas. 7. SDG 1: No Poverty By supporting the health and productivity of animals, veterinarians indirectly contribute to poverty reduction, especially in communities where livestock is a major economic resource. A healthy livestock population can increase income opportunities for farmers and contribute to better nutrition. 8. SDG 4: Quality Education Veterinary education itself promotes SDG 4. Courses on veterinary science raise awareness of the importance of animal health and the veterinary profession, which contributes to building a more knowledgeable society and a skilled workforce in the field of animal care. Veterinary professionals play an integral part in achieving sustainable development, both in terms of protecting the environment and advancing human well-being. The course on the Introduction and Appreciation of the Veterinary Profession may touch upon these goals, either directly or indirectly, depending on its curriculum and focus areas. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03115103 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The university course Final Project (Thesis) is a capstone experience that allows students to conduct independent, in-depth research on a topic related to their field of study. The course provides guidance and support as students design, plan, and execute a research project, culminating in the completion of a thesis or dissertation. | 1. SDG 1: No Poverty If the thesis focuses on poverty alleviation, economic empowerment, or sustainable livelihoods, it could contribute to the goal of ending poverty in all its forms. Research into microfinance, social entrepreneurship, or rural development often links to this SDG. 2. SDG 2: Zero Hunger A thesis on agricultural innovation, food security, sustainable farming practices, or improving access to nutritious food would directly align with this SDG. Studies on food waste reduction, aquaculture, or improving food distribution systems are relevant to SDG 2. 3. SDG 3: Good Health and Well-being Research on public health, disease prevention, healthcare access, mental health, or health systems would tie in with this goal. A thesis focusing on addressing global health issues, such as tackling non-communicable diseases or improving sanitation, would directly contribute to this SDG. 4. SDG 4: Quality Education If the thesis is related to education policy, improving access to education, e-learning, or quality in education, it would contribute to this goal. Research on equitable access to education, particularly for marginalized groups, or the development of educational technologies, is relevant here. 5. SDG 5: Gender Equality A thesis addressing gender inequality, women’s empowerment, or gender-based violence would connect to this SDG. Topics could include women’s rights, gender parity in education or the workplace, or the impact of gender on socioeconomic outcomes. 6. SDG 6: Clean Water and Sanitation Research on water scarcity, sanitation systems, water purification technologies, or water management in rural areas would relate to this goal. A thesis focused on solutions to water pollution or access to clean water in underserved communities would contribute to this SDG. 7. SDG 7: Affordable and Clean Energy A thesis on renewable energy technologies (e.g., solar, wind, bioenergy), energy efficiency, or sustainable energy systems would align with this goal. Research that explores the transition to clean energy or energy access in developing countries also fits here. 8. SDG 8: Decent Work and Economic Growth Research on inclusive economic growth, labor rights, entrepreneurship, or the gig economy can contribute to SDG 8. A thesis that addresses job creation, income inequality, or improving working conditions would fit within this goal. 9. SDG 9: Industry, Innovation, and Infrastructure A thesis on technological innovation, sustainable infrastructure, or the development of resilient industries could contribute to this SDG. Topics could include advancements in sustainable transportation, smart cities, or the role of digital innovation in economic development. 10. SDG 10: Reduced Inequality Research that addresses income inequality, access to education, healthcare, or social justice would connect with this SDG. A thesis focusing on social inclusion, the empowerment of marginalized groups, or equitable economic policies would contribute here. 11. SDG 11: Sustainable Cities and Communities A thesis on urban planning, sustainable housing, smart city development, or improving public transportation systems could focus on this SDG. Topics that address disaster resilience or reducing the environmental impact of urban areas are also relevant. 12. SDG 12: Responsible Consumption and Production Research on sustainable consumption, circular economy practices, reducing waste, or sustainable supply chains would directly relate to this goal. A thesis exploring ways to reduce the environmental footprint of industries or encouraging more responsible consumption patterns would contribute to this SDG. 13. SDG 13: Climate Action If the thesis focuses on climate change mitigation, carbon reduction technologies, or environmental policy to address climate impacts, it would tie into this SDG. Research on the effects of climate change on biodiversity, agriculture, or coastal communities is also relevant. 14. SDG 14: Life Below Water A thesis on marine conservation, ocean pollution, fisheries sustainability, or coral reef preservation would relate to this goal. Research into the impact of human activity on marine ecosystems and biodiversity would contribute to SDG 14. 15. SDG 15: Life on Land Research that addresses deforestation, biodiversity loss, wildlife conservation, or land degradation would directly support this SDG. A thesis on ecosystem restoration, conservation strategies, or the impact of agriculture on terrestrial ecosystems fits here. 16. SDG 16: Peace, Justice, and Strong Institutions If the thesis focuses on human rights, peacebuilding, conflict resolution, or the role of governance in strengthening institutions, it would contribute to this goal. Research on corruption, political stability, or legal frameworks to ensure access to justice could also be relevant. 17. SDG 17: Partnerships for the Goals A thesis that emphasizes international collaboration, partnerships between governments, NGOs, and private sectors, or the role of global organizations in promoting sustainable development would be connected to SDG 17. Research on how to strengthen multilateral cooperation for achieving the SDGs would fit here. Conclusion: In essence, the SDGs that a final thesis covers will depend entirely on the research question, discipline, and focus of the student. The potential to contribute to sustainable development is broad across various fields such as public health, engineering, environmental science, economics, education, and social sciences. It’s possible for a thesis to contribute to multiple SDGs if it intersects various themes (e.g., health, education, and gender equality). |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C02140104 | Kuliah Kerja Nyata | Community Service Program | The university course Community Service Program offers students the opportunity to engage in service learning by participating in community-based projects that address local needs and contribute to social development. This course combines academic knowledge with practical experience, encouraging students to apply their skills and expertise in real-world settings while fostering a sense of social responsibility and civic engagement. | 1. SDG 1: No Poverty Community service programs often involve working with underserved populations, supporting poverty alleviation efforts. Activities might include providing food, shelter, or skills training to low-income communities, helping to reduce poverty and improve livelihoods. 2. SDG 2: Zero Hunger Programs that address food insecurity, whether by providing meals to those in need or participating in food banks or community gardens, can directly contribute to this goal. Students might also engage in initiatives focused on improving access to nutritious food in vulnerable areas. 3. SDG 3: Good Health and Well-being Community service initiatives such as providing healthcare education, supporting mental health services, conducting wellness checks, or aiding in health campaigns directly support this goal. Programs focused on improving public health, offering free medical care, or supporting hospitals or clinics could also be included. 4. SDG 4: Quality Education Many community service programs involve tutoring, mentoring, or helping improve access to education for marginalized or underprivileged groups. Providing educational support, particularly to children or adults who face barriers to learning, aligns with SDG 4. 5. SDG 5: Gender Equality Community service initiatives that promote gender equality, such as providing resources for women, supporting victims of gender-based violence, or advocating for equal rights and opportunities, contribute to SDG 5. Programs that empower women through education, leadership, or economic development also fit within this goal. 6. SDG 6: Clean Water and Sanitation Projects that focus on improving access to clean water, sanitation facilities, or hygiene education can contribute to SDG 6. This might include working in communities that face water scarcity or providing resources to improve local sanitation infrastructure. 7. SDG 10: Reduced Inequality Community service projects that focus on reducing inequalities based on income, race, ethnicity, gender, or disability can have a direct impact on SDG 10. This might include advocacy work, providing social services, or offering educational opportunities to marginalized or disadvantaged groups. 8. SDG 11: Sustainable Cities and Communities Many community service programs involve urban development and making cities more inclusive, safe, and sustainable. Students might work on projects related to sustainable housing, improving public transport systems, or revitalizing local areas. In addition, organizing community events, beautifying spaces, or promoting green spaces can contribute to SDG 11. 9. SDG 13: Climate Action Projects focused on environmental conservation, sustainability, or climate change awareness align with SDG 13. Community service activities such as tree planting, organizing clean-up drives, or educating the public about climate change and sustainability can contribute to this goal. 10. SDG 16: Peace, Justice, and Strong Institutions Volunteering in programs that focus on conflict resolution, community justice, promoting civic engagement, or strengthening legal frameworks for vulnerable groups contributes to this SDG. Supporting peace-building initiatives or advocating for social justice within local communities is also relevant. 11. SDG 17: Partnerships for the Goals Community service often involves partnerships with local governments, non-profits, and other organizations to address social issues. Programs that foster collaboration between various stakeholders—such as universities, local communities, businesses, and international organizations—are aligned with SDG 17, promoting the importance of partnerships for sustainable development. Summary of SDGs Most Likely Covered: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 10: Reduced Inequality SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals Key Takeaway: A Community Service Program provides numerous opportunities to engage with a wide array of SDGs, depending on the specific focus of the program. The activities involved—whether addressing poverty, health, education, gender equality, or environmental sustainability—offer students the chance to make tangible contributions toward global goals while fostering their own growth as active, socially responsible citizens. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114402 | Epidemiologi dan Ekonomi Veteriner | Veterinary Epidemiology and Economics | The university course Veterinary Epidemiology and Economics focuses on the study of the distribution, determinants, and control of animal diseases, as well as the economic impact of these diseases on both animal populations and human society. The course integrates concepts from epidemiology, the study of disease patterns, and veterinary economics, which assesses the costs and benefits associated with animal health interventions. | 1. SDG 3: Good Health and Well-being Veterinary epidemiology focuses on the spread and control of diseases among animal populations, including zoonotic diseases (those that can be transmitted from animals to humans). By studying epidemiology, the course aims to prevent outbreaks and control disease, ultimately safeguarding both animal and human health. Additionally, the course may cover how animal health is directly linked to human health (for instance, through food security and zoonotic diseases), contributing to overall well-being. 2. SDG 6: Clean Water and Sanitation Veterinary epidemiology often addresses the role of water quality in the spread of diseases among animals, especially in rural and agricultural areas. Courses may discuss how proper sanitation and water management are essential for preventing disease transmission, not only in animals but also in humans. 3. SDG 12: Responsible Consumption and Production Veterinary economics studies how the economic aspects of livestock production, including the costs and benefits of disease prevention, influence the sustainability of animal agriculture. This is important for promoting sustainable livestock practices that reduce waste, ensure animal welfare, and minimize environmental impact. Understanding how diseases affect production systems and economic returns can also help farmers adopt more sustainable practices. 4. SDG 8: Decent Work and Economic Growth The economics component of the course will likely explore the economic impact of animal diseases on agriculture, food industries, and rural economies. By understanding the economic aspects of disease control, students can help ensure that animal industries remain productive and sustainable, contributing to economic growth and decent work opportunities, especially in rural or developing areas where livestock farming is vital for livelihoods. 5. SDG 15: Life on Land The study of veterinary epidemiology is crucial for managing and protecting biodiversity. Diseases that affect wildlife can lead to species decline or extinction. Understanding epidemiology helps in managing wildlife health, preventing zoonotic disease spillovers, and promoting conservation efforts. Additionally, livestock diseases can affect ecosystems and lead to overgrazing or land degradation if not managed properly. 6. SDG 2: Zero Hunger Veterinary economics and epidemiology are deeply intertwined with food security. Healthy livestock are essential for ensuring a stable and sufficient supply of animal-based food products (like milk, meat, and eggs). Control of animal diseases, through epidemiological studies, ensures the stability and productivity of the agricultural sector, which directly impacts food security in many parts of the world. 7. SDG 10: Reduced Inequality Livestock production is a significant livelihood for many marginalized populations, particularly in rural areas of developing countries. By focusing on disease prevention and economic efficiency, veterinary epidemiology can help reduce inequality by improving livestock productivity, thereby supporting the economic stability of rural farmers and promoting more equitable access to resources. 8. SDG 13: Climate Action Animal agriculture, including the management of diseases in livestock, plays a role in climate change. Understanding the economic aspects of veterinary epidemiology can encourage more sustainable practices that reduce the carbon footprint of livestock farming. The course may also address how certain animal diseases are influenced by climate change, requiring adaptive strategies to protect both animal health and the environment. 9. SDG 16: Peace, Justice, and Strong Institutions Veterinary epidemiology involves public health measures and the strengthening of institutions for disease surveillance, control, and management. In countries with weak veterinary systems, disease outbreaks can lead to social unrest, economic collapse, and increased poverty. By strengthening veterinary systems and providing data-driven, economically sustainable solutions, the course can contribute to building more resilient institutions for health and safety. Summary of SDGs Likely Covered: SDG 3: Good Health and Well-being (focus on preventing zoonotic diseases, promoting animal health) SDG 6: Clean Water and Sanitation (role of sanitation in preventing disease transmission) SDG 12: Responsible Consumption and Production (promoting sustainable livestock and production practices) SDG 8: Decent Work and Economic Growth (economic impact of disease management on livestock industries) SDG 15: Life on Land (wildlife conservation, disease management in natural ecosystems) SDG 2: Zero Hunger (ensuring food security through healthy and productive livestock systems) SDG 10: Reduced Inequality (supporting rural economies and marginalized communities through disease control) SDG 13: Climate Action (examining the link between animal disease and climate change) SDG 16: Peace, Justice, and Strong Institutions (strengthening veterinary institutions for public health) Conclusion: A course on Veterinary Epidemiology and Economics addresses multiple SDGs, particularly those related to health, economic growth, sustainable agriculture, and environmental protection. By focusing on both the biological and economic aspects of disease prevention, the course has the potential to contribute to sustainable and equitable development, ensuring the health of both animals and humans while promoting food security, environmental sustainability, and economic well-being. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114502 | Kewirausahaan Veteriner | Veterinary Entrepreneurship | The university course Veterinary Entrepreneurship is designed to equip students with the knowledge and skills necessary to successfully launch and manage a veterinary business or practice. The course covers the key aspects of entrepreneurship, including business planning, marketing, financial management, and operations within the veterinary industry. | 1. SDG 3: Good Health and Well-being Veterinary entrepreneurship often involves creating new products, services, or technologies that improve the health and well-being of animals. Innovations in veterinary care, including better diagnostics, treatments, or preventive measures, directly contribute to animal and public health. Entrepreneurs in the veterinary field might also work on preventing zoonotic diseases (those transmitted between animals and humans), which supports the broader goal of ensuring good health for both animals and humans. 2. SDG 8: Decent Work and Economic Growth Veterinary entrepreneurship directly promotes economic growth by creating new businesses, jobs, and opportunities in the veterinary sector. Whether it’s starting a veterinary clinic, launching a new animal health product, or developing services like pet care, these ventures can generate employment and stimulate local economies. It also supports the goal of decent work, as veterinary entrepreneurs typically create job opportunities in both the urban and rural sectors, improving livelihood opportunities in communities. 3. SDG 12: Responsible Consumption and Production Veterinary entrepreneurs can contribute to sustainable production practices by developing solutions that improve the efficiency and sustainability of livestock farming, pet care, or animal product manufacturing. For example, innovations in animal feed, disease prevention, and waste management can reduce environmental impact and improve the overall sustainability of the agricultural and veterinary sectors. Entrepreneurship in areas like animal health products (vaccines, therapeutics, etc.) can help ensure responsible consumption and production by promoting safer, more sustainable veterinary practices. 4. SDG 9: Industry, Innovation, and Infrastructure Veterinary entrepreneurship is inherently tied to innovation and technological development. Entrepreneurs in the field may create innovative solutions to address challenges in animal health, such as new diagnostic tools, medical devices, or veterinary services that enhance care delivery. The development of veterinary infrastructure, such as mobile clinics, animal health technology platforms, or veterinary telemedicine, can transform how veterinary services are delivered, especially in underserved or rural areas. 5. SDG 2: Zero Hunger Veterinary entrepreneurs contribute to food security and sustainable agriculture by developing products and services that support livestock health. Healthy animals are critical to ensuring a stable and productive food supply, whether in terms of dairy, meat, or other animal products. Entrepreneurship in areas like livestock disease prevention, animal nutrition, and breeding technologies directly influences food security and the efficiency of food production systems. Veterinary solutions that increase the productivity and health of livestock can lead to more stable food systems, which are crucial in achieving Zero Hunger. 6. SDG 10: Reduced Inequality By promoting inclusive entrepreneurship, veterinary entrepreneurship can provide access to veterinary services in underserved or marginalized communities, reducing inequalities in animal health care. Entrepreneurs who focus on affordable and accessible solutions, particularly in rural or low-income regions, contribute to reducing health disparities. This goal can also be advanced by providing equal opportunities for women and marginalized groups in veterinary-related business ventures, thereby fostering inclusive economic growth in the veterinary field. 7. SDG 11: Sustainable Cities and Communities Veterinary entrepreneurship can help create more sustainable and healthy communities by introducing solutions for urban animal management (e.g., pet care, animal shelters, spaying/neutering programs) and improving public health through better animal control and disease prevention. Innovations in urban veterinary services, such as mobile clinics for pets or community veterinary services, can contribute to the well-being of urban populations by ensuring healthier companion animals and managing urban wildlife or stray populations. 8. SDG 13: Climate Action Veterinary entrepreneurs can contribute to climate action by developing technologies or practices that reduce the environmental footprint of animal agriculture. This includes innovations in sustainable livestock management, carbon reduction strategies, or alternative proteins (e.g., lab-grown meat or plant-based products) that can reduce greenhouse gas emissions associated with traditional animal farming. Entrepreneurship can also help mitigate the impact of climate change on animal health, for example, by developing new approaches to disease prevention in livestock affected by climate change-related factors (e.g., heat stress, changing disease vectors). 9. SDG 17: Partnerships for the Goals Veterinary entrepreneurs often work in partnership with other sectors, such as agriculture, public health, research institutions, NGOs, and governments, to create impactful solutions. These cross-sector collaborations help bring veterinary innovations to scale, especially in addressing issues like animal health, zoonotic disease prevention, or sustainable farming practices. Building networks and partnerships within the veterinary and entrepreneurial ecosystem can help accelerate progress toward achieving the SDGs, with collaborations fostering innovation and resource-sharing for social impact. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114602 | Demonstrasi Klinik | Clinical Demonstration | The university course Clinical Demonstration provides students with hands-on, practical experience in a clinical setting, allowing them to apply their theoretical knowledge to real-world veterinary practice. The course focuses on demonstrating key clinical skills under the supervision of experienced professionals, such as veterinarians or clinical instructors, in a variety of contexts, including diagnostic procedures, treatment protocols, and patient care. | 1. SDG 3: Good Health and Well-being The primary goal of clinical demonstration is to improve the health and well-being of animals, which directly impacts public health (especially through the prevention and treatment of zoonotic diseases). By enhancing students’ clinical skills, the course contributes to better veterinary care, which can prevent the spread of diseases that affect both animals and humans. It also prepares students to provide high-quality healthcare to animals, ensuring better welfare and health outcomes for animals, which in turn supports human health by reducing risks posed by animal-related diseases. 2. SDG 4: Quality Education Clinical demonstration courses are an essential component of veterinary education, providing students with practical, hands-on learning experiences. This directly aligns with SDG 4, as it helps improve the quality of education for future veterinarians. These courses contribute to developing a skilled workforce capable of addressing complex health and welfare challenges in animals. The practical experience gained through clinical demonstrations helps students apply theoretical knowledge in real-world situations, improving their competencies and making them better prepared for professional practice. 3. SDG 6: Clean Water and Sanitation In clinical settings, veterinarians often address issues related to sanitation, hygiene, and water quality, which are critical for preventing the spread of diseases. In this context, students may be involved in managing disease outbreaks related to water and sanitation, advising on practices that ensure clean water and proper sanitation for animals. By practicing proper hygiene protocols in veterinary clinics, students contribute to the broader goal of improving water quality and sanitation, which in turn supports public health. 4. SDG 15: Life on Land Clinical demonstration courses often involve wildlife or livestock health, which directly connects to SDG 15, aimed at protecting life on land. Through these clinical rotations, students may work on cases involving endangered species, wildlife conservation, or disease prevention in animal populations, all of which help maintain biodiversity and protect ecosystems. Veterinary care in wildlife or farm settings supports land conservation efforts and contributes to the sustainable management of animal populations, ensuring that human activities don’t lead to the depletion or extinction of species. 5. SDG 12: Responsible Consumption and Production In a veterinary clinical setting, students may learn about the ethical treatment of animals, the responsible use of animal products (like meat, milk, or eggs), and how to manage diseases to ensure sustainable food production. This contributes to SDG 12 by promoting practices that minimize waste, improve the efficiency of livestock production, and ensure animal welfare. Through the demonstration of clinical practices, students can also learn about sustainable farming practices and how to advise producers on how to maintain the health of their animals while minimizing environmental impacts. 6. SDG 10: Reduced Inequality Clinical demonstrations may also involve working with underserved communities, particularly in rural areas or regions with limited access to veterinary care. In such settings, students might participate in outreach programs that provide veterinary care to marginalized populations, helping reduce inequalities in access to animal health services. By addressing health disparities in animal care, these programs indirectly contribute to reducing inequality, as healthy animals ensure better livelihoods and food security for marginalized communities. 7. SDG 17: Partnerships for the Goals Clinical demonstration courses often involve collaborations between veterinary institutions, animal hospitals, NGOs, and community health organizations. These partnerships help provide a holistic approach to animal health, and students learn the value of collaboration and collective action in achieving shared goals. By working with various stakeholders, students can understand how partnerships contribute to improving animal welfare, managing diseases, and promoting sustainable practices in veterinary care. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114702 | Farmasi | Pharmacy | The university course Pharmacy focuses on the study of the science and practice of preparing, dispensing, and managing medications to ensure their safe and effective use. Students in this course learn about pharmacology, pharmacokinetics, pharmaceutics, and medication therapy management, gaining a deep understanding of how drugs interact with the body, how they are metabolized, and how to optimize their use in treating various health conditions. | 1. SDG 3: Good Health and Well-being Pharmacy plays a central role in ensuring access to safe, effective, quality medicines and vaccines. A pharmacy course focuses on understanding drug interactions, treatment options, and therapeutic interventions, directly contributing to improving public health and well-being. Pharmacists are also integral in preventing diseases, managing chronic conditions (e.g., diabetes, hypertension), and improving medication adherence. Through their expertise, they ensure that the right medications are given to the right patients, minimizing health risks and optimizing outcomes. 2. SDG 6: Clean Water and Sanitation Pharmacy courses often cover the environmental impact of pharmaceuticals, including the proper disposal of medications to avoid water contamination. There is growing attention to the sustainable use of pharmaceuticals, as certain drugs can accumulate in water systems, affecting ecosystems and human health. Courses may also explore waterborne diseases and how drugs can be used to treat or prevent illnesses related to poor sanitation. 3. SDG 9: Industry, Innovation, and Infrastructure Pharmaceutical innovation is a significant aspect of the pharmacy field. A pharmacy course can address drug development, biotechnology, and pharmaceutical research, contributing to this SDG by fostering innovative solutions for healthcare challenges. The course might also focus on improving healthcare infrastructure by discussing pharmaceutical manufacturing, distribution networks, and the integration of modern pharmacy services into healthcare systems. 4. SDG 10: Reduced Inequality Pharmacy education can play a role in reducing inequalities in access to healthcare, particularly medications. Pharmacists often work on improving access to essential medicines for underserved or marginalized populations. Students may learn about issues like affordable medicine, international healthcare disparities, and global health initiatives that aim to make drugs more accessible to low-income communities. This includes the role of pharmacists in public health programs (e.g., vaccination programs, malaria treatments) that target disadvantaged groups. 5. SDG 12: Responsible Consumption and Production Pharmacy courses often cover drug stewardship, emphasizing the responsible use of medications to reduce waste, prevent over-prescribing, and minimize drug-resistant infections. This can include discussions on antibiotic stewardship and promoting sustainable production and consumption patterns in healthcare. The course may also touch on sustainable pharmaceutical practices, including minimizing pharmaceutical waste, promoting recycling, and considering the environmental impact of drug production and disposal. 6. SDG 13: Climate Action Pharmacy education increasingly addresses the environmental impact of pharmaceuticals, such as the carbon footprint of drug production and the environmental risks posed by pharmaceutical waste. Students might learn about green chemistry and sustainable pharmaceutical manufacturing practices. Pharmacists are also involved in public health initiatives that focus on mitigating climate-related health risks (e.g., heatwaves, vector-borne diseases) by recommending appropriate treatments and preventive measures. 7. SDG 17: Partnerships for the Goals Pharmacy professionals often collaborate with other healthcare providers, governments, NGOs, and the private sector to achieve better health outcomes. A pharmacy course may emphasize interdisciplinary collaboration, with pharmacists working alongside doctors, nurses, and researchers to promote better healthcare systems. Partnerships with global health organizations or initiatives such as GAVI (Global Alliance for Vaccines and Immunization), WHO (World Health Organization), and UNICEF are common in pharmacy, as pharmacists play a key role in distributing vaccines, medications, and other essential health services. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114802 | Dietetika Klinis | Clinical Dietetics | The university course Clinical Dietetics focuses on the role of diet and nutrition in the prevention, management, and treatment of various health conditions. Students learn how to assess, plan, and implement personalized nutrition interventions for patients with specific medical needs, such as diabetes, cardiovascular diseases, gastrointestinal disorders, and obesity. | 1. SDG 2: Zero Hunger Clinical dietetics plays a vital role in improving food security and combating malnutrition. Dietitians are trained to address issues such as undernutrition, overnutrition, and micronutrient deficiencies, which are critical to achieving this goal. Clinical dietitians help design and implement nutrition interventions for populations at risk of hunger or malnutrition, including vulnerable groups such as children, the elderly, and those living in food-insecure regions. 2. SDG 3: Good Health and Well-being A core aspect of clinical dietetics is the management of chronic diseases through diet. Conditions such as diabetes, cardiovascular diseases, obesity, and gastrointestinal disorders can be significantly improved through proper nutritional interventions. Dietitians provide nutrition therapy to patients with chronic diseases, contributing to better health outcomes and enhanced well-being by improving dietary habits and promoting healthier lifestyles. Additionally, dietitians educate patients about the importance of a balanced diet in disease prevention, which contributes to the broader goal of improving public health. 3. SDG 4: Quality Education Clinical dietetics is deeply connected to education at both the academic and community levels. The course itself provides high-quality education in the science of nutrition and diet therapy. Dietitians also engage in educational outreach programs to teach individuals and communities about proper nutrition, healthy eating, and preventive healthcare. This directly contributes to the goal of providing equitable, accessible, and quality education. 4. SDG 12: Responsible Consumption and Production Dietetics is closely tied to sustainable food consumption. Clinical dietitians often advise patients on healthy, sustainable food choices that minimize environmental impact (e.g., plant-based diets, reducing food waste, choosing sustainably sourced foods). Through dietary counseling and nutrition education, dietitians can promote more sustainable food practices that reduce the environmental footprint of food production while ensuring that nutritional needs are met. 5. SDG 10: Reduced Inequality Clinical dietetics also plays a role in addressing inequalities in access to nutrition and healthcare. Dietitians often work with underserved populations, such as low-income communities, minorities, or those in rural areas, to ensure they have access to affordable, nutritious food. Additionally, dietitians work to bridge gaps in healthcare access by promoting awareness of dietary interventions that are accessible to all socioeconomic groups, thus contributing to reducing health disparities. 6. SDG 6: Clean Water and Sanitation Access to clean water is essential for maintaining proper nutrition and health. Clinical dietetics involves advising on hydration, safe food handling, and promoting water as part of a balanced diet. Dietitians may also be involved in public health programs addressing waterborne diseases, helping communities to ensure access to safe water and nutrition. 7. SDG 13: Climate Action Clinical dietitians can contribute to climate action by promoting dietary patterns that are environmentally friendly, such as reducing meat consumption, supporting plant-based diets, and encouraging sustainable agriculture. By educating patients and communities on the environmental impact of food choices, dietitians can help reduce carbon footprints associated with food production and consumption. 8. SDG 17: Partnerships for the Goals Dietitians often collaborate with other healthcare professionals, policymakers, researchers, and community organizations to improve public health and nutritional outcomes. Partnerships are essential for integrated healthcare systems that address the multifaceted nature of nutrition, health, and disease management. Through partnerships with international organizations, local governments, NGOs, and the private sector, dietitians can contribute to achieving SDGs on a larger scale, especially in terms of health and sustainable food systems. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114902 | Komunikasi Medik | Medical Communication | The university course Medical Communication focuses on the development of effective communication skills in the healthcare context. Students learn how to communicate complex medical information clearly and compassionately to diverse audiences, including patients, families, healthcare teams, and the public. The course emphasizes both verbal and non-verbal communication techniques, as well as the use of medical terminology in an accessible and understandable manner. | 1. SDG 3: Good Health and Well-being Medical communication is integral to improving patient outcomes and ensuring effective healthcare delivery. Clear and compassionate communication between healthcare providers and patients can enhance patient understanding of their health conditions and treatments, thereby improving health literacy, adherence to medical advice, and overall well-being. Effective communication is also critical in preventing medical errors, ensuring patient safety, and improving the patient-provider relationship, which can lead to better health outcomes. 2. SDG 4: Quality Education A Medical Communication course provides students with the skills necessary to communicate complex medical information in ways that are understandable to diverse audiences. This contributes to quality education in healthcare by enhancing the ability of future medical professionals to educate patients and the public about health issues, preventive measures, and treatments. Students also learn to use communication technologies effectively, which is important in the modern healthcare system for telemedicine, online health resources, and patient education. 3. SDG 10: Reduced Inequality Medical communication can help reduce health disparities by ensuring that information is conveyed clearly to all groups, including those who are underserved or marginalized. Effective communication ensures that all patients, regardless of their socioeconomic background, education level, or language, can understand their health needs and access appropriate care. By teaching communication skills that are culturally sensitive and inclusive, medical professionals can bridge gaps in healthcare access and service delivery for vulnerable populations, reducing health inequalities. 4. SDG 5: Gender Equality In healthcare settings, gender-sensitive communication is essential for ensuring that both men and women receive appropriate care, are treated with respect, and are empowered to participate in their own health decisions. A Medical Communication course may focus on gender-sensitive approaches to patient care, addressing the specific needs of women and men in medical contexts. This includes empowering women’s voices in medical decisions, ensuring sexual and reproductive health education, and addressing health disparities that may be influenced by gender. 5. SDG 16: Peace, Justice, and Strong Institutions Strong communication skills in the medical field contribute to transparent healthcare systems, improving public trust in healthcare institutions. This is essential for promoting peace and justice in healthcare settings, where patients feel heard, respected, and understood. Medical communication also involves advocacy for patient rights and ensuring that patients are fully informed about their treatment options, which strengthens the role of healthcare institutions in delivering justice and fairness. 6. SDG 17: Partnerships for the Goals Medical communication encourages collaboration between healthcare professionals, institutions, and patients. Effective communication within multidisciplinary teams ensures that all members of the healthcare system—from doctors and nurses to pharmacists and public health experts—can work together efficiently. Additionally, the use of digital health communication tools (e.g., telemedicine platforms, health apps) fosters global partnerships and networks that enable shared learning, innovation, and knowledge transfer in healthcare, contributing to global health initiatives. 7. SDG 2: Zero Hunger While this may not be the primary focus of a Medical Communication course, effective communication can contribute to nutrition education, especially in healthcare settings. By teaching patients about proper nutrition and how to manage diet-related health conditions, medical professionals can help prevent or treat malnutrition, especially in vulnerable populations. Public health campaigns that address issues like malnutrition, food security, and healthy eating often require strong communication to ensure the message reaches the right audiences and prompts behavior change. 8. SDG 13: Climate Action Communication is key in raising awareness about climate change and its impact on public health. Healthcare professionals who are skilled in medical communication can inform the public about the health risks associated with climate change, such as the spread of diseases, air quality issues, and heat-related illnesses. Medical professionals can also advocate for sustainable healthcare practices and encourage patients to adopt behaviors that mitigate the effects of climate change, such as reducing waste, conserving energy, or using more eco-friendly products. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03115001 | Seminar | Seminar | The university course Seminar is an interactive and discussion-based class designed to foster in-depth exploration of specific topics within a particular field of study. Unlike traditional lecture-based courses, seminars typically involve smaller groups of students who engage in critical discussions, presentations, and collaborative learning. | SDG 1: No Poverty – Examining ways to reduce poverty through education, policy, or development initiatives. SDG 3: Good Health and Well-Being – Covering topics such as global health, mental health, and healthcare access. SDG 4: Quality Education – Exploring ways to improve education systems globally. SDG 5: Gender Equality – Addressing gender disparities, women’s empowerment, and social justice. SDG 6: Clean Water and Sanitation – Focusing on water management, sanitation issues, and sustainable practices. SDG 7: Affordable and Clean Energy – Discussions about renewable energy, energy access, and sustainability. SDG 10: Reduced Inequalities – Dealing with social, economic, and political inequality on a global scale. SDG 11: Sustainable Cities and Communities – Topics like urban planning, sustainable infrastructure, and smart cities. SDG 13: Climate Action – Exploring solutions to combat climate change, reduce carbon footprints, and promote sustainability. SDG 16: Peace, Justice, and Strong Institutions – Focusing on global governance, rule of law, and human rights. If you are referring to a specific university or course, the syllabus will offer more insight into the exact SDGs covered. Would you like to know how to find this information for a specific course or program? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113703 | Patologi Sistemik Lanjutan | Advanced Systemic Pathology | The university course Advanced Systemic Pathology focuses on the in-depth study of diseases affecting various organ systems in the body. Building on foundational pathology knowledge, this course examines the pathophysiology, molecular mechanisms, and clinical manifestations of diseases that affect the cardiovascular, respiratory, gastrointestinal, renal, endocrine, and other major organ systems. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant goal for a course in systemic pathology, as the course would cover the underlying mechanisms of diseases, their diagnosis, and potential treatment, which all contribute to improving global health outcomes. Specific topics might include research on non-communicable diseases, cancer, cardiovascular diseases, and the broader impact of diseases on populations. 2. SDG 4: Quality Education – As an advanced course, it contributes to higher education and the development of skilled healthcare professionals who are better equipped to handle complex disease challenges. This goal supports the idea of ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. 3. SDG 9: Industry, Innovation, and Infrastructure – Systemic pathology research often involves cutting-edge medical technology, laboratory techniques, and innovations in disease diagnosis and treatment. A course like this may explore the role of medical research and innovation in improving healthcare infrastructure. 4. SDG 10: Reduced Inequalities – The course might touch on healthcare disparities, access to diagnostics, and treatments for systemic diseases, particularly in underprivileged communities. Understanding pathology can help in developing strategies to reduce health inequalities between different population groups. 5. SDG 17: Partnerships for the Goals – Advanced research in pathology often involves collaboration between institutions, governments, and industries globally. Courses may emphasize the importance of these partnerships in advancing medical knowledge and addressing health challenges worldwide. While the primary focus would be on SDG 3, depending on the course structure, other SDGs may also be touched upon indirectly through discussions on healthcare access, research, innovation, and education. Would you like to explore specific topics in the course that align with these goals? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113803 | Ilmu Bedah Veteriner Lanjutan | Advanced Veterinary Surgery | The university course Advanced Veterinary Surgery is designed for students pursuing careers in veterinary medicine who wish to deepen their knowledge and skills in surgical techniques for treating complex medical conditions in animals. The course covers advanced concepts in surgical anatomy, surgical principles, and operative procedures across various animal species, with a focus on small animals (such as dogs and cats) and large animals (such as horses and livestock). | 1. SDG 3: Good Health and Well-Being – This goal is highly relevant because veterinary surgery contributes to both animal and public health. Veterinary surgeons help control zoonotic diseases (diseases that can spread from animals to humans), ensure the health of livestock (which impacts food security), and care for companion animals, which improves the overall well-being of humans. 2. SDG 2: Zero Hunger – Veterinarians play a key role in food safety and security, especially in the care of livestock and other animals raised for food production. Advanced veterinary surgery helps maintain the health of these animals, ensuring productive and healthy livestock, which contributes to reducing hunger. 3. SDG 4: Quality Education – This course contributes to higher education by training veterinary professionals in advanced surgical techniques. It helps foster a skilled workforce capable of addressing complex veterinary challenges, improving animal health, and promoting lifelong learning in the field. 4. SDG 9: Industry, Innovation, and Infrastructure – Advanced veterinary surgery often involves innovative technologies, surgical tools, and techniques. Research and development in veterinary medicine also contribute to innovations that enhance animal health and care infrastructure, which supports progress in this goal. 5. SDG 12: Responsible Consumption and Production – Veterinary surgeons contribute to sustainable agricultural practices by ensuring the health and welfare of farm animals. Healthy animals lead to more efficient production systems, reducing waste and improving the sustainability of food production. 6. SDG 15: Life on Land – Veterinary surgeons are essential for maintaining the health and biodiversity of animals, both domestic and wild. This includes wildlife conservation efforts, where surgical interventions might be necessary to treat injured or endangered species, supporting the preservation of ecosystems and life on land. 7. SDG 17: Partnerships for the Goals – Advanced veterinary medicine often involves collaboration between universities, research institutions, governments, and industries. These partnerships contribute to the global exchange of knowledge and practices, which align with this goal. The primary focus of the course would be on SDG 3 (Health and Well-Being) through the lens of animal health, but it also touches on goals related to sustainable agriculture, education, innovation, and biodiversity conservation. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113903 | Ilmu Penyakit Dalam Lanjutan | Advanced Internal Medicine | The university course Advanced Internal Medicine is designed to provide veterinary students with an in-depth understanding of the diagnosis, treatment, and management of complex, non-surgical medical conditions in animals. The course covers a wide range of internal medicine specialties, including cardiology, respiratory diseases, gastroenterology, endocrinology, neurology, hematology, and infectious diseases. | 1. SDG 3: Good Health and Well-Being – This is the primary SDG covered in an advanced internal medicine course. The course contributes to improved healthcare by training physicians to diagnose and manage non-communicable diseases (such as cardiovascular diseases, diabetes, and respiratory illnesses) and infectious diseases. It promotes better health outcomes, advances in clinical care, and the overall well-being of individuals. 2. SDG 4: Quality Education – As an advanced medical course, it is part of the goal to provide high-quality education and training for healthcare professionals. This contributes to building a skilled medical workforce capable of addressing complex health challenges and promoting lifelong learning and specialization in the medical field. 3. SDG 10: Reduced Inequalities – Internal medicine often focuses on addressing disparities in healthcare access and outcomes. In the course, students may study how to provide equitable care to underserved or vulnerable populations, thus contributing to reducing health inequalities within and among countries. 4. SDG 9: Industry, Innovation, and Infrastructure – Advanced internal medicine involves cutting-edge medical technologies, research, and innovation in diagnostics, treatments, and healthcare infrastructure. The course may cover the role of technology and medical advancements in improving healthcare delivery and systems. 5. SDG 17: Partnerships for the Goals – Research, innovation, and clinical practice in internal medicine often require collaboration between healthcare institutions, research organizations, governments, and industries. Advanced internal medicine courses emphasize the importance of these partnerships in advancing medical knowledge and improving healthcare globally. While SDG 3 is the core focus of the course, aspects of healthcare education, research, innovation, and addressing inequalities contribute to several other goals as well. Would you like more information on how specific topics in internal medicine connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114002 | Patologi Unggas | Poultry Pathology | The university course Poultry Pathology focuses on the study of diseases affecting poultry species, including chickens, turkeys, ducks, and other domesticated birds. Students will explore the etiology, pathophysiology, diagnosis, and management of common and emerging diseases in poultry, with an emphasis on both infectious and non-infectious conditions. | 1.SDG 2: Zero Hunger – Poultry pathology is highly relevant to ensuring food security by improving the health and productivity of poultry, a key source of protein worldwide. Understanding and managing poultry diseases helps increase the availability of safe, healthy food, which contributes to reducing hunger and malnutrition. 2. SDG 3: Good Health and Well-Being – Poultry pathology contributes to this goal by preventing and controlling zoonotic diseases (diseases that can spread from animals to humans), such as avian influenza. Healthy poultry populations also lead to safer food products, benefiting public health. 3. SDG 12: Responsible Consumption and Production – This goal focuses on sustainable agricultural practices. In poultry pathology, managing disease helps prevent overuse of antibiotics, supports healthier poultry populations, and leads to more efficient, sustainable food production systems. Reducing food loss due to disease also contributes to responsible production. 4. SDG 15: Life on Land – Poultry health is part of maintaining biodiversity and managing animal populations responsibly. A course in poultry pathology might explore the role of poultry farming in relation to the environment, animal welfare, and the ecosystems they impact. 5. SDG 4: Quality Education – Advanced training in poultry pathology helps develop veterinary professionals and researchers capable of addressing global challenges in animal health and food production. This contributes to building a skilled workforce and promoting lifelong learning in the field of veterinary science and agriculture. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary research in poultry pathology can lead to innovations in disease diagnostics, treatment, and biosecurity measures. These innovations support more efficient agricultural infrastructure and contribute to advancements in the poultry industry. 7. SDG 17: Partnerships for the Goals – Managing poultry diseases often involves collaboration between veterinarians, farmers, researchers, governments, and international organizations. Such partnerships are crucial for improving poultry health on a global scale, particularly in regions dependent on poultry for food security. SDGs 2 (Zero Hunger) and 3 (Good Health and Well-Being) are central to the course, but it also intersects with goals related to education, sustainability, and innovation. Would you like more details on specific diseases or topics covered in a poultry pathology course and how they connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114103 | Patologi Klinik Veteriner | Veterinary Clinical Pathology | The university course Veterinary Clinical Pathology focuses on the study and application of laboratory techniques used to diagnose and monitor diseases in animals through the analysis of biological samples. Students learn to interpret laboratory data such as blood tests, urinalysis, cytology, histopathology, and biochemical profiles to identify underlying medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – Veterinary clinical pathology contributes to diagnosing, preventing, and treating diseases in animals, which directly impacts animal health and, in turn, public health (especially by preventing zoonotic diseases). 2. SDG 2: Zero Hunger – The course supports food security by ensuring the health and productivity of livestock, which are vital for sustainable food production. Healthy animals lead to a more reliable and safe food supply, particularly in agriculture and poultry farming. 3. SDG 12: Responsible Consumption and Production – Veterinary clinical pathology helps promote sustainable practices in animal farming by ensuring efficient disease management, reducing the need for excessive use of antibiotics, and supporting responsible livestock production. 4. SDG 15: Life on Land – Healthy domestic and wild animals are crucial to maintaining biodiversity. Veterinary pathology aids in the detection and control of diseases that could harm wildlife or lead to imbalances in ecosystems. 5. SDG 4: Quality Education – The course is central to building a highly educated workforce in veterinary medicine, ensuring that veterinarians and researchers are equipped with the skills and knowledge to diagnose and manage animal diseases effectively. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary clinical pathology is tied to innovation in diagnostic technologies and laboratory practices. These advancements contribute to more efficient animal health care infrastructure, benefitting both veterinary and agricultural industries. 7. SDG 17: Partnerships for the Goals – The course often involves collaboration between veterinary schools, research institutions, government agencies, and the agricultural industry. These partnerships are key to advancing animal health and contributing to broader global health initiatives. This course has a broad impact, particularly on goals related to health, food security, sustainability, and education. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114202 | Zoonosis | Zoonosis | The university course Zoonosis focuses on the study of diseases that are transmitted between animals and humans. Students will explore the etiology, transmission pathways, diagnosis, prevention, and control of zoonotic diseases, which are a significant concern for both veterinary and public health sectors. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as zoonotic diseases (such as rabies, avian influenza, and COVID-19) pose significant threats to human health. The course would focus on the detection, prevention, and control of zoonoses, thereby contributing to improved public health and reducing the burden of infectious diseases. 2. SDG 2: Zero Hunger – Zoonoses can impact livestock and food production, leading to food insecurity. By controlling zoonotic diseases in farm animals, the course helps secure safe and sustainable food production, contributing to the fight against hunger. 3. SDG 6: Clean Water and Sanitation – Some zoonotic diseases are waterborne and related to poor sanitation and hygiene, particularly in agricultural areas. The course might explore the role of water quality and sanitation in preventing the spread of zoonotic diseases. 4. SDG 12: Responsible Consumption and Production – The course might address the responsible use of livestock and wildlife to reduce the risk of zoonotic disease transmission. Sustainable animal farming practices and responsible wildlife management are key to preventing outbreaks that can disrupt food systems and economies. 5. SDG 15: Life on Land – Managing zoonotic diseases is essential for protecting biodiversity and preventing the transmission of diseases from wildlife to humans. The course could explore how ecosystem changes and wildlife health affect zoonotic disease risks. 6. SDG 17: Partnerships for the Goals – Controlling zoonoses often requires a collaborative approach, involving veterinarians, public health professionals, researchers, and governments. The course would emphasize the importance of global partnerships and cooperation in addressing zoonotic disease threats through initiatives like the “One Health” approach, which integrates human, animal, and environmental health. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, water and sanitation, sustainable production, biodiversity, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03114302 | Ragulasi dan Etika Veteriner | Veterinary Regulation and Ethics | The university course Veterinary Regulation and Ethics focuses on the legal, ethical, and professional standards that govern veterinary practice. Students will explore the principles of veterinary ethics, including animal welfare, client communication, and professional responsibility, and how these principles are applied in day-to-day veterinary practice. | 1. SDG 3: Good Health and Well-Being – Veterinary regulation ensures that veterinary practices maintain high standards of animal health and welfare, which also impacts human health (especially in the prevention of zoonotic diseases). Ethical veterinary practice helps protect public health and improve healthcare outcomes for both animals and humans. 2. SDG 12: Responsible Consumption and Production – Ethical considerations in veterinary regulation often cover sustainable and humane treatment of animals, including those used for food production. The course might address animal welfare laws that ensure responsible consumption and production, minimizing harm to animals and improving sustainability in agriculture and food systems. 3. SDG 15: Life on Land – Veterinary ethics and regulation play a key role in the protection of wildlife, biodiversity, and ecosystems. Ethical frameworks guide the treatment of wildlife and the conservation of endangered species, helping to preserve biodiversity and prevent harmful human impact on life on land. 4. SDG 16: Peace, Justice, and Strong Institutions – Veterinary regulation involves the creation and enforcement of laws that promote justice and fairness in veterinary practices, including animal welfare laws and regulations concerning the ethical treatment of animals. The course supports the development of strong institutions to regulate veterinary practice, animal welfare, and public health issues. 5. SDG 4: Quality Education – This course contributes to the education of veterinarians in legal and ethical standards, helping them to understand the responsibilities of their profession. It also promotes lifelong learning in regulatory frmeworks and ethics, ensuring a well-informed and responsible veterinary workforce. 6. SDG 17: Partnerships for the Goals – Veterinary regulation often involves collaboration between governments, professional organizations, international bodies, and educational institutions. The course emphasizes the role of partnerships in developing and enforcing veterinary laws and ethical guidelines on a global scale. The course primarily focuses on SDG 3 (Good Health and Well-Being) and SDG 16 (Peace, Justice, and Strong Institutions), but also covers aspects of sustainability, ethical consumption, education, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113003 | Ilmu Bedah Veteriner Khusus | Specialized Veterinary Surgery | The university course Specialized Veterinary Surgery is designed for veterinary students or professionals seeking advanced knowledge and skills in surgical techniques for complex medical conditions in animals. This course focuses on specialized surgical procedures and treatments beyond routine surgeries, addressing the needs of complicated cases and specialty areas within veterinary surgery. | 1. SDG 3: Good Health and Well-Being – Specialized veterinary surgery plays a crucial role in maintaining and improving animal health, which is directly linked to public health. By treating injuries, diseases, and performing life-saving surgeries on animals (including livestock, pets, and wildlife), veterinary surgeons contribute to the well-being of both animals and humans, particularly in preventing zoonotic diseases. 2. SDG 2: Zero Hunger – Advanced surgical techniques help maintain the health of livestock and other food-producing animals, ensuring sustainable food production. Healthy livestock contribute to food security, particularly in agricultural communities that rely on animal farming. 3. SDG 12: Responsible Consumption and Production – Specialized veterinary surgery supports the responsible and humane treatment of animals in agriculture, food production, and pet care. Ethical surgical practices contribute to reducing unnecessary animal suffering and improve the sustainability of animal production systems. 4. SDG 15: Life on Land – The course may cover surgical techniques that aid in wildlife conservation efforts, such as treating injuries in endangered species or helping manage wildlife populations. By contributing to the well-being of wildlife and biodiversity, specialized veterinary surgery helps protect ecosystems and supports conservation initiatives. 5. SDG 4: Quality Education – This advanced course provides specialized training for veterinary professionals, helping them acquire the skills necessary for complex surgical procedures. It contributes to building a highly educated workforce capable of improving animal health and welfare. 6. SDG 9: Industry, Innovation, and Infrastructure – Specialized veterinary surgery often involves the use of cutting-edge medical technologies and innovations, such as minimally invasive surgery, advanced imaging, and new surgical tools. The course fosters the development and application of these innovations, enhancing veterinary care infrastructure. 7. SDG 17: Partnerships for the Goals – The field of specialized veterinary surgery often involves collaboration between veterinary schools, research institutions, and industry to advance surgical techniques and improve animal health. This aligns with the goal of fostering partnerships to enhance knowledge sharing and capacity building in veterinary medicine. The course primarily contributes to SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), but it also plays a role in promoting responsible consumption, wildlife conservation, education, innovation, and global partnerships. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113103 | Ilmu Penyakit Dalam | Internal Medicine | The university course Internal Medicine in veterinary studies focuses on the diagnosis, treatment, and management of medical conditions affecting the internal organs of animals. It provides students with a comprehensive understanding of disease mechanisms, pathophysiology, and the clinical presentation of common and complex medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as internal medicine is concerned with improving health outcomes for patients through the management of chronic and acute diseases. The course addresses various health conditions, preventive care, and the overall well-being of individuals. 2. SDG 4: Quality Education – The course provides advanced education and training for medical students and professionals, contributing to a well-educated workforce. It emphasizes the importance of continuous learning in the field of internal medicine, ensuring that healthcare providers are knowledgeable about the latest medical practices and treatments. 3. SDG 10: Reduced Inequalities – Internal medicine often involves addressing health disparities among different populations. The course may cover issues related to access to healthcare, social determinants of health, and strategies to reduce inequalities in health outcomes. 4. SDG 9: Industry, Innovation, and Infrastructure – Internal medicine is closely linked to advancements in medical technologies, research, and healthcare infrastructure. The course may discuss innovations in diagnostics, treatments, and the overall organization of healthcare systems, which contribute to improving patient care. 5. SDG 17: Partnerships for the Goals – Effective internal medicine often requires collaboration among healthcare professionals, research institutions, and public health organizations. The course may emphasize the importance of partnerships in advancing medical knowledge, improving healthcare delivery, and addressing public health challenges. 6. SDG 2: Zero Hunger – Although not a primary focus, internal medicine can address malnutrition and its related health issues, particularly in populations with food insecurity. Understanding the link between nutrition and health can be part of the curriculum. While the primary focus of an internal medicine course is on SDG 3 (Good Health and Well-Being), it also intersects with goals related to education, reducing inequalities, innovation, and partnerships. Would you like more details on specific topics within the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113202 | Penyakit Virus | Viral Diseases | The university course Viral Diseases focuses on the study of viral infections that affect animals, including the mechanisms by which viruses cause diseases, the clinical manifestations, diagnostic methods, and treatment strategies. Students will learn about the etiology, transmission routes, pathogenesis, and immune responses associated with viral infections. | 1. SDG 3: Good Health and Well-Being – This is the most relevant SDG, as the course directly deals with viral diseases that impact human health, such as HIV/AIDS, influenza, hepatitis, and emerging viruses like SARS-CoV-2. The course covers prevention, diagnosis, treatment, and public health strategies, contributing to better health outcomes. 2. SDG 2: Zero Hunger – Viral diseases can also affect crops and livestock, leading to food insecurity. Understanding how viruses impact agricultural systems helps develop strategies for disease management and prevention, ensuring a stable food supply and food security. 3. SDG 6: Clean Water and Sanitation – Some viral diseases are transmitted through contaminated water or inadequate sanitation. The course may address the role of clean water and sanitation in preventing viral infections, contributing to public health initiatives. 4. SDG 9: Industry, Innovation, and Infrastructure – The study of viral diseases often involves research and innovation in diagnostics, treatments, and vaccines. The course may cover advancements in virology, biotechnology, and public health infrastructure to improve disease prevention and response. 5. SDG 17: Partnerships for the Goals – Combating viral diseases often requires collaboration between governments, healthcare organizations, researchers, and communities. The course emphasizes the importance of partnerships in addressing global health challenges related to viral infections, including vaccine distribution and outbreak response. 6. SDG 4: Quality Education – This course contributes to the education and training of healthcare professionals, researchers, and students in virology, epidemiology, and public health, fostering a knowledgeable workforce capable of addressing viral disease challenges. 7. SDG 15: Life on Land – Some viral diseases affect wildlife and contribute to biodiversity loss. The course might explore the impact of viral infections on animal populations and ecosystems, emphasizing the importance of wildlife health in the context of biodiversity conservation. While SDG 3 (Good Health and Well-Being) is the primary focus of a course on viral diseases, it also intersects with several other goals related to food security, water quality, innovation, partnerships, and education. Would you like more specific examples of viral diseases discussed in the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113303 | Obstetri dan Ginekologi Veteriner | Veterinary Obstetrics and Gynecology | The university course Veterinary Obstetrics and Gynecology focuses on the study and clinical management of reproductive health and diseases in animals. This course covers a broad range of topics related to female reproductive physiology, pregnancy, parturition, and postpartum care, with an emphasis on both preventive and therapeutic approaches to common reproductive conditions. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to veterinary obstetrics and gynecology, as it focuses on ensuring the health and welfare of female animals and their offspring. Proper management of reproductive health can prevent complications during pregnancy and childbirth, contributing to better animal health outcomes. 2. SDG 2: Zero Hunger – Effective reproductive management in livestock is crucial for food security. By ensuring healthy breeding practices and optimal reproductive health, the course supports sustainable food production and the availability of high-quality animal protein, which is essential for combating hunger. 3. SDG 12: Responsible Consumption and Production – Veterinary obstetrics and gynecology promotes humane and ethical treatment of breeding animals, emphasizing responsible practices in animal agriculture. This goal supports sustainable production methods that minimize animal suffering and promote animal welfare. 4. SDG 15: Life on Land – The course may address the management of wildlife reproductive health, particularly in conservation efforts. Understanding reproductive health in wildlife species contributes to biodiversity preservation and the management of endangered species. 5. SDG 4: Quality Education – This course provides advanced training for veterinary professionals, ensuring they have the knowledge and skills necessary to manage reproductive health effectively. It contributes to building a skilled workforce in veterinary medicine. 6. SDG 17: Partnerships for the Goals – Veterinary obstetrics and gynecology often involves collaboration among veterinarians, farmers, researchers, and government agencies to improve reproductive practices and animal welfare. Partnerships can enhance knowledge sharing and improve practices in veterinary medicine. The course primarily focuses on SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), but it also relates to responsible consumption, biodiversity conservation, education, and global partnerships. Would you like more details on specific topics covered in the course that connect with these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113402 | Higiene Pangan asal Hewan | Food Hygiene of Animal Origin | The university course Food Hygiene of Animal Origin focuses on the principles and practices involved in ensuring the safety, quality, and hygiene of animal-derived food products, including meat, dairy, eggs, and fish. Students will explore the various stages of food production, from farm to table, and the critical control points at each stage to prevent contamination and ensure food safety. | 1. SDG 3: Good Health and Well-Being – Ensuring food hygiene is critical for preventing foodborne illnesses and protecting public health. The course covers safe handling, processing, and storage of food products from animal origins to minimize health risks. 2. SDG 2: Zero Hunger – By focusing on food safety and hygiene, the course contributes to ensuring the availability of safe and nutritious food for populations worldwide. Safe food production practices are essential for addressing hunger and malnutrition. 3. SDG 12: Responsible Consumption and Production – This goal is directly related to the principles of food hygiene. The course promotes sustainable practices in the production, processing, and consumption of animal-derived foods, helping to reduce waste and improve food quality. 4. SDG 6: Clean Water and Sanitation – The course may address the importance of clean water and sanitation in food production and processing, emphasizing how these factors contribute to food hygiene and safety. 5. SDG 9: Industry, Innovation, and Infrastructure – The food industry relies on innovative practices and infrastructure to ensure food safety and hygiene. The course may cover advancements in food technology, safety regulations, and quality control measures in the food industry. 6. SDG 15: Life on Land – The course may also discuss the relationship between food production practices, animal health, and environmental sustainability. Proper hygiene practices can minimize the impact of livestock farming on land and ecosystems. 7. SDG 17: Partnerships for the Goals – Food hygiene often requires collaboration among veterinarians, food scientists, public health officials, and regulatory agencies. The course emphasizes the importance of partnerships in developing effective food safety regulations and practices. While SDG 3 (Good Health and Well-Being) is a primary focus, the course also intersects with goals related to food security, sustainable production, water quality, innovation, and global partnerships. Would you like more specific examples of topics or case studies discussed in the course that relate to these SDGs? |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113502 | Toksikologi Veteriner | Veterinary Toxicology | The university course Veterinary Toxicology focuses on the study of harmful substances and their effects on animals, including toxicants, poisons, and environmental hazards that can affect animal health. Students learn about the pathophysiology, diagnosis, and treatment of poisoning cases in both companion animals and livestock, as well as the prevention and management of toxic exposures. | 1. SDG 3: Good Health and Well-Being – Veterinary toxicology directly contributes to the health and welfare of animals by addressing the impact of toxic substances. The course involves understanding how to diagnose and treat poisoning, which is essential for ensuring the well-being of animals and preventing zoonotic diseases. 2. SDG 2: Zero Hunger – Toxicological issues can affect livestock and food production. By educating veterinarians on how to manage toxic exposures in food-producing animals, the course supports food safety and security, contributing to sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – This goal is connected to the responsible use of chemicals and substances in agriculture and veterinary medicine. The course addresses the importance of minimizing toxic exposure and promoting safe practices in the use of pesticides, fertilizers, and pharmaceuticals in food production. 4. SDG 15: Life on Land – Veterinary toxicology plays a role in wildlife health, particularly in understanding how environmental toxins affect wildlife populations and ecosystems. The course may cover topics related to conservation, the effects of pollution, and strategies for mitigating toxic impacts on biodiversity. 5. SDG 6: Clean Water and Sanitation – The course may also address the importance of preventing toxic substances from contaminating water sources, which can affect both animal and human health. Understanding the pathways of toxins in the environment is essential for ensuring clean water for all living organisms. 6. SDG 4: Quality Education – This course contributes to the education and training of veterinary professionals in the field of toxicology, equipping them with the knowledge and skills necessary to identify and manage toxicological emergencies. 7. SDG 17: Partnerships for the Goals – Addressing issues of toxicology often requires collaboration among veterinary professionals, researchers, environmental scientists, and regulatory agencies. The course may emphasize the importance of partnerships in developing effective strategies for toxin management and prevention. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, sustainable practices, environmental health, education, and global partnerships. If you’d like, I can provide more specific examples of topics or case studies discussed in the course that relate to these SDGs. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03113603 | Diagnostik Klinik Veteriner | Veterinary Clinical Diagnostics | The university course Veterinary Clinical Diagnostics focuses on the techniques and methodologies used to diagnose diseases and medical conditions in animals. Students will learn how to integrate clinical examination, laboratory tests, and diagnostic imaging to assess animal health, identify illnesses, and guide treatment decisions. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as the course aims to enhance the health and welfare of animals through accurate diagnostics. Early and precise diagnosis can lead to effective treatment and improved health outcomes for both companion and livestock animals, which ultimately benefits public health. 2. SDG 2: Zero Hunger – Veterinary clinical diagnostics is crucial for livestock management and ensuring the health of food-producing animals. Healthy livestock contribute to food security, and effective diagnostic practices help prevent the spread of diseases that could compromise food supplies. 3. SDG 12: Responsible Consumption and Production – The course emphasizes the importance of sustainable practices in veterinary diagnostics, promoting responsible use of resources and technologies in the diagnosis and management of animal health. This includes minimizing the use of antibiotics and ensuring humane treatment in diagnostic procedures. 4. SDG 15: Life on Land – The health of wildlife populations can also be addressed through veterinary diagnostics. Understanding diseases in wild animal populations is crucial for biodiversity conservation and ecosystem health. The course may cover diagnostic techniques applicable to wildlife diseases. 5. SDG 4: Quality Education – This course provides advanced education and training for veterinary professionals in diagnostic techniques and technologies, ensuring that they are well-equipped to diagnose and treat various animal health issues. It contributes to building a knowledgeable and skilled workforce in veterinary medicine. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary clinical diagnostics often involves the use of innovative technologies and methodologies. The course may discuss advancements in diagnostic tools, such as imaging technologies, molecular diagnostics, and laboratory testing, which enhance veterinary care infrastructure. 7. SDG 17: Partnerships for the Goals – Effective veterinary diagnostics often involves collaboration among veterinarians, researchers, and public health officials. The course may emphasize the importance of partnerships in advancing diagnostic practices and improving animal health and welfare. While the primary focus of a veterinary clinical diagnostics course is on SDG 3 (Good Health and Well-Being), it also intersects with goals related to food security, responsible production, biodiversity, education, innovation, and global partnerships. If you’re interested, I can provide more specific examples of topics or case studies covered in the course that relate to these SDGs. |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112303 | Ilmu dan Teknologi Reproduksi Veteriner | Veterinary Reproductive Science and Technology | The Veterinary Reproductive Science and Technology course focuses on the principles and practices related to animal reproduction and reproductive health. Designed for veterinary students and professionals, this course covers both the physiological and technological aspects of reproduction in various species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to ensuring the reproductive health and welfare of animals. The course focuses on managing reproductive issues, preventing diseases related to reproduction, and promoting overall animal health, which is vital for both domestic and wildlife species. 2. SDG 2: Zero Hunger – Veterinary reproductive science plays a crucial role in livestock production and food security. By applying reproductive technologies such as artificial insemination and embryo transfer, the course supports efficient breeding practices that can increase the productivity of food-producing animals, helping to ensure a stable food supply. 3. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in animal breeding and reproduction, promoting responsible management of animal resources. This includes the ethical treatment of breeding animals and minimizing the environmental impact of livestock production. 4. SDG 15: Life on Land – The course may cover aspects related to wildlife reproduction and conservation. Understanding reproductive health in wild species is essential for biodiversity conservation and management of endangered species. 5. SDG 4: Quality Education – This course provides advanced training in reproductive technologies and reproductive health management, ensuring that veterinary professionals are well-equipped with the knowledge and skills needed to enhance animal reproduction and welfare. 6. SDG 9: Industry, Innovation, and Infrastructure – Veterinary reproductive science involves innovative technologies and practices, such as reproductive genetics and advanced breeding techniques. The course may discuss the application of these technologies in improving reproductive outcomes in various animal species. 7. SDG 17: Partnerships for the Goals – Effective veterinary reproductive science often involves collaboration among veterinarians, researchers, livestock producers, and conservationists. The course may emphasize the importance of partnerships in advancing reproductive technologies and improving animal health and welfare. While the primary focus of a course on veterinary reproductive science and technology is on SDG 3 (Good Health and Well-Being) and SDG 2 (Zero Hunger), it also intersects with goals related to sustainable practices, biodiversity conservation, education, innovation, and global partnerships. If you would like more specific examples of topics or technologies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112403 | Farmakologi Veteriner Lanjutan | Advanced Veterinary Pharmacology | The Advanced Veterinary Pharmacology course delves into the principles and applications of pharmacology as it relates to veterinary medicine. This course is designed for veterinary students and professionals, focusing on the mechanisms of action, therapeutic uses, pharmacokinetics, and pharmacodynamics of drugs used in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This is the most directly relevant SDG, as the course is essential for promoting animal health through the appropriate use of pharmacological treatments. Understanding how drugs work, their effects, and potential side effects is crucial for effective treatment and improving animal welfare. 2. SDG 2: Zero Hunger – Advanced veterinary pharmacology is critical for managing the health of food-producing animals. By ensuring effective disease management and treatment in livestock, the course contributes to sustainable food production and food security, which are essential for addressing hunger. 3. SDG 12: Responsible Consumption and Production – The course emphasizes the importance of responsible use of medications in veterinary practice, including minimizing the use of antibiotics to reduce the risk of resistance. Promoting safe and sustainable practices in drug use is crucial for responsible animal husbandry. 4. SDG 6: Clean Water and Sanitation – Proper pharmacological practices contribute to preventing contamination of water sources with pharmaceutical residues, which can affect both animal and human health. The course may address the importance of safe medication practices in veterinary medicine to protect water quality. 5. SDG 9: Industry, Innovation, and Infrastructure – Advanced veterinary pharmacology often involves the application of new technologies and innovations in drug development, delivery systems, and therapeutic strategies. The course may cover advancements in pharmacological research that enhance veterinary care and drug efficacy. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in pharmacology, ensuring they are well-equipped to make informed decisions regarding medication use, dosage, and treatment protocols. This contributes to a knowledgeable workforce in veterinary medicine. 7. SDG 17: Partnerships for the Goals – Collaboration among veterinarians, researchers, pharmaceutical companies, and regulatory agencies is essential for advancing pharmacological practices. The course may emphasize the importance of partnerships in developing safe and effective veterinary medications. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, responsible production, water quality, innovation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112502 | Penyakit Bakteri dan Jamur | Bacterial and Fungal Diseases | The Bacterial and Fungal Diseases course provides an in-depth exploration of the pathogenic mechanisms, clinical manifestations, diagnosis, and treatment of diseases caused by bacteria and fungi in animals. This course is designed for veterinary students and professionals, focusing on understanding infectious diseases that affect animal health and their implications for public health. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the prevention, diagnosis, and treatment of bacterial and fungal infections in humans and animals. Understanding these diseases is essential for improving health outcomes, preventing outbreaks, and managing antibiotic resistance. 2. SDG 2: Zero Hunger – Bacterial and fungal diseases can significantly impact agricultural productivity, leading to food insecurity. The course addresses how these pathogens affect crops and livestock, emphasizing the importance of disease management in ensuring food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover the importance of sustainable agricultural practices, including the responsible use of antibiotics and fungicides to prevent resistance and protect environmental health. Promoting integrated pest management and safe agricultural practices is essential for sustainability. 4. SDG 6: Clean Water and Sanitation – Bacterial infections are often associated with contaminated water sources. The course may address how water quality impacts the spread of bacterial diseases, emphasizing the importance of clean water and sanitation in preventing infections. 5. SDG 9: Industry, Innovation, and Infrastructure – Advances in diagnostics, treatment, and prevention of bacterial and fungal diseases involve innovative technologies and research. The course may discuss developments in microbiology, biotechnology, and public health infrastructure aimed at managing these diseases. 6. SDG 15: Life on Land – Fungal and bacterial diseases can affect wildlife and ecosystems. Understanding the impact of these diseases on biodiversity and the health of ecosystems is crucial for conservation efforts and maintaining ecological balance. 7. SDG 4: Quality Education – The course provides essential education and training for students in microbiology, pathology, and public health, ensuring they are equipped with the knowledge to tackle bacterial and fungal diseases effectively. 8. SDG 17: Partnerships for the Goals – Addressing bacterial and fungal diseases often requires collaboration among veterinarians, healthcare professionals, researchers, and agricultural specialists. The course may emphasize the importance of partnerships in advancing research, prevention, and treatment strategies. While SDG 3 (Good Health and Well-Being) is the primary focus, the course also intersects with goals related to food security, responsible production, water quality, innovation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112602 | Radiologi Veteriner | Veterinary Radiology | The Veterinary Radiology course focuses on the principles and techniques of diagnostic imaging in veterinary medicine. This course is designed for veterinary students and professionals, emphasizing the importance of radiological methods for diagnosing and managing health conditions in animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health and welfare of animals. Veterinary radiology plays a critical role in diagnosing and managing health issues, ensuring effective treatment and improving animal welfare through accurate imaging techniques. 2. SDG 2: Zero Hunger – Veterinary radiology contributes to the health management of food-producing animals. By diagnosing diseases and conditions in livestock, the course supports the maintenance of healthy populations, which is essential for food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may emphasize the responsible use of diagnostic imaging technologies in veterinary practice. It addresses the need for safe practices and minimizing waste associated with imaging procedures, promoting sustainability in veterinary care. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the importance of clean water and sanitation in the context of animal health, particularly as some imaging studies may be used to diagnose conditions related to environmental health. 5. SDG 9: Industry, Innovation, and Infrastructure – Veterinary radiology involves the use of advanced imaging technologies and innovations. The course may discuss the development and application of new imaging modalities and techniques that enhance diagnostic capabilities in veterinary medicine. 6. SDG 4: Quality Education – This course provides critical education and training for veterinary professionals in the field of radiology. It equips students with the knowledge and skills necessary to utilize imaging technologies effectively in clinical practice. 7. SDG 15: Life on Land – Veterinary radiology also applies to wildlife medicine, where imaging techniques are used to assess and diagnose health issues in wild animal populations. Understanding these techniques is crucial for wildlife conservation and management efforts. 8. SDG 17: Partnerships for the Goals – Effective veterinary radiology often requires collaboration among veterinarians, radiologists, researchers, and public health officials. The course may highlight the importance of partnerships in advancing diagnostic imaging and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary radiology course, it also intersects with goals related to food security, responsible production, innovation, education, and global partnerships. If you’d like more details about specific topics or technologies covered in the course that relate to these SDGs, just let me know! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112703 | Ektoparasitologi Veteriner | Veterinary Ectoparasitology | The Veterinary Ectoparasitology course focuses on the study of external parasites that affect animals, including their biology, life cycles, and the diseases they can cause. This course is designed for veterinary students and professionals, providing essential knowledge for diagnosing, treating, and managing ectoparasitic infestations in various animal species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health of animals. Understanding and managing ectoparasites is essential for preventing diseases that can affect both animal and human health. Effective control of these parasites contributes to the overall well-being of animals. 2. SDG 2: Zero Hunger – Ectoparasites can significantly impact the productivity and health of food-producing animals, leading to economic losses and food insecurity. The course emphasizes the importance of managing ectoparasites in livestock to ensure food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable practices in the management of ectoparasites, including the responsible use of antiparasitic drugs and integrated pest management strategies. This goal promotes the reduction of chemical use and the development of environmentally friendly control methods. 4. SDG 6: Clean Water and Sanitation – Ectoparasites can affect the overall hygiene and sanitation of animal environments. The course may discuss the relationship between parasite management, clean living conditions for animals, and the importance of sanitation in preventing infestations. 5. SDG 15: Life on Land – The course may also address the impact of ectoparasites on wildlife populations and ecosystems. Understanding ectoparasitism in wild animals is crucial for biodiversity conservation and managing the health of ecosystems. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in ectoparasitology, ensuring they are equipped with the knowledge and skills necessary to identify and manage ectoparasitic infestations effectively. 7. SDG 17: Partnerships for the Goals – Managing ectoparasites often requires collaboration among veterinarians, researchers, farmers, and public health officials. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary ectoparasitology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112802 | Metodologi Ilmiah | Scientific Methodology | The Scientific Methodology course focuses on the principles and practices of scientific research, emphasizing critical thinking, systematic investigation, and the application of the scientific method across various fields. This course is designed for students in science-related disciplines, including veterinary medicine, biology, and environmental science, providing essential skills for conducting research and evaluating scientific literature. | 1. SDG 4: Quality Education – The course promotes critical thinking, problem-solving, and analytical skills, which are essential for quality education. By teaching students how to conduct research and evaluate scientific literature, the course contributes to a knowledgeable and skilled workforce. 2. SDG 9: Industry, Innovation, and Infrastructure – Scientific methodology fosters innovation by encouraging research and development. The skills learned in this course can be applied to various industries, promoting technological advancements and sustainable practices. 3. SDG 3: Good Health and Well-Being – Research in health sciences relies heavily on robust scientific methodology. Understanding how to design studies, analyze data, and interpret results is crucial for advancing medical research and public health initiatives. 4. SDG 12: Responsible Consumption and Production – Scientific methodology plays a key role in developing sustainable practices and solutions. Research that adheres to scientific principles can help identify effective strategies for reducing waste, managing resources, and promoting sustainability. 5. SDG 13: Climate Action – Research on climate change and its impacts requires a solid understanding of scientific methodology. The course prepares students to conduct studies related to environmental science, climate change mitigation, and adaptation strategies. 6. SDG 15: Life on Land – The methodologies learned in this course can be applied to ecological and environmental research, contributing to the understanding and conservation of terrestrial ecosystems and biodiversity. 7. SDG 17: Partnerships for the Goals – Scientific research often involves collaboration among researchers, institutions, and communities. The course may emphasize the importance of interdisciplinary approaches and partnerships in addressing complex scientific challenges. 8. SDG 1: No Poverty – Research methodologies can contribute to understanding and addressing poverty-related issues by evaluating the effectiveness of interventions and programs aimed at poverty reduction. While SDG 4 (Quality Education) is the primary focus of a scientific methodology course, it also intersects with goals related to innovation, health, sustainability, climate action, biodiversity, partnerships, and poverty alleviation. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112903 | Patologi Sistemik Dasar | Basic Systemic Pathology | The Basic Systemic Pathology course provides an introduction to the pathological processes affecting various organ systems in animals. This course is designed for veterinary students and focuses on understanding the mechanisms of disease, the resulting structural and functional changes in tissues, and the implications for animal health. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the understanding and management of diseases in animals. By studying systemic pathology, students gain knowledge about disease processes, which is crucial for improving animal health and welfare. Effective diagnosis and treatment contribute to overall well-being. 2. SDG 2: Zero Hunger – Systemic pathology is vital for the health of food-producing animals. Understanding diseases that affect livestock helps ensure food security by maintaining healthy populations that can produce food sustainably. Effective disease management in livestock contributes to agricultural productivity. 3. SDG 12: Responsible Consumption and Production – The course may cover the impact of diseases on production systems and emphasize the importance of sustainable practices in animal husbandry. Understanding the pathology of diseases can lead to improved management practices that reduce the need for antibiotics and other treatments. 4. SDG 6: Clean Water and Sanitation – Many diseases can be influenced by environmental factors, including water quality. The course may address how systemic pathology relates to zoonotic diseases and the importance of sanitation in preventing disease transmission. 5. SDG 15: Life on Land – The course may also include aspects of wildlife pathology, focusing on how diseases impact wildlife populations and ecosystems. Understanding these diseases is crucial for biodiversity conservation and managing the health of natural habitats. 6. SDG 4: Quality Education – Basic systemic pathology is foundational for veterinary education. The course provides essential training for students, ensuring they acquire the necessary knowledge and skills to diagnose and manage diseases in clinical practice. 7. SDG 17: Partnerships for the Goals – Addressing complex health issues often requires collaboration among veterinarians, researchers, public health officials, and agricultural experts. The course may emphasize the importance of interdisciplinary partnerships in advancing veterinary medicine and improving animal health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic systemic pathology course, it also intersects with goals related to food security, responsible production, water quality, biodiversity conservation, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111602 | Kesrawan dan Kesmavet | Animal Welfare and Veterinary Health | The Animal Welfare and Veterinary Health course focuses on the ethical, legal, and practical aspects of ensuring the well-being of animals in various settings, including veterinary practice, agriculture, and research. This course is designed for veterinary students and professionals, emphasizing the importance of animal welfare principles in promoting health and humane treatment of animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to the health and welfare of animals. The course emphasizes the importance of veterinary health practices in promoting the well-being of animals, preventing disease, and ensuring humane treatment. 2. SDG 12: Responsible Consumption and Production – Understanding animal welfare is critical for promoting sustainable animal husbandry practices. The course addresses how responsible management and care for animals can lead to better production practices and reduce the environmental impact of livestock farming. 3. SDG 2: Zero Hunger – Animal welfare is essential for the productivity of food-producing animals. The course may cover how proper welfare practices enhance the health and productivity of livestock, contributing to food security and sustainable agricultural practices. 4. SDG 6: Clean Water and Sanitation – Proper animal welfare practices include providing clean water and appropriate living conditions. The course may address how these factors influence the health and welfare of animals and the importance of sanitation in preventing disease. 5. SDG 15: Life on Land – The course may include topics on wildlife welfare and conservation, focusing on the health of wildlife populations and their habitats. Understanding animal welfare principles is crucial for biodiversity conservation and the management of natural ecosystems. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals and animal caretakers, ensuring they understand the principles of animal welfare and the importance of veterinary health in promoting well-being. 7. SDG 17: Partnerships for the Goals – Promoting animal welfare often requires collaboration among veterinarians, animal welfare organizations, policymakers, and communities. The course may emphasize the importance of partnerships in advancing animal welfare initiatives and improving veterinary practices. 8. SDG 1: No Poverty – Sustainable animal management practices that prioritize welfare can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a course on animal welfare and veterinary health, it also intersects with goals related to food security, responsible production, water quality, biodiversity conservation, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111703 | Biostatistika | Biostatistics | The Biostatistics course focuses on the application of statistical methods to biological, health, and veterinary research. This course is designed for students in veterinary medicine, public health, biology, and related fields, providing essential skills for analyzing and interpreting data in scientific studies. | 1. SDG 3: Good Health and Well-Being – Biostatistics is crucial for designing studies, analyzing health data, and interpreting results. This goal is directly related to improving health outcomes through evidence-based practices, including public health initiatives, clinical research, and health policy development. 2. SDG 4: Quality Education – The course provides essential training in statistical methods, critical thinking, and data analysis, contributing to quality education in health-related fields. Students gain the skills necessary to conduct research and contribute to scientific knowledge. 3. SDG 2: Zero Hunger – Biostatistical methods can be applied to agricultural studies and food security research, helping to analyze data related to food production, nutrition, and agricultural practices that impact hunger and food availability. 4. SDG 12: Responsible Consumption and Production – Biostatistics plays a role in evaluating the impact of consumption patterns and production practices on health outcomes. Analyzing data related to sustainability in agriculture and food production can support responsible practices. 5. SDG 9: Industry, Innovation, and Infrastructure – The course may cover statistical methodologies that support innovation in health research and the development of new technologies and treatments. This includes data analysis for clinical trials and epidemiological studies. 6. SDG 6: Clean Water and Sanitation – Biostatistics is vital for analyzing data related to water quality, sanitation practices, and their impact on public health. Research in these areas helps inform policies and interventions to improve health outcomes. 7. SDG 15: Life on Land – Biostatistical methods can be applied to studies of biodiversity, conservation, and the health of ecosystems. Understanding the impact of environmental factors on health requires rigorous data analysis. 8. SDG 17: Partnerships for the Goals – Collaboration among researchers, healthcare professionals, and policymakers is essential for advancing health research and public health initiatives. The course may emphasize the importance of partnerships in collecting and analyzing data for informed decision-making. While SDG 3 (Good Health and Well-Being) is the primary focus of a biostatistics course, it also intersects with goals related to education, food security, sustainability, innovation, water quality, biodiversity, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111802 | Imunologi | Immunology | The Immunology course provides a comprehensive understanding of the immune system and its role in protecting animals from infections and diseases. This course is designed for veterinary students and professionals, focusing on the principles of immunology as they relate to veterinary medicine, animal health, and disease management. | 1. SDG 3: Good Health and Well-Being – Immunology is directly related to health outcomes, as it studies how the immune system protects against infections and diseases. Understanding immunological responses is crucial for developing vaccines, therapies, and public health strategies to improve health and combat diseases. 2. SDG 2: Zero Hunger – Immunology can play a role in understanding how malnutrition affects immune function, making it relevant to food security and nutrition. Studying the immune system’s response to various nutritional deficiencies helps inform strategies to improve health outcomes in vulnerable populations. 3. SDG 4: Quality Education – The course provides essential education on the principles of immunology, fostering critical thinking and research skills. This foundation is vital for students pursuing careers in healthcare, research, and public health. 4. SDG 12: Responsible Consumption and Production – Immunology research often explores the impacts of environmental factors on immune health. Understanding how pollutants and chemicals affect the immune system is important for developing responsible production practices and ensuring public health. 5. SDG 6: Clean Water and Sanitation – The immune system is influenced by exposure to pathogens in the environment. Immunology studies can inform public health strategies to improve sanitation and water quality, which are crucial for preventing infections and maintaining immune health. 6. SDG 15: Life on Land – Immunology can also be relevant to wildlife health and conservation. Understanding the immune responses of wild animals to diseases can aid in biodiversity conservation efforts and the management of wildlife populations. 7. SDG 9: Industry, Innovation, and Infrastructure – Immunological research drives innovation in vaccine development, diagnostics, and therapies. The course may cover advancements in immunology that contribute to the health industry and public health infrastructure. 8. SDG 17: Partnerships for the Goals – Collaborative efforts among researchers, healthcare professionals, and public health officials are essential for advancing immunological research and addressing global health challenges. The course may emphasize the importance of partnerships in tackling infectious diseases and improving health outcomes. While SDG 3 (Good Health and Well-Being) is the primary focus of an immunology course, it also intersects with goals related to education, food security, sustainability, water quality, biodiversity, innovation, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111902 | Endoparasitologi Veteriner | Veterinary Endoparasitology | The Veterinary Endoparasitology course focuses on the study of internal parasites that affect animals, including their biology, life cycles, host interactions, and the diseases they cause. This course is designed for veterinary students and professionals, providing essential knowledge for diagnosing, treating, and preventing parasitic infections in various animal species. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to the health of animals. Understanding and managing endoparasites is essential for preventing diseases that can affect both animal and human health. Effective control of these parasites contributes to the overall well-being of animals. 2. SDG 2: Zero Hunger – Endoparasites can significantly impact the productivity and health of food-producing animals. The course emphasizes the importance of managing these parasites in livestock to ensure food security and sustainable agricultural practices. Healthy livestock contribute to stable food supplies. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable practices in the management of endoparasites, including the responsible use of anthelmintics and integrated parasite management strategies. This goal promotes the reduction of chemical use and the development of environmentally friendly control methods. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the relationship between environmental hygiene, sanitation, and the prevention of endoparasite infestations. Proper sanitation practices can help reduce the transmission of parasites in animal populations. 5. SDG 15: Life on Land – The course may also address the impact of endoparasites on wildlife populations and ecosystems. Understanding these parasites is crucial for biodiversity conservation and managing the health of wildlife species. 6. SDG 4: Quality Education – This course provides essential education and training for veterinary professionals in endoparasitology, ensuring they are equipped with the knowledge and skills necessary to identify and manage parasitic infestations effectively. 7. SDG 17: Partnerships for the Goals – Effective management of endoparasites often requires collaboration among veterinarians, researchers, farmers, and public health officials. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. 8. SDG 1: No Poverty – Sustainable animal management practices that prioritize the health of livestock can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary endoparasitology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’re interested in specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112002 | Mata Kuliah Pilihan | Elective Courses | Elective courses in veterinary medicine allow students to explore specialized areas of interest, enhancing their education and skills beyond the core curriculum. Here are some common elective courses offered in veterinary programs: | 1. SDG 4: Quality Education – Many elective courses focus on enhancing skills and knowledge in specific areas, contributing to overall educational quality and lifelong learning opportunities. 2. SDG 3: Good Health and Well-Being – Electives related to health sciences, psychology, nutrition, or physical education contribute to understanding and promoting physical and mental health. 3. SDG 5: Gender Equality – Elective courses focused on gender studies, women’s rights, and social justice help raise awareness about gender issues and promote equality. 4. SDG 12: Responsible Consumption and Production – Courses in sustainability, environmental science, or consumer behavior can educate students on responsible production practices and sustainable consumption. 5. SDG 13: Climate Action – Electives that cover environmental science, climate change, or renewable energy inform students about climate-related issues and encourage action. 6. SDG 10: Reduced Inequality – Courses that focus on social issues, public policy, or community development can help address inequality and promote social justice. 7. SDG 9: Industry, Innovation, and Infrastructure – Electives in engineering, technology, and entrepreneurship can foster innovation and support infrastructure development. 8. SDG 15: Life on Land – Electives in ecology, wildlife conservation, or environmental management promote understanding and conservation of biodiversity and ecosystems. 9. SDG 17: Partnerships for the Goals – Many electives encourage collaboration and teamwork, fostering partnerships among students from diverse backgrounds and disciplines. 10. SDG 1: No Poverty – Electives that focus on economics, development studies, or social work can provide insights into poverty alleviation strategies and community development. 11. SDG 8: Decent Work and Economic Growth – Courses that focus on career development, entrepreneurship, and business can promote economic growth and decent work opportunities. 12. SDG 6: Clean Water and Sanitation – Electives in environmental studies or public health may address issues related to water quality and sanitation practices. The relevance of specific SDGs will vary based on the nature of the elective courses offered at a university. If you have specific elective courses in mind, I can provide a more detailed analysis of how they relate to the UN Sustainable Development Goals! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112103 | Patologi Veteriner Umum | General Veterinary PathologyGeneral Veterinary Pathology | The General Veterinary Pathology course provides an overview of the mechanisms and processes underlying diseases in animals. This course is essential for veterinary students, focusing on the study of disease etiology, pathogenesis, morphological changes, and the physiological and clinical manifestations of various health conditions. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to understanding and improving animal health. By studying veterinary pathology, students learn about disease mechanisms, diagnosis, and management, which are essential for promoting the health and well-being of animals. 2. SDG 2: Zero Hunger – Understanding pathology is crucial for managing diseases in food-producing animals. The course emphasizes the importance of maintaining the health of livestock to ensure food security and sustainable agricultural practices. Healthy animals contribute to stable food supplies. 3. SDG 12: Responsible Consumption and Production – General veterinary pathology can address sustainable practices in the management of animal health and disease. The course may cover the responsible use of medications and treatments, contributing to environmental sustainability and reducing antibiotic resistance. 4. SDG 6: Clean Water and Sanitation – Proper sanitation and hygiene practices are crucial in preventing disease transmission. The course may discuss the relationship between water quality, sanitation, and the health of animals, highlighting the importance of these factors in disease prevention. 5. SDG 15: Life on Land – The course may address the impact of diseases on wildlife populations and ecosystems. Understanding veterinary pathology is important for wildlife conservation and the management of natural habitats, ensuring biodiversity and ecosystem health. 6. SDG 4: Quality Education – General veterinary pathology provides essential education and training for veterinary professionals. The course equips students with critical knowledge and skills needed for diagnosing and managing diseases in clinical practice. 7. SDG 17: Partnerships for the Goals – Effective management of animal health often requires collaboration among veterinarians, researchers, policymakers, and agricultural stakeholders. The course may emphasize the importance of partnerships in addressing health challenges and improving animal welfare. 8. SDG 1: No Poverty – Sustainable animal health practices can contribute to economic stability for farmers and communities. By improving the health and productivity of animals, the course supports livelihoods and food security, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a general veterinary pathology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03112203 | Ilmu Bedah Veteriner Dasar | Basic Veterinary Surgery | The Basic Veterinary Surgery course provides foundational knowledge and skills related to surgical techniques and principles in veterinary medicine. This course is designed for veterinary students and early-career professionals, emphasizing the importance of surgery in diagnosing and treating various medical conditions in animals. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to veterinary surgery, as surgical procedures are often necessary for diagnosing and treating injuries, diseases, and conditions in animals. The course emphasizes the importance of surgical intervention in improving the health and well-being of animals. 2. SDG 2: Zero Hunger – Basic veterinary surgery plays a vital role in maintaining the health of food-producing animals. By ensuring that livestock can receive necessary surgical treatments, the course contributes to food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may address ethical considerations in veterinary surgery, including the responsible use of surgical interventions and anesthesia. Understanding the principles of humane treatment and animal welfare is essential in promoting sustainable practices. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the importance of hygiene and sanitation in surgical settings. Proper sterilization and sanitation practices are crucial for preventing infections and ensuring successful surgical outcomes. 5. SDG 15: Life on Land – The course may also cover surgical practices related to wildlife rehabilitation and conservation. Understanding how to perform surgical procedures on wild animals can support biodiversity conservation efforts. 6. SDG 4: Quality Education – Basic veterinary surgery is a foundational aspect of veterinary education. The course provides essential training in surgical techniques, critical thinking, and problem-solving skills, ensuring students are well-prepared for their future careers. 7. SDG 17: Partnerships for the Goals – Effective veterinary surgical practices often require collaboration among veterinarians, veterinary technicians, and animal care staff. The course may emphasize the importance of teamwork and communication in providing high-quality surgical care. 8. SDG 1: No Poverty – By improving the health and productivity of animals through surgical interventions, the course supports economic stability for farmers and communities. Healthy animals contribute to food security and livelihoods, helping to alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary surgery course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110903 | Embriologi dan Genetika | Embryology and Genetics | The Embryology and Genetics course focuses on the principles of developmental biology and heredity as they relate to veterinary medicine. This course is designed for veterinary students and professionals, providing essential knowledge about the processes of development from fertilization to birth, as well as the genetic mechanisms that influence animal traits and diseases. | 1. SDG 3: Good Health and Well-Being – Understanding embryology and genetics is crucial for comprehending human and animal development, congenital disorders, and genetic diseases. This knowledge is vital for improving health outcomes through early diagnosis and treatment of genetic conditions. 2. SDG 4: Quality Education – The course provides essential education in the principles of embryology and genetics, fostering critical thinking and research skills. This foundation is vital for students pursuing careers in healthcare, research, and education. 3. SDG 2: Zero Hunger – Genetic research plays a significant role in improving agricultural practices and food security. The course may cover topics related to genetic engineering and biotechnology, which can enhance crop yields, improve livestock genetics, and contribute to sustainable food production. 4. SDG 15: Life on Land – The study of genetics is essential for biodiversity conservation and the management of wildlife populations. Understanding genetic diversity and the role of genetics in species adaptation can aid in conservation efforts and ecosystem management. 5. SDG 12: Responsible Consumption and Production – Knowledge of genetics can inform sustainable agricultural practices, including the responsible use of genetically modified organisms (GMOs) and breeding techniques that minimize environmental impact. 6. SDG 9: Industry, Innovation, and Infrastructure – Advances in genetics and biotechnology contribute to innovation in medicine, agriculture, and industry. The course may explore cutting-edge research and technologies that improve health outcomes and enhance agricultural productivity. 7. SDG 10: Reduced Inequality – Genetic research can help identify genetic factors associated with diseases prevalent in marginalized populations, informing targeted interventions and reducing health disparities. 8. SDG 17: Partnerships for the Goals – Collaboration among researchers, healthcare professionals, and agricultural scientists is crucial for advancing knowledge in embryology and genetics. The course may emphasize the importance of partnerships in research and application. While SDG 3 (Good Health and Well-Being) is the primary focus of an embryology and genetics course, it also intersects with goals related to education, food security, biodiversity, sustainability, innovation, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111003 | Bakteriologi dan Mikologi Veteriner | Veterinary Bacteriology and Mycology | The Veterinary Bacteriology and Mycology course focuses on the study of bacteria and fungi that impact animal health, emphasizing their roles in disease, diagnosis, and treatment. This course is designed for veterinary students and professionals, providing essential knowledge about microbial pathogens, their characteristics, and the principles of infection control in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to understanding and improving animal health. The course emphasizes the importance of diagnosing and treating bacterial and fungal infections, which is essential for promoting the health and well-being of animals. 2. SDG 2: Zero Hunger – Infectious diseases in livestock can significantly impact food production and security. Understanding bacteriology and mycology helps in managing diseases that affect food-producing animals, thereby contributing to sustainable agricultural practices and food security. 3. SDG 12: Responsible Consumption and Production – The course may address the responsible use of antibiotics and antifungal agents in veterinary medicine, focusing on minimizing the development of antimicrobial resistance and promoting sustainable practices in animal husbandry. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may discuss the relationship between environmental hygiene and the prevention of infectious diseases caused by bacteria and fungi. Proper sanitation practices are crucial for controlling outbreaks and ensuring animal health. 5. SDG 15: Life on Land – The course may also cover the impact of bacterial and fungal diseases on wildlife populations and ecosystems. Understanding these microorganisms is essential for biodiversity conservation and managing the health of wild animal populations. 6. SDG 4: Quality Education – Veterinary bacteriology and mycology provide essential education and training for veterinary professionals, ensuring they are equipped with the knowledge and skills necessary to diagnose and manage infectious diseases effectively. 7. SDG 17: Partnerships for the Goals – Effective management of infectious diseases often requires collaboration among veterinarians, researchers, public health officials, and agricultural stakeholders. The course may emphasize the importance of partnerships in developing effective control strategies and improving animal health outcomes. 8. SDG 1: No Poverty – By improving the health and productivity of animals through effective management of bacterial and fungal infections, the course supports economic stability for farmers and communities. Healthy animals contribute to food security and livelihoods, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary bacteriology and mycology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111103 | Fisiologi Veteriner Dasar | Basic Veterinary Physiology | The Basic Veterinary Physiology course introduces students to the fundamental physiological processes and mechanisms that govern the function of animal bodies. This foundational course is designed for veterinary students and provides essential knowledge about how various systems in animals operate, interact, and maintain homeostasis. | 1. SDG 3: Good Health and Well-Being – This goal is directly linked to understanding animal health. A solid grasp of physiology is essential for diagnosing, treating, and preventing diseases in animals, thus promoting their overall health and welfare. 2. SDG 2: Zero Hunger – Understanding physiology is crucial for improving the health and productivity of food-producing animals. The course emphasizes the importance of animal health in ensuring food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover topics related to sustainable practices in animal husbandry, including how physiological principles can inform responsible management of animal resources and minimize waste. 4. SDG 6: Clean Water and Sanitation – Proper understanding of animal physiology can help veterinarians address issues related to hydration, nutrition, and overall health, emphasizing the importance of clean water and sanitation for animal well-being. 5. SDG 15: Life on Land – The course may also touch upon the physiological aspects of wildlife and conservation efforts. Understanding the physiology of wild species is essential for their management and conservation in their natural habitats. 6. SDG 4: Quality Education – Basic veterinary physiology provides essential education and training for veterinary professionals. It equips students with critical knowledge and skills necessary for their future careers in veterinary medicine. 7. SDG 17: Partnerships for the Goals – Veterinary physiology often involves collaboration among veterinarians, researchers, and other professionals to improve animal health outcomes. The course may emphasize the importance of teamwork and communication in addressing health challenges. 8. SDG 1: No Poverty – By promoting the health and productivity of animals, the course supports economic stability for farmers and communities. Healthy livestock contribute to food security and livelihoods, which can help alleviate poverty. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary physiology course, it also intersects with goals related to food security, responsible production, environmental health, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111202 | Farmakologi Veteriner Dasar | Basic Veterinary Pharmacology | The Basic Veterinary Pharmacology course provides an introduction to the principles of pharmacology as they apply to veterinary medicine. This foundational course is designed for veterinary students and professionals, focusing on the study of drugs, their effects on animal physiology, and their therapeutic applications in veterinary practice. | 1. SDG 3: Good Health and Well-Being – This goal is directly related to veterinary pharmacology, as the course focuses on understanding medications used to treat diseases in animals, thus promoting their health and well-being. 2. SDG 2: Zero Hunger – Effective pharmacological management of food-producing animals is vital for maintaining their health and productivity. This contributes to food security and sustainable agricultural practices by ensuring that livestock are healthy and can produce food efficiently. 3. SDG 12: Responsible Consumption and Production – The course addresses the importance of responsible medication use, including minimizing the development of antibiotic resistance and ensuring safe drug administration practices. Understanding pharmacology helps veterinarians make informed decisions that promote sustainability. 4. SDG 6: Clean Water and Sanitation – While less direct, pharmacology plays a role in understanding the implications of drug residues in water and food sources. The course may cover the importance of safe medication practices to prevent contamination and protect animal and human health. 5. SDG 4: Quality Education – Basic veterinary pharmacology provides essential education and training for veterinary professionals. The course equips students with critical knowledge and skills needed to use medications safely and effectively in clinical practice. 6. SDG 17: Partnerships for the Goals – Effective veterinary pharmacology often requires collaboration among veterinarians, pharmacologists, and regulatory agencies. The course may emphasize the importance of partnerships in developing safe medication practices and ensuring public health. 7. SDG 1: No Poverty – Healthy animals are essential for sustainable livelihoods in agriculture. By promoting the health and productivity of livestock through effective pharmacological interventions, the course supports economic stability for farmers and communities, helping to alleviate poverty. 8. SDG 10: Reduced Inequality – Access to effective veterinary care and medications can help address health disparities in rural and underserved communities, promoting more equitable access to animal health resources. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary pharmacology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111303 | Fisiologi Veteriner Lanjutan | Advanced Veterinary Physiology | The Advanced Veterinary Physiology course delves into the complex physiological processes that govern the function of animal bodies, emphasizing the mechanisms that regulate homeostasis, metabolism, and organ system interactions. This course is designed for veterinary students and professionals seeking a deeper understanding of physiological principles and their clinical applications in veterinary medicine. | 1. SDG 3: Good Health and Well-Being – The course focuses on advanced physiological concepts that are crucial for understanding animal health and disease. This knowledge is essential for diagnosing, treating, and preventing health issues in animals, thereby promoting their overall well-being. 2. SDG 2: Zero Hunger – A solid understanding of advanced physiology helps improve the health and productivity of food-producing animals. This contributes to sustainable agricultural practices and food security by ensuring that livestock are healthy and able to produce efficiently. 3. SDG 12: Responsible Consumption and Production – The course may address how advanced physiological knowledge can inform responsible practices in animal management, including nutrition and environmental impacts, thereby promoting sustainability in animal husbandry. 4. SDG 6: Clean Water and Sanitation – Understanding the physiological needs of animals emphasizes the importance of clean water and proper sanitation for maintaining health. The course may cover the implications of water quality on animal physiology and overall health. 5. SDG 15: Life on Land – The course may include topics related to wildlife physiology and the adaptation of various species to their environments. Understanding the physiology of wild animals is essential for conservation efforts and managing their habitats. 6. SDG 4: Quality Education – Advanced veterinary physiology provides critical education for veterinary professionals, enhancing their understanding of complex physiological processes and equipping them with the skills needed for clinical practice and research. 7. SDG 17: Partnerships for the Goals – The interdisciplinary nature of veterinary physiology often requires collaboration among veterinarians, researchers, and health professionals. The course may emphasize the importance of teamwork and partnerships in advancing knowledge and improving animal health outcomes. 8. SDG 1: No Poverty – By promoting the health and productivity of animals through advanced physiological understanding, the course supports economic stability for farmers and communities. Healthy livestock contribute to food security and livelihoods, which can help alleviate poverty. 7. SDG 10: Reduced Inequality – Access to veterinary education and advanced understanding of animal physiology can help address disparities in animal health care, particularly in underserved regions. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary physiology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111403 | Anatomi Topografi | Topographic Anatomy | The Topographic Anatomy course focuses on the spatial relationships and organization of anatomical structures within the body, emphasizing their positions in relation to one another and their clinical significance. This course is essential for students in the health sciences, particularly those in veterinary or human medicine, as it aids in understanding anatomy in the context of clinical practice and surgical procedures. | 1. SDG 3: Good Health and Well-Being – Understanding topographic anatomy is crucial for diagnosing and treating medical and surgical conditions in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals. 2. SDG 4: Quality Education – Topographic anatomy provides essential education for veterinary students, equipping them with critical knowledge and skills necessary for their future careers in clinical practice, surgery, and diagnostics. 3. SDG 2: Zero Hunger – A thorough understanding of anatomy is essential for veterinary professionals who work with food-producing animals. Knowledge of topographic anatomy helps in performing procedures that ensure the health and productivity of livestock, contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may address how anatomical knowledge informs responsible practices in animal husbandry, including humane treatment and effective management of livestock, thereby promoting sustainability. 5. SDG 6: Clean Water and Sanitation – While less direct, understanding the anatomy of animals can contribute to better management of their health and sanitation needs. This is vital for preventing diseases and ensuring the overall health of animal populations. 6. SDG 15: Life on Land – Topographic anatomy can also be applied to wildlife studies, aiding in the understanding of the anatomy of wild species. This knowledge is important for conservation efforts and wildlife management. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through better surgical and diagnostic practices informed by a solid understanding of anatomy, the course can support economic stability for farmers and communities dependent on livestock. While SDG 3 (Good Health and Well-Being) is the primary focus of a topographic anatomy course, it also intersects with goals related to education, food security, responsible production, environmental health, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03111502 | Virologi Veteriner | Veterinary Virology | The Veterinary Virology course focuses on the study of viruses that affect animals, emphasizing their structure, classification, pathogenesis, and the immune responses they elicit in hosts. This course is designed for veterinary students and professionals, providing essential knowledge about viral diseases and their impact on animal health and production. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary virology is essential for diagnosing, treating, and preventing viral infections in animals. This knowledge promotes the health and well-being of animals and helps prevent zoonotic diseases that can affect humans. 2. SDG 2: Zero Hunger – Viral infections in food-producing animals can significantly impact food security. Understanding and controlling these infections contribute to the health and productivity of livestock, thereby supporting sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may address the importance of responsible practices in managing viral diseases, including the judicious use of vaccines and antiviral medications to prevent outbreaks and minimize the impact on animal production. 4. SDG 6: Clean Water and Sanitation – While less direct, the course may touch upon the relationship between environmental factors and the spread of viral diseases. Understanding how viruses are transmitted can inform sanitation practices that help control outbreaks. 5. SDG 15: Life on Land – The course may also cover the impact of viral diseases on wildlife populations and ecosystems. Understanding the virology of wildlife can aid in conservation efforts and managing zoonotic diseases. 6. SDG 4: Quality Education – Veterinary virology provides critical education and training for veterinary professionals, ensuring they are equipped with the knowledge and skills necessary to manage viral diseases effectively. 7. SDG 17: Partnerships for the Goals – Effective management of viral diseases often requires collaboration among veterinarians, public health officials, researchers, and agricultural stakeholders. The course may emphasize the importance of partnerships in controlling outbreaks and improving animal health. 8. SDG 1: No Poverty – By maintaining the health and productivity of livestock through effective management of viral diseases, the course supports economic stability for farmers and communities, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary care and vaccination programs can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from veterinary services. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary virology course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110202 | Ilmu Tilik Hewan | Zoology | The Zoology course provides a comprehensive study of animal biology, covering the diversity, structure, function, behavior, and ecology of animals. This course is designed for students interested in the biological sciences and offers a foundational understanding of the principles and concepts that govern animal life. | 1. SDG 15: Life on Land – Zoology plays a crucial role in understanding biodiversity and the conservation of terrestrial ecosystems. The course often includes topics related to species conservation, habitat management, and the impacts of human activities on wildlife. 2. SDG 3: Good Health and Well-Being – Understanding animal biology and physiology contributes to veterinary medicine and public health. The course may cover the importance of animal health in understanding zoonotic diseases that can affect humans. 3. SDG 4: Quality Education – Zoology provides essential education for students pursuing careers in biology, ecology, veterinary medicine, and conservation. This knowledge is vital for fostering a well-informed society that values biodiversity and environmental stewardship. 4. SDG 13: Climate Action – The course may address the impacts of climate change on animal populations and ecosystems, emphasizing the need for conservation efforts to mitigate these effects and promote biodiversity resilience. 5. SDG 12: Responsible Consumption and Production – Understanding animal biology can inform sustainable practices in agriculture, wildlife management, and conservation efforts, promoting responsible use of natural resources. 6. SDG 6: Clean Water and Sanitation – Zoology may cover the importance of clean water ecosystems and their inhabitants, emphasizing the role of aquatic animals in maintaining healthy ecosystems and the impacts of pollution on biodiversity. 7. SDG 2: Zero Hunger – Knowledge of animal behavior and physiology can inform sustainable livestock management practices, contributing to food security and responsible agricultural practices. 8. SDG 17: Partnerships for the Goals – Zoology often involves collaboration among researchers, conservationists, and policymakers. The course may emphasize the importance of partnerships in addressing conservation challenges and promoting sustainable practices. 9. SDG 10: Reduced Inequality – Efforts to conserve biodiversity can help protect the livelihoods of marginalized communities that depend on natural resources, promoting social equity and environmental justice. While SDG 15 (Life on Land) is a primary focus of a zoology course, it also intersects with other goals related to health, education, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110302 | Biokimia Veteriner | Veterinary Biochemistry | The Veterinary Biochemistry course explores the biochemical processes and molecular mechanisms underlying animal health and disease. This course is designed for veterinary students and professionals, providing them with a solid understanding of the chemical processes that occur within living organisms, particularly in relation to veterinary medicine. | 1. SDG 3: Good Health and Well-Being – Veterinary biochemistry is directly related to understanding animal health and disease. Knowledge of biochemical processes is essential for diagnosing and treating various health conditions, thus promoting the well-being of animals. 2. SDG 2: Zero Hunger – A solid understanding of biochemistry is vital for improving the health and productivity of food-producing animals. This knowledge contributes to sustainable agricultural practices and food security by ensuring livestock are healthy and productive. 3. SDG 12: Responsible Consumption and Production – The course may cover the biochemical basis of nutrition and metabolism in animals, informing sustainable practices in animal husbandry and responsible use of resources in livestock production. 4. SDG 4: Quality Education – Veterinary biochemistry provides essential education and training for veterinary professionals, equipping them with the knowledge and skills necessary for clinical practice and research. 5. SDG 6: Clean Water and Sanitation – Understanding biochemical processes in animals can inform best practices for maintaining hydration and nutrition, which are crucial for overall health. The course may also address the implications of water quality on animal health. 6. SDG 15: Life on Land – The course may touch upon the biochemical aspects of wildlife health and conservation, helping to understand the metabolic needs of different species and their adaptation to various environments. 7. SDG 17: Partnerships for the Goals – Veterinary biochemistry often involves collaboration among veterinarians, researchers, and public health officials. The course may emphasize the importance of interdisciplinary partnerships in addressing health challenges and improving animal health outcomes. 8. SDG 1: No Poverty – By promoting the health and productivity of livestock through effective nutritional and biochemical management, the course supports economic stability for farmers and communities, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary care, including biochemistry knowledge, can help address health disparities in rural and underserved communities, ensuring that all communities benefit from advancements in animal health. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary biochemistry course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110403 | Anatomi veteriner Dasar | Basic Veterinary Anatomy | The Basic Veterinary Anatomy course provides an introductory overview of the anatomical structures and organization of domestic animals, focusing on the relationships between different systems and their functional significance. This foundational course is designed for veterinary students and professionals, equipping them with essential knowledge about the body systems of various animal species. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary anatomy is crucial for diagnosing, treating, and preventing diseases in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals. 2. SDG 4: Quality Education – Basic veterinary anatomy provides essential education for students pursuing careers in veterinary medicine. This knowledge is vital for developing critical skills necessary for clinical practice and research. 3. SDG 2: Zero Hunger – A thorough understanding of anatomy is important for veterinary professionals who work with food-producing animals. Knowledge of basic veterinary anatomy helps in performing procedures that ensure the health and productivity of livestock, contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may address how anatomical knowledge informs responsible practices in animal husbandry, including humane treatment and effective management of livestock, thereby promoting sustainability. 5. SDG 6: Clean Water and Sanitation – While less direct, understanding the anatomy of animals can contribute to better management of their health and sanitation needs, which is vital for preventing diseases and ensuring the overall health of animal populations. 6. SDG 15: Life on Land – Basic veterinary anatomy may also include studies of wildlife species, aiding in the understanding of their biology and conservation needs. This knowledge is important for wildlife management and conservation efforts. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through better surgical and diagnostic practices informed by a solid understanding of anatomy, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and knowledge of anatomy can help address disparities in animal health care, particularly in underserved regions. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary anatomy course, it also intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110502 | Histologi Veteriner Dasar | Basic Veterinary Histology | The Basic Veterinary Histology course introduces students to the microscopic structure and organization of animal tissues and organs, focusing on the fundamental concepts and techniques used in histology. This foundational course is designed for veterinary students and professionals, providing essential knowledge about the cellular architecture of various tissues and how this relates to overall animal health. | 1. SDG 3: Good Health and Well-Being – Understanding histology is crucial for diagnosing and treating diseases in animals. This knowledge promotes effective health care practices, enhancing the overall well-being of animals and contributing to veterinary pathology. 2. SDG 4: Quality Education – Basic veterinary histology provides essential education for students pursuing careers in veterinary medicine. It equips them with critical skills necessary for understanding tissue structure and function, which is vital for clinical practice and research. 3. SDG 2: Zero Hunger – A solid understanding of histology is important for veterinary professionals who work with food-producing animals. Knowledge of tissue health can help in diagnosing conditions that affect livestock productivity, thereby contributing to food security. 4. SDG 12: Responsible Consumption and Production – The course may cover how histological knowledge informs responsible practices in animal management and health care, promoting sustainable practices in livestock production and welfare. 5. SDG 15: Life on Land – Basic veterinary histology may include studies of wildlife tissues, aiding in understanding their biology and health. This knowledge is important for conservation efforts and wildlife management. 6. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and public health officials in applying histological knowledge to improve animal health outcomes and environmental conservation. 7. SDG 6: Clean Water and Sanitation – While less direct, the study of histology may highlight the impacts of environmental factors on tissue health, contributing to understanding the importance of clean water and sanitation for animal populations. 8. SDG 1: No Poverty – By improving animal health through better diagnostic practices informed by histological knowledge, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and histology knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of a basic veterinary histology course, it also intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110602 | Nutrisi Veteriner | Veterinary Nutrition | The Veterinary Nutrition course focuses on the principles of animal nutrition and the role of diet in maintaining health, preventing disease, and supporting the overall well-being of various animal species, including pets, livestock, and exotic animals. This course is designed for veterinary students and professionals, providing them with the knowledge necessary to assess and formulate appropriate diets for different animals. | 1. SDG 3: Good Health and Well-Being – Understanding veterinary nutrition is crucial for promoting animal health. Proper nutrition is essential for preventing diseases, supporting recovery, and maintaining overall well-being in animals. 2. SDG 2: Zero Hunger – A solid understanding of nutrition is vital for optimizing the health and productivity of food-producing animals. By ensuring proper nutrition, veterinary nutrition contributes to food security and sustainable agricultural practices. 3. SDG 12: Responsible Consumption and Production – The course may cover sustainable feeding practices, emphasizing the importance of responsible resource use in animal nutrition to promote environmental sustainability and reduce waste. 4. SDG 4: Quality Education – Veterinary nutrition provides essential education for students pursuing careers in veterinary medicine, equipping them with the knowledge and skills necessary for effective dietary management in clinical practice. 5. SDG 6: Clean Water and Sanitation – The course may address the relationship between nutrition, hydration, and overall health, emphasizing the importance of clean water as part of a balanced diet for animals. 6. SDG 15: Life on Land – Veterinary nutrition may include studies related to wildlife and their dietary needs, which can inform conservation efforts and habitat management strategies to support healthy ecosystems. 7. SDG 17: Partnerships for the Goals – Effective management of animal nutrition often requires collaboration among veterinarians, animal nutritionists, and farmers. The course may emphasize the importance of partnerships in promoting best practices in animal husbandry and nutrition. 8. SDG 1: No Poverty – By improving animal health and productivity through proper nutrition, the course can support economic stability for farmers and communities that depend on livestock, contributing to poverty alleviation. 9. SDG 10: Reduced Inequality – Access to veterinary nutrition knowledge and resources can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of a veterinary nutrition course, it also intersects with goals related to food security, responsible production, education, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110703 | Anatomi Veteriner Lanjutan | Advanced Veterinary Anatomy | The Advanced Veterinary Anatomy course provides an in-depth exploration of the anatomical structures of domestic animals, emphasizing the relationships between different systems and their functional significance. This course is designed for veterinary students and professionals seeking to deepen their understanding of complex anatomical concepts and enhance their skills in clinical application. | 1. SDG 3: Good Health and Well-Being – A comprehensive understanding of advanced veterinary anatomy is essential for diagnosing and treating diseases, performing surgical procedures, and ensuring the overall health of animals. 2. SDG 4: Quality Education – Advanced veterinary anatomy provides critical education and training for veterinary students, equipping them with the knowledge and skills necessary for clinical practice, surgical interventions, and research. 3. SDG 2: Zero Hunger – Knowledge of advanced anatomy is vital for veterinary professionals working with food-producing animals. Understanding anatomical structures aids in optimizing health and productivity, contributing to food security and sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production – The course may address how advanced anatomical knowledge informs responsible practices in animal management and health care, promoting sustainable livestock production and humane treatment of animals. 5. SDG 6: Clean Water and Sanitation – While less direct, advanced anatomical knowledge can contribute to understanding how anatomical structures affect hydration and nutrition needs, which are vital for maintaining animal health. 6. SDG 15: Life on Land – The course may include studies of wildlife anatomy, contributing to the understanding of biodiversity and conservation efforts. This knowledge can aid in wildlife management and rehabilitation. 7. SDG 17: Partnerships for the Goals – The course may emphasize the importance of collaboration among veterinary professionals, researchers, and conservationists in applying advanced anatomical knowledge to improve animal health outcomes and conservation efforts. 8. SDG 1: No Poverty – By improving animal health through advanced diagnostic and surgical techniques informed by anatomical knowledge, the course can support economic stability for farmers and communities that rely on livestock. 9. SDG 10: Reduced Inequality – Access to veterinary education and advanced anatomical knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring equitable access to veterinary services. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary anatomy course, it also intersects with goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEDOKTERAN | PENDIDIKAN DOKTER HEWAN | kurikulum sarjana K-23 | 2023 | 23C03110803 | Histologi Veteriner Lanjutan | Advanced Veterinary Histology | The Advanced Veterinary Histology course provides an in-depth study of the microscopic structure of animal tissues and organs, focusing on the relationship between histological organization and physiological function. This course is designed for veterinary students and professionals seeking to enhance their understanding of tissue morphology and its implications for health and disease in animals. | 1. SDG 3: Good Health and Well-Being – Advanced veterinary histology is essential for diagnosing and understanding diseases in animals. This knowledge is crucial for developing effective treatment plans and promoting overall animal health. 2. SDG 4: Quality Education – This course provides essential education for veterinary students, equipping them with advanced skills in tissue analysis, interpretation of histological findings, and understanding disease processes. 3. SDG 2: Zero Hunger – Knowledge of histological changes in food-producing animals is vital for ensuring their health and productivity. Understanding these processes contributes to food security and sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production – The course may emphasize the importance of responsible practices in animal husbandry, as understanding tissue health can inform better management and care practices. 5. SDG 15: Life on Land – Advanced veterinary histology may include studies of wildlife tissues, contributing to knowledge about wildlife health, conservation, and the impact of environmental changes on various species. 6. SDG 6: Clean Water and Sanitation – While less direct, the study of histological impacts of environmental factors on tissues can highlight the importance of clean water and sanitation for maintaining animal health. 7. SDG 17: Partnerships for the Goals – The course may stress the importance of collaboration among veterinary pathologists, researchers, and conservationists to improve animal health outcomes and advance knowledge in veterinary science. 8. SDG 1: No Poverty – By improving animal health through better diagnostic practices informed by histology, the course can support economic stability for farmers and communities that depend on livestock. 9. SDG 10: Reduced Inequality – Access to advanced veterinary education and histology knowledge can help address disparities in animal health care, particularly in underserved regions, ensuring that all communities benefit from advancements in veterinary science. While SDG 3 (Good Health and Well-Being) is the primary focus of an advanced veterinary histology course, it intersects with other goals related to education, food security, sustainability, and global partnerships. If you’d like more details about specific topics or case studies discussed in the course that relate to these SDGs, feel free to ask! |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110105 | Ilmu Biomedik Dasar | Basic Biomedical Science | A course in Basic Biomedical Sciences typically covers foundational concepts in biology, chemistry, and physiology as they relate to human health and disease. Students explore topics such as cell biology, genetics, microbiology, and biochemistry. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131404 | Kepemimpinan & Manajemen Keperawatan | Nursing Leadership & Management | The Nursing Leadership & Management course focuses on developing leadership skills and management techniques essential for effective nursing practice. Students learn about organizational structures, team dynamics, and strategies for improving patient care and outcomes | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131504 | Keperawatan Gerontik | Gerontic Nursing | The Gerontic Nursing course focuses on the specialized care of older adults, addressing their unique physical, emotional, and social needs. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131602 | Bahasa Jepang Keperawatan | Nursing Japanese | The Nursing Japanese course is designed for nursing students who want to enhance their language skills in a healthcare context. It focuses on key vocabulary, phrases, and communication techniques relevant to nursing practice in Japan or with Japanese-speaking patients. Students learn to navigate medical terminology, understand cultural nuances, and engage in effective patient interactions. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01140106 | Skripsi | Thesis | The Thesis course is a capstone project that allows students to conduct independent research on a specific topic related to their field of study. Students develop a research question, conduct a literature review, and gather data through various methodologies. The course emphasizes critical thinking, analytical skills, and scholarly writing. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131402 | Etika Profesi | Professional Ethics | The Professional Ethics course examines the principles and standards that guide ethical behavior in various professions. Students explore theoretical frameworks and real-world dilemmas related to ethics, responsibility, and decision-making. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130702 | Keperawatan Bencana | Disaster Nursing | The Disaster Nursing course focuses on preparing nurses to respond effectively to emergencies and disasters, such as natural disasters, pandemics, or mass casualty incidents. Students learn about the roles and responsibilities of nurses in disaster scenarios, including triage, crisis management, and resource allocation. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130802 | Bahasa Inggris Keperawatan | Nursing English | The Nursing English course is designed to improve language skills specifically tailored for nursing practice. It focuses on essential vocabulary, phrases, and communication techniques relevant to patient care, medical documentation, and collaboration with healthcare teams. Students engage in practical exercises that include role-playing patient interactions, understanding medical terminology, and developing effective communication strategies in English. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130904 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with a comprehensive understanding of the principles and techniques used in conducting research. It covers various research designs, including qualitative and quantitative methods, data collection techniques, and analysis strategies. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131002 | Biostatistik | Biostatistics | Biostatistics is a university course that focuses on the application of statistical methods to biological, health, and medical sciences. It equips students with the tools to collect, analyze, interpret, and present data related to public health, clinical research, and biology. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131103 | Keperawatan Kritis | Critical Nursing | Critical Nursing is a university course that focuses on advanced nursing care for patients in critical or life-threatening conditions. It prepares students to manage complex health situations in intensive care units (ICUs), emergency departments, and other high-acuity settings. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131203 | Keperawatan Agregat Komunitas | Community Aggregate Nursing | University Community Aggregate Nursing focuses on the health care of populations and communities rather than individuals. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01131302 | Keperawatan Menjelang Ajal dan Paliatif | Dying and Palliative Nursing | University Dying and Palliative Nursing focuses on providing compassionate care for individuals with life-limiting illnesses and supporting their families. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121502 | Sistem Informasi Keperawatan | Nursing Information System | University Nursing Information System focuses on the integration of technology and information management within the nursing profession to enhance patient care and clinical operations. | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130103 | Keperawatan Penyakit Tropis & Penyakit Menular | Tropical & Infectious Disease Nursing | University Tropical & Infectious Disease Nursing focuses on the prevention, assessment, and management of infectious diseases, particularly those prevalent in tropical regions | |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130205 | Keperawatan Dewasa Sistem Muskuloskeletal, Integumen, Persepsi Sensori & Persarafan | Adult Nursing Musculoskeletal System, Integument, Sensory Perception & Nervous | University Adult Nursing with a focus on the Musculoskeletal System, Integument, Sensory Perception, and Nervous System explores the care and management of adult patients with conditions affecting these body systems. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of the course is on promoting health, preventing diseases, and managing chronic conditions affecting the musculoskeletal, integumentary, sensory, and nervous systems. This aligns directly with **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By providing education on anatomy, physiology, and nursing interventions for these body systems, the course contributes to **SDG 4**. It ensures that nursing students receive comprehensive training to deliver high-quality care, promoting lifelong learning in the healthcare field. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities and the importance of providing equitable care for individuals with musculoskeletal disorders, skin conditions, and neurological issues. This focus supports **SDG 10**, which seeks to reduce inequalities in health outcomes among different populations. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective nursing care in these areas can improve patients’ quality of life, enabling them to return to work and participate fully in their communities. This aligns with **SDG 8**, which promotes decent work and economic growth by ensuring that individuals have the necessary health support to maintain employment. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for individuals with disabilities or chronic conditions related to the musculoskeletal and nervous systems. By focusing on accessible healthcare and community resources, it supports **SDG 11**, which aims to make cities inclusive and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – The management of complex health conditions often requires collaboration among healthcare professionals, patients, families, and community organizations. The course may emphasize interdisciplinary teamwork and partnerships, aligning with **SDG 17** to strengthen collaborative efforts for better health outcomes. ### 7. **Gender Equality (SDG 5)** – Certain musculoskeletal and neurological conditions may disproportionately affect specific genders. The course may address these differences, contributing to **SDG 5** by promoting gender-sensitive healthcare practices and recognizing the unique health needs of different genders. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Nursing care promotes peace and well-being in communities by addressing health needs and ensuring access to care. By focusing on ethical practice and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable healthcare access. ### Summary: An **Adult Nursing** course covering the **Musculoskeletal System**, **Integument**, **Sensory Perception**, and **Nervous System** is aligned with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 5**: Gender Equality – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of holistic nursing care in managing health issues related to these body systems, promoting health equity, and enhancing the overall quality of life for individuals. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130302 | Keperawatan Anak Sakit Kronis & Terminal | Nursing for Chronic & Terminally Ill Children | The Adult Nursing: Musculoskeletal System, Integument, Sensory Perception & Nervous course focuses on the nursing care of adult patients with conditions affecting the musculoskeletal, integumentary (skin), sensory perception, and nervous systems. | ### 1. **Good Health and Well-being (SDG 3)** – The course is directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all, especially children. It emphasizes the importance of providing comprehensive and compassionate care for children with chronic and terminal illnesses, ensuring they receive the best possible quality of life. ### 2. **Quality Education (SDG 4)** – Educating nursing students on the complexities of caring for chronically and terminally ill children contributes to **SDG 4**. It ensures that future healthcare providers are well-prepared to deliver specialized care and support, fostering a culture of learning and professional development in pediatric nursing. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the disparities in healthcare access and quality for children with chronic illnesses. By focusing on vulnerable populations, it supports **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure that all children receive appropriate care regardless of their socio-economic status or background. ### 4. **Gender Equality (SDG 5)** – **Nursing for Chronic & Terminally Ill Children** may cover the unique health needs of children based on gender and how these needs can impact their care and treatment. By addressing these differences, the course supports **SDG 5**, which promotes gender equality and empowers all individuals. ### 5. **Decent Work and Economic Growth (SDG 8)** – Caring for children with chronic and terminal illnesses can significantly impact their families’ ability to work and contribute to the economy. By providing effective nursing care, the course indirectly supports **SDG 8**, which promotes decent work and economic growth by addressing health needs that affect family stability and productivity. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of community resources and support systems for children with chronic illnesses, contributing to **SDG 11**. It highlights the need for sustainable healthcare solutions that can be integrated into community settings, ensuring that children and families have access to necessary services. ### 7. **Partnerships for the Goals (SDG 17)** – Effective care for chronic and terminally ill children often requires collaboration among healthcare providers, families, and community organizations. The course may promote understanding of these partnerships, aligning with **SDG 17**, which emphasizes the importance of collaboration and partnerships in achieving health goals. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing compassionate care for chronically and terminally ill children can contribute to social stability and well-being within communities. By focusing on ethical practices and advocacy for children’s health rights, the course supports **SDG 16**, which promotes strong institutions and equitable access to healthcare. ### Summary: A **Nursing for Chronic & Terminally Ill Children** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of compassionate, equitable, and effective nursing care for children with chronic and terminal illnesses, promoting their well-being and enhancing the quality of life for both patients and their families. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130403 | Keperawatan Kesehatan Jiwa & Psikososial | Mental Health & Psychosocial Nursing | University Mental Health & Psychosocial Nursing focuses on the assessment, diagnosis, and management of individuals with mental health disorders and psychosocial challenges | ### 1. **Good Health and Well-being (SDG 3)** – The course is directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all. It emphasizes the importance of mental health as a critical component of overall health, addressing the prevention and management of mental disorders and promoting psychosocial well-being. ### 2. **Quality Education (SDG 4)** – Educating nursing students about mental health and psychosocial care contributes to **SDG 4**, which focuses on quality education. It ensures that future healthcare providers are equipped with the knowledge and skills necessary to support individuals experiencing mental health challenges. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the disparities in access to mental health services, focusing on vulnerable populations who may experience increased mental health issues due to social determinants of health. This aligns with **SDG 10**, which aims to reduce inequalities and ensure equitable access to healthcare for all. ### 4. **Gender Equality (SDG 5)** – Mental health issues can affect individuals differently based on gender, and certain populations may face unique challenges. The course may explore these differences, promoting gender-sensitive approaches to mental health care, thus supporting **SDG 5**. ### 5. **Decent Work and Economic Growth (SDG 8)** – Mental health is essential for maintaining productivity and economic stability. By preparing nurses to support individuals in managing their mental health, the course contributes to **SDG 8**, which promotes decent work and economic growth by fostering healthier work environments and communities. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may address the role of mental health services within community settings, emphasizing the importance of supportive environments for individuals with mental health challenges. This contributes to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing mental health issues often requires collaboration among healthcare providers, community organizations, and policymakers. The course may emphasize the importance of partnerships in developing effective mental health programs and services, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting mental health can contribute to social stability and justice within communities. By focusing on advocacy, ethical practices, and the protection of individuals’ rights, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to health services. ### Summary: A **Mental Health & Psychosocial Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive, compassionate care in mental health nursing, promoting overall well-being, addressing health disparities, and enhancing the quality of life for individuals and communities affected by mental health challenges. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130503 | Keperawatan Psikiatri | Psychiatric Nursing | University Psychiatric Nursing focuses on the specialized care of individuals with mental health disorders. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It emphasizes the importance of mental health as a crucial component of overall health, focusing on prevention, assessment, treatment, and rehabilitation of individuals with psychiatric conditions. ### 2. **Quality Education (SDG 4)** – By educating nursing students about mental health disorders and their management, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education. It equips future healthcare professionals with the knowledge and skills needed to provide effective psychiatric care. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses disparities in access to mental health care and aims to equip nurses with the skills to support marginalized and vulnerable populations. This aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable healthcare access for all. ### 4. **Gender Equality (SDG 5)** – Psychiatric issues can manifest differently across genders, and certain populations may face unique challenges related to mental health. The course may explore these gender differences and promote gender-sensitive approaches in psychiatric care, thus supporting **SDG 5**. ### 5. **Decent Work and Economic Growth (SDG 8)** – Mental health significantly impacts individuals’ ability to work and participate in the economy. By preparing nurses to effectively support individuals in managing their mental health, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier work environments. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may discuss the importance of community-based mental health services and supportive environments for individuals with psychiatric conditions. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable by addressing mental health needs. ### 7. **Partnerships for the Goals (SDG 17)** – Effective psychiatric care often requires collaboration among healthcare providers, families, community organizations, and policymakers. The course may emphasize the importance of partnerships in developing comprehensive mental health care systems, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting mental health and well-being contributes to social stability and justice in communities. The course supports **SDG 16** by focusing on ethical practices, advocacy, and the protection of individuals’ rights within psychiatric settings. ### Summary: A **Psychiatric Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of compassionate, evidence-based psychiatric care, promoting overall mental well-being and enhancing the quality of life for individuals and communities affected by mental health disorders. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01130604 | Keperawatan Gawat Darurat | Emergency Nursing | University Emergency Nursing focuses on the specialized care provided to patients experiencing acute medical conditions or traumatic injuries in emergency settings. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of emergency nursing is on providing immediate and effective healthcare in emergency situations, directly supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all. This includes managing acute illnesses, injuries, and trauma, as well as providing life-saving interventions. ### 2. **Quality Education (SDG 4)** – Educating nursing students about emergency care practices and protocols contributes to **SDG 4**, ensuring inclusive and equitable quality education. It prepares future nurses with the necessary skills and knowledge to deliver effective care in emergency settings. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses the need for equitable access to emergency care, particularly for marginalized and underserved populations. By focusing on these issues, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure that all individuals receive timely emergency care regardless of their background. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective emergency nursing can improve patient outcomes and reduce the long-term costs associated with untreated medical emergencies. By preparing nurses to provide efficient emergency care, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of emergency preparedness and response within community settings, contributing to **SDG 11**. It highlights the need for sustainable healthcare systems that can effectively respond to emergencies and disasters. ### 6. **Climate Action (SDG 13)** – Emergency nurses often respond to disasters exacerbated by climate change (e.g., natural disasters, pandemics). The course may address the role of emergency care in disaster response and recovery, aligning with **SDG 13**, which emphasizes the need for climate action and resilience in healthcare systems. ### 7. **Partnerships for the Goals (SDG 17)** – Emergency care often requires collaboration among healthcare professionals, emergency services, government agencies, and community organizations. The course may highlight the importance of partnerships in developing effective emergency response systems, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing effective emergency care contributes to community stability and justice. The course supports **SDG 16** by focusing on ethical practices in emergency care and advocating for patients’ rights during crises. ### Summary: An **Emergency Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of rapid and effective nursing care in emergency situations, promoting health equity and improving outcomes for individuals and communities facing acute medical challenges. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120805 | Keperawatan Dewasa Sistem Kardiovaskuler, Respiratori dan Hematologi | Adult Nursing Cardiovascular, Respiratory and Hematology Systems | The Adult Nursing: Cardiovascular, Respiratory, and Hematology Systems course focuses on the nursing care of adult patients with conditions affecting the heart, lungs, and blood. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of this course is on promoting health and managing diseases related to the cardiovascular, respiratory, and hematological systems. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages, including the prevention and management of chronic conditions like heart disease, asthma, and anemia. ### 2. **Quality Education (SDG 4)** – By educating nursing students on the anatomy, physiology, assessment, and management of these systems, the course contributes to **SDG 4**. It ensures that future nurses are well-equipped with the knowledge and skills necessary to provide high-quality care to adult patients. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to care for individuals with cardiovascular, respiratory, and hematological conditions. By focusing on underserved populations, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable access to healthcare services. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective management of chronic conditions in these systems can improve patients’ quality of life and their ability to work, contributing to **SDG 8**. By preparing nurses to support individuals in managing their health, the course promotes economic stability and growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating healthy environments that support cardiovascular and respiratory health, such as reducing air pollution and promoting active lifestyles. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Addressing complex health issues often requires collaboration among healthcare providers, patients, families, and community organizations. The course may emphasize the importance of interdisciplinary teamwork and partnerships, aligning with **SDG 17** to strengthen collaborative efforts for better health outcomes. ### 7. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable healthcare for individuals with cardiovascular, respiratory, and hematological conditions contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: An **Adult Nursing** course focusing on the **Cardiovascular, Respiratory, and Hematology Systems** aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive nursing care in managing conditions affecting these vital systems, promoting overall health, addressing health disparities, and enhancing the quality of life for adult patients. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120904 | Keperawatan Maternitas | Maternity Nursing | Maternity Nursing is a university course that focuses on the care of women during pregnancy, childbirth, and the postpartum period, as well as the care of newborns. The course covers the physiological and psychological aspects of the maternity experience, from conception through delivery and beyond. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of maternity nursing is to promote maternal and neonatal health, making it directly aligned with **SDG 3**, which aims to ensure healthy lives and promote well-being for all. This includes preventing maternal and infant mortality, managing complications during pregnancy and childbirth, and providing postnatal care. ### 2. **Quality Education (SDG 4)** – By educating nursing students about maternal and newborn care, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education. It prepares future nurses with the essential skills and knowledge needed to provide high-quality care in maternity settings. ### 3. **Gender Equality (SDG 5)** – Maternity nursing directly addresses issues related to women’s health and rights. The course promotes gender-sensitive practices and recognizes the importance of women’s empowerment during the perinatal period, aligning with **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 4. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to maternity care for marginalized and underserved populations. By focusing on providing equitable care to all women, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services. ### 5. **Decent Work and Economic Growth (SDG 8)** – Promoting maternal health can lead to healthier families and communities, which supports economic stability. By preparing nurses to provide effective maternity care, the course contributes to **SDG 8**, promoting decent work and economic growth through healthier populations. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for mothers and infants, such as access to healthcare services, nutrition, and safe living conditions, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective maternity care often requires collaboration among healthcare providers, community organizations, and families. The course may emphasize the importance of interdisciplinary teamwork and partnerships in promoting maternal and newborn health, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable and respectful maternity care contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Maternity Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive care during the perinatal period, promoting the health and well-being of mothers and infants, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121005 | Keperawatan Dewasa Sistem Endokrin, Pencernaan, Perkemihan dan Imunologi | Adult Nursing Endocrine, Digestive, Urinary and Immunology Systems | The Adult Nursing: Endocrine, Digestive, Urinary, and Immunology Systems course focuses on the nursing care of adult patients with conditions affecting the endocrine, digestive, urinary, and immune systems. | ### 1. **Good Health and Well-being (SDG 3)** – The course emphasizes the prevention, diagnosis, and management of diseases related to the endocrine (e.g., diabetes), digestive (e.g., gastrointestinal disorders), urinary (e.g., kidney disease), and immunology (e.g., autoimmune diseases) systems. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By providing nursing students with the knowledge and skills needed to care for patients with conditions in these systems, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to care for individuals with endocrine, digestive, urinary, and immunological conditions. By focusing on providing equitable healthcare, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all populations. ### 4. **Decent Work and Economic Growth (SDG 8)** – Effective management of chronic conditions related to these systems can improve patients’ quality of life and their ability to participate in the workforce, contributing to **SDG 8**. By preparing nurses to support patients in managing their health, the course promotes economic stability and growth through healthier communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may highlight the importance of creating supportive environments for health, such as promoting nutrition and sanitation for digestive and urinary health. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Addressing complex health issues often requires collaboration among healthcare providers, patients, families, and community organizations. The course emphasizes the importance of interdisciplinary teamwork and partnerships in healthcare delivery, aligning with **SDG 17**. ### 7. **Climate Action (SDG 13)** – Environmental factors can impact health outcomes in the endocrine and immunological systems (e.g., pollutants affecting endocrine health). The course may address these environmental influences, supporting **SDG 13**, which emphasizes the need for climate action and resilience in healthcare systems. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Providing equitable healthcare for individuals with endocrine, digestive, urinary, and immunological conditions contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: An **Adult Nursing** course focusing on the **Endocrine, Digestive, Urinary, and Immunology Systems** aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive nursing care in managing conditions affecting these vital systems, promoting overall health, addressing health disparities, and enhancing the quality of life for adult patients. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121102 | Konsep Keperawatan Komunitas | Community Nursing Concept | The Community Nursing Concept course focuses on the principles and practices of nursing within a community setting, aiming to improve the health and well-being of populations outside of traditional hospital environments. It emphasizes preventive care, health promotion, and disease management within the community. | ### 1. **Good Health and Well-being (SDG 3)** – The course promotes health and well-being at the community level, addressing health issues, preventive measures, and health education. It directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By educating nursing students about community health nursing practices and principles, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education, preparing future nurses to provide competent care in community settings. ### 3. **Reduced Inequalities (SDG 10)** – Community nursing often addresses health disparities and access to healthcare services for marginalized populations. The course aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure equitable access to necessary services. ### 4. **Gender Equality (SDG 5)** – Community nursing addresses specific health needs related to gender and supports women’s health initiatives, contributing to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – Effective community nursing can enhance the health and productivity of community members, supporting economic growth. By preparing nurses to address health issues that impact work and economic stability, the course contributes to **SDG 8**. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course emphasizes creating healthy communities through health education, promotion of healthy lifestyles, and addressing social determinants of health, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Community nursing often involves collaboration among healthcare providers, community organizations, and families. The course emphasizes the importance of partnerships in addressing community health needs, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – By promoting equitable healthcare access and advocating for vulnerable populations, community nursing supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare services. ### Summary: A **Community Nursing Concepts** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of community health nursing in promoting overall health, addressing health disparities, and enhancing the quality of life for individuals and families within the community. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121204 | Keperawatan Anak Sehat dan Sakit Akut | Nursing of Healthy and Acutely Ill Children | The Nursing of Healthy and Acutely Ill Children course focuses on the nursing care of pediatric patients, from newborns to adolescents, both in health promotion and in managing acute illnesses. It prepares students to assess, treat, and care for children across different developmental stages while addressing the unique needs of pediatric patients and their families. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of the course is on promoting the health and well-being of children, including preventive care, management of acute conditions, and understanding pediatric health issues. This directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all, particularly for children. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with the knowledge and skills needed to care for children, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for future healthcare professionals. ### 3. **Reduced Inequalities (SDG 10)** – The course may address health disparities affecting access to pediatric care for marginalized and underserved populations. By focusing on equitable healthcare practices, it aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all children. ### 4. **Gender Equality (SDG 5)** – The course may cover specific health issues affecting different genders in children and adolescents, promoting gender-sensitive practices in pediatric care. This aligns with **SDG 5**, which aims to achieve gender equality and empower all women and girls, as well as boys. ### 5. **Decent Work and Economic Growth (SDG 8)** – Healthy children are more likely to grow into productive adults. By focusing on preventive care and the management of acute illnesses, the course contributes to **SDG 8**, which promotes decent work and economic growth through healthier populations. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating safe and supportive environments for children’s health, including access to healthcare, nutrition, and physical activity. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective pediatric care often requires collaboration among healthcare providers, families, and community organizations. The course may highlight the importance of partnerships in delivering comprehensive care for children, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting equitable access to pediatric healthcare and advocating for children’s rights contributes to community stability and justice. By focusing on ethical practices and patient advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Nursing of Healthy and Acutely Ill Children** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive pediatric nursing care, promoting the health and well-being of children, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121304 | Keperawatan Keluarga | Family Nursing | Reproductive Health Nursing is a university course that focuses on the nursing care related to reproductive health issues across the lifespan, including family planning, sexual health, pregnancy, childbirth, and menopause | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all. Family nursing emphasizes the importance of family involvement in health promotion, disease prevention, and chronic disease management, contributing to overall community health. ### 2. **Quality Education (SDG 4)** – By providing nursing students with knowledge and skills to engage with families in health care settings, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education and promotes lifelong learning opportunities in nursing practice. ### 3. **Reduced Inequalities (SDG 10)** – Family nursing often addresses health disparities within family structures, focusing on vulnerable populations and ensuring equitable access to healthcare services. This aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes. ### 4. **Gender Equality (SDG 5)** – Family nursing considers the different roles and responsibilities of family members, including gender dynamics in health and caregiving. This approach supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – By addressing health issues that affect families and their ability to work, the course contributes to **SDG 8**. Healthy families are better positioned to participate in the workforce, supporting economic growth. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may focus on creating supportive community environments that promote family health, emphasizing social support networks and access to healthcare. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Effective family nursing requires collaboration among healthcare providers, families, and community resources. The course emphasizes the importance of partnerships in delivering holistic care, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting family well-being and addressing health inequities contributes to community stability and justice. By focusing on advocacy and ethical practices, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Family Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of family-centered care in promoting health, addressing health disparities, and enhancing the quality of life for families and communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01121402 | Keperawatan Kesehatan Reproduksi | Reproductive Health Nursing | Reproductive Health Nursing is a university course that focuses on the nursing care related to reproductive health issues across the lifespan, including family planning, sexual health, pregnancy, childbirth, and menopause. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It addresses critical aspects of reproductive health, including maternal and child health, family planning, and prevention of sexually transmitted infections (STIs). ### 2. **Quality Education (SDG 4)** – By educating nursing students on reproductive health issues and best practices in care, the course contributes to **SDG 4**. It ensures inclusive and equitable quality education, promoting lifelong learning opportunities in nursing and healthcare. ### 3. **Reduced Inequalities (SDG 10)** – The course addresses disparities in access to reproductive health services, particularly for marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities in health outcomes and ensure access to necessary services for all individuals. ### 4. **Gender Equality (SDG 5)** – **Reproductive Health Nursing** emphasizes the importance of gender-sensitive care and addresses issues related to women’s health and rights. This aligns with **SDG 5**, which aims to achieve gender equality and empower all women and girls, ensuring they have access to reproductive health services. ### 5. **Decent Work and Economic Growth (SDG 8)** – Healthy reproductive health contributes to the overall well-being of individuals, enabling them to participate fully in the workforce. By promoting reproductive health, the course supports **SDG 8**, which promotes decent work and economic growth. ### 6. **Sustainable Cities and Communities (SDG 11)** – The course may emphasize the importance of creating supportive environments for reproductive health, including access to healthcare facilities and education. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing reproductive health issues often requires collaboration among healthcare providers, community organizations, and policymakers. The course highlights the importance of partnerships in promoting reproductive health, aligning with **SDG 17**. ### 8. **Peace, Justice, and Strong Institutions (SDG 16)** – Promoting equitable access to reproductive health services and advocating for women’s rights contributes to community stability and justice. By focusing on ethical practices and advocacy, the course supports **SDG 16**, which emphasizes the importance of strong institutions and equitable access to healthcare. ### Summary: A **Reproductive Health Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 16**: Peace, Justice, and Strong Institutions This course emphasizes the importance of comprehensive reproductive health care, promoting health and well-being for individuals and families while addressing health disparities and enhancing the quality of life for communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120102 | Kewirausahaan | Entrepreneurship | Entrepreneurship is a university course that focuses on the principles and practices of starting and managing a new business. It equips students with the skills, knowledge, and mindset needed to identify business opportunities, develop innovative solutions, and create viable business models. | ### 1. **Decent Work and Economic Growth (SDG 8)** – **Entrepreneurship** is directly linked to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. The course encourages students to create job opportunities and contribute to economic development. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – The course emphasizes the importance of innovation and building resilient infrastructure. It aligns with **SDG 9**, which aims to develop quality, reliable, sustainable, and resilient infrastructure and promote inclusive and sustainable industrialization. ### 3. **Reduced Inequalities (SDG 10)** – Entrepreneurship can empower marginalized groups and reduce economic inequalities by providing opportunities for individuals from diverse backgrounds to start businesses. This focus supports **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Sustainable Cities and Communities (SDG 11)** – Entrepreneurial ventures can contribute to sustainable urban development and community resilience. The course may address how businesses can operate sustainably, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 5. **Responsible Consumption and Production (SDG 12)** – The course may emphasize sustainable business practices, including ethical sourcing, waste reduction, and sustainable production methods. This aligns with **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 6. **Partnerships for the Goals (SDG 17)** – Successful entrepreneurship often involves collaboration and partnerships between businesses, governments, and civil society. The course highlights the importance of building partnerships to achieve business goals, aligning with **SDG 17**. ### 7. **Quality Education (SDG 4)** – By providing education on business concepts, skills, and practices, the course supports **SDG 4**, which ensures inclusive and equitable quality education and promotes lifelong learning opportunities for all. ### 8. **Climate Action (SDG 13)** – The course may cover the role of entrepreneurs in addressing climate change through innovative solutions and sustainable practices, contributing to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### Summary: An **Entrepreneurship** course aligns with several SDGs, particularly: – **SDG 8**: Decent Work and Economic Growth – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals – **SDG 4**: Quality Education – **SDG 13**: Climate Action This course emphasizes the importance of entrepreneurship in driving economic growth, fostering innovation, and contributing to sustainable development, ultimately enhancing the quality of life in communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120202 | Keterampilan Bahasa Inggris | English Skills | University English Skills focuses on developing proficiency in reading, writing, speaking, and listening in English, essential for academic success and effective communication in various contexts | ### 1. **Quality Education (SDG 4)** – The course directly supports **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Proficiency in English can enhance educational outcomes and access to knowledge and information. ### 2. **Decent Work and Economic Growth (SDG 8)** – English proficiency is often essential for employment in many sectors, especially in a globalized economy. By improving language skills, the course contributes to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth and decent work for all. ### 3. **Reduced Inequalities (SDG 10)** – Offering English skills training can help reduce inequalities in access to education and employment opportunities, particularly for marginalized groups. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Partnerships for the Goals (SDG 17)** – Effective communication is essential for collaboration and partnerships in various sectors. The course emphasizes the importance of language skills in fostering partnerships for sustainable development, aligning with **SDG 17**. ### 5. **Gender Equality (SDG 5)** – Providing English language education can empower women and girls by enhancing their communication skills, thus increasing their opportunities for education and employment. This contributes to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Global Partnerships (SDG 17)** – English is often considered a global lingua franca, facilitating communication and collaboration across borders. The course may promote understanding and cooperation among diverse cultures, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships. ### Summary: An **English Skills** course aligns with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of English language proficiency in promoting education, economic opportunities, and global communication, ultimately contributing to sustainable development and social equity. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120302 | Keselamatan Pasien dan Keselamatan Kesehatan Kerja dalam keperawatan | Patient Safety and Occupational Health Safety in nursing | University Patient Safety and Occupational Health Safety in Nursing focuses on the principles and practices that ensure the safety of patients and healthcare workers in clinical settings. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. It addresses patient safety, quality of care, and strategies to prevent harm in healthcare settings. ### 2. **Decent Work and Economic Growth (SDG 8)** – By focusing on occupational health and safety for nurses and other healthcare workers, the course contributes to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. Ensuring a safe work environment is essential for the well-being and productivity of healthcare professionals. ### 3. **Reduced Inequalities (SDG 10)** – The course may address disparities in healthcare access and safety, emphasizing the need to ensure equitable patient safety measures for all populations, particularly vulnerable groups. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Partnerships for the Goals (SDG 17)** – Ensuring patient safety often requires collaboration among healthcare professionals, organizations, and regulatory bodies. The course emphasizes the importance of teamwork and partnerships in improving safety standards and practices, aligning with **SDG 17**. ### 5. **Quality Education (SDG 4)** – By educating nursing students on best practices in patient safety and occupational health, the course contributes to **SDG 4**, ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in nursing and healthcare. ### 6. **Gender Equality (SDG 5)** – The course may address specific safety issues related to gender in healthcare settings, promoting a safe and equitable work environment for all genders. This focus supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 7. **Sustainable Cities and Communities (SDG 11)** – A focus on patient safety and occupational health contributes to building sustainable healthcare systems within communities. By ensuring safe healthcare environments, the course aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Patient Safety and Occupational Health Safety in Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 17**: Partnerships for the Goals – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities This course emphasizes the importance of safety in healthcare settings, contributing to the overall health and well-being of patients and healthcare workers, and fostering a culture of safety in nursing practice. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120402 | Komunikasi Dasar Keperawatan | Basic Nursing Communication | University Basic Nursing Communication focuses on the essential communication skills needed for effective nursing practice. | ### 1. **Good Health and Well-being (SDG 3)** – Effective communication is essential for ensuring patient safety, promoting health literacy, and improving health outcomes. This course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with essential communication skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in nursing and healthcare. ### 3. **Reduced Inequalities (SDG 10)** – The course can address communication barriers faced by marginalized populations, ensuring that all individuals receive equitable care. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Effective communication skills can empower nurses to advocate for patients, including addressing specific health issues related to gender. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – The course emphasizes the importance of teamwork and collaboration among healthcare professionals, fostering partnerships that enhance patient care. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – Effective communication contributes to community health by promoting health education and awareness. By enhancing communication skills, the course supports **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Basic Nursing Communication** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the critical role of communication in nursing practice, contributing to improved patient outcomes, enhanced teamwork, and the overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120503 | Pendidikan dan Promosi Kesehatan | Health Education and Promotion | University Health Education and Promotion focuses on equipping students with the knowledge and skills to promote health and prevent disease within communities. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By educating individuals about health topics, disease prevention, and health maintenance, it contributes to improved health outcomes. ### 2. **Quality Education (SDG 4)** – The course emphasizes the importance of health education in promoting lifelong learning and informed decision-making about health. This aligns with **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. ### 3. **Reduced Inequalities (SDG 10)** – Health education programs can address disparities in health knowledge and access to resources among marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Health education can empower women and girls by providing them with knowledge and resources related to their health and rights. This contributes to **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – The course may address community health issues and promote healthy environments, contributing to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Climate Action (SDG 13)** – Health education can include discussions about the impacts of climate change on health and promote environmentally sustainable practices. This supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Partnerships for the Goals (SDG 17)** – Effective health education often involves collaboration among healthcare providers, community organizations, and policymakers. The course highlights the importance of partnerships in promoting health and well-being, aligning with **SDG 17**. ### Summary: A **Health Education and Promotion** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of health education in empowering individuals and communities, leading to healthier behaviors, improved quality of life, and enhanced community well-being. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120604 | Keterampilan Dasar Keperawatan | Basic Nursing Skills | University Basic Nursing Skills provides foundational training in essential practical skills required for effective nursing care. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching essential nursing skills, it contributes to the delivery of safe and effective patient care, improving health outcomes. ### 2. **Quality Education (SDG 4)** – By providing students with essential nursing knowledge and skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in basic nursing skills prepares students for a career in healthcare, promoting decent work opportunities. This aligns with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth and full and productive employment. ### 4. **Reduced Inequalities (SDG 10)** – The course can help ensure that nursing care is provided equitably, addressing the needs of diverse populations and reducing disparities in health outcomes. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – Nursing is a profession that significantly impacts women’s health and rights. By training nurses to provide comprehensive care, the course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Basic nursing skills are essential for effective teamwork and collaboration in healthcare settings. The course emphasizes the importance of partnerships among healthcare providers, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### Summary: A **Basic Nursing Skills** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of developing essential nursing competencies to provide high-quality patient care, improve health outcomes, and contribute to the overall health and well-being of communities. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01120703 | Komunikasi Terapeutik Keperawatan | Nursing Therapeutic Communication | University Nursing Therapeutic Communication focuses on the essential communication skills needed to establish effective nurse-patient relationships and promote healing. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Effective therapeutic communication is crucial for understanding patients’ needs, improving health outcomes, and enhancing overall patient care. ### 2. **Quality Education (SDG 4)** – By equipping nursing students with essential communication skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Therapeutic communication can help address disparities in healthcare access and outcomes by ensuring that all patients feel heard and understood, particularly those from marginalized or disadvantaged groups. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – Effective communication is essential for understanding and addressing specific health issues related to gender. The course promotes an inclusive approach to care that empowers all individuals, supporting **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – Therapeutic communication fosters collaboration among healthcare team members, enhancing teamwork and partnerships in patient care. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – By promoting effective communication skills in nursing, the course contributes to building healthy communities where individuals receive support and care, aligning with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Nursing Therapeutic Communication** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the critical role of therapeutic communication in nursing practice, contributing to improved patient outcomes, enhanced patient satisfaction, and overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110203 | Falsafah dan Teori Keperawatan | Nursing Philosophy and Theory | University Nursing Philosophy and Theory explores the foundational beliefs, principles, and theoretical frameworks that guide nursing practice. | ### 1. **Quality Education (SDG 4)** – The course supports **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. Understanding nursing theories and philosophies is essential for developing critical thinking and reflective practice in nursing education. ### 2. **Good Health and Well-being (SDG 3)** – By providing a framework for ethical and compassionate care, the course contributes to **SDG 3**, which focuses on ensuring healthy lives and promoting well-being for all at all ages. Nursing philosophies often emphasize patient-centered care, holistic approaches, and the importance of mental and emotional well-being. ### 3. **Reduced Inequalities (SDG 10)** – Nursing theories often address social justice, equity, and the need for culturally competent care. By exploring these themes, the course aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may address issues of gender in healthcare and the role of nursing in promoting gender equity. This focus supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Partnerships for the Goals (SDG 17)** – Nursing theories often emphasize collaboration and teamwork in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### 6. **Sustainable Cities and Communities (SDG 11)** – By promoting a holistic understanding of health and well-being, the course contributes to building healthier communities. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### Summary: A **Nursing Philosophy and Theory** course aligns with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 3**: Good Health and Well-being – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 11**: Sustainable Cities and Communities This course emphasizes the importance of theoretical foundations in nursing practice, contributing to ethical care, critical thinking, and the overall quality of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110303 | Konsep Dasar Keperawatan | Basic Nursing Concepts | University Basic Nursing Concepts provides foundational knowledge and skills essential for nursing practice. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching fundamental nursing concepts, it prepares students to provide safe and effective patient care, improving health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential knowledge and skills, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in basic nursing concepts equips students for careers in healthcare, promoting decent work opportunities and contributing to sustainable economic growth. This aligns with **SDG 8**, which promotes full and productive employment and decent work for all. ### 4. **Reduced Inequalities (SDG 10)** – The course can help ensure that nursing care is delivered equitably, addressing the needs of diverse populations and reducing disparities in health outcomes. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – Nursing is a profession that significantly impacts women’s health and rights. By training nurses to provide comprehensive and equitable care, the course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Basic nursing concepts emphasize the importance of teamwork and collaboration in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening partnerships and collaborations in pursuit of sustainable development. ### Summary: A **Basic Nursing Concepts** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the foundational knowledge necessary for effective nursing practice, contributing to improved patient care, health outcomes, and overall community well-being. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110403 | Proses Keperawatan & Berfikir Kritis | Nursing Process & Critical Thinking | University Nursing Process & Critical Thinking focuses on the systematic approach nurses use to provide care, emphasizing critical thinking skills essential for effective clinical decision-making. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By teaching the nursing process and critical thinking skills, it prepares nurses to deliver effective, patient-centered care that improves health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential skills in critical thinking and the nursing process, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Decent Work and Economic Growth (SDG 8)** – Training in the nursing process and critical thinking equips students for careers in healthcare, enhancing their employability and promoting decent work opportunities. This aligns with **SDG 8**, which emphasizes sustained, inclusive, and sustainable economic growth and full and productive employment. ### 4. **Reduced Inequalities (SDG 10)** – The nursing process encourages culturally competent care and individualized approaches, which can help address health disparities among marginalized populations. This focus aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 5. **Gender Equality (SDG 5)** – The course emphasizes the importance of critical thinking in addressing gender-specific health issues and advocating for women’s health. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Partnerships for the Goals (SDG 17)** – Critical thinking and effective communication are essential for teamwork and collaboration in healthcare settings. The course aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. ### Summary: A **Nursing Process & Critical Thinking** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals This course emphasizes the integration of critical thinking with the nursing process, contributing to high-quality patient care, improved health outcomes, and the overall effectiveness of healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110502 | Psikososial dan Budaya dalam Keperawatan | Psychosocial and Cultural in Nursing | University Psychosocial and Cultural Nursing focuses on understanding the interplay between psychological, social, and cultural factors in health and illness. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. By addressing psychosocial factors and cultural considerations in health, the course contributes to holistic patient care and improved health outcomes. ### 2. **Quality Education (SDG 4)** – By educating nursing students about the importance of psychosocial and cultural dimensions of health, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Understanding cultural differences and psychosocial factors can help nurses provide more equitable care to diverse populations, addressing health disparities. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may explore the psychosocial and cultural dimensions of gender, including how gender roles and expectations impact health. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – By addressing the psychosocial aspects of community health, the course contributes to building healthier and more inclusive communities. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Effective nursing practice often involves collaboration with community resources and stakeholders to address psychosocial and cultural needs. The course aligns with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### Summary: A **Psychosocial and Cultural Aspects in Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of understanding psychosocial and cultural factors in nursing practice, contributing to holistic care, improved patient outcomes, and greater equity in healthcare delivery. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110603 | Farmakologi Keperawatan | Nursing Pharmacology | University Nursing Pharmacology focuses on the study of medications and their effects on the human body, essential for safe and effective nursing practice | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Understanding pharmacology is essential for safe and effective medication administration, which is critical for improving patient health outcomes. ### 2. **Quality Education (SDG 4)** – By providing nursing students with essential knowledge about medications, their effects, and safe administration, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – Pharmacology education can help address disparities in medication access and treatment outcomes, particularly for marginalized populations. This aligns with **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may include discussions about how pharmacological treatments can affect different genders differently, addressing gender-specific health issues and needs. This supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Sustainable Cities and Communities (SDG 11)** – Proper understanding and management of pharmacological treatments contribute to community health by ensuring safe medication practices and reducing the incidence of medication-related issues. This aligns with **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Nursing pharmacology education emphasizes the importance of interprofessional collaboration in medication management, contributing to effective teamwork in healthcare settings. This aligns with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### Summary: A **Nursing Pharmacology** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of pharmacological knowledge in nursing practice, contributing to safe medication administration, improved health outcomes, and enhanced quality of care. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110704 | Pemenuhan Kebutuhan Dasar Manusia | Fulfillment of Basic Human Needs | University Fulfillment of Basic Human Needs focuses on understanding and addressing the fundamental needs that must be met for individuals to achieve health and well-being. | ### 1. **No Poverty (SDG 1)** – The course addresses the importance of fulfilling basic human needs to eradicate poverty in all its forms. Understanding these needs is essential for developing strategies that alleviate poverty and improve quality of life. ### 2. **Zero Hunger (SDG 2)** – It emphasizes the need for food security and nutrition, which are critical components of basic human needs. This aligns with **SDG 2**, which aims to end hunger, achieve food security, and promote sustainable agriculture. ### 3. **Good Health and Well-being (SDG 3)** – The course supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all. It highlights the importance of access to healthcare, sanitation, and mental health resources as essential components of human needs. ### 4. **Quality Education (SDG 4)** – Education is a fundamental human need that empowers individuals and communities. The course aligns with **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. ### 5. **Gender Equality (SDG 5)** – Addressing basic human needs often involves examining gender-specific challenges and disparities. The course supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 6. **Decent Work and Economic Growth (SDG 8)** – The course may explore the relationship between fulfilling basic human needs and economic stability. This aligns with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 7. **Reduced Inequalities (SDG 10)** – Understanding and addressing basic human needs can help reduce inequalities within and among countries. This supports **SDG 10**, which seeks to empower and promote the social, economic, and political inclusion of all. ### 8. **Sustainable Cities and Communities (SDG 11)** – The course emphasizes the importance of sustainable community development, addressing basic needs for housing, transportation, and infrastructure. This aligns with **SDG 11**, which aims to make cities and human settlements inclusive, safe, resilient, and sustainable. ### 9. **Partnerships for the Goals (SDG 17)** – Fulfilling basic human needs often requires collaboration among various stakeholders, including governments, NGOs, and communities. The course aligns with **SDG 17**, which focuses on strengthening partnerships to achieve sustainable development. ### Summary: A **Fulfillment of Basic Human Needs** course aligns with several SDGs, particularly: – **SDG 1**: No Poverty – **SDG 2**: Zero Hunger – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the interconnectedness of basic human needs and sustainable development, contributing to a holistic understanding of health, well-being, and community resilience. |
| KEPERAWATAN | KEPERAWATAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23R01110805 | Ilmu Dasar Keperawatan | Basic Science of Nursing | University Basic Science of Nursing is a foundational course designed to provide nursing students with the essential scientific knowledge necessary for effective patient care. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. Understanding basic science is crucial for providing safe and effective patient care and for promoting health outcomes. ### 2. **Quality Education (SDG 4)** – By providing essential scientific knowledge to nursing students, the course contributes to **SDG 4**, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities in healthcare. ### 3. **Reduced Inequalities (SDG 10)** – A solid foundation in the sciences can help address health disparities by equipping nursing students with the knowledge to understand and provide care for diverse populations, thus supporting **SDG 10**, which seeks to reduce inequalities within and among countries. ### 4. **Gender Equality (SDG 5)** – The course may include discussions on how biological sciences impact gender-specific health issues. Understanding these differences supports **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 5. **Decent Work and Economic Growth (SDG 8)** – By preparing nursing students with the scientific knowledge necessary for effective practice, the course contributes to the workforce’s skill set, promoting decent work and economic growth. This aligns with **SDG 8**, which emphasizes sustained, inclusive, and sustainable economic growth. ### 6. **Partnerships for the Goals (SDG 17)** – The scientific basis of nursing often requires collaboration with other health professionals and researchers. The course aligns with **SDG 17**, which focuses on strengthening partnerships and collaborations for sustainable development. ### Summary: A **Basic Science of Nursing** course aligns with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 8**: Decent Work and Economic Growth – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of scientific knowledge in nursing practice, contributing to improved patient care, health outcomes, and the overall effectiveness of healthcare delivery. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110703 | Dasar-Dasar Agronomi | Basics of Agronomy | The “Basics of Agronomy” course typically introduces students to the principles and practices of crop production and soil management. It covers topics such as plant biology, soil science, pest management, and sustainable agricultural practices. Students learn about crop growth cycles, environmental impacts, and techniques for improving yield and efficiency. The course often includes both theoretical concepts and practical applications, preparing students for further studies in agriculture or related fields. | 1. **SDG 2: Zero Hunger** – Agronomy focuses on improving agricultural practices to enhance food security and nutrition by optimizing crop yields and sustainability. 2. **SDG 12: Responsible Consumption and Production** – The course teaches methods for sustainable agricultural production, minimizing waste and promoting efficient use of resources. 3. **SDG 13: Climate Action** – Agronomy addresses climate-smart agriculture practices, such as crop rotation, soil conservation, and water management, which help mitigate climate change impacts. 4. **SDG 15: Life on Land** – Sustainable land management practices taught in agronomy contribute to the conservation of ecosystems, biodiversity, and land resources. 5. **SDG 6: Clean Water and Sanitation** – Agronomy covers irrigation techniques and water management, ensuring that agricultural practices do not negatively affect water resources. For further reading, you might explore *”Sustainable Agriculture and the SDGs: From Theory to Practice”* by Pretty et al., which offers a deeper understanding of how agronomy integrates with these global goals. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110202 | Pengantar Agrobisnis Perikanan | Introduction to Fisheries Agribusiness | The “Introduction to Fisheries Agribusiness” course provides students with a foundational understanding of the fisheries sector within the context of agribusiness. It covers essential topics such as fish farming, aquaculture practices, resource management, and the economics of fisheries. Students learn about sustainable practices, market trends, and the regulatory environment affecting fisheries. The course often includes case studies and practical insights into the business aspects of managing fisheries, preparing students for careers in aquaculture, fisheries management, and related industries. | 1. **SDG 2: Zero Hunger** – The course focuses on fisheries as a vital source of food, nutrition, and livelihood, contributing to food security through sustainable aquaculture and fisheries management. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries agribusiness is a key economic sector in many regions. The course emphasizes creating sustainable jobs and business opportunities in fisheries and related industries. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in fisheries, ensuring responsible production and minimizing the environmental impact of aquaculture and seafood supply chains. 4. **SDG 14: Life Below Water** – Central to the course is the sustainable management and conservation of marine and freshwater ecosystems, ensuring the long-term viability of fish stocks and aquatic life. 5. **SDG 1: No Poverty** – The course addresses how fisheries agribusiness can alleviate poverty in coastal and rural communities by offering income-generating opportunities. These SDGs highlight the importance of balancing economic growth with sustainability in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131603 | Pemasaran Digital Perikanan | Fisheries Digital Marketing | The “Fisheries Digital Marketing” course explores strategies for promoting fisheries and aquaculture products through digital channels. Students learn about social media marketing, content creation, search engine optimization (SEO), and online advertising specific to the fisheries sector. The course covers market analysis, branding, and consumer engagement techniques, emphasizing the unique aspects of the fisheries industry. Through case studies and practical assignments, students gain skills to effectively market fisheries products, enhance online presence, and reach target audiences in a competitive marketplace. | 1. **SDG 8: Decent Work and Economic Growth** – The course emphasizes how digital marketing strategies can enhance the profitability and market reach of fisheries businesses, promoting economic growth and job creation in the fisheries sector. 2. **SDG 12: Responsible Consumption and Production** – By promoting sustainable products and practices in fisheries through digital marketing, the course supports responsible consumption and encourages consumers to choose sustainable seafood options. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the role of digital technologies in transforming the fisheries sector, fostering innovation and improved infrastructure for marketing, sales, and distribution. 4. **SDG 14: Life Below Water** – Through responsible marketing, the course encourages the promotion of sustainable fisheries and aquaculture practices that protect marine ecosystems and ensure the long-term sustainability of aquatic life. 5. **SDG 1: No Poverty** – Digital marketing can help small-scale fishers and entrepreneurs expand their markets and increase their incomes, contributing to poverty reduction, especially in coastal and rural communities. These SDGs reflect the integration of digital marketing into sustainable fisheries practices and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131703 | Perdagangan Eksport-import | Export-import trade | The “Export-Import Trade” course provides an overview of international trade practices, focusing on the processes and regulations involved in exporting and importing goods. Students learn about trade agreements, tariffs, customs procedures, and documentation requirements. The course covers market analysis, risk management, and logistics, emphasizing the importance of cultural and economic factors in global trade. Through case studies and practical exercises, students develop skills to navigate the complexities of international markets and understand the strategic implications of trade decisions for businesses. | 1. **SDG 8: Decent Work and Economic Growth** – The course promotes international trade as a means of fostering economic growth, job creation, and fair trade practices, contributing to the global economy. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of developing strong trade infrastructure and innovative logistics for smoother global trade operations, particularly in export and import sectors. 3. **SDG 12: Responsible Consumption and Production** – Export-import trade involves promoting sustainable trade practices, ensuring that goods are produced and traded in ways that minimize environmental impact and promote ethical standards. 4. **SDG 17: Partnerships for the Goals** – The course emphasizes the role of international trade partnerships in achieving sustainable development by strengthening global cooperation and facilitating trade across borders. 5. **SDG 10: Reduced Inequalities** – The course can address how trade policies and practices can be structured to reduce inequalities between countries and within communities by providing fair access to global markets. These SDGs highlight the connection between global trade and sustainable development, ensuring that international trade supports inclusive and responsible growth. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131803 | Manajemen Industri Perikanan | Fisheries Industry Management | The “Fisheries Industry Management” course focuses on the principles and practices essential for managing fisheries and aquaculture operations. Students learn about resource sustainability, regulatory frameworks, and economic factors impacting the fisheries sector. The course covers topics such as supply chain management, risk assessment, and strategic planning, emphasizing best practices for maintaining healthy fish stocks and ecosystems. Through case studies and real-world applications, students develop skills in operational management, decision-making, and policy development, preparing them for careers in fisheries management and related fields. | 1. **SDG 2: Zero Hunger** – The course focuses on improving the management of fisheries to enhance food security by ensuring sustainable fish production and supporting global nutrition needs. 2. **SDG 8: Decent Work and Economic Growth** – Effective fisheries industry management promotes economic growth and job creation, particularly in coastal and rural areas where fisheries are a key economic sector. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable fisheries management, ensuring that production and harvesting of fish resources are conducted in an environmentally responsible manner. 4. **SDG 14: Life Below Water** – Central to the course is the sustainable use and conservation of marine resources, focusing on policies and practices that protect aquatic ecosystems and ensure the long-term health of fish stocks. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fisheries management involves modernizing infrastructure and adopting innovative practices to improve efficiency and sustainability in the fisheries industry. 6. **SDG 1: No Poverty** – The course addresses how better fisheries management can enhance income generation for communities reliant on fishing, contributing to poverty reduction in many regions. These SDGs highlight the role of fisheries industry management in balancing economic, environmental, and social sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131903 | Manajemen UMKM & Koperasi | SME & Cooperative Management | The “SME & Cooperative Management” course examines the principles and practices of managing small and medium-sized enterprises (SMEs) and cooperatives. Students learn about organizational structures, strategic planning, financial management, and marketing strategies tailored for SMEs and cooperatives. The course also explores the unique challenges and opportunities these entities face, including collaboration, community engagement, and sustainability. Through case studies and practical projects, students develop skills in leadership, resource management, and cooperative governance, preparing them for careers in entrepreneurship, cooperative development, and small business management. | 1. **SDG 8: Decent Work and Economic Growth** – The course promotes the development of SMEs and cooperatives, fostering entrepreneurship, job creation, and economic growth, especially in local and rural economies. 2. **SDG 1: No Poverty** – By supporting the growth of SMEs and cooperatives, the course addresses poverty reduction by enhancing income-generating opportunities for small business owners and cooperative members. 3. **SDG 10: Reduced Inequalities** – Cooperatives and SMEs often empower marginalized groups, such as women, rural populations, and low-income communities, reducing social and economic inequalities. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable business practices, encouraging SMEs and cooperatives to adopt environmentally and socially responsible production and consumption models. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of strengthening business infrastructure and promoting innovation to improve the efficiency and competitiveness of SMEs and cooperatives. 6. **SDG 5: Gender Equality** – Cooperatives and SMEs often support gender equality by providing women with opportunities for entrepreneurship, leadership, and economic participation. These SDGs underscore the role of SMEs and cooperatives in driving sustainable development, inclusive growth, and responsible business practices. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04132003 | Manajemen Agrobisnis Perikanan | Fisheries Agribusiness Management | The “Manajemen Agrobisnis Perikanan” (Fisheries Agribusiness Management) course focuses on the management practices specific to the fisheries sector within the agribusiness framework. Students learn about sustainable aquaculture, supply chain management, marketing strategies, and financial analysis related to fisheries. The course covers regulatory issues, resource management, and the socio-economic impacts of fisheries on communities. Through practical case studies and project work, students develop skills in strategic planning, operational efficiency, and decision-making, preparing them for careers in fisheries management and agribusiness. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of fisheries agribusiness in providing a sustainable and nutritious food source, contributing to global food security and improved nutrition. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries agribusiness management promotes economic growth, job creation, and entrepreneurship in the fisheries sector, supporting livelihoods in coastal and rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable fisheries practices, ensuring that fish and seafood products are harvested and produced in ways that minimize environmental impact and promote responsible resource use. 4. **SDG 14: Life Below Water** – A key focus is on the sustainable management of marine and freshwater ecosystems, ensuring the long-term health of fish stocks and aquatic biodiversity through responsible business practices. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The course covers the role of modern business practices, infrastructure development, and innovation in improving the efficiency and sustainability of fisheries agribusiness operations. 6. **SDG 1: No Poverty** – By enhancing the profitability and sustainability of fisheries agribusiness, the course contributes to poverty reduction, particularly in communities that rely on fishing for their livelihoods. These SDGs highlight how fisheries agribusiness management plays a crucial role in promoting sustainable development through responsible resource management, economic growth, and social well-being. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04140102 | Seminar Akhir | Final Seminar | A university course titled “Final Seminar” typically serves as a capstone experience for students, integrating knowledge and skills acquired throughout their studies. In this course, students engage in in-depth discussions on advanced topics relevant to their field, often culminating in a research project or presentation. Emphasis is placed on critical analysis, collaboration, and professional communication. Students may also receive feedback on their work from peers and instructors, helping to refine their arguments and presentation skills. This course aims to prepare students for graduation and future academic or professional endeavors by fostering independent research and critical thinking. | 1. **SDG 4: Quality Education** – The course emphasizes research, critical thinking, and the application of knowledge, contributing to high-quality education and lifelong learning. 2. **SDG 8: Decent Work and Economic Growth** – Students may focus on topics related to economic development, innovation, and entrepreneurship, contributing to discussions on fostering sustainable economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course often encourages innovative thinking, with students exploring solutions related to infrastructure, industry development, or technology advancements. 4. **SDG 12: Responsible Consumption and Production** – Many final seminars include discussions on sustainability, encouraging students to consider how their fields can contribute to more responsible business practices and resource use. 5. **SDG 17: Partnerships for the Goals** – The seminar might cover the importance of collaboration and partnerships, as students often engage in multidisciplinary research that aligns with global efforts to achieve the SDGs. The specific SDGs covered in a *Final Seminar* course would largely depend on the thematic focus of individual research projects or presentations. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience where students conduct independent research on a specific topic within their field of study. Students are required to formulate a research question, conduct a literature review, and apply appropriate methodologies to gather and analyze data. The course culminates in a written thesis document and often includes an oral defense, where students present their findings to a committee. This process helps develop critical research, analytical, and presentation skills, preparing students for careers or further academic pursuits. | 1. **SDG 4: Quality Education** – The thesis represents the culmination of higher education, promoting critical thinking, research skills, and lifelong learning, which aligns with the goal of providing inclusive and equitable quality education. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Many thesis projects explore innovative solutions, technologies, or approaches in different sectors, contributing to industry development and infrastructure improvements. 3. **SDG 8: Decent Work and Economic Growth** – Research on topics related to entrepreneurship, employment, and economic development may contribute to discussions on creating sustainable and inclusive economic growth. 4. **SDG 12: Responsible Consumption and Production** – Theses focusing on sustainability, environmental management, and resource efficiency contribute to promoting responsible consumption and production practices. 5. **SDG 13: Climate Action** – Projects related to climate change mitigation, adaptation, and environmental protection directly contribute to this SDG. 6. **SDG 17: Partnerships for the Goals** – Collaborative research, interdisciplinary work, and global partnerships may be central to some thesis projects, aligning with the goal of strengthening global partnerships for sustainable development. 7. **SDG 3: Good Health and Well-Being** – Theses that explore topics related to public health, medicine, or well-being contribute to improving health outcomes and promoting well-being for all. The specific SDGs addressed in a *Final Project (Thesis)* will vary based on the individual student’s research focus and the societal issues their project seeks to address. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130903 | Teknologi dan sistem Informasi Penyuluhan | Extension Information Technology and systems | The Extension Information Technology and Systems course focuses on the integration and application of IT solutions in various organizational contexts. It covers topics such as data management, systems analysis, software development, and emerging technologies. Students learn to assess business needs, design IT systems, and implement strategies to enhance operational efficiency. The course often includes hands-on projects and case studies, providing practical experience in solving real-world IT challenges. This program is suitable for professionals looking to expand their knowledge in technology applications and improve their skills in managing IT systems effectively. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the role of information technology systems in improving infrastructure, fostering innovation, and enhancing the efficiency of extension services across various sectors, including agriculture and education. 2. **SDG 4: Quality Education** – Extension services often include educational components, and using information technology can enhance access to quality education and learning opportunities, particularly in rural and underserved areas. 3. **SDG 8: Decent Work and Economic Growth** – The use of technology in extension services helps improve productivity, resource management, and economic opportunities, especially in agriculture and rural industries, contributing to sustainable economic growth and decent work. 4. **SDG 12: Responsible Consumption and Production** – By disseminating information on sustainable practices, resource management, and eco-friendly technologies, extension IT systems contribute to more responsible production and consumption patterns. 5. **SDG 1: No Poverty** – Extension services supported by IT systems can enhance access to resources, knowledge, and technologies for small-scale farmers, businesses, and entrepreneurs, helping reduce poverty in rural areas by improving livelihoods. 6. **SDG 2: Zero Hunger** – In agricultural settings, extension IT systems help disseminate knowledge on best practices for crop management, livestock care, and sustainable agriculture, improving food security and nutrition. 7. **SDG 17: Partnerships for the Goals** – The course may emphasize the importance of partnerships between government agencies, NGOs, and technology providers to extend the reach of services and information, fostering collaboration to achieve sustainable development. These SDGs highlight the role of extension IT systems in promoting innovation, education, and sustainable economic practices. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131003 | Manajemen dan Program Penyuluhan Perikanan | Fisheries Management and Extension Program | The Fisheries Management and Extension Program course focuses on sustainable practices in the management and conservation of fishery resources. It covers topics such as aquatic ecosystems, fish population dynamics, resource assessment, and policy development. Students learn about the principles of fisheries management and the role of extension services in promoting best practices among stakeholders, including fishermen and communities. The course often includes fieldwork and case studies to provide practical insights into challenges and solutions in fisheries management, preparing students for careers in conservation, policy-making, or community engagement in the fisheries sector. | 1. **SDG 14: Life Below Water** – The course emphasizes sustainable management and conservation of marine and freshwater ecosystems, aiming to protect fish stocks and aquatic biodiversity through effective management practices. 2. **SDG 2: Zero Hunger** – Fisheries management contributes to food security by ensuring the sustainable harvest of fish and aquatic resources, which are vital sources of nutrition for many communities. 3. **SDG 8: Decent Work and Economic Growth** – By promoting sustainable fisheries practices and responsible aquaculture, the course supports economic growth and job creation in the fisheries sector, particularly in coastal and rural areas. 4. **SDG 12: Responsible Consumption and Production** – The course encourages responsible fishing practices and the promotion of sustainable seafood consumption, aiming to reduce the environmental impact of fishing and aquaculture. 5. **SDG 1: No Poverty** – Effective fisheries management can enhance livelihoods for communities dependent on fishing and aquaculture, helping to alleviate poverty in those regions. 6. **SDG 17: Partnerships for the Goals** – The extension program often involves collaboration between various stakeholders, including government agencies, NGOs, and local communities, emphasizing the importance of partnerships in achieving sustainable development goals. 7. **SDG 3: Good Health and Well-Being** – Promoting sustainable fisheries contributes to improved health outcomes by ensuring access to nutritious fish and aquatic resources, which are important for diet and nutrition. These SDGs reflect the comprehensive approach of fisheries management and extension programs in promoting sustainable development while addressing social, economic, and environmental challenges in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131103 | Kebijakan & Kelembagaan Penyuluhan Perikanan | Fisheries Extension Policies & Institutions | A university course on “Fisheries Extension Policies & Institutions” examines the frameworks and strategies used to promote sustainable fisheries management and development. Students explore the roles of various institutions—governmental, non-governmental, and community-based—in implementing fisheries policies and extension services. The course covers topics such as policy formulation, stakeholder engagement, capacity building, and the socio-economic impacts of fisheries management. Through case studies and practical exercises, students analyze the effectiveness of different extension approaches and learn to design interventions that enhance the livelihoods of fishing communities while ensuring ecological sustainability. | 1. **SDG 14: Life Below Water** – The course focuses on policies and institutional frameworks that promote the sustainable management and conservation of marine and freshwater ecosystems, ensuring the protection of fish stocks and aquatic biodiversity. 2. **SDG 2: Zero Hunger** – Effective fisheries extension policies can enhance food security by improving access to sustainable fish resources and promoting practices that contribute to nutrition and food availability. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of effective governance and institutional support in fostering economic growth and job creation in the fisheries sector, particularly in coastal and rural communities. 4. **SDG 1: No Poverty** – Fisheries extension policies can help improve livelihoods for fishing communities, providing support and resources that contribute to poverty alleviation and economic resilience. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the development of policies that promote sustainable fishing practices and responsible seafood consumption, aiming to reduce overfishing and environmental degradation. 6. **SDG 10: Reduced Inequalities** – The course may focus on inclusive policies that ensure equitable access to resources and opportunities for marginalized groups in the fisheries sector, reducing inequalities within communities. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between government agencies, NGOs, local communities, and stakeholders in developing effective fisheries policies and institutions. 8. **SDG 3: Good Health and Well-Being** – By promoting sustainable fisheries practices and improving access to nutritious fish, fisheries extension policies contribute to public health and nutrition. These SDGs reflect the comprehensive approach of fisheries extension policies and institutions in promoting sustainable development, enhancing livelihoods, and addressing environmental and social challenges in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131203 | Ekonomi Pembangunan Perikanan | Fisheries Development Economics | The Fisheries Development Economics course explores the economic principles and concepts relevant to the fisheries sector. It covers topics such as resource allocation, market dynamics, supply and demand, and the economic impact of fisheries on local and global economies. Students learn to analyze the financial viability of fishing operations, assess the socio-economic factors affecting fishery communities, and evaluate policies aimed at sustainable development. The course combines theoretical frameworks with practical case studies, equipping students with the skills to contribute to effective fisheries management and development strategies that balance economic growth with environmental sustainability. | 1. **SDG 1: No Poverty** – The course examines how fisheries can provide livelihoods and income for communities, helping to alleviate poverty, particularly in coastal and rural areas. 2. **SDG 2: Zero Hunger** – Fisheries development economics highlights the role of fish as a critical source of nutrition and food security, focusing on sustainable practices that ensure a stable food supply. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the economic contributions of the fisheries sector to national and local economies, promoting job creation and sustainable economic growth. 4. **SDG 12: Responsible Consumption and Production** – The course discusses the importance of sustainable fisheries management practices and policies that promote responsible resource use and minimize environmental impacts. 5. **SDG 14: Life Below Water** – A central focus is on the sustainable management of marine and freshwater resources, addressing issues such as overfishing and habitat degradation while promoting economic viability. 6. **SDG 3: Good Health and Well-Being** – By analyzing the nutritional value of fish and its role in diets, the course contributes to understanding how fisheries can support public health and well-being. 7. **SDG 10: Reduced Inequalities** – The course may explore the economic disparities within the fisheries sector, examining ways to promote equitable access to resources and opportunities for marginalized groups. 8. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between various stakeholders, including governments, NGOs, and the private sector, to achieve sustainable fisheries development. These SDGs underscore the interconnectedness of economic development, sustainability, and social well-being in the context of fisheries development economics. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131303 | Ekonomi Usaha Perikanan | Fisheries Business Economics | The Fisheries Business Economics course focuses on the application of economic principles to the fisheries industry. It covers topics such as market analysis, business planning, financial management, and cost-benefit analysis specific to fishing enterprises. | 1. **SDG 1: No Poverty** – The course explores how fisheries businesses can create jobs and provide income for communities, contributing to poverty alleviation, especially in coastal and rural areas. 2. **SDG 2: Zero Hunger** – By focusing on the economic viability of fisheries, the course emphasizes the importance of fish as a source of nutrition and food security, promoting sustainable fishing practices that ensure a stable food supply. 3. **SDG 8: Decent Work and Economic Growth** – The course examines the role of fisheries in economic development, job creation, and fostering entrepreneurship, thereby supporting sustainable economic growth in the fisheries sector. 4. **SDG 12: Responsible Consumption and Production** – Discussions may focus on sustainable business practices, encouraging fisheries to adopt responsible resource management and production methods to minimize environmental impacts. 5. **SDG 14: Life Below Water** – The course addresses the sustainable management of aquatic resources, emphasizing the need for economic practices that protect marine and freshwater ecosystems from overfishing and degradation. 6. **SDG 3: Good Health and Well-Being** – By analyzing the economic significance of fish as a dietary staple, the course contributes to understanding how fisheries can promote public health and nutrition. 7. **SDG 10: Reduced Inequalities** – The course may focus on the economic disparities within the fisheries sector and strategies to promote equitable access to resources and opportunities for marginalized communities. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among various stakeholders, including governments, NGOs, and private enterprises, the course highlights the importance of partnerships in achieving sustainable fisheries business practices. These SDGs reflect the course’s emphasis on the intersection of economic development, sustainability, and social equity in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131403 | Valuasi Ekonomi Sumberdaya Perikanan | Economic Valuation of Fishery Resources | The Economic Valuation of Fishery Resources course focuses on assessing the monetary and non-monetary values of fishery resources and ecosystems. Students learn various valuation techniques, including market-based methods, contingent valuation, and bioeconomic modeling, to estimate the economic benefits derived from fisheries. The course emphasizes the importance of valuing ecosystem services, understanding trade-offs, and informing policy decisions for sustainable management. Through case studies and practical exercises, students develop skills to apply valuation methods in real-world contexts, contributing to effective resource management and conservation strategies. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of fish as a critical source of nutrition and food security, highlighting the economic value of sustainable fisheries in ensuring food availability. 2. **SDG 1: No Poverty** – By assessing the economic contributions of fishery resources to livelihoods, the course addresses how sustainable fisheries can help reduce poverty in fishing communities. 3. **SDG 8: Decent Work and Economic Growth** – The economic valuation of fisheries underlines their role in job creation and economic development, promoting sustainable practices that enhance the profitability and viability of fisheries-related activities. 4. **SDG 12: Responsible Consumption and Production** – The course focuses on valuing fishery resources in the context of sustainable management practices, encouraging responsible use and conservation of aquatic resources. 5. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management and conservation of marine and freshwater ecosystems, emphasizing the economic benefits of preserving fish stocks and habitats. 6. **SDG 3: Good Health and Well-Being** – By recognizing the nutritional value of fish, the course contributes to understanding how economic valuation can inform policies that promote public health and well-being. 7. **SDG 10: Reduced Inequalities** – The course may explore economic disparities in access to fishery resources, focusing on strategies to promote equity in the distribution of benefits derived from fisheries. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among various stakeholders, including governments, NGOs, and local communities, the course highlights the importance of partnerships in achieving sustainable fisheries management and conservation efforts. These SDGs reflect the course’s focus on integrating economic valuation with sustainable practices to ensure the long-term viability of fishery resources and the communities that depend on them. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04131503 | Strategi Pemasaran Perikanan | Fisheries Marketing Strategy | The Fisheries Marketing Strategy course examines the principles and practices of marketing within the fisheries sector. It covers topics such as market analysis, consumer behavior, branding, and distribution channels specific to fish and seafood products. Students learn to develop effective marketing strategies that enhance product visibility and competitiveness while considering sustainability and ethical practices. | 1. **SDG 2: Zero Hunger** – The course emphasizes the importance of fish as a key source of nutrition and food security, promoting strategies that enhance the availability and accessibility of fish products in local and global markets. 2. **SDG 8: Decent Work and Economic Growth** – Fisheries marketing strategies can contribute to economic growth by creating jobs in marketing, distribution, and sales within the fisheries sector, thereby supporting sustainable economic development. 3. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable marketing practices that promote responsible consumption of fish and seafood, ensuring that consumers are informed about sustainable choices. 4. **SDG 14: Life Below Water** – By promoting sustainable fishing practices and responsible sourcing, the course aligns with efforts to protect aquatic ecosystems and maintain fish populations for future generations. 5. **SDG 1: No Poverty** – Effective marketing strategies can help small-scale fishers and fishing communities improve their market access and income, contributing to poverty alleviation in vulnerable populations. 6. **SDG 10: Reduced Inequalities** – The course may focus on strategies that empower marginalized fishers and communities to compete in the market, promoting equitable access to opportunities and resources. 7. **SDG 17: Partnerships for the Goals** – The course often emphasizes the importance of collaboration between stakeholders, including producers, marketers, consumers, and policymakers, to achieve effective fisheries marketing that supports sustainable development. These SDGs reflect the course’s focus on integrating marketing strategies with sustainable practices to enhance the economic viability of fisheries while promoting responsible consumption and conservation of aquatic resources. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130103 | Manajemen Kewirausahaan Perikanan | Fisheries Entrepreneurship Management | The Fisheries Entrepreneurship Management course focuses on the principles and practices of starting and managing business ventures in the fisheries sector. It covers key topics such as business planning, financial management, marketing strategies, and innovation in fishery-related enterprises. Students learn to identify opportunities, assess risks, and develop sustainable business models that contribute to the economic viability of fisheries. | 1. **SDG 8: Decent Work and Economic Growth** – The course fosters entrepreneurship in the fisheries sector, promoting job creation and sustainable economic growth by encouraging new business ventures and innovation. 2. **SDG 1: No Poverty** – By equipping students with the skills to start and manage fisheries-related businesses, the course contributes to poverty alleviation, particularly in coastal and rural communities that rely on fishing for their livelihoods. 3. **SDG 2: Zero Hunger** – Fisheries entrepreneurship can improve food security by enhancing the production, processing, and distribution of fish and seafood, ensuring better access to nutritious food. 4. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable business practices in fisheries, promoting responsible resource management and eco-friendly approaches to production and consumption. 5. **SDG 14: Life Below Water** – A key focus is on promoting sustainable fishing practices and aquaculture, ensuring the health and sustainability of marine and freshwater ecosystems while supporting economic activities. 6. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the importance of innovation and technological advancement in fisheries entrepreneurship, encouraging the development of new products, services, and market strategies. 7. **SDG 10: Reduced Inequalities** – By promoting inclusive entrepreneurship, the course aims to empower marginalized groups, such as women and small-scale fishers, reducing economic disparities within the fisheries sector. 8. **SDG 17: Partnerships for the Goals** – The course often emphasizes the need for collaboration among stakeholders, including government agencies, NGOs, and the private sector, to foster a supportive environment for fisheries entrepreneurship. These SDGs reflect the course’s focus on integrating entrepreneurial skills with sustainable practices to enhance the economic viability of the fisheries sector while promoting social equity and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130203 | Sistem Informasi Manajemen Perikanan | Fisheries Management Information System | The Fisheries Management Information System course focuses on the development and application of information systems to enhance fisheries management and decision-making. It covers topics such as data collection, database management, and the use of technology in monitoring fish stocks and ecosystems. Students learn to design and implement information systems that support data analysis, reporting, and stakeholder engagement in fisheries management. | 1. **SDG 14: Life Below Water** – The course emphasizes the importance of data collection, monitoring, and analysis for sustainable fisheries management, helping to protect marine and freshwater ecosystems and ensure the conservation of fish stocks. 2. **SDG 2: Zero Hunger** – Effective management information systems can enhance the availability and accessibility of fisheries resources, supporting food security and nutrition through sustainable practices. 3. **SDG 1: No Poverty** – By improving the management of fisheries resources, the course contributes to enhancing livelihoods for communities that depend on fishing, thereby helping to alleviate poverty. 4. **SDG 8: Decent Work and Economic Growth** – The course fosters the development of efficient and effective management systems that can lead to sustainable economic growth and job creation in the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing data-driven decision-making, the course encourages responsible management practices that ensure sustainable production and consumption of fishery resources. 6. **SDG 9: Industry, Innovation, and Infrastructure** – The course highlights the role of technology and innovation in developing information systems that improve fisheries management, data accessibility, and stakeholder collaboration. 7. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to data and information for marginalized fishing communities, promoting inclusivity in fisheries management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among various stakeholders, including government agencies, NGOs, and local communities, to develop and implement effective fisheries management information systems. These SDGs reflect the course’s focus on leveraging information systems for sustainable fisheries management, promoting environmental conservation, social equity, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130303 | Pemetaan Sosial Masyarakat Pesisir dan Kepulauan | Social Mapping of Coastal and Island Communities | The Social Mapping of Coastal and Island Communities course explores the techniques and methodologies used to analyze the social dynamics, resources, and relationships within coastal and island communities. Students learn to create social maps that represent demographic information, cultural practices, economic activities, and environmental interactions. | 1. **SDG 1: No Poverty** – The course emphasizes understanding the socioeconomic conditions of coastal and island communities, helping to identify strategies for poverty alleviation and improving livelihoods. 2. **SDG 2: Zero Hunger** – By mapping resources and food systems in these communities, the course can contribute to enhancing food security and nutrition through sustainable practices and local food production. 3. **SDG 10: Reduced Inequalities** – The course focuses on identifying and addressing inequalities within coastal and island communities, promoting inclusivity and equitable access to resources and opportunities. 4. **SDG 11: Sustainable Cities and Communities** – Social mapping helps assess community needs and vulnerabilities, informing sustainable development planning and improving resilience in coastal and island areas. 5. **SDG 14: Life Below Water** – The course may examine the relationship between communities and marine resources, promoting sustainable practices that protect marine biodiversity and ecosystems. 6. **SDG 3: Good Health and Well-Being** – By understanding community health and social dynamics, the course can contribute to improving health outcomes and well-being in coastal and island communities. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to achieve sustainable development goals through participatory mapping. 8. **SDG 4: Quality Education** – The course can foster educational opportunities and awareness about community issues, promoting knowledge sharing and capacity building within coastal and island populations. These SDGs reflect the course’s focus on integrating social mapping with sustainable practices to enhance community resilience, promote social equity, and support the sustainable development of coastal and island regions. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130403 | Ekonomi Wisata Bahari | Marine Tourism Economics | The Marine Tourism Economics course examines the economic principles and practices related to marine and coastal tourism. It covers topics such as market trends, economic impact assessment, sustainable tourism practices, and the valuation of marine resources. Students learn to analyze the financial viability of marine tourism ventures, understand consumer behavior, and evaluate policies that promote sustainable tourism development. | 1. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the economic contributions of marine tourism, promoting job creation and sustainable economic growth in coastal communities. 2. **SDG 14: Life Below Water** – The course highlights the importance of marine ecosystems in tourism and promotes sustainable practices that protect marine biodiversity and habitats while supporting tourism activities. 3. **SDG 1: No Poverty** – By exploring how marine tourism can provide livelihoods and income for local communities, the course contributes to poverty alleviation, particularly in coastal areas. 4. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable tourism practices, promoting responsible consumption and the conservation of natural resources in marine tourism. 5. **SDG 2: Zero Hunger** – Marine tourism can support local food systems by promoting sustainable seafood and food production, contributing to food security in coastal regions. 6. **SDG 11: Sustainable Cities and Communities** – The course may focus on the sustainable development of coastal areas, emphasizing the need for planning and infrastructure that support tourism while protecting local communities and environments. 7. **SDG 10: Reduced Inequalities** – The course may explore equitable access to tourism opportunities for marginalized groups in coastal communities, promoting inclusivity in the benefits derived from marine tourism. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between various stakeholders, including government agencies, NGOs, and the private sector, to promote sustainable marine tourism practices and policies. These SDGs reflect the course’s focus on integrating economic principles with sustainable practices to enhance the viability of marine tourism while promoting social equity and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130503 | Metode Penelitian Sosial dan Bisnis Perikanan | Social Research Methods and Fisheries Business | The Social Research Methods and Fisheries Business course provides students with an understanding of how social research methodologies can be applied to the fisheries sector. It focuses on the intersection of social sciences and business practices within the fisheries industry, equipping students with the skills needed to conduct research that informs management, policy, and economic development in fisheries. | 1. **SDG 1: No Poverty** – The course examines socio-economic factors affecting fisheries communities, contributing to strategies for poverty alleviation and improved livelihoods through informed business practices. 2. **SDG 2: Zero Hunger** – By understanding the socio-economic dynamics of fisheries, the course can enhance food security and promote sustainable practices in fish production and distribution. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes research methods that inform sustainable fisheries business practices, promoting job creation and economic growth within the sector. 4. **SDG 10: Reduced Inequalities** – The course addresses issues of equity and inclusion, focusing on marginalized groups in fisheries communities and promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – By analyzing business practices within the fisheries sector, the course encourages sustainable consumption and production patterns that minimize environmental impact. 6. **SDG 14: Life Below Water** – The course contributes to the understanding of sustainable fisheries management, emphasizing research that supports the conservation and sustainable use of marine resources. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including governments, NGOs, and local communities, to effectively address the challenges facing fisheries businesses. These SDGs reflect the course’s focus on integrating social research methods with sustainable practices in the fisheries sector, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130703 | Pemberdayaan Gender Masyarakat Pesisir | Gender Empowerment of Coastal Communities | The Gender Empowerment of Coastal Communities course focuses on understanding and promoting gender equity within coastal and fishing communities. It examines the roles, challenges, and contributions of women in fisheries and marine resource management. Students explore concepts such as empowerment, social inclusion, and gender-responsive policies, learning how to assess and address the socio-economic barriers faced by women in these contexts. | 1. **SDG 5: Gender Equality** – The course focuses on promoting gender equality and empowering women in coastal communities, addressing barriers to participation and leadership in fisheries and related sectors. 2. **SDG 1: No Poverty** – By empowering women and promoting their economic participation, the course contributes to poverty alleviation and improved livelihoods in coastal communities. 3. **SDG 10: Reduced Inequalities** – The course examines the socio-economic disparities between genders and works toward reducing inequalities in access to resources, opportunities, and decision-making processes. 4. **SDG 8: Decent Work and Economic Growth** – The course promotes women’s involvement in the fisheries and marine sectors, fostering job creation and sustainable economic growth. 5. **SDG 2: Zero Hunger** – Gender empowerment can enhance food security by enabling women to participate in food production, processing, and distribution in coastal communities. 6. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices that women can promote within their communities, enhancing resource management and responsible consumption. 7. **SDG 14: Life Below Water** – By empowering women to engage in sustainable fisheries management, the course supports the conservation and sustainable use of marine resources. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including government agencies, NGOs, and local organizations, to create supportive environments for gender empowerment in coastal communities. These SDGs reflect the course’s focus on integrating gender empowerment with sustainable development practices to enhance the resilience and well-being of coastal communities. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130803 | Manajemen Konflik Sosial Masyarakat Pesisir | Management of Social Conflict in Coastal Communities | The Management of Social Conflict in Coastal Communities course examines the dynamics of social conflict that arise in coastal and marine environments. It explores the causes of conflict, such as resource competition, environmental changes, and socio-economic disparities. Students learn conflict resolution strategies, negotiation techniques, and the role of stakeholder engagement in fostering collaboration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes conflict resolution, governance, and the importance of building peaceful and inclusive societies in coastal communities. It focuses on managing social conflict through dialogue, negotiation, and collaborative problem-solving. 2. **SDG 1: No Poverty** – By addressing social conflicts that may arise from resource competition or inequalities, the course contributes to poverty alleviation and improving livelihoods in coastal communities. 3. **SDG 10: Reduced Inequalities** – The course examines the social dynamics that contribute to conflict and aims to promote equitable access to resources and opportunities for all community members, thereby reducing inequalities. 4. **SDG 11: Sustainable Cities and Communities** – The course explores strategies for creating resilient communities that can effectively manage social conflicts, fostering sustainable development in coastal areas. 5. **SDG 14: Life Below Water** – Conflicts often arise over the use and conservation of marine resources. The course addresses sustainable resource management practices that help mitigate conflicts related to fisheries and marine ecosystems. 6. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including local communities, government agencies, and NGOs, to effectively manage social conflicts and promote sustainable solutions. 7. **SDG 4: Quality Education** – By educating students about conflict management and resolution techniques, the course contributes to building knowledge and skills that empower communities to address conflicts peacefully. These SDGs reflect the course’s focus on understanding and managing social conflicts in a way that promotes peace, justice, and sustainable development within coastal communities. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121303 | Manajemen Mina Bisnis Perikanan | Fishing Business Mina Management | The Fishing Business Management course focuses on the principles and practices essential for running successful fishing enterprises. It covers key topics such as business planning, financial management, marketing strategies, and operations management specific to the fishing industry. Students learn to analyze market trends, manage resources efficiently, and develop sustainable practices that enhance profitability while considering environmental impacts. | 1. **SDG 1: No Poverty** – The course aims to enhance the economic viability of fishing businesses, contributing to poverty alleviation by improving livelihoods in fishing communities. 2. **SDG 2: Zero Hunger** – By promoting sustainable fishing practices and business management, the course supports food security and nutrition through responsible fish production and distribution. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the creation of decent jobs and sustainable economic growth within the fisheries sector, focusing on effective business strategies and practices. 4. **SDG 10: Reduced Inequalities** – The course may address equitable access to fishing resources and business opportunities, promoting inclusivity for marginalized groups in the fishing industry. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in fishing business operations, promoting responsible consumption and the efficient use of resources. 6. **SDG 14: Life Below Water** – A core aspect of the course is the sustainable management of marine resources, addressing the importance of conservation and responsible fishing practices to protect aquatic ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course often highlights the importance of collaboration among stakeholders, including government, NGOs, and local communities, to foster successful fishing business management and sustainability. These SDGs reflect the course’s focus on integrating business management principles with sustainable practices in the fishing industry, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121403 | Perencanaan dan Evaluasi Proyek | Project Planning and Evaluation | The Project Planning and Evaluation course focuses on the methodologies and tools necessary for effectively planning, implementing, and evaluating projects. Students learn to define project objectives, develop logical frameworks, and create detailed action plans, timelines, and budgets. The course also emphasizes evaluation techniques, including formative and summative assessments, to measure project outcomes and impact. | 1. **SDG 1: No Poverty** – The course equips students with the skills to design and evaluate projects aimed at poverty alleviation and improving livelihoods in various communities. 2. **SDG 2: Zero Hunger** – It may focus on planning and evaluating agricultural or food security projects, contributing to sustainable food production and enhanced nutrition. 3. **SDG 4: Quality Education** – The course emphasizes the importance of educational projects, promoting access to quality education and learning opportunities for all. 4. **SDG 8: Decent Work and Economic Growth** – Students learn to develop projects that create jobs and promote sustainable economic growth, particularly in local communities. 5. **SDG 10: Reduced Inequalities** – The course encourages the design of inclusive projects that address social inequalities and promote equitable access to resources and opportunities. 6. **SDG 11: Sustainable Cities and Communities** – It focuses on planning projects that enhance urban sustainability and community resilience, addressing local needs and environmental challenges. 7. **SDG 12: Responsible Consumption and Production** – The course may cover project evaluation techniques that assess sustainable resource use and promote responsible consumption practices. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration, the course teaches students to engage with various stakeholders, including governments, NGOs, and communities, to achieve project goals and sustainable development. 9. **SDG 16: Peace, Justice, and Strong Institutions** – Projects aimed at conflict resolution, governance, and community engagement can be evaluated within this framework, promoting peace and justice. These SDGs reflect the course’s focus on equipping students with the necessary skills to plan and evaluate projects that contribute to sustainable development, social equity, and effective resource management. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121502 | Kebijakan dan Strategi Pembangunan Perikanan | Fisheries Development Policy and Strategy | The Fisheries Development Policy and Strategy course examines the formulation and implementation of policies aimed at promoting sustainable fisheries management and development. It covers key topics such as resource allocation, stakeholder engagement, regulatory frameworks, and the socio-economic impacts of fisheries policies. Students analyze existing policies, explore best practices, and develop strategic plans to address challenges in the fisheries sector. | 1. **SDG 1: No Poverty** – The course addresses policies and strategies aimed at improving livelihoods in fisheries communities, contributing to poverty alleviation through sustainable practices and economic development. 2. **SDG 2: Zero Hunger** – By promoting policies that ensure sustainable fisheries management, the course supports food security and enhances the availability of nutritious food from aquatic sources. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the development of policies that foster job creation and sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It focuses on promoting equitable access to resources and opportunities within the fisheries industry, addressing disparities among different community members. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the development of policies that promote sustainable consumption and production practices in fisheries, minimizing waste and environmental impact. 6. **SDG 14: Life Below Water** – A core aspect of the course is the emphasis on sustainable fisheries management, conservation of marine biodiversity, and the protection of aquatic ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government agencies, NGOs, and local communities, in developing effective fisheries policies and strategies. 8. **SDG 4: Quality Education** – The course may include components related to capacity building and education in fisheries management, promoting knowledge sharing and stakeholder engagement. These SDGs reflect the course’s focus on formulating and implementing effective policies and strategies that promote sustainable development in the fisheries sector, enhance food security, and support community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121603 | Kelembagaan Perikanan | Fisheries Institutions | The Fisheries Institutions course explores the roles and functions of various organizations and governance structures involved in fisheries management. It examines local, national, and international institutions that influence policy, regulation, and resource allocation in the fisheries sector. Students learn about the relationships between government agencies, non-governmental organizations, and community-based organizations, as well as the importance of stakeholder engagement. | 1. **SDG 14: Life Below Water** – The course emphasizes the role of institutions in the sustainable management and conservation of marine and freshwater resources, promoting practices that protect aquatic ecosystems. 2. **SDG 1: No Poverty** – It focuses on the role of fisheries institutions in supporting livelihoods and reducing poverty in fishing communities through effective management and resource allocation. 3. **SDG 2: Zero Hunger** – The course addresses how fisheries institutions can enhance food security by ensuring sustainable practices in fish production and distribution. 4. **SDG 10: Reduced Inequalities** – The course may explore the role of institutions in promoting equitable access to fisheries resources and opportunities, addressing inequalities within communities. 5. **SDG 16: Peace, Justice, and Strong Institutions** – It emphasizes the importance of strong governance, transparency, and accountability in fisheries management, promoting peace and justice within fishing communities. 6. **SDG 8: Decent Work and Economic Growth** – The course highlights how effective fisheries institutions contribute to sustainable economic growth and decent work opportunities in the fisheries sector. 7. **SDG 12: Responsible Consumption and Production** – It encourages the development of institutional frameworks that promote sustainable consumption and responsible resource management in fisheries. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including government agencies, NGOs, and local communities, to strengthen fisheries governance and management. These SDGs reflect the course’s focus on the critical role that fisheries institutions play in ensuring sustainable practices, enhancing food security, and promoting equitable access to resources within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121702 | Manajemen Risiko Bisnis Perikanan | Fisheries Business Risk Management | The Fisheries Business Risk Management course focuses on identifying, assessing, and mitigating risks in the fisheries sector. It covers topics such as market volatility, environmental uncertainties, regulatory challenges, and operational risks specific to fishing enterprises. Students learn to develop risk management strategies, implement contingency plans, and use financial tools to safeguard business interests. | 1. **SDG 1: No Poverty** – The course addresses risk management strategies that can enhance the financial stability of fisheries businesses, contributing to poverty alleviation and improved livelihoods for fishing communities. 2. **SDG 2: Zero Hunger** – By promoting sustainable business practices and reducing risks associated with food production, the course supports food security and nutrition in coastal and fishing communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of managing risks in fisheries businesses to ensure economic growth, job creation, and decent working conditions. 4. **SDG 10: Reduced Inequalities** – It may explore how risk management can help mitigate vulnerabilities among marginalized groups in the fisheries sector, promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in fisheries business operations, emphasizing the importance of minimizing waste and ensuring responsible resource use. 6. **SDG 14: Life Below Water** – By focusing on risk management related to environmental sustainability, the course contributes to the conservation and sustainable use of marine resources. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including government agencies, NGOs, and the private sector, to effectively manage risks and promote sustainability in fisheries businesses. 8. **SDG 11: Sustainable Cities and Communities** – The course may address the importance of resilient fisheries businesses that contribute to sustainable coastal community development and environmental stewardship. These SDGs reflect the course’s focus on integrating risk management principles with sustainable business practices to enhance the resilience and viability of fisheries enterprises while promoting economic development and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121803 | Tataniaga Hasil Perikanan | Fishery Products Trading System | The Fishery Products Trading System course examines the processes and systems involved in the trading of fish and seafood products. It covers topics such as market dynamics, supply chain management, pricing strategies, and international trade regulations specific to fishery products. Students learn about the roles of various stakeholders, including producers, distributors, and retailers, as well as the impact of sustainability and quality standards on trading practices. Through case studies and practical exercises, the course equips students with the knowledge and skills to navigate the complexities of fishery product markets and develop effective trading strategies. | 1. **SDG 1: No Poverty** – The course explores trading systems that can enhance the economic viability of fishery products, contributing to poverty alleviation and improved livelihoods for fishing communities. 2. **SDG 2: Zero Hunger** – By facilitating the trade of fishery products, the course supports food security and nutrition, ensuring that fish is accessible to consumers and communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of trade in promoting economic growth, creating jobs, and ensuring decent working conditions within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It may address how equitable trading systems can provide fair access to markets for small-scale fishers and marginalized groups in the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable trade practices that encourage responsible consumption and minimize waste in the fisheries supply chain. 6. **SDG 14: Life Below Water** – By focusing on sustainable trade in fishery products, the course contributes to the conservation and sustainable use of marine resources, ensuring that fishing practices do not deplete fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government agencies, NGOs, and private sector actors, to develop effective trading systems that benefit the fisheries sector. 8. **SDG 11: Sustainable Cities and Communities** – The course may discuss how fishery products trading can contribute to the sustainability of coastal communities by enhancing local economies and ensuring access to healthy food sources. These SDGs reflect the course’s focus on integrating trade principles with sustainable practices in the fisheries sector, promoting economic development, social equity, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04130603 | Dinamika Pembangunan Perikanan | Dynamics of Fisheries Development | The Dynamics of Fisheries Development course explores the multifaceted factors influencing the growth and sustainability of fisheries. It covers topics such as technological advancements, socio-economic conditions, environmental impacts, and policy frameworks that shape fisheries development. Students analyze the interactions between these factors and their implications for resource management, community livelihoods, and market access. | 1. **SDG 1: No Poverty** – The course addresses the role of fisheries development in improving livelihoods and reducing poverty in fishing communities through sustainable practices and economic opportunities. 2. **SDG 2: Zero Hunger** – It focuses on sustainable fisheries practices that contribute to food security and nutrition by ensuring a steady supply of fish and seafood. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fostering economic growth and job creation in the fisheries sector, promoting decent work conditions and opportunities. 4. **SDG 10: Reduced Inequalities** – The course may explore how fisheries development can address social inequalities, providing equitable access to resources and opportunities for marginalized groups within the sector. 5. **SDG 12: Responsible Consumption and Production** – It encourages the adoption of sustainable practices in fisheries development, promoting responsible consumption and efficient resource use. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, focusing on practices that protect marine biodiversity and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the significance of collaboration among stakeholders, including governments, NGOs, and local communities, in fostering effective fisheries development strategies. 8. **SDG 11: Sustainable Cities and Communities** – The course may also discuss the role of fisheries in contributing to the sustainability of coastal communities by enhancing local economies and promoting environmental stewardship. These SDGs reflect the course’s emphasis on understanding the complex dynamics of fisheries development and its impact on sustainable development, economic growth, and social equity within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120602 | Komoditi Perikanan | Fishery Commodities | The Fishery Commodities course focuses on the various products derived from fish and seafood, examining their characteristics, production methods, and market dynamics. It covers topics such as processing techniques, quality assurance, value addition, and trade practices specific to fishery commodities. Students learn about consumer preferences, market trends, and the economic significance of different fishery products. | The university course *Fishery Commodities* aligns with several UN Sustainable Development Goals (SDGs) that focus on sustainable resource management, economic growth, and food security within the fisheries sector. Key SDGs covered include: 1. **SDG 1: No Poverty** – The course addresses the economic aspects of fishery commodities, focusing on how sustainable management and trade of these commodities can improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By emphasizing the importance of fishery commodities in nutrition and food security, the course contributes to the goal of ensuring access to sufficient and nutritious food for all. 3. **SDG 8: Decent Work and Economic Growth** – The course promotes understanding the market dynamics of fishery commodities, which can lead to job creation and sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – The course may explore equitable access to markets and resources for small-scale fishers and marginalized groups, addressing social inequalities in the fishery commodities trade. 5. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in the production, processing, and consumption of fishery commodities, promoting responsible use of resources and reducing waste. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, focusing on practices that protect marine biodiversity and ensure the sustainability of fishery commodities. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including producers, processors, marketers, and policymakers, to enhance the value chain and sustainability of fishery commodities. 8. **SDG 11: Sustainable Cities and Communities** – The course may discuss the role of fishery commodities in contributing to the sustainability of coastal and urban communities, promoting local economies and food systems. These SDGs reflect the course’s focus on understanding the complexities of fishery commodities and their implications for sustainable development, economic growth, and food security within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120703 | Sosiologi Masyarakat Perikanan dan Kelautan | Sociology of Fisheries and Maritime Society | Sociology of Fisheries and Maritime Society course examines the social dynamics, cultural practices, and community structures within fishing and maritime environments. It explores topics such as identity, livelihoods, gender roles, and the impact of globalization on coastal communities. Students analyze the relationships between fishers, their communities, and the environment, as well as the social challenges and conflicts that arise in these contexts. | 1. **SDG 1: No Poverty** – The course examines the socio-economic dynamics of fishing communities, emphasizing strategies for poverty alleviation and improving livelihoods through sustainable practices. 2. **SDG 2: Zero Hunger** – By exploring the role of fisheries in food security and nutrition, the course contributes to understanding how fisheries can support sustainable food systems. 3. **SDG 10: Reduced Inequalities** – The course focuses on social dynamics, power structures, and inequalities within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – It discusses the importance of resilient coastal and maritime communities, exploring sustainable practices that enhance community well-being and environmental stewardship. 5. **SDG 14: Life Below Water** – The course addresses the interconnections between social practices and the sustainable management of marine resources, emphasizing the importance of conserving aquatic ecosystems. 6. **SDG 16: Peace, Justice, and Strong Institutions** – It explores governance structures and community participation in fisheries management, promoting social justice and the development of strong institutions within fishing societies. 7. **SDG 8: Decent Work and Economic Growth** – The course highlights the importance of understanding labor dynamics within the fisheries sector, focusing on decent work conditions and sustainable economic growth. 8. **SDG 4: Quality Education** – The course may emphasize the importance of education and capacity-building in fisheries communities, promoting knowledge sharing and engagement in sustainable practices. These SDGs reflect the course’s focus on understanding the social, economic, and environmental dimensions of fisheries and maritime societies, promoting sustainable development and community resilience within these sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120803 | Pengolahan Data Sosial Ekonomi Perikanan | Fisheries Socioeconomic Data Processing | The Fisheries Socioeconomic Data Processing course focuses on the collection, analysis, and interpretation of socioeconomic data related to fisheries and coastal communities. Students learn various data processing techniques, including statistical analysis, survey design, and qualitative methods, to assess the impacts of fisheries on livelihoods and community development. | 1. **SDG 1: No Poverty** – The course emphasizes the importance of collecting and analyzing socioeconomic data to inform policies and practices that improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By processing data related to fisheries production and consumption, the course contributes to understanding food security and nutrition in relation to fisheries resources. 3. **SDG 8: Decent Work and Economic Growth** – The course highlights the role of socioeconomic data in assessing economic performance, creating jobs, and promoting sustainable economic growth within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It focuses on the importance of analyzing data to identify disparities and inequalities within the fisheries sector, aiming to promote equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course may address data collection on resource use and waste, promoting sustainable consumption and production practices in fisheries. 6. **SDG 14: Life Below Water** – By analyzing socioeconomic data related to fisheries management, the course supports the sustainable use of aquatic resources and the conservation of marine biodiversity. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of data sharing and collaboration among stakeholders, including government agencies, NGOs, and local communities, to improve fisheries management and policy-making. 8. **SDG 4: Quality Education** – The course may promote education and capacity-building in data processing and analysis, enhancing the skills of individuals in fisheries communities. These SDGs reflect the course’s focus on utilizing socioeconomic data to inform sustainable practices, enhance community resilience, and support effective decision-making within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120902 | Antropologi Perikanan dan Kelautan | Fisheries and Marine Anthropology | The Sociology of Fisheries and Maritime Society course examines the social dynamics, cultural practices, and community structures within fishing and maritime environments. It explores topics such as identity, livelihoods, gender roles, and the impact of globalization on coastal communities. Students analyze the relationships between fishers, their communities, and the environment, as well as the social challenges and conflicts that arise in these contexts. | 1. **SDG 1: No Poverty** – The course examines the socioeconomic conditions of fishing communities, focusing on how cultural practices and beliefs influence livelihoods and poverty alleviation strategies. 2. **SDG 2: Zero Hunger** – By exploring the relationship between marine resources and food security, the course contributes to understanding how cultural practices in fisheries can support sustainable food systems. 3. **SDG 10: Reduced Inequalities** – It investigates social dynamics and power structures within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – The course emphasizes the importance of sustainable practices and cultural heritage in maintaining resilient coastal communities and promoting environmental stewardship. 5. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, exploring how cultural beliefs and practices can contribute to the conservation of aquatic ecosystems. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The course may discuss governance structures, community participation, and conflict resolution within fishing communities, promoting social justice and effective fisheries management. 7. **SDG 4: Quality Education** – The course may promote awareness and education about the cultural significance of fisheries and marine resources, fostering appreciation for indigenous knowledge and practices. 8. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration between anthropologists, fishers, policymakers, and other stakeholders in developing effective management strategies that respect cultural practices. These SDGs reflect the course’s focus on understanding the interplay between culture, society, and marine resources, promoting sustainable development and community resilience within fisheries and coastal areas. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121002 | Kewirausahaan Perikanan dan Kelautan | Fisheries and Marine Entrepreneurship | The Fisheries and Marine Entrepreneurship course focuses on developing innovative business strategies within the fisheries and marine sectors. It covers topics such as business planning, market analysis, resource management, and sustainability practices specific to marine enterprises. Students learn to identify opportunities for entrepreneurship, assess risks, and create viable business models that promote economic growth while ensuring environmental stewardship. | 1. **SDG 1: No Poverty** – The course addresses how entrepreneurial initiatives in fisheries can enhance livelihoods, create jobs, and reduce poverty in coastal communities. 2. **SDG 2: Zero Hunger** – By fostering entrepreneurship in fisheries, the course contributes to food security and improved nutrition through sustainable practices and the production of fishery products. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of promoting sustainable economic growth and job creation in the fisheries and marine sectors through innovative business practices. 4. **SDG 10: Reduced Inequalities** – It may explore how entrepreneurship can empower marginalized groups in fishing communities, promoting equitable access to resources and opportunities. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable business practices in fisheries and marine entrepreneurship, focusing on minimizing waste and promoting responsible use of marine resources. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, encouraging entrepreneurial ventures that protect aquatic ecosystems and biodiversity. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among stakeholders, including entrepreneurs, government agencies, NGOs, and local communities, to foster innovation and sustainability in fisheries and marine entrepreneurship. 8. **SDG 4: Quality Education** – The course may promote educational initiatives that build entrepreneurial skills and knowledge in fisheries, empowering individuals and communities to develop sustainable business ventures. These SDGs reflect the course’s focus on integrating entrepreneurship with sustainable practices, fostering economic development, and promoting social equity within the fisheries and marine sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121103 | Akuntansi Perikanan dan Kelautan | Fisheries and Marine Accounting | The Fisheries and Marine Accounting course focuses on financial management practices specific to the fisheries and marine sectors. It covers key topics such as cost accounting, budgeting, financial reporting, and economic analysis tailored to fishing enterprises and marine businesses. Students learn to assess financial performance, manage resources effectively, and apply accounting principles to support decision-making in the context of sustainability and regulatory compliance. | 1. **SDG 1: No Poverty** – The course addresses the importance of accounting practices in improving the financial sustainability of fisheries operations, which can enhance livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By promoting effective financial management and accountability in fisheries, the course contributes to ensuring sustainable production and availability of fish, supporting food security and nutrition. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of accounting in promoting economic growth and job creation within the fisheries sector, ensuring that businesses operate sustainably and responsibly. 4. **SDG 10: Reduced Inequalities** – It may explore how transparent accounting practices can help identify and address inequalities in resource allocation and access within the fisheries sector. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable accounting practices that promote efficient use of resources and minimize waste in fisheries operations. 6. **SDG 14: Life Below Water** – By focusing on financial accountability in fisheries management, the course supports sustainable practices that protect marine ecosystems and ensure the conservation of aquatic resources. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of transparency, accountability, and strong governance in fisheries management, promoting justice and effective institutions. 8. **SDG 17: Partnerships for the Goals** – The course may emphasize the role of collaboration among stakeholders, including government agencies, NGOs, and businesses, to improve financial practices and resource management in fisheries. These SDGs reflect the course’s focus on integrating accounting principles with sustainable practices in the fisheries and marine sectors, promoting economic development, social equity, and environmental stewardship. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04121203 | Ekonomi Sumberdaya Perikanan | Fisheries Resource Economics | The Fisheries Resource Economics course examines the economic principles and tools used to analyze fishery resources and their management. It covers topics such as resource allocation, market dynamics, valuation of ecosystem services, and the impact of fishing practices on economic sustainability. Students learn to evaluate policies, assess the economic implications of fishing regulations, and develop strategies for sustainable resource use. | 1. **SDG 1: No Poverty** – The course examines how effective management and economic valuation of fisheries resources can improve livelihoods and reduce poverty in fishing communities. 2. **SDG 2: Zero Hunger** – By exploring the economic aspects of fisheries production, the course contributes to food security and nutrition, ensuring sustainable fish supply for communities. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fisheries as a source of employment and economic growth, promoting sustainable practices that lead to decent work opportunities. 4. **SDG 10: Reduced Inequalities** – It may address issues of equity in resource allocation and access to fisheries resources, promoting fair opportunities for marginalized groups within the sector. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable economic practices in fisheries, focusing on efficient resource use and minimizing waste. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, promoting practices that protect marine ecosystems and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – The course highlights the importance of collaboration among various stakeholders, including government, industry, and communities, to improve fisheries management and resource allocation. 8. **SDG 4: Quality Education** – The course may promote understanding of economic theories and practices related to fisheries management, fostering education and capacity building within the sector. These SDGs reflect the course’s focus on integrating economic principles with sustainable resource management practices, promoting social equity, economic development, and environmental sustainability in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110102 | Dasar-Dasar Manajemen | Management Basics | The Management Basics course introduces students to fundamental principles and practices of management across various organizational contexts. It covers key topics such as planning, organizing, leading, and controlling resources to achieve organizational goals. Students explore essential management theories, decision-making processes, and communication strategies. | 1. **SDG 4: Quality Education** – The course aims to provide foundational management knowledge and skills, contributing to education and capacity building in various sectors. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes principles of effective management that can lead to improved productivity, economic growth, and job creation in organizations. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may address the role of management in fostering innovation and improving infrastructure, encouraging sustainable industrial practices. 4. **SDG 10: Reduced Inequalities** – It may explore how effective management practices can promote diversity, equity, and inclusion within organizations, helping to reduce inequalities in the workplace. 5. **SDG 12: Responsible Consumption and Production** – The course can cover sustainable management practices that promote responsible resource use, waste reduction, and efficient operations. 6. **SDG 16: Peace, Justice, and Strong Institutions** – It may highlight the importance of ethical management practices, transparency, and accountability in building strong institutions and promoting good governance. 7. **SDG 17: Partnerships for the Goals** – The course can emphasize the importance of collaboration and partnerships among stakeholders in achieving organizational and societal goals. These SDGs reflect the course’s focus on equipping students with essential management skills and knowledge that contribute to sustainable development, economic growth, and social equity in various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04110303 | Ekonomi Mikro | Microeconomics | The Microeconomics course focuses on the behavior of individuals and firms in making decisions regarding the allocation of resources. It covers key concepts such as supply and demand, elasticity, market structures (perfect competition, monopoly, oligopoly), and the role of consumer choice. Students learn to analyze how these factors influence pricing, production, and overall economic efficiency. | 1. **SDG 1: No Poverty** – The course explores how microeconomic principles can inform policies and practices aimed at reducing poverty and improving living standards. 2. **SDG 2: Zero Hunger** – Microeconomics examines supply and demand dynamics in food markets, contributing to understanding how to enhance food security and nutrition through efficient resource allocation. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the role of microeconomic factors in promoting economic growth, job creation, and sustainable business practices. 4. **SDG 10: Reduced Inequalities** – It addresses issues of market access and income distribution, exploring how microeconomic policies can help reduce inequalities within economies. 5. **SDG 12: Responsible Consumption and Production** – The course may discuss consumer behavior and the efficient use of resources, promoting sustainable consumption practices. 6. **SDG 13: Climate Action** – Microeconomics can contribute to understanding the economic impacts of environmental policies and the allocation of resources for climate mitigation and adaptation strategies. 7. **SDG 17: Partnerships for the Goals** – The course may highlight the importance of collaboration between economic agents, including businesses, consumers, and governments, in achieving efficient market outcomes and sustainable development. These SDGs reflect the course’s focus on applying microeconomic principles to real-world issues, contributing to sustainable development, economic growth, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120102 | Pengantar Sosial Ekonomi Perikanan | Introduction to the Socioeconomics of Fisheries | The Introduction to the Socioeconomics of Fisheries course explores the interplay between social, economic, and environmental factors in the fisheries sector. It covers key topics such as the livelihoods of fishing communities, resource allocation, market dynamics, and the impact of policies on fishery sustainability. | 1. **SDG 1: No Poverty** – The course examines how the fisheries sector contributes to the livelihoods of fishing communities, exploring strategies to alleviate poverty and enhance economic well-being. 2. **SDG 2: Zero Hunger** – It addresses the role of fisheries in food security and nutrition, emphasizing sustainable practices that ensure a stable supply of fish and seafood. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of fisheries for job creation and economic growth, promoting sustainable and equitable economic opportunities in the sector. 4. **SDG 10: Reduced Inequalities** – It explores social dynamics and inequalities within fishing communities, promoting equitable access to resources and opportunities for marginalized groups. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable management practices in fisheries, focusing on responsible consumption and production of fishery products. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of aquatic resources, highlighting practices that protect marine biodiversity and ensure the sustainability of fish stocks. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course may cover governance structures and the importance of community participation in fisheries management, promoting social justice and effective institutions. 8. **SDG 17: Partnerships for the Goals** – The course highlights the significance of collaboration among stakeholders, including governments, NGOs, and fishing communities, in promoting sustainable fisheries management and socioeconomic development. These SDGs reflect the course’s focus on understanding the complex interactions between social and economic factors in the fisheries sector, promoting sustainable practices and community resilience. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120203 | Ekonomi Makro | Macroeconomics | The Macroeconomics course examines the economy as a whole, focusing on aggregate indicators and the overall functioning of economic systems. It covers key concepts such as gross domestic product (GDP), inflation, unemployment, fiscal and monetary policy, and international trade. Students learn to analyze economic fluctuations, assess government policies, and understand the relationships between different sectors of the economy. | 1. **SDG 1: No Poverty** – The course examines economic policies and indicators that can help reduce poverty levels and improve living standards in various populations. 2. **SDG 2: Zero Hunger** – Macroeconomic principles can be applied to understand agricultural productivity, food supply, and the economic factors affecting food security. 3. **SDG 3: Good Health and Well-being** – The course may explore the relationship between economic growth and health outcomes, emphasizing how macroeconomic policies can improve healthcare access and quality. 4. **SDG 8: Decent Work and Economic Growth** – A central theme of the course is promoting sustainable economic growth and job creation, understanding the dynamics of employment, inflation, and overall economic performance. 5. **SDG 10: Reduced Inequalities** – It addresses issues of income distribution, wealth inequality, and the impact of macroeconomic policies on different socioeconomic groups. 6. **SDG 12: Responsible Consumption and Production** – Macroeconomics explores how economic growth can be aligned with sustainable consumption and production patterns, promoting resource efficiency. 7. **SDG 13: Climate Action** – The course may discuss the economic impacts of climate change and the role of macroeconomic policies in promoting climate resilience and sustainability. 8. **SDG 17: Partnerships for the Goals** – Macroeconomics highlights the importance of international cooperation and partnerships in addressing global economic challenges and achieving sustainable development goals. These SDGs reflect the course’s focus on applying macroeconomic theories and principles to real-world issues, promoting sustainable development, economic growth, and social equity. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120303 | Ekonomi Produksi | Production Economics | The Production Economics course focuses on the analysis of production processes and the efficient allocation of resources in various industries. It covers key concepts such as production functions, cost structures, economies of scale, and the relationship between inputs and outputs. Students learn to evaluate production efficiency, make decisions regarding resource use, and analyze the impacts of technology and innovation on productivity. | 1. **SDG 1: No Poverty** – The course examines how efficient production systems can improve livelihoods and contribute to poverty alleviation in various sectors. 2. **SDG 2: Zero Hunger** – It focuses on agricultural and fisheries production efficiency, exploring how to optimize food production systems to ensure food security and nutrition. 3. **SDG 8: Decent Work and Economic Growth** – The course emphasizes the importance of productive efficiency and innovation in promoting economic growth and creating decent work opportunities. 4. **SDG 9: Industry, Innovation, and Infrastructure** – It may cover the role of production technologies and infrastructure in enhancing productivity and fostering innovation in various industries. 5. **SDG 12: Responsible Consumption and Production** – A central theme of the course is promoting sustainable production practices that minimize waste, enhance resource efficiency, and reduce environmental impact. 6. **SDG 13: Climate Action** – The course may discuss the relationship between production practices and climate change, focusing on strategies for sustainable production that mitigate environmental impacts. 7. **SDG 14: Life Below Water** – In the context of fisheries and marine resources, the course addresses sustainable production methods that protect aquatic ecosystems and ensure the long-term viability of fish stocks. 8. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among stakeholders in optimizing production systems and achieving sustainable development objectives. These SDGs reflect the course’s focus on integrating economic principles with sustainable production practices, promoting efficiency, social equity, and environmental stewardship in various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120403 | Ekonomi Perusahaan Perikanan | Economics of Fishing Companies | The Economics of Fishing Companies course examines the financial and economic principles specific to fishing enterprises. It covers key topics such as cost structures, pricing strategies, market analysis, and the economic impact of regulations on fishing businesses. Students learn to assess the viability of fishing operations, evaluate resource allocation, and develop business strategies that promote sustainability and profitability. | 1. **SDG 1: No Poverty** – The course examines how the economic performance of fishing companies can impact the livelihoods of communities dependent on fisheries, addressing poverty alleviation strategies. 2. **SDG 2: Zero Hunger** – It emphasizes the importance of fishing companies in ensuring food security and nutrition, exploring how economic decisions affect the availability and sustainability of fish resources. 3. **SDG 8: Decent Work and Economic Growth** – The course focuses on the role of fishing companies in job creation, economic growth, and the promotion of decent working conditions within the fisheries sector. 4. **SDG 10: Reduced Inequalities** – It may explore the distribution of resources and wealth within the fishing industry, addressing issues related to equity and access for marginalized groups. 5. **SDG 12: Responsible Consumption and Production** – A central theme of the course is the promotion of sustainable business practices within fishing companies, focusing on responsible resource use and minimizing environmental impacts. 6. **SDG 14: Life Below Water** – The course addresses the sustainable management of marine resources, exploring how fishing companies can contribute to the conservation of aquatic ecosystems and ensure the long-term viability of fish stocks. 7. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration between fishing companies, government agencies, and communities to achieve sustainable fisheries management and economic development. 8. **SDG 16: Peace, Justice, and Strong Institutions** – The course may cover governance structures and the importance of transparency and accountability in the operations of fishing companies. These SDGs reflect the course’s focus on understanding the economic dynamics of fishing companies and their role in promoting sustainability, economic development, and social equity within the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L04120503 | Penyuluhan dan Komunikasi Perikanan | Fisheries Extension and Communication | The Fisheries Extension and Communication course focuses on the methods and strategies used to disseminate information and promote best practices in fisheries management. It covers key topics such as stakeholder engagement, community-based approaches, and the role of communication in enhancing awareness and capacity building among fishers and coastal communities. Students learn to develop effective extension programs, utilize various communication tools, and assess the impact of outreach efforts. | 1. **SDG 1: No Poverty** – The course focuses on strategies to improve the livelihoods of fishing communities through effective extension services and communication, aiming to alleviate poverty. 2. **SDG 2: Zero Hunger** – It emphasizes the role of fisheries in food security and nutrition, promoting communication strategies that enhance awareness of sustainable fishing practices and fish consumption. 3. **SDG 4: Quality Education** – The course aims to improve education and knowledge transfer among fishing communities, fostering skills and understanding related to sustainable fisheries management. 4. **SDG 10: Reduced Inequalities** – It may address issues related to access to information and resources, ensuring that marginalized communities receive the necessary support to engage in sustainable fishing practices. 5. **SDG 12: Responsible Consumption and Production** – The course promotes awareness of sustainable fishing practices and resource management, encouraging responsible consumption of fishery products. 6. **SDG 14: Life Below Water** – A central theme of the course is the sustainable management of marine resources, focusing on communication strategies that promote conservation and biodiversity. 7. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of transparent communication and community engagement in fisheries governance, fostering social cohesion and effective institutions. 8. **SDG 17: Partnerships for the Goals** – It emphasizes the significance of collaboration among stakeholders, including government agencies, NGOs, and fishing communities, to achieve sustainable fisheries management and development. These SDGs reflect the course’s focus on the importance of communication and extension services in promoting sustainable practices, enhancing community resilience, and supporting the overall development of the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110103 | Kimia Pangan | Food Chemistry | Food Chemistry is a university course that examines the chemical composition and behavior of food substances. It covers topics such as the structure and functions of macromolecules (proteins, carbohydrates, and lipids), vitamins, minerals, and the biochemical processes involved in food preservation, processing, and flavor development. | 1. **SDG 2: Zero Hunger** – Understanding food composition and nutrition helps address food security and improve dietary quality. 2. **SDG 3: Good Health and Well-being** – Knowledge of food chemistry can contribute to better health outcomes through nutrition science and food safety. 3. **SDG 12: Responsible Consumption and Production** – Examining food processing, preservation, and waste management aligns with sustainable practices in food production. 4. **SDG 13: Climate Action** – Understanding the environmental impact of food production and processing can help develop more sustainable food systems. 5. **SDG 17: Partnerships for the Goals** – Collaboration between academia, industry, and government in food research can promote innovation and sustainable practices. Courses often touch on these goals through topics like food safety, nutrition, sustainable practices, and the environmental impact of food systems. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132904 | Kuliah Kerja Nyata (KKN) | Real Work Lectures (KKN) | Real Work Lectures (KKN) is a university course designed to provide students with practical, hands-on experience in community engagement and development. Students typically collaborate with local communities on projects that address social, economic, or environmental issues. | 1. **SDG 1: No Poverty** – Engaging in community development projects can help alleviate poverty and improve livelihoods. 2. **SDG 3: Good Health and Well-being** – Initiatives focused on health education and access to healthcare can promote overall well-being in communities. 3. **SDG 4: Quality Education** – Providing educational support or resources contributes to inclusive and equitable quality education. 4. **SDG 11: Sustainable Cities and Communities** – Projects aimed at improving infrastructure or community planning can enhance urban sustainability and resilience. 5. **SDG 13: Climate Action** – Activities that address environmental issues or promote sustainability can contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaborating with local organizations and stakeholders fosters partnerships that advance sustainable development. These courses typically emphasize practical application of knowledge to address real-world challenges, aligning with the principles of the SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06140102 | Seminar Akhir | Final Seminar | The Final Seminar is a university course that serves as a capstone experience for students nearing the completion of their degree program. In this course, students present their research projects, theses, or significant coursework to peers and faculty. | 1. **SDG 4: Quality Education** – Engaging in discussions and presentations fosters critical thinking and knowledge sharing, enhancing educational outcomes. 2. **SDG 8: Decent Work and Economic Growth** – If the seminar involves professional development or entrepreneurship, it can support economic growth and employment. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Presenting research or projects related to innovation can contribute to sustainable industrial development. 4. **SDG 12: Responsible Consumption and Production** – Topics on sustainability practices and responsible resource use can be central to the discussions. 5. **SDG 17: Partnerships for the Goals** – Collaborative projects and interdisciplinary approaches can promote partnerships that enhance sustainable development. By integrating research findings and discussions on societal challenges, a Final Seminar can effectively contribute to advancing multiple SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course is a culminating academic experience for students, typically undertaken in their final year of study. In this course, students conduct independent research on a topic related to their field, guided by a faculty advisor. | 1. **SDG 4: Quality Education** – Research can contribute to knowledge generation and educational improvements. 2. **SDG 3: Good Health and Well-being** – Theses related to health sciences, public health, or nutrition can address health-related issues and promote well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Projects focused on technological advancements or sustainable industrial practices contribute to innovation. 4. **SDG 12: Responsible Consumption and Production** – Research on sustainable practices in various industries can promote responsible resource use and waste management. 5. **SDG 13: Climate Action** – Theses addressing environmental issues, climate change, or sustainability can directly relate to this goal. 6. **SDG 17: Partnerships for the Goals** – Projects that involve collaboration with community organizations or industries can strengthen partnerships for sustainable development. By tackling real-world challenges and contributing new insights, a thesis can significantly align with and advance multiple SDGs. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110302 | Dasar-Dasar Teknologi Hasil Perikanan | Basics of Fishery Product Technology | The Basics of Fishery Product Technology course introduces students to the fundamental principles of processing, preserving, and quality control of fish and seafood products. It covers topics such as fish biology, harvesting techniques, post-harvest handling, and the various methods of processing (e.g., freezing, drying, canning). | 1. **SDG 2: Zero Hunger** – Focusing on fishery products contributes to food security and nutrition, as fish is a vital source of protein and nutrients. 2. **SDG 12: Responsible Consumption and Production** – Understanding sustainable fishing practices and seafood processing can promote responsible resource management and reduce waste. 3. **SDG 14: Life Below Water** – This goal is directly related to the sustainable use of marine resources, including fisheries management and conservation of aquatic ecosystems. 4. **SDG 3: Good Health and Well-being** – Promoting healthy fishery products can improve public health by providing nutritious food options. 5. **SDG 8: Decent Work and Economic Growth** – The course may address the economic aspects of the fishing industry, contributing to livelihoods and employment opportunities. 6. **SDG 17: Partnerships for the Goals** – Collaboration with local communities, industries, and researchers can strengthen sustainable practices in fisheries. By exploring these topics, the course can help advance multiple SDGs related to food security, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131203 | Teknologi Proses Thermal Hasil Perikanan | Thermal Process Technology for Fishery Products | The Thermal Process Technology for Fishery Products course focuses on the application of thermal processing methods to enhance the safety, quality, and shelf life of fish and seafood products. Topics covered include the principles of heat transfer, various thermal processing techniques (such as blanching, pasteurization, and sterilization), and their effects on microbial inactivation and nutrient retention. | 1. **SDG 2: Zero Hunger** – By focusing on methods to preserve fishery products, the course contributes to food security and the availability of nutritious food. 2. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable processing techniques, minimizing waste and enhancing resource efficiency in the seafood industry. 3. **SDG 14: Life Below Water** – Teaching sustainable practices in fish processing can help protect marine ecosystems by promoting responsible fishing and processing methods. 4. **SDG 3: Good Health and Well-being** – Ensuring safe and nutritious fishery products contributes to public health, as fish is an important source of protein and omega-3 fatty acids. 5. **SDG 8: Decent Work and Economic Growth** – Understanding thermal processing technologies can enhance the economic viability of the fishing industry, providing jobs and improving livelihoods. 6. **SDG 17: Partnerships for the Goals** – Collaboration with stakeholders in the fishing and processing sectors can foster innovation and improve sustainability practices. By addressing these areas, the course can support efforts toward achieving multiple SDGs related to food security, health, and sustainable industry practices. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131303 | Perencanaan Industri Hasil Perikanan | Fishery Products Industry Planning | The Fishery Products Industry Planning course explores the strategic and operational aspects of the fish and seafood industry. Students learn about market analysis, production planning, supply chain management, and the economic principles that drive the fishery sector. | 1. **SDG 2: Zero Hunger** – Planning in the fishery sector can enhance food security and ensure sustainable access to nutritious seafood. 2. **SDG 8: Decent Work and Economic Growth** – Effective industry planning supports economic development, job creation, and sustainable livelihoods in fishing communities. 3. **SDG 12: Responsible Consumption and Production** – The course can focus on sustainable practices in the fishery industry, promoting efficient resource use and minimizing waste. 4. **SDG 14: Life Below Water** – Planning for sustainable fisheries management helps protect marine ecosystems and biodiversity, ensuring the long-term viability of fish stocks. 5. **SDG 1: No Poverty** – By fostering a sustainable fishery industry, the course can contribute to poverty alleviation in coastal and fishing communities. 6. **SDG 17: Partnerships for the Goals** – Industry planning often involves collaboration among various stakeholders, including government, industry, and local communities, to achieve sustainable outcomes. By addressing these aspects, the course can significantly contribute to advancing multiple SDGs related to food security, economic growth, and environmental sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131403 | Sanitasi dan Hygiene Indsutri Perikanan | Fisheries Industry Sanitation and Hygiene | The course “Sanitasi dan Higiene Industri Perikanan” focuses on sanitation and hygiene practices within the fishery industry. It covers essential topics such as food safety, quality control, and the prevention of contamination in fish processing and handling. | 1. **SDG 2: Zero Hunger** – Ensuring safe and hygienic fishery products contributes to food security and public health by providing nutritious food. 2. **SDG 3: Good Health and Well-being** – Promoting sanitation and hygiene in the fisheries sector helps prevent foodborne illnesses, supporting overall health and well-being. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by implementing sustainable practices in fish handling and processing to minimize waste and promote safety. 4. **SDG 14: Life Below Water** – Sustainable practices in the fisheries industry contribute to the conservation of aquatic ecosystems and the responsible use of marine resources. 5. **SDG 8: Decent Work and Economic Growth** – By improving sanitation and hygiene standards, the course can enhance the economic viability of the fisheries sector and create safer working conditions. 6. **SDG 1: No Poverty** – Ensuring a safe and hygienic fishery industry can contribute to the economic stability of fishing communities, helping to alleviate poverty. By addressing these goals, the course supports efforts toward sustainable practices in the fisheries industry, public health, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131503 | Sistem Sertifikasi Produk Perikanan | Fishery Product Certification System | The course on Fishery Product Certification System typically covers the standards and processes involved in certifying fish and seafood products for safety, sustainability, and quality. It includes topics such as regulatory frameworks, certification bodies, traceability, quality assurance practices, and environmental impacts of fishing practices. | 1. **SDG 2: Zero Hunger** – Certification systems can ensure the quality and safety of fishery products, contributing to food security and access to nutritious food. 2. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting sustainable fishing practices and responsible sourcing through certification, reducing waste and encouraging efficient resource use. 3. **SDG 14: Life Below Water** – Certification systems often emphasize sustainable fisheries management, helping to protect marine ecosystems and ensure the long-term viability of fish stocks. 4. **SDG 3: Good Health and Well-being** – Ensuring the safety and quality of fishery products through certification helps prevent foodborne illnesses and supports public health. 5. **SDG 8: Decent Work and Economic Growth** – Certification can enhance the marketability of fishery products, promoting economic growth and creating jobs in the fisheries sector. 6. **SDG 17: Partnerships for the Goals** – The certification process often involves collaboration among stakeholders, including governments, NGOs, and the private sector, fostering partnerships that promote sustainable development. By addressing these areas, the course contributes to advancing multiple SDGs related to food security, health, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131603 | Standarisasi Mutu Produk Hasil Perikanan | Standardization of Quality of Fishery Products | The course on Standardization of Quality of Fishery Products focuses on the principles and practices involved in ensuring consistent quality and safety of fish and seafood products. It covers topics such as quality assessment methods, sensory evaluation, microbiological standards, and regulatory requirements. | 1. **SDG 2: Zero Hunger** – Standardizing the quality of fishery products helps ensure food safety and nutritional value, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Ensuring high quality and safety standards in fishery products helps prevent foodborne illnesses and supports public health. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting sustainable production practices and efficient resource use in the fishery industry through quality standards. 4. **SDG 14: Life Below Water** – Standardization can encourage sustainable fishing practices, helping to protect marine ecosystems and ensure the responsible use of aquatic resources. 5. **SDG 8: Decent Work and Economic Growth** – High-quality standards can enhance marketability and competitiveness of fishery products, fostering economic growth and creating jobs in the sector. 6. **SDG 17: Partnerships for the Goals** – The development and implementation of quality standards often involve collaboration among stakeholders, including industry, government, and research institutions. By addressing these aspects, the course supports efforts toward achieving multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131703 | Peraturan Perlindungan Konsumen dan Undang-Undang Pangan | Consumer Protection Regulations and Food Law | The course on Consumer Protection Regulations and Food Law examines the legal frameworks that ensure the safety and rights of consumers in the food industry. It covers key legislation related to food safety, labeling, packaging, and marketing practices. | 1. **SDG 2: Zero Hunger** – Ensuring that food products meet safety and quality standards helps secure access to safe and nutritious food, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Strong consumer protection and food law regulations help prevent foodborne illnesses and promote overall public health by ensuring food safety. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting transparency and accountability in food production and labeling, encouraging responsible consumption practices. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Effective consumer protection regulations are part of the framework for fair governance and the rule of law, ensuring that consumers’ rights are upheld. 5. **SDG 8: Decent Work and Economic Growth** – Well-regulated food markets can promote fair trade practices and economic growth within the food industry, benefiting both consumers and producers. 6. **SDG 17: Partnerships for the Goals** – Collaboration among governments, NGOs, industry, and consumers is essential for developing effective regulations and ensuring compliance. By addressing these areas, the course supports efforts toward achieving multiple SDGs related to food security, health, consumer rights, and economic sustainability. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131803 | Praktik Kerja Teknologi Hasil Perikanan | Fishery Product Technology Work Practices | The course on Fishery Product Technology Work Practices focuses on the practical aspects of handling, processing, and preserving fish and seafood products. Students learn about various techniques and technologies used in the fishery industry, including methods for filleting, freezing, canning, and smoking. | 1. **SDG 2: Zero Hunger** – Emphasizing the technology and practices for processing and preserving fishery products contributes to food security and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Safe handling and processing practices promote public health by reducing the risk of foodborne illnesses. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by promoting efficient processing methods and minimizing waste in the fishery sector. 4. **SDG 14: Life Below Water** – Implementing sustainable practices in fishery technology supports the conservation of marine resources and ecosystems. 5. **SDG 8: Decent Work and Economic Growth** – Training in best practices enhances the skills of workers in the fishery industry, promoting economic growth and job creation. 6. **SDG 17: Partnerships for the Goals** – Collaboration with industry stakeholders can foster innovation and improve sustainability in fishery product technologies. By focusing on these aspects, the course can significantly contribute to advancing multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130503 | Pengemasan & Penyimpanan Produk Perikanan | Packaging & Storage of Fishery Products | The course on Packaging & Storage of Fishery Products explores the techniques and principles involved in the effective packaging and storage of fish and seafood items to maintain quality and safety. It covers various packaging materials, methods, and technologies, focusing on their impact on shelf life, freshness, and consumer appeal. | 1. **SDG 2: Zero Hunger** – Effective packaging and storage techniques help ensure the safety and quality of fishery products, contributing to food security and access to nutritious food. 2. **SDG 3: Good Health and Well-being** – Proper packaging helps prevent contamination and foodborne illnesses, supporting public health by ensuring that fishery products remain safe for consumption. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed through sustainable packaging solutions that minimize waste and encourage responsible resource use. 4. **SDG 14: Life Below Water** – Promoting sustainable practices in the storage and packaging of fishery products can help reduce environmental impacts and support the conservation of marine resources. 5. **SDG 8: Decent Work and Economic Growth** – Knowledge of effective packaging and storage practices can enhance the competitiveness of fishery products in the market, supporting economic growth and job creation in the sector. 6. **SDG 17: Partnerships for the Goals** – Collaboration with industry stakeholders, researchers, and regulators can foster innovations in packaging that enhance sustainability and safety. By addressing these topics, the course can contribute to advancing multiple SDGs related to food security, health, environmental sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130603 | Pengawasan dan Pengendalian Mutu Hasil Perikanan | Supervision And Quality Control Of Fishery Products | It looks like you may have accidentally repeated your request! If you have a specific university course in mind or a topic you’d like to know about, please let me know, and I’ll be happy to provide a brief description. | 1. **SDG 2: Zero Hunger** – Ensuring high standards of quality control in fishery products helps guarantee food safety and nutritional value, contributing to food security. 2. **SDG 3: Good Health and Well-being** – Effective supervision and quality control measures prevent foodborne illnesses, promoting public health by ensuring safe consumption of fishery products. 3. **SDG 12: Responsible Consumption and Production** – This goal is addressed by implementing quality assurance practices that promote sustainability and reduce waste in the fishery industry. 4. **SDG 14: Life Below Water** – Quality control measures support sustainable fishing practices and responsible resource management, helping to protect marine ecosystems. 5. **SDG 8: Decent Work and Economic Growth** – Proper supervision and quality control can enhance product competitiveness and marketability, supporting economic growth and job creation in the fisheries sector. 6. **SDG 17: Partnerships for the Goals** – Collaboration with stakeholders, including industry, regulatory bodies, and researchers, is essential for developing and maintaining quality standards. By focusing on these areas, the course can significantly contribute to advancing multiple SDGs related to food security, health, sustainability, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130703 | Teknologi Transportasi Produk Perikanan | Fishery Product Transportation Technology | The course on Fishery Product Transportation Technology focuses on the logistics and transportation methods used to move fish and seafood products from processing facilities to market. Students learn about the importance of maintaining product quality and safety during transportation, including temperature control, packaging techniques, and handling practices. | 1. **Goal 2: Zero Hunger** – Efficient transportation of fishery products can help reduce food loss and improve food security, ensuring that nutritious food reaches those in need. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in the transportation and handling of fishery products, promoting waste reduction and responsible sourcing. 3. **Goal 14: Life Below Water** – Encourages sustainable management of marine resources, including responsible transportation practices that minimize environmental impact. 4. **Goal 13: Climate Action** – Addresses the need for sustainable transport solutions that reduce greenhouse gas emissions associated with the fishing industry. By covering these areas, the course supports a holistic approach to sustainability in fisheries and transportation. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130803 | Penanganan Bahan Baku Industri | Handling of Industrial Raw Materials | The course on Handling of Industrial Raw Materials focuses on the techniques and best practices for managing and processing raw materials used in various industries, including food production, manufacturing, and materials science. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and promoting sustainable industrialization, emphasizing efficient processes in raw material handling. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the use and management of raw materials, promoting waste reduction and efficient resource use. 3. **Goal 13: Climate Action** – Addresses the need for sustainable practices in the handling and processing of materials to reduce carbon footprints and environmental impact. 4. **Goal 8: Decent Work and Economic Growth** – Supports sustainable economic growth by promoting efficient industrial processes and practices that create jobs. These connections highlight the importance of sustainability in industrial operations and resource management. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130903 | Sistem Logistik Hasil Perikanan | Fishery Product Logistics System | It seems like there’s been another repetition in your request! If you specify a particular university course or subject area you’re interested in, I’d be glad to provide a brief description. Just let me know! | 1. **Goal 2: Zero Hunger** – Focuses on efficient logistics systems to reduce food loss and ensure that fishery products are available and accessible, contributing to food security. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable logistics practices that minimize waste and promote responsible sourcing and handling of fishery products. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that logistics systems promote responsible fishing practices and reduce environmental impact. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages the development of efficient logistics infrastructure and innovative solutions for the transportation and storage of fishery products. 5. **Goal 13: Climate Action** – Addresses the need for sustainable logistics solutions that minimize carbon emissions and environmental impact in the fishery sector. These goals reflect the importance of sustainability and efficiency in fishery product logistics and their broader implications for food security and environmental health. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131003 | Pengolahan Hasil Perikanan Modern | Modern Fishery Product Processing | The course on Modern Fishery Product Processing explores contemporary techniques and technologies used in the processing of fish and seafood products. Students learn about various processing methods, including filleting, freezing, canning, smoking, and value-added product development. | 1. **Goal 2: Zero Hunger** – Enhances food security by improving the processing methods that reduce waste and extend the shelf life of fishery products. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in processing, emphasizing waste reduction, resource efficiency, and responsible sourcing of raw materials. 3. **Goal 14: Life Below Water** – Supports sustainable fishing practices and responsible management of marine resources, ensuring that processing methods do not harm ecosystems. 4. **Goal 8: Decent Work and Economic Growth** – Encourages job creation and economic growth in the fishery sector through the development of innovative processing technologies and practices. 5. **Goal 13: Climate Action** – Addresses the need for energy-efficient processing techniques that reduce greenhouse gas emissions and minimize environmental impact. These connections highlight the role of modern fishery processing in promoting sustainability, food security, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06131103 | Pengolahan Hasil Perikanan Tradisional | Processing of Traditional Fishery Products | The course on Processing of Traditional Fishery Products focuses on the methods and techniques used in the preservation and processing of fish and seafood products using traditional practices. Students explore various processing methods such as salting, drying, smoking, and fermentation, which have been utilized for centuries. | 1. **Goal 2: Zero Hunger** – Supports food security by improving traditional processing methods that help preserve fishery products and reduce waste. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable processing practices that minimize waste and promote the efficient use of resources in traditional fishery processing. 3. **Goal 14: Life Below Water** – Promotes sustainable management of marine resources and encourages traditional practices that do not over-exploit fish populations. 4. **Goal 8: Decent Work and Economic Growth** – Highlights the importance of traditional fishery processing as a source of livelihood, promoting job creation and economic development in local communities. 5. **Goal 11: Sustainable Cities and Communities** – Supports local food systems and traditional practices, contributing to community resilience and sustainability. These goals emphasize the importance of integrating traditional knowledge and sustainable practices in the processing of fishery products to enhance food security and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121203 | Teknik Laboratorium Hasil Perikanan | Fishery Products Laboratory Techniques | The course on Fishery Products Laboratory Techniques focuses on the analytical and practical skills necessary for assessing the quality and safety of fish and seafood products. Students learn various laboratory techniques used to analyze chemical, microbiological, and sensory attributes of fishery products. | 1. **Goal 2: Zero Hunger** – Ensures the safety and quality of fishery products through laboratory testing, contributing to food security and public health. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by analyzing and improving the quality and safety of fishery products, which helps reduce waste and ensure responsible sourcing. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by promoting the responsible use and testing of fishery products, ensuring they are harvested sustainably. 4. **Goal 3: Good Health and Well-being** – Focuses on ensuring the safety of fishery products, which is crucial for public health and nutrition. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in laboratory techniques that can lead to innovation in fishery product processing and quality control. These connections highlight the critical role of laboratory techniques in ensuring food safety, sustainability, and public health in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121303 | Uji Sensoris dan Fisik Hasil Perikanan | Sensory and Physical Tests of Fishery Results | The course on Sensory and Physical Tests of Fishery Products focuses on the evaluation of fish and seafood quality through sensory analysis and physical testing methods. Students learn how to assess attributes such as appearance, texture, aroma, and taste using standardized sensory evaluation techniques. | 1. **Goal 2: Zero Hunger** – Ensures the quality and safety of fishery products through sensory and physical testing, contributing to food security and nutrition. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by assessing product quality, which can reduce waste and enhance consumer trust in fishery products. 3. **Goal 14: Life Below Water** – Encourages responsible fishing practices by emphasizing the importance of quality standards and sustainability in fishery products. 4. **Goal 3: Good Health and Well-being** – Focuses on the safety and sensory quality of food, which is crucial for public health and consumer satisfaction. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Supports the development of testing methods that can lead to innovations in quality control and processing within the fishery industry. These goals illustrate the significance of sensory and physical testing in promoting sustainability, quality assurance, and public health in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121403 | Uji Kimia dan Mikrobiologi Hasil Perikanan | Chemical and Microbiological Tests of Fishery Products | The course on Chemical and Microbiological Tests of Fishery Products focuses on the analytical methods used to assess the safety and quality of fish and seafood. Students learn various chemical testing techniques to detect contaminants, such as heavy metals, histamines, and additives, as well as nutritional composition analysis. | 1. **Goal 2: Zero Hunger** – Ensures food safety and quality through rigorous testing, contributing to food security and nutritional standards. 2. **Goal 3: Good Health and Well-being** – Focuses on the detection of harmful substances and pathogens, safeguarding public health and ensuring safe consumption of fishery products. 3. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by ensuring that fishery products meet safety and quality standards, which helps reduce waste and enhance consumer confidence. 4. **Goal 14: Life Below Water** – Supports sustainable fishing practices by monitoring the safety and quality of fishery products, encouraging responsible harvesting methods. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in testing methods and technologies, leading to innovations in quality control within the fishery sector. These goals highlight the critical role of chemical and microbiological testing in ensuring the safety, quality, and sustainability of fishery products. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130103 | Metodologi Penelitian dan Rancangan Percobaan | Research Methodology and Experimental Design | The course on Research Methodology and Experimental Design provides students with a comprehensive understanding of the principles and techniques involved in conducting scientific research. Students learn how to formulate research questions, develop hypotheses, and design experiments that effectively test their hypotheses. | 1. **Goal 4: Quality Education** – Enhances the ability to conduct research effectively, promoting critical thinking and scientific inquiry in educational settings. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Supports the development of innovative research methods that can lead to advancements in various fields, including science and technology. 3. **Goal 3: Good Health and Well-being** – Facilitates research that can improve health outcomes through better experimental designs in medical and environmental studies. 4. **Goal 12: Responsible Consumption and Production** – Encourages research into sustainable practices and innovations that can lead to more responsible resource use and waste management. 5. **Goal 13: Climate Action** – Promotes research methodologies that can address climate change issues, facilitating the design of experiments to study environmental impacts and mitigation strategies. By equipping students with essential research skills, this course plays a vital role in advancing knowledge and supporting sustainable development across various sectors. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130203 | Bioteknologi Hasil Perikanan | Biotechnology of Fishery Products | The course on Biotechnology of Fishery Products explores the application of biotechnological methods in the production, preservation, and enhancement of fish and seafood products. Students learn about microbial fermentation, enzymatic processes, and genetic modifications that can improve product quality, shelf life, and nutritional value. | 1. **Goal 2: Zero Hunger** – Explores biotechnological advancements that can enhance the nutritional value and safety of fishery products, contributing to food security. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices through biotechnological innovations that reduce waste and improve the efficiency of fishery product processing. 3. **Goal 14: Life Below Water** – Supports sustainable aquaculture and fisheries management through biotechnological applications, promoting responsible harvesting and resource management. 4. **Goal 3: Good Health and Well-being** – Focuses on improving food safety and quality, as well as developing functional foods that can enhance health outcomes. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in biotechnology that can lead to new products and processes in the fishery sector, enhancing competitiveness and sustainability. These goals underscore the importance of biotechnology in advancing sustainability, food security, and public health within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130303 | Manajemen Industri Hasil Perikanan | Fishery Products Industry Management | The course on Fishery Products Industry Management focuses on the principles and practices essential for effectively managing operations within the fishery products sector. Students learn about supply chain management, marketing strategies, financial planning, and regulatory compliance specific to the fishery industry. | 1. **Goal 2: Zero Hunger** – Focuses on managing fishery resources efficiently to ensure food security and the availability of nutritious fish products. 2. **Goal 8: Decent Work and Economic Growth** – Promotes sustainable economic growth and job creation in the fishery sector by emphasizing effective management practices. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the fishery industry, including waste reduction, responsible sourcing, and efficient resource management. 4. **Goal 14: Life Below Water** – Supports sustainable management of marine resources, promoting practices that protect aquatic ecosystems while ensuring industry viability. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructures and promoting innovation in fishery product management and processing. These connections highlight the role of effective management in promoting sustainability, economic development, and food security in the fishery products industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06130403 | Diversifikasi dan Pengembangan Produk Perikanan | Diversification and Development of Fishery Products | The course on Diversification and Development of Fishery Products focuses on strategies for expanding and enhancing the range of fish and seafood offerings in the market. Students learn about product innovation, value-added processing, and the importance of sustainability in developing new fishery products. | 1. **Goal 2: Zero Hunger** – Promotes food security by encouraging the development of a variety of fishery products, which can help meet diverse nutritional needs. 2. **Goal 8: Decent Work and Economic Growth** – Supports economic development and job creation in the fishery sector through the diversification of products and markets. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the production and marketing of fishery products, promoting resource efficiency and waste reduction. 4. **Goal 14: Life Below Water** – Advocates for sustainable management and utilization of marine resources, ensuring that diversification efforts do not harm aquatic ecosystems. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in product development and processing techniques, enhancing the competitiveness of the fishery sector. These connections emphasize the importance of diversification in promoting sustainability, economic growth, and food security within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120503 | Teknologi Refrigerasi Hasil Perikanan | Fishery Product Refrigeration Technology | The course on Fishery Product Refrigeration Technology focuses on the principles and applications of refrigeration methods used to preserve fish and seafood products. Students learn about the importance of temperature control in maintaining product quality, safety, and shelf life. | 1. **Goal 2: Zero Hunger** – Ensures the preservation and safety of fishery products through effective refrigeration, reducing food waste and improving food security. 2. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices by minimizing spoilage and waste in the fish supply chain, enhancing resource efficiency. 3. **Goal 14: Life Below Water** – Supports sustainable fisheries by ensuring that fishery products are handled and stored properly, maintaining their quality and safety. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in refrigeration technology, leading to improved infrastructure and efficiency in the fishery sector. 5. **Goal 13: Climate Action** – Addresses energy-efficient refrigeration solutions that reduce the carbon footprint of fish processing and transportation. These goals highlight the role of refrigeration technology in promoting sustainability, food security, and efficiency within the fishery industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120603 | Teknologi Pemanfaatan Makroalga dan Mikroalga | Technology for Utilizing Macroalgae and Microalgae | The course on Technology for Utilizing Macroalgae and Microalgae focuses on the various applications and processing techniques of these aquatic organisms in food, nutrition, pharmaceuticals, and biofuels. | 1. **Goal 2: Zero Hunger** – Explores the use of macroalgae and microalgae as sustainable food sources, contributing to food security and nutrition. 2. **Goal 12: Responsible Consumption and Production** – Promotes the sustainable utilization of algae, encouraging resource efficiency and waste reduction in production processes. 3. **Goal 14: Life Below Water** – Supports the sustainable harvesting and cultivation of marine resources, including algae, promoting ecosystem health. 4. **Goal 3: Good Health and Well-being** – Investigates the nutritional and health benefits of algae, contributing to improved diets and health outcomes. 5. **Goal 13: Climate Action** – Highlights the potential of algae in carbon sequestration and as a renewable resource for biofuels, helping mitigate climate change. 6. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the processing and utilization of algae for various applications, from food to bioenergy. These connections emphasize the role of algae technology in promoting sustainability, health, and economic development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120703 | Aditif Bahan Pangan | Food Additives | The course on Food Additives explores the types, functions, and regulations surrounding substances added to food products to enhance flavor, appearance, texture, and shelf life. Students learn about various categories of additives, including preservatives, emulsifiers, thickeners, colorants, and flavor enhancers. | 1. **Goal 2: Zero Hunger** – Addresses food preservation and safety through the use of additives that enhance shelf life and nutritional value, contributing to food security. 2. **Goal 3: Good Health and Well-being** – Focuses on the safety and health implications of food additives, promoting consumer health through informed choices and regulations. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in food production by examining the use and regulation of additives to minimize waste and ensure quality. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Supports innovation in food technology and processing, leading to the development of new additives that can enhance food quality and safety. 5. **Goal 17: Partnerships for the Goals** – Emphasizes collaboration among industry, regulators, and researchers to ensure the safe use of food additives and to promote public awareness. These connections highlight the importance of understanding food additives in promoting health, sustainability, and innovation in the food industry. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120803 | Teknologi By-Product Hasil Perikanan | Fishery Product By-Product Technology | The course on Fishery Product By-Product Technology focuses on the innovative utilization of by-products generated during fish processing. Students learn about various types of by-products, such as skin, bones, scales, and offal, and their potential applications in food, cosmetics, nutraceuticals, and animal feed. | 1. **Goal 2: Zero Hunger** – Promotes the utilization of by-products to enhance food security by creating additional food sources and reducing waste in the fishery sector. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices by maximizing resource use and minimizing waste, promoting a circular economy within the fish industry. 3. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that by-products are utilized responsibly, reducing the environmental impact of fishing practices. 4. **Goal 8: Decent Work and Economic Growth** – Creates opportunities for job creation and economic development through the innovation and processing of fishery by-products. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages advancements in technology and processes that can effectively utilize fishery by-products, enhancing industry resilience and sustainability. These goals emphasize the importance of by-product technology in promoting sustainability, reducing waste, and enhancing economic opportunities in the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120903 | Sistem Manajemen Mutu Hasil Perikanan | Fishery Product Quality Management System | The course on Fishery Product Quality Management System focuses on the frameworks and practices essential for ensuring the quality and safety of fish and seafood products throughout the supply chain. | 1. **Goal 2: Zero Hunger** – Ensures the quality and safety of fishery products, contributing to food security and the availability of nutritious food. 2. **Goal 3: Good Health and Well-being** – Focuses on maintaining high quality and safety standards in fishery products, which is crucial for public health. 3. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in the production and processing of fishery products, encouraging waste reduction and resource efficiency. 4. **Goal 14: Life Below Water** – Supports sustainable management of marine resources by ensuring that fishery products are harvested and processed in an environmentally responsible manner. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages the development and implementation of effective quality management systems that enhance the competitiveness and sustainability of the fishery industry. These connections highlight the critical role of quality management systems in promoting sustainability, health, and economic development within the fishery sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121003 | Pangan Fungsional | Functional Food | The course on Functional Food explores the science and application of foods that offer health benefits beyond basic nutrition. Students learn about the properties of functional foods, which may include bioactive compounds, probiotics, prebiotics, and fortified products. | 1. **SDG 2: Zero Hunger** – Addressing nutrition and food security through the promotion of functional foods that can enhance health and well-being. 2. **SDG 3: Good Health and Well-being** – Focusing on how functional foods can prevent diseases and improve overall health. 3. **SDG 12: Responsible Consumption and Production** – Exploring sustainable practices in the production of functional foods, including waste reduction and sustainable sourcing. 4. **SDG 4: Quality Education** – Providing education on nutrition, food science, and the role of functional foods in health. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and policymakers to promote research and development in functional foods. These connections highlight how functional food education can contribute to broader sustainability and health objectives. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06121103 | Toksikologi Hasil Perikanan | Toxicology of Fishery Products | The course on Toxicology of Fishery Products examines the potential hazards and toxicological risks associated with fish and seafood consumption. Students learn about various toxins, including heavy metals, biotoxins (like those from harmful algal blooms), and chemical contaminants that can accumulate in marine organisms. | 1. **SDG 2: Zero Hunger** – Ensuring food safety and quality in fishery products, which is essential for food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Understanding the health impacts of toxins in fish and seafood, promoting safe consumption. 3. **SDG 14: Life Below Water** – Focusing on the sustainability of marine ecosystems and the effects of pollution and toxins on aquatic life. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in fishing and seafood production to minimize toxic contamination. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration among researchers, industry, and regulatory bodies to address issues related to toxins in fishery products. These connections illustrate the importance of toxicology education in promoting health, sustainability, and responsible practices in fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110203 | Penanganan Hasil Perikanan | Handling of Fishery Products | The course on Handling of Fishery Products focuses on best practices for the safe and efficient handling, storage, and transportation of fish and seafood. Students learn about the critical aspects of maintaining quality and safety, including proper techniques for receiving, processing, and preserving fishery products. | 1. **SDG 2: Zero Hunger** – Ensuring the safety, quality, and availability of fishery products, which are vital for food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Promoting safe handling practices to prevent foodborne illnesses and ensure consumer health. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the handling, processing, and distribution of fishery products to minimize waste and environmental impact. 4. **SDG 14: Life Below Water** – Supporting sustainable fisheries and responsible management practices to protect marine ecosystems. 5. **SDG 17: Partnerships for the Goals** – Fostering collaboration among stakeholders in the fisheries sector, including producers, regulators, and researchers, to enhance practices and policies. These connections highlight how education in the handling of fishery products can contribute to health, sustainability, and food security. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | “23L06110302 “ | “Dasar-Dasar Teknologi Hasil Perikanan “ | “Basics of Fisheries Product Technology” | The course “Basics of Fisheries Product Technology” provides an introductory overview of the principles and practices involved in the processing and production of fish and seafood products. Students learn about the biological and chemical properties of fish, as well as various processing methods such as freezing, smoking, canning, and drying. | 1. **SDG 2: Zero Hunger** – Focusing on the production and processing of fishery products to enhance food security and nutrition. 2. **SDG 3: Good Health and Well-being** – Addressing the nutritional value and safety of fishery products, promoting health through informed consumption. 3. **SDG 12: Responsible Consumption and Production** – Teaching sustainable practices in the processing and handling of fishery products to minimize waste and promote efficient resource use. 4. **SDG 14: Life Below Water** – Emphasizing sustainable fishing practices and the importance of protecting marine ecosystems while ensuring fishery product quality. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaboration among various stakeholders in the fisheries sector, including industry, academia, and government, to advance sustainable practices. These connections highlight the course’s role in promoting sustainability, health, and responsible practices in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06110402 | Dasar-Dasar Mikrobiologi | Basics of Microbiology | The course “Basics of Microbiology” introduces students to the fundamental concepts of microbiology, focusing on the structure, function, and behavior of microorganisms. Topics covered include the classification of bacteria, viruses, fungi, and protozoa, as well as their roles in health, disease, and environmental processes. | 1. **SDG 3: Good Health and Well-being** – Understanding microbiology is crucial for health-related topics, including disease prevention, antibiotic resistance, and the role of microbes in human health. 2. **SDG 6: Clean Water and Sanitation** – Microbiology is essential for studying waterborne pathogens, sanitation, and water treatment processes. 3. **SDG 12: Responsible Consumption and Production** – Knowledge of microbial processes can inform sustainable practices in agriculture, waste management, and biotechnology. 4. **SDG 13: Climate Action** – Microbial contributions to carbon cycling and climate change can be explored, including their roles in greenhouse gas emissions and soil health. 5. **SDG 15: Life on Land** – Microbiology plays a vital role in ecosystems, including soil health, nutrient cycling, and the interactions between microorganisms and plants. These connections can help students understand the broader implications of microbiology in achieving sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120103 | Biokimia Hasil Perikanan | Biochemistry of Fishery Products | The course “Biochemistry of Fishery Products” explores the biochemical composition and processes related to fish and seafood. Students learn about the structure and function of key biomolecules, including proteins, lipids, carbohydrates, and vitamins found in fishery products. | 1. **SDG 2: Zero Hunger** – Understanding the nutritional value and biochemical properties of fishery products can enhance food security and nutrition. 2. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in fishery product processing, waste management, and minimizing environmental impacts. 3. **SDG 14: Life Below Water** – It directly relates to the conservation and sustainable use of marine resources, including the biochemical aspects of fishery products and their role in marine ecosystems. 4. **SDG 3: Good Health and Well-being** – By exploring the health benefits of fishery products, including omega-3 fatty acids and other nutrients, the course can promote dietary choices that improve health. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The biochemistry of fishery products can lead to innovations in food technology, preservation methods, and product development. These connections can help students appreciate the importance of fishery products in both human health and sustainable practices. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120203 | Bahan Baku Industri Hasil Perikanan | Raw Materials for the Fishery Products Industry | The course “Raw Materials for the Fishery Products Industry” focuses on the various raw materials used in the production of fish and seafood products. Students learn about different species of fish and shellfish, their nutritional profiles, and the factors affecting their quality and availability. | 1. **SDG 2: Zero Hunger** – Focusing on sustainable sourcing and utilization of fishery raw materials can contribute to food security and improved nutrition. 2. **SDG 12: Responsible Consumption and Production** – This goal addresses sustainable practices in sourcing, processing, and minimizing waste in the fishery products industry. 3. **SDG 14: Life Below Water** – The course can emphasize the importance of sustainable fisheries management and the conservation of marine ecosystems, focusing on responsible harvesting of raw materials. 4. **SDG 3: Good Health and Well-being** – Understanding the nutritional aspects of fishery raw materials can promote healthy dietary choices. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring innovative practices and technologies in the fishery products industry can foster advancements in production and sustainability. These SDGs highlight the course’s relevance to global challenges in food security, health, and sustainable resource management. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120303 | Nutrisi Hasil Perikanan | Fishery Product Nutrition | The course “Fishery Product Nutrition” examines the nutritional components and health benefits of fish and seafood products. Students learn about the essential nutrients found in these products, including proteins, omega-3 fatty acids, vitamins, and minerals, and their roles in human health. | 1. **SDG 2: Zero Hunger** – This goal relates to improving food security and nutrition through understanding the nutritional benefits of fishery products, which are often rich in essential nutrients. 2. **SDG 3: Good Health and Well-being** – The course can emphasize the health benefits of consuming fish, including omega-3 fatty acids and their role in preventing chronic diseases. 3. **SDG 12: Responsible Consumption and Production** – It can cover sustainable practices related to the consumption of fishery products, encouraging responsible dietary choices. 4. **SDG 14: Life Below Water** – The course can highlight sustainable fishing practices and the importance of preserving marine resources, connecting nutrition to environmental sustainability. 5. **SDG 4: Quality Education** – Educating students about the nutritional value of fishery products contributes to broader public awareness and knowledge about healthy eating. These connections illustrate the importance of fishery product nutrition in promoting health, sustainability, and responsible consumption. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L06120403 | Mikrobiologi Hasil Perikanan | Microbiology of Fishery Products | The course “Microbiology of Fishery Products” focuses on the role of microorganisms in the safety, quality, and preservation of fish and seafood. Students learn about the types of microorganisms commonly associated with fishery products, including spoilage organisms and pathogens. | 1. **SDG 2: Zero Hunger** – Understanding the microbiological aspects of fishery products is crucial for ensuring food safety and quality, which contributes to food security. 2. **SDG 3: Good Health and Well-being** – This goal relates to food safety and the prevention of foodborne illnesses associated with fishery products, as well as the nutritional benefits of consuming safe fish. 3. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in processing and preserving fishery products to minimize waste and environmental impact. 4. **SDG 14: Life Below Water** – By addressing the microbiological health of aquatic ecosystems and the sustainability of fish populations, the course supports the responsible use of marine resources. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Innovations in food safety, preservation, and processing techniques can be explored, contributing to advancements in the fishery products industry. These SDGs highlight the importance of microbiology in ensuring the safety, sustainability, and health benefits of fishery products. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110102 | PENGANTAR ILMU SEJARAH | INTRODUCTION TO HISTORICAL SCIENCE | The course aims to equip students with the analytical skills necessary for both academic and practical engagement with history. | 1. **Quality Education (Goal 4)**: The course contributes to providing quality education by fostering critical thinking and analytical skills related to historical inquiry. 2. **Gender Equality (Goal 5)**: Historical analysis can uncover past gender inequalities and promote discussions on gender roles, equality, and empowerment. 3. **Reduced Inequalities (Goal 10)**: By examining historical events and their impact on different communities, the course can highlight issues of inequality and social justice. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding historical development can inform sustainable urban planning and community development. 5. **Climate Action (Goal 13)**: Historical science may include the study of climate change’s impacts over time, contributing to awareness and action on environmental issues. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Historical perspectives can foster understanding of governance, conflict resolution, and the development of just societies. The specific connections will depend on the course content and focus. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06140302 | SEMINAR PRA SKRIPSI | PRE THESIS SEMINAR | The seminar aims to prepare students for the thesis process, ensuring they have a solid foundation to conduct independent research. | 1. **Quality Education (Goal 4)**: This goal is fundamental, as the seminar prepares students for advanced research and academic writing, enhancing their educational experience. 2. **Gender Equality (Goal 5)**: If the seminar encourages discussions on diverse perspectives and topics related to gender, it can promote awareness and understanding of gender issues. 3. **Reduced Inequalities (Goal 10)**: By addressing topics related to equity and inclusivity in research, the seminar can highlight the importance of considering diverse voices and experiences. 4. **Sustainable Cities and Communities (Goal 11)**: If students’ theses focus on urban studies or community issues, this goal may be directly relevant. 5. **Responsible Consumption and Production (Goal 12)**: Research on sustainability practices and responsible resource management can be explored, particularly in environmental studies. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Topics related to governance, justice, and the role of institutions in society may be central to students’ research. The specific SDGs addressed will depend on the individual research topics chosen by students and the overall focus of the seminar. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06140106 | SKRIPSI | THESIS | The course is designed to enhance critical thinking, analytical skills, and expertise in a chosen area, culminating in a significant contribution to the academic field. | 1. **Quality Education (Goal 4)**: Conducting a thesis represents an advanced level of education, promoting research skills and critical thinking. 2. **Gender Equality (Goal 5)**: Theses that explore gender issues, women’s rights, or gender-based violence can directly contribute to this goal. 3. **Reduced Inequalities (Goal 10)**: Research focusing on social justice, economic disparities, or marginalized communities can align with this goal. 4. **Sustainable Cities and Communities (Goal 11)**: Theses on urban planning, community development, or sustainability practices can address this goal. 5. **Responsible Consumption and Production (Goal 12)**: Research into sustainable practices, waste management, or resource conservation is relevant to this goal. 6. **Climate Action (Goal 13)**: Environmental studies or research on climate change impacts can directly contribute to this goal. 7. **Peace, Justice, and Strong Institutions (Goal 16)**: Theses that examine governance, conflict resolution, human rights, or institutional development align with this goal. Ultimately, the specific SDGs addressed will depend on the individual research focus of each thesis. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130602 | SEJARAH PARIWISATA DI INDONESIA | HISTORY OF TOURISM IN INDONESIA | The course aims to provide students with a comprehensive understanding of the multifaceted nature of tourism in Indonesia and its significance in the broader context of cultural exchange and economic development. | 1. **Decent Work and Economic Growth (Goal 8)**: This goal is directly relevant as the course likely examines tourism’s role in economic development, job creation, and sustainable employment in Indonesia. 2. **Sustainable Cities and Communities (Goal 11)**: The course can explore the impact of tourism on urban development, community dynamics, and sustainable practices in tourist destinations. 3. **Responsible Consumption and Production (Goal 12)**: Discussions about sustainable tourism practices, resource management, and minimizing environmental impact can be integral to the course. 4. **Climate Action (Goal 13)**: The history of tourism may include the environmental impacts of tourism on natural sites and the need for climate-resilient tourism practices. 5. **Cultural Diversity and Sustainable Communities (Goal 16)**: The course can highlight the importance of preserving cultural heritage and promoting inclusive tourism that respects local communities. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between government, communities, and the tourism industry is often essential for sustainable tourism development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130702 | SEJARAH MIGRASI DAN DIASPORA DI INDONESIA | HISTORY OF MIGRATION AND DIASPORA IN INDONESIA | The course aims to provide students with a nuanced understanding of migration dynamics in Indonesia, fostering awareness of its historical context and contemporary relevance. | 1. **Reduced Inequalities (Goal 10)**: The course can address issues related to the inequalities faced by migrants and diaspora communities, highlighting challenges such as discrimination and social integration. 2. **Gender Equality (Goal 5)**: Exploring the role of gender in migration patterns and experiences can promote understanding of the unique challenges faced by migrant women and their contributions to society. 3. **Sustainable Cities and Communities (Goal 11)**: The impacts of migration on urban development and community dynamics can be examined, including how to create inclusive and sustainable communities. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course can focus on the legal and social frameworks surrounding migration, including the protection of migrant rights and conflict resolution in diaspora communities. 5. **Partnerships for the Goals (Goal 17)**: Understanding the role of various stakeholders, including governments, NGOs, and community organizations, in supporting migrants and diaspora can be key to fostering collaboration and sustainable development. 6. **Quality Education (Goal 4)**: The experiences of migrant populations and their access to education can be explored, addressing the barriers and opportunities that exist. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130802 | SEJARAH ASIA DAN SAMUDERA HINDIA | HISTORY OF ASIA AND THE INDIAN OCEAN | The course aims to provide students with a comprehensive understanding of the historical forces that have shaped Asia and the Indian Ocean, fostering appreciation for their complex interrelations. | 1. **Quality Education (Goal 4)**: The course promotes a deeper understanding of Asian history, fostering critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions on colonialism, trade, and migration can highlight historical inequalities and the impact of these dynamics on contemporary societies. 3. **Sustainable Cities and Communities (Goal 11)**: The historical development of urban centers and coastal communities in the Indian Ocean can provide insights into sustainable urbanization and community resilience. 4. **Climate Action (Goal 13)**: The course may explore historical environmental changes and their impacts on societies, as well as traditional practices for sustainability in the region. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining the historical context of conflicts, governance, and social justice in Asia can inform contemporary issues related to peace and stability. 6. **Partnerships for the Goals (Goal 17)**: The interconnectedness of Asian nations through trade and cultural exchange can emphasize the importance of collaboration and partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130902 | SEJARAH EROPA | EUROPEAN HISTORY | The course aims to provide students with a comprehensive understanding of Europe’s complex history and its lasting impact on global affairs. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and historical analysis, contributing to a well-rounded education. 2. **Reduced Inequalities (Goal 10)**: Discussions on social hierarchies, class struggles, and movements for equality can highlight historical inequalities and their legacy in contemporary Europe. 3. **Gender Equality (Goal 5)**: Exploring the role of women in European history, including suffrage movements and gender roles, can foster discussions on gender equality. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of conflicts, governance, and the development of democratic institutions can provide insights into current issues of justice and peace. 5. **Sustainable Cities and Communities (Goal 11)**: The evolution of urban centers in Europe and their responses to challenges like industrialization and globalization can inform discussions on sustainable urban development. 6. **Responsible Consumption and Production (Goal 12)**: Historical perspectives on economic systems, industrialization, and resource management can contribute to understanding sustainability challenges. 7. **Climate Action (Goal 13)**: The impacts of historical events, such as industrialization, on the environment can be examined, providing context for contemporary climate challenges. The specific SDGs addressed will depend on the course content and the themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131002 | SEJARAH PENGUASAAN DAN PENGAMANAN LAUT | HISTORY OF MARINE CONTROL AND SECURITY | The course aims to provide students with a comprehensive understanding of the historical and contemporary challenges in maritime governance and security, emphasizing their importance in global affairs. | 1. **Life Below Water (Goal 14)**: This goal is directly relevant, as the course may address marine conservation, overfishing, and the impacts of maritime security on ocean health. 2. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of maritime law, conflict over maritime boundaries, and international cooperation in securing maritime areas can relate to peace and justice. 3. **Sustainable Cities and Communities (Goal 11)**: Discussions on coastal communities and the role of marine resources in supporting sustainable development can be emphasized. 4. **Climate Action (Goal 13)**: The course may explore the impacts of climate change on maritime security, such as rising sea levels and their implications for coastal regions. 5. **Reduced Inequalities (Goal 10)**: Examining the impacts of maritime policies on different communities, particularly marginalized or coastal populations, can highlight issues of inequality. 6. **Partnerships for the Goals (Goal 17)**: The need for international cooperation in marine security and sustainable management of ocean resources underscores the importance of partnerships. The specific SDGs addressed will depend on the course content and themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131102 | SUFISME DAN ISLAM MODERN INDONESIA | SUFISM AND MODERN INDONESIAN ISLAM | The course aims to provide students with a nuanced understanding of Sufism’s enduring influence on Indonesian Islam and its significance in the context of globalization and modernity. | 1. **Quality Education (Goal 4)**: The course promotes understanding of religious and cultural studies, encouraging critical thinking and academic inquiry. 2. **Gender Equality (Goal 5)**: Discussions on the role of women in Sufism and modern Islamic practices in Indonesia can address gender issues and empowerment. 3. **Reduced Inequalities (Goal 10)**: Exploring the impact of Sufism on marginalized communities and promoting inclusive practices can align with this goal. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine Sufi teachings related to peace, conflict resolution, and social justice within the context of modern Indonesian Islam. 5. **Partnerships for the Goals (Goal 17)**: The role of interfaith dialogue and collaboration among various religious communities in Indonesia can emphasize the importance of partnerships for social cohesion. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06131202 | SEJARAH KESEHATAN | HEALTH HISTORY | The course aims to provide students with a comprehensive understanding of the complex interplay between history, culture, and health, highlighting how past practices inform contemporary health issues. | 1. **Good Health and Well-Being (Goal 3)**: This goal is directly relevant as the course focuses on health outcomes, healthcare systems, and historical perspectives on public health. 2. **Quality Education (Goal 4)**: The course promotes educational development in the fields of health and history, enhancing critical thinking and analytical skills. 3. **Reduced Inequalities (Goal 10)**: Discussions on disparities in healthcare access and outcomes across different populations can highlight issues of inequality. 4. **Gender Equality (Goal 5)**: Exploring the historical roles of gender in health practices and access to healthcare can inform discussions on gender-related health issues. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the role of public health policies and institutions in promoting health equity and justice. 6. **Partnerships for the Goals (Goal 17)**: The historical context of collaborations in public health initiatives, both locally and globally, can underscore the importance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and research. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06123002 | SEJARAH AUSTRALIA DAN KAWASAN PASIFIK SELATAN | HISTORY OF AUSTRALIA AND THE SOUTH PACIFIC REGION | The course aims to provide students with a comprehensive understanding of the interconnected histories of Australia and the South Pacific, fostering appreciation for their diverse cultures and historical narratives. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of the history and cultures of Australia and the South Pacific, contributing to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions about the history of indigenous peoples, colonialism, and socio-economic disparities can highlight issues of inequality in the region. 3. **Gender Equality (Goal 5)**: The role of women in historical narratives and movements for rights and recognition can be examined, promoting awareness of gender issues. 4. **Sustainable Cities and Communities (Goal 11)**: The course may address the development of urban areas and the impact of historical events on community dynamics and sustainability. 5. **Climate Action (Goal 13)**: Given the vulnerability of the Pacific region to climate change, historical perspectives on environmental changes and their impacts on communities can be explored. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The history of governance, conflict resolution, and efforts towards reconciliation in Australia and the Pacific can inform discussions on justice and institutional development. 7. **Partnerships for the Goals (Goal 17)**: Exploring the relationships between Australia and Pacific nations can highlight the importance of international cooperation and partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06123102 | SEJARAH GEOPOLITIK AMERIKA SERIKAT | GEOPOLITICAL HISTORY OF THE UNITED STATES | The course aims to provide students with a comprehensive understanding of how historical events and decisions have shaped the U.S.’s role in the world and its ongoing influence in global affairs. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may focus on the development of governance, the rule of law, and the U.S. role in international peacekeeping and conflict resolution. 2. **Quality Education (Goal 4)**: By fostering critical thinking about historical and geopolitical issues, the course contributes to educational development and informed citizenship. 3. **Reduced Inequalities (Goal 10)**: Discussions on U.S. foreign policy, colonialism, and the impact of historical events on marginalized communities can highlight issues of inequality both domestically and internationally. 4. **Climate Action (Goal 13)**: The geopolitical implications of environmental policies and climate change, as well as the U.S.’s role in global climate agreements, can be examined. 5. **Partnerships for the Goals (Goal 17)**: The course may explore the importance of international alliances and partnerships in addressing global challenges and promoting sustainable development. 6. **Gender Equality (Goal 5)**: Examining the role of gender in U.S. foreign policy and its historical context can inform discussions on gender issues. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130102 | RUANG KOTA DALAM MODERNITAS KOLONIAL DAN PASCAKOLONIAL | URBAN SPACE IN COLONIAL AND POST-COLONIAL MODERNITY | The course aims to provide students with a nuanced understanding of how colonial and post-colonial legacies continue to shape urban landscapes and experiences today. | 1. **Sustainable Cities and Communities (Goal 11)**: This goal is directly relevant as the course examines urban planning, design, and the impact of colonial and post-colonial legacies on contemporary urban spaces. 2. **Reduced Inequalities (Goal 10)**: The course may address issues of social stratification, access to resources, and inequalities that arose during colonialism and persist in post-colonial urban contexts. 3. **Quality Education (Goal 4)**: The course promotes critical thinking and interdisciplinary approaches to understanding urban spaces, contributing to educational development. 4. **Gender Equality (Goal 5)**: Exploring the role of gender in urban development, access to public spaces, and representation in planning can inform discussions on gender issues. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the historical contexts of governance, social justice, and the impacts of colonial rule on urban institutions. 6. **Climate Action (Goal 13)**: Discussions on how urban development in colonial and post-colonial contexts has contributed to environmental challenges and climate resilience can be included. 7. **Partnerships for the Goals (Goal 17)**: The role of collaboration among various stakeholders in addressing urban challenges can highlight the importance of partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130202 | SUNGAI DAN PERKEMBANGAN PERADABAN DI NUSANTARA | RIVERS AND THE DEVELOPMENT OF CIVILIZATION IN THE archipelago | The course aims to provide students with a comprehensive understanding of the integral role rivers have played in the history and development of civilizations in the archipelago, highlighting their ongoing importance in contemporary society. | 1. **Clean Water and Sanitation (Goal 6)**: This goal is directly relevant, as the course likely discusses the importance of rivers for freshwater supply, sanitation, and water management practices. 2. **Sustainable Cities and Communities (Goal 11)**: The course may explore how rivers have influenced urban development, trade routes, and community planning within the archipelago. 3. **Climate Action (Goal 13)**: Discussions on the impact of climate change on river ecosystems and the resilience of communities that depend on these water bodies can be emphasized. 4. **Life on Land (Goal 15)**: The interrelationship between rivers, ecosystems, and biodiversity in the archipelago can be examined, highlighting the importance of conserving natural habitats. 5. **Reduced Inequalities (Goal 10)**: The course may address how access to river resources and land has shaped social inequalities and affected marginalized communities. 6. **Partnerships for the Goals (Goal 17)**: The role of collaboration among communities, governments, and organizations in managing river resources and ensuring sustainable development can be discussed. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130302 | KAJIAN MUSEUM DAN KURATORIAL | MUSEUM AND CURATORIAL STUDIES | The course aims to equip students with the skills and knowledge necessary for a career in museum studies, fostering an understanding of the critical role museums play in preserving and interpreting cultural heritage. | 1. **Quality Education (Goal 4)**: Museums serve as educational resources, and the course may focus on how curatorial practices enhance learning and public engagement with art and history. 2. **Reduced Inequalities (Goal 10)**: Discussions on representation, diversity, and access to museum spaces can highlight issues of inequality and the importance of inclusive practices in curating exhibitions. 3. **Sustainable Cities and Communities (Goal 11)**: The role of museums in urban development, community engagement, and cultural sustainability can be explored. 4. **Gender Equality (Goal 5)**: Examining the representation of women and marginalized groups in museum collections and exhibitions can inform discussions on gender equity. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may address the role of museums in promoting social justice, preserving cultural heritage, and fostering dialogue in diverse societies. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration between museums, communities, and other organizations in promoting cultural heritage and education can be emphasized. 7. **Life on Land (Goal 15)**: If the course includes discussions on natural history museums or exhibitions focused on biodiversity, it can contribute to understanding conservation issues. The specific SDGs addressed will depend on the course content and themes emphasized in discussions and projects. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130402 | FILM DAN DOKUMENTASI SEJARAH | HISTORICAL FILM AND DOCUMENTATION | The course aims to provide students with a nuanced understanding of the relationship between film, documentation, and history, equipping them with analytical skills to assess the effectiveness and impact of these mediums in conveying historical narratives. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking about historical narratives and the role of film as an educational tool, enhancing media literacy. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on representation in historical films, including marginalized voices and perspectives, which can highlight issues of inequality. 3. **Gender Equality (Goal 5)**: The representation of women and gender issues in historical films can be a focal point, addressing gender biases and promoting awareness. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine how films document social movements, conflicts, and justice issues, contributing to understanding historical contexts of peace and justice. 5. **Sustainable Cities and Communities (Goal 11)**: Historical films often depict urban spaces and community dynamics, allowing exploration of cultural heritage and urban development. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between filmmakers, historians, and communities in creating historical documentation can be emphasized, highlighting the importance of partnerships in cultural preservation. The specific SDGs addressed will depend on the course content and the themes emphasized in discussions and projects. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06130502 | SEJARAH DAERAH PERBATASAN DAN PULAU-PULAU TERPENCIL DI INDONESIA | HISTORY OF BORDER AREAS AND REMOTE ISLANDS IN INDONESIA | The course aims to provide students with a comprehensive understanding of the complexities and historical narratives of Indonesia’s border areas and remote islands, highlighting their importance in the nation’s cultural and political landscape. | 1. **Reduced Inequalities (Goal 10)**: The course may address the social and economic disparities faced by communities in border areas and remote islands, highlighting issues of inequality and access to resources. 2. **Sustainable Cities and Communities (Goal 11)**: Discussions on the development and sustainability of communities in these regions can emphasize urban planning and community resilience. 3. **Life Below Water (Goal 14)**: If the course explores coastal and marine environments surrounding remote islands, it can focus on the importance of marine conservation and sustainable fishing practices. 4. **Climate Action (Goal 13)**: The vulnerability of border areas and remote islands to climate change, such as rising sea levels and environmental degradation, can be a critical topic of discussion. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The historical context of governance, security issues, and conflict resolution in border regions can inform discussions on justice and institutional development. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between local communities, governments, and NGOs in addressing the challenges faced by these areas can be emphasized, highlighting the importance of partnerships for sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized in lectures and discussions. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122302 | SEJARAH PERKOTAAN | URBAN HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of urban development, encouraging critical thinking about the past and present of cities and their role in shaping human experience. | 1. **Sustainable Cities and Communities (Goal 11)**: This goal is directly relevant as the course examines urban development, planning, and the challenges of creating sustainable and inclusive cities. 2. **Quality Education (Goal 4)**: The course fosters critical thinking and historical analysis, contributing to educational development about urban issues and history. 3. **Reduced Inequalities (Goal 10)**: Discussions may focus on social stratification, access to resources, and inequalities in urban environments, highlighting issues of equity. 4. **Gender Equality (Goal 5)**: The role of gender in urban spaces, including access to public areas and representation in urban planning, can be explored to address gender-related issues. 5. **Climate Action (Goal 13)**: The historical context of urban responses to climate change, including resilience strategies and environmental sustainability, can be a key topic. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance in urban settings, addressing issues of justice, civic engagement, and the role of institutions in urban development. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among various stakeholders (governments, communities, and NGOs) in addressing urban challenges can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted in discussions and assignments. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122402 | PRAKTEK PENELITIAN SEJARAH | HISTORICAL RESEARCH PRACTICE | The course aims to equip students with the practical skills and critical thinking necessary to conduct thorough and responsible historical research, preparing them for academic or professional careers in the field. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and research skills, contributing to educational development and the training of informed scholars. 2. **Reduced Inequalities (Goal 10)**: Discussions about historical narratives and their impact on marginalized communities can highlight issues of inequality and the importance of inclusive historical research. 3. **Gender Equality (Goal 5)**: Exploring gender perspectives in historical research can promote awareness of gender issues and encourage a more nuanced understanding of history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the role of historical research in promoting social justice, understanding conflicts, and informing public policy. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration in historical research, such as partnerships between academic institutions, communities, and public history organizations, can underscore the importance of cooperative efforts. 6. **Climate Action (Goal 13)**: If the course includes research on environmental history or the historical impacts of climate change, it can contribute to understanding contemporary environmental issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122502 | SEJARAH DAN KEBIJAKAN CAGAR BUDAYA DAN WARISAN BUDAYA TAK BENDA | HISTORY AND POLICY OF CULTURAL RESERVATION AND INTANGIBLE CULTURAL HERITAGE | The course aims to provide students with a comprehensive understanding of the complexities surrounding cultural heritage preservation, fostering awareness of its significance for identity, community, and global diversity. | 1. **Quality Education (Goal 4)**: The course can enhance understanding of cultural heritage and its significance, contributing to educational development and awareness of cultural practices. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on the representation of marginalized communities and the importance of preserving diverse cultural expressions to promote equality. 3. **Gender Equality (Goal 5)**: Examining the role of women and gender dynamics in cultural practices and heritage can highlight gender issues and promote awareness of women’s contributions. 4. **Sustainable Cities and Communities (Goal 11)**: The course can address the role of cultural heritage in community development, urban planning, and the sustainability of local identities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Exploring the policies surrounding cultural preservation can inform discussions on governance, social justice, and the protection of cultural rights. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among governments, NGOs, and local communities in cultural preservation efforts can highlight the importance of partnerships in achieving sustainable development. 7. **Life on Land (Goal 15)**: If the course includes discussions on the relationship between cultural heritage and natural environments, it can connect to conservation and biodiversity issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122602 | SEJARAH PULAU DAN ISLAND STUDIES | HISTORY OF ISLANDS AND ISLAND STUDIES | The course aims to provide students with a comprehensive understanding of the complexities and distinctive characteristics of island life, highlighting their importance in historical and contemporary global affairs. | 1. **Sustainable Cities and Communities (Goal 11)**: The course may examine urban development, sustainability, and the unique challenges faced by island communities in terms of infrastructure and resource management. 2. **Climate Action (Goal 13)**: Given the vulnerability of islands to climate change, including rising sea levels and extreme weather events, the course can address historical and contemporary responses to these challenges. 3. **Life Below Water (Goal 14)**: Discussions on the relationship between island communities and marine ecosystems can highlight the importance of sustainable fishing practices and ocean conservation. 4. **Reduced Inequalities (Goal 10)**: The course may focus on issues of social and economic inequalities in island societies, including the impacts of colonialism and globalization. 5. **Quality Education (Goal 4)**: By fostering critical thinking about island histories and cultures, the course contributes to educational development and awareness of diverse perspectives. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining governance, conflict, and social justice issues in island contexts can inform discussions on institutional development and rights. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among island communities, governments, and international organizations in addressing shared challenges can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122702 | SEJARAH AGRARIA DAN PERDESAAN | AGRARIAN AND RURAL HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of rural life and agrarian systems, emphasizing their historical significance and contemporary relevance in global contexts. | 1. **Zero Hunger (Goal 2)**: The course likely addresses historical agricultural practices, food security, and the impact of policies on rural communities and food systems. 2. **Sustainable Cities and Communities (Goal 11)**: Discussions may focus on rural-urban linkages, land use, and sustainable development practices in rural areas. 3. **Climate Action (Goal 13)**: The historical context of agricultural practices and their environmental impacts can inform contemporary discussions on sustainability and climate resilience. 4. **Life on Land (Goal 15)**: Examining land use, conservation, and biodiversity within agrarian contexts can connect to issues of sustainable land management and ecosystem preservation. 5. **Reduced Inequalities (Goal 10)**: The course may highlight social and economic inequalities in rural areas, including issues related to land ownership, access to resources, and the role of marginalized communities. 6. **Quality Education (Goal 4)**: By fostering understanding of rural histories and practices, the course contributes to educational development and awareness of agrarian issues. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration between communities, governments, and organizations in promoting sustainable rural development can highlight the importance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122802 | SEJARAH EKONOMI | ECONOMIC HISTORY | The course aims to provide students with a comprehensive understanding of the interplay between history and economics, equipping them with the analytical tools to assess historical economic developments and their implications for contemporary issues. | 1. **No Poverty (Goal 1)**: The course can explore historical poverty trends, economic inequality, and the effectiveness of policies aimed at reducing poverty. 2. **Decent Work and Economic Growth (Goal 8)**: Discussions may focus on the evolution of labor markets, industrialization, and the development of economic policies that promote sustainable growth. 3. **Reduced Inequalities (Goal 10)**: The course may highlight historical inequalities in wealth distribution, access to resources, and the socio-economic dynamics that perpetuate these disparities. 4. **Sustainable Cities and Communities (Goal 11)**: Examining the relationship between economic development and urbanization can inform discussions about sustainable urban planning and community resilience. 5. **Quality Education (Goal 4)**: By analyzing the historical context of education and its role in economic development, the course contributes to understanding the relationship between education and economic outcomes. 6. **Climate Action (Goal 13)**: The course may address historical economic practices and their environmental impacts, informing contemporary discussions on sustainable economic policies. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing the importance of collaboration between governments, institutions, and communities in addressing economic challenges can highlight the significance of partnerships. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122902 | SEJARAH DAN PERSPEKTIF JENDER | HISTORY AND GENDER PERSPECTIVE | The course aims to provide students with a critical understanding of how gender shapes historical narratives, encouraging them to analyze the past through a nuanced and inclusive lens. | 1. **Gender Equality (Goal 5)**: This goal is directly relevant as the course examines the historical context of gender roles, inequalities, and movements for women’s rights and empowerment. 2. **Quality Education (Goal 4)**: The course promotes critical thinking and awareness of gender issues in historical contexts, contributing to educational development. 3. **Reduced Inequalities (Goal 10)**: Discussions may focus on various forms of inequality beyond gender, including class, race, and ethnicity, and their historical implications. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the role of gender in conflicts, justice movements, and the development of institutions that promote equality and rights. 5. **Sustainable Cities and Communities (Goal 11)**: Examining the intersection of gender with urban development and community planning can inform discussions about inclusive and sustainable cities. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among various stakeholders in promoting gender equality and addressing historical injustices can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121602 | BAHASA BELANDA SUMBER | DUTCH SOURCE | The course aims to provide students with a deep understanding of Dutch historical sources, fostering critical thinking about their role in shaping narratives and our understanding of the past. | 1. **Quality Education (Goal 4)**: The course promotes critical analysis and research skills related to historical sources, enhancing educational development and fostering an understanding of Dutch history. 2. **Reduced Inequalities (Goal 10)**: If the course examines historical sources related to social inequalities, colonialism, or marginalized communities, it can highlight issues of inequality and justice. 3. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of historical documents can inform discussions on governance, legal systems, and the evolution of institutions in the Netherlands, addressing themes of justice and accountability. 4. **Sustainable Cities and Communities (Goal 11)**: Exploring the impact of historical sources on urban development, architecture, and community planning in Dutch cities can contribute to discussions on sustainable development. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, archivists, and communities in preserving and interpreting historical sources can highlight the importance of partnerships in cultural heritage. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121702 | TEORI PERUBAHAN SOSIAL | THEORY OF SOCIAL CHANGE | The course aims to provide students with a comprehensive understanding of the complexities of social change, equipping them with theoretical tools to analyze contemporary social dynamics and historical transformations. | 1. **No Poverty (Goal 1)**: The course may examine theories and practices aimed at reducing poverty and improving economic conditions in various contexts. 2. **Gender Equality (Goal 5)**: Discussions may focus on gender roles in social movements and the importance of gender equality in driving social change. 3. **Reduced Inequalities (Goal 10)**: Theories of social change often address issues of inequality, examining how social movements and policies can promote equity. 4. **Quality Education (Goal 4)**: Education is often a key focus in theories of social change, emphasizing its role in empowering individuals and communities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course can explore how social change impacts governance, justice, and the establishment of strong institutions. 6. **Sustainable Cities and Communities (Goal 11)**: Theories may address urbanization, community development, and the role of social movements in creating sustainable urban environments. 7. **Climate Action (Goal 13)**: Social change theories can also relate to environmental movements and strategies for addressing climate change and promoting sustainability. 8. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various stakeholders in driving social change can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121802 | SEJARAH POLITIK | POLITICAL HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of political history, encouraging critical analysis of how past events shape contemporary political landscapes. | 1. **Peace, Justice, and Strong Institutions (Goal 16)**: This goal is directly relevant as the course likely explores the development of political institutions, governance structures, and the rule of law, including discussions on conflict and justice. 2. **Reduced Inequalities (Goal 10)**: The course may address issues of political inequality, representation, and the impact of political decisions on marginalized groups. 3. **Quality Education (Goal 4)**: By fostering critical thinking and analysis of political systems and historical events, the course contributes to educational development and informed citizenship. 4. **Gender Equality (Goal 5)**: Examining the role of women in political movements and decision-making throughout history can inform discussions on gender equity in politics. 5. **Sustainable Cities and Communities (Goal 11)**: The course may explore how political decisions influence urban development, community governance, and sustainability efforts. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among political entities, civil society, and international organizations in addressing political challenges can be emphasized. 7. **No Poverty (Goal 1)**: The relationship between political policies and economic conditions can be discussed, particularly in terms of poverty alleviation and social welfare. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121902 | SEJARAH SOSIAL | SOCIAL HISTORY | The course aims to provide students with a nuanced understanding of the complexities of social life and how social history contributes to a comprehensive view of the past, enriching their appreciation of human experiences. | 1. **Reduced Inequalities (Goal 10)**: The course likely examines social stratification, class dynamics, and the historical context of inequalities related to race, gender, and socioeconomic status. 2. **Quality Education (Goal 4)**: By fostering critical analysis of social issues and historical contexts, the course contributes to educational development and promotes informed citizenship. 3. **Gender Equality (Goal 5)**: Exploring the roles and experiences of different genders throughout history can inform discussions about gender equality and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may address social movements, conflict, and the quest for justice, examining how social history influences governance and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Discussions may focus on the evolution of communities, urbanization, and social dynamics within cities, contributing to understanding sustainable community development. 6. **No Poverty (Goal 1)**: The historical context of poverty and social welfare systems can be analyzed, focusing on how societies have addressed poverty throughout history. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among communities and organizations in social movements can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122002 | HISTORIOGRAFI INDONESIA | INDONESIAN HISTORIOGRAPHY | The course aims to provide students with a comprehensive understanding of Indonesian historiography, fostering critical thinking about how history is constructed and the implications for understanding Indonesia’s past and present. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and historical analysis, contributing to educational development and fostering a deeper understanding of Indonesia’s history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different narratives in historiography address or overlook issues of inequality, including those related to ethnicity, gender, and class. 3. **Gender Equality (Goal 5)**: Examining the representation of women and gender issues in Indonesian historiography can provide insights into gender dynamics and promote awareness of women’s contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore how historical narratives influence contemporary governance, justice, and societal cohesion in Indonesia. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the diverse cultural and historical contexts within Indonesia, the course can contribute to understanding and promoting cultural heritage and sustainable community development. 6. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among historians, communities, and institutions in preserving and interpreting Indonesian history can highlight the role of partnerships in cultural and historical preservation. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122102 | SEJARAH INDONESIA KONTEMPORER (1950-1998) | CONTEMPORARY INDONESIAN HISTORY (1950-1998) | The course aims to provide students with a nuanced understanding of Indonesia’s contemporary history, encouraging critical analysis of the factors that shaped the nation and its trajectory toward the present. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of Indonesia’s historical context, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic inequalities that emerged during this period, including issues related to ethnic groups, class, and political representation. 3. **Gender Equality (Goal 5)**: The course may examine the roles of women in Indonesian society and politics, highlighting gender issues and women’s contributions during significant historical events. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of political changes, conflicts, and the establishment of governance structures can inform discussions on justice, accountability, and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development during this period can contribute to understanding sustainable practices and the challenges faced by urban areas. 6. **Climate Action (Goal 13)**: If the course discusses environmental issues and policies that arose during the period, it can connect to contemporary climate challenges. 7. **Partnerships for the Goals (Goal 17)**: The role of collaboration among various political and social movements in shaping Indonesia’s history during this period can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06122202 | SEJARAH SULAWESI SELATAN MODERN DAN KONTEMPORER (1900-1999) | MODERN AND CONTEMPORARY HISTORY OF SOUTH SULAWESI (1900-1999) | The course aims to provide students with a comprehensive understanding of South Sulawesi’s modern and contemporary history, highlighting its unique contributions to the broader narrative of Indonesia. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of historical contexts, contributing to educational development and informed citizenship in the region. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities experienced by different communities in South Sulawesi, including issues related to ethnicity and class. 3. **Gender Equality (Goal 5)**: The roles of women in the history of South Sulawesi, particularly during significant events, can be explored to highlight gender dynamics and contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, social movements, and the establishment of governance in South Sulawesi, addressing themes of justice, reconciliation, and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development in South Sulawesi during this period can contribute to understanding sustainable practices and local governance. 6. **Life on Land (Goal 15)**: If the course discusses land use, agricultural practices, or environmental issues, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among local communities, governments, and organizations in shaping South Sulawesi’s development can be emphasized, highlighting the role of partnerships in achieving social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120902 | HISTORIOGRAFI UMUM | GENERAL HISTORIOGRAPHY | The course aims to equip students with a foundational understanding of historiographical concepts, encouraging them to engage critically with historical texts and debates. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills in understanding historical narratives and methodologies, contributing to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different historiographical approaches address or overlook issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: Examining how gender has been represented in historiography can provide insights into historical narratives and promote awareness of women’s contributions and experiences. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the role of historiography in shaping collective memory, justice, and governance, addressing how history influences contemporary institutions. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying diverse historical perspectives, the course can promote cultural understanding and contribute to sustainable community development. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, educators, and communities in preserving and interpreting history can highlight the importance of partnerships in cultural heritage. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121002 | SEJARAH INDONESIA MODERN (1900-1950) | HISTORY OF MODERN INDONESIA (1900-1950) | The course aims to provide students with a comprehensive understanding of the pivotal events and themes in Indonesia’s modern history, highlighting the complexities of its path to independence. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Indonesia’s historical context, fostering critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic inequalities during the colonial period and the struggle for independence, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in the independence movement and societal changes can be explored, promoting awareness of gender issues. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine the emergence of political movements, governance structures, and the quest for justice during the transition from colonial rule to independence. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community development in Indonesian cities during this period can contribute to understanding the foundations of sustainable urban practices. 6. **No Poverty (Goal 1)**: The impact of economic policies during the colonial period and their effects on poverty can be analyzed, addressing historical contexts of economic development. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various groups and communities in the independence movement can highlight the importance of partnerships in achieving social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121102 | SEJARAH SULAWESI SELATAN MODERN AWAL (1700-1900) | HISTORY OF EARLY MODERN SULAWESI (1700-1900) | The course aims to provide students with a comprehensive understanding of the complexities of early modern Sulawesi, highlighting its significance in the broader context of Indonesian history and colonialism. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Sulawesi’s historical context, fostering critical thinking and educational development related to regional history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, colonialism, and the impact of European powers on local communities, highlighting issues of inequality and justice. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in society during this period can be explored, promoting awareness of gender dynamics and historical contributions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, governance, and the establishment of local and colonial institutions, addressing themes of justice and societal organization. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urbanization and community structures in Sulawesi during this period can contribute to understanding sustainable practices and local governance. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions, it can connect to sustainable land management and biodiversity issues. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local leaders, colonial authorities, and communities can highlight the importance of partnerships in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121202 | SEJARAH PERADABAN ISLAM | HISTORY OF ISLAMIC CIVILIZATION | The course aims to provide students with a comprehensive understanding of the rich and diverse history of Islamic civilization, emphasizing its contributions to global culture and its ongoing relevance today. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and understanding of Islamic history, contributing to educational development and intercultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may address social hierarchies and inequalities within Islamic societies, including issues related to class, gender, and ethnicity. 3. **Gender Equality (Goal 5)**: The roles of women in Islamic history and their contributions to society can be examined, promoting awareness of gender dynamics and rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore the development of legal and political systems within Islamic civilizations, addressing themes of justice, governance, and conflict resolution. 5. **Sustainable Cities and Communities (Goal 11)**: Examining the historical development of urban centers in Islamic civilization can provide insights into sustainable practices and community governance. 6. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration among diverse cultural and religious communities throughout Islamic history, highlighting the importance of partnerships in achieving social harmony. 7. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental practices in Islamic societies, it can connect to sustainable land management and biodiversity. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121302 | SEJARAH KAWASAN TIMUR INDONESIA | HISTORY OF THE EASTERN REGION OF INDONESIA | The course aims to provide students with a comprehensive understanding of the unique history and complexities of Indonesia’s eastern regions, emphasizing their significance within the broader narrative of Indonesian history. | 1. **Quality Education (Goal 4)**: The course fosters a deeper understanding of the unique historical contexts and cultures of the eastern region, promoting critical thinking and educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social and economic disparities within the region, including issues related to ethnicity, class, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in the history of the eastern region can be explored, highlighting gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine historical conflicts, governance structures, and the establishment of justice systems in the region. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring urban development and community structures in the eastern region can provide insights into sustainable practices and local governance. 6. **Life Below Water (Goal 14)**: If the course discusses maritime history and the importance of marine resources to the communities, it can connect to sustainable ocean practices. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local communities, governments, and organizations in historical contexts can highlight the importance of partnerships for development and social change. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121402 | GEOGRAFI SEJARAH | HISTORICAL GEOGRAPHY | The course aims to equip students with analytical skills to understand the significance of geographical contexts in shaping historical events and human experiences, fostering a deeper appreciation for the complexities of past societies. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and geographical literacy, contributing to educational development and a better understanding of spatial relationships in history. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how geographical factors influence social and economic inequalities, including issues related to access to resources and opportunities. 3. **Sustainable Cities and Communities (Goal 11)**: Examining the historical development of urban areas and their spatial organization can inform contemporary discussions on sustainable urban planning and community development. 4. **Climate Action (Goal 13)**: The course may explore historical climate changes and their impacts on societies, contributing to an understanding of past adaptations and current challenges. 5. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental changes throughout history, it can connect to sustainable land management and biodiversity preservation. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Historical geography can provide insights into territorial conflicts, governance, and the role of geography in shaping political institutions. 7. **Partnerships for the Goals (Goal 17)**: The importance of collaboration among historians, geographers, and communities in understanding and addressing geographical issues can be emphasized. The specific SDGs addressed will depend on the course content and the themes highlighted throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06121502 | SEJARAH MARITIM | MARITIME HISTORY | The course aims to provide students with a comprehensive understanding of maritime history’s significance in shaping global interactions and cultural developments, highlighting the enduring importance of the sea in human history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking about maritime developments and their historical contexts, enhancing educational outcomes. 2. **Sustainable Cities and Communities (Goal 11)**: Examining the development of coastal cities and communities can provide insights into sustainable urban planning and resource management. 3. **Life Below Water (Goal 14)**: The course can address issues related to marine conservation, fishing practices, and the impact of human activities on ocean health throughout history. 4. **Climate Action (Goal 13)**: Discussions may focus on the historical impacts of climate change on maritime societies and trade routes, as well as adaptations to changing environmental conditions. 5. **Reduced Inequalities (Goal 10)**: The course may explore the social and economic inequalities that arose from maritime trade and colonial practices, highlighting issues related to exploitation and justice. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: The role of maritime law, trade agreements, and conflicts over maritime resources can inform discussions about governance and justice in maritime contexts. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among nations, communities, and organizations in maritime endeavors can highlight the importance of partnerships in sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120202 | METODE SEJARAH | HISTORICAL METHOD | The course aims to equip students with the analytical skills and methodologies necessary for effective historical inquiry, fostering a deeper understanding of the complexities involved in interpreting the past. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills, fostering a deeper understanding of historical narratives and methodologies, which contributes to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may address how different historical methodologies can highlight or obscure issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: The course may explore the importance of gender-sensitive methodologies in historical research, promoting awareness of women’s roles and contributions in history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The study of historical methods can inform discussions about how historical narratives shape our understanding of justice, governance, and societal values. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, educators, and communities in preserving and interpreting history can highlight the importance of partnerships in achieving a comprehensive understanding of the past. 6. **Sustainable Cities and Communities (Goal 11)**: If the course discusses methodologies related to urban history and community studies, it can contribute to understanding the development of sustainable practices in urban contexts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120302 | MEDIA BARU UNTUK SEJARAWAN | NEW MEDIA FOR HISTORIANS | The course aims to equip students with the skills and knowledge necessary to effectively integrate new media into their historical practice, enhancing their ability to communicate and engage with diverse audiences. | 1. **Quality Education (Goal 4)**: The course enhances digital literacy and critical thinking skills among historians, contributing to innovative educational practices and learning experiences. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how new media can provide platforms for marginalized voices and promote diverse historical narratives, addressing issues of representation and access. 3. **Gender Equality (Goal 5)**: The course may explore the role of new media in highlighting women’s histories and contributions, promoting gender-sensitive approaches to historical storytelling. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The use of new media in promoting transparency, accountability, and historical awareness can inform discussions about governance and civic engagement. 5. **Sustainable Cities and Communities (Goal 11)**: If the course addresses the role of digital media in urban studies and community engagement, it can contribute to sustainable urban development and participatory governance. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, technologists, and communities in using new media can highlight the importance of partnerships in historical research and education. 7. **Life on Land (Goal 15)**: If the course explores environmental history through new media, it can address sustainability and conservation efforts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120402 | SEJARAH ASIA TENGGARA | HISTORY OF SOUTHEAST ASIA | The course aims to provide students with a comprehensive understanding of the complexities and interconnections that define the history of Southeast Asia, fostering a greater appreciation for its significance in the global context. | 1. **Quality Education (Goal 4)**: The course enhances understanding of Southeast Asian history, fostering critical thinking and intercultural awareness, which contribute to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities within and among Southeast Asian countries, addressing issues of class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women throughout Southeast Asian history can be examined, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may explore historical conflicts, colonial legacies, and the development of governance and justice systems in the region. 5. **Sustainable Cities and Communities (Goal 11)**: Examining urbanization and community development in Southeast Asian cities can provide insights into sustainable practices and local governance. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among countries, communities, and organizations in addressing regional challenges can highlight the importance of partnerships in promoting sustainable development. 7. **Life Below Water (Goal 14)**: If the course addresses maritime history and the significance of coastal and marine resources, it can connect to sustainable ocean practices. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120502 | SEJARAH INDONESIA MODERN AWAL (1600-1900) | EARLY MODERN INDONESIAN HISTORY (1600-1900) | The course aims to provide students with a comprehensive understanding of the complexities of early modern Indonesian history, emphasizing the interactions between local and global forces that shaped the region during this transformative period. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and understanding of Indonesia’s historical context, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, colonial impacts, and the inequalities that emerged during the early modern period, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in society and politics during this period can be explored, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine conflicts, colonial governance, and the establishment of justice systems, addressing themes of justice and institutional development. 5. **Sustainable Cities and Communities (Goal 11)**: Exploring the growth of urban centers and community dynamics can provide insights into sustainable practices and local governance during the period. 6. **Life Below Water (Goal 14)**: If the course discusses maritime trade and coastal communities, it can connect to sustainable management of ocean resources. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among local leaders, colonial powers, and communities in shaping history can highlight the importance of partnerships in achieving social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120602 | SEJARAH SULAWESI SELATAN KUNO S/D 1700 | HISTORY OF ANCIENT SOUTH SULAWESI TO 1700 | The course aims to provide students with a comprehensive understanding of the rich and diverse history of ancient South Sulawesi, highlighting its significance within the broader context of Indonesian and Southeast Asian history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and historical understanding, enhancing educational outcomes related to the region’s past. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies, power dynamics, and inequalities within ancient societies, highlighting issues related to class and ethnic diversity. 3. **Gender Equality (Goal 5)**: The roles of women in ancient South Sulawesi societies can be explored, providing insights into gender dynamics and contributions throughout history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance structures, conflict resolution, and social organization in ancient societies, addressing themes of justice and societal cohesion. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the cultural practices and community structures of ancient South Sulawesi, the course can promote understanding of cultural heritage and sustainable practices. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions in ancient societies, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among ancient communities and external influences (like trade networks) can highlight the importance of partnerships in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120702 | SUMBER-SUMBER SEJARAH | HISTORICAL SOURCES | The course aims to equip students with the skills necessary to identify, evaluate, and effectively utilize historical sources in their research, fostering a deeper understanding of the complexities of interpreting the past. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and analytical skills in evaluating various historical sources, contributing to educational development and informed citizenship. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different sources reflect diverse perspectives and experiences, addressing issues related to representation and access to historical narratives. 3. **Gender Equality (Goal 5)**: The examination of historical sources can include a focus on women’s contributions and experiences, promoting awareness of gender dynamics in historical documentation. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing historical sources can inform discussions about the development of legal systems, governance, and the role of history in shaping justice and institutional integrity. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: Understanding diverse historical sources can foster appreciation for cultural heritage and promote sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, archivists, and communities in preserving and interpreting historical sources can highlight the importance of partnerships in historical scholarship. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120802 | TEORI DAN METODOLOGI SEJARAH | HISTORICAL THEORY AND METHODOLOGY | The course aims to provide students with a solid foundation in the theoretical and methodological tools necessary for effective historical research, fostering a deeper understanding of how historians construct knowledge about the past. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and analytical skills, promoting a deeper understanding of historical contexts and methodologies, which contributes to educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how different historical theories address or overlook issues of inequality, including those related to race, class, and gender. 3. **Gender Equality (Goal 5)**: The course can explore gender-sensitive methodologies and theories in historical research, promoting awareness of women’s roles and contributions throughout history. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing historical theories can inform discussions about how historical narratives shape our understanding of justice, governance, and societal values. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: Understanding diverse historical methodologies can foster appreciation for cultural heritage and promote sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among historians, researchers, and communities in applying theoretical frameworks can highlight the importance of partnerships in advancing historical scholarship. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110202 | PENGANTAR SEJARAH DUNIA | INTRODUCTION TO WORLD HISTORY | The course aims to provide students with a comprehensive understanding of world history, highlighting the complexities and interconnections that have shaped human experiences across different regions and time periods. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and a comprehensive understanding of world history, promoting educational development and global awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may address social, economic, and political inequalities throughout history, highlighting issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The course can explore the roles and contributions of women across different cultures and historical periods, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Examining historical conflicts, governance systems, and justice movements can inform discussions about the development of peace and strong institutions. 5. **Sustainable Cities and Communities (Goal 11)**: The course may address the development of urban centers and the impact of historical events on community structures, contributing to understanding sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing the interconnectedness of global histories can highlight the importance of collaboration among nations and cultures in addressing contemporary challenges. 7. **Climate Action (Goal 13)**: If the course discusses historical environmental changes and their impacts on societies, it can connect to an understanding of current climate challenges and adaptations. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110302 | PENGANTAR SEJARAH INDONESIA | INTRODUCTION TO INDONESIAN HISTORY | The course aims to provide students with a comprehensive understanding of the complexities of Indonesian history, fostering an appreciation for the factors that have shaped the nation and its identity. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and an understanding of Indonesia’s rich history, enhancing educational outcomes and cultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social, economic, and political inequalities within Indonesia, including issues related to ethnicity, class, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women throughout Indonesian history can be explored, promoting awareness of gender dynamics and women’s rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine historical conflicts, colonial legacies, and the development of governance and justice systems in Indonesia. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying Indonesia’s diverse cultures and historical contexts, the course can foster appreciation for cultural heritage and promote sustainable community practices. 6. **Life Below Water (Goal 14)**: If the course discusses maritime history and the significance of marine resources to Indonesian societies, it can connect to sustainable ocean practices. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among various cultural and ethnic groups in Indonesia can highlight the importance of partnerships in fostering national unity and social progress. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110402 | PENGANTAR ILMU SOSIAL DAN HUMANIORA | INTRODUCTION TO SOCIAL SCIENCES AND HUMANITIES | The course aims to provide students with a comprehensive understanding of the diverse fields within social sciences and humanities, encouraging critical engagement with the complexities of human experiences and societal structures. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, analytical skills, and interdisciplinary approaches, enhancing overall educational outcomes. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social structures, power dynamics, and inequalities related to race, class, gender, and access to resources. 3. **Gender Equality (Goal 5)**: The course can explore gender dynamics and the roles of women in society, promoting awareness of gender issues and rights. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Analyzing social and political structures can inform discussions about justice, governance, and the role of civil society in promoting peace. 5. **Sustainable Cities and Communities (Goal 11)**: The course may address issues related to urbanization, community development, and social sustainability, fostering understanding of sustainable practices. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among different disciplines and communities can highlight the importance of partnerships in addressing complex social issues. 7. **Climate Action (Goal 13)**: If the course discusses the social dimensions of environmental issues, it can connect to understanding human impacts on climate and the importance of sustainable practices. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110502 | PENGANTAR SEJARAH PUBLIK | INTRODUCTION TO PUBLIC HISTORY | The course aims to provide students with a foundational understanding of public history, equipping them with the skills to engage with historical narratives in meaningful ways and to contribute to the public understanding of history. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and public engagement with history, enhancing educational outcomes and promoting lifelong learning. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how public history can provide platforms for marginalized voices and diverse narratives, addressing issues of representation and equity in historical interpretation. 3. **Gender Equality (Goal 5)**: The course can explore the role of women in public history and the importance of including women’s perspectives in historical narratives. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Engaging with historical narratives can inform discussions about justice, reconciliation, and the role of history in shaping civic identity and governance. 5. **Cultural Diversity and Sustainable Communities (Goal 11)**: By emphasizing community engagement and local histories, the course promotes appreciation for cultural heritage and sustainable practices within communities. 6. **Partnerships for the Goals (Goal 17)**: Highlighting collaboration among historians, communities, and institutions can underscore the importance of partnerships in preserving and interpreting history. 7. **Sustainable Cities and Communities (Goal 11)**: If the course discusses the role of historical interpretation in urban planning and community development, it can contribute to understanding sustainable practices in local contexts. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110602 | BAHASA BELANDA | DUTCH LANGUAGE | The course aims to provide students with a practical understanding of the Dutch language, enabling them to communicate effectively in various contexts while fostering an appreciation for the culture and heritage of Dutch-speaking communities. | 1. **Quality Education (Goal 4)**: Learning a language enhances educational outcomes, critical thinking, and communication skills, promoting overall literacy and learning opportunities. 2. **Reduced Inequalities (Goal 10)**: Language education can address inequalities by providing access to resources, enhancing opportunities for non-native speakers, and promoting inclusivity in education. 3. **Gender Equality (Goal 5)**: The course can explore the role of language in shaping gender dynamics and promoting gender-sensitive communication, enhancing awareness of women’s rights and issues. 4. **Cultural Diversity and Sustainable Communities (Goal 11)**: Learning Dutch promotes cultural understanding and appreciation of Dutch heritage, fostering a sense of community and intercultural dialogue. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Language skills can empower individuals to engage in civic discourse, participate in governance, and access legal and social services, promoting justice and strong institutions. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among language learners, educators, and communities can highlight the importance of partnerships in language education and cultural exchange. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06110702 | SEJARAH INDONESIA KUNO S/D 1600 | ANCIENT INDONESIAN HISTORY TO 1600 | The course aims to provide students with a comprehensive understanding of ancient Indonesian history, highlighting the region’s diversity and its significance in the broader context of Southeast Asian history. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and understanding of Indonesia’s early history, enhancing educational outcomes and cultural awareness. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on social hierarchies and power dynamics within ancient Indonesian societies, addressing issues related to class, ethnicity, and access to resources. 3. **Gender Equality (Goal 5)**: The roles and contributions of women in ancient Indonesian societies can be explored, providing insights into gender dynamics and women’s roles throughout history. 4. **Cultural Diversity and Sustainable Communities (Goal 11)**: By studying the diverse cultures and historical contexts of ancient Indonesia, the course can foster appreciation for cultural heritage and promote sustainable practices within communities. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: The course may examine governance structures and societal organization in ancient Indonesia, addressing themes of justice and social cohesion. 6. **Life on Land (Goal 15)**: If the course discusses land use, agriculture, and environmental interactions in ancient societies, it can connect to sustainable land management and biodiversity. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing the interconnectedness of ancient Indonesian communities and their interactions with neighboring regions can highlight the importance of collaboration in historical development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| ILMU BUDAYA | ILMU SEJARAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23F06120102 | PENGANTAR KAJIAN HERITAGE | INTRODUCTION TO HERITAGE STUDIES | The course aims to provide students with a foundational understanding of heritage studies, equipping them with the knowledge to engage critically with issues related to cultural heritage in a globalized world. | 1. **Quality Education (Goal 4)**: The course promotes understanding of heritage as an educational tool, fostering critical thinking and interdisciplinary approaches to learning. 2. **Reduced Inequalities (Goal 10)**: Discussions may focus on how heritage preservation can address social inequalities and promote inclusivity by recognizing diverse cultural narratives. 3. **Gender Equality (Goal 5)**: The course can explore the role of women in heritage practices and the importance of gender-sensitive approaches to heritage conservation. 4. **Sustainable Cities and Communities (Goal 11)**: Heritage studies often emphasize the role of cultural heritage in urban planning and community development, promoting sustainable practices in preserving historical sites. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Understanding the role of heritage in fostering community identity and social cohesion can contribute to discussions about peacebuilding and justice. 6. **Life on Land (Goal 15)**: If the course examines the relationship between cultural heritage and environmental sustainability, it can connect to issues of land management and biodiversity conservation. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among communities, governments, and organizations in heritage preservation can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111002 | Pengantar Fisioterapi | Introduction to Physiotherapy | is a foundational course that explores the principles and practices of physiotherapy as a healthcare profession | SDG 3: Good Health and Well-being – This goal is central to physiotherapy, focusing on promoting health, preventing injuries, and providing rehabilitation services. SDG 4: Quality Education – Physiotherapy programs educate students on health practices, research, and patient care, contributing to quality education in healthcare. SDG 5: Gender Equality – Discussions about gender-related health issues and access to physiotherapy services can highlight gender disparities in healthcare. SDG 10: Reduced Inequalities – The course may address barriers to accessing physiotherapy for marginalized populations, aiming to reduce health inequalities. SDG 17: Partnerships for the Goals – Collaborations between physiotherapy educators, healthcare providers, and communities can be emphasized, fostering partnerships to improve health outcomes. These goals align with the holistic approach of physiotherapy, which emphasizes overall well-being and equitable access to health services. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131504 | Manajemen Fisioterapi Pra Klinik | Pre-Clinical Physiotherapy Managemen | is a course designed to prepare students for hands-on clinical practice in physiotherapy | Good Health and Well-Being (SDG 3): This is a primary focus, emphasizing the importance of health care, rehabilitation, and promoting physical well-being. Quality Education (SDG 4): The course itself contributes to quality education by training future physiotherapists in effective management practices and patient care. Gender Equality (SDG 5): Discussions may include the role of gender in health care access and the need for equitable treatment in physiotherapy. Reduced Inequalities (SDG 10): Courses often address disparities in health care access and outcomes among different populations. Sustainable Cities and Communities (SDG 11): There may be a focus on creating healthier environments and communities through accessible health services. Partnerships for the Goals (SDG 17): Collaboration among health professionals, patients, and community organizations is often emphasized in physiotherapy education. These SDGs provide a framework for understanding the broader impact of physiotherapy on health systems and community well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131602 | Etika Profesi, Hukum dan Sistem Kesehatan Nasional | Professional Ethics, Law and National Health System | is a course that examines the legal and ethical frameworks guiding healthcare practices | Good Health and Well-Being (SDG 3): The course will likely focus on health care policies, ethics, and legal frameworks that ensure access to quality health services. Reduced Inequalities (SDG 10): Discussions may include equitable access to health care and addressing disparities in health outcomes among different populations. Quality Education (SDG 4): The course contributes to professional education by teaching ethical practices and legal standards in health care. Gender Equality (SDG 5): Ethical considerations around gender in health care, including reproductive rights and access to services, may be explored. Partnerships for the Goals (SDG 17): Emphasis on collaboration between health professionals, legal experts, and policymakers to improve health systems. These goals help frame the ethical and legal responsibilities of health professionals within the broader context of sustainable health care. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140102 | Seminar Proposal | Proposal Seminar | is a course designed to guide students in developing research proposals for academic or professional projects | Quality Education (SDG 4): Emphasis on research methodologies and the importance of effective education proposals. Good Health and Well-Being (SDG 3): If proposals relate to health initiatives, this goal will be central to discussions. Reduced Inequalities (SDG 10): Proposals may focus on addressing social, economic, and health disparities. Sustainable Cities and Communities (SDG 11): Urban planning or community development proposals often align with this goal. Climate Action (SDG 13): Proposals addressing environmental sustainability or climate change mitigation. Partnerships for the Goals (SDG 17): Collaborating with various stakeholders for successful proposal implementation. Courses like Proposal Seminar encourage students to think critically about how their work can contribute to achieving these broader sustainability goals. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140204 | Skripsi | Thesis | is a course that involves the in-depth research and writing of a scholarly document, typically required for the completion of a graduate or postgraduate degree | Quality Education (SDG 4): Emphasis on research methodologies, critical thinking, and academic writing. Good Health and Well-Being (SDG 3): Relevant for theses focused on health sciences, public health, or medical research. Reduced Inequalities (SDG 10): Research may explore social, economic, or health disparities. Sustainable Cities and Communities (SDG 11): Topics related to urban planning, community development, or sustainability practices. Climate Action (SDG 13): Theses on environmental science, climate change, or sustainability initiatives. Partnerships for the Goals (SDG 17): Emphasis on collaboration between various stakeholders in research and implementation. By addressing these SDGs, students can contribute to meaningful research that aligns with global sustainability objectives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140300 | Uji Kompetensi | competence test | is a course designed to assess students’ knowledge, skills, and competencies in a specific field of study or practice | Quality Education (SDG 4): The course is likely aimed at ensuring students demonstrate knowledge and skills necessary for their field, contributing to quality education. Good Health and Well-Being (SDG 3): If the competence test is in a health-related field, this goal would be particularly relevant, emphasizing the importance of health literacy and effective practices. Reduced Inequalities (SDG 10): Competence tests may assess understanding of how to provide equitable services and address disparities in various contexts. Sustainable Cities and Communities (SDG 11): If the test involves urban planning or community services, this goal would be pertinent. Decent Work and Economic Growth (SDG 8): Tests in vocational programs may focus on skills that contribute to decent work and economic opportunities. Partnerships for the Goals (SDG 17): Emphasizing the importance of collaboration and teamwork skills relevant to many professions. These SDGs can help frame the competencies students are expected to demonstrate, highlighting their relevance to global sustainability objectives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02140400 | Objective Structured Clinical Examination (OSCE) | Objective Structured Clinical Examination (OSCE) | is a course designed to prepare students for practical assessments in clinical settings | Good Health and Well-Being (SDG 3): OSCEs are designed to assess clinical skills and competencies critical for providing quality health care. Quality Education (SDG 4): The OSCE format emphasizes effective teaching and assessment methods, ensuring that students acquire essential clinical skills. Reduced Inequalities (SDG 10): Training may focus on providing equitable care and understanding disparities in health access and outcomes. Gender Equality (SDG 5): OSCE scenarios may include considerations of gender in health care, promoting awareness of gender-specific health issues. Partnerships for the Goals (SDG 17): Collaboration among healthcare professionals, educators, and patients is emphasized in the training and evaluation process. These SDGs help frame the objectives of OSCEs, ensuring that they not only assess clinical skills but also promote broader health and social equity goals. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130804 | Manajemen Fisioterapi Olahraga dan Kebugaran | Sports and Fitness Physiotherapy Management | is a course that focuses on the assessment, treatment, and rehabilitation of sports-related injuries and conditions | Good Health and Well-Being (SDG 3): This goal is central, focusing on promoting physical health, injury prevention, and rehabilitation for athletes and active individuals. Quality Education (SDG 4): The course contributes to quality education by training future physiotherapists in effective management practices and sports science. Reduced Inequalities (SDG 10): Discussions may involve ensuring access to physiotherapy and fitness resources for diverse populations, including underrepresented groups. Gender Equality (SDG 5): The course might explore gender issues in sports, including equal access to training and support for male and female athletes. Sustainable Cities and Communities (SDG 11): Emphasis on creating supportive environments for physical activity and fitness within communities. Decent Work and Economic Growth (SDG 8): Training future professionals to enhance employment opportunities in the sports and fitness industry. These SDGs provide a framework for understanding the broader impact of sports and fitness physiotherapy on health systems and community well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130904 | Manajemen Fisioterapi Kardiovaskulopulmonal | Cardiovascular Pulmonary Physiotherapy Management | is a course that focuses on the assessment and treatment of patients with cardiovascular and pulmonary conditions | Good Health and Well-Being (SDG 3): The primary focus is on managing and rehabilitating patients with cardiovascular and pulmonary conditions to improve their health outcomes. Quality Education (SDG 4): The course emphasizes training and equipping students with the skills needed for effective assessment and treatment in cardiovascular and pulmonary physiotherapy. Reduced Inequalities (SDG 10): There may be discussions on ensuring equitable access to physiotherapy services for all populations, particularly underserved communities. Sustainable Cities and Communities (SDG 11): The course may explore how urban design and community resources can promote cardiovascular health and physical activity. Decent Work and Economic Growth (SDG 8): Preparing students for careers in healthcare contributes to economic growth and the availability of skilled professionals in this field. By addressing these SDGs, the course highlights the importance of holistic and equitable approaches to health care in cardiovascular and pulmonary physiotherapy. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131002 | Biostatistik | Biostatistics | is a course that focuses on the application of statistical methods to the analysis of biological, health, and medical data | Good Health and Well-Being (SDG 3): Biostatistics plays a crucial role in public health research, epidemiology, and understanding health trends, helping to improve health outcomes. Quality Education (SDG 4): The course contributes to quality education by teaching students statistical methods and analytical skills essential for research in health sciences. Reduced Inequalities (SDG 10): Biostatistical analysis can help identify health disparities and inform policies aimed at reducing inequalities in health access and outcomes. Sustainable Cities and Communities (SDG 11): Biostatistics can be applied to study urban health issues, environmental impacts on health, and community health initiatives. Partnerships for the Goals (SDG 17): Emphasizing the importance of data sharing and collaboration between researchers, healthcare providers, and policymakers to address health challenges. By addressing these SDGs, a Biostatistics course highlights the importance of data in driving health improvements and informed decision-making in public health. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131104 | Manajemen Fisioterapi Geriatri | Geriatric Physiotherapy Management | is a course focused on the assessment and treatment of older adults, addressing the unique physical and functional challenges they face | Good Health and Well-Being (SDG 3): The primary focus is on improving the health outcomes and quality of life for older adults through rehabilitation and management of age-related conditions. Quality Education (SDG 4): The course contributes to the education of future physiotherapists, equipping them with the skills necessary to care for the elderly population effectively. Reduced Inequalities (SDG 10): Discussions may include ensuring equitable access to physiotherapy services for older adults, particularly those from underserved communities. Gender Equality (SDG 5): Addressing gender-specific health issues and ensuring equal access to care for all genders among the elderly. Sustainable Cities and Communities (SDG 11): Exploring how community design and resources can support active aging and improve accessibility for older adults. Decent Work and Economic Growth (SDG 8): Preparing students for careers in geriatric care, contributing to the workforce needed to support an aging population. By addressing these SDGs, the course highlights the importance of geriatric physiotherapy in promoting health and well-being among older adults in a sustainable and equitable manner. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131204 | Manajemen Fisioterapi Pediatri | Pediatric Physiotherapy Management | is a course that focuses on the assessment, treatment, and rehabilitation of infants, children, and adolescents with various physical and developmental challenges | Good Health and Well-Being (SDG 3): The course focuses on improving the health and well-being of children through rehabilitation and management of pediatric conditions. Quality Education (SDG 4): It contributes to the education and training of future physiotherapists, emphasizing skills specific to pediatric care. Reduced Inequalities (SDG 10): Discussions may address ensuring equitable access to physiotherapy services for children from diverse backgrounds and those with disabilities. Gender Equality (SDG 5): The course may explore gender-related issues in pediatric health care, ensuring equitable treatment and access for all genders. Sustainable Cities and Communities (SDG 11): Emphasis on creating environments that support active play and movement for children, promoting overall health. Decent Work and Economic Growth (SDG 8): Training students for careers in pediatric physiotherapy contributes to the healthcare workforce and economic stability. By addressing these SDGs, the course highlights the role of pediatric physiotherapy in fostering healthy development and well-being for children in a sustainable and equitable manner. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131302 | Aktivitas Fungsional, Pemeliharaan Diri dan Rekreasi | Functional Activities, Self-Care and Recreation | is a course focused on enhancing individuals’ ability to perform daily activities and engage in leisure pursuits, particularly in the context of rehabilitation and health promotion | Good Health and Well-Being (SDG 3): The course emphasizes the importance of physical and mental health through functional activities and self-care practices. Quality Education (SDG 4): It contributes to the education and training of students, focusing on the skills needed to promote self-care and functional independence in various populations. Reduced Inequalities (SDG 10): Discussions may cover how to ensure access to recreational and self-care activities for individuals with disabilities and from marginalized communities. Sustainable Cities and Communities (SDG 11): The course may explore how community design can support active living and accessibility for all, promoting participation in recreational activities. Gender Equality (SDG 5): Addressing the specific needs of different genders in self-care and recreational opportunities. Decent Work and Economic Growth (SDG 8): Fostering skills that may lead to careers in health promotion, recreation, and community services. By addressing these SDGs, the course highlights the role of functional activities and self-care in enhancing quality of life and promoting well-being across diverse populations. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02131402 | Fisioterapi Komunitas | Community Physiotherapy | is a course that focuses on delivering physiotherapy services within community settings, emphasizing health promotion, prevention, and rehabilitation for diverse populations | Good Health and Well-Being (SDG 3): The course focuses on improving health outcomes for community members through accessible physiotherapy services and preventive care. Quality Education (SDG 4): It contributes to the education of future physiotherapists, emphasizing community health, patient education, and public health principles. Reduced Inequalities (SDG 10): Discussions may cover strategies to provide equitable access to physiotherapy services for underserved populations and address health disparities. Sustainable Cities and Communities (SDG 11): The course may explore how community design and resources can promote health and well-being, emphasizing the importance of accessible health services. Partnerships for the Goals (SDG 17): Emphasizing collaboration with community organizations, local governments, and other health professionals to enhance health initiatives. Gender Equality (SDG 5): Addressing the specific health needs and access issues for different genders within the community. By addressing these SDGs, the course highlights the importance of community-based approaches to physiotherapy in promoting health, equity, and sustainability. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130102 | Promosi Kesehatan | Health Promotion | is a course focused on strategies and interventions designed to enhance health and prevent disease within individuals and communities | Good Health and Well-Being (SDG 3): The primary focus is on improving health outcomes through effective health promotion strategies, prevention, and education. Quality Education (SDG 4): The course contributes to the education of students on health promotion theories, practices, and interventions. Reduced Inequalities (SDG 10): Discussions may include strategies to address health disparities and promote equitable access to health resources and education. Gender Equality (SDG 5): Exploring how health promotion can address gender-specific health issues and empower individuals of all genders. Sustainable Cities and Communities (SDG 11): Emphasizing the role of community design and resources in promoting health and active living. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among health organizations, communities, and policymakers to implement effective health promotion initiatives. By addressing these SDGs, the course underscores the critical role of health promotion in fostering overall community well-being and achieving sustainable health outcomes. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130202 | Manajemen Fisioterapi Integumen | Integumentary Physiotherapy Management | is a course that focuses on the assessment and treatment of conditions affecting the integumentary system, including the skin, hair, nails, and related structures | Good Health and Well-Being (SDG 3): The course focuses on managing and rehabilitating patients with integumentary system issues, such as wounds and skin conditions, to improve health outcomes. Quality Education (SDG 4): It contributes to the education of future physiotherapists by teaching the necessary skills and knowledge for effective integumentary care. Reduced Inequalities (SDG 10): Discussions may address ensuring equitable access to physiotherapy services for all patients, including those from marginalized communities. Sustainable Cities and Communities (SDG 11): Emphasizing the role of community resources and environment in supporting skin health and access to care. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among healthcare professionals, patients, and community organizations for effective integumentary health management. By addressing these SDGs, the course emphasizes the importance of integumentary physiotherapy in promoting overall health and well-being within diverse populations. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130302 | Manajemen Fisioterapi Interna | Internal Physiotherapy Management | is a course that focuses on the assessment and treatment of internal medical conditions, often related to the body’s internal systems such as the cardiovascular, respiratory, gastrointestinal, and urinary systems | Good Health and Well-Being (SDG 3): The primary focus is on managing and rehabilitating patients with internal conditions, such as those affecting the musculoskeletal or respiratory systems, to improve overall health outcomes. Quality Education (SDG 4): The course contributes to the education and training of future physiotherapists, providing them with the knowledge and skills necessary for effective internal management. Reduced Inequalities (SDG 10): Discussions may involve ensuring equitable access to physiotherapy services for all individuals, particularly those from disadvantaged backgrounds. Gender Equality (SDG 5): Addressing gender-specific health issues and ensuring that all patients receive appropriate care based on their needs. Partnerships for the Goals (SDG 17): Emphasizing collaboration among healthcare professionals, patients, and community organizations to enhance the effectiveness of internal physiotherapy management. By addressing these SDGs, the course highlights the importance of internal physiotherapy in promoting health, equity, and sustainable health practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130402 | Manajemen Fisioterapi Kesehatan Wanita | Women’s Health Physiotherapy Management | is a course focused on the unique physiotherapy needs related to women’s health issues across the lifespan | Good Health and Well-Being (SDG 3): The course focuses on addressing health issues specific to women, such as reproductive health, pregnancy, and menopause, promoting overall well-being. Quality Education (SDG 4): It contributes to the education of future physiotherapists by equipping them with the knowledge and skills necessary for effective management of women’s health conditions. Gender Equality (SDG 5): The course emphasizes the importance of addressing gender-specific health issues and empowering women through informed care and support. Reduced Inequalities (SDG 10): Discussions may include strategies to ensure equitable access to physiotherapy services for women from diverse backgrounds and marginalized communities. Sustainable Cities and Communities (SDG 11): Exploring how community resources and environments can support women’s health and accessibility to care. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration among healthcare providers, community organizations, and advocacy groups to enhance women’s health services. By addressing these SDGs, the course underscores the critical role of women’s health physiotherapy in promoting health equity and well-being for women across different life stages. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130502 | Manajemen Pelayanan Fisioterapi | Physiotherapy Service Management | is a course focused on the principles and practices involved in managing physiotherapy services within healthcare settings | Good Health and Well-Being (SDG 3): The course focuses on the effective management of physiotherapy services to improve patient outcomes and promote overall health. Quality Education (SDG 4): It contributes to the education of future healthcare managers by teaching principles of service delivery, management, and quality improvement in physiotherapy. Reduced Inequalities (SDG 10): Discussions may include strategies to ensure equitable access to physiotherapy services for diverse populations, including underserved communities. Decent Work and Economic Growth (SDG 8): Preparing students for leadership roles in physiotherapy can contribute to the healthcare workforce and support economic growth in the sector. Partnerships for the Goals (SDG 17): Emphasizing collaboration with healthcare teams, organizations, and community stakeholders to enhance service delivery and patient care. Sustainable Cities and Communities (SDG 11): Exploring how community health needs can be met through effective physiotherapy service management. By addressing these SDGs, the course highlights the importance of management practices in promoting health equity, quality care, and sustainable health systems. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130602 | Sosiologi Antropologi | Anthropological Sociology | is a course that explores the intersection of anthropology and sociology, examining how cultural, social, and structural factors influence human behavior and social practices | Reduced Inequalities (SDG 10): The course often explores social structures, power dynamics, and inequalities within and between societies. Quality Education (SDG 4): It emphasizes critical thinking and understanding diverse cultural perspectives, contributing to broader educational goals. Gender Equality (SDG 5): Many courses examine gender roles, identities, and issues related to gender inequality in different cultural contexts. Good Health and Well-Being (SDG 3): Discussions may include the cultural determinants of health and how societal factors impact well-being. Sustainable Cities and Communities (SDG 11): The course might address urbanization, community dynamics, and the impact of cultural practices on sustainability. Partnerships for the Goals (SDG 17): Highlighting the importance of collaborative approaches to address social issues and promote community development. By addressing these SDGs, the course underscores the relevance of anthropological sociology in understanding and addressing complex social challenges. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02130703 | Manajemen Fisioterapi Ergonomi dan Kesehatan Kerja | Ergonomics and Occupational Health Physiotherapy Management | is a course that focuses on the application of ergonomic principles and occupational health strategies to prevent and manage work-related injuries and promote employee well-being | SDG 3: Good Health and Well-Being – Focuses on promoting physical and mental health, which is a central aspect of occupational health and ergonomics. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of promoting safe and secure working environments, which is directly related to ergonomic practices and occupational health. SDG 4: Quality Education – If the course involves training and educating future practitioners, it contributes to ensuring inclusive and equitable quality education. SDG 10: Reduced Inequalities – Addresses workplace inclusivity and accessibility, ensuring that all individuals have equal opportunities in the workforce. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in workplace design and health interventions that enhance productivity and worker well-being. Integrating these SDGs into the curriculum can help future professionals understand their role in promoting sustainable development through health and safety practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121202 | Bahasa Inggris Fisioterapi | Physiotherapy English | is a course designed to enhance the language skills of physiotherapy students, enabling them to communicate effectively in clinical and academic settings | SDG 3: Good Health and Well-Being – This is a primary focus of physiotherapy, aiming to improve health outcomes and promote rehabilitation. SDG 4: Quality Education – The course contributes to providing quality education and training for future healthcare professionals. SDG 10: Reduced Inequalities – Physiotherapy practices can promote inclusivity by addressing health disparities among different populations. SDG 8: Decent Work and Economic Growth – Emphasizing the importance of healthy workplaces and workforce participation. SDG 17: Partnerships for the Goals – If the course includes collaborative projects or partnerships with health organizations, it can promote global health initiatives. By integrating these SDGs, the course can prepare students to contribute to sustainable health practices and policies. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121302 | Farmakologi Fisioterapi | Physiotherapy Pharmacology | is a course that focuses on the principles of pharmacology as they relate to physiotherapy practice | SDG 3: Good Health and Well-Being – Focuses on understanding medications that enhance patient recovery, pain management, and overall health outcomes. SDG 4: Quality Education – Contributes to providing quality education in pharmacology for healthcare professionals, ensuring they are well-equipped to make informed decisions about medication use. SDG 10: Reduced Inequalities – Addresses the importance of equitable access to medications and understanding how pharmacology can be applied to diverse populations. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective medication management in supporting a productive workforce and reducing absenteeism. SDG 9: Industry, Innovation, and Infrastructure – Involves understanding the role of pharmaceuticals in healthcare innovation and the development of new treatments. Incorporating these SDGs into the curriculum can help future physiotherapists use pharmacological knowledge to enhance patient care and promote sustainable health practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121403 | Manajemen Fisioterapi Neuromuskular Sistem Saraf Pusat | Central Nervous System Neuromuscular Physiotherapy Management | is a course focused on the assessment and treatment of patients with conditions affecting the central nervous system, such as stroke, traumatic brain injury, multiple sclerosis, and spinal cord injuries | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes for individuals with neurological conditions, promoting rehabilitation and quality of life. SDG 4: Quality Education – Contributes to the education and training of healthcare professionals in specialized areas of physiotherapy, ensuring high standards of care. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services for individuals with neurological impairments, promoting inclusivity. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of rehabilitation in enabling individuals to participate in the workforce, enhancing their economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration with various healthcare sectors and organizations to improve treatment approaches and patient outcomes in neuromuscular rehabilitation. Incorporating these SDGs into the curriculum can help prepare students to address complex health challenges and promote sustainable health practices in their future careers. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121502 | Manajemen Fisioterapi Neuromuskular Sistem Saraf Tepi | Neuromuscular Physiotherapy Management of the Peripheral Nervous System | is a course focused on the assessment and treatment of conditions affecting the peripheral nervous system, including peripheral neuropathies, radiculopathies, and nerve injuries | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes for patients with peripheral nerve disorders, enhancing their quality of life and rehabilitation. SDG 4: Quality Education – Contributes to providing comprehensive education and training for physiotherapy professionals in specialized areas related to the peripheral nervous system. SDG 10: Reduced Inequalities – Promotes equitable access to physiotherapy services for individuals with neuromuscular conditions, addressing health disparities. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective rehabilitation in helping individuals return to work and participate fully in society. SDG 17: Partnerships for the Goals – Encourages collaboration between healthcare providers, educational institutions, and community organizations to enhance treatment and support for patients. Incorporating these SDGs into the curriculum can help future physiotherapists understand their role in promoting health equity and sustainable practices in healthcare. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121603 | Manajemen Fisioterapi Muskuloskeletal Bedah | Surgical Musculoskeletal Physiotherapy Management | is a course that focuses on the rehabilitation of patients who have undergone surgical procedures related to the musculoskeletal system | SDG 3: Good Health and Well-Being – Focuses on post-surgical rehabilitation, promoting recovery, pain management, and overall health for patients with musculoskeletal conditions. SDG 4: Quality Education – Contributes to the education and training of physiotherapists, ensuring they have the necessary skills and knowledge to provide effective care. SDG 10: Reduced Inequalities – Addresses the need for equitable access to rehabilitation services for all patients, regardless of socioeconomic status or background. SDG 8: Decent Work and Economic Growth – Highlights the importance of rehabilitation in helping individuals return to work and maintain productivity after surgery. SDG 17: Partnerships for the Goals – Encourages collaboration with other healthcare professionals and organizations to improve surgical outcomes and patient care. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient outcomes in musculoskeletal rehabilitation. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121703 | Manajemen Fisioterapi Muskuloskeletal Nonbedah | Nonsurgical Musculoskeletal Physiotherapy Management | is a course focused on the assessment, treatment, and rehabilitation of musculoskeletal conditions that do not require surgical intervention | SDG 3: Good Health and Well-Being – Focuses on promoting physical health and well-being through non-invasive treatment methods for musculoskeletal conditions. SDG 4: Quality Education – Provides comprehensive education and training for physiotherapy students, ensuring they are well-equipped to manage musculoskeletal disorders effectively. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services, ensuring that all individuals can receive care for musculoskeletal issues. SDG 8: Decent Work and Economic Growth – Emphasizes the role of effective physiotherapy in enabling individuals to maintain their work capacity and productivity. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare providers, educational institutions, and community organizations to enhance patient care and access to services. Incorporating these SDGs into the curriculum can help prepare future physiotherapists to promote sustainable health practices and improve outcomes for patients with musculoskeletal conditions. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121802 | Epidemiologi | Epidemiology | is a course that focuses on the study of how diseases and health conditions affect populations, exploring their distribution, determinants, and control | SDG 3: Good Health and Well-Being – Focuses on understanding and controlling diseases, improving health outcomes, and promoting public health initiatives. SDG 4: Quality Education – Provides essential education and training for students in the principles and practices of epidemiology, fostering a knowledgeable workforce. SDG 10: Reduced Inequalities – Addresses health disparities by studying the distribution of diseases across different populations and identifying factors contributing to inequalities. SDG 17: Partnerships for the Goals – Encourages collaboration with public health organizations, governmental bodies, and other stakeholders to enhance research and intervention efforts. SDG 11: Sustainable Cities and Communities – Can include studies on urban health, the impact of environmental factors on disease, and the development of sustainable health policies. By integrating these SDGs into the curriculum, the course can prepare students to contribute to global health efforts and address public health challenges effectively. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120502 | Fisiologi latihan | Exercise physiology | is a course that focuses on the physiological responses and adaptations of the body to exercise and physical activity | SDG 3: Good Health and Well-Being – Focuses on the role of physical activity in promoting overall health, preventing disease, and managing chronic conditions. SDG 4: Quality Education – Provides essential education and training for students, ensuring they understand the science behind exercise and its effects on the body. SDG 10: Reduced Inequalities – Addresses the importance of inclusive exercise programs that cater to diverse populations, promoting equal access to physical activity for all. SDG 8: Decent Work and Economic Growth – Emphasizes the role of physical fitness in enhancing productivity and work performance, contributing to economic growth. SDG 17: Partnerships for the Goals – Encourages collaboration with health organizations, community groups, and other stakeholders to promote exercise and physical activity initiatives. By integrating these SDGs into the curriculum, the course can prepare students to advocate for healthy lifestyles and contribute to public health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120605 | Terapi Latihan | Exercise Therapy | is a course focused on the use of physical activity and structured exercise as a therapeutic intervention for various health conditions | SDG 3: Good Health and Well-Being – Focuses on improving health outcomes through manual therapy techniques that relieve pain, enhance mobility, and promote overall well-being. SDG 4: Quality Education – Provides comprehensive training in manual therapy techniques, ensuring students gain the necessary skills and knowledge to practice effectively. SDG 10: Reduced Inequalities – Encourages the provision of accessible manual therapy services, promoting equitable health care for diverse populations. SDG 8: Decent Work and Economic Growth – Highlights the role of effective manual therapy in enhancing physical health, which can contribute to workforce productivity and economic sustainability. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare professionals, educational institutions, and community organizations to improve access to manual therapy services. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient outcomes through manual therapy and manipulation techniques. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120703 | Terapi Manual dan Manipulasi | Manual Therapy and Manipulation | is a course focused on hands-on techniques used to treat musculoskeletal conditions and improve function | SDG 3: Good Health and Well-Being – Focuses on enhancing physical health through pain relief, improved mobility, and overall well-being for patients. SDG 4: Quality Education – Provides students with the knowledge and skills necessary for effective practice in manual therapy, ensuring high-quality training. SDG 10: Reduced Inequalities – Promotes equitable access to manual therapy services, ensuring that diverse populations can receive appropriate care. SDG 8: Decent Work and Economic Growth – Supports the workforce by improving physical health, which can enhance productivity and reduce absenteeism. SDG 17: Partnerships for the Goals – Encourages collaboration with other healthcare professionals and organizations to improve treatment outcomes and access to services. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable health practices and improve patient care through manual therapy techniques. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120802 | Psikologi Kesehatan | Health Psychology | is a course that examines the psychological factors that influence health, illness, and healthcare | SDG 3: Good Health and Well-Being – Focuses on understanding the psychological factors that affect health, illness, and healthcare, promoting overall well-being. SDG 4: Quality Education – Provides comprehensive education and training for students in the principles of health psychology, preparing them for effective practice. SDG 10: Reduced Inequalities – Addresses health disparities by exploring how psychological factors influence health behaviors and access to care across different populations. SDG 8: Decent Work and Economic Growth – Highlights the importance of mental health in the workplace, supporting employee well-being and productivity. SDG 17: Partnerships for the Goals – Encourages collaboration with healthcare providers, community organizations, and policymakers to promote mental health initiatives and improve health outcomes. Integrating these SDGs into the curriculum can help prepare students to advocate for holistic approaches to health that consider both psychological and physical well-being. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120902 | Kewirausahaan | Entrepreneurship | is a course that focuses on the principles, practices, and challenges of starting and managing a business | SDG 8: Decent Work and Economic Growth – Encourages the creation of jobs and sustainable economic growth through new business ventures and innovation. SDG 9: Industry, Innovation, and Infrastructure – Focuses on fostering innovation and building resilient infrastructure, promoting sustainable industrialization. SDG 4: Quality Education – Provides students with the knowledge and skills necessary for entrepreneurial success, promoting lifelong learning and personal development. SDG 10: Reduced Inequalities – Encourages inclusive entrepreneurship by addressing barriers faced by marginalized groups, promoting equal opportunities. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration and partnerships in entrepreneurship, fostering networks that can support sustainable business practices. By integrating these SDGs into the curriculum, the course can prepare students to develop innovative solutions that contribute to sustainable development and economic growth. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121002 | Manajemen Bencana dan Kegawatdaruratan | Disaster and Emergency Management | is a course that focuses on the principles and practices involved in preparing for, responding to, recovering from, and mitigating the impacts of disasters and emergencies | SDG 3: Good Health and Well-Being – Focuses on ensuring health and safety during emergencies and disasters, promoting effective response and recovery strategies. SDG 11: Sustainable Cities and Communities – Aims to make cities and communities resilient to disasters by developing and implementing effective risk reduction strategies. SDG 13: Climate Action – Addresses the importance of managing risks associated with climate change and natural disasters, promoting adaptation and mitigation efforts. SDG 4: Quality Education – Provides education and training in disaster preparedness and response, equipping students with the skills needed to manage emergencies effectively. SDG 16: Peace, Justice, and Strong Institutions – Emphasizes the role of strong governance and institutions in disaster risk reduction and emergency management. SDG 17: Partnerships for the Goals – Encourages collaboration between governments, NGOs, and communities to enhance disaster resilience and response efforts. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable disaster management practices and improve community resilience. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02121103 | Metodologi Penelitian | Research methodology | is a course that focuses on the principles and techniques of conducting research, emphasizing the systematic process of inquiry | SDG 3: Good Health and Well-Being – Focuses on health and safety during disasters, ensuring effective emergency response and public health preparedness. SDG 11: Sustainable Cities and Communities – Aims to make communities resilient to disasters through planning and risk reduction strategies. SDG 13: Climate Action – Addresses disaster risks related to climate change, promoting adaptive measures and mitigation strategies. SDG 4: Quality Education – Provides education and training in disaster preparedness, equipping students with essential skills for effective emergency management. SDG 16: Peace, Justice, and Strong Institutions – Emphasizes the importance of governance and institutions in managing disasters and ensuring effective responses. SDG 17: Partnerships for the Goals – Encourages collaboration among governments, NGOs, and communities to enhance disaster resilience and recovery efforts. Integrating these SDGs into the curriculum can prepare students to contribute to sustainable disaster management practices and strengthen community resilience. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112002 | Komunikasi Profesional | Professional Communication | is a course that focuses on the skills and strategies needed for effective communication in professional settings | SDG 4: Quality Education – Provides essential skills in effective communication, fostering learning and development in various professional contexts. SDG 8: Decent Work and Economic Growth – Enhances employability and career prospects by equipping students with strong communication skills necessary for the workplace. SDG 10: Reduced Inequalities – Promotes inclusive communication practices that help bridge gaps among diverse populations, ensuring everyone has a voice. SDG 16: Peace, Justice, and Strong Institutions – Encourages transparent and effective communication in governance and organizations, supporting accountability and participation. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration and communication in building partnerships among various stakeholders to achieve shared goals. By integrating these SDGs into the curriculum, the course can prepare students to engage effectively in professional environments and contribute to sustainable development initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112104 | Fisiologi | Physiology | is a course that explores the functions and mechanisms of the human body at various levels, from cellular processes to organ systems | SDG 3: Good Health and Well-Being – Focuses on understanding bodily functions and processes, which is essential for promoting health, preventing disease, and improving overall well-being. SDG 4: Quality Education – Provides foundational knowledge necessary for various health-related fields, ensuring students receive high-quality education in biological sciences. SDG 10: Reduced Inequalities – Addresses health disparities by understanding physiological differences among populations, which can inform equitable health interventions. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in healthcare and related fields, supporting economic growth through well-trained professionals. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and research organizations to advance physiological research and its applications. Integrating these SDGs into the curriculum can help students understand the broader impact of physiology on health and society, preparing them to contribute to sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02112202 | Biologi Molekular | Molecular Biology | is a course that focuses on the molecular mechanisms underlying biological processes, particularly at the level of genes, proteins, and cellular interactions | SDG 3: Good Health and Well-Being – Focuses on understanding the molecular basis of health and disease, which is crucial for developing new treatments and therapies. SDG 4: Quality Education – Provides foundational knowledge in molecular biology, ensuring students gain essential skills for careers in healthcare, research, and biotechnology. SDG 10: Reduced Inequalities – Supports research into genetic and molecular factors that contribute to health disparities, promoting equitable healthcare solutions. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in biotechnology and pharmaceuticals, contributing to sustainable industrial practices and technological advancements. SDG 17: Partnerships for the Goals – Promotes collaboration among academic institutions, research organizations, and industries to advance scientific knowledge and applications in molecular biology. By integrating these SDGs into the curriculum, the course can prepare students to contribute to advancements in health, research, and biotechnology, supporting sustainable development. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120104 | Proses Fisioterapi | Physiotherapy Process | is a course that outlines the systematic approach physiotherapists use to assess, diagnose, and treat patients | SDG 3: Good Health and Well-Being – Focuses on improving patient outcomes through effective physiotherapy interventions, promoting rehabilitation and overall health. SDG 4: Quality Education – Provides students with comprehensive training in physiotherapy processes, ensuring they acquire the necessary knowledge and skills for effective practice. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services, promoting inclusive care for diverse populations. SDG 8: Decent Work and Economic Growth – Highlights the role of physiotherapy in enabling individuals to return to work and contribute to economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between physiotherapy professionals, healthcare providers, and community organizations to enhance service delivery and patient care. By integrating these SDGs into the curriculum, the course can prepare students to make meaningful contributions to health and rehabilitation, supporting sustainable development initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120202 | Dasar Pemeriksaan Laboratorium | Basics of Laboratory Examination | is a course that provides foundational knowledge and skills related to clinical laboratory testing and its role in healthcare | SDG 3: Good Health and Well-Being – Focuses on the role of laboratory examinations in diagnosing and monitoring health conditions, ultimately improving patient care and health outcomes. SDG 4: Quality Education – Provides foundational knowledge and skills in laboratory practices, ensuring students receive high-quality education relevant to health sciences. SDG 10: Reduced Inequalities – Supports equitable access to laboratory services, which can help address health disparities by improving diagnostic capabilities in underserved communities. SDG 9: Industry, Innovation, and Infrastructure – Encourages the development of innovative laboratory techniques and practices that enhance the efficiency and effectiveness of health services. SDG 17: Partnerships for the Goals – Promotes collaboration between educational institutions, healthcare providers, and research organizations to improve laboratory practices and outcomes. Integrating these SDGs into the curriculum can prepare students to contribute to advancements in laboratory science and public health, supporting sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120302 | Dasar Pemeriksaan Radiologi | Basics of Radiological Examination | is a course that introduces students to the principles and practices of radiology, focusing on the use of imaging technologies for diagnosing and monitoring medical conditions | SDG 3: Good Health and Well-Being – Focuses on the importance of radiological examinations in diagnosing and monitoring health conditions, contributing to improved patient care and health outcomes. SDG 4: Quality Education – Provides essential knowledge and skills in radiological techniques, ensuring students receive quality education relevant to medical imaging. SDG 10: Reduced Inequalities – Supports equitable access to radiological services, which can help address health disparities by improving diagnostic capabilities in underserved populations. SDG 9: Industry, Innovation, and Infrastructure – Encourages advancements in radiological technology and practices, contributing to innovative solutions in healthcare delivery. SDG 17: Partnerships for the Goals – Promotes collaboration among educational institutions, healthcare providers, and research organizations to enhance the effectiveness and accessibility of radiological services. Integrating these SDGs into the curriculum can prepare students to contribute to advancements in medical imaging and public health, supporting sustainable health initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02120404 | Elektroterapi dan Sumber Fisis | Electrotherapy and Physical Sources | is a course that focuses on the principles and applications of various electrotherapy modalities and physical agents used in physiotherapy for rehabilitation and pain management | SDG 3: Good Health and Well-Being – Focuses on using electrotherapy and physical modalities to improve patient outcomes, manage pain, and enhance rehabilitation. SDG 4: Quality Education – Provides essential training in the principles and applications of electrotherapy, ensuring students acquire the necessary skills for effective practice. SDG 10: Reduced Inequalities – Promotes access to effective therapeutic modalities for diverse populations, helping to reduce health disparities in treatment options. SDG 8: Decent Work and Economic Growth – Emphasizes the role of physiotherapy and electrotherapy in enabling individuals to return to work and enhance their quality of life. SDG 17: Partnerships for the Goals – Encourages collaboration between healthcare professionals, educational institutions, and technology providers to improve the delivery and effectiveness of therapeutic interventions. Integrating these SDGs into the curriculum can prepare students to utilize electrotherapy and physical sources effectively, contributing to sustainable health practices and improved patient care. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111102 | Fisika Kesehatan | Health Physics | is a course that focuses on the application of physics principles to the protection of humans and the environment from the potential hazards of ionizing radiation | SDG 3: Good Health and Well-Being – Focuses on ensuring safety in the use of radiation in medical and therapeutic applications, promoting public health and safety. SDG 4: Quality Education – Provides students with comprehensive knowledge and skills related to radiation safety, enhancing education in health physics and related fields. SDG 10: Reduced Inequalities – Promotes equitable access to safe healthcare technologies and practices, ensuring all populations benefit from radiation-related medical procedures. SDG 9: Industry, Innovation, and Infrastructure – Encourages advancements in radiation technology and safety practices, contributing to innovative solutions in healthcare and industry. SDG 17: Partnerships for the Goals – Promotes collaboration among educational institutions, healthcare providers, and regulatory bodies to enhance safety standards and practices in health physics. By integrating these SDGs into the curriculum, the course can prepare students to contribute to safe and effective practices in radiation use, supporting public health and safety initiatives. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111202 | Anatomi | Anatomy | is a foundational course that explores the structure and organization of the human body | SDG 3: Good Health and Well-Being – Provides foundational knowledge about the human body, which is essential for understanding health, disease, and effective medical treatments. SDG 4: Quality Education – Offers comprehensive education in the structure and function of the body, ensuring students acquire the necessary skills for healthcare professions. SDG 10: Reduced Inequalities – Supports the understanding of anatomical variations among diverse populations, which can inform equitable healthcare practices. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in healthcare and related fields, enhancing job opportunities and economic productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions and healthcare organizations to improve anatomical education and research. By integrating these SDGs into the curriculum, the course can prepare students to apply anatomical knowledge in ways that promote health, equity, and sustainable development. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111302 | Anatomi Terapan Fisioterapi | Applied Anatomy Physiotherapy | is a course that focuses on the practical application of anatomical knowledge to clinical practice in physiotherapy | SDG 3: Good Health and Well-Being – Focuses on understanding anatomical structures and functions to improve health outcomes and rehabilitation strategies for patients. SDG 4: Quality Education – Provides essential education and training in applied anatomy, ensuring students are well-prepared for careers in physiotherapy and related fields. SDG 10: Reduced Inequalities – Promotes inclusive practices in physiotherapy by considering anatomical differences across diverse populations, helping to reduce health disparities. SDG 8: Decent Work and Economic Growth – Contributes to the development of a skilled workforce in healthcare, supporting economic growth through effective rehabilitation services. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance applied anatomy education and patient care. By integrating these SDGs into the curriculum, the course can prepare students to use their knowledge of applied anatomy to promote health, equity, and sustainable practices in physiotherapy. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111402 | Logika dan Filsafat Ilmu | Logic and Philosophy of Science | is a course that explores the principles of logical reasoning and the foundational concepts underlying scientific inquiry | SDG 4: Quality Education – Promotes critical thinking, reasoning, and analytical skills essential for understanding scientific concepts and methodologies. SDG 3: Good Health and Well-Being – Encourages a better understanding of the philosophy behind scientific research, including health sciences, which can lead to more informed health decisions and policies. SDG 10: Reduced Inequalities – Fosters an understanding of the ethical implications of scientific research and technology, promoting equitable access to scientific knowledge and innovations. SDG 9: Industry, Innovation, and Infrastructure – Supports the development of a strong foundation in logical reasoning and scientific inquiry, which is crucial for innovation and technological advancements. SDG 17: Partnerships for the Goals – Encourages interdisciplinary collaboration between philosophy and science, fostering partnerships that enhance research quality and public understanding of science. By integrating these SDGs into the curriculum, the course can help students develop a well-rounded understanding of science and its implications, contributing to informed decision-making and sustainable practices. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111502 | Teknologi Informasi | Information Technology | is a course that introduces students to the principles and practices of managing and using technology to support organizational needs and enhance productivity | SDG 4: Quality Education – Enhances access to educational resources and tools, promoting digital literacy and skills necessary for the modern workforce. SDG 8: Decent Work and Economic Growth – Supports job creation and economic growth through the development of IT skills, fostering innovation and entrepreneurship. SDG 9: Industry, Innovation, and Infrastructure – Promotes the development of resilient infrastructure and innovative technologies that drive progress in various sectors. SDG 10: Reduced Inequalities – Encourages equitable access to technology, helping to bridge the digital divide and promote inclusivity in education and employment. SDG 17: Partnerships for the Goals – Fosters collaboration between educational institutions, industries, and communities to leverage technology for sustainable development. SDG 3: Good Health and Well-Being – Supports the use of IT in healthcare settings, enhancing patient care through health informatics and telemedicine solutions. By integrating these SDGs into the curriculum, the course can prepare students to utilize technology effectively in ways that promote sustainability, equity, and innovation. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111804 | Patologi Terapan Fisioterapi | Physiotherapy Applied Pathology | is a course that focuses on understanding various pathological conditions and their implications for physiotherapy practice | SDG 3: Good Health and Well-Being – Focuses on understanding the impact of various pathologies on health and recovery, informing effective physiotherapy interventions. SDG 4: Quality Education – Provides comprehensive education on applied pathology, ensuring students acquire essential knowledge for their future practice in physiotherapy. SDG 10: Reduced Inequalities – Addresses the need for equitable access to physiotherapy services for patients with various health conditions, promoting inclusive care. SDG 8: Decent Work and Economic Growth – Enhances the workforce’s capability in healthcare, contributing to better job prospects and economic productivity in the physiotherapy sector. SDG 17: Partnerships for the Goals – Encourages collaboration among healthcare providers, educational institutions, and research organizations to improve patient care and outcomes. By integrating these SDGs into the curriculum, the course can prepare students to effectively address health challenges and contribute to sustainable health practices in their communities. |
| KEPERAWATAN | FISIOTERAPI | Kurikulum Sarjana K-23 | 2023 | 23R02111904 | Biomekanik dan Kinesiologi | Biomechanics and Kinesiology | is a course that explores the mechanical principles of movement and the study of human motion | SDG 3: Good Health and Well-Being – Focuses on understanding human movement and its impact on health, promoting physical activity and rehabilitation strategies. SDG 4: Quality Education – Provides essential knowledge and skills in biomechanics and kinesiology, ensuring students are well-prepared for careers in health and fitness. SDG 10: Reduced Inequalities – Promotes inclusive practices in physical activity and rehabilitation, helping to address disparities in access to movement-based therapies. SDG 8: Decent Work and Economic Growth – Contributes to a skilled workforce in health, fitness, and rehabilitation sectors, supporting economic growth through enhanced productivity. SDG 17: Partnerships for the Goals – Encourages collaboration between educational institutions, healthcare providers, and community organizations to promote healthy movement and physical activity. By integrating these SDGs into the curriculum, the course can prepare students to apply biomechanical and kinesiological principles to improve health outcomes and foster sustainable practices in physical activity and rehabilitation. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110102 | Filsafat Eksistensi Manusia | Philosophy of Human Existence | explores fundamental questions about what it means to be human. It examines themes such as consciousness, identity, free will, morality, and the nature of reality. | 1. SDG 4: Quality Education: This course promotes critical thinking and philosophical inquiry, encouraging students to explore fundamental questions about existence, ethics, and human rights, thus enriching their educational experience. 2. SDG 10: Reduced Inequalities: By examining concepts of identity, agency, and social justice, the course can inform discussions on addressing inequalities and promoting human dignity. 3. SDG 16: Peace, Justice, and Strong Institutions: Understanding the philosophical underpinnings of human existence can contribute to a deeper appreciation of justice, ethics, and the role of institutions in fostering a just society. 4. SDG 5: Gender Equality: The philosophy of human existence often explores issues of identity and agency, allowing for critical discussions on gender equality and women’s rights. 5. SDG 3: Good Health and Well-being: Philosophical reflections on the nature of existence can contribute to holistic approaches to well-being, mental health, and human flourishing. By aligning with these goals, the course prepares students to engage thoughtfully with profound questions about existence, ethics, and the human condition, fostering a more just and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121803 | Psikologi Konseling | Counseling Psychology | The course on Counseling Psychology focuses on the principles and practices of providing psychological support to individuals facing emotional, mental, and relational challenges. | 1. SDG 3: Good Health and Well-being: Counseling psychology directly contributes to mental health and well-being by providing support, therapy, and resources for individuals facing psychological challenges. 2. SDG 4: Quality Education: This course enhances knowledge and skills in providing educational and therapeutic support, equipping future counselors to foster resilience and personal development in diverse populations. 3. SDG 10: Reduced Inequalities: Counseling psychology addresses mental health disparities and promotes equitable access to psychological services, particularly for marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Understanding the psychological aspects of conflict and resolution can enhance community well-being and support efforts toward peacebuilding and social justice. 5. SDG 5: Gender Equality: Counseling psychology can explore gender-specific issues and promote mental health resources that empower women and other gender minorities. By aligning with these goals, the course prepares students to make meaningful contributions to mental health care and social well-being, fostering healthier communities and individuals. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130203 | Dasar Perubahan Perilaku dan Metode Intervensi Psikologi | Basic Behaviour Change and Psychological Intervention Methods | delves into the theories and practices related to modifying behavior and implementing psychological interventions. | 1. SDG 3: Good Health and Well-being: Understanding behavior change is crucial for promoting healthy lifestyles and addressing public health issues, such as substance abuse, mental health, and chronic diseases. 2. SDG 4: Quality Education: The course can provide educators and counselors with techniques to foster positive behavioral changes in students, enhancing educational outcomes and personal development. 3. SDG 10: Reduced Inequalities: Psychological interventions can be tailored to address the specific needs of marginalized communities, helping to reduce disparities in mental health and well-being. 4. SDG 16: Peace, Justice, and Strong Institutions: Behavior change methods can be applied to conflict resolution and peacebuilding efforts, promoting social cohesion and community resilience. 5. SDG 5: Gender Equality: Interventions can focus on addressing gender-based issues and promoting empowerment among women and marginalized genders, contributing to equality and justice. By linking these goals, the course equips students with the knowledge and skills to implement effective behavior change strategies that enhance individual and community well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134802 | Tes Kepribadian Proyektif | Projective Personality Test | A projective personality test is a psychological assessment tool designed to uncover an individual’s underlying thoughts, feelings, and personality traits by presenting them with ambiguous stimuli. | 1. SDG 3: Good Health and Well-being: Projective tests can be used in mental health assessments to understand individuals’ psychological states, aiding in the diagnosis and treatment of mental health issues. 2. SDG 4: Quality Education: This course enhances the training of mental health professionals and educators in using projective tests to better understand student and client behaviors, leading to improved educational and therapeutic interventions. 3. SDG 10: Reduced Inequalities: Understanding personality through projective tests can help identify specific needs of marginalized groups, allowing for more tailored and equitable mental health support. 4. SDG 16: Peace, Justice, and Strong Institutions: By using projective tests in legal and institutional contexts, professionals can assess individuals’ motivations and behaviors, contributing to fairer practices in justice and rehabilitation. 5. SDG 5: Gender Equality: Projective testing can provide insights into gender-specific issues, helping to address biases and promote equality in therapeutic settings. By linking these goals, the course prepares students to apply projective tests effectively, contributing to a deeper understanding of human behavior and enhancing mental health interventions. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134902 | Tes Kepribadian non proyektif | Non-projective Personality Test | Non-projective personality tests are structured assessments designed to measure specific personality traits, behaviors, and attitudes through standardized questions and responses. Unlike projective tests, these instruments provide clear, direct questions that yield quantifiable results. | 1. SDG 3: Good Health and Well-being: Non-projective personality tests, such as standardized assessments, help in diagnosing mental health issues and developing effective treatment plans, contributing to overall well-being. 2. SDG 4: Quality Education: Educators and mental health professionals can use these tests to understand students’ or clients’ personalities, enhancing tailored educational strategies and interventions. 3. SDG 10: Reduced Inequalities: By providing objective measures of personality traits, these tests can help identify the needs of diverse populations, promoting equitable access to mental health resources and support. 4.SDG 16: Peace, Justice, and Strong Institutions: In legal and organizational contexts, non-projective tests can aid in understanding behaviors and motivations, contributing to fairer practices in justice and workplace dynamics. 5. SDG 5: Gender Equality: Non-projective tests can be designed to assess personality traits across genders, helping to identify and address specific challenges faced by different gender groups. By aligning with these goals, the course equips students with the skills to apply non-projective personality tests effectively, enhancing understanding of individual differences and improving mental health and educational outcomes. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02135002 | Tes Minat dan Hasil Belajar | Interest Test and Learning Results | Interest tests are assessments designed to evaluate an individual’s preferences, inclinations, and interests in various activities, subjects, or career fields. These tests help identify areas where a person is most likely to find satisfaction and success, guiding educational and career decisions. | 1. SDG 4: Quality Education: Interest tests help identify students’ strengths and preferences, enabling educators to tailor instruction and support, ultimately enhancing learning outcomes and engagement. 2. SDG 3: Good Health and Well-being: Understanding students’ interests can foster a more positive educational environment, reducing stress and improving mental health by aligning learning with individual passions. 3. SDG 10: Reduced Inequalities: Interest tests can help identify and support diverse learning needs, ensuring that all students, including marginalized groups, have access to resources that align with their interests. 4. SDG 8: Decent Work and Economic Growth: By aligning education with students’ interests and career aspirations, this course can help prepare them for the workforce, contributing to economic growth and decent employment opportunities. 5. SDG 17: Partnerships for the Goals: The use of interest tests encourages collaboration among educators, counselors, and parents to support students’ learning journeys and career planning. By linking these goals, the course equips students with the tools to assess interests effectively, enhancing educational experiences and promoting positive learning outcomes. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02140206 | Skripsi | Thesis | is a formal academic document that presents an original argument or research on a specific topic, typically as part of a graduate or postgraduate degree program. | 1. SDG 4: Quality Education: Engaging in thesis work promotes critical thinking, research skills, and academic rigor, contributing to the overall quality of education. 2. SDG 16: Peace, Justice, and Strong Institutions: Theses that focus on governance, justice, and institutional effectiveness can contribute to a deeper understanding of social issues and promote stronger institutions. 3. SDG 10: Reduced Inequalities: Research topics that address social, economic, or political inequalities can help identify solutions and promote equity, contributing to a more just society. 4. SDG 8: Decent Work and Economic Growth: Theses exploring economic policies or workforce development can provide insights that drive economic growth and improve job prospects. 5. SDG 17: Partnerships for the Goals: Collaborative thesis projects can foster partnerships between universities, communities, and organizations, enhancing the impact of research on real-world issues. By aligning with these goals, the thesis course empowers students to contribute valuable knowledge and solutions to pressing global challenges through their research. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02130602 | Empati Sosial | Social Empathy | refers to the ability to understand, share, and resonate with the feelings, thoughts, and experiences of others, particularly in a social context. | 1. SDG 16: Peace, Justice, and Strong Institutions: Social empathy fosters understanding and compassion among individuals and communities, which is essential for conflict resolution, social cohesion, and building just institutions. 2. SDG 10: Reduced Inequalities: By promoting empathy towards marginalized groups, the course encourages actions and policies that address social inequalities and promote equity. 3. SDG 4: Quality Education: Teaching social empathy can enhance educational environments by promoting inclusivity, understanding, and respect among diverse student populations. 4. SDG 5: Gender Equality: Empathy is crucial in addressing gender-specific issues and fostering supportive environments that empower women and gender minorities. 5. SDG 3: Good Health and Well-being: Social empathy can improve mental health outcomes by creating supportive communities that encourage open dialogue and emotional support. By aligning with these goals, the course prepares students to develop a deeper understanding of others, promoting a more compassionate and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02131801 | Pengembangan Talenta | Talent Development | refers to the systematic process of enhancing the skills, knowledge, and abilities of individuals to help them reach their full potential, particularly in a professional or educational context. This process can involve various strategies and initiatives aimed at fostering personal and career growth. | 1. SDG 4: Quality Education: This course emphasizes the importance of identifying and nurturing individual talents, contributing to personalized education and lifelong learning opportunities. 2. SDG 8: Decent Work and Economic Growth: By fostering talent development, the course prepares individuals for the workforce, enhancing skills that contribute to economic growth and the creation of decent job opportunities. 3. SDG 10: Reduced Inequalities: Effective talent development programs can address disparities by providing resources and opportunities for marginalized groups, promoting equity in access to education and employment. 4. SDG 5: Gender Equality: Talent development initiatives can specifically focus on empowering women and girls, ensuring they have equal access to opportunities that foster their skills and leadership. 5. SDG 17: Partnerships for the Goals: Talent development often involves collaboration among educational institutions, businesses, and communities to create pathways for skill development and career advancement. By linking to these goals, the course equips students with the tools to recognize, cultivate, and apply their talents, contributing to individual success and broader societal development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23U02131902 | Pengembangan Talenta | Talent Development | is a strategic process focused on enhancing the skills, competencies, and overall potential of individuals within an organization or educational setting. It involves identifying and nurturing talent to meet both personal and organizational goals. | 1. SDG 4: Quality Education: Talent development focuses on enhancing individual skills and abilities, promoting personalized education that meets diverse learning needs and fosters lifelong learning. 2. SDG 8: Decent Work and Economic Growth: By nurturing talent, this course prepares individuals for the workforce, enhancing employability and contributing to economic growth through skilled labor. 3. SDG 10: Reduced Inequalities: Effective talent development programs can help reduce disparities by providing equitable access to training and opportunities for underrepresented groups. 4. SDG 5: Gender Equality: The course can emphasize empowering women and girls in talent development, ensuring they have equal opportunities to pursue and excel in various fields. 5. SDG 17: Partnerships for the Goals: Talent development often requires collaboration between educational institutions, businesses, and community organizations to create effective pathways for skill acquisition and professional growth. By aligning with these goals, the course equips students to recognize and develop their talents, contributing to personal success and societal advancement. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134102 | Rasch Model | Rasch Model | is a probabilistic model used in psychometrics for analyzing data from assessments and surveys, particularly those measuring latent traits like ability or attitude. | 1. SDG 4: Quality Education: The Rasch Model is often used in educational assessment to evaluate student learning and the effectiveness of educational tools, promoting data-driven decisions to enhance educational quality. 2. SDG 10: Reduced Inequalities: By providing a robust method for measuring abilities and competencies, the Rasch Model helps identify disparities in education and assess the impact of interventions aimed at promoting equity. 3. SDG 3: Good Health and Well-being: The model can be applied in health assessments, helping to evaluate patient outcomes and the effectiveness of health interventions, which is crucial for improving overall health services. 4. SDG 16: Peace, Justice, and Strong Institutions: The Rasch Model supports the development of fair and transparent assessment tools that can be used in various sectors, including legal and social services, ensuring that evaluations are equitable and just. 5. SDG 5: Gender Equality: The model can be employed to analyze gender differences in various assessments, helping to inform policies and practices that promote gender equity in education and professional settings. By linking to these goals, the Rasch Model provides valuable insights for improving assessments across various fields, ultimately contributing to better outcomes and equity in education and health. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134202 | Structural Equation Model (SEM) | Structural Equation Model (SEM) | is a comprehensive statistical technique used to analyze complex relationships among observed and latent variables. | 1. SDG 4: Quality Education: SEM is widely used in educational research to assess relationships between various factors affecting student learning, helping to improve educational strategies and interventions. 2. SDG 3: Good Health and Well-being: In health research, SEM can model complex relationships among variables influencing health outcomes, aiding in the development of effective health policies and programs. 3. SDG 10: Reduced Inequalities: SEM can help identify factors that contribute to disparities in education and health, providing insights that can inform targeted interventions to promote equity. 4. SDG 5: Gender Equality: The model can be used to analyze the impact of gender-related factors on various outcomes, helping to develop policies that address gender disparities in education and employment. 5. SDG 17: Partnerships for the Goals: SEM often requires collaboration among researchers, policymakers, and practitioners to develop comprehensive models that address complex social issues, promoting interdisciplinary partnerships. By linking to these goals, SEM serves as a powerful tool for understanding and addressing the intricate relationships among variables in various fields, ultimately contributing to more effective solutions for sustainable development challenges. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134302 | Leadership & Team Development | Leadership & Team Development | focuses on enhancing the effectiveness of leaders and their teams within an organization. This area encompasses strategies and practices designed to improve individual leadership skills, foster collaboration, and create high-performing teams. | 1. SDG 4: Quality Education: Effective leadership training enhances educational environments by promoting collaborative learning and fostering a culture of continuous improvement. 2. SDG 8: Decent Work and Economic Growth: Developing leadership skills contributes to creating effective teams and organizations, which can drive innovation, productivity, and economic growth. 3. SDG 5: Gender Equality: This course can emphasize inclusive leadership practices, promoting gender equity in leadership roles and ensuring diverse voices are heard in decision-making processes. 4. SDG 10: Reduced Inequalities: Leadership development programs can focus on empowering marginalized groups, providing them with the skills and confidence needed to contribute meaningfully to their communities and organizations. 5. SDG 16: Peace, Justice, and Strong Institutions: Strong leadership is essential for building effective institutions that promote justice and peace. This course can prepare leaders to navigate complex social issues and foster collaboration. By linking to these goals, the course equips students with the skills to lead effectively, promote teamwork, and contribute to sustainable development in various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134402 | Business Model Canvas | Business Model Canvas | is a strategic management tool that provides a visual framework for developing, describing, and analyzing a business model. | 1. SDG 8: Decent Work and Economic Growth: The Business Model Canvas helps entrepreneurs and businesses create sustainable and innovative business models, contributing to job creation and economic development. 2. SDG 9: Industry, Innovation, and Infrastructure: This framework encourages innovation by helping businesses identify value propositions and customer segments, fostering the development of new products and services. 3. SDG 4: Quality Education: Teaching the Business Model Canvas equips students with essential entrepreneurial skills, promoting business literacy and preparing them for careers in various industries. 4. SDG 10: Reduced Inequalities: The framework can be applied to develop inclusive business models that target underserved markets, helping to reduce economic disparities. 5. SDG 17: Partnerships for the Goals: The Business Model Canvas emphasizes collaboration and partnerships, encouraging businesses to engage with stakeholders to achieve sustainable outcomes. By aligning with these goals, the course equips students with the tools to create effective and sustainable business strategies that contribute to economic and social development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134502 | Financial Management | Financial Management | is the strategic planning, organizing, directing, and controlling of financial activities within an organization. It encompasses a wide range of activities related to the acquisition and utilization of funds to achieve the organization’s goals and objectives. | 1. SDG 8: Decent Work and Economic Growth: Effective financial management is crucial for business sustainability and growth, leading to job creation and economic development. 2. SDG 4: Quality Education: Understanding financial management principles enhances financial literacy, equipping students with essential skills for personal and professional financial decision-making. 3. SDG 10: Reduced Inequalities: Financial management practices can help organizations develop strategies that promote inclusive growth and equitable access to financial resources for marginalized communities. 4. SDG 9: Industry, Innovation, and Infrastructure: Sound financial management is essential for funding innovation and infrastructure projects, driving technological advancement and improving economic resilience. 5. SDG 17: Partnerships for the Goals: Financial management encourages collaboration between businesses, governments, and NGOs to allocate resources effectively and pursue sustainable development initiatives. By linking to these goals, the course equips students with the skills and knowledge to manage financial resources effectively, contributing to broader economic and social objectives. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134602 | Sociopreneur | Sociopreneur | is an individual who establishes and manages a business with the primary goal of addressing social, cultural, or environmental issues while achieving financial sustainability. | 1. SDG 1: No Poverty: Sociopreneurs focus on creating sustainable solutions to alleviate poverty through innovative business models that empower disadvantaged communities. 2. SDG 4: Quality Education: Many sociopreneurs aim to improve access to quality education and training, promoting lifelong learning opportunities for all. 3. SDG 8: Decent Work and Economic Growth: Sociopreneurs create jobs and promote economic growth by developing enterprises that address social issues while being financially sustainable. 4. SDG 10: Reduced Inequalities: Sociopreneurship often targets marginalized populations, aiming to reduce social and economic inequalities through inclusive business practices. 5. SDG 17: Partnerships for the Goals: Sociopreneurs frequently collaborate with NGOs, governments, and communities to achieve their social missions, fostering partnerships that enhance their impact. By linking to these goals, the course empowers students to develop innovative business strategies that drive social change and contribute to sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134702 | Interview dalam Berbagai Setting | Interviews in Various Settings | refer to the diverse contexts and formats in which interviews are conducted, each tailored to specific purposes and audiences. These settings can significantly influence the dynamics of the interview process and the types of information gathered. | 1. SDG 4: Quality Education: Understanding interviewing techniques is essential for educational research and assessments, enhancing the quality of data collection in academic settings. 2. SDG 3: Good Health and Well-being: In healthcare, effective interviewing is crucial for understanding patient needs and improving communication, ultimately leading to better health outcomes. 3. SDG 10: Reduced Inequalities: Training in interviews can help practitioners engage with marginalized communities, ensuring that diverse perspectives are heard and considered in decision-making processes. 4. SDG 16: Peace, Justice, and Strong Institutions: Interviews are vital in legal and institutional contexts, facilitating the gathering of information that supports justice and accountability. 5. SDG 5: Gender Equality: This course can emphasize the importance of interviewing in understanding gender-specific issues, promoting policies that address inequalities and support women’s rights. By aligning with these goals, the course equips students with essential skills to conduct effective interviews, enhancing understanding and addressing complex social issues across various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133402 | Telekonseling | Telecounseling | refers to the provision of counseling services through digital communication technologies, such as video calls, phone calls, or messaging platforms. | 1. SDG 3: Good Health and Well-being: Telecounseling expands access to mental health services, providing support to individuals who may face barriers to in-person counseling, thereby improving overall well-being. 2. SDG 4: Quality Education: This course can train educators and counselors to effectively use telecommunication tools for providing guidance and support to students, enhancing educational experiences. 3. SDG 10: Reduced Inequalities: Telecounseling can reach marginalized populations in remote or underserved areas, ensuring equitable access to mental health resources and support. 4. SDG 5: Gender Equality: Telecounseling offers a safe space for individuals to discuss gender-specific issues, helping to empower women and promote gender equity in mental health care. 5. SDG 17: Partnerships for the Goals: Successful telecounseling often involves collaboration between mental health professionals, technology providers, and community organizations, fostering partnerships that enhance service delivery. By linking to these goals, the course prepares students to effectively use telecounseling methods, contributing to improved mental health access and support across diverse populations. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133502 | Psychology of Disaster | Psychology of Disaster | focuses on understanding the psychological impacts of disasters—both natural and man-made—on individuals, communities, and societies. This field examines how people react, cope, and recover from traumatic events and the psychological processes involved in disaster preparedness and response. | 1. SDG 3: Good Health and Well-being: Understanding the psychological impact of disasters is crucial for developing effective mental health support systems and interventions for affected individuals and communities. 2. SDG 11: Sustainable Cities and Communities: This course addresses how to prepare for, respond to, and recover from disasters, promoting resilience and sustainability in urban planning and community development. 3. SDG 10: Reduced Inequalities: By examining the differential impact of disasters on various populations, the course can help inform strategies to support vulnerable and marginalized communities during crises. 4. SDG 16: Peace, Justice, and Strong Institutions: The psychological aspects of disaster response can enhance governance and institutional effectiveness in crisis management and recovery efforts. 5. SDG 4: Quality Education: Educating future professionals about the psychological dimensions of disaster can improve training for first responders, educators, and mental health professionals, ultimately enhancing community resilience. By aligning with these goals, the course equips students with the knowledge and skills to understand and address the psychological impacts of disasters, contributing to healthier and more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133602 | Asesmen Komunitas | Community Assessment | is a systematic process used to evaluate the strengths, needs, resources, and challenges within a community. This approach helps identify priorities for action and informs the development of programs, policies, or interventions aimed at improving community well-being. | 1. SDG 3: Good Health and Well-being: Community assessments help identify health needs and resources, guiding the development of health programs that promote overall well-being. 2. SDG 4: Quality Education: Assessing community educational needs can inform the development of programs and initiatives that enhance educational access and quality. 3. SDG 10: Reduced Inequalities: By evaluating the needs of marginalized populations, community assessments can highlight disparities and inform targeted interventions to promote equity. 4. SDG 11: Sustainable Cities and Communities: Understanding community strengths and weaknesses supports sustainable development efforts, enhancing resilience and livability in urban areas. 5. SDG 17: Partnerships for the Goals: Community assessments often involve collaboration among various stakeholders, including local organizations, government agencies, and community members, fostering partnerships that enhance development efforts. By linking to these goals, the course equips students with the skills to conduct thorough community assessments, ultimately contributing to informed decision-making and improved outcomes for communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133702 | Desain Intervensi Komunitas | Community Intervention Design | involves the process of planning and developing programs or initiatives aimed at addressing specific issues or needs within a community. This systematic approach ensures that interventions are effective, culturally relevant, and sustainable. | 1. SDG 3: Good Health and Well-being: Designing effective community interventions can improve health outcomes by addressing specific health issues and promoting preventive measures within the community. 2. SDG 4: Quality Education: Interventions can focus on enhancing educational opportunities and resources, ensuring that community members have access to quality education and lifelong learning. 3. SDG 10: Reduced Inequalities: By addressing the unique needs of marginalized and underserved populations, community interventions can promote equity and inclusion, reducing disparities. 4. SDG 11: Sustainable Cities and Communities: Effective community intervention design contributes to building resilient and sustainable communities, enhancing quality of life and environmental sustainability. 5. SDG 17: Partnerships for the Goals: Successful community interventions often involve collaboration among various stakeholders, including local organizations, government agencies, and community members, fostering partnerships that enhance the effectiveness of initiatives. By aligning with these goals, the course prepares students to design and implement community interventions that address specific needs, ultimately contributing to social and economic development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133802 | Evaluasi Program | Program Evaluation | is a systematic process used to assess the design, implementation, and outcomes of a program or intervention. The primary aim is to determine the program’s effectiveness, efficiency, and overall impact, providing valuable insights for decision-making and improvement. | 1. SDG 4: Quality Education: Evaluating educational programs ensures that they meet learning objectives and improve teaching strategies, ultimately enhancing educational quality. 2. SDG 3: Good Health and Well-being: Program evaluation is crucial in health initiatives to assess their effectiveness and impact on community health outcomes, guiding improvements and resource allocation. 3. SDG 10: Reduced Inequalities: Evaluating programs aimed at marginalized communities helps identify gaps and successes, ensuring that interventions promote equity and address disparities. 4. SDG 11: Sustainable Cities and Communities: Program evaluation contributes to the sustainability of community development projects by assessing their impact and effectiveness in fostering resilient communities. 5. SDG 17: Partnerships for the Goals: Program evaluation often involves collaboration among stakeholders, including community members, organizations, and government entities, strengthening partnerships for effective implementation. By linking to these goals, the course equips students with the skills to conduct thorough evaluations, ensuring that programs are effective, efficient, and responsive to community needs. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133902 | Management Big Data (Big Data Research) | Big Data Management (Big Data Research) | refers to the processes, tools, and techniques used to handle large volumes of data that cannot be processed efficiently by traditional data management systems. | 1. SDG 4: Quality Education: Big data analytics can enhance educational research by identifying trends and improving teaching methodologies, ultimately contributing to better learning outcomes. 2. SDG 3: Good Health and Well-being: In healthcare, big data management enables the analysis of large datasets to improve patient care, track health trends, and enhance public health responses. 3. SDG 9: Industry, Innovation, and Infrastructure: Effective management of big data fosters innovation by providing insights that drive technological advancements and improve industry practices. 4. SDG 10: Reduced Inequalities: Analyzing data can reveal disparities in access to resources and services, guiding targeted interventions to promote equity in various sectors. 5. SDG 17: Partnerships for the Goals: Big data initiatives often require collaboration between governments, private sectors, and academic institutions, fostering partnerships that leverage data for sustainable development. By aligning with these goals, the course equips students with the skills to manage and analyze big data effectively, ultimately contributing to informed decision-making and solutions for complex global challenges. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02134002 | Scientific Writing and Publication | Scientific Writing and Publication | is the process of composing, formatting, and submitting research findings for dissemination in academic journals and other scholarly outlets. | 1. SDG 4: Quality Education: This course enhances research and writing skills, promoting a culture of academic excellence and effective communication in educational settings. 2. SDG 3: Good Health and Well-being: By encouraging the dissemination of health-related research, it contributes to evidence-based practices that improve health outcomes and public health knowledge. 3. SDG 9: Industry, Innovation, and Infrastructure: Scientific writing fosters innovation by sharing new ideas and findings, facilitating collaboration and advancement in various fields. 4. SDG 10: Reduced Inequalities: Highlighting research that addresses social inequalities can inform policy and practice aimed at promoting equity and inclusion. 5. SDG 17: Partnerships for the Goals: Effective communication of research findings strengthens collaborations between researchers, practitioners, and policymakers, fostering partnerships that drive progress toward sustainable development. By linking to these goals, the course equips students with the skills necessary to produce impactful research, ultimately contributing to knowledge dissemination and societal advancement. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132702 | Manajemen Kinerja | Performance Management | is a strategic approach to improving organizational effectiveness by enhancing individual and team performance. It involves setting clear expectations, measuring outcomes, providing feedback, and fostering professional development to achieve organizational goals. | 1. SDG 8: Decent Work and Economic Growth: Effective performance management practices enhance employee productivity and job satisfaction, contributing to economic growth and the creation of decent work environments. 2. SDG 4: Quality Education: Performance management in educational settings ensures that teaching methods and outcomes are assessed, promoting continuous improvement in educational quality. 3. SDG 10: Reduced Inequalities: By implementing fair performance evaluation systems, organizations can address disparities in performance management, ensuring equitable treatment and opportunities for all employees. 4. SDG 9: Industry, Innovation, and Infrastructure: Strong performance management systems drive innovation by setting clear goals, measuring outcomes, and encouraging continuous improvement within organizations. 5. SDG 17: Partnerships for the Goals: Performance management encourages collaboration among teams and stakeholders, fostering partnerships that enhance organizational effectiveness and achievement of strategic objectives. By aligning with these goals, the course equips students with the tools to implement effective performance management systems that enhance productivity and contribute to sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132802 | Pengembangan Organisasi | Organizational Development | is a systematic approach aimed at improving an organization’s effectiveness through planned change in its processes, culture, and systems. | 1. SDG 8: Decent Work and Economic Growth: Organizational development focuses on improving workplace culture and efficiency, leading to enhanced employee satisfaction and productivity, which supports economic growth. 2. SDG 4: Quality Education: By fostering a learning culture within organizations, this course promotes continuous professional development and training, contributing to the overall quality of education and skill development. 3. SDG 10: Reduced Inequalities: Organizational development initiatives can address workplace disparities, promoting inclusive practices that ensure equitable opportunities for all employees. 4. SDG 9: Industry, Innovation, and Infrastructure: Effective organizational development strategies encourage innovation and adaptability, helping organizations to remain competitive and resilient in changing markets. 5. SDG 17: Partnerships for the Goals: This course emphasizes collaboration and teamwork, fostering partnerships both within organizations and with external stakeholders to achieve common goals. By linking to these goals, the course equips students with the skills to drive positive change within organizations, ultimately contributing to sustainable development and social well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132902 | Training, Coaching, Mentoring, dan Konseling | Training, Coaching, Mentoring, and Counseling | are distinct yet complementary processes aimed at developing individuals’ skills, knowledge, and personal growth within organizations and personal contexts. | 1. SDG 4: Quality Education: This course enhances the skills of educators and trainers, promoting effective teaching and learning strategies that improve educational outcomes. 2. SDG 3: Good Health and Well-being: Counseling and mentoring play a crucial role in supporting mental health and well-being, helping individuals navigate personal and professional challenges. 3. SDG 8: Decent Work and Economic Growth: Training and coaching improve workforce skills, enhancing employability and productivity, which contributes to economic growth and decent work opportunities. 4. SDG 5: Gender Equality: Mentoring programs can empower women and marginalized groups, promoting gender equity in leadership and professional development. 5. SDG 10: Reduced Inequalities: By providing targeted support through coaching and mentoring, this course can help address disparities in access to opportunities and resources. By linking to these goals, the course equips students with essential skills to support individual growth and development, ultimately contributing to stronger communities and sustainable development. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133002 | Asesmen Center | Assessment Center | is a comprehensive evaluation method used to assess the competencies, skills, and potential of individuals, often in the context of recruitment, promotion, or development within organizations. | 1. SDG 4: Quality Education: Assessment centers can be used in educational contexts to evaluate student competencies and improve educational programs, ensuring that learning outcomes are met. 2. SDG 8: Decent Work and Economic Growth: This course enhances recruitment and selection processes, helping organizations identify and develop talent effectively, which supports economic growth through a skilled workforce. 3. SDG 10: Reduced Inequalities: By implementing fair and standardized assessment methods, organizations can promote equity in hiring and development practices, reducing biases and ensuring diverse representation. 4. SDG 5: Gender Equality: Assessment centers can be designed to mitigate gender bias, helping to promote gender equity in leadership roles and professional advancement. 5. SDG 17: Partnerships for the Goals: Effective assessment centers often involve collaboration between various stakeholders, including HR professionals, educators, and community organizations, fostering partnerships that enhance development efforts. By aligning with these goals, the course equips students with the skills to conduct effective assessments, ultimately contributing to more equitable and effective organizational practices. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133102 | Psikologi Konseling Keluarga dan Pernikahan | Psychology of Family and Marriage Counseling | is a specialized field that focuses on understanding and addressing the dynamics within families and romantic relationships. This area of counseling aims to improve communication, resolve conflicts, and enhance the overall well-being of individuals and their relationships. | 1. SDG 3: Good Health and Well-being: Family and marriage counseling directly addresses mental health issues and emotional well-being, promoting healthier relationships and family dynamics. 2. SDG 4: Quality Education: This course can enhance the skills of counselors and educators in understanding family dynamics and relationship issues, contributing to better educational support systems for students. 3. SDG 5: Gender Equality: Counseling can empower individuals to address gender-related issues within families and marriages, promoting equality and healthy dynamics in relationships. 4. SDG 10: Reduced Inequalities: The course can provide tools to address inequalities within families and communities, helping to ensure that all members have a voice and access to support. 5.SDG 16: Peace, Justice, and Strong Institutions: Family and marriage counseling can contribute to conflict resolution and prevention, fostering peaceful relationships and stronger community ties. By aligning with these goals, the course equips students with the knowledge and skills to support healthy family and marital relationships, ultimately contributing to individual and societal well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133202 | Psikologi Konseling Anak dan Remaja | Psychology of Child and Adolescent Counseling | focuses on understanding and addressing the mental, emotional, and behavioral challenges faced by children and adolescents. This area of counseling is crucial for fostering healthy development and well-being during formative years. | 1. SDG 3: Good Health and Well-being: This course focuses on mental health support for children and adolescents, addressing emotional and psychological issues that impact overall well-being. 2. SDG 4: Quality Education: Counseling for children and adolescents can enhance their educational experiences by providing support for learning challenges, social skills, and emotional regulation, contributing to better academic outcomes. 3. SDG 10: Reduced Inequalities: By focusing on underserved populations, the course can help address disparities in access to mental health resources, promoting equity in support for young people. 4. SDG 5: Gender Equality: The course can address gender-specific issues faced by children and adolescents, empowering them to navigate challenges related to gender and identity. 5. SDG 16: Peace, Justice, and Strong Institutions: Counseling can foster conflict resolution skills and promote healthy relationships among young people, contributing to safer and more just communities. By linking to these goals, the course equips students with the skills to provide effective counseling, ultimately supporting the healthy development of children and adolescents in various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02133302 | Psikologi Konseling Dewasa dan Lansia | Counseling Psychology for Adults and the Elderly | focuses on addressing the unique psychological needs and challenges faced by adults across various life stages, including older adults. This area of counseling aims to enhance mental well-being, cope with life transitions, and improve overall quality of life. | 1. SDG 3: Good Health and Well-being: This course focuses on mental health support for adults and the elderly, addressing issues such as depression, anxiety, and coping with life transitions to promote overall well-being. 2. SDG 4: Quality Education: Educating future counselors about the unique psychological needs of adults and the elderly enhances the quality of mental health services available to these populations. 3. SDG 10: Reduced Inequalities: The course can help address disparities in mental health access for older adults, especially those from marginalized communities, promoting equitable support and resources. 4. SDG 5: Gender Equality: Counseling can help address gender-specific challenges faced by adults and the elderly, fostering empowerment and equal opportunities for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Effective counseling practices contribute to community stability and resilience, supporting individuals in navigating conflicts and fostering social cohesion. By aligning with these goals, the course equips students with the skills necessary to provide effective counseling to adults and the elderly, ultimately contributing to healthier, more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132002 | Psikologi Konsumen | Consumer Psychology | is the study of how individuals make decisions to purchase goods and services, as well as how they interact with brands and marketing efforts. | 1. SDG 12: Responsible Consumption and Production: Understanding consumer behavior can promote sustainable consumption patterns, encouraging individuals to make environmentally friendly choices and reduce waste. 2. SDG 8: Decent Work and Economic Growth: Insights from consumer psychology can help businesses develop effective marketing strategies, driving economic growth and creating jobs while meeting consumer needs. 3. SDG 10: Reduced Inequalities: By analyzing consumer behavior across different demographics, the course can help identify and address inequalities in access to goods and services, promoting inclusivity in the marketplace. 4. SDG 4: Quality Education: Educating future marketers and business leaders about consumer behavior enhances their ability to design products and services that meet the needs of diverse populations, contributing to better educational resources. 5. SDG 9: Industry, Innovation, and Infrastructure: Consumer insights can drive innovation in product development and service delivery, helping industries adapt to changing consumer preferences and technological advancements. By linking to these goals, the course equips students with the knowledge and skills to influence positive consumer behaviors, ultimately contributing to sustainable economic development and social equity. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132102 | Psychology of Social Media | Psychology of Social Media | explores how social media platforms affect human behavior, emotions, and relationships. It examines the psychological mechanisms behind social media usage, its impact on mental health, and the ways it influences social interactions. | 1. SDG 3: Good Health and Well-being: Understanding the impact of social media on mental health can help address issues such as anxiety, depression, and social isolation, promoting overall well-being. 2. SDG 4: Quality Education: This course can enhance awareness of how social media can be used as an educational tool, fostering learning and engagement among students and educators. 3. SDG 5: Gender Equality: The course can explore gender dynamics in social media use, promoting discussions around representation, empowerment, and the challenges faced by different genders online. 4. SDG 10: Reduced Inequalities: By analyzing the effects of social media on marginalized groups, the course can highlight disparities in access and representation, promoting more equitable online spaces. 5. SDG 16: Peace, Justice, and Strong Institutions: Understanding social media’s role in shaping public opinion and facilitating civic engagement can contribute to stronger democratic practices and social justice initiatives. By aligning with these goals, the course equips students with the skills to critically analyze social media’s influence on society, ultimately contributing to healthier online interactions and informed communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132202 | Psikologi Ekonomi | Economic Psychology | is the study of how psychological factors influence economic behaviors, decisions, and processes. It combines principles from psychology and economics to understand how individuals and groups make choices regarding resource allocation, consumption, and financial planning. | 1. SDG 1: No Poverty: Understanding psychological factors influencing economic behavior can help design effective interventions to reduce poverty and improve financial decision-making among low-income populations. 2. SDG 3: Good Health and Well-being: Economic decisions often impact mental health; this course can help address how financial stress and economic conditions affect well-being, leading to better support systems. 3. SDG 4: Quality Education: Insights from economic psychology can improve educational programs related to financial literacy, helping individuals make informed economic choices. 4. SDG 8: Decent Work and Economic Growth: By analyzing consumer behavior and economic decision-making, the course can inform policies that promote sustainable economic growth and job creation. 5. SDG 10: Reduced Inequalities: Economic psychology can highlight disparities in economic access and behavior, guiding efforts to promote equity and inclusion in financial systems and opportunities. By linking to these goals, the course equips students with the tools to understand and influence economic behaviors, ultimately contributing to more equitable and sustainable economic practices. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132302 | Observasi dalam Berbagai Setting | Observations in Various Settings | refer to the systematic process of watching and recording behaviors, interactions, and events in different environments to gather data and insights. | 1. SDG 4: Quality Education: Observational skills are essential for educators and researchers to assess learning environments and improve teaching practices, contributing to enhanced educational quality. 2. SDG 3: Good Health and Well-being: In healthcare settings, observational methods are vital for understanding patient behaviors, improving care, and enhancing health outcomes. 3. SDG 10: Reduced Inequalities: Observational studies can identify disparities in access to resources and services, helping to inform policies that promote equity and support marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Observations in community and institutional settings can inform practices that enhance social justice and community engagement, fostering stronger institutions. 5. SDG 11: Sustainable Cities and Communities: Observational research can inform urban planning and community development initiatives, promoting sustainability and resilience in urban environments. By aligning with these goals, the course equips students with essential observational skills to gather and analyze data, ultimately contributing to informed decision-making and positive social change across various contexts. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132402 | Tes Intelegensi dan Bakat | Intelligence and Aptitude Test | are standardized assessments designed to measure various cognitive abilities, skills, and potential for future learning or performance. | 1. SDG 4: Quality Education: Understanding and administering intelligence and aptitude tests can enhance educational assessments, helping to identify students’ strengths and areas for improvement to tailor educational strategies. 2. SDG 3: Good Health and Well-being: These tests can help identify cognitive and developmental challenges early, facilitating timely interventions that support mental health and overall well-being. 3. SDG 10: Reduced Inequalities: Fair and culturally sensitive testing can help ensure that all individuals, regardless of background, have access to opportunities that match their capabilities, promoting equity in education and employment. 4. SDG 8: Decent Work and Economic Growth: Aptitude tests can assist employers in identifying suitable candidates for specific roles, contributing to better job placements and enhancing workforce productivity. 5. SDG 17: Partnerships for the Goals: Collaboration among educators, psychologists, and organizations in developing and interpreting these tests can foster partnerships that enhance educational and occupational outcomes. By linking to these goals, the course equips students with the knowledge and skills to effectively assess intelligence and aptitude, ultimately contributing to improved educational and professional pathways for individuals. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132502 | Psychology First Aids | Psychology First Aids | is an evidence-informed approach designed to support individuals in the immediate aftermath of a traumatic event or crisis. It aims to reduce stress, promote recovery, and provide practical assistance to those affected. | 1. SDG 3: Good Health and Well-being: This course provides essential skills for offering immediate psychological support in crisis situations, promoting mental health and well-being for individuals in distress. 2. SDG 4: Quality Education: Training in psychological first aid can enhance educational settings by equipping staff with the tools to support students facing emotional or psychological challenges. 3. SDG 10: Reduced Inequalities: Providing psychological first aid can help address the mental health needs of marginalized communities, ensuring equitable access to support during crises. 4. SDG 5: Gender Equality: The course can address specific mental health issues faced by different genders, promoting awareness and support for gender-related trauma and experiences. 5. SDG 16: Peace, Justice, and Strong Institutions: Psychological first aid can play a critical role in conflict resolution and community resilience, fostering a more peaceful society by supporting individuals affected by violence or disaster. By aligning with these goals, the course equips students with vital skills to provide immediate psychological support, ultimately contributing to healthier and more resilient communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02132602 | Penyusunan Proposal Penelitian | Preparation of Research Proposals | is a critical step in the research process, outlining the plan for a study and serving as a formal request for funding or approval from relevant stakeholders. | 1. SDG 4: Quality Education: This course enhances research skills among students, enabling them to develop proposals that address educational challenges and contribute to knowledge creation. 2. SDG 3: Good Health and Well-being: Well-structured research proposals can lead to studies that address public health issues, informing policies and interventions that improve health outcomes. 3. SDG 9: Industry, Innovation, and Infrastructure: Developing research proposals encourages innovation and technological advancements by exploring new ideas and solutions within various fields. 4. SDG 10: Reduced Inequalities: Proposals that focus on social issues can highlight disparities and contribute to research aimed at promoting equity and inclusion in communities. 5. SDG 17: Partnerships for the Goals: Crafting research proposals often involves collaboration among various stakeholders, fostering partnerships between academic institutions, communities, and organizations to address complex challenges. By linking to these goals, the course equips students with the skills to create impactful research proposals, ultimately contributing to sustainable development and informed decision-making across various sectors. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131302 | Psikologi Kesehatan dan Adiksi | Health Psychology and Addiction | is a field that examines the interplay between psychological processes and health behaviors, particularly focusing on how these factors contribute to the development and maintenance of addictive behaviors. | 1. SDG 3: Good Health and Well-being: This course focuses on understanding the psychological aspects of health and addiction, promoting strategies to prevent and treat substance abuse, and enhancing overall well-being. 2. SDG 4: Quality Education: Educating students about the psychological factors influencing health behaviors fosters awareness and understanding of addiction, contributing to better educational outcomes in health fields. 3. SDG 10: Reduced Inequalities: By addressing addiction issues that disproportionately affect marginalized communities, the course can help promote equity in access to treatment and support services. 4. SDG 5: Gender Equality: The course can explore how addiction impacts different genders, promoting tailored interventions that address specific needs and challenges faced by men and women. 5. SDG 16: Peace, Justice, and Strong Institutions: Understanding addiction and its psychological underpinnings can inform policies and practices aimed at reducing drug-related crime and enhancing community resilience. By aligning with these goals, the course equips students with the knowledge and skills to address health and addiction issues, ultimately contributing to healthier individuals and communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131402 | Psikologi Lingkungan | Environmental Psychology | is the study of the interaction between individuals and their surroundings, including built environments, natural landscapes, and social contexts. | 1. SDG 11: Sustainable Cities and Communities: Environmental psychology examines how physical spaces impact behavior and well-being, informing urban planning and design to create sustainable and livable communities. 2. SDG 3: Good Health and Well-being: Understanding the relationship between the environment and mental health can lead to healthier living spaces and promote well-being through improved access to nature and green areas. 3. SDG 12: Responsible Consumption and Production: The course can explore consumer behavior related to environmental issues, encouraging sustainable practices and reducing waste through better understanding of psychological influences. 4. SDG 13: Climate Action: By studying how psychological factors influence attitudes toward climate change, the course can help develop effective communication strategies to promote environmental awareness and action. 5. SDG 10: Reduced Inequalities: Environmental psychology can address how different communities experience environmental issues, highlighting inequalities and promoting inclusive solutions that consider diverse perspectives. By linking to these goals, the course equips students with insights to promote sustainable practices and improve the interaction between people and their environments, ultimately contributing to a more sustainable future. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131502 | Psikologi Komunitas | Community Psychology | is a branch of psychology that focuses on understanding individuals within their social contexts and the relationships between individuals and their communities. It emphasizes the importance of social systems, community structures, and cultural factors in shaping behaviors, mental health, and well-being. | 1. SDG 3: Good Health and Well-being: Community psychology emphasizes the importance of social support networks and community resources in promoting mental health and well-being, addressing issues such as mental illness and substance abuse. 2. SDG 4: Quality Education: This field often focuses on improving educational outcomes through community engagement, promoting programs that support learning and development for all age groups. 3. SDG 10: Reduced Inequalities: Community psychology seeks to empower marginalized populations, addressing systemic inequalities and advocating for equitable access to resources and opportunities. 4. SDG 11: Sustainable Cities and Communities: By studying the dynamics of communities, this course can inform efforts to create inclusive, resilient, and sustainable environments that foster community well-being. 5. SDG 16: Peace, Justice, and Strong Institutions: Community psychologists often work to strengthen community ties and promote social justice, helping to build safer, more cohesive societies. By aligning with these goals, the course equips students with the skills to analyze and address community issues, ultimately contributing to healthier, more equitable, and sustainable communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131602 | Komunikasi Massa | Mass Communication | refers to the process of creating, sending, receiving, and analyzing messages to large audiences through various media channels. It encompasses a range of communication forms, including television, radio, newspapers, magazines, digital platforms, and social media. | 1. SDG 4: Quality Education: Mass communication plays a crucial role in disseminating educational content, improving access to knowledge and information for diverse audiences. 2. SDG 5: Gender Equality: This field can promote gender equality by highlighting women’s voices and issues, challenging stereotypes, and fostering inclusive representation in media. 3. SDG 10: Reduced Inequalities: Mass communication can help raise awareness of social issues and marginalized communities, promoting inclusivity and advocacy for equitable access to resources. 4. SDG 16: Peace, Justice, and Strong Institutions: Effective communication is vital for fostering civic engagement, promoting transparency, and supporting democratic processes, contributing to stronger institutions. 5. SDG 17: Partnerships for the Goals: Mass communication fosters collaboration among various stakeholders, including governments, NGOs, and communities, enhancing collective efforts to achieve sustainable development. By linking to these goals, the course equips students with the skills to effectively communicate and engage with diverse audiences, ultimately contributing to informed societies and positive social change. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131702 | Statistical Programming in R | Statistical Programming in R | involves using the R programming language to perform statistical analysis, data manipulation, and data visualization. R is a powerful tool favored by statisticians and data scientists due to its flexibility, extensive libraries, and strong community support. | 1. SDG 4: Quality Education: Learning statistical programming enhances data analysis skills, which are essential for research and education, promoting informed decision-making in various fields. 2. SDG 3: Good Health and Well-being: Statistical programming can be applied in health research to analyze data related to public health issues, improving interventions and health outcomes. 3. SDG 10: Reduced Inequalities: By equipping students with data analysis skills, this course can help highlight and address disparities in social, economic, and health-related data, promoting equity. 4. SDG 9: Industry, Innovation, and Infrastructure: Proficiency in statistical programming fosters innovation in data-driven decision-making across industries, enhancing productivity and infrastructure development. 5. SDG 17: Partnerships for the Goals: Statistical analysis can support collaborative research and initiatives by providing insights that drive effective partnerships and collective action toward sustainable development. By aligning with these goals, the course equips students with valuable skills to analyze and interpret data, ultimately contributing to informed policies and practices across various sectors. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131802 | Analisis Data Kualitatif | Qualitative Data Analysis | is the process of examining non-numerical data to understand concepts, opinions, or experiences. It is commonly used in social sciences, humanities, and health research to interpret data collected through interviews, focus groups, open-ended survey responses, observations, and other text-based or visual formats. | 1. SDG 4: Quality Education: Qualitative analysis enhances research in education, allowing for a deeper understanding of learning processes, student experiences, and effective teaching strategies. 2. SDG 3: Good Health and Well-being: This course can be applied in health research to explore patient experiences, mental health issues, and healthcare practices, contributing to improved health outcomes. 3. SDG 10: Reduced Inequalities: By focusing on marginalized voices and experiences, qualitative analysis helps to uncover disparities and inform policies aimed at promoting equity and inclusion. 4. SDG 16: Peace, Justice, and Strong Institutions: Qualitative research can inform social justice initiatives by providing insights into community needs, experiences with justice systems, and the effectiveness of policies. 5. SDG 17: Partnerships for the Goals: Qualitative data can enhance collaboration between stakeholders by capturing diverse perspectives and fostering a better understanding of community dynamics. By linking to these goals, the course equips students with the skills to analyze complex qualitative data, ultimately contributing to informed decision-making and positive social change across various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131902 | Metode-metode Penelitian Psikologi | Psychological Research Methods | fer to the systematic approaches used to investigate psychological questions, gather data, and analyze findings. These methods provide a framework for conducting research that helps psychologists understand behavior, cognition, emotions, and social interactions. | 1. SDG 4: Quality Education: Understanding research methods enhances educational practices and contributes to evidence-based teaching and learning strategies. 2. SDG 3: Good Health and Well-being: This course equips students with skills to conduct research that informs mental health practices, leading to improved interventions and health outcomes. 3. SDG 10: Reduced Inequalities: By teaching how to design inclusive research, this course can help uncover issues related to inequality and promote equity in psychological studies. 4. SDG 16: Peace, Justice, and Strong Institutions: Psychological research can inform policies and practices that promote social justice and community well-being, supporting the development of strong institutions. 5. SDG 17: Partnerships for the Goals: Research methods foster collaboration between academia, communities, and organizations, enhancing collective efforts to address social and psychological issues. By aligning with these goals, the course equips students with essential research skills, ultimately contributing to informed practices and positive change in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130602 | Applied Psytech | Applied Psytech | refers to the application of psychological principles and research to solve practical problems in various fields, including technology, healthcare, education, and organizational behavior. | 1. SDG 3: Good Health and Well-being: Applied psychology technology can enhance mental health interventions, improve therapy practices, and support well-being through innovative tools and applications. 2. SDG 4: Quality Education: This course can utilize technology to enhance learning experiences in psychology, making education more accessible and engaging through digital platforms. 3. SDG 8: Decent Work and Economic Growth: By integrating psychological principles with technology in the workplace, this course can improve employee well-being, productivity, and organizational effectiveness. 4. SDG 10: Reduced Inequalities: Technology can be leveraged to reach underserved populations, providing access to psychological resources and support systems that address disparities. 5. SDG 17: Partnerships for the Goals: Applied Psytech encourages collaboration between psychologists, technologists, and other stakeholders, fostering innovative solutions to complex social and mental health issues. By linking to these goals, the course equips students with the skills to effectively apply psychological principles in technological contexts, ultimately contributing to improved mental health outcomes and societal well-being. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130702 | Psikologi Keberagamaan | Psychology of Religion | is the study of how religious beliefs, practices, and experiences influence human behavior and psychological processes. This field explores the interplay between psychology and religion, examining how faith impacts individual well-being, social relationships, and cultural dynamics. | 1. SDG 3: Good Health and Well-being: Understanding the psychological aspects of religion can help address mental health issues, promote well-being, and explore the role of spirituality in coping with stress and trauma. 2. SDG 4: Quality Education: This course can enhance educational practices by examining how religious beliefs influence learning, identity, and social interactions, contributing to a more holistic approach to education. 3. SDG 10: Reduced Inequalities: The psychology of religion can highlight how faith-based communities can play a role in addressing social inequalities and promoting inclusivity and support for marginalized groups. 4. SDG 16: Peace, Justice, and Strong Institutions: Exploring the role of religion in conflict and peacebuilding can provide insights into fostering social cohesion and understanding among diverse communities. 5. SDG 17: Partnerships for the Goals: The course can promote collaboration between religious organizations and psychological professionals to address community issues, mental health needs, and social challenges. By linking to these goals, the course equips students with insights into the interplay between psychology and religion, ultimately contributing to individual well-being and community resilience. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130802 | Analisis Jabatan dan Beban Kerja | Job and Workload Analysis | involves systematically examining the tasks, responsibilities, and requirements of a job to assess its nature and demands. | 1. SDG 8: Decent Work and Economic Growth: This course focuses on optimizing job roles and workload management, contributing to better working conditions, employee satisfaction, and overall productivity in the workplace. 2. SDG 3: Good Health and Well-being: By analyzing workloads and job demands, the course can help identify stressors and promote practices that enhance employee well-being and mental health. 3. SDG 4: Quality Education: Understanding job and workload dynamics can improve training and educational programs, ensuring that employees are well-prepared and supported in their roles. 4. SDG 10: Reduced Inequalities: Job analysis can identify disparities in workload distribution and highlight areas where support is needed, promoting fairness and equity in the workplace. 5. SDG 17: Partnerships for the Goals: Collaboration between HR professionals, management, and employees in conducting job and workload analysis fosters communication and collective efforts toward improving work environments. By aligning with these goals, the course equips students with the skills to effectively analyze and improve job roles and workloads, ultimately contributing to healthier and more productive workplaces. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130902 | Rekruitmen dan Seleksi | Recruitment and Selection | are critical processes in human resource management that involve attracting, evaluating, and hiring candidates for job positions within an organization. | 1. SDG 8: Decent Work and Economic Growth: Effective recruitment and selection processes contribute to building a skilled workforce, enhancing productivity, and fostering economic growth. 2. SDG 10: Reduced Inequalities: By promoting inclusive hiring practices, this course can help address disparities in employment opportunities and support diversity in the workplace. 3. SDG 4: Quality Education: Recruitment and selection can be aligned with educational programs to ensure that candidates possess the necessary skills and qualifications, contributing to a more educated workforce. 4. SDG 5: Gender Equality: The course can focus on strategies to eliminate bias in hiring practices, promoting gender equality and empowering women in the workplace. 5. SDG 17: Partnerships for the Goals: Collaboration between organizations and educational institutions in recruitment efforts can enhance skill development and job readiness among graduates. By linking to these goals, the course equips students with the knowledge and skills to implement effective and equitable recruitment and selection practices, ultimately contributing to a more inclusive and productive workforce. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131002 | Manajemen Karir | Career Management | refers to the ongoing process of planning, developing, and directing one’s career path to achieve personal and professional goals. | 1. SDG 8: Decent Work and Economic Growth: This course helps individuals develop the skills and strategies needed for effective career planning and progression, contributing to economic growth and job satisfaction. 2. SDG 4: Quality Education: By emphasizing continuous learning and development, career management fosters lifelong learning opportunities that enhance employability and personal growth. 3. SDG 10: Reduced Inequalities: Career management practices can help individuals from diverse backgrounds navigate the job market more effectively, promoting equity and access to career opportunities. 4. SDG 5: Gender Equality: This course can focus on strategies to empower women and underrepresented groups in their career paths, addressing barriers and promoting leadership opportunities. 5. SDG 17: Partnerships for the Goals: Collaboration between educational institutions, employers, and career services can enhance job placement efforts and create pathways for students to enter the workforce. By aligning with these goals, the course equips students with essential skills to manage their careers effectively, ultimately contributing to a more equitable and thriving workforce. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131102 | Komunikasi Terapieutik | Therapeutic Communication | refers to the purposeful and structured exchange of information between a healthcare provider and a patient that aims to promote healing, support, and understanding. | 1. SDG 3: Good Health and Well-being: Effective therapeutic communication is essential in healthcare settings, promoting better patient outcomes, enhancing the therapeutic relationship, and improving mental health support. 2. SDG 4: Quality Education: This course can train healthcare providers and counselors in effective communication techniques, improving their ability to educate and support patients and clients. 3. SDG 10: Reduced Inequalities: By emphasizing culturally competent communication, the course can help address disparities in healthcare access and improve outcomes for marginalized populations. 4. SDG 16: Peace, Justice, and Strong Institutions: Therapeutic communication can play a role in conflict resolution and support within communities, fostering understanding and collaboration. 5. SDG 5: Gender Equality: The course can address specific communication needs and challenges faced by different genders, promoting equitable and supportive interactions in therapeutic settings. By aligning with these goals, the course equips students with vital skills to enhance communication in therapeutic contexts, ultimately contributing to improved health outcomes and well-being for individuals and communities. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02131202 | Psikologi Anak Berkebutuhan Khusus | Psychology of Children with Special Needs | focuses on understanding the psychological, emotional, and social development of children who have physical, cognitive, emotional, or behavioral challenges. | 1. Quality Education (SDG 4): Advocates for inclusive practices that ensure access to quality education for children with special needs. 2. Good Health and Well-Being (SDG 3): Addresses mental health needs and promotes emotional support for these children. 3. Reduced Inequalities (SDG 10): Aims to reduce disparities in access to resources and services for children with disabilities. 4. Gender Equality (SDG 5): Investigates the impact of gender on the experiences of children with special needs, promoting equitable support. 5. Sustainable Cities and Communities (SDG 11): Encourages the creation of inclusive communities that support children with special needs and their families. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among educators, psychologists, and healthcare providers for comprehensive support systems. This field is essential for understanding and supporting children with special needs, significantly enhancing their quality of life and opportunities in alignment with sustainable development goals. If you need more information or examples. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121902 | Konstruksi Alat Ukur Psikologi | Construction of Psychological Measuring Instruments | involves developing tools and techniques used to assess psychological constructs such as personality, intelligence, attitudes, and behaviors. | 1. Quality Education (SDG 4): Develops educational assessments that enhance teaching strategies and learning outcomes. 2. Good Health and Well-Being (SDG 3): Facilitates mental health assessments to identify issues and guide interventions. 3. Reduced Inequalities (SDG 10): Promotes culturally sensitive instruments for fair assessments across diverse populations. 4. Gender Equality (SDG 5): Ensures tools account for gender differences, supporting equitable evaluations. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among researchers and practitioners to create effective measuring instruments. This field is essential for accurate assessment and intervention in mental health and education, significantly contributing to equity and effective support systems aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02122002 | Psikologi Keluarga | Family Psychology | that focuses on understanding the dynamics within families, the relationships among family members, and how these interactions impact individual behaviors and mental health. | 1. Good Health and Well-Being (SDG 3): Promotes mental health and healthy relationships within families. 2. Quality Education (SDG 4): Supports programs teaching parenting skills and conflict resolution. 3. Reduced Inequalities (SDG 10): Examines socio-economic factors affecting family functioning and advocates for supportive policies. 4. Gender Equality (SDG 5): Investigates gender roles in families, promoting equitable partnerships in caregiving. 5. Sustainable Cities and Communities (SDG 11): Highlights strong family units’ importance for community stability and resilience. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among psychologists, educators, and organizations to strengthen family support systems. Family Psychology is vital for enhancing family dynamics and emotional health, significantly contributing to individual and community well-being aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02122102 | Psikologi Kepelbagaian | Psychology of Diversity | examines how various dimensions of diversity—such as race, ethnicity, gender, sexual orientation, age, ability, and socioeconomic status—impact individual and group behavior, mental health, and social interactions. | 1. Reduced Inequalities (SDG 10): Explores systemic inequalities and advocates for marginalized groups. 2. Quality Education (SDG 4): Promotes inclusive educational practices that enhance learning experiences for all. 3. Gender Equality (SDG 5): Investigates gender diversity and supports initiatives for gender equity. 4. Good Health and Well-Being (SDG 3): Addresses mental health needs influenced by cultural factors in diverse populations. 5. Sustainable Cities and Communities (SDG 11): Examines how diversity contributes to community cohesion and resilience. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among diverse groups for social change and understanding. The Psychology of Diversity is vital for understanding human behavior in a multicultural context and significantly contributes to promoting equity, inclusion, and social justice aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130102 | Isu-isu Mutakhir dalam Psikologi | Current Issues in Psychology | encompass a range of topics that reflect ongoing debates, research advancements, and societal changes affecting the field. | 1. Good Health and Well-Being (SDG 3): Focuses on mental health awareness and the impact of psychological disorders on overall health. 2. Quality Education (SDG 4): Highlights the need for mental health education in schools and training for future psychologists. 3. Reduced Inequalities (SDG 10): Addresses disparities in mental health care access and promotes culturally competent practices. 4. Gender Equality (SDG 5): Examines gender differences in mental health and representation, and tackles issues like gender-based violence. 5. Sustainable Cities and Communities (SDG 11): Investigates the psychological impacts of urban living and community mental health. 6. Climate Action (SDG 13): Explores the mental health effects of climate change, including eco-anxiety. These issues are crucial for improving societal well-being and aligning with sustainable development goals. Addressing them is essential for fostering mental health and promoting equity. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130302 | Entrepreneurship | Entrepreneurship | is the process of starting, developing, and managing a new business venture in order to achieve profit, solve problems, or fulfill a market need. It encompasses a range of activities, including identifying opportunities, securing funding, and navigating challenges in a competitive environment. | 1. Decent Work and Economic Growth (SDG 8): Creates jobs and fosters economic development through new business ventures. 2. Quality Education (SDG 4): Encourages education and training in entrepreneurial skills, promoting innovation. 3. Reduced Inequalities (SDG 10): Supports inclusive entrepreneurship that empowers marginalized groups, reducing economic disparities. 4. Gender Equality (SDG 5): Promotes women’s entrepreneurship, enhancing gender equity in business opportunities. 5.Sustainable Cities and Communities (SDG 11): Encourages sustainable business practices that contribute to urban development. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among entrepreneurs, governments, and organizations for supportive ecosystems. In summary, entrepreneurship is vital for economic growth, job creation, and social equity, significantly contributing to sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130402 | Penerapan dan Penegakan Kode Etik Psikologi | Implementation and Enforcement of the Psychology Code of Ethics | involves the establishment of guidelines that govern the professional conduct of psychologists, ensuring that they act in the best interests of clients, the public, and the profession. | 1. Good Health and Well-Being (SDG 3): Prioritizes client welfare, ensuring ethical treatment in mental health support. 2. Quality Education (SDG 4): Guides training for psychology professionals in ethical standards, fostering integrity. 3. Reduced Inequalities (SDG 10): Promotes equitable access to psychological services, ensuring fair treatment for all. 4. Gender Equality (SDG 5): Supports ethical practices that address gender-related issues in assessments and interventions. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among organizations to uphold ethical standards and accountability. In summary, enforcing the Psychology Code of Ethics is essential for maintaining integrity and protecting client rights, contributing to equitable mental health care aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02130502 | Metode Penelitian dan Statistik Inferensial (eksperimental) | Research Methods and Inferential (experimental) Statistics | are foundational components of psychological research that enable researchers to systematically investigate hypotheses and analyze data. | 1. Quality Education (SDG 4): Improves educational research by evaluating teaching methods and learning outcomes. 2. Good Health and Well-Being (SDG 3): Tests the effectiveness of health interventions, informing evidence-based practices. 3. Reduced Inequalities (SDG 10): Identifies causal factors in health and education disparities, guiding equity-focused policies. 4. Gender Equality (SDG 5): Investigates gender differences, supporting interventions that promote gender equity. 5. Sustainable Cities and Communities (SDG 11): Analyzes urban policies through experimental methods to foster sustainable practices. 6. Partnerships for the Goals (SDG 17): Encourages collaboration to share findings and enhance intervention strategies. In summary, these methods are essential for establishing causal relationships and informing effective policy development aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121102 | Kesadaran dan Kecerdasan Moral | Moral Awareness and Intelligence | refer to the ability to recognize, understand, and evaluate ethical dilemmas and moral issues in various contexts. These concepts play a critical role in decision-making processes, personal integrity, and professional conduct. | 1. Quality Education (SDG 4): Encourages ethical reasoning and moral education, enhancing critical thinking skills. 2. Reduced Inequalities (SDG 10): Promotes understanding of social justice issues, driving actions to address inequalities. 3. Gender Equality (SDG 5): Raises awareness of gender-related moral issues, supporting gender equity initiatives. 4. Sustainable Cities and Communities (SDG 11): Fosters ethical decision-making in urban planning and community development for inclusivity. 5. Partnerships for the Goals (SDG 17): Encourages collaboration to address moral dilemmas and promote ethical practices. In summary, Moral Awareness and Intelligence are essential for fostering ethical behavior and decision-making, contributing to a more just and equitable society aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121202 | Psikologi Klinis | Clinical Psychology | is a branch of psychology focused on diagnosing, treating, and preventing mental health disorders and emotional disturbances. It combines scientific research with practical application to address psychological issues and improve the well-being of individuals. | 1. Good Health and Well-Being (SDG 3): Addresses mental health through diagnosis, therapy, and intervention, promoting overall well-being. 2. Quality Education (SDG 4): Informs training programs for mental health professionals to ensure effective therapeutic techniques. 3. Reduced Inequalities (SDG 10): Identifies and addresses mental health disparities, promoting equitable access to care. 4. Gender Equality (SDG 5): Explores the impact of gender on mental health, supporting gender-sensitive treatment approaches. 5. Sustainable Cities and Communities (SDG 11): Contributes to community mental health initiatives that foster resilience in urban populations. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among clinicians, researchers, and organizations to improve mental health services. In summary, Clinical Psychology is vital for addressing mental health challenges and promoting social equity, significantly contributing to the achievement of sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121302 | Pengenalan Alat Tes Psikologi | Introduction to Psychological Testing Tools | Psychological testing tools are standardized instruments used to assess various aspects of an individual’s mental processes, behavior, personality, and abilities. | 1. Quality Education (SDG 4): Assesses learning abilities and informs educational strategies. 2. Good Health and Well-Being (SDG 3): Identifies mental health issues, guiding treatment and support. 3. Reduced Inequalities (SDG 10): Ensures testing tools are culturally sensitive, addressing disparities in mental health and education. 4. Gender Equality (SDG 5): Examines gender differences in assessments, promoting fair evaluation practices. 5. Sustainable Cities and Communities (SDG 11): Assesses psychological needs of diverse populations for community mental health initiatives. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among psychologists, educators, and researchers to improve testing tools. In summary, psychological testing tools are vital for assessment and intervention, contributing to equitable and effective support in education and mental health aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121402 | Metode Penelitian dan Statistik Inferensial (non-eksperimental) | Research Methods and Inferential Statistics (non-experimental) | are essential components of psychological research that allow researchers to investigate relationships between variables without manipulating them. | 1. Quality Education (SDG 4): Enhances evaluation of educational programs through data analysis. 2. Good Health and Well-Being (SDG 3): Supports health research, informing public health policies and interventions. 3. Reduced Inequalities (SDG 10): Identifies disparities in health, education, and services, guiding equity initiatives. 4. Gender Equality (SDG 5): Analyzes gender differences, informing policies for promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Understands community needs through data analysis, guiding urban policy development. 6. Partnerships for the Goals (SDG 17): Encourages collaboration in research to share data and insights for better decision-making. In summary, these methods are vital for informed decision-making and policy development aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121502 | Psikologi Pendidikan | Educational Psychology | is the branch of psychology that focuses on how individuals learn and develop in educational settings. It integrates theories of cognitive, emotional, and social processes to enhance teaching and learning. | 1. Quality Education (SDG 4): Improves teaching methods and learning strategies to enhance educational outcomes. 2. Good Health and Well-Being (SDG 3): Promotes mental health initiatives and supportive environments for students. 3. Reduced Inequalities (SDG 10): Addresses socio-economic and cultural factors affecting learning, fostering equity in education. 4. Gender Equality (SDG 5): Investigates gender differences in learning, supporting practices for gender equity in classrooms. 5. Sustainable Cities and Communities (SDG 11): Informs community-based educational programs that enhance social cohesion. 6. Partnerships for the Goals (SDG 17): Encourages collaboration among educators, researchers, and policymakers to improve educational systems. In summary, Educational Psychology is vital for enhancing learning processes and promoting equity in education, contributing significantly to sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121602 | Psikologi dan Budaya | Psychology and Culture | explores the intricate relationship between cultural factors and psychological processes. | 1. Reduced Inequalities (SDG 10): Explores cultural factors contributing to social inequalities, aiding in the design of equity-promoting interventions. 2. Quality Education (SDG 4): Enhances educational practices by considering cultural differences in learning and teaching methods. 3. Good Health and Well-Being (SDG 3): Informs culturally sensitive mental health interventions by examining cultural influences on perceptions of health. 4. Gender Equality (SDG 5): Investigates cultural norms related to gender roles, supporting policies that promote gender equity. 5. Sustainable Cities and Communities (SDG 11): Guides inclusive urban policies by studying how cultural values shape community engagement. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among researchers and communities to understand cultural contexts and enhance social programs. In summary, the field of Psychology and Culture is vital for understanding the relationship between culture and psychological processes, contributing to more equitable and culturally informed practices aligned with sustainable development goals. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121702 | Metode Penelitian Kualitatif | Qualitative Research Methods | is a course designed to explore the principles and techniques of qualitative research, focusing on the collection and analysis of non-numerical data to gain insights into human behavior, social phenomena, and lived experiences | 1. Quality Education (SDG 4): Enhances understanding of educational contexts, informing improvements in teaching practices. 2. Good Health and Well-Being (SDG 3): Explores patient experiences and healthcare practices, guiding better health policies. 3. Reduced Inequalities (SDG 10): Captures the experiences of marginalized groups, helping address social and economic disparities. 4. Gender Equality (SDG 5): Investigates gender dynamics, providing insights for policies promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Engages communities to understand local needs, guiding sustainable urban development. 6. Partnerships for the Goals (SDG 17): Fosters collaboration among researchers, communities, and organizations for social impact. In summary, qualitative research is vital for understanding social issues and informing policies aligned with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120402 | Psikologi Kognitif | Cognitive Psychology | is a course that focuses on the study of mental processes, including how people perceive, think, remember, and learn | 1. Quality Education (SDG 4): Improves teaching methods and learning strategies for better knowledge retention. 2. Good Health and Well-Being (SDG 3): Informs cognitive rehabilitation and mental health treatments to enhance cognitive functioning. 3. Reduced Inequalities (SDG 10): Investigates cognitive biases that contribute to social inequalities, promoting fairness. 4. Gender Equality (SDG 5): Explores cognitive differences and biases related to gender, aiding in understanding and addressing disparities. 5. Sustainable Cities and Communities (SDG 11): Guides urban planning and community engagement, considering cognitive load and decision-making. 6. Partnerships for the Goals (SDG 17): Encourages interdisciplinary collaboration to apply cognitive research in various fields. In summary, Cognitive Psychology enhances education, health, and social equity, contributing to the achievement of sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120502 | Psikologi Abnormal | Abnormal Psychology | is a course that explores the nature, causes, and treatment of psychological disorders | 1. Good Health and Well-Being (SDG 3): Focuses on diagnosing, treating, and preventing mental disorders, promoting overall mental health. 2. Quality Education (SDG 4): Enhances training for mental health professionals and educates the public about mental health issues. 3. Reduced Inequalities (SDG 10): Examines social factors affecting mental health disparities, informing policies to address these inequalities. 4. Gender Equality (SDG 5): Investigates the impact of gender on mental health, guiding gender-specific interventions. 5. Sustainable Cities and Communities (SDG 11): Informs community mental health initiatives, fostering supportive environments. 6. Partnerships for the Goals (SDG 17): Promotes collaboration among mental health professionals and organizations to improve services and share best practices. In summary, Abnormal Psychology is essential for addressing mental health challenges and contributing to healthier, more equitable societies. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120603 | Observasi dan Interview | Observation and Interview | is a course that focuses on qualitative research methods, particularly the techniques and skills involved in conducting observations and interviews as data collection strategies | 1. Quality Education (SDG 4): Improve understanding of educational practices to enhance teaching effectiveness. 2. Good Health and Well-Being (SDG 3): Gather in-depth data on mental health, informing interventions and support. 3. Reduced Inequalities (SDG 10): Identify experiences of marginalized groups, guiding targeted interventions. 4. Gender Equality (SDG 5): Capture diverse perspectives on gender issues, contributing to equity initiatives. 5. Sustainable Cities and Communities (SDG 11): Provide insights into community dynamics, aiding policy development for community well-being. 6. Partnerships for the Goals (SDG 17): Foster collaboration among researchers and stakeholders to inform collective action. In summary, these methods are vital for collecting qualitative data that drives improvements in education, health, inclusivity, and community engagement, aligning with sustainable development goals. If you need further information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120702 | Psikologi Bertutur | The Psychology of Speaking | is a course that explores the cognitive, emotional, and social aspects of spoken communication | 1. Quality Education (SDG 4): Improves communication skills in educational settings, enhancing teaching and learning. 2. Good Health and Well-Being (SDG 3): Aids mental health by promoting effective communication in therapeutic contexts. 3. Reduced Inequalities (SDG 10): Addresses communication barriers for marginalized groups, ensuring inclusivity. 4. Gender Equality (SDG 5): Explores communication styles and their impact on gender dynamics, informing equity initiatives. 5. Sustainable Cities and Communities (SDG 11): Fosters community engagement through effective communication, promoting social cohesion. 6. Partnerships for the Goals (SDG 17): Enhances collaboration among stakeholders by improving communication strategies. In summary, the Psychology of Speaking is essential for effective communication, contributing to education, mental health, inclusivity, and community engagement aligned with sustainable development goals. If you need further information or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120802 | Psikometrika | Psychometrics | is a course that focuses on the theory and practice of measuring psychological constructs, including abilities, attitudes, personality traits, and other psychological variables | 1. Quality Education (SDG 4): Develops reliable assessments to evaluate learning outcomes and guide educational practices. 2. Good Health and Well-Being (SDG 3): Creates assessments for diagnosing mental health conditions and tracking treatment progress. 3. Reduced Inequalities (SDG 10): Ensures assessment tools are culturally fair and accessible, supporting marginalized groups. 4. Gender Equality (SDG 5): Provides insights into gender differences, informing policies for gender equity. 5. Partnerships for the Goals (SDG 17): Encourages collaboration among researchers and practitioners to enhance assessment practices. In summary, psychometrics supports effective interventions and inclusive practices aligned with sustainable development goals. If you need further information or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120902 | Psikologi Industri dan Organisasi | Industrial and Organizational Psychology | is a course that focuses on the application of psychological principles to workplace settings, aiming to improve employee performance, enhance job satisfaction, and promote organizational effectiveness | 1. Decent Work and Economic Growth (SDG 8): Enhances job satisfaction and productivity, contributing to economic growth. 2. Quality Education (SDG 4): Facilitates training programs that improve employee skills and promote lifelong learning. 3. Reduced Inequalities (SDG 10): Develops policies to promote diversity and inclusion in the workplace. 4. Gender Equality (SDG 5): Addresses gender biases to ensure equal opportunities for all employees. 5. Sustainable Cities and Communities (SDG 11): Supports practices that enhance employee well-being and contribute to community health. 6.Partnerships for the Goals (SDG 17): Encourages collaboration among organizations and educational institutions to improve workplace practices. By aligning with these SDGs, I/O Psychology contributes to sustainable development and positive workplace outcomes. If you need more information or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02121002 | Metode Penelitian dan Statistik Deskriptif | Research Methods and Descriptive Statistics | is a course that provides students with foundational knowledge of research design and the use of descriptive statistics in analyzing data | 1. Quality Education (SDG 4): Enhances educational practices through evidence-based insights and evaluations. 2. Good Health and Well-Being (SDG 3): Analyzes health-related data to inform public health policies and assess interventions. 3. Reduced Inequalities (SDG 10): Identifies disparities in health and education, guiding targeted interventions for marginalized groups. 4. Gender Equality (SDG 5): Studies gender disparities to inform policies promoting gender equity. 5. Partnerships for the Goals (SDG 17): Fosters collaborative research initiatives that enhance knowledge sharing and collective action. These methods provide a foundation for understanding social issues, guiding effective interventions, and promoting sustainable development. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110902 | Psikologi Kepribadian Non-Psikodinamik | Non-Psychodynamic Personality Psychology | is a course that explores various theories and models of personality that do not focus on psychodynamic principles | 1. Good Health and Well-Being (SDG 3): Enhances mental health interventions through tailored approaches based on personality traits. 2. Quality Education (SDG 4): Informs educational practices by accommodating diverse learning styles and personalities. 3. Reduced Inequalities (SDG 10): Promotes inclusive practices that address the needs of marginalized groups. 4. Gender Equality (SDG 5): Examines personality traits related to gender roles, supporting initiatives for gender equity. 5. Sustainable Cities and Communities (SDG 11): Informs community-building efforts, enhancing social cohesion and participation. 6. Partnerships for the Goals (SDG 17): Encourages interdisciplinary collaboration to understand personality in various contexts. These connections highlight the course’s role in promoting sustainable development and social change. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111002 | Psikologi Perkembangan Dewasa dan Lansia | Developmental Psychology of Adults and the Elderly | is a course that focuses on the psychological growth and changes that occur in adulthood and later life | 1. Good Health and Well-Being (SDG 3): Promotes mental health interventions to enhance psychological well-being in older adults. 2. Quality Education (SDG 4): Supports lifelong learning initiatives for personal development in adults and the elderly. 3. Reduced Inequalities (SDG 10): Focuses on the needs of marginalized older adults, promoting inclusivity and equitable access to resources. 4. Gender Equality (SDG 5): Examines aging experiences across genders, contributing to policies supporting older individuals’ rights. 5. Sustainable Cities and Communities (SDG 11): Informs the creation of age-friendly environments that enhance quality of life and social engagement. 6. Peace, Justice, and Strong Institutions (SDG 16): Advocates for the rights and participation of older adults in decision-making processes. This field plays a vital role in promoting healthy aging and social inclusion, contributing to a more equitable and sustainable society. If you need more details or examples, just let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111103 | Psikologi Umum | General Psychology | is a foundational course that covers a broad range of topics within the field of psychology | 1. Good Health and Well-Being (SDG 3): Enhances understanding of mental health, promoting effective interventions and well-being strategies. 2. Quality Education (SDG 4): Informs teaching methods and learning environments to support cognitive and emotional development. 3. Reduced Inequalities (SDG 10): Addresses social biases and promotes inclusivity, helping to reduce discrimination and inequality. 4. Gender Equality (SDG 5): Examines gender roles and stereotypes, contributing to efforts aimed at promoting gender equity. 5. Sustainable Cities and Communities (SDG 11): Informs community building and social cohesion strategies, enhancing quality of life in urban settings. By applying insights from general psychology, we can better understand human behavior and improve strategies for achieving sustainable development. If you have specific topics or questions in mind, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02111203 | Pengantar dan Teori Psikologi Sosial | Introduction and Theory of Social Psychology | is a foundational course that explores the principles, theories, and concepts that explain how individuals think, feel, and behave in social contexts | 1. Good Health and Well-Being (SDG 3): Explores social influences on mental and physical health, informing interventions for well-being. 2. Quality Education (SDG 4): Enhances educational practices by understanding social dynamics, promoting engagement and inclusivity. 3. Reduced Inequalities (SDG 10): Examines prejudice and discrimination, providing insights for reducing social inequalities. 4. Gender Equality (SDG 5): Studies gender roles and biases to inform policies promoting gender equity and women’s empowerment. 5. Sustainable Cities and Communities (SDG 11): Informs community design by understanding social behavior and fostering participation. 6. Peace, Justice, and Strong Institutions (SDG 16): Aids conflict resolution and promotes social cohesion for peaceful societies. Integrating social psychology into the SDGs enhances strategies for sustainable development. If you need more details on any specific area, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120102 | Pendekatan Sistem | Systems Approach | is a course that examines the principles and methodologies used to understand and analyze complex systems across various disciplines | 1. Good Health and Well-Being (SDG 3): A systems approach can help analyze the interplay between healthcare, social determinants, and environmental factors, leading to more effective health interventions and policies. 2. Quality Education (SDG 4): By viewing education as part of a broader social system, this approach can enhance learning outcomes by integrating various educational elements, such as curriculum, pedagogy, and community involvement. 3. Sustainable Cities and Communities (SDG 11): A systems perspective can guide urban planning and development, ensuring that social, economic, and environmental factors are considered for sustainable community growth. 4. Climate Action (SDG 13): Addressing climate change requires understanding the interactions between human behavior, ecological systems, and policy frameworks. A systems approach can facilitate comprehensive climate action strategies. 5. Partnerships for the Goals (SDG 17): A systems approach encourages collaboration among stakeholders across sectors, fostering partnerships that are essential for achieving the SDGs. By applying a systems approach, we can better understand and address the complexities of sustainable development challenges, leading to more integrated and effective solutions. If you have specific aspects or questions in mind, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120202 | Psikologi Sosial Terapan | Applied Social Psychology | is a course that focuses on the practical applications of social psychology principles to real-world issues and contexts | 1. Good Health and Well-Being (SDG 3): Applied social psychology can inform public health campaigns, promote healthy behaviors, and address mental health issues through understanding social influences on health. 2. Quality Education (SDG 4): By applying social psychology principles, educators can create inclusive learning environments, enhance student engagement, and foster social-emotional learning. 3. Reduced Inequalities (SDG 10): This field examines the roots of social inequalities and discrimination, providing insights for interventions aimed at promoting equity and social justice. 4. Gender Equality (SDG 5): Applied social psychology can help address gender biases, promote gender equity initiatives, and support policies aimed at empowering women and marginalized groups. 5. Sustainable Cities and Communities (SDG 11): Understanding social behavior can inform urban planning and community initiatives that enhance social cohesion and promote sustainable practices. 6. Peace, Justice, and Strong Institutions (SDG 16): This field can contribute to conflict resolution, social cohesion, and community building by understanding the social dynamics that influence group behavior and attitudes. By leveraging the insights from applied social psychology, we can develop effective strategies and interventions that contribute to achieving these SDGs. If you’d like to delve deeper into a specific area or application, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02120302 | Psikologi Positif | Positive Psychology | is a course that focuses on the study of human strengths, well-being, and the factors that contribute to a fulfilling and meaningful life | 1. Good Health and Well-Being (SDG 3): Positive psychology promotes mental health and well-being through practices that enhance resilience, happiness, and life satisfaction. 2. Quality Education (SDG 4): By applying principles of positive psychology in educational settings, we can create supportive learning environments that foster personal growth, motivation, and social-emotional learning. 3. Reduced Inequalities (SDG 10): Positive psychology can help empower marginalized communities by focusing on strengths and promoting positive identity, thereby addressing social inequalities. 4. Gender Equality (SDG 5): Initiatives that utilize positive psychology can support women’s empowerment and mental health, promoting gender equality in various contexts. 5. Partnerships for the Goals (SDG 17): Collaboration between mental health professionals, educators, and community organizations can foster well-being initiatives that align with positive psychology principles. By integrating positive psychology into various sectors, we can contribute to achieving these SDGs and promote a more fulfilling and sustainable future. If you have specific areas you’d like to explore further, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110203 | Andragogi | Andragogy | is the study of adult learning and education, focusing on how adults acquire knowledge and skills differently than children | 1. Quality Education (SDG 4): Andragogy emphasizes lifelong learning and inclusive education for adults. It focuses on facilitating learning experiences that are relevant and practical, helping adults acquire new skills and knowledge. 2. Decent Work and Economic Growth (SDG 8): Adult education programs often aim to enhance employability and career advancement. By promoting skills development, andragogy supports economic growth and the creation of decent work opportunities. 3. Reduced Inequalities (SDG 10): Andragogical approaches can help marginalized groups access education and training, addressing social and economic inequalities and empowering individuals from diverse backgrounds. 4. Gender Equality (SDG 5): Andragogy can support initiatives aimed at empowering women through education, providing them with the skills and knowledge necessary to participate fully in society and the economy. 5. Partnerships for the Goals (SDG 17): Collaborative learning and community engagement are key components of andragogy. It encourages partnerships between educational institutions, organizations, and communities to enhance learning opportunities. By integrating these SDGs into andragogical practices, adult education can play a significant role in promoting sustainable development and addressing global challenges. If you have specific areas of interest or questions, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110302 | Pengantar Psikologi | Introduction to Psychology | is a foundational course that provides an overview of the key concepts, theories, and areas of study within the field of psychology | 1. Good Health and Well-Being (SDG 3): Exploring mental health, the importance of psychological well-being, and the role of psychology in addressing mental health issues and promoting healthy lifestyles. 2. Quality Education (SDG 4): Discussing the importance of psychological theories in education, learning processes, and the promotion of inclusive and equitable education practices. 3. Reduced Inequalities (SDG 10): Examining how psychological factors contribute to social inequalities and understanding the impact of discrimination, bias, and privilege. 4. Gender Equality (SDG 5): Addressing psychological aspects of gender roles, identity, and the impact of societal norms on mental health and behavior. 5. Peace, Justice, and Strong Institutions (SDG 16): Investigating the psychological underpinnings of conflict, aggression, and the importance of fostering empathy, cooperation, and social justice. By linking psychology to these SDGs, students can gain insights into how psychological knowledge can contribute to addressing some of the world’s most pressing challenges. If you need more specific details or examples, feel free to ask! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110402 | Psikologi Kepribadian Psikodinamik | Psychodynamic Personality Psychology | is a course that examines the theories and concepts related to personality development from a psychodynamic perspective | 1. Quality Education (SDG 4): Emphasizing the importance of understanding psychological theories and their application in educational settings, promoting mental health awareness, and lifelong learning. 2. Good Health and Well-Being (SDG 3): Focusing on mental health, the importance of psychological well-being, and how psychodynamic approaches can address mental health issues and improve emotional resilience. 3. Reduced Inequalities (SDG 10): Exploring how psychological factors contribute to social inequalities and how understanding personality can help address issues of discrimination and marginalization. 4. Gender Equality (SDG 5): Examining gender dynamics in personality development and how psychodynamic theories can help understand and address gender-based psychological issues. 5. Peace, Justice, and Strong Institutions (SDG 16): Investigating the psychological underpinnings of conflict, aggression, and the role of mental health in fostering peaceful societies. These connections can enhance understanding of how psychological principles impact broader societal issues, making the course relevant to sustainable development. If you have specific aspects or applications in mind, let me know! |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110502 | Psikologi Perkembangan Anak dan Remaja | Psychology of Child and Adolescent Development | is a course that examines the psychological growth and changes that occur from infancy through adolescence | 1. SDG 4: Quality Education: Understanding child and adolescent development is essential for creating effective educational strategies that cater to different developmental stages, enhancing learning outcomes. 2. SDG 3: Good Health and Well-being: This course focuses on the mental and emotional health of children and adolescents, promoting awareness of developmental challenges and mental health issues that can affect well-being. 3. SDG 10: Reduced Inequalities: By examining how socioeconomic factors impact development, the course can inform interventions aimed at supporting disadvantaged children and adolescents, promoting equity. 4. SDG 5: Gender Equality: The course can address gender differences in development, helping to understand the unique challenges faced by boys and girls and promoting policies that support gender equity in education and health. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights into child and adolescent development can inform policies and practices that foster healthy environments, reducing violence and promoting safe spaces for young people. By aligning with these goals, the course prepares students to support healthy development in children and adolescents, contributing to a more just and equitable society. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110602 | Biopsikologi | Biopsychology | is a course that explores the relationship between biological processes and psychological phenomena | 1. SDG 3: Good Health and Well-being: Biopsychology examines the biological underpinnings of behavior and mental processes, contributing to a better understanding of mental health conditions and informing effective treatments. 2. SDG 4: Quality Education: This course promotes a scientific understanding of human behavior, enhancing educational practices by integrating biological insights into psychology, which can improve learning outcomes. 3. SDG 10: Reduced Inequalities: By studying the biological factors that can contribute to mental health disparities, biopsychology can inform interventions aimed at reducing inequalities in mental health care. 4. SDG 5: Gender Equality: Understanding biological and psychological differences can help address gender-specific mental health issues and promote policies that support mental well-being for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights from biopsychology can inform approaches to conflict resolution and rehabilitation, enhancing efforts to create just and peaceful communities. By linking to these goals, the course equips students with a comprehensive understanding of the interplay between biology and psychology, promoting better health outcomes and informed practices in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110702 | Filsafat Ilmu | Philosophy of Science | is a course that explores the fundamental questions about the nature and practice of science | 1. SDG 3: Good Health and Well-being: Biopsychology examines the biological underpinnings of behavior and mental processes, contributing to a better understanding of mental health conditions and informing effective treatments. 2. SDG 4: Quality Education: This course promotes a scientific understanding of human behavior, enhancing educational practices by integrating biological insights into psychology, which can improve learning outcomes. 3. SDG 10: Reduced Inequalities: By studying the biological factors that can contribute to mental health disparities, biopsychology can inform interventions aimed at reducing inequalities in mental health care. 4. SDG 5: Gender Equality: Understanding biological and psychological differences can help address gender-specific mental health issues and promote policies that support mental well-being for all genders. 5. SDG 16: Peace, Justice, and Strong Institutions: Insights from biopsychology can inform approaches to conflict resolution and rehabilitation, enhancing efforts to create just and peaceful communities. By linking to these goals, the course equips students with a comprehensive understanding of the interplay between biology and psychology, promoting better health outcomes and informed practices in various fields. |
| KEDOKTERAN | PSIKOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23C02110802 | Mental Health | Mental Health | is a course that focuses on understanding mental health conditions, their impact on individuals and society, and approaches to promoting mental well-being | 1. SDG 3: Good Health and Well-being: This goal directly addresses mental health, emphasizing the importance of promoting mental health awareness, prevention, treatment, and support for mental health disorders. 2. SDG 4: Quality Education: Mental health education helps raise awareness and understanding among students, fostering a supportive environment in schools and promoting well-being. 3. SDG 10: Reduced Inequalities: Addressing mental health disparities is essential for promoting equity. This course can focus on providing mental health resources to marginalized and underserved communities. 4. SDG 16: Peace, Justice, and Strong Institutions: Mental health is vital for societal stability and individual well-being. This course can explore the role of mental health in promoting peaceful societies and justice. 5. SDG 5: Gender Equality: Understanding gender-specific mental health issues can lead to more effective support and interventions for women and gender minorities, promoting equity in mental health care. By connecting with these goals, the course equips students with the knowledge and skills to support mental health initiatives, contributing to healthier individuals and communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110104 | Pengantar Ilmu Hukum | Introduction to Legal Science | Introduction to Legal Science is a foundational course that explores the principles and frameworks of legal systems. It covers key topics such as the nature of law, sources of law, and the role of legal institutions. Students learn about various branches of law, including constitutional, criminal, and civil law, and engage with fundamental legal concepts like rights, justice, and the rule of law. The course often emphasizes critical thinking and analysis of legal cases, encouraging students to understand how law interacts with society and impacts everyday life. This course is ideal for those interested in pursuing careers in law, public policy, or related fields. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. Legal science is fundamental in understanding and developing the frameworks that support these objectives. 2. **Goal 4: Quality Education** – If the course addresses legal education and literacy, it contributes to this goal by promoting inclusive and equitable quality education and lifelong learning opportunities. 3. **Goal 10: Reduced Inequalities** – Legal frameworks can help address issues of inequality, ensuring that laws protect marginalized and vulnerable groups. 4. **Goal 12: Responsible Consumption and Production** – Discussions around corporate law and regulations can touch on sustainable practices in business. 5. **Goal 13: Climate Action** – Legal principles regarding environmental law can relate to climate change policies and initiatives. 6. **Goal 5: Gender Equality** – If the course includes discussions on gender law or rights, it can contribute to the goal of achieving gender equality and empowering all women and girls. Depending on the specific content of the course, other SDGs may also be relevant. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139602 | Peradilan Kode Etik | Judicial Code of Ethics | Judicial Code of Ethics is a course focused on the ethical standards and principles governing the conduct of judges and judicial officials. It explores the importance of integrity, impartiality, and professionalism within the judiciary. Topics typically include the rules of judicial conduct, conflict of interest, the role of judicial discretion, and the impact of ethics on public trust in the legal system. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly related, as it emphasizes the importance of promoting just, peaceful, and inclusive societies, and ensuring access to justice for all. Ethical guidelines for judges are essential for maintaining public trust in the judiciary and ensuring fair legal proceedings. 2. **Goal 10: Reduced Inequalities** – By promoting ethical standards in the judiciary, the course can contribute to reducing inequalities in access to justice and fair treatment within legal systems. 3. **Goal 5: Gender Equality** – If the course addresses issues of gender bias in judicial processes, it can support the goal of achieving gender equality and empowering women and girls. 4. **Goal 4: Quality Education** – By educating future legal professionals about ethical standards, the course contributes to quality education in the field of law. 5. **Goal 17: Partnerships for the Goals** – The course might encourage collaboration among various stakeholders in the justice system to uphold ethical standards and promote accountability. These connections highlight the broader implications of judicial ethics in fostering a just and equitable society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139702 | Penemuan dan Logika Hukum | Discovery and Legal Logic | Discovery and Legal Logic is a course that focuses on the processes of legal discovery and the application of logical reasoning in legal contexts. It covers the rules and techniques for gathering evidence, including interrogatories, depositions, and document production. Students learn how to analyze and interpret legal information systematically, employing logical reasoning to construct arguments and identify relevant legal principles. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly related as it emphasizes the importance of fair and effective legal processes. Understanding legal logic and discovery is essential for promoting access to justice and ensuring that legal proceedings are conducted fairly. 2. **Goal 10: Reduced Inequalities** – A strong grasp of legal logic can help address issues of inequality in legal representation and ensure that all individuals have a fair opportunity to present their case. 3. **Goal 4: Quality Education** – The course contributes to quality legal education by teaching students critical thinking and reasoning skills essential for their future careers in law. 4. **Goal 5: Gender Equality** – If the course includes discussions on equitable practices in legal discovery and reasoning, it may help highlight issues of gender bias in the legal system. 5. **Goal 12: Responsible Consumption and Production** – Discussions on legal ethics and the implications of evidence gathering may touch on responsible practices within legal frameworks, particularly regarding environmental laws or corporate responsibility. By linking these topics to the SDGs, the course can foster a deeper understanding of the legal system’s role in promoting sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139802 | Seminar Isu Kontemporer | Contemporary Issues Seminar | Contemporary Issues Seminar is a course designed to explore current topics and challenges facing society today. It encourages critical analysis and discussion of pressing issues such as social justice, environmental sustainability, technological advancements, and public policy. Students engage with diverse perspectives through readings, guest lectures, and group discussions, fostering an understanding of the complexities involved in these issues. | 1. **Goal 16: Peace, Justice and Strong Institutions** – Many contemporary issues involve discussions about justice, governance, human rights, and the rule of law, making this goal particularly relevant. 2. **Goal 10: Reduced Inequalities** – Contemporary issues often include topics like social justice, economic inequality, and marginalized communities, directly relating to this goal. 3. **Goal 4: Quality Education** – If the seminar includes discussions on educational equity, access to education, and lifelong learning, it would align with this goal. 4. **Goal 5: Gender Equality** – Topics such as gender rights, women’s empowerment, and gender-based violence are often explored in contemporary discussions. 5. **Goal 13: Climate Action** – Many contemporary issues are centered around climate change, environmental justice, and sustainability, making this goal highly relevant. 6. **Goal 1: No Poverty** – Discussions on poverty alleviation, economic development, and social safety nets often feature in contemporary issues. 7. **Goal 3: Good Health and Well-Being** – Public health topics, healthcare access, and health inequalities can be critical issues in contemporary discussions. By exploring various contemporary topics, the seminar can foster a deeper understanding of these goals and their interconnections in addressing global challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139902 | Klinik Hukum (Penegakan Hukum) | Legal Clinic (Law Enforcement) | Legal Clinic (Law Enforcement) is a hands-on course that provides students with practical experience in the intersection of law and law enforcement. Through this clinic, students work on real cases and legal issues related to policing, criminal justice, and public safety. They may assist in legal research, prepare legal documents, and engage with law enforcement agencies, community organizations, or advocacy groups. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly applicable as it emphasizes the promotion of just, peaceful, and inclusive societies. The course likely addresses issues related to access to justice, the role of law enforcement, and legal rights. 2. **Goal 10: Reduced Inequalities** – The clinic may focus on marginalized communities and ensure equitable access to legal representation and law enforcement services, helping to reduce inequalities. 3. **Goal 5: Gender Equality** – If the clinic addresses issues like gender-based violence or discrimination within law enforcement, it supports efforts towards achieving gender equality. 4. **Goal 3: Good Health and Well-Being** – Topics related to the impact of law enforcement on community health, mental health issues in policing, or the intersection of law and public health may be explored. 5. **Goal 4: Quality Education** – The course provides practical legal education, enhancing students’ understanding of legal processes and community engagement. 6. **Goal 17: Partnerships for the Goals** – The clinic may involve collaboration with community organizations, law enforcement agencies, and other stakeholders to address legal issues effectively. By addressing these goals, the course can promote a more just and equitable legal system while preparing students for practical legal work in their communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131302 | Hukum Perdata Internasional | Private International Law | Private International Law is a course that examines the legal rules governing cross-border disputes and transactions involving private individuals and entities. It focuses on issues such as jurisdiction, choice of law, and the recognition and enforcement of foreign judgments. Students learn about the principles that determine which legal system applies in international cases and how conflicts between laws are resolved. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is highly relevant, as private international law plays a crucial role in ensuring access to justice across borders, resolving disputes fairly, and promoting the rule of law. 2. **Goal 10: Reduced Inequalities** – By addressing issues such as international contracts, family law, and human rights across different jurisdictions, the course can contribute to reducing inequalities in legal protections and access to justice for individuals in various countries. 3. **Goal 4: Quality Education** – The course provides critical legal education on international frameworks, enhancing students’ understanding of global legal issues and promoting educational equity in legal studies. 4. **Goal 5: Gender Equality** – If the course includes topics on gender-related issues in international family law or cross-border disputes, it can contribute to discussions on gender equality. 5. **Goal 8: Decent Work and Economic Growth** – Understanding private international law can aid in the regulation of international trade and labor practices, promoting fair labor standards and economic growth. 6. **Goal 17: Partnerships for the Goals** – The course may emphasize the importance of international cooperation and partnerships in resolving legal disputes and harmonizing laws across jurisdictions. By exploring these connections, the course can enhance understanding of the global legal landscape and its implications for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138902 | Antropologi Hukum | Legal Anthropology | Legal Anthropology is a course that explores the intersection of law and culture through an anthropological lens. It examines how legal systems operate within different cultural contexts and how social norms, values, and practices shape legal processes. Students study various legal traditions, including indigenous and customary laws, and analyze issues such as justice, conflict resolution, and human rights from an anthropological perspective. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is central, as legal anthropology explores how different cultures understand justice and legal processes, contributing to a more inclusive and fair legal framework. 2. **Goal 10: Reduced Inequalities** – The course often addresses issues related to marginalized communities and how cultural differences affect access to justice, thereby helping to reduce inequalities. 3. **Goal 5: Gender Equality** – Legal anthropology frequently examines gender roles within legal systems, including issues of women’s rights and gender-based violence, contributing to the goal of achieving gender equality. 4. **Goal 4: Quality Education** – By providing insights into legal cultures and systems, the course promotes education that is inclusive and respectful of diverse perspectives on law. 5. **Goal 1: No Poverty** – Discussions on how legal systems can impact economic inequality and poverty, particularly in different cultural contexts, may be part of the curriculum. 6. **Goal 3: Good Health and Well-Being** – If the course includes topics on indigenous legal practices and health rights, it can address how legal frameworks impact community health. By exploring these connections, the course can enhance understanding of how legal systems operate within cultural contexts and contribute to sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139002 | Hukum dan Struktur Sosial | Law and Social Structure | Law and Social Structure is a course that investigates the relationship between legal systems and the social contexts in which they operate. It explores how laws are shaped by, and in turn shape, social institutions, norms, and power dynamics. Students analyze the impact of social factors such as class, race, gender, and culture on legal practices and outcomes. The course also examines the role of law in maintaining social order, addressing conflicts, and promoting social change. | 1. **Goal 16: Peace, Justice and Strong Institutions** – This goal is directly applicable, as the course likely addresses how legal frameworks influence social order, justice, and governance, promoting effective and accountable institutions. 2. **Goal 10: Reduced Inequalities** – The course may focus on how laws and social structures can perpetuate or mitigate inequalities, thereby contributing to a better understanding of social justice. 3. **Goal 5: Gender Equality** – Discussions around gender roles within legal frameworks and the impact of law on gender relations are likely to be significant, supporting efforts towards achieving gender equality. 4. **Goal 4: Quality Education** – By examining the interplay between law and social structures, the course contributes to a more comprehensive understanding of legal education and social awareness. 5. **Goal 3: Good Health and Well-Being** – If the course includes topics on health law or social determinants of health, it may address how legal systems affect community health and well-being. 6. **Goal 1: No Poverty** – The relationship between law, social policy, and poverty may be explored, highlighting how legal frameworks can impact economic inequality. By engaging with these topics, the course can foster critical thinking about the role of law in shaping societal structures and contribute to achieving sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139102 | Hukum dan Politik | Law and Politics | Law and Politics is a course that examines the intricate relationship between legal systems and political structures. It explores how law influences political processes and governance, as well as how political considerations shape the creation and enforcement of laws. Students analyze topics such as constitutional law, civil rights, the role of the judiciary, and the impact of political ideologies on legal outcomes. The course often includes discussions on the balance of power, public policy, and the implications of law on social justice and democracy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal directly relates to law and politics, focusing on promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. 2. **Goal 10: Reduced Inequalities** – Discussions on legal frameworks and political systems often include analysis of inequalities and how laws can be designed to promote equality. 3. **Goal 5: Gender Equality** – Legal studies often address gender rights, discrimination, and the role of law in promoting gender equality. 4. **Goal 4: Quality Education** – Law and politics courses frequently emphasize the importance of education in understanding legal systems and civic engagement. 5. **Goal 17: Partnerships for the Goals** – This goal can relate to international law and the collaboration needed among countries to achieve sustainable development. These goals provide a framework for analyzing how law and political systems can contribute to sustainable development and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139202 | Hukum dan Ekonomi | Law and Economics | Law and Economics is a course that explores the relationship between legal systems and economic principles. It examines how laws affect economic behavior and decision-making, as well as how economic theories can inform legal analysis and policy. Students study topics such as property rights, contract law, tort law, and regulation, analyzing their economic implications and efficiencies. The course emphasizes the concept of efficiency in legal outcomes and considers the role of incentives in shaping legal frameworks. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is relevant as the course examines labor laws, economic policies, and their impact on employment and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Discussions may focus on how legal frameworks support sustainable industrialization and innovation. 3. **Goal 10: Reduced Inequalities** – The course often explores the economic implications of legal systems and how they can reduce or exacerbate inequalities. 4. **Goal 12: Responsible Consumption and Production** – Legal regulations regarding environmental sustainability and resource management may be covered. 5. **Goal 16: Peace, Justice, and Strong Institutions** – This goal ties into the importance of strong legal institutions for economic stability and growth. 6. **Goal 1: No Poverty** – The interplay between law and economic policies can highlight ways to address poverty and promote equitable growth. These goals emphasize the relationship between legal frameworks, economic policies, and sustainable development outcomes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139302 | Audit Hukum dan Pendapat Hukum | Legal Audit and Legal Opinion | Legal Audit and Legal Opinion is a course that focuses on the processes involved in assessing legal compliance and providing informed legal advice. Students learn how to conduct a legal audit, which involves reviewing an organization’s practices and policies to ensure adherence to applicable laws and regulations. The course also covers the principles of drafting legal opinions, which are formal assessments of the legal implications of specific situations or transactions. Students explore methodologies for identifying potential legal risks, analyzing case law, and formulating clear, persuasive legal arguments. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central, as legal audits and opinions are integral to ensuring compliance, accountability, and the rule of law in institutions. 2. **Goal 8: Decent Work and Economic Growth** – Legal audits often assess labor laws and corporate governance, contributing to sustainable economic practices. 3. **Goal 12: Responsible Consumption and Production** – Legal audits can examine compliance with environmental regulations and sustainable business practices. 4. **Goal 10: Reduced Inequalities** – The course may address how legal frameworks and audits can help ensure equitable practices in businesses and organizations. 5. **Goal 17: Partnerships for the Goals** – Legal opinions may involve collaboration between different stakeholders, emphasizing the importance of partnerships for effective governance. These goals highlight the role of legal analysis in promoting sustainable practices and strengthening institutions. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139402 | Alternatif Penyelesaian Sengketa | Alternative Dispute Resolution | Alternative Dispute Resolution (ADR) is a course that explores non-litigious methods for resolving conflicts and disputes outside the traditional court system. Students learn about various ADR techniques, including mediation, arbitration, and negotiation, and their applications in legal and business contexts. The course covers the principles, processes, and ethical considerations involved in each method, emphasizing the importance of communication and problem-solving skills. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – ADR methods promote peaceful resolution of disputes and can enhance access to justice, reducing the burden on judicial systems. 2. **Goal 10: Reduced Inequalities** – ADR can provide more accessible and equitable means for resolving conflicts, helping to address disparities in access to legal resources. 3. **Goal 5: Gender Equality** – ADR processes can be designed to be more inclusive, addressing gender-based disputes and promoting equal participation. 4. **Goal 4: Quality Education** – Courses on ADR often emphasize the importance of educating stakeholders about conflict resolution techniques and legal rights. 5. **Goal 17: Partnerships for the Goals** – ADR encourages collaboration among parties, fostering partnerships that can lead to more sustainable outcomes. These goals highlight the importance of alternative methods for conflict resolution in promoting justice and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01139502 | Advokasi dan Bantuan Hukum | Advocacy and Legal Assistance | Advocacy and Legal Assistance is a course designed to equip students with the skills and knowledge necessary for effective advocacy in legal contexts. The course covers various forms of advocacy, including legal representation, community organizing, and public interest law. Students learn about the ethical responsibilities of advocates, strategies for representing clients, and techniques for effective communication and persuasion in legal settings. The curriculum often includes case studies and practical exercises to develop skills in legal research, writing, and oral advocacy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Advocacy plays a crucial role in promoting justice, enhancing legal rights, and supporting effective institutions. 2. **Goal 10: Reduced Inequalities** – The course often focuses on how legal assistance can empower marginalized groups and reduce disparities in access to justice. 3. **Goal 5: Gender Equality** – Advocacy efforts often address gender-based issues and promote the legal rights of women and marginalized genders. 4. **Goal 4: Quality Education** – Legal education and awareness are key components of advocacy, helping individuals understand their rights and the legal system. 5. **Goal 1: No Poverty** – Legal assistance can be vital in helping individuals navigate issues that affect their economic stability and well-being. These goals emphasize the role of advocacy and legal support in promoting social justice and enhancing access to legal rights. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138206 | Perbandingan Sistem Hukum | Comparative Legal Systems | omparative Legal Systems is a course that examines the similarities and differences among various legal systems around the world. Students explore different legal traditions, such as common law, civil law, religious law, and customary law, analyzing how cultural, social, and political contexts influence legal principles and practices. The course often includes case studies from different jurisdictions to illustrate how laws are applied and interpreted in various settings. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Understanding different legal systems is essential for promoting justice and building effective, accountable institutions. 2. **Goal 10: Reduced Inequalities** – Comparative analysis can reveal how different legal frameworks address or exacerbate inequalities, helping to identify best practices. 3. **Goal 5: Gender Equality** – Exploring how various legal systems treat gender issues can highlight disparities and promote more equitable legal frameworks. 4. **Goal 8: Decent Work and Economic Growth** – Legal systems influence economic policies, labor rights, and business regulations, impacting overall economic development. 5. **Goal 17: Partnerships for the Goals** – The course may emphasize the importance of international cooperation and understanding in legal practices. These goals illustrate the importance of comparative legal studies in promoting justice, equality, and sustainable development across different contexts. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138302 | Hukum Laut Internasional | International Maritime Law | International Maritime Law is a course that focuses on the legal frameworks governing maritime activities and the law of the sea. It covers key treaties and conventions, such as the United Nations Convention on the Law of the Sea (UNCLOS), as well as issues related to shipping, navigation, marine resources, and environmental protection. Students learn about the rights and responsibilities of states, shipping companies, and individuals in international waters, and explore topics such as piracy, maritime safety, and dispute resolution. | 1. **Goal 14: Life Below Water** – This goal directly relates to the protection of marine ecosystems and sustainable use of ocean resources, which are key topics in maritime law. 2. **Goal 16: Peace, Justice, and Strong Institutions** – International maritime law deals with issues of governance, law enforcement at sea, and conflict resolution, contributing to peaceful and just maritime practices. 3. **Goal 17: Partnerships for the Goals** – The course may emphasize international cooperation and partnerships in managing maritime affairs, including treaties and collaborative frameworks. 4. **Goal 12: Responsible Consumption and Production** – Discussions on sustainable shipping practices and minimizing environmental impacts can also fall under this goal. By addressing these areas, courses in International Maritime Law help promote sustainable development in ocean governance and resource management. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138402 | Hukum Pesisir & Pulau- Pulau Kecil | Coastal & Small Island Law | Coastal & Small Island Law is a course that examines the legal issues and frameworks relevant to coastal areas and small island nations. It focuses on topics such as territorial waters, marine resources, environmental protection, and the rights of coastal communities. Students explore international treaties and conventions, like the United Nations Convention on the Law of the Sea (UNCLOS), as well as national laws governing coastal management and sustainable development. The course addresses challenges faced by small island states, including climate change, sea-level rise, and biodiversity conservation. | 1. **Goal 14: Life Below Water** – Focuses on the conservation and sustainable use of oceans, seas, and marine resources, which is central to coastal and small island legal frameworks. 2. **Goal 13: Climate Action** – Addresses the impacts of climate change on coastal communities and island nations, including legal responses to rising sea levels and extreme weather. 3. **Goal 11: Sustainable Cities and Communities** – Explores sustainable development practices in coastal urban planning and the resilience of small island communities. 4. **Goal 15: Life on Land** – May cover issues related to coastal ecosystems and biodiversity, linking land and sea management. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Discusses governance, legal frameworks, and the protection of rights for coastal and island communities. These SDGs are integral to understanding the legal challenges and opportunities faced by coastal and small island nations in achieving sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138502 | Hukum Pengangkutan | Carriage Law | Carriage Law is a course that focuses on the legal principles governing the transportation of goods and passengers. It covers various modes of carriage, including land, sea, and air transport, and examines relevant international conventions and national regulations, such as the Hague-Visby Rules for maritime transport and the Montreal Convention for air carriage. Students learn about the rights and obligations of carriers and shippers, liability issues, and claims related to loss, damage, or delay. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the development of sustainable transport systems, including legal frameworks that support efficient and innovative logistics and transportation networks. 2. **Goal 12: Responsible Consumption and Production** – Addresses the legal aspects of transport operations, including waste management and resource efficiency in shipping and logistics. 3. **Goal 13: Climate Action** – May discuss the impact of transportation on climate change and legal measures to reduce emissions in the shipping industry. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Covers legal frameworks that ensure fair practices in carriage, dispute resolution, and enforcement of rights and responsibilities. 5. **Goal 17: Partnerships for the Goals** – Highlights the importance of international cooperation and collaboration in establishing carriage laws that support global trade. These goals are essential for understanding the broader implications of carriage law on sustainable and equitable transportation practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138602 | Hukum dan Pembangunan | Law and Development | Law and Development is a course that explores the interplay between legal frameworks and socio-economic development. It examines how law can facilitate or hinder progress in various contexts, particularly in developing countries. Students study topics such as property rights, contract enforcement, legal institutions, and human rights, analyzing their impact on economic growth, social justice, and governance. The course often includes case studies that highlight successful legal reforms and the challenges of implementing effective legal systems. | 1. **Goal 1: No Poverty** – Examines legal frameworks that address poverty reduction and equitable access to resources. 2. **Goal 5: Gender Equality** – Focuses on legal reforms to promote gender equality and empower women in development contexts. 3. **Goal 8: Decent Work and Economic Growth** – Discusses labor laws, employment rights, and economic policies that promote sustainable growth. 4. **Goal 10: Reduced Inequalities** – Addresses issues of social justice, access to justice, and reducing inequalities through legal mechanisms. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Explores the role of law in building strong institutions, governance, and rule of law for sustainable development. 6. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of collaborative approaches and partnerships in achieving development objectives through legal means. These SDGs provide a framework for understanding how law can facilitate sustainable development and address various socio-economic challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138702 | Sosiologi Hukum | Sociology of Law | Sociology of Law is a course that examines the relationship between law and society, exploring how legal systems are shaped by social norms, values, and structures. Students study the social functions of law, the processes of legal change, and how laws influence behavior and social order. The course covers topics such as the role of legal institutions, the impact of social inequalities on access to justice, and the interaction between law and various social factors like race, class, and gender. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Examines the role of law in society, justice systems, and the impact of legal institutions on social order and justice. 2. **Goal 10: Reduced Inequalities** – Analyzes how laws and legal systems contribute to or mitigate social inequalities, including those based on race, gender, and class. 3. **Goal 5: Gender Equality** – Explores the intersection of law and gender, focusing on legal frameworks that promote or hinder gender equality. 4. **Goal 1: No Poverty** – Investigates the relationship between law, socio-economic status, and access to resources, emphasizing how legal structures can address poverty. 5. **Goal 3: Good Health and Well-being** – Considers how laws impact public health, healthcare access, and social determinants of health. 6. **Goal 4: Quality Education** – Looks at the role of law in education systems and access to quality education for all. These goals help frame the study of how law interacts with societal issues and contributes to broader social change and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138802 | Hukum dan Masyarakat | Law and Society | Law and Society is a course that explores the complex interactions between legal systems and social structures. It examines how laws are influenced by cultural norms, social movements, and power dynamics, and how they, in turn, shape societal behavior and institutions. Students analyze topics such as the role of law in maintaining social order, the impact of legal decisions on marginalized communities, and the relationship between legal reforms and social change. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the relationship between legal systems, social justice, and the effectiveness of institutions in promoting peace. 2. **Goal 10: Reduced Inequalities** – Examines how laws and legal practices can contribute to or reduce social inequalities related to race, gender, class, and other factors. 3. **Goal 5: Gender Equality** – Explores the impact of legal frameworks on gender relations and the promotion of women’s rights. 4. **Goal 1: No Poverty** – Analyzes the role of law in addressing economic disparities and access to resources. 5. **Goal 3: Good Health and Well-being** – Considers how laws influence public health policies and access to healthcare. 6. **Goal 4: Quality Education** – Looks at the legal context of education and its role in promoting equitable access to learning opportunities. These goals provide a framework for understanding the interplay between law and societal issues, highlighting the importance of legal systems in fostering social progress and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137502 | Klinik Hukum (Lingkungan) | Legal Clinic (Environmental) | Legal Clinic (Environmental) is a practical course that provides students with hands-on experience in environmental law and advocacy. Through this clinic, students work on real cases involving environmental issues, such as land use, pollution, conservation, and regulatory compliance. They engage with clients, conduct legal research, draft documents, and participate in negotiations or hearings, all while applying relevant environmental laws and policies. | 1. **Goal 13: Climate Action** – Focuses on legal strategies to address climate change, including advocacy and policy work related to environmental protection. 2. **Goal 14: Life Below Water** – Engages with issues related to marine conservation, sustainable fisheries, and protection of aquatic ecosystems. 3. **Goal 15: Life on Land** – Addresses land use, biodiversity, and conservation laws, promoting sustainable management of terrestrial ecosystems. 4. **Goal 6: Clean Water and Sanitation** – Explores legal frameworks for water resource management and protection of water quality. 5. **Goal 11: Sustainable Cities and Communities** – Examines urban planning and environmental regulations aimed at creating sustainable and resilient communities. 6. **Goal 12: Responsible Consumption and Production** – Discusses legal approaches to promote sustainable practices in production and consumption. These goals illustrate how environmental legal clinics contribute to advocacy and education in environmental law, supporting sustainable development and ecological protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137602 | Hukum Humaniter dan Kejahatan Internasional | Humanitarian Law and International Crime | Humanitarian Law and International Crime is a course that examines the legal frameworks governing armed conflict and the prosecution of international crimes. It focuses on international humanitarian law (IHL), which regulates the conduct of war and seeks to protect individuals not participating in hostilities, as well as international criminal law (ICL), which addresses crimes such as genocide, war crimes, and crimes against humanity. Students study relevant treaties, such as the Geneva Conventions, and the role of international courts and tribunals, including the International Criminal Court (ICC). | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the promotion of peaceful societies, access to justice, and the establishment of effective institutions to uphold human rights and the rule of law. 2. **Goal 3: Good Health and Well-being** – Addresses the impact of armed conflict and violence on public health, emphasizing the need for humanitarian assistance and protection of vulnerable populations. 3. **Goal 5: Gender Equality** – Explores issues related to gender-based violence in conflict settings and the protection of women’s rights under humanitarian law. 4. **Goal 10: Reduced Inequalities** – Examines how armed conflicts disproportionately affect marginalized groups and the legal frameworks aimed at protecting their rights. 5. **Goal 1: No Poverty** – Investigates the relationship between conflict, humanitarian crises, and poverty, focusing on legal measures to address these challenges. 6. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of international cooperation in enforcing humanitarian law and addressing international crimes. These SDGs highlight the course’s focus on the intersection of law, human rights, and global peace efforts, emphasizing the role of legal frameworks in promoting humanitarian principles. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137702 | Hukum Organisasi Internasional | Law of International Organizations | Law of International Organizations is a course that explores the legal frameworks governing international organizations, such as the United Nations, the World Trade Organization, and regional bodies like the European Union. Students learn about the formation, structure, and functions of these organizations, as well as their powers and limitations under international law. The course covers topics such as treaty-making, the rights and obligations of member states, and the mechanisms for dispute resolution. Th | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the role of international organizations in promoting peace, stability, and effective governance, as well as the rule of law. 2. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of cooperation and collaboration among states and international organizations to achieve global development objectives. 3. **Goal 3: Good Health and Well-being** – Examines the role of organizations like the World Health Organization (WHO) in addressing global health issues and promoting health equity. 4. **Goal 4: Quality Education** – Discusses the contributions of international organizations, such as UNESCO, in promoting educational initiatives and access to quality education worldwide. 5. **Goal 5: Gender Equality** – Explores the work of international organizations in advancing gender equality and empowering women globally. 6. **Goal 13: Climate Action** – Addresses the role of organizations in coordinating international efforts to combat climate change and promote environmental sustainability. These goals illustrate how the study of international organizations encompasses a wide range of issues related to global governance, development, and cooperation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137802 | HAM Internasional | International Human Rights | International Human Rights is a course that examines the principles, laws, and institutions designed to protect human rights on a global scale. Students explore the historical development of human rights norms, key international treaties (such as the Universal Declaration of Human Rights and various covenants), and the role of organizations like the United Nations in promoting and enforcing these rights. The course also addresses contemporary human rights issues, including violations in conflict zones, the rights of marginalized groups, and the impact of globalization. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting just and inclusive societies, access to justice, and the establishment of effective institutions to protect human rights. 2. **Goal 10: Reduced Inequalities** – Examines the legal frameworks aimed at reducing inequalities based on race, gender, socioeconomic status, and other factors. 3. **Goal 5: Gender Equality** – Addresses issues related to women’s rights, gender-based violence, and the promotion of gender equality in various contexts. 4. **Goal 1: No Poverty** – Investigates the relationship between human rights and poverty reduction, emphasizing the right to an adequate standard of living. 5. **Goal 3: Good Health and Well-being** – Discusses the right to health and access to healthcare services as fundamental human rights. 6. **Goal 4: Quality Education** – Explores the right to education and the importance of educational access and equity. These SDGs highlight the integral role of human rights in promoting social justice, equality, and sustainable development globally. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137903 | Hukum Telekomunikasi dan Informatika | Telecommunications and Informatics Law | Telecommunications and Informatics Law is a course that focuses on the legal frameworks governing telecommunications, information technology, and digital communication. It examines key issues such as regulatory compliance, data privacy, cybersecurity, intellectual property rights, and the impact of emerging technologies. Students learn about the laws and policies that shape the telecommunications industry, including international agreements and national regulations. The course also explores the implications of technological advancements on society, including issues of access, digital equity, and the protection of consumers. | 1. **Goal 4: Quality Education** – Ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. The course may discuss access to information and communication technologies (ICTs) in education. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. The course can address legal frameworks that support technological advancement and innovation in telecommunications. 3. **Goal 10: Reduced Inequalities** – Reducing inequality within and among countries. The course might examine how telecommunications laws can help bridge the digital divide and promote equal access to information. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. Legal frameworks governing telecommunications can enhance transparency and accountability. 5. **Goal 17: Partnerships for the Goals** – Strengthening the means of implementation and revitalizing the global partnership for sustainable development. The course may highlight collaborations between governments, private sectors, and civil society in telecommunications policy. These connections highlight how legal education in telecommunications and informatics can contribute to broader societal goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138004 | Hukum Pengungsi | Refugee Law | Refugee Law is a course that examines the legal principles and frameworks governing the protection of refugees and asylum seekers. It explores international treaties, such as the 1951 Refugee Convention and its 1967 Protocol, as well as regional instruments and national laws that define refugee status and rights. Students analyze the processes for seeking asylum, the responsibilities of states, and the challenges faced by refugees in various contexts, including conflicts and humanitarian crises. The course also addresses contemporary issues such as statelessness, integration, and the impact of global migration trends. | 1. **Goal 10: Reduced Inequalities** – Focuses on reducing inequality within and among countries, particularly for marginalized groups, including refugees and displaced persons. 2. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies, access to justice, and accountable institutions. Refugee Law addresses legal protections for individuals fleeing persecution and seeks to ensure their rights. 3. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships in addressing global challenges, including forced displacement. The course may explore collaboration between governments, NGOs, and international organizations in refugee protection. 4. **Goal 1: No Poverty** – Aims to end poverty in all its forms everywhere. Understanding refugee rights can contribute to policies that support economic stability for displaced populations. 5. **Goal 4: Quality Education** – Ensures inclusive and equitable quality education for all. The course may address educational access and rights for refugee children. 6. **Goal 5: Gender Equality** – Focuses on achieving gender equality and empowering all women and girls. Refugee Law often examines the specific vulnerabilities and rights of women in displacement contexts. By covering these SDGs, the course highlights the intersection of legal protections, human rights, and sustainable development in the context of refugees. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01138105 | Hukum Ruang Udara dan Ruang Angkasa | Air Space and Space Law | Air Space and Space Law is a course that explores the legal frameworks governing both airspace and outer space activities. It covers the principles of international aviation law, including regulations related to air traffic management, safety, and environmental impacts of air travel. The course also examines space law, focusing on treaties like the Outer Space Treaty, which addresses the use and exploration of outer space, as well as issues related to satellite communications, space debris, and the rights of states and private entities in space. Students analyze contemporary challenges in both fields, such as security concerns, commercial space ventures, and environmental sustainability. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation. The course may explore legal frameworks that support advancements in aerospace technology and infrastructure development. 2. **Goal 13: Climate Action** – Addresses the urgent need to combat climate change and its impacts. Space law can play a role in monitoring climate change through satellite technology and promoting international cooperation on environmental issues. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course may cover issues of security in outer space and the legal frameworks governing the peaceful use of space. 4. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships for sustainable development. The course can discuss international cooperation in space exploration and technology sharing among countries. 5. **Goal 4: Quality Education** – Ensures inclusive and equitable quality education. The course may highlight the role of space technology in education, such as using satellites for distance learning. By integrating these SDGs, the course emphasizes the importance of legal frameworks in promoting sustainable development and international cooperation in air and space activities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136802 | Hukum Pengangkutan & Asuransi | Freight & Insurance Law | Freight & Insurance Law is a course that focuses on the legal principles governing the transportation of goods and the insurance aspects associated with freight. Students learn about the rights and obligations of parties involved in shipping, including carriers, shippers, and consignees, as well as relevant international conventions and regulations, such as the Hague-Visby Rules and the Carriage of Goods by Sea Act. The course also covers various types of cargo insurance, including liability issues and claims processes, helping students understand how to mitigate risks in transportation. | 1. **Goal 8: Decent Work and Economic Growth** – Promotes sustained, inclusive economic growth, full and productive employment, and decent work for all. The course may address the legal frameworks that support trade and logistics, impacting economic activities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation. The course can cover the legal aspects of shipping and freight logistics, which are essential for global supply chains. 3. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may explore insurance policies related to sustainable practices in freight and logistics. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes just, peaceful, and inclusive societies. The course can address the legal mechanisms that ensure accountability and fairness in freight and insurance practices. 5. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of partnerships in achieving sustainable development. The course may discuss collaboration between various stakeholders in the freight and insurance sectors. By linking these SDGs, the course highlights the importance of legal frameworks in facilitating trade, ensuring sustainability, and promoting economic growth. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136902 | Hukum Pencemaran & Perusakan Lingkungan | Environmental Pollution & Destruction Law | Environmental Pollution & Destruction Law is a course that examines the legal frameworks and regulations addressing environmental pollution and the degradation of natural resources. It covers key statutes and international agreements aimed at preventing and mitigating pollution, such as the Clean Air Act, Clean Water Act, and various international treaties. Students explore topics such as liability for environmental harm, regulatory compliance, and enforcement mechanisms, as well as the roles of governmental and non-governmental organizations in environmental protection. The course also addresses contemporary challenges, including climate change, industrial waste, and the impact of pollution on public health. | 1. **Goal 13: Climate Action** – Focuses on taking urgent action to combat climate change and its impacts. The course may address legal frameworks for regulating emissions and promoting climate resilience. 2. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course can cover laws aimed at reducing waste and promoting environmentally friendly practices. 3. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. The course may examine legal protections for biodiversity and land use regulations. 4. **Goal 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation for all. The course might address legal aspects of water pollution and management. 5. **Goal 11: Sustainable Cities and Communities** – Promotes making cities inclusive, safe, resilient, and sustainable. Environmental law can play a key role in urban planning and pollution control. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of effective institutions in enforcing environmental laws and regulations. The course may cover legal frameworks for environmental justice and accountability. By connecting these SDGs, the course highlights the critical role of environmental law in promoting sustainability and protecting natural resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137002 | Penyelesaian Sengketa Lingkungan | Environmental Dispute Resolution | Environmental Dispute Resolution is a course that focuses on methods and processes for resolving conflicts related to environmental issues. Students learn about various forms of dispute resolution, including negotiation, mediation, arbitration, and collaborative problem-solving, specifically in the context of environmental conflicts such as land use, resource management, and pollution disputes. The course examines the legal frameworks that support these processes and the role of stakeholders, including governments, communities, and businesses. Through case studies and practical exercises, students develop skills in facilitating discussions, understanding regulatory contexts, and creating sustainable solutions. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting peaceful and inclusive societies and ensuring access to justice. The course may explore mechanisms for resolving environmental disputes fairly and equitably. 2. **Goal 13: Climate Action** – Addresses the need for urgent action on climate change. The course may cover dispute resolution mechanisms related to climate-related issues, such as resource allocation and emissions reduction. 3. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. The course can discuss disputes over land use, biodiversity conservation, and land degradation. 4. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may examine conflicts arising from resource extraction and waste management practices. 5. **Goal 11: Sustainable Cities and Communities** – Promotes making cities inclusive, safe, resilient, and sustainable. The course might address disputes related to urban development, environmental impact assessments, and community engagement. 6. **Goal 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water and sanitation. Dispute resolution related to water rights and pollution can be a key topic. By connecting these SDGs, the course highlights the importance of effective dispute resolution in achieving environmental sustainability and fostering cooperative governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137102 | AMDAL & Perizinan Lingkungan | AMDAL & Environmental Permitting | AMDAL & Environmental Permitting is a course that focuses on the processes and regulations related to environmental impact assessments (EIA) and permitting for development projects. “AMDAL” stands for “Analisis Mengenai Dampak Lingkungan,” which is the Indonesian term for EIA. The course covers the legal frameworks governing environmental assessments, including the requirements for conducting AMDAL studies, stakeholder engagement, and the review process for environmental permits. Students learn about the importance of assessing potential environmental impacts before project implementation and the role of permitting in ensuring compliance with environmental standards. | 1. **Goal 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. The course can address urban planning and development regulations that consider environmental impacts. 2. **Goal 13: Climate Action** – Focuses on taking urgent action to combat climate change. Environmental permitting often includes assessments related to climate change mitigation and adaptation strategies. 3. **Goal 12: Responsible Consumption and Production** – Aims to ensure sustainable consumption and production patterns. The course may cover how environmental assessments can promote sustainable practices in industries. 4. **Goal 15: Life on Land** – Seeks to protect, restore, and promote sustainable use of terrestrial ecosystems. AMDAL processes often evaluate impacts on biodiversity and land use. 5. **Goal 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation. The course may address the impacts of projects on water resources and ecosystems. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes just, peaceful, and inclusive societies. The course can explore the role of regulatory frameworks and public participation in environmental decision-making. By integrating these SDGs, the course emphasizes the critical role of environmental impact assessments and permitting in promoting sustainable development and protecting natural resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137202 | Hukum Kehutanan | Forestry Law | Forestry Law is a course that examines the legal frameworks governing forest management, conservation, and utilization. It covers key statutes, regulations, and international agreements related to forestry, including laws on sustainable forest management, timber harvesting, and biodiversity conservation. Students learn about the rights and responsibilities of stakeholders, including governments, private entities, and indigenous communities, in relation to forest resources. The course also addresses contemporary issues such as deforestation, climate change, and the impact of forestry practices on ecosystems and communities. | 1. **SDG 15: Life on Land** – This goal focuses on the sustainable management of forests, combating desertification, and halting biodiversity loss. Forestry law directly relates to policies and regulations that promote sustainable forest management and conservation. 2. **SDG 13: Climate Action** – Forestry plays a crucial role in climate regulation. The legal frameworks governing forests can impact carbon storage, deforestation rates, and land use practices that contribute to climate change. 3. **SDG 12: Responsible Consumption and Production** – Sustainable forest management practices are essential for ensuring that forestry operations are conducted responsibly, minimizing waste, and promoting sustainable consumption of forest resources. 4. **SDG 1: No Poverty** – Sustainable forestry can provide economic opportunities for communities, contributing to poverty alleviation through sustainable livelihoods linked to forest resources. 5. **SDG 8: Decent Work and Economic Growth** – Forestry law can create a framework for promoting decent work conditions in the forestry sector, including regulations that protect workers’ rights. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective governance and legal frameworks are essential for ensuring justice in land tenure and forest rights, as well as resolving conflicts related to forest resources. These goals highlight the interconnectedness of environmental sustainability, social equity, and economic development within the context of forestry law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137302 | Hukum Pertambangan | Mining Law | Mining Law is a course that focuses on the legal frameworks and regulations governing the exploration, extraction, and management of mineral resources. Students learn about key legislation, international treaties, and industry standards that dictate mining practices, including issues related to land use, environmental protection, and the rights of local communities. The course covers topics such as permitting processes, environmental impact assessments, and the legal responsibilities of mining companies. Students also explore contemporary challenges in the mining sector, such as sustainable development, resource management, and the social impacts of mining activities. | 1. **SDG 8: Decent Work and Economic Growth** – Mining law focuses on ensuring fair labor practices, promoting economic growth through responsible mining practices, and supporting local economies. 2. **SDG 12: Responsible Consumption and Production** – This goal relates to sustainable resource management, emphasizing the need for responsible mining practices that minimize waste and environmental impact. 3. **SDG 13: Climate Action** – Mining operations can significantly impact greenhouse gas emissions. Legal frameworks that regulate emissions and promote sustainable practices are crucial for mitigating climate change. 4. **SDG 15: Life on Land** – Mining activities often affect land use and biodiversity. Mining law addresses the need for sustainable land management and the protection of ecosystems during and after mining operations. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Effective mining law is essential for ensuring fair access to resources, resolving disputes, and promoting transparency and accountability in the mining sector. 6. **SDG 1: No Poverty** – Responsible mining can provide job opportunities and economic benefits for local communities, contributing to poverty alleviation when done sustainably. These SDGs underscore the importance of balancing economic development, environmental protection, and social equity within the mining sector. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01137402 | Hukum Lingkungan Internasional | International Environmental Law | International Environmental Law is a course that examines the legal frameworks and treaties governing environmental protection at the global level. It covers key international agreements, such as the Paris Agreement, the Convention on Biological Diversity, and various protocols addressing climate change, pollution, and conservation. Students explore the roles of international organizations, such as the United Nations Environment Programme (UNEP), in promoting environmental governance and compliance. The course also addresses the challenges of enforcement, state responsibility, and the impact of international law on national environmental policies. | 1. **SDG 13: Climate Action** – This goal is central to international environmental law, which includes treaties and agreements aimed at combating climate change and its impacts. 2. **SDG 15: Life on Land** – International environmental law addresses the conservation of terrestrial ecosystems, biodiversity, and sustainable land management practices. 3. **SDG 14: Life Below Water** – Legal frameworks governing the protection of marine environments and sustainable use of ocean resources are key components of international environmental law. 4. **SDG 12: Responsible Consumption and Production** – This goal relates to promoting sustainable practices and minimizing waste through legal instruments and policies at the international level. 5. **SDG 16: Peace, Justice, and Strong Institutions** – International environmental law emphasizes the need for strong legal frameworks, governance, and institutions to enforce environmental protections and resolve disputes. 6. **SDG 17: Partnerships for the Goals** – International cooperation and partnerships are crucial for addressing global environmental challenges, making this goal relevant to the collaborative aspects of environmental law. These SDGs highlight the interconnectedness of environmental protection, sustainable development, and international cooperation in the legal framework governing global environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136102 | Hukum Investasi & Pasar Modal | Investment Law & Capital Markets | Investment Law & Capital Markets is a course that explores the legal frameworks governing investment activities and capital markets at both domestic and international levels. Students learn about key regulations, treaties, and policies that affect foreign direct investment (FDI), securities regulation, and corporate governance. The course covers topics such as investor protections, market transparency, financial compliance, and dispute resolution mechanisms. It also examines the role of international financial institutions and the impact of globalization on investment flows and capital markets. Through case studies and practical applications, students gain insights into the complexities of investment transactions and the legal challenges faced by investors and companies in a dynamic financial landscape. | 1. **SDG 8: Decent Work and Economic Growth** – This goal emphasizes the importance of promoting sustained economic growth, full and productive employment, and decent work for all, which investment law and capital markets directly support by facilitating investment flows. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Investment in infrastructure and innovation is critical for sustainable industrialization. This goal relates to legal frameworks that encourage investments in sustainable technologies and infrastructure development. 3. **SDG 10: Reduced Inequalities** – Investment law can promote equitable access to financial markets and investment opportunities, helping to reduce inequalities within and between countries. 4. **SDG 12: Responsible Consumption and Production** – Legal frameworks in investment and capital markets can encourage responsible investment practices that promote sustainability and accountability in resource use. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Strong legal institutions and governance frameworks are essential for protecting investments and ensuring transparency, which aligns with this goal’s focus on justice and effective institutions. 6. **SDG 17: Partnerships for the Goals** – Collaboration between public and private sectors, as well as international cooperation, is vital for achieving sustainable investment and capital market development. These SDGs reflect the broader impact of investment law and capital markets on economic development, sustainability, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136202 | Hukum Perusahaan | Company Law | Company Law is a course that examines the legal principles and regulations governing the formation, operation, and dissolution of companies. Students learn about key concepts such as corporate structure, governance, shareholder rights, and the responsibilities of directors and officers. The course covers various types of business entities, including corporations, partnerships, and limited liability companies, as well as relevant laws on securities, mergers and acquisitions, and corporate finance. Students also explore issues related to corporate social responsibility, compliance, and the legal implications of business decisions. | 1. **SDG 8: Decent Work and Economic Growth** – Company law plays a crucial role in regulating business practices, promoting job creation, and ensuring fair labor conditions, which support economic growth. 2. **SDG 12: Responsible Consumption and Production** – Corporate governance frameworks can encourage sustainable business practices, responsible resource use, and accountability in production processes. 3. **SDG 5: Gender Equality** – Company law often addresses issues related to gender equity in corporate governance and workplace practices, promoting equal opportunities for all genders. 4. **SDG 10: Reduced Inequalities** – Company law can facilitate the establishment of fair practices and equitable treatment in the workplace, helping to reduce inequalities within and among companies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Effective company law fosters strong corporate governance, transparency, and accountability, which are essential for justice and trust in business practices. 6. **SDG 17: Partnerships for the Goals** – Collaboration between businesses, governments, and civil society is essential for sustainable development, and company law can facilitate these partnerships through regulatory frameworks. These SDGs highlight the intersection of corporate governance, social responsibility, and sustainable development within the context of company law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136302 | Hukum Perbankan dan Lembaga Pembiayaan | Banking Law and Financing Institutions | Banking Law and Financing Institutions is a course that focuses on the legal frameworks governing banking operations and financial institutions. Students explore the regulatory environment that affects banks, credit unions, and other financial entities, including laws related to licensing, compliance, and consumer protection. The course covers key topics such as lending practices, risk management, financial transactions, and the role of central banks. Students also examine international banking regulations, such as Basel III, and the impact of emerging technologies, including fintech and digital currencies. | 1. **SDG 8: Decent Work and Economic Growth** – Banking law is essential for promoting economic growth through financial services, fostering job creation, and ensuring fair labor practices within the financial sector. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Financial institutions play a crucial role in financing infrastructure and innovation, which are vital for sustainable industrial development. 3. **SDG 10: Reduced Inequalities** – Access to banking and financial services can help reduce inequalities by providing underserved communities with the resources they need to grow economically. 4. **SDG 12: Responsible Consumption and Production** – Financial regulations can promote sustainable investment practices and encourage businesses to adopt environmentally friendly practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – A robust banking law framework is essential for ensuring transparency, accountability, and trust in financial institutions, contributing to justice and strong institutions. 6. **SDG 17: Partnerships for the Goals** – Financial institutions often collaborate with governments, NGOs, and other stakeholders to promote sustainable development, making partnerships essential for achieving these goals. These SDGs illustrate the important role of banking law and financial institutions in fostering sustainable economic growth, social equity, and responsible financial practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136402 | Hukum Persaingan Usaha | Business Competition Law | Business Competition Law is a course that examines the legal principles and regulations designed to promote fair competition and prevent anti-competitive practices in the marketplace. Students learn about key concepts such as antitrust laws, monopolies, cartels, and unfair trade practices. The course covers the legal frameworks of competition law in various jurisdictions, including the U.S. Sherman Act and the EU Competition Law. Students analyze cases and enforcement actions to understand how competition laws are applied and enforced, as well as the economic theories underlying these regulations. | 1. **SDG 8: Decent Work and Economic Growth** – Competition law promotes fair competition, which can lead to economic growth and job creation by fostering innovation and efficiency in markets. 2. **SDG 10: Reduced Inequalities** – By preventing monopolies and anti-competitive practices, competition law helps ensure that smaller businesses have a fair chance to compete, thereby reducing economic inequalities. 3. **SDG 12: Responsible Consumption and Production** – Fair competition encourages companies to adopt sustainable practices and improve product offerings, benefiting consumers and promoting responsible production. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Effective competition law frameworks contribute to fair business practices and regulatory integrity, fostering trust in markets and institutions. 5. **SDG 17: Partnerships for the Goals** – Cooperation among regulators, businesses, and other stakeholders is crucial for effective enforcement of competition laws and achieving broader economic goals. These SDGs highlight the role of business competition law in promoting fair markets, fostering economic development, and supporting sustainable practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136502 | Hukum Kepailitan | Bankruptcy Law | Bankruptcy Law is a course that explores the legal principles and procedures governing bankruptcy and insolvency. Students learn about the various types of bankruptcy filings, including Chapter 7, Chapter 11, and Chapter 13 in the U.S. context, and the rights and responsibilities of debtors and creditors throughout the process. The course covers key topics such as the automatic stay, asset liquidation, reorganization plans, and the treatment of secured and unsecured debts. Students also examine the role of bankruptcy courts, trustees, and the implications of bankruptcy on businesses and individuals. | 1. **Goal 8: Decent Work and Economic Growth** – Understanding bankruptcy laws can help promote stable economic growth by addressing insolvency issues and facilitating a fresh start for businesses. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective bankruptcy systems can support innovation by allowing failing companies to reorganize or liquidate in an orderly manner, preserving resources for more viable enterprises. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Bankruptcy laws contribute to a fair and just legal framework, ensuring that insolvency procedures are transparent and equitable, which is vital for maintaining trust in financial systems. 4. **Goal 1: No Poverty** – By enabling individuals and businesses to navigate financial distress, bankruptcy laws can help prevent prolonged poverty resulting from overwhelming debt. These connections highlight how legal education, particularly in bankruptcy law, can contribute to broader societal goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136602 | Hukum Ekonomi & Perdagangan Internasional | International Economic & Trade Law | International Economic & Trade Law is a course that examines the legal frameworks governing international trade and economic relations between countries. Students explore key agreements and institutions, such as the World Trade Organization (WTO), regional trade agreements, and trade policies that impact global commerce. The course covers topics including trade in goods and services, tariffs, non-tariff barriers, trade disputes, and investment law. Students also analyze the relationship between international trade law and domestic regulations, as well as issues related to development, sustainability, and economic integration. | 1. **Goal 8: Decent Work and Economic Growth** – Promoting fair trade practices and regulations can lead to sustainable economic growth and the creation of decent jobs. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Trade laws support the development of industries and infrastructure by facilitating international trade, which can drive innovation. 3. **Goal 10: Reduced Inequalities** – International trade agreements can be designed to reduce inequalities between nations and within societies, promoting equitable access to resources and markets. 4. **Goal 12: Responsible Consumption and Production** – Trade laws can encourage sustainable practices in production and consumption, promoting environmental responsibility in international markets. 5. **Goal 17: Partnerships for the Goals** – International Economic & Trade Law fosters cooperation between countries, encouraging partnerships that can address global challenges. These connections illustrate how the study of international trade law can contribute to achieving broader sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136702 | Hukum Surat Berharga | Securities Law | Securities Law is a course that focuses on the legal frameworks and regulations governing the issuance, trading, and enforcement of securities in the financial markets. Students learn about key concepts such as securities registration, disclosure requirements, insider trading, and the roles of regulatory bodies like the Securities and Exchange Commission (SEC) in the United States. The course covers topics related to both public and private offerings, as well as the rights and obligations of issuers, investors, and brokers. Students analyze case law and enforcement actions to understand compliance challenges and the implications of securities law on market integrity. | 1. **Goal 8: Decent Work and Economic Growth** – By regulating securities markets, these laws promote stable financial systems that can lead to sustainable economic growth and job creation. 2. **Goal 10: Reduced Inequalities** – Effective securities regulation can improve access to capital for underrepresented groups and smaller enterprises, helping to reduce economic inequalities. 3. **Goal 12: Responsible Consumption and Production** – Securities laws can encourage responsible corporate behavior, including transparency and accountability in financial reporting, which supports sustainable business practices. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong legal frameworks for securities markets enhance trust and integrity in financial systems, contributing to justice and the rule of law. 5. **Goal 17: Partnerships for the Goals** – Securities law fosters collaboration between regulators, market participants, and other stakeholders, facilitating partnerships that can enhance market stability and development. These connections highlight how the principles of securities law contribute to the achievement of broader sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135402 | Hukum Agraria Perairan | Water Agrarian Law | Water Agrarian Law is a course that explores the legal frameworks governing water rights and land use in agricultural contexts. Students learn about the principles of water law, including allocation, conservation, and the relationship between water rights and land tenure. The course covers key issues such as irrigation, sustainable water management, and the impact of agriculture on water resources. It also examines relevant legislation and policies at national and international levels, addressing challenges related to water scarcity, climate change, and environmental protection. | 1. **Goal 6: Clean Water and Sanitation** – This goal directly relates to the legal frameworks governing water rights, access, and management, ensuring sustainable water resources for agriculture and communities. 2. **Goal 2: Zero Hunger** – Water agrarian law plays a crucial role in agricultural practices, impacting food security and sustainable agricultural production, which are vital for eradicating hunger. 3. **Goal 15: Life on Land** – Effective management of water resources is essential for preserving ecosystems, promoting sustainable land use, and preventing land degradation. 4. **Goal 13: Climate Action** – Water laws can address issues related to climate change, such as water scarcity and resource management, helping to build resilience in agricultural systems. 5. **Goal 1: No Poverty** – By ensuring equitable access to water resources, these laws can support smallholder farmers and rural communities, helping to alleviate poverty. These connections illustrate how Water Agrarian Law is integral to achieving multiple sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135502 | Pendaftaran dan Pengadaan Tanah | Land Registration and Acquisition | Land Registration and Acquisition is a course that focuses on the legal processes and frameworks governing the registration of land ownership and the acquisition of land rights. Students learn about the importance of land registration systems in establishing legal title, promoting security of tenure, and facilitating land transactions. The course covers topics such as different methods of land acquisition (including compulsory acquisition and voluntary transactions), the role of government and private entities in land registration, and the implications of land use policies. Students also examine issues related to land disputes, environmental considerations, and the impact of land tenure on economic development. | 1. **Goal 1: No Poverty** – Secure land rights can help individuals and families improve their economic stability and access resources, contributing to poverty reduction. 2. **Goal 5: Gender Equality** – Land registration processes that ensure women’s rights to land can empower women economically and socially, promoting gender equality. 3. **Goal 11: Sustainable Cities and Communities** – Effective land registration and acquisition processes are essential for urban planning, ensuring sustainable and equitable development in urban areas. 4. **Goal 15: Life on Land** – Proper land management and registration can support sustainable land use practices, helping to preserve ecosystems and prevent land degradation. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Transparent and fair land registration systems contribute to the rule of law and justice, reducing conflicts over land ownership and use. These connections highlight the importance of Land Registration and Acquisition in achieving broader sustainable development goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135602 | Hukum Kekeluargaan & Kewarisan Adat | Family Law & Customary Inheritance | Family Law & Customary Inheritance is a course that examines the legal frameworks governing family relationships and inheritance practices, with a particular focus on customary laws. Students explore topics such as marriage, divorce, child custody, and guardianship, as well as the intersection of statutory law and customary practices in different cultures. The course emphasizes how traditional inheritance customs influence property rights and succession, addressing issues such as gender equality, social norms, and the challenges of legal pluralism. | 1. **Goal 1: No Poverty** – Understanding family law and inheritance rights can help ensure equitable distribution of resources and wealth, contributing to poverty reduction. 2. **Goal 5: Gender Equality** – Addressing customary inheritance practices can empower women and promote gender equality by ensuring their rights to inherit property and assets. 3. **Goal 10: Reduced Inequalities** – Family law frameworks can help mitigate inequalities within families and communities, ensuring fair treatment and rights for all individuals, regardless of gender or status. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Promoting fair and just family law systems contributes to the rule of law and can reduce conflicts over inheritance and family rights. 5. **Goal 4: Quality Education** – Educating individuals about their rights under family law and inheritance can empower them and improve access to justice. These connections illustrate how Family Law & Customary Inheritance plays a crucial role in achieving various sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135702 | Sengketa Agraria | Agrarian Disputes | Agrarian Disputes is a course that focuses on the legal and social issues surrounding land use, ownership, and tenure in agricultural contexts. Students examine the causes and consequences of agrarian disputes, including conflicts over land rights, resource allocation, and access to agricultural land. The course covers relevant laws and policies, such as land reform initiatives and property rights, as well as the role of customary practices in resolving disputes. Students analyze case studies of agrarian conflicts and explore mechanisms for dispute resolution, including mediation, negotiation, and litigation. | 1. **Goal 1: No Poverty** – Addressing agrarian disputes effectively can help protect the livelihoods of farmers and rural communities, contributing to poverty alleviation. 2. **Goal 2: Zero Hunger** – Resolving conflicts over land and resources ensures that agricultural production can continue, promoting food security and sustainable agricultural practices. 3. **Goal 5: Gender Equality** – Addressing agrarian disputes can also involve ensuring women’s rights to land and resources, promoting gender equality in agricultural contexts. 4. **Goal 10: Reduced Inequalities** – Effective dispute resolution mechanisms can help mitigate inequalities in land ownership and access, ensuring fair treatment for marginalized groups. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Establishing fair and transparent mechanisms for resolving agrarian disputes supports the rule of law and can reduce conflict in rural areas. 6. **Goal 15: Life on Land** – Sustainable land management and conflict resolution contribute to the preservation of ecosystems and biodiversity. These connections highlight the importance of understanding and addressing agrarian disputes in the context of sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135802 | Hukum Penatagunaan Tanah & Landreform | Land Stewardship Law & Land Reform | Land Stewardship Law & Land Reform is a course that examines the legal frameworks and policies related to sustainable land management and the reform of land tenure systems. Students explore principles of land stewardship, focusing on responsible land use, conservation practices, and the balance between development and environmental protection. The course also covers historical and contemporary land reform efforts aimed at addressing issues of land inequality, access, and rights for marginalized communities. Key topics include land ownership structures, agrarian reform policies, and the role of governmental and non-governmental organizations in promoting sustainable land practices. | 1. **Goal 1: No Poverty** – Effective land stewardship and reform can enhance access to land for marginalized communities, helping to improve their economic stability and reduce poverty. 2. **Goal 2: Zero Hunger** – Sustainable land management practices can increase agricultural productivity, promoting food security and reducing hunger. 3. **Goal 5: Gender Equality** – Land reform initiatives that recognize women’s rights to land can empower women economically and socially, fostering gender equality. 4. **Goal 10: Reduced Inequalities** – Land reform can address historical injustices related to land distribution, helping to reduce inequalities within societies. 5. **Goal 11: Sustainable Cities and Communities** – Land stewardship promotes responsible land use and urban planning, contributing to sustainable and resilient communities. 6. **Goal 15: Life on Land** – Sustainable land management practices help conserve ecosystems, promote biodiversity, and combat land degradation. 7. **Goal 16: Peace, Justice, and Strong Institutions** – Strong legal frameworks for land stewardship and reform contribute to the rule of law, reducing conflicts over land ownership and use. These connections illustrate the role of Land Stewardship Law & Land Reform in promoting sustainable development objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135902 | Hukum Sumber Daya Alam | Natural Resources Law | Natural Resources Law is a course that focuses on the legal frameworks governing the management and conservation of natural resources, including water, minerals, forests, and biodiversity. Students explore the principles of resource management, relevant statutes, and international treaties that regulate the use and protection of natural resources. The course covers key issues such as land rights, environmental impact assessments, and the balance between resource extraction and sustainability. Students also analyze case studies related to conflicts over resource use, indigenous rights, and the impact of climate change on resource governance. | 1. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable management of natural resources and promoting practices that minimize waste and environmental impact. 2. **Goal 13: Climate Action** – Examines the role of natural resource management in mitigating climate change and promoting resilience. 3. **Goal 15: Life on Land** – Addresses land use, biodiversity conservation, and the sustainable management of terrestrial ecosystems. 4. **Goal 6: Clean Water and Sanitation** – Discusses the legal frameworks governing water resources, ensuring access to clean water and sustainable water management. 5. **Goal 8: Decent Work and Economic Growth** – Explores the economic implications of natural resource management and the importance of sustainable practices in job creation. 6. **Goal 11: Sustainable Cities and Communities** – Considers how natural resource law impacts urban planning and the development of sustainable communities. These goals illustrate the importance of natural resources law in promoting sustainable development, environmental protection, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01136002 | Pengantar Hukum Ekonomi | Introduction to Economic Law | Introduction to Economic Law is a course that provides an overview of the legal principles and regulations that govern economic activities within domestic and international contexts. Students explore key concepts such as trade law, competition law, investment law, and consumer protection. The course examines the role of law in facilitating market transactions, regulating economic behavior, and promoting fair competition. Students also analyze the impact of economic policies on legal frameworks and the relationship between law and economic development. | 1. **Goal 8: Decent Work and Economic Growth** – Explores labor laws, employment rights, and the regulation of economic activities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Discusses legal frameworks that support industrial development and innovation. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the rule of law, governance, and the importance of legal institutions in promoting justice. 4. **Goal 17: Partnerships for the Goals** – Examines the role of international trade agreements and economic partnerships in sustainable development. The course may also touch on aspects related to other goals, such as those addressing poverty reduction, inequality, and environmental sustainability, depending on the specific curriculum. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134702 | Hukum Pidana Islam | Islamic Criminal Law | Islamic Criminal Law is a course that examines the principles and applications of criminal law within Islamic legal frameworks. Students explore key concepts such as hudud (fixed punishments), qisas (retribution), and ta’zir (discretionary punishments), as well as the sources of Islamic law, including the Quran, Hadith, and jurisprudential opinions (fiqh). The course covers the procedural aspects of Islamic criminal justice, including evidence, trial processes, and the roles of judges and witnesses. Students also analyze contemporary issues and debates surrounding the implementation of Islamic criminal law in various jurisdictions, considering cultural, social, and political contexts. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on promoting justice, ensuring fair legal systems, and addressing issues of law and order within an Islamic context. 2. **Goal 1: No Poverty** – Explores the relationship between crime, poverty, and social justice, and how Islamic law addresses economic disparities. 3. **Goal 10: Reduced Inequalities** – Examines how Islamic criminal law aims to ensure fairness and equity, addressing issues of social justice and discrimination. 4. **Goal 5: Gender Equality** – Discusses how Islamic law addresses issues related to gender and the treatment of women in criminal contexts. 5. **Goal 3: Good Health and Well-Being** – May address the implications of criminal law on public health, particularly in terms of drug-related offenses and societal health impacts. The course might also touch on other goals depending on the specific topics covered, such as human rights and community welfare. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134802 | Usul Fiqhi | Fiqhi suggested | Fiqh is a course that delves into Islamic jurisprudence, exploring the principles and methodologies used to derive legal rulings from Islamic sources. Students learn about the foundations of fiqh, including the Quran, Hadith, consensus (ijma), and analogy (qiyas). The course covers various schools of thought within Islamic law, examining their interpretations and applications across different contexts and cultures. Key topics include personal status laws, contracts, criminal law, and ethical considerations in legal rulings. Through case studies and practical examples, students gain a deeper understanding of how fiqh influences legal systems in Muslim-majority countries and its role in addressing contemporary legal issues. | 1. **Goal 1: No Poverty** – Discusses Islamic economic principles, zakat (almsgiving), and community welfare. 2. **Goal 5: Gender Equality** – Examines gender rights within Islamic law and the role of women in society. 3. **Goal 10: Reduced Inequalities** – Explores social justice principles and equity in resource distribution as outlined in Islamic teachings. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on legal frameworks, justice, and governance within Islamic contexts. 5. **Goal 3: Good Health and Well-Being** – Addresses issues of health and ethical considerations in medical practices from an Islamic perspective. 6. **Goal 12: Responsible Consumption and Production** – Discusses ethical consumption and environmental stewardship as encouraged in Islamic teachings. The specific topics may vary depending on the curriculum and focus areas of the course. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134902 | cadangan Karbon dan Produksi Pertanian | Carbon reserves and Agricultural Production | Carbon Reserves and Agricultural Production is a course that explores the relationship between carbon management and agricultural practices. Students examine the role of carbon reserves in the soil and how agricultural activities impact carbon sequestration and emissions. The course covers topics such as sustainable farming techniques, land use practices, and the implications of climate change on agricultural productivity. Students also learn about policies and strategies aimed at enhancing carbon storage in agricultural systems, including agroforestry, cover cropping, and conservation tillage. Through case studies and practical applications, this course provides insights into how effective management of carbon reserves can contribute to sustainable agricultural production and climate resilience, making it valuable for those interested in environmental science, agriculture, or sustainability studies. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable agricultural practices, food security, and improving nutrition. 2. **Goal 13: Climate Action** – Examines the impact of agricultural practices on carbon emissions and the importance of mitigating climate change through sustainable land use. 3. **Goal 15: Life on Land** – Addresses the sustainable management of forests, land degradation, and biodiversity in agricultural systems. 4. **Goal 12: Responsible Consumption and Production** – Discusses sustainable production practices in agriculture and the management of natural resources. 5. **Goal 9: Industry, Innovation, and Infrastructure** – May explore technological innovations in agriculture that enhance carbon storage and reduce environmental impact. These goals highlight the interconnections between agricultural practices, environmental sustainability, and food security. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135002 | Hukum Zakat dan Wakaf | Zakat and Waqf Law | Zakat and Waqf Law is a course that examines the legal principles and practices surrounding two key aspects of Islamic philanthropy: zakat (obligatory almsgiving) and waqf (endowment). Students learn about the foundations of zakat, including its calculations, types of eligible recipients, and the role it plays in promoting social justice and community welfare. The course also covers waqf, focusing on its establishment, management, and significance in funding public goods and services. Students explore contemporary challenges and legal frameworks governing zakat and waqf, including issues of compliance, accountability, and the impact of these practices on economic development. | 1. **Goal 1: No Poverty** – Focuses on how zakat (almsgiving) can alleviate poverty and support vulnerable communities. 2. **Goal 2: Zero Hunger** – Examines the role of zakat in addressing food security and supporting agricultural initiatives. 3. **Goal 4: Quality Education** – Discusses the use of waqf (endowment) in funding educational institutions and promoting access to education. 4. **Goal 10: Reduced Inequalities** – Explores how zakat and waqf can help reduce social and economic inequalities within communities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on governance, legal frameworks, and the role of institutions in managing zakat and waqf. These goals highlight the social justice and community welfare aspects of zakat and waqf in Islamic law. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135102 | Hukum Islam Kontemporer | Contemporary Islamic Law | Contemporary Islamic Law is a course that explores the application and evolution of Islamic legal principles in modern contexts. Students examine how traditional sources of Islamic law—such as the Quran, Hadith, and various schools of thought—interact with contemporary issues like human rights, gender equality, environmental law, and globalization. The course covers key topics such as legal reform, the role of Islamic scholars (ulama) in shaping modern jurisprudence, and the challenges of applying Islamic law in diverse cultural and legal systems. Through case studies and critical discussions, students gain insights into the complexities and adaptability of Islamic law in addressing current societal needs and legal challenges, making this course valuable for those interested in law, religious studies, or international relations. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on legal frameworks, governance, and justice systems within contemporary Islamic contexts. 2. **Goal 5: Gender Equality** – Examines the rights of women and gender issues as addressed by contemporary interpretations of Islamic law. 3. **Goal 10: Reduced Inequalities** – Discusses issues of social justice, equity, and the role of Islamic law in addressing disparities within society. 4. **Goal 3: Good Health and Well-Being** – May explore healthcare laws, ethical considerations in medical practices, and public health policies influenced by Islamic principles. 5. **Goal 4: Quality Education** – Considers the role of Islamic law in promoting access to education and addressing educational inequalities. 6. **Goal 13: Climate Action** – Explores how contemporary Islamic law addresses environmental concerns and sustainable practices. These goals highlight how contemporary interpretations of Islamic law can engage with pressing social, economic, and environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135202 | Hukum Perumahan, Permukiman, & Apartemen | Housing, Settlements & Apartment Law | Housing, Settlements & Apartment Law is a course that examines the legal frameworks governing residential properties, urban settlements, and apartment living. Students explore topics such as property rights, landlord-tenant relationships, zoning regulations, and housing finance. The course covers issues related to housing policies, including affordable housing, tenant protections, and the legal aspects of housing development and urban planning. Students also analyze the rights and responsibilities of homeowners, renters, and housing authorities, as well as the impact of laws on community development and social equity. Through case studies and practical applications, this course provides valuable insights into the complexities of housing law and its implications for urban living, making it relevant for those interested in real estate, urban planning, or social justice. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on promoting sustainable urban development, affordable housing, and inclusive settlement planning. 2. **Goal 1: No Poverty** – Examines access to housing as a fundamental aspect of poverty alleviation and social equity. 3. **Goal 3: Good Health and Well-Being** – Addresses the importance of safe and secure housing for physical and mental health. 4. **Goal 10: Reduced Inequalities** – Discusses housing rights and access to housing for marginalized groups, contributing to social equity. 5. **Goal 12: Responsible Consumption and Production** – May explore sustainable building practices and resource management in housing development. These goals highlight the significance of housing law in fostering sustainable, equitable, and healthy communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01135302 | Hukum Penguasaan & Pengaturan Pertanahan | Land Tenure & Regulation Law | Land Tenure & Regulation Law is a course that focuses on the legal frameworks governing land ownership, use, and management. Students explore key concepts such as land tenure systems, property rights, and the regulatory processes that affect land use and development. The course covers various forms of land tenure, including freehold, leasehold, and communal ownership, and examines the implications of these systems for individuals, communities, and governments. Students also analyze laws related to land regulation, including zoning, environmental assessments, and land-use planning. Through case studies and practical applications, this course provides insights into the complexities of land governance and the challenges of ensuring equitable and sustainable land use, making it valuable for those interested in real estate, urban planning, or environmental law. | 1. **Goal 1: No Poverty** – Examines how secure land tenure can alleviate poverty and improve livelihoods. 2. **Goal 2: Zero Hunger** – Discusses the role of land access and tenure in food security and sustainable agricultural practices. 3. **Goal 5: Gender Equality** – Focuses on women’s land rights and how equitable land tenure can empower women and promote gender equality. 4. **Goal 10: Reduced Inequalities** – Addresses issues of social justice and equitable access to land for marginalized communities. 5. **Goal 11: Sustainable Cities and Communities** – Explores the regulation of land use and urban planning for sustainable development. 6. **Goal 15: Life on Land** – Examines land management practices that protect ecosystems and promote sustainable land use. These goals illustrate the critical role of land tenure and regulation in fostering sustainable development, social equity, and environmental protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134002 | Hukum Tata Ruang | Spatial Planning Law | patial Planning Law is a course that examines the legal frameworks and policies governing land use and urban development. Students learn about the principles of spatial planning, including zoning, land-use regulation, and environmental impact assessments. The course covers key topics such as the roles of government agencies, stakeholders, and communities in the planning process, as well as the legal instruments used to guide development, such as master plans and building codes. Students also explore contemporary challenges in spatial planning, including sustainable development, urbanization, and the impact of climate change. Through case studies and practical applications, this course provides insights into the complexities of spatial planning law and its importance in creating livable, functional, and sustainable communities, making it valuable for those interested in urban planning, environmental law, or public policy. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on promoting inclusive, safe, and sustainable urban development and planning. 2. **Goal 1: No Poverty** – Examines how spatial planning can improve access to housing, services, and opportunities for marginalized populations. 3. **Goal 3: Good Health and Well-Being** – Addresses the relationship between urban design, access to healthcare, and overall community health. 4. **Goal 10: Reduced Inequalities** – Discusses equitable access to resources and services through effective spatial planning. 5. **Goal 13: Climate Action** – Explores how spatial planning can contribute to climate resilience and sustainable land use practices. 6. **Goal 15: Life on Land** – Considers land use planning and its impact on ecosystems, biodiversity, and sustainable land management. These goals highlight the importance of spatial planning law in fostering sustainable development, social equity, and environmental protection. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134102 | Hukum Administrasi Pertambangan | Mining Administration Law | Mining Administration Law is a course that focuses on the legal frameworks and regulations governing the administration of mining activities. Students explore key topics such as licensing, permitting, and compliance requirements for mining operations, as well as the rights and responsibilities of miners, landowners, and regulatory authorities. The course covers environmental considerations, resource management, and the socio-economic impacts of mining on communities. Students also examine international standards and best practices in mining administration, including corporate social responsibility and sustainable mining practices. Through case studies and practical applications, this course provides valuable insights into the complexities of mining law and its implications for environmental protection and resource management, making it relevant for those interested in natural resource law, environmental policy, or mining industry careers. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on the mining sector’s role in economic development and job creation while promoting safe and fair labor practices. 2. **Goal 12: Responsible Consumption and Production** – Discusses sustainable mining practices, resource management, and minimizing environmental impact. 3. **Goal 13: Climate Action** – Examines the relationship between mining activities and climate change, including mitigation strategies and the transition to sustainable energy sources. 4. **Goal 15: Life on Land** – Addresses land use, biodiversity conservation, and the environmental impacts of mining on ecosystems. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on governance, regulation, and the enforcement of laws to ensure responsible mining practices and protect community rights. These goals underscore the critical role of mining administration law in promoting sustainable development, social equity, and environmental stewardship. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134202 | Hukum Administrasi Investasi | Investment Administration Law | Investment Administration Law is a course that examines the legal frameworks and regulations governing foreign and domestic investments. Students explore the roles of government agencies and regulatory bodies in overseeing investment activities, including the processes for obtaining permits, licenses, and approvals. The course covers key topics such as investment protection treaties, dispute resolution mechanisms, and compliance with national and international laws. Students also analyze the impact of investment policies on economic development, as well as challenges related to foreign direct investment, market access, and investor rights. Through case studies and practical applications, this course provides valuable insights into the complexities of investment administration and its significance in promoting a stable and attractive investment climate, making it relevant for those interested in international business, corporate law, or economic policy. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on promoting sustainable economic growth through investment, job creation, and fair labor practices. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Examines the legal frameworks that support investments in infrastructure and technological innovation. 3. **Goal 10: Reduced Inequalities** – Discusses how investment policies can address economic disparities and promote equitable access to opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on the importance of legal frameworks, governance, and regulatory environments that foster a fair investment climate. 5. **Goal 17: Partnerships for the Goals** – Explores the role of international investments and partnerships in achieving sustainable development objectives. These goals highlight the significance of investment administration law in fostering sustainable economic growth, social equity, and responsible governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134302 | Hukum Administrasi Pelayanan Publik | Public Service Administration Law | Public Service Administration Law is a course that explores the legal frameworks governing the operation and management of public services and institutions. Students examine key concepts such as administrative law, public policy, and the rights and responsibilities of public servants. The course covers the principles of good governance, transparency, accountability, and the rule of law in public administration. Students also analyze the legal procedures for decision-making, dispute resolution, and compliance with regulatory standards in public service delivery. Through case studies and practical applications, this course provides insights into the challenges and complexities of public service administration, making it valuable for those interested in public administration, government policy, or administrative law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Public service administration law directly relates to these principles by addressing governance, rule of law, and public policy. 2. **Goal 10: Reduced Inequalities** – Courses on public service often explore how laws and policies can reduce social and economic inequalities, ensuring fair access to services and opportunities. 3. **Goal 11: Sustainable Cities and Communities** – Public service administration plays a critical role in urban planning and community development, ensuring sustainable practices in governance. 4. **Goal 17: Partnerships for the Goals** – Effective public administration often involves collaboration between various stakeholders, including government agencies, NGOs, and the private sector, to achieve sustainable development. 5. **Goal 4: Quality Education** – Courses that prepare students for roles in public service contribute to this goal by promoting educational opportunities and capacity building in governance and law. In addition to these, aspects of other goals may be touched upon depending on the specific focus of the course. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134402 | Hukum Pengadaan Barang dan Jasa | Law on Procurement of Goods and Services | Law on Procurement of Goods and Services is a course that examines the legal frameworks and regulations governing the procurement processes in both public and private sectors. Students learn about the principles of fair competition, transparency, and accountability in procurement, as well as the legal obligations of contracting parties. The course covers key topics such as tendering procedures, contract negotiation, bid evaluation, and compliance with procurement laws. Students also explore issues related to supplier rights, dispute resolution, and the role of regulatory authorities in overseeing procurement practices. Through case studies and practical applications, this course provides valuable insights into the complexities of procurement law and its implications for effective governance and resource management, making it relevant for those interested in public administration, corporate law, or supply chain management. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective, accountable institutions at all levels. Understanding procurement law contributes to transparency, accountability, and integrity in public and private procurement processes. 2. **Goal 12: Responsible Consumption and Production** – Procurement laws can promote sustainable practices by encouraging the sourcing of goods and services that are environmentally friendly and socially responsible. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Effective procurement practices can support sustainable industrialization and foster innovation, especially in the context of public procurement. 4. **Goal 10: Reduced Inequalities** – Procurement laws can help ensure equitable access to opportunities for marginalized groups, promoting inclusive economic growth through policies that encourage participation from diverse suppliers. 5. **Goal 17: Partnerships for the Goals** – Collaboration between various stakeholders, including government entities and private sector suppliers, is essential for effective procurement, supporting partnerships that contribute to achieving sustainable development. These goals highlight how procurement law can play a critical role in promoting sustainable development through transparent and equitable practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134502 | Hukum Ekonomi Islam | Islamic Economic Law | Islamic Economic Law is a course that explores the legal principles and ethical frameworks governing economic activities in accordance with Islamic teachings. Students examine key concepts such as halal (permissible) and haram (forbidden) transactions, profit-sharing, risk-sharing, and the prohibition of riba (usury). The course covers various aspects of Islamic finance, including contracts, banking, investment, and trade practices, as well as the role of Islamic economic institutions. Students also analyze contemporary issues such as microfinance, social justice, and sustainable development within the context of Islamic economics. Through case studies and practical applications, this course provides insights into how Islamic economic law addresses modern economic challenges, making it valuable for those interested in finance, economics, or religious studies. | 1. **Goal 1: No Poverty** – Islamic economic principles emphasize social justice and equity, promoting mechanisms to alleviate poverty through fair distribution of wealth and support for those in need. 2. **Goal 8: Decent Work and Economic Growth** – The course can cover Islamic finance practices that encourage ethical investment, job creation, and sustainable economic growth. 3. **Goal 10: Reduced Inequalities** – Islamic economic law advocates for the redistribution of wealth and resources, aiming to reduce disparities within society. 4. **Goal 12: Responsible Consumption and Production** – Islamic principles promote responsible consumption, discouraging wastefulness and encouraging sustainable practices in economic activities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – The course may explore the role of justice in economic transactions, promoting transparency and fairness in financial dealings. 6. **Goal 17: Partnerships for the Goals** – Islamic economic law encourages cooperation and partnership among various stakeholders, including governments, businesses, and communities, to achieve common economic goals. These connections illustrate how Islamic Economic Law can contribute to a more sustainable and equitable economic framework. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01134602 | Hukum Kekeluargaan dan Kewarisan Islam | Islamic Family and Inheritance Law | Islamic Family and Inheritance Law is a course that examines the legal principles governing family relationships and inheritance in Islamic contexts. Students explore key topics such as marriage, divorce, child custody, and the rights and responsibilities of family members according to Islamic jurisprudence. The course also delves into inheritance laws, including the distribution of assets among heirs, the concepts of faraid (obligatory shares), and the impact of customary practices on inheritance rights. Students analyze contemporary challenges and debates surrounding gender equality, family dynamics, and the application of Islamic family law in diverse cultural settings. Through case studies and practical discussions, this course provides valuable insights into the complexities of Islamic family and inheritance law, making it relevant for those interested in legal studies, sociology, or religious studies. | 1. **Goal 5: Gender Equality** – This goal focuses on achieving gender equality and empowering all women and girls. The course may explore issues related to women’s rights in marriage, divorce, and inheritance, highlighting areas for reform and advocacy. 2. **Goal 10: Reduced Inequalities** – Islamic family law addresses issues of equity in inheritance and family matters, promoting fairness and justice in the distribution of wealth and resources. 3. **Goal 16: Peace, Justice, and Strong Institutions** – The course may cover the legal frameworks that protect family rights and promote justice in familial relationships, contributing to stronger institutions and legal systems. 4. **Goal 1: No Poverty** – Inheritance laws can impact wealth distribution and economic stability within families, influencing poverty levels, particularly among women and children. 5. **Goal 4: Quality Education** – Understanding family and inheritance law is crucial for legal education and awareness, empowering individuals to know their rights and responsibilities. These connections highlight the role of Islamic Family and Inheritance Law in promoting social justice, equity, and sustainable development within families and communities. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133302 | Sengketa Ketatanegaraan dan Judicial Review | Constitutional Disputes and Judicial Review | Constitutional Disputes and Judicial Review is a course that explores the principles and processes involved in resolving conflicts arising from constitutional law. Students examine the role of judicial review in interpreting and enforcing constitutional provisions, including the protection of fundamental rights and the limits of governmental power. The course covers key topics such as landmark judicial decisions, the mechanisms for challenging the constitutionality of laws and actions, and the relationship between the judiciary and other branches of government. Students also analyze contemporary constitutional issues, including debates on civil liberties, separation of powers, and the impact of judicial activism. Through case studies and critical discussions, this course provides insights into the complexities of constitutional law and its significance in upholding democratic governance, making it valuable for those interested in law, political science, or public policy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to the course, as it emphasizes the need for effective, accountable institutions, access to justice, and the rule of law. Understanding constitutional disputes and judicial review is crucial for upholding these principles. 2. **Goal 10: Reduced Inequalities** – Judicial review often addresses issues of discrimination and inequality within legal frameworks, promoting fair treatment and equal rights for all individuals. 3. **Goal 1: No Poverty** – Constitutional law can influence socioeconomic rights, and judicial review may help protect the rights of marginalized groups, contributing to poverty alleviation. 4. **Goal 4: Quality Education** – The course can promote awareness and understanding of constitutional rights and judicial processes, fostering an informed citizenry and encouraging civic engagement. 5. **Goal 17: Partnerships for the Goals** – Engaging with various stakeholders, including legal institutions, civil society, and governmental bodies, is essential for promoting constitutional justice and reform. These connections illustrate the significant role that constitutional law and judicial review play in promoting justice, equity, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133402 | Hukum Pemilihan Kepala Daerah | Regional Head Election Law | Regional Head Election Law is a course that examines the legal frameworks and regulations governing the election of regional leaders, such as governors, mayors, and local council heads. Students explore the electoral process, including the nomination, campaigning, voting, and post-election procedures. The course covers key topics such as eligibility requirements, campaign financing, electoral integrity, and dispute resolution mechanisms related to election outcomes. Students also analyze the role of regulatory bodies and the impact of regional election laws on democratic governance and local development. Through case studies and practical applications, this course provides insights into the complexities of electoral law at the regional level, making it valuable for those interested in political science, public administration, or election law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Understanding election law is crucial for ensuring fair electoral processes and governance. 2. **Goal 10: Reduced Inequalities** – Election laws can impact the representation of marginalized groups in regional governance, promoting inclusivity and reducing inequalities in political participation. 3. **Goal 4: Quality Education** – A course on election law can educate students about democratic processes, rights, and responsibilities, fostering informed and active citizenship. 4. **Goal 17: Partnerships for the Goals** – Effective election processes often require collaboration among various stakeholders, including government bodies, civil society, and electoral commissions, to ensure transparency and integrity in elections. 5. **Goal 5: Gender Equality** – If the course addresses issues related to gender representation in regional elections, it can contribute to promoting women’s participation and leadership in political processes. These goals highlight how Regional Head Election Law plays a significant role in promoting democracy, justice, and sustainable governance at the regional level. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133502 | Hukum Kebijakan Publik | Public Policy Law | This course examines the intersection of law and public policy, focusing on how legal frameworks shape policy decisions and outcomes. Students will explore the role of legislation, regulation, and judicial decisions in public governance. Through case studies and theoretical discussions, learners will gain insights into the policy-making process and the implications of legal decisions on societal issues. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of promoting peaceful and inclusive societies, ensuring access to justice, and building effective, accountable institutions. Public policy law often addresses legal frameworks, governance, and the rule of law. 2. **Goal 10: Reduced Inequalities** – This goal focuses on reducing inequality within and among countries. Public policy law can explore legal measures to address social, economic, and political inequalities. 3. **Goal 11: Sustainable Cities and Communities** – Policies related to urban development, housing, and community planning are often discussed, promoting sustainable and resilient urban environments. 4. **Goal 12: Responsible Consumption and Production** – This goal encourages sustainable practices in consumption and production, which may be addressed through regulatory frameworks and policies in public law. 5. **Goal 17: Partnerships for the Goals** – Collaboration and partnerships are crucial for effective public policy implementation, and courses often explore the role of various stakeholders, including governments, NGOs, and the private sector. Other goals may also be touched upon depending on the course focus, especially those related to education, gender equality, and environmental sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133602 | Hukum BUMN dan BUMD | BUMN and BUMD law | This course delves into the legal frameworks governing state-owned enterprises (BUMN) and regional-owned enterprises (BUMD) in Indonesia. It covers the principles of corporate governance, regulatory compliance, and the unique challenges faced by public sector enterprises. Students will analyze relevant laws, case studies, and best practices in managing public resources and promoting accountability. | 1. **Goal 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained economic growth, higher levels of productivity, and decent jobs for all. BUMN and BUMD play significant roles in economic development and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – State and regional enterprises often drive industrialization, promote sustainable infrastructure, and foster innovation within their sectors. 3. **Goal 10: Reduced Inequalities** – BUMN and BUMD can contribute to reducing inequalities by ensuring equitable access to resources and opportunities within the economy. 4. **Goal 11: Sustainable Cities and Communities** – Many BUMD are involved in local development projects, urban planning, and community services, which align with the goal of making cities inclusive, safe, resilient, and sustainable. 5. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is relevant as it relates to the governance, accountability, and transparency of state-owned enterprises, which are crucial for public trust and effective service delivery. 6. **Goal 12: Responsible Consumption and Production** – BUMN and BUMD can promote sustainable practices in production and service delivery, emphasizing responsible resource use and waste management. Courses may also touch on other goals depending on specific topics covered, such as environmental sustainability and education, particularly as they relate to public enterprises. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133702 | Hukum Perizinan | Licensing Law | Focused on the legal principles and practices surrounding licensing, this course covers the regulatory frameworks that govern various industries. Students will explore the process of obtaining licenses, the implications of non-compliance, and the role of licensing in promoting public safety and welfare. The course will also address contemporary issues related to licensing in the digital age. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Licensing laws often facilitate innovation and the development of industries by regulating intellectual property rights and ensuring fair competition. 2. **Goal 12: Responsible Consumption and Production** – Licensing can promote sustainable practices by regulating how products are produced and consumed, ensuring that businesses comply with environmental standards. 3. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective legal frameworks and institutions. Licensing law helps establish clear regulations, promoting accountability and fairness in various sectors. 4. **Goal 17: Partnerships for the Goals** – Licensing agreements often involve collaboration between different stakeholders, including businesses, governments, and non-profits, to achieve mutual goals. 5. **Goal 8: Decent Work and Economic Growth** – Licensing can impact job creation and economic growth by regulating market entry and ensuring that businesses operate legally and ethically. Courses may also explore how licensing laws relate to other goals, particularly regarding access to technology and knowledge sharing, which can enhance education and innovation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133802 | Hukum Administrasi Kepegawaian | Personnel Administration Law | This course examines the legal aspects of human resource management within public and private sectors. Students will study labor laws, employment contracts, and the rights and responsibilities of employers and employees. Topics include dispute resolution, workplace discrimination, and the regulatory environment governing personnel practices, providing a comprehensive understanding of administrative law in employment contexts. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is directly relevant as it focuses on promoting inclusive and sustainable economic growth, full and productive employment, and decent work for all. Personnel administration law governs employment practices, labor rights, and workplace conditions. 2. **Goal 5: Gender Equality** – Personnel administration law often addresses issues of equal opportunity and non-discrimination in the workplace, supporting gender equality and empowering women. 3. **Goal 10: Reduced Inequalities** – This goal emphasizes the need to reduce inequalities in employment, compensation, and workplace treatment, which personnel administration law seeks to address through fair labor practices and policies. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective personnel administration relies on strong legal frameworks and institutions to ensure fair treatment of employees and adherence to labor laws. 5. **Goal 4: Quality Education** – Personnel administration includes aspects of employee training and development, contributing to lifelong learning opportunities and skills development. These goals are interconnected, and discussions in the course may also touch on other relevant areas, such as workplace diversity, employee rights, and sustainable human resource management practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133902 | Hukum Administrasi Kehutanan | Forestry Administration Law | This course focuses on the legal principles governing forestry management and environmental protection. Students will explore national and international regulations, policies, and practices that affect forestry resources. The course emphasizes the balance between sustainable resource management, conservation efforts, and the rights of indigenous communities, preparing students to address contemporary environmental challenges. | 1. **Goal 15: Life on Land** – This goal focuses on sustainably managing forests, combating desertification, halting and reversing land degradation, and stopping biodiversity loss. Forestry administration law is directly tied to these objectives. 2. **Goal 13: Climate Action** – Forests play a crucial role in carbon sequestration and climate regulation. Laws governing forestry practices are essential for addressing climate change and promoting sustainable land use. 3. **Goal 12: Responsible Consumption and Production** – Sustainable forestry practices help ensure that wood and forest products are produced responsibly, promoting sustainable consumption patterns. 4. **Goal 8: Decent Work and Economic Growth** – Forestry administration can impact local economies by promoting sustainable forestry jobs and ensuring fair labor practices in the industry. 5. **Goal 11: Sustainable Cities and Communities** – Sustainable forestry contributes to urban planning and development, enhancing green spaces and promoting resilient communities. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Effective governance and strong legal frameworks are vital for enforcing forestry laws and ensuring fair access to forest resources. These goals are interconnected, and discussions in the course may also touch on related areas, such as community rights, indigenous knowledge, and biodiversity conservation. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132602 | Hukum Pidana Ekonomi | Economic Criminal Law | This course investigates crimes that impact economic stability and integrity, such as fraud, embezzlement, and money laundering. Students will analyze legal frameworks and case law related to economic crimes, exploring enforcement mechanisms and the role of regulatory agencies. The course also highlights preventive measures and the intersection of economic law with public policy. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice, and building effective institutions. Economic criminal law is central to enforcing legal frameworks and ensuring accountability for economic offenses. 2. **Goal 8: Decent Work and Economic Growth** – Economic crimes, such as fraud and corruption, can undermine economic growth and decent work. Understanding and combating these crimes is essential for fostering a healthy economy. 3. **Goal 10: Reduced Inequalities** – Economic criminal law can address issues of inequality by targeting crimes that disproportionately affect marginalized communities and by promoting fair economic practices. 4. **Goal 12: Responsible Consumption and Production** – Some economic crimes, like environmental crimes or violations of consumer protection laws, relate to sustainable production and consumption patterns. 5. **Goal 13: Climate Action** – Economic criminal law may address environmental crimes that impact climate change, promoting accountability for illegal activities that harm the environment. Courses may also explore the interplay between economic crime and other SDGs, highlighting the broader implications of economic offenses on social and environmental sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132702 | Hukum Kesehatan | Health Law | This course provides an overview of the legal issues related to healthcare, public health, and patient rights. Students will examine laws governing healthcare delivery, medical malpractice, bioethics, and the regulation of pharmaceuticals and medical devices. The course aims to equip students with the knowledge to navigate the complex legal landscape of the health sector. | 1. **Goal 3: Good Health and Well-Being** – This goal is directly relevant as it aims to ensure healthy lives and promote well-being for all at all ages. Health law encompasses regulations related to healthcare access, quality, and public health initiatives. 2. **Goal 10: Reduced Inequalities** – Health law often addresses disparities in healthcare access and outcomes, aiming to reduce inequalities related to socioeconomic status, race, gender, and other factors. 3. **Goal 5: Gender Equality** – Health law addresses issues such as reproductive rights, maternal health, and gender-based violence, contributing to the empowerment of women and gender equality in healthcare. 4. **Goal 17: Partnerships for the Goals** – Collaborative efforts among governments, organizations, and communities are crucial in health law to improve health systems and outcomes. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Health law also intersects with the regulation of pharmaceuticals, medical devices, and healthcare technologies, promoting innovation in healthcare delivery. 6. **Goal 4: Quality Education** – Health law can be related to education about health rights, public health policies, and the importance of health literacy. These goals are interconnected, and discussions in the course may also touch on public health law, ethics, and the impact of health policies on broader social and environmental issues. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132802 | Kedokteran Forensik | Forensic Medicine | This course introduces the legal aspects of medicine as it pertains to criminal investigations. Students will learn about the role of forensic medicine in the justice system, including the examination of evidence, autopsies, and the interpretation of medical findings in legal contexts. The course emphasizes the collaboration between legal professionals and medical experts in criminal cases. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Forensic medicine plays a crucial role in the justice system, aiding in the investigation of crimes and ensuring accountability. This goal emphasizes the importance of effective legal frameworks and access to justice. 2. **Goal 3: Good Health and Well-Being** – Forensic medicine intersects with public health by addressing issues related to injury, death, and health outcomes in criminal contexts. It contributes to understanding the health impacts of violence and crime. 3. **Goal 10: Reduced Inequalities** – Forensic practices can help address inequalities in justice and health outcomes, particularly in marginalized communities affected by violence or discrimination. 4. **Goal 4: Quality Education** – The training and education of forensic professionals contribute to building capacity in the field, promoting knowledge about health, legal, and ethical standards. 5. **Goal 17: Partnerships for the Goals** – Collaboration among law enforcement, healthcare providers, and legal professionals is essential for effective forensic investigations and public health initiatives. These goals are interconnected, and discussions in the course may also include topics such as ethical considerations in forensic practice, human rights, and the impact of forensic evidence on legal outcomes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132902 | Klinik Hukum (Anti Korupsi) | Legal Clinic (Anti-Corruption) | This hands-on course allows students to engage in practical work addressing corruption through legal means. Participants will work on real cases, provide legal advice, and collaborate with non-profit organizations. The course emphasizes the importance of legal advocacy, transparency, and accountability in combating corruption and fostering ethical governance. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is directly relevant, as it aims to promote peaceful and inclusive societies, ensure access to justice, and build effective institutions. Anti-corruption efforts are essential for enhancing transparency, accountability, and the rule of law. 2. **Goal 10: Reduced Inequalities** – Anti-corruption initiatives can help reduce inequalities by addressing systemic corruption that disproportionately affects marginalized and vulnerable populations. 3. **Goal 8: Decent Work and Economic Growth** – Corruption undermines economic growth and job creation. Efforts to combat corruption contribute to creating fair and transparent economic environments that foster sustainable development. 4. **Goal 12: Responsible Consumption and Production** – By promoting integrity and accountability in governance, anti-corruption efforts can lead to more sustainable practices in both public and private sectors. 5. **Goal 17: Partnerships for the Goals** – Combating corruption often requires collaboration among various stakeholders, including governments, civil society, and international organizations. Through practical engagement in anti-corruption cases, students in the legal clinic may also explore the broader implications of corruption on governance, development, and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133002 | Hukum Pemerintahan Daerah | Regional Government Law | This course explores the legal framework governing local governments and their functions. Students will analyze the laws that define the powers and responsibilities of regional authorities, including issues of autonomy, accountability, and intergovernmental relations. The course highlights the significance of local governance in promoting democracy and effective public service delivery. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective governance and strong institutions at all levels. Regional government law is crucial for ensuring local governance structures are transparent, accountable, and inclusive. 2. **Goal 11: Sustainable Cities and Communities** – Regional government law often involves urban planning, community development, and sustainability initiatives, contributing to the creation of resilient and inclusive communities. 3. **Goal 10: Reduced Inequalities** – Effective regional governance can help address social and economic disparities within regions, promoting equitable access to resources and services. 4. **Goal 4: Quality Education** – Local governments often play a key role in education policy and funding, impacting educational access and quality at the regional level. 5. **Goal 17: Partnerships for the Goals** – Regional governments frequently collaborate with various stakeholders, including civil society and the private sector, to achieve sustainable development objectives. These goals are interconnected, and discussions in the course may also address issues such as local economic development, environmental sustainability, and community participation in governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133102 | Hukum Kelembagaan Negara | State Institutional Law | This course examines the legal foundations and structures of state institutions, focusing on their roles, powers, and interactions. Students will explore constitutional law, administrative law, and the principles of state governance. The course encourages critical thinking about the effectiveness and accountability of state institutions in upholding the rule of law. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is directly relevant, focusing on promoting effective, accountable, and transparent institutions at all levels. State institutional law examines the framework and governance of public institutions. 2. **Goal 10: Reduced Inequalities** – Effective state institutions can help reduce inequalities by ensuring fair representation, access to resources, and protection of rights for all citizens. 3. **Goal 4: Quality Education** – State institutions are often responsible for education policy and funding, which directly impacts access to quality education and lifelong learning opportunities. 4. **Goal 11: Sustainable Cities and Communities** – Institutional law can play a role in urban governance and planning, contributing to the development of sustainable and resilient communities. 5. **Goal 17: Partnerships for the Goals** – State institutions often collaborate with various stakeholders, including civil society and private entities, to achieve sustainable development objectives. These goals are interconnected, and discussions in the course may also address issues such as governance, public administration, and the role of institutions in fostering sustainable development and protecting human rights. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01133202 | Hukum Pemilihan Umum | General Election Law | This course focuses on the legal framework governing electoral processes. Students will study laws related to the conduct of elections, voter rights, campaign financing, and electoral disputes. The course emphasizes the importance of fair and transparent elections in democratic societies and prepares students to analyze legal challenges in the electoral process. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting inclusive and accountable institutions at all levels, ensuring access to justice, and fostering peaceful societies. Election law is crucial for establishing fair electoral processes and upholding democratic governance. 2. **Goal 10: Reduced Inequalities** – Election law can address inequalities in political participation, ensuring that all citizens have equal access to the electoral process, regardless of socioeconomic status, gender, or other factors. 3. **Goal 5: Gender Equality** – Effective election laws aim to promote the participation of women and marginalized groups in the political process, contributing to gender equality in governance. 4. **Goal 4: Quality Education** – Educating citizens about their electoral rights and the voting process is essential for fostering informed participation in democracy, aligning with the goal of inclusive and equitable quality education. 5. **Goal 17: Partnerships for the Goals** – Election processes often involve collaboration among various stakeholders, including governments, civil society, and international organizations, to promote fair and transparent elections. These goals are interconnected, and discussions in the course may also cover issues such as electoral integrity, voter suppression, and the role of technology in elections. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131902 | Delik-Delik Di Luar Kodifikasi | Offenses Outside Codification | This course investigates criminal offenses that are not explicitly defined in statutory law. Students will explore the implications of judicial interpretations, common law, and regulatory offenses. The course encourages critical analysis of the boundaries of legal codification and the challenges faced by legal systems in addressing emerging criminal behaviors. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting peaceful and inclusive societies, providing access to justice for all, and building effective, accountable institutions. 2. **Goal 5: Gender Equality** – If the course touches on offenses like domestic violence or sexual offenses, it may relate to promoting gender equality and empowering all women and girls. 3. **Goal 10: Reduced Inequality** – Discussions around offenses may also involve issues of inequality and discrimination within legal frameworks. 4. **Goal 3: Good Health and Well-being** – If the course examines the impact of certain offenses on public health or mental well-being, it could relate to this goal. 5. **Goal 4: Quality Education** – If the course includes elements of educating about legal rights and justice, it may align with promoting inclusive and equitable quality education. The specific connections would depend on the course’s focus and content. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132002 | Tindak Pidana Korupsi dan TPPU | Corruption and TPPU crimes | This course addresses the legal aspects of corruption and money laundering (TPPU) crimes. Students will study relevant laws, enforcement mechanisms, and international frameworks aimed at combating these offenses. The course emphasizes the societal impacts of corruption and the importance of legal frameworks in promoting integrity and accountability. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just, peaceful, and inclusive societies, with an emphasis on combating corruption, reducing illicit financial flows, and ensuring equal access to justice. 2. **Goal 5: Gender Equality** – If the course addresses the gendered aspects of trafficking and exploitation, it aligns with efforts to achieve gender equality and empower women and girls. 3. **Goal 8: Decent Work and Economic Growth** – Discussions around corruption often involve impacts on economic growth and fair labor practices, making this goal relevant. 4. **Goal 10: Reduced Inequality** – Corruption and trafficking can exacerbate social and economic inequalities, which this goal seeks to address. 5. **Goal 1: No Poverty** – Corruption can hinder efforts to alleviate poverty, making it relevant to this goal. 6. **Goal 3: Good Health and Well-being** – Trafficking in persons can have severe health implications for victims, connecting the course to health and well-being discussions. These SDGs provide a framework for understanding the broader implications of corruption and trafficking in the context of global development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132102 | Kejahatan Korporasi | Corporate Crime | Corporate Crime is a course that examines illegal activities conducted by corporations or individuals acting on behalf of corporations. It explores the motivations, methods, and consequences of corporate crime, including fraud, environmental violations, insider trading, and corruption. Students learn about the legal frameworks and regulatory responses to corporate misconduct, as well as the impact of such crimes on society, the economy, and public trust. The course emphasizes case studies of notable corporate crimes and scandals, allowing students to analyze the ethical implications and accountability issues involved. By the end of the course, students are equipped to critically assess corporate behavior, understand the complexities of corporate governance, and engage in discussions about reform and prevention strategies. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes promoting just, peaceful, and inclusive societies, which includes addressing corporate crime, corruption, and the need for effective regulatory frameworks. 2. **Goal 8: Decent Work and Economic Growth** – Corporate crime can undermine fair labor practices and economic growth. Discussions may focus on ensuring decent work conditions and promoting sustainable economic practices. 3. **Goal 12: Responsible Consumption and Production** – This goal relates to promoting sustainable practices within corporations, including ethical production and consumption, which are relevant to corporate accountability. 4. **Goal 10: Reduced Inequality** – Corporate crimes often exacerbate social and economic inequalities, making this goal relevant to discussions on equity and justice. 5. **Goal 3: Good Health and Well-being** – If the course addresses issues like environmental damage or unsafe working conditions caused by corporate malfeasance, it connects to public health concerns. These SDGs provide a framework for understanding the broader social, economic, and environmental impacts of corporate crime. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132202 | Hukum Pidana Perlindungan Anak | Child Protection Criminal Law | The course Child Protection Criminal Law focuses on the legal frameworks designed to protect children from abuse, neglect, and exploitation. Students explore laws and regulations governing child welfare, juvenile justice, and the responsibilities of legal practitioners in advocating for children’s rights. The curriculum emphasizes the importance of multidisciplinary approaches to ensure effective protection and support for vulnerable children. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the need for access to justice for all, including children, and addresses issues related to violence against children and the need for effective legal frameworks. 2. **Goal 4: Quality Education** – Protecting children from abuse and exploitation is essential for ensuring their right to education and promoting inclusive and equitable quality education. 3. **Goal 3: Good Health and Well-being** – Child protection laws are crucial for safeguarding children’s physical and mental health, addressing issues such as abuse, neglect, and exploitation. 4. **Goal 5: Gender Equality** – If the course addresses issues like gender-based violence against children, it aligns with efforts to achieve gender equality and empower all women and girls. 5. **Goal 10: Reduced Inequality** – Protecting vulnerable children from exploitation and abuse helps to address social inequalities and promote equal opportunities. 6. **Goal 1: No Poverty** – Addressing child protection can be linked to poverty alleviation, as vulnerable children are often at higher risk of exploitation and abuse. These SDGs provide a comprehensive framework for understanding the importance of child protection within the broader context of human rights and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132302 | Hukum Panitensier | Registrar’s Law | The course Registrar’s Law examines the legal principles governing the functions of registrars in various contexts, such as land registration, vital records, and business entities. Students learn about the processes involved in maintaining public records, the legal implications of registration, and the rights of individuals regarding their records. The curriculum emphasizes the role of registrars in promoting transparency and legal certainty. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective legal institutions and processes, including the role of registrars in maintaining public records, ensuring legal identity, and facilitating access to justice. 2. **Goal 4: Quality Education** – If the course includes discussions on the role of registrars in educational institutions, it may relate to promoting inclusive and equitable quality education. 3. **Goal 10: Reduced Inequality** – Registrars play a crucial role in ensuring legal identity and access to services, which can help reduce inequalities related to status and documentation. 4. **Goal 1: No Poverty** – Access to legal identity through registration can impact individuals’ ability to access social services and economic opportunities, linking it to poverty reduction efforts. 5. **Goal 5: Gender Equality** – If the course covers issues of registration and documentation related to gender, it may address challenges faced by women and girls in obtaining legal recognition. These SDGs provide a framework for understanding how registrar’s law contributes to broader goals of justice, equality, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132402 | Hukum Pidana Adat | Customary Criminal Law | The course Customary Criminal Law explores the principles of criminal law as applied within indigenous or traditional communities. Students study how customary law interacts with national legal systems, focusing on offenses, dispute resolution, and community-based justice mechanisms. The curriculum emphasizes the significance of understanding cultural contexts in applying criminal justice effectively. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just, peaceful, and inclusive societies, which includes understanding and integrating customary laws within formal legal systems. 2. **Goal 10: Reduced Inequality** – Customary laws often reflect the values and norms of specific communities, and discussions may address how these laws can either mitigate or exacerbate inequalities, particularly among marginalized groups. 3. **Goal 4: Quality Education** – If the course includes elements of educating communities about their rights under customary law, it aligns with promoting inclusive and equitable education. 4. **Goal 5: Gender Equality** – Customary criminal laws can have significant implications for gender rights. The course may explore issues related to gender equality within these legal frameworks. 5. **Goal 1: No Poverty** – Customary law may play a role in community governance and resource distribution, impacting poverty alleviation efforts. These SDGs highlight the importance of understanding how customary criminal law intersects with broader issues of justice, equality, and cultural rights in society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01132502 | Hukum Pidana Perikanan | Fisheries Criminal Law | The course Fisheries Criminal Law examines the legal frameworks governing the protection and management of fishery resources. Students learn about offenses related to illegal fishing, environmental impacts, and regulatory compliance. The curriculum emphasizes the importance of sustainable fishing practices and the role of law enforcement in preserving marine ecosystems. | 1. **Goal 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Fisheries law directly relates to managing fish stocks, combating illegal fishing, and protecting marine biodiversity. 2. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting just and inclusive societies, which includes effective legal frameworks and enforcement mechanisms to combat fisheries crimes, such as illegal, unreported, and unregulated (IUU) fishing. 3. **Goal 12: Responsible Consumption and Production** – This goal relates to ensuring sustainable practices in the production and consumption of marine resources, which is central to fisheries law. 4. **Goal 1: No Poverty** – Fisheries play a vital role in the livelihoods of many communities. Sustainable management can help reduce poverty by ensuring food security and economic stability for those dependent on fishing. 5. **Goal 10: Reduced Inequality** – Effective fisheries management can promote equity in resource access, particularly for marginalized communities that rely on fisheries for their livelihood. These SDGs highlight the interconnection between fisheries law, sustainable resource management, and broader social and environmental goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131102 | Hukum Jaminan | Collateral Law | The course Collateral Law focuses on the legal principles surrounding collateral agreements, including guarantees and pledges in financial transactions. Students study the rights and obligations of parties involved in collateral arrangements and the implications for creditors and debtors. The curriculum emphasizes risk management and the importance of collateral in securing loans and other financial agreements. | 1. **Goal 8: Decent Work and Economic Growth** – By understanding collateral and financing mechanisms, the course supports the development of financial systems that can foster sustainable economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Collateral law is crucial for businesses to secure financing for innovation and infrastructure development. 3. **Goal 10: Reduced Inequalities** – Knowledge of collateral can help improve access to credit for marginalized groups, promoting more equitable economic opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Legal frameworks around collateral contribute to fair and effective legal institutions, supporting justice and economic stability. Depending on the course focus, it could also touch on other goals related to responsible consumption and production, as well as partnerships for the goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131202 | Hukum Perlindungan Konsumen | Consumer Protection Law | The course Consumer Protection Law explores the legal frameworks designed to safeguard consumer rights and promote fair trade practices. Students learn about regulations governing product safety, misleading advertising, and consumer redress mechanisms. The curriculum emphasizes the importance of consumer advocacy in promoting market fairness and protecting vulnerable consumers. | 1. **Goal 8: Decent Work and Economic Growth** – By promoting fair business practices and protecting consumers, the course supports economic stability and growth. 2. **Goal 10: Reduced Inequalities** – Consumer protection laws help ensure that all consumers, including marginalized groups, have access to safe products and fair treatment in the marketplace. 3. **Goal 12: Responsible Consumption and Production** – This goal focuses on promoting sustainable practices and reducing waste, which is often a key aspect of consumer protection law. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Effective consumer protection laws contribute to the establishment of fair and transparent legal frameworks, enhancing trust in institutions. 5. **Goal 3: Good Health and Well-Being** – Consumer protection laws often include regulations on product safety, which directly impacts public health. Courses in this area may cover various aspects of consumer rights, business practices, and regulatory frameworks that promote these goals. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131402 | Hukum Kontrak | Contract Law | The course Contract Law examines the principles governing legally binding agreements between parties. Students learn about contract formation, enforcement, and remedies for breaches. The curriculum emphasizes the importance of clear contract drafting and negotiation skills, preparing students for careers in various sectors, including business, real estate, and legal practice. | 1. **Goal 8: Decent Work and Economic Growth** – Contract Law underpins commercial transactions and employment agreements, fostering economic stability and growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Well-defined contracts are essential for promoting partnerships and investments in infrastructure and innovation. 3. **Goal 10: Reduced Inequalities** – Understanding contract law can help protect the rights of marginalized groups in economic transactions, promoting equitable access to opportunities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Contract Law supports the rule of law by ensuring that agreements are enforceable, thus contributing to fair and transparent legal systems. 5. **Goal 12: Responsible Consumption and Production** – Contracts can address sustainability and ethical practices in production and consumption, promoting responsible business conduct. These connections highlight the importance of contract law in facilitating economic interactions and promoting social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131502 | Hukum Waris BW | BW Inheritance Law | The course BW Inheritance Law focuses on the legal principles surrounding inheritance and succession under the Dutch Civil Code (BW). Students study issues related to wills, intestate succession, and the rights of heirs. The curriculum emphasizes the significance of inheritance law in ensuring fair distribution of assets and addressing family dynamics in succession planning. | 1. **Goal 1: No Poverty** – Effective inheritance laws can help ensure the equitable distribution of assets, reducing poverty and economic disparities among families and communities. 2. **Goal 5: Gender Equality** – Inheritance laws can address issues of gender inequality, ensuring that women have equal rights to inherit and manage property. 3. **Goal 10: Reduced Inequalities** – By providing fair inheritance rights, the course can contribute to reducing inequalities within and among communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Inheritance law is essential for establishing legal frameworks that protect individuals’ rights and promote social justice. 5. **Goal 11: Sustainable Cities and Communities** – By facilitating the transfer of property and resources, inheritance laws can contribute to stable and sustainable communities. These connections illustrate how inheritance law plays a crucial role in social justice and economic stability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131602 | Hukum Perbankan dan Lembaga Pembiayaan | Banking Law and Financing Institutions | The course Banking Law and Financing Institutions explores the legal frameworks governing the operation and regulation of banks and financial institutions. Students learn about compliance, risk management, and consumer protection within the banking sector. The curriculum emphasizes the importance of sound legal practices in fostering financial stability and consumer trust. | 1. **Goal 8: Decent Work and Economic Growth** – Banking law underpins financial systems that facilitate economic growth, job creation, and access to credit. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective banking regulations support investments in infrastructure and innovation, driving economic development. 3. **Goal 10: Reduced Inequalities** – Understanding banking law can help improve access to financial services for marginalized populations, promoting financial inclusion. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Strong banking regulations contribute to transparent, accountable financial systems that enhance public trust and stability. 5. **Goal 1: No Poverty** – By facilitating access to credit and financial services, banking law can play a role in poverty reduction and economic empowerment. These connections highlight the critical role of banking law in fostering economic stability, inclusion, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131702 | Hukum Kepailitan | Bankruptcy Law | The course Bankruptcy Law examines the legal processes involved in insolvency and the rights of creditors and debtors. Students learn about the procedures for filing for bankruptcy, the distribution of assets, and the implications of bankruptcy on businesses and individuals. The curriculum emphasizes the importance of understanding bankruptcy law for effective financial management and debt resolution. | 1. **Goal 8: Decent Work and Economic Growth** – Bankruptcy laws help manage business failures in a way that can preserve jobs and facilitate the reorganization of viable enterprises, supporting economic stability. 2. **Goal 10: Reduced Inequalities** – Effective bankruptcy laws can provide protections for vulnerable creditors and ensure equitable treatment in insolvency proceedings, helping to reduce economic disparities. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Bankruptcy law contributes to a fair and transparent legal framework for resolving financial distress, promoting trust in legal institutions. 4. **Goal 1: No Poverty** – By allowing individuals and businesses to reorganize their debts, bankruptcy laws can help prevent financial ruin and provide a path toward recovery, supporting poverty alleviation. 5. **Goal 12: Responsible Consumption and Production** – Bankruptcy proceedings can involve discussions around sustainable business practices and the responsible management of resources. These connections emphasize the importance of bankruptcy law in maintaining economic health, promoting social equity, and ensuring legal integrity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131802 | Klinik Hukum (Mediasi) | Legal Clinic (Mediation) | The course Legal Clinic (Mediation) provides students with hands-on experience in mediation techniques and conflict resolution. Under the guidance of experienced practitioners, students learn to facilitate negotiations and mediate disputes in various contexts. The curriculum emphasizes the importance of communication skills and empathy in achieving amicable solutions, preparing students for careers in alternative dispute resolution. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Mediation promotes peaceful resolution of disputes, enhancing access to justice and supporting strong legal frameworks. 2. **Goal 5: Gender Equality** – Mediation can provide a platform for addressing gender-based disputes and promoting equitable outcomes, thereby supporting women’s rights. 3. **Goal 10: Reduced Inequalities** – Mediation can help empower marginalized groups by providing them with tools to resolve conflicts and assert their rights. 4. **Goal 3: Good Health and Well-Being** – By reducing conflict and promoting cooperation, mediation can contribute to mental well-being and community health. 5. **Goal 4: Quality Education** – Participating in a legal clinic helps students gain practical skills in negotiation and conflict resolution, enhancing their educational experience. These connections highlight the role of mediation in fostering social harmony, equity, and effective dispute resolution. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130702 | Psikologi Hukum | Legal Psychology | The course Legal Psychology explores the intersection of psychology and law, focusing on how psychological principles influence legal processes and decision-making. Students study topics such as eyewitness testimony, jury behavior, and the mental health aspects of legal cases. The curriculum emphasizes the importance of understanding human behavior in the legal context, preparing students for careers in legal practice or forensic psychology. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Legal psychology contributes to understanding the psychological aspects of legal processes, enhancing access to justice and promoting fair legal outcomes. 2. **Goal 3: Good Health and Well-Being** – This field examines mental health issues related to the legal system, including the psychological impact of crime, victimization, and the judicial process. 3. **Goal 10: Reduced Inequalities** – Legal psychology can help address biases and inequalities within the legal system by studying how psychological factors affect marginalized groups. 4. **Goal 4: Quality Education** – The course may include education on the intersection of psychology and law, fostering critical thinking and analytical skills in students. 5. **Goal 17: Partnerships for the Goals** – Collaboration between legal and psychological professionals can enhance research and practices that promote justice and well-being. These connections illustrate how legal psychology plays a vital role in improving legal systems, supporting mental health, and promoting social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130802 | Perancangan Perundang-Undangan | Drafting of Legislation | The course Drafting of Legislation focuses on the principles and techniques of legislative drafting. Students learn about the structure of legal texts, clarity in language, and the importance of precise wording. The curriculum emphasizes practical skills in drafting bills and regulations, preparing students for careers in policy-making and legislative affairs. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Effective legislative drafting is crucial for creating laws that promote justice, accountability, and transparency within legal systems. 2. **Goal 4: Quality Education** – The course enhances students’ skills in understanding and crafting legislation, contributing to their educational development. 3. **Goal 10: Reduced Inequalities** – Well-drafted legislation can address social inequalities and promote inclusive policies that benefit marginalized groups. 4. **Goal 8: Decent Work and Economic Growth** – Legislation that regulates labor markets and business practices can foster economic growth and protect workers’ rights. 5. **Goal 12: Responsible Consumption and Production** – Drafting laws related to environmental protection and sustainable practices can support responsible consumption and production. These connections highlight the importance of effective legislative drafting in shaping policies that promote justice, equity, and sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130902 | Hukum Diplomatik dan Hub. Internasional | Diplomatic Law and Hub. International | The course Diplomatic Law and International Relations examines the legal principles governing diplomatic relations and the roles of international organizations. Students learn about treaties, diplomatic immunity, and the rights and obligations of states in the international arena. The curriculum emphasizes the importance of diplomatic law in fostering peaceful relations and cooperation among nations. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Diplomatic law plays a key role in maintaining international peace and security, facilitating conflict resolution, and promoting justice among nations. 2. **Goal 17: Partnerships for the Goals** – The course emphasizes international cooperation and partnerships, essential for addressing global challenges and achieving sustainable development. 3. **Goal 4: Quality Education** – By providing students with knowledge about international legal frameworks and diplomatic practices, the course contributes to their educational development. 4. **Goal 10: Reduced Inequalities** – Understanding international law can help address global inequalities and promote human rights across nations. 5. **Goal 5: Gender Equality** – Diplomatic engagement often includes discussions on gender issues and the promotion of women’s rights in international contexts. These connections illustrate how diplomatic law and international relations contribute to global stability, cooperation, and equitable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01131002 | Perancangan Kontrak | Contract Design | The course Contract Design focuses on the practical aspects of creating effective and enforceable contracts. Students learn about the essential elements of contract design, including clarity, specificity, and compliance with legal standards. The curriculum emphasizes real-world applications and best practices in contract drafting, preparing students for roles in legal practice and business negotiations. | 1. **Goal 8: Decent Work and Economic Growth** – Well-designed contracts support fair business practices, foster economic transactions, and contribute to a stable economic environment. 2. **Goal 10: Reduced Inequalities** – Understanding contract design can help ensure equitable terms and conditions that protect vulnerable parties, promoting fairness in economic dealings. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Effective contract design reinforces legal frameworks and promotes trust in institutions by ensuring clarity and enforceability. 4. **Goal 12: Responsible Consumption and Production** – Contracts can be structured to include sustainability clauses, promoting responsible practices and ethical business behavior. 5. **Goal 4: Quality Education** – The course enhances students’ practical skills in legal drafting and negotiation, contributing to their overall educational development. These connections highlight the significance of contract design in facilitating fair economic interactions and promoting social justice and sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140102 | Seminar Usulan Penelitian | Research Proposal Seminar | The course Research Proposal Seminar provides students with the skills needed to develop and present research proposals effectively. Students learn about research methodologies, literature reviews, and project planning. The curriculum emphasizes critical thinking and effective communication, preparing students for advanced academic research or professional projects. | 1. **Quality Education (SDG 4)**: Promoting inclusive and equitable quality education and fostering lifelong learning opportunities. 2. **Gender Equality (SDG 5)**: Encouraging research that addresses gender disparities and promotes equal opportunities. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Supporting research that drives innovation and enhances infrastructure. 4. **Reduced Inequalities (SDG 10)**: Fostering research that aims to reduce inequalities within and among countries. 5. **Partnerships for the Goals (SDG 17)**: Emphasizing collaboration between various stakeholders in research efforts. The specific goals addressed can vary based on the seminar’s thematic focus and the disciplines represented. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140202 | Ujian Akhir Sarjana | Bachelor’s Final Examination | The course Bachelor’s Final Examination serves as a capstone assessment for students in their final year. It evaluates their comprehensive understanding of legal principles and their ability to apply knowledge in practical scenarios. The curriculum emphasizes preparation and revision strategies, ensuring students are ready to demonstrate their competencies before graduation. | 1. **Quality Education (SDG 4)**: Ensuring students demonstrate knowledge and skills acquired during their studies. 2. **Gender Equality (SDG 5)**: If projects explore gender issues, promoting equality in research topics and methodologies. 3. **Decent Work and Economic Growth (SDG 8)**: Focusing on research that supports sustainable economic growth and employment. 4. **Reduced Inequalities (SDG 10)**: Encouraging students to address social inequalities in their research. 5. **Climate Action (SDG 13)**: If applicable, incorporating environmental sustainability into research projects. 6. **Partnerships for the Goals (SDG 17)**: Highlighting collaboration in research efforts across disciplines or with external organizations. The specific SDGs covered will depend on the individual projects and areas of research chosen by the students. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01140304 | Tugas Akhir | Thesis | The Thesis course is a culminating academic project that allows students to conduct in-depth research on a specific topic within their field of study. Students are guided through the process of formulating a research question, conducting literature reviews, designing and implementing research methodologies, and analyzing data. The course emphasizes critical thinking, academic writing, and the presentation of findings. Throughout the thesis process, students work closely with faculty advisors to refine their research and ensure academic rigor. By the end of the course, students produce a comprehensive written document that demonstrates their ability to engage in scholarly research, contributing new insights to their discipline. Successful completion of the thesis is often a requirement for graduation in graduate programs. | 1. **Quality Education (SDG 4)**: Emphasizing the importance of research and critical thinking in higher education. 2. **Gender Equality (SDG 5)**: If the thesis examines gender issues or aims to promote gender equity. 3. **Good Health and Well-Being (SDG 3)**: Addressing public health issues or wellness in research. 4. **Decent Work and Economic Growth (SDG 8)**: Focusing on sustainable economic practices and labor conditions. 5. **Reduced Inequalities (SDG 10)**: Investigating social justice, inequality, and inclusive practices. 6. **Sustainable Cities and Communities (SDG 11)**: If the research addresses urban development or community sustainability. 7. **Climate Action (SDG 13)**: Engaging with environmental challenges and climate change solutions. 8. **Partnerships for the Goals (SDG 17)**: Highlighting collaborative approaches in research methodologies or partnerships. The specific SDGs will depend on the individual focus of the thesis and the field of study. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01122102 | Hukum dan Hak Asasi Manusia | Law and Human Rights | Law and Human Rights is a course that explores the intersection of legal principles and human rights advocacy. It covers key topics such as the foundations of human rights, international human rights law, and the role of national and international institutions in protecting rights. Students examine various human rights issues, including civil liberties, social justice, and the impact of discrimination based on race, gender, and sexuality. The course emphasizes critical analysis of legal frameworks, case law, and the effectiveness of human rights mechanisms in promoting justice and accountability. Through case studies and discussions, students develop an understanding of the challenges and opportunities in advancing human rights globally. By the end of the course, students are equipped to engage with human rights issues in legal and policy contexts and advocate for social change. | 1. **Quality Education (SDG 4)**: Promoting inclusive and equitable education about human rights and legal frameworks. 2. **Gender Equality (SDG 5)**: Addressing issues of gender-based discrimination and advocating for women’s rights. 3. **Reduced Inequalities (SDG 10)**: Focusing on legal protections for marginalized and vulnerable groups to reduce inequalities. 4. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, emphasizing the importance of justice systems, rule of law, and human rights protection. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration among governments, civil society, and other stakeholders to promote human rights. These goals can be explored through case studies, legal analysis, and discussions about the role of law in advancing human rights globally. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130102 | Hukum Perburuhan | Labor Law | The course Labor Law examines the legal framework governing the relationship between employers and employees. Students explore topics such as employment contracts, workers’ rights, collective bargaining, and dispute resolution mechanisms. The curriculum emphasizes the role of labor law in promoting fair labor practices and protecting workers from exploitation, preparing students for careers in human resources, labor relations, or legal practice. | 1. **Decent Work and Economic Growth (SDG 8)**: Central to labor law, focusing on promoting safe and secure working environments, fair wages, and workers’ rights. 2. **Reduced Inequalities (SDG 10)**: Examining legal protections against discrimination and promoting equal opportunities for all workers. 3. **Gender Equality (SDG 5)**: Addressing issues such as pay equity and workplace discrimination based on gender. 4. **No Poverty (SDG 1)**: Discussing how labor rights can contribute to poverty alleviation through fair employment practices. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration between governments, employers, and workers’ organizations to enhance labor standards. These goals are often explored through case studies, legal frameworks, and discussions on the impact of labor law on society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130202 | Hukum Keuangan Negara | State Financial Law | The course State Financial Law focuses on the legal principles governing public finance and budgeting processes. Students learn about fiscal policies, state revenues, and expenditures, as well as the legal frameworks for financial accountability and transparency. The curriculum emphasizes the importance of financial law in ensuring responsible governance and effective resource management within the public sector. | 1. **Reduced Inequalities (SDG 10)**: Addressing issues related to equitable taxation, social welfare funding, and resource distribution. 2. **Decent Work and Economic Growth (SDG 8)**: Exploring the impact of state financial policies on economic growth and employment. 3. **Sustainable Cities and Communities (SDG 11)**: Examining funding for infrastructure and services that contribute to sustainable urban development. 4. **Partnerships for the Goals (SDG 17)**: Discussing collaboration between state entities and stakeholders in financial law and public finance management. 5. **No Poverty (SDG 1)**: Analyzing how state financial policies can support poverty reduction initiatives. These SDGs can be addressed through case studies, policy analysis, and discussions on the implications of financial law for governance and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130302 | Hukum Perjanjian Internasional | International Treaty Law | The course International Treaty Law explores the principles and processes governing the formation, interpretation, and enforcement of international treaties. Students learn about the legal status of treaties, the role of international organizations, and issues of compliance and dispute resolution. The curriculum prepares students for careers in international relations, diplomacy, and international law. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to treaty law, focusing on promoting peaceful and inclusive societies, access to justice, and effective institutions. 2. **Partnerships for the Goals (SDG 17)**: Emphasizing the importance of international cooperation and partnerships in treaty negotiation and implementation. 3. **Climate Action (SDG 13)**: Addressing treaties related to environmental protection and climate change, such as the Paris Agreement. 4. **Quality Education (SDG 4)**: Promoting knowledge about international law and the role of treaties in global governance and education. 5. **Gender Equality (SDG 5)**: Examining treaties that address gender rights and promote equality at the international level. These SDGs can be explored through case studies of significant treaties, discussions on their implications, and analyses of how they advance global objectives. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130402 | Hukum Acara Mahkamah Konstitusi | Constitutional Court Procedural Law | The course Constitutional Court Procedural Law examines the rules and procedures governing cases brought before constitutional courts. Students study the jurisdiction of these courts, the process for filing constitutional complaints, and the implications of court rulings. The curriculum emphasizes the role of constitutional courts in upholding constitutional rights and maintaining the rule of law in a democratic society. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, focusing on the role of constitutional courts in upholding justice, rule of law, and protecting rights. 2. **Reduced Inequalities (SDG 10)**: Examining how procedural law ensures equal access to justice for all individuals, particularly marginalized groups. 3. **Quality Education (SDG 4)**: Promoting understanding of constitutional principles and legal procedures, fostering informed citizenship. 4. **Gender Equality (SDG 5)**: Exploring cases and procedures that address gender rights and promote equality within constitutional frameworks. 5. **Partnerships for the Goals (SDG 17)**: Encouraging collaboration among various legal institutions and civil society to enhance the effectiveness of constitutional adjudication. These goals can be explored through case studies, discussions on landmark decisions, and analyses of the procedural aspects that ensure fair legal processes. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130502 | Filsafat Hukum dan Etika Profesi | Legal Philosophy and Professional Ethics | The course Legal Philosophy and Professional Ethics explores the theoretical foundations of law and the ethical responsibilities of legal professionals. Students examine key philosophical concepts related to justice, rights, and morality, while also analyzing ethical dilemmas faced by lawyers and judges. The curriculum prepares students to navigate complex legal and moral issues in their professional careers. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Examining the philosophical foundations of law and justice, and the importance of ethical practices in legal institutions. 2. **Reduced Inequalities (SDG 10)**: Discussing ethical considerations in law that promote fairness, equity, and justice for marginalized groups. 3. **Quality Education (SDG 4)**: Encouraging critical thinking and ethical reasoning, contributing to a well-informed legal profession. 4. **Gender Equality (SDG 5)**: Analyzing ethical issues related to gender rights and discrimination in legal practices. 5. **Partnerships for the Goals (SDG 17)**: Highlighting the importance of ethical collaboration and professionalism within the legal community. These SDGs can be explored through philosophical texts, case studies, and discussions about the role of ethics in legal decision-making and professional conduct. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01130602 | Hukum Acara Peradilan Agama | Religious Court Procedure Law | The course Religious Court Procedure Law focuses on the legal processes and procedures within religious courts, often addressing family and personal status matters. Students learn about the jurisdiction, functions, and decision-making processes of religious courts in various legal systems. The curriculum emphasizes the importance of understanding religious law in the context of contemporary legal issues. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Focusing on the role of religious courts in the justice system and their impact on conflict resolution and community harmony. 2. **Reduced Inequalities (SDG 10)**: Examining how religious courts address issues of inequality and provide access to justice for specific communities. 3. **Gender Equality (SDG 5)**: Analyzing the treatment of gender issues within religious legal frameworks and the procedural rights of women. 4. **Quality Education (SDG 4)**: Promoting understanding of legal principles and procedural fairness in religious court systems, contributing to informed citizenship. 5. **Partnerships for the Goals (SDG 17)**: Highlighting the importance of collaboration between religious institutions and state legal systems to promote justice and respect for diverse legal traditions. These SDGs can be explored through case studies, comparative analyses, and discussions on the implications of religious legal practices in contemporary society. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121402 | Hukum Konstitusi | Constitutional Law | The course Constitutional Law examines the structure and principles of a state’s constitution, including the separation of powers, checks and balances, and fundamental rights. Students study landmark cases and constitutional interpretation, analyzing how constitutional law shapes governance and protects individual liberties. The curriculum prepares students for roles in public service, advocacy, and legal scholarship. | 1. **Peace, Justice, and Strong Institutions (SDG 16)**: Central to the course, focusing on the principles of justice, rule of law, and the protection of fundamental rights within constitutional frameworks. 2. **Reduced Inequalities (SDG 10)**: Examining constitutional provisions that promote equality and protect marginalized groups from discrimination. 3. **Quality Education (SDG 4)**: Encouraging understanding of constitutional principles, rights, and governance, contributing to informed and engaged citizenship. 4. **Gender Equality (SDG 5)**: Analyzing constitutional guarantees related to gender rights and the legal protections afforded to women and gender minorities. 5. **Sustainable Cities and Communities (SDG 11)**: Exploring the role of constitutional law in urban governance and community rights. These goals can be explored through case studies, constitutional analysis, and discussions on the impact of constitutional law on society and governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121502 | Hukum Kemaritiman | Maritime Law | The course Maritime Law focuses on the legal principles governing shipping, navigation, and marine resources. Students learn about international conventions, liability issues, and the regulation of maritime activities. The curriculum emphasizes the complexities of maritime disputes and environmental considerations, preparing students for careers in shipping, international trade, and environmental law. | 1. **SDG 14: Life Below Water** – Focus on the conservation and sustainable use of oceans, seas, and marine resources, addressing issues such as marine biodiversity, pollution, and sustainable fishing practices. 2. **SDG 13: Climate Action** – Examines the impacts of climate change on maritime activities, including regulations regarding shipping emissions and adaptation measures for coastal communities. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Discusses legal frameworks governing maritime trade and transportation, promoting innovation in shipping and infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Explores regulations on sustainable shipping practices and the management of marine resources to reduce environmental impacts. 5. **SDG 1: No Poverty** – Examines the role of maritime law in supporting the livelihoods of coastal and fishing communities, emphasizing the importance of equitable access to marine resources. This course emphasizes the legal frameworks that govern maritime activities, promoting sustainable development and responsible use of ocean resources. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121602 | Hukum Acara Perdata | Civil Procedure Law | The course Civil Procedure Law examines the rules and processes governing civil litigation. Students learn about the stages of a civil lawsuit, including pleadings, discovery, and trial procedures. The curriculum emphasizes the importance of procedural law in ensuring fair and efficient resolution of disputes, equipping students for careers in litigation or dispute resolution. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring fair and transparent civil litigation processes, protecting individuals’ rights, and promoting access to justice for all. 2. **SDG 10: Reduced Inequalities** – Examines how civil procedure laws can address social inequalities, ensuring equitable access to legal remedies for marginalized individuals and communities. 3. **SDG 5: Gender Equality** – Explores the role of civil procedure in addressing gender-related issues, including domestic violence and discrimination, thereby enhancing the protection of women’s rights. 4. **SDG 3: Good Health and Well-being** – Discusses the implications of civil legal processes on mental health and the importance of fair procedures in promoting well-being for individuals involved in civil disputes. 5. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding civil procedures and the role of law in societal interactions. This course underscores the importance of procedural justice in civil matters, fostering a legal environment that supports fair resolutions and enhances public trust in the legal system. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121702 | Hukum Acara Pidana | Criminal Procedure Law | The course Criminal Procedure Law explores the legal framework governing the prosecution of criminal offenses. Students study the rights of the accused, trial processes, and the roles of law enforcement and the judiciary. The curriculum emphasizes the balance between individual rights and public safety, preparing students for careers in criminal justice, law enforcement, or legal defense. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring fair and transparent criminal justice processes, protecting individuals’ rights, and promoting the rule of law. 2. **SDG 10: Reduced Inequalities** – Examines how criminal procedure laws can address social inequalities, ensuring that marginalized groups receive equitable treatment in the justice system. 3. **SDG 5: Gender Equality** – Explores issues related to gender-based violence and the treatment of women within the criminal justice system, emphasizing the importance of protecting victims’ rights. 4. **SDG 3: Good Health and Well-being** – Discusses the impact of criminal justice procedures on mental health, rehabilitation, and the well-being of individuals involved in the system. 5. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding criminal procedures and promoting informed participation in the justice system. This course highlights the critical role of procedural justice in maintaining a fair legal system, protecting rights, and fostering public trust in criminal justice institutions. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121802 | Hukum Acara Peradilan Tata Usaha Negara | State Administrative Court Procedure Law | The course State Administrative Court Procedure Law focuses on the processes and procedures within administrative courts that handle disputes between citizens and the state. Students learn about the principles of administrative justice, the types of cases heard, and the rights of parties involved. The curriculum emphasizes the role of administrative courts in ensuring accountability and fairness in public administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on ensuring access to justice through administrative courts, promoting fair and transparent legal processes in state administration. 2. **SDG 10: Reduced Inequalities** – Examines how administrative court procedures can address issues of inequality, ensuring that marginalized individuals and communities can challenge administrative decisions. 3. **SDG 1: No Poverty** – Explores the impact of administrative law on social welfare, rights, and access to services that affect poverty alleviation and social justice. 4. **SDG 4: Quality Education** – Emphasizes the importance of understanding legal procedures in administrative courts as part of legal education and civic awareness. 5. **SDG 17: Partnerships for the Goals** – Highlights the role of collaboration between legal institutions, civil society, and government in improving administrative justice and accountability. This course emphasizes the legal frameworks governing state administrative processes and the importance of procedural justice in upholding rights and promoting effective governance. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121902 | Hukum Telematika | Telematics Law | The course Telematics Law examines the legal issues surrounding telecommunications and digital technology. Students study topics such as data protection, intellectual property rights, and cybersecurity regulations. The curriculum emphasizes the importance of understanding the evolving legal landscape of technology in a globalized world, preparing students for careers in tech law or policy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focus on the legal frameworks that support the development and regulation of telematics, promoting innovation in communication and information technologies. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Examines issues related to data protection, privacy, and cybersecurity, ensuring trust in digital communications and justice in the digital sphere. 3. **SDG 10: Reduced Inequalities** – Explores the role of telematics in bridging the digital divide, ensuring equitable access to technology and information for marginalized communities. 4. **SDG 12: Responsible Consumption and Production** – Discusses regulations concerning sustainable practices in the production and consumption of telematics technologies, including e-waste management. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between governments, private sectors, and civil society in promoting effective telematics regulations and innovations. This course addresses the intersection of law, technology, and society, emphasizing the importance of legal frameworks in promoting sustainable development through telematics. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01122002 | Hukum Lingkungan | Environmental Law | The course Environmental Law explores the legal frameworks established to protect the environment and regulate natural resources. Students learn about international treaties, national regulations, and the role of environmental advocacy. The curriculum emphasizes the importance of balancing economic development with environmental sustainability, preparing students for careers in environmental policy and law. | 1. **SDG 13: Climate Action** – Focus on legal frameworks addressing climate change, mitigation strategies, and adaptation measures. 2. **SDG 15: Life on Land** – Examines laws related to biodiversity conservation, land use, deforestation, and sustainable land management. 3. **SDG 12: Responsible Consumption and Production** – Discusses regulations aimed at promoting sustainable practices, waste management, and resource conservation. 4. **SDG 6: Clean Water and Sanitation** – Explores legal protections for water resources, pollution control, and access to clean water. 5. **SDG 11: Sustainable Cities and Communities** – Focus on urban planning laws that promote sustainable development, reduce environmental impacts, and enhance community resilience. This course emphasizes the importance of legal frameworks in protecting the environment and promoting sustainable development practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120702 | Pengantar Sosiologi Hukum | Introduction to Legal Sociology | The course Introduction to Legal Sociology examines the relationship between law and society, focusing on how social factors influence legal systems and vice versa. Students explore topics such as legal culture, the role of law in social change, and the impact of social movements on legal reform. The curriculum encourages critical thinking about the societal implications of legal practices. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on understanding the relationship between law, society, and justice, exploring how legal systems impact social order and governance. 2. **SDG 10: Reduced Inequalities** – Examines how laws and legal practices can contribute to or alleviate social inequalities and injustices within various communities. 3. **SDG 5: Gender Equality** – Investigates the role of law in shaping gender relations, rights, and social norms, highlighting issues related to gender-based discrimination and advocacy for women’s rights. 4. **SDG 3: Good Health and Well-being** – Explores how legal frameworks influence public health policies and access to healthcare, including issues of health equity and social determinants of health. 5. **SDG 4: Quality Education** – Emphasizes the importance of education in fostering an understanding of legal systems and their societal implications, contributing to informed citizenship. This course examines the interplay between legal norms and social structures, highlighting the importance of law in shaping societal outcomes and promoting justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120802 | PIP: Hukum Laut | PIP: Law of the Sea | The course PIP: Law of the Sea focuses on the legal principles governing maritime activities and the rights of states in oceanic areas. Students learn about the United Nations Convention on the Law of the Sea, territorial waters, and resource management. The curriculum emphasizes the significance of maritime law in addressing global challenges, such as piracy and environmental protection. | 1. **SDG 14: Life Below Water** – Focus on the conservation and sustainable use of oceans, seas, and marine resources, addressing issues like overfishing, marine biodiversity, and pollution. 2. **SDG 13: Climate Action** – Examines the impacts of climate change on ocean ecosystems and coastal communities, as well as international legal frameworks for climate change adaptation and mitigation. 3. **SDG 12: Responsible Consumption and Production** – Discusses sustainable practices in marine resource management and the importance of reducing marine pollution and waste. 4. **SDG 1: No Poverty** – Explores how the law of the sea can affect the livelihoods of coastal communities and support sustainable economic development in developing countries. 5. **SDG 17: Partnerships for the Goals** – Emphasizes the importance of international cooperation and partnerships in addressing transboundary marine issues and achieving sustainable ocean governance. This course highlights the legal frameworks that govern ocean use, conservation, and international cooperation for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120903 | Hukum Tata Negara | Constitutional law | The course Constitutional Law (repeated title) provides an in-depth analysis of constitutional principles, governance structures, and the protection of rights. Students explore the interpretation of constitutions through landmark cases and legal doctrines. The curriculum prepares students for advanced study in constitutional issues, advocacy, and public policy. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the rule of law, protection of human rights, and the functioning of democratic institutions as established by constitutional frameworks. 2. **SDG 10: Reduced Inequalities** – Examines how constitutional provisions can address social and economic inequalities, ensuring equal rights for all citizens. 3. **SDG 5: Gender Equality** – Analyzes constitutional guarantees for gender equality and protections against discrimination based on sex. 4. **SDG 4: Quality Education** – Emphasizes the importance of constitutional law education in fostering informed citizenship and understanding of rights and responsibilities. 5. **SDG 1: No Poverty** – Discusses the role of constitutional rights in addressing poverty and ensuring access to basic needs and social justice. This course highlights the foundational principles of governance, individual rights, and the relationship between law and social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121002 | Hak Kekayaan Intelektual | Intellectual Property Rights | The course Intellectual Property Rights examines the legal protections available for inventions, trademarks, copyrights, and trade secrets. Students learn about the processes for obtaining and enforcing intellectual property rights, as well as the implications of infringement. The curriculum emphasizes the importance of intellectual property in fostering innovation and creativity in a global economy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focus on protecting innovations and fostering creativity through intellectual property rights, which are essential for encouraging research and development in industries. 2. **SDG 8: Decent Work and Economic Growth** – Examines how strong intellectual property protection can stimulate economic growth by encouraging entrepreneurship and creating jobs. 3. **SDG 10: Reduced Inequalities** – Discusses the role of intellectual property in promoting equitable access to technology and knowledge, potentially reducing disparities between developed and developing countries. 4. **SDG 4: Quality Education** – Addresses the importance of intellectual property in educational settings, including access to educational resources and the role of copyright in promoting learning. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the need for effective legal frameworks to protect intellectual property, ensuring justice and promoting trust in the legal system. This course emphasizes the significance of intellectual property rights in fostering innovation, economic development, and social equity. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121102 | Metode Penelitian dan Penulisan Hukum | Legal Research and Writing Methods | The course Legal Research and Writing Methods focuses on developing essential research and writing skills for legal practice. Students learn how to conduct effective legal research, analyze case law, and draft legal documents. The curriculum emphasizes clarity, precision, and proper citation in legal writing, preparing students for successful careers in law. | 1. **SDG 4: Quality Education** – Focus on enhancing legal education through the development of research and writing skills essential for effective legal practice and scholarship. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of legal research in promoting justice, accountability, and informed decision-making within legal systems. 3. **SDG 10: Reduced Inequalities** – Examines how effective legal research can support advocacy efforts aimed at addressing social and economic inequalities. 4. **SDG 17: Partnerships for the Goals** – Encourages collaboration among legal professionals and institutions to enhance research efforts and share knowledge for promoting the rule of law. 5. **SDG 5: Gender Equality** – Highlights the importance of legal research in uncovering issues related to gender equality and advocating for women’s rights within legal frameworks. This course emphasizes the foundational skills necessary for legal practitioners to engage in informed, effective advocacy and contribute to social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121203 | Hukum Islam | Islamic Law | The course Islamic Law explores the principles and sources of law in Islamic tradition, including Sharia, jurisprudence, and ethical considerations. Students study the application of Islamic law in various contexts, such as family, contracts, and criminal justice. The curriculum emphasizes the role of Islamic law in contemporary legal systems and its interaction with secular law. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting justice, legal frameworks, and effective governance based on principles of fairness and accountability in Islamic law. 2. **SDG 5: Gender Equality** – Explores issues of gender rights and protections within the framework of Islamic law, including women’s rights in marriage, inheritance, and social participation. 3. **SDG 10: Reduced Inequalities** – Examines how Islamic law addresses social and economic inequalities, including mechanisms for wealth distribution and social justice. 4. **SDG 1: No Poverty** – Discusses principles related to economic justice, zakat (almsgiving), and their role in poverty alleviation within Islamic teachings. 5. **SDG 3: Good Health and Well-being** – Investigates laws related to health and family matters, including reproductive health and welfare issues. This course emphasizes the relevance of Islamic law to social justice, equality, and ethical governance, aligning with various aspects of sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01121303 | Hukum Pajak | Tax Law | The course Tax Law examines the legal principles governing taxation, including income tax, corporate tax, and property tax. Students learn about tax policy, compliance, and dispute resolution processes. The curriculum emphasizes the importance of tax law in public finance and the economic implications of tax policy, preparing students for careers in tax consulting, government, or legal practice. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on how tax policies can promote economic growth, job creation, and sustainable economic development. 2. **SDG 10: Reduced Inequalities** – Examines progressive tax systems aimed at reducing income and wealth inequality, ensuring fair tax burdens. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the role of transparent and accountable tax systems in building trust in public institutions and governance. 4. **SDG 1: No Poverty** – Explores how tax revenues can be utilized for social programs that alleviate poverty and improve living standards. 5. **SDG 12: Responsible Consumption and Production** – Investigates tax incentives that promote sustainable business practices and responsible consumption. This course addresses the intersection of tax law with economic, social, and environmental policies, highlighting its importance for sustainable development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110904 | Hukum Administrasi Negara | State Administrative Law | The course State Administrative Law focuses on the legal framework governing the actions and decisions of government agencies. Students explore principles of administrative justice, the rights of citizens, and the processes for challenging administrative decisions. The curriculum emphasizes the importance of accountability and transparency in public administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting accountable governance, rule of law, and effective public administration. 2. **SDG 10: Reduced Inequalities** – Examines how administrative law can address issues of social and economic inequality through equitable public service delivery. 3. **SDG 5: Gender Equality** – Investigates how administrative laws and policies promote gender equality and the inclusion of women in decision-making processes. 4. **SDG 4: Quality Education** – Emphasizes the importance of legal education in understanding the administrative framework and its impact on public policy and governance. 5. **SDG 8: Decent Work and Economic Growth** – Explores the role of state administration in creating policies that support economic growth and labor rights. This course emphasizes the legal frameworks that govern state actions, focusing on accountability, transparency, and promoting social justice. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120103 | Hukum Agraria | Agrarian Law | The course Agrarian Law examines the legal aspects of land ownership, use, and management in relation to agricultural practices. Students study land tenure systems, land reforms, and disputes arising from land issues. The curriculum emphasizes the role of agrarian law in promoting sustainable land use and addressing social justice in agricultural communities. | 1. **SDG 2: Zero Hunger** – Focus on laws related to land use, agricultural practices, and food security to promote sustainable food production. 2. **SDG 15: Life on Land** – Emphasizes sustainable land management, biodiversity conservation, and the legal frameworks governing land rights. 3. **SDG 1: No Poverty** – Examines how land rights and agrarian laws can contribute to poverty alleviation and improve livelihoods in rural communities. 4. **SDG 12: Responsible Consumption and Production** – Addresses sustainable agricultural practices and responsible use of natural resources in farming. 5. **SDG 10: Reduced Inequalities** – Focuses on land tenure laws and their role in reducing inequalities, particularly for marginalized communities and smallholder farmers. This course highlights the intersection of law, land use, agriculture, and sustainable development, emphasizing the importance of equitable land policies. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120303 | Hukum Perikatan | Engagement Law | The course Engagement Law delves into the legal principles surrounding contracts and obligations. Students learn about the formation, interpretation, and enforcement of contracts, as well as remedies for breaches. The curriculum equips students with a solid understanding of engagement law, essential for various legal practices and business transactions. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting access to justice, legal engagement, and the role of law in community participation and governance. 2. **SDG 10: Reduced Inequalities** – Examines legal frameworks that address social inequalities and promote equitable participation in legal processes. 3. **SDG 5: Gender Equality** – Investigates legal issues related to gender, including women’s rights and participation in legal and civic engagement. 4. **SDG 4: Quality Education** – Emphasizes the importance of legal education and awareness in empowering individuals to engage with the legal system effectively. 5. **SDG 17: Partnerships for the Goals** – Highlights the role of collaboration and community engagement in achieving legal reforms and social justice. This course focuses on the relationship between law and community engagement, highlighting the importance of inclusive legal practices. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120202 | Kewirausahaan | Entrepreneurship | The course Entrepreneurship explores the concepts and skills necessary for starting and managing a business. Students learn about business planning, financing, marketing strategies, and the legal considerations involved in entrepreneurship. The curriculum emphasizes practical applications and encourages innovative thinking in the business context. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on fostering innovation, job creation, and sustainable economic growth through entrepreneurial ventures. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation and development of sustainable business practices, as well as supporting infrastructure for entrepreneurship. 3. **SDG 10: Reduced Inequalities** – Promotes inclusive business models that empower marginalized groups and reduce economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices and corporate social responsibility among new businesses. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration and partnerships in entrepreneurship, fostering networks that support sustainable development. This course emphasizes the role of entrepreneurship in driving economic progress and addressing social and environmental challenges. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120403 | Delik-Delik dalam kodifikasi | Offenses in codification | The course Offenses in Codification examines the codification of criminal offenses within legal systems. Students analyze the principles underlying criminal laws, including definitions, classifications, and punishments. The curriculum emphasizes the relationship between codification and societal values, preparing students for careers in criminal law and justice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the importance of codified laws in promoting justice, ensuring accountability, and building strong legal institutions. 2. **SDG 10: Reduced Inequalities** – Examines how codified offenses can address social inequalities and ensure fair treatment under the law for all individuals. 3. **SDG 5: Gender Equality** – Investigates how codified laws address offenses related to gender-based violence and discrimination, promoting gender equality in legal protections. 4. **SDG 3: Good Health and Well-being** – Explores the intersection of law and public health, particularly regarding offenses that affect community health and safety. 5. **SDG 4: Quality Education** – Emphasizes the importance of understanding legal codes and offenses as part of a broader legal education, contributing to informed citizenship. This course would focus on the significance of codified laws in maintaining social order and promoting justice and equality. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120502 | Hukum Dagang | Commercial Law | The course Commercial Law focuses on the legal principles governing business transactions and commercial relationships. Students study topics such as contracts, sales, agency, and secured transactions. The curriculum emphasizes the importance of commercial law in facilitating trade and protecting the rights of businesses and consumers. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting economic growth, fair labor practices, and creating job opportunities through effective commercial regulations. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Addresses legal frameworks that support industrialization, innovation, and the development of sustainable infrastructure. 3. **SDG 12: Responsible Consumption and Production** – Covers laws related to sustainable business practices, corporate responsibility, and ethical consumption. 4. **SDG 10: Reduced Inequalities** – Examines how commercial laws can address economic inequalities and promote inclusive business practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on the importance of a stable legal framework for fostering business integrity, transparency, and fair dispute resolution. This course emphasizes the role of law in facilitating commerce while ensuring ethical practices and economic growth. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01120602 | Kriminologi | Criminology | The course Criminology provides an in-depth understanding of crime, its causes, and its effects on society. Students explore theories of criminal behavior, the criminal justice system, and social responses to crime. The curriculum encourages critical thinking about crime prevention and the role of law enforcement in maintaining public safety. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on understanding crime, justice systems, and promoting effective institutions to ensure access to justice. 2. **SDG 10: Reduced Inequalities** – Examines how crime and justice affect marginalized and vulnerable populations, addressing social inequalities. 3. **SDG 3: Good Health and Well-being** – Explores the links between crime, violence, and public health, including mental health and substance abuse issues. 4. **SDG 5: Gender Equality** – Investigates issues like gender-based violence, the impact of crime on women, and policies for promoting gender equality in the justice system. 5. **SDG 8: Decent Work and Economic Growth** – Studies the economic factors related to crime and the impact of crime on communities and economic development. This course addresses the complex interactions between crime, society, and justice systems, highlighting the importance of promoting peace, equality, and well-being. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110203 | Pengantar Hukum Indonesia | Introduction to Indonesian Law | The course Introduction to Indonesian Law offers an overview of the legal system in Indonesia, including its historical development, key principles, and institutions. Students learn about various branches of law, including civil, criminal, and administrative law, providing a foundational understanding necessary for further legal studies in Indonesia. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on Indonesia’s legal system, governance, and promoting justice through strong institutions. 2. **SDG 10: Reduced Inequalities** – Examines laws aimed at reducing social, economic, and political inequalities within Indonesian society. 3. **SDG 5: Gender Equality** – Explores Indonesian laws related to gender equality, women’s rights, and protections against gender-based discrimination. 4. **SDG 13: Climate Action** – Relevant environmental laws that address climate change, deforestation, and sustainable resource use in Indonesia. 5. **SDG 15: Life on Land** – Focus on legal frameworks protecting biodiversity, natural resources, and land management in Indonesia. This course likely covers the legal structures that support justice, equality, and sustainable development in Indonesia. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110303 | Ilmu Negara | State Science | The course State Science examines the theory and practice of state governance and political systems. Students study concepts of sovereignty, power, and the role of the state in society. The curriculum emphasizes critical analysis of state functions and the relationship between government and citizens, preparing students for careers in public policy and administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on building effective, accountable, and inclusive institutions, governance systems, and legal frameworks. 2. **SDG 10: Reduced Inequalities** – Exploration of policies and state mechanisms to address social, economic, and political inequalities. 3. **SDG 8: Decent Work and Economic Growth** – Examines how government policies impact economic growth, employment, and fair working conditions. 4. **SDG 5: Gender Equality** – Focus on policies and governance that promote gender equality and women’s participation in public life. 5. **SDG 17: Partnerships for the Goals** – Emphasizes the role of governments in fostering international cooperation and partnerships for sustainable development. This course would analyze the role of the state in promoting justice, equality, and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110403 | Hukum Adat | Customary law | The course Customary Law explores the legal systems based on traditional practices and cultural norms within specific communities. Students learn about the recognition and application of customary law in various contexts, including land disputes and family matters. The curriculum emphasizes the importance of integrating customary law into the formal legal system for social cohesion. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on how customary law contributes to justice systems, social cohesion, and governance in different cultures. 2. **SDG 10: Reduced Inequalities** – Examines how customary law can address or perpetuate social inequalities, particularly in marginalized communities. 3. **SDG 5: Gender Equality** – Explores the impact of customary laws on gender roles and women’s rights, addressing challenges related to equality. 4. **SDG 15: Life on Land** – Customary laws may govern the use of natural resources, impacting sustainable land and resource management in indigenous communities. This course explores the interaction between traditional legal systems and modern justice, touching on issues of equity, governance, and sustainability. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110501 | Ko-Kurikuler | Co-Curricular | The course Co-Curricular provides opportunities for students to engage in activities that complement their academic studies. Students participate in workshops, seminars, and community service, enhancing their practical skills and professional development. The curriculum emphasizes the importance of experiential learning in fostering a well-rounded educational experience. | 1. **SDG 4: Quality Education** – Enhances education by promoting holistic learning and personal development beyond academics. 2. **SDG 3: Good Health and Well-being** – Activities related to sports, mental health, and wellness contribute to students’ overall well-being. 3. **SDG 5: Gender Equality** – Encourages equal participation in extracurricular activities, fostering inclusion and empowerment. 4. **SDG 10: Reduced Inequalities** – Promotes diversity and equal opportunities in participation, breaking down social barriers. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration through teamwork, community service, and global partnerships for achieving broader goals. Co-curricular activities often support personal growth, inclusion, and community engagement aligned with these SDGs. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110603 | Hukum Pidana | Criminal law | The course Criminal Law focuses on the principles and doctrines governing criminal offenses and defenses. Students learn about the elements of crimes, procedures for prosecution, and the rights of defendants. The curriculum emphasizes critical analysis of criminal justice issues, preparing students for careers in law enforcement or legal practice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting justice, building strong legal frameworks, and ensuring access to fair legal systems. 2. **SDG 5: Gender Equality** – Addressing laws related to gender-based violence and ensuring legal protections for women and marginalized groups. 3. **SDG 10: Reduced Inequalities** – Examining how the legal system addresses social inequalities, including race, economic status, and human rights. 4. **SDG 3: Good Health and Well-being** – Laws related to preventing crimes that affect public health, such as drug regulations or violence prevention. Criminal law connects to justice, equality, and maintaining societal well-being through legal systems. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110704 | Hukum Perdata | Civil law | The course Civil Law examines the legal principles governing private rights and obligations. Students study areas such as torts, contracts, family law, and property law. The curriculum emphasizes the role of civil law in resolving disputes and protecting individual rights, providing a foundation for further study in various legal fields. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Civil law is essential for promoting justice and the rule of law. It provides mechanisms for resolving disputes, protecting rights, and ensuring accountability. 2. **Goal 10: Reduced Inequalities** – Civil law can address issues of discrimination and inequality by providing legal remedies and protections for marginalized and vulnerable groups. 3. **Goal 5: Gender Equality** – Civil law often encompasses family law, property rights, and issues related to domestic violence, which are crucial for advancing gender equality and protecting women’s rights. 4. **Goal 4: Quality Education** – Civil law education contributes to a better understanding of legal rights and responsibilities, promoting awareness of the legal system and access to justice. 5. **Goal 3: Good Health and Well-Being** – Civil law can intersect with health law in areas such as patient rights, informed consent, and liability issues in healthcare. 6. **Goal 8: Decent Work and Economic Growth** – Civil law regulates contracts, labor relations, and business transactions, which are vital for fostering economic growth and decent work. These goals are interconnected, and discussions in the course may also cover topics such as property rights, tort law, and the impact of civil law on social justice and development. |
| HUKUM | ILMU HUKUM – S1 | Kurikulum Sarjana K-23 | 2023 | 23B01110803 | Hukum Internasional | International Law | The course International Law explores the legal frameworks governing relations between states and international organizations. Students study topics such as treaties, human rights, and international trade law. The curriculum emphasizes the importance of international law in promoting global cooperation and addressing transnational issues, preparing students for careers in international relations or diplomacy. | 1. Peace, Justice, and Strong Institutions (SDG 16): Promotes peaceful dispute resolution and access to justice for global stability. 2. No Poverty (SDG 1): Supports international cooperation frameworks to reduce poverty and promote sustainable development. 3. Quality Education (SDG 4): Advocates for access to quality education through international treaties. 4. Gender Equality (SDG 5): Establishes legal protections against discrimination and promotes gender equity. 5. Sustainable Cities and Communities (SDG 11): Guides policies for urban development and environmental protection. 6. Climate Action (SDG 13): Provides legal frameworks for international cooperation on climate change. International Law is essential for maintaining global order, promoting human rights, and addressing global challenges, significantly contributing to sustainable development goals. If you need more information or examples, just let me know! |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110102 | Pengantar Ilmu Hubungan Internasional | Introduction to International Relations | Introduction to International Relations course typically explores the fundamental concepts, theories, and frameworks that shape the interactions between states and non-state actors on the global stage. | 1. SDG 4: Quality Education Introduction to International Relations supports SDG 4: Quality Education by providing students with a comprehensive understanding of global issues and the political systems that affect them. Knowledge of international relations equips students with the skills necessary to analyze global challenges and propose solutions that are relevant for sustainable development and conflict resolution. This course promotes critical thinking, encourages global citizenship, and fosters a deeper understanding of how international systems work, all of which are fundamental to achieving quality education in a globalized world. 2. SDG 10: Reduced Inequalities International Relations courses often examine global inequalities in wealth, access to resources, power, and opportunities. SDG 10: Reduced Inequalities is directly related to discussions on economic disparities, human rights, development aid, and the political structures that perpetuate inequality. A foundational understanding of global inequality helps students appreciate the root causes of inequality and the role that international institutions, such as the United Nations, World Bank, or WTO, play in addressing issues like poverty, gender equality, and education. 3. SDG 5: Gender Equality In an International Relations course, gender equality can be explored through topics such as women’s empowerment, gender-based violence, sexual and reproductive rights, and the role of women in peace and security. SDG 5: Gender Equality is often addressed in discussions of international law, human rights frameworks, and international organizations like the United Nations Women (UN Women). The course may cover how gender shapes global conflicts, diplomacy, and policies, and the ways in which international institutions work toward gender equality and the empowerment of women globally. 4. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is central to International Relations, which often addresses issues such as conflict resolution, international law, peacekeeping, and the role of institutions like the UN Security Council, International Criminal Court (ICC), and other international organizations in promoting peace and justice. Understanding the frameworks for peacebuilding, humanitarian intervention, and conflict prevention equips students with knowledge to advocate for strong, just institutions that promote international peace, justice, and human rights. 5. SDG 17: Partnerships for the Goals International Relations is heavily concerned with global cooperation, diplomacy, and the role of international organizations and alliances in addressing global challenges. SDG 17: Partnerships for the Goals emphasizes the importance of collaborative action between governments, businesses, civil society, and international organizations to achieve the SDGs. The course highlights the significance of multilateral diplomacy and how states and international institutions collaborate on issues such as climate change, global health, trade, and human rights. 6. SDG 13: Climate Action SDG 13: Climate Action is a growing focus in international relations courses, as climate change is increasingly seen as a global issue requiring international cooperation. Topics such as climate diplomacy, international climate agreements (like the Paris Agreement), and the role of international organizations in managing climate risks are often covered. Students may learn about international environmental law, environmental governance, and how international cooperation can be used to mitigate climate change and address the displacement of populations due to environmental disasters. 7. SDG 3: Good Health and Well-being Global health issues, such as pandemics (e.g., COVID-19), healthcare systems, disease prevention, and access to medicine are also central themes in International Relations. SDG 3: Good Health and Well-being is addressed through the study of international health organizations like the World Health Organization (WHO), global health policy, and health diplomacy. The course may discuss how international organizations, states, and NGOs work together to address global health crises, access to healthcare, and health equity. 8. SDG 4.7: Education for Sustainable Development and Global Citizenship International Relations fosters a sense of global citizenship, as it emphasizes the interconnectedness of global issues and the role of states and individuals in creating a more sustainable and peaceful world. The course encourages education for sustainable development, helping students understand the interactions between international organizations, state policies, and global governance on issues like human rights, environmental sustainability, and peacebuilding. Understanding these relationships helps students contribute to sustainable development goals in their own communities and beyond, preparing them for active roles in global diplomacy and international cooperation. 9. SDG 8: Decent Work and Economic Growth International Relations often includes discussions of global trade, economic integration, development aid, and economic diplomacy. SDG 8: Decent Work and Economic Growth can be addressed by studying trade policies, international economic organizations like the World Trade Organization (WTO), and the role of multinational corporations in the global economy. The course explores how international relations impact economic growth, job creation, and the fight against poverty in different regions, focusing on how international policies shape labor markets and economic opportunities. 10. SDG 6: Clean Water and Sanitation (Indirectly) Global water security and access to clean water is often a topic in international relations, especially in the context of international treaties, transboundary water management, and development cooperation. SDG 6: Clean Water and Sanitation may be addressed by exploring how countries work together to manage shared water resources and tackle water scarcity. Topics such as water diplomacy and sustainable water management practices might be covered, with a focus on the role of international organizations in promoting access to clean water. Conclusion The Introduction to International Relations course aligns with several United Nations Sustainable Development Goals (SDGs), primarily those related to global cooperation, peace, justice, sustainable development, and education. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation (indirectly) By understanding the dynamics of international relations, students are better equipped to engage in global diplomacy, advocate for sustainable development, and work towards a more equitable, peaceful, and just world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131703 | Politik Lingkungan Global | Global Environmental Politics | Global Environmental Politics course examines the intersection of environmental issues and international relations. | 1. SDG 13: Climate Action SDG 13: Climate Action is one of the primary SDGs covered in Global Environmental Politics. The course typically explores climate change policy, international climate agreements (e.g., the Paris Agreement), the role of climate finance, and the political dynamics of global climate governance. Students learn about the political processes that shape climate policy, the role of states and international organizations (such as the United Nations Framework Convention on Climate Change (UNFCCC)), and strategies for mitigating and adapting to climate change. 2. SDG 15: Life on Land SDG 15: Life on Land is closely linked to Global Environmental Politics, particularly through discussions on issues like deforestation, land degradation, biodiversity loss, and land use policies. The course may explore how international agreements (such as the Convention on Biological Diversity) and multilateral efforts address the preservation of ecosystems, sustainable land management, and the conservation of forests and wildlife. Topics such as land tenure, sustainable agriculture, and land protection policies often arise in the context of political debates and global governance. 3. SDG 6: Clean Water and Sanitation SDG 6: Clean Water and Sanitation is directly relevant to the course, as water scarcity, water pollution, and the management of transboundary water resources are often key topics in global environmental politics. The course explores how international agreements, global water governance, and environmental policies address issues like access to clean water, water conservation, and pollution control, especially in developing regions. 4. SDG 12: Responsible Consumption and Production SDG 12: Responsible Consumption and Production is integral to Global Environmental Politics, especially when examining sustainable development and the role of international institutions in promoting sustainable practices. The course may cover topics such as sustainable resource use, green technologies, waste management, and the role of multilateral environmental agreements in promoting circular economies and responsible production at the global level. 5. SDG 7: Affordable and Clean Energy SDG 7: Affordable and Clean Energy is addressed in Global Environmental Politics through discussions on the energy transition, renewable energy policies, and the political economy of energy. The course explores global energy governance, energy security, and the role of international agreements in promoting sustainable energy solutions and energy access for all, particularly in the context of developing countries. 6. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is linked to Global Environmental Politics as the course often explores international environmental law, environmental justice, and the role of international organizations (e.g., UN Environment Programme (UNEP), World Trade Organization (WTO)) in addressing environmental governance and conflict resolution. Environmental conflicts, such as disputes over natural resources, water rights, and land use, are central topics. The course may discuss how strong institutions, both at the national and international levels, are essential for effective environmental protection and ensuring justice in global environmental governance. 7. SDG 17: Partnerships for the Goals SDG 17: Partnerships for the Goals is highly relevant to Global Environmental Politics, as the course focuses on international cooperation and the role of global partnerships in addressing environmental challenges. Students explore the role of multilateral institutions (like the UN, World Bank, and regional organizations), NGOs, and private-sector actors in collaborating on global environmental issues. Partnerships and cross-border cooperation are essential to address complex issues such as climate change, biodiversity, and sustainable development. 8. SDG 11: Sustainable Cities and Communities SDG 11: Sustainable Cities and Communities is another key focus of Global Environmental Politics, particularly in the context of urbanization, sustainable urban development, and the environmental impact of cities. The course examines the political challenges of managing urban growth, sustainable transportation, green infrastructure, and the relationship between urban areas and the natural environment. Discussions may cover the role of international policies in shaping sustainable cities and addressing issues like urban pollution, housing sustainability, and public health in urban settings. 9. SDG 2: Zero Hunger SDG 2: Zero Hunger can be addressed in Global Environmental Politics, particularly when examining the politics of food security, sustainable agriculture, and the environmental impacts of global food systems. Topics such as climate change and its effect on food production, land use policies, food trade, and the role of international organizations (like the Food and Agriculture Organization (FAO)) in promoting sustainable agriculture practices are often discussed in the context of global governance. 10. SDG 14: Life Below Water SDG 14: Life Below Water is closely connected to Global Environmental Politics, as many environmental issues affecting marine life—such as overfishing, ocean pollution, and marine biodiversity conservation—are addressed within the course. The course may explore international environmental agreements like the Convention on the Law of the Sea (UNCLOS), marine protected areas, and the politics of ocean governance to protect marine ecosystems and ensure the sustainable use of ocean resources. Conclusion Global Environmental Politics plays a central role in understanding how the political landscape intersects with environmental issues. The course directly engages with several United Nations Sustainable Development Goals (SDGs), especially those related to the environment, sustainability, and global governance. Here’s a summary of the SDGs most relevant to Global Environmental Politics: SDG 13: Climate Action SDG 15: Life on Land SDG 6: Clean Water and Sanitation SDG 12: Responsible Consumption and Production SDG 7: Affordable and Clean Energy SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 11: Sustainable Cities and Communities SDG 2: Zero Hunger SDG 14: Life Below Water By studying Global Environmental Politics, students are equipped to understand and participate in addressing the global environmental challenges that impact not only the natural world but also human societies, economies, and future generations. The course highlights the importance of international collaboration, strong institutions, and sustainable policies for a better global future. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06144504 | KKN | KKN | “KKN” typically refers to “Kuliah Kerja Nyata,” an Indonesian term meaning “Community Service Learning.” This course involves practical engagement where students work directly with communities to apply their academic knowledge to real-world problems. | 1. SDG 1: No Poverty KKN aims to address poverty and social inequalities by empowering local communities. Students may engage in projects that promote economic development, job creation, and income-generating activities for marginalized groups, helping to reduce poverty at the grassroots level. Projects related to microfinance, entrepreneurship education, and improving access to basic resources directly contribute to SDG 1. 2. SDG 2: Zero Hunger In many KKN programs, students work on initiatives related to food security, agriculture, and nutrition. They may assist in sustainable farming practices, improving access to nutritious food, or teaching communities how to grow their own food in an environmentally friendly way. These activities directly support SDG 2, aiming to eliminate hunger and improve food security in rural and underserved communities. 3. SDG 3: Good Health and Well-being Health-related KKN projects are common and can include health education, disease prevention, sanitation, immunization programs, and mental health awareness. By raising awareness about public health issues, promoting clean water access, and educating local populations on hygiene and nutrition, KKN helps improve the health and well-being of local communities, directly supporting SDG 3. 4. SDG 4: Quality Education KKN frequently involves education initiatives, such as teaching, providing tutoring, or setting up programs for underprivileged children and adults. Students may help improve access to quality education by organizing literacy programs, skill training, or by facilitating the development of educational infrastructure. Projects focusing on education and lifelong learning directly contribute to SDG 4. 5. SDG 5: Gender Equality Many KKN projects address gender equality, including initiatives aimed at empowering women and promoting women’s rights. This could involve creating safe spaces for women, raising awareness about gender-based violence, and advocating for equal educational and economic opportunities for women and girls. By encouraging female participation in community development and decision-making, KKN supports SDG 5. 6. SDG 6: Clean Water and Sanitation Access to clean water and sanitation is a key issue in many rural and underserved communities. KKN students often engage in projects that aim to improve sanitation facilities, clean water access, and hygiene education. Students may help build or maintain clean water infrastructure (e.g., wells, rainwater collection systems), promote water conservation, and provide training on sanitation practices, which directly supports SDG 6. 7. SDG 8: Decent Work and Economic Growth KKN helps promote economic growth by fostering entrepreneurship, skill-building workshops, and employment programs in the local communities. Students may assist with vocational training, business development, and capacity-building to encourage sustainable livelihoods. By supporting local economies and creating opportunities for decent work, KKN directly contributes to SDG 8. 8. SDG 10: Reduced Inequalities One of the core aims of KKN is to help reduce social and economic inequalities in communities. Students work to empower marginalized groups, improve access to education, and raise awareness about social justice. KKN activities often focus on promoting inclusive development and ensuring that vulnerable groups such as people with disabilities, women, and children benefit from community development efforts, thus supporting SDG 10. 9. SDG 11: Sustainable Cities and Communities Many KKN projects are geared toward creating more sustainable communities. This may involve urban planning, environmental conservation, eco-friendly construction, and infrastructure improvement in both rural and urban settings. Students may help develop sustainable livelihoods, public spaces, and green areas, as well as encourage sustainable housing practices, directly supporting SDG 11. 10. SDG 12: Responsible Consumption and Production In the context of KKN, students often promote sustainable consumption and waste management practices. They may run recycling campaigns, promote eco-friendly practices, or teach communities about sustainable farming and resource management. These activities are aimed at reducing waste, improving resource efficiency, and promoting more responsible ways of living, which align with SDG 12. 11. SDG 16: Peace, Justice, and Strong Institutions KKN also involves activities that strengthen local governance and promote social cohesion. Students may participate in programs that foster community leadership, peacebuilding, and conflict resolution. By supporting community participation and enhancing local institutions, KKN helps build more inclusive, transparent, and strong local governance, aligning with SDG 16. 12. SDG 17: Partnerships for the Goals KKN fosters collaboration between universities, local governments, NGOs, and community members, which is central to SDG 17. It emphasizes the importance of multi-stakeholder partnerships to achieve community development goals and support sustainable practices. Through cooperation and partnerships, KKN strengthens efforts toward sustainable development at the grassroots level. Conclusion KKN contributes to a variety of United Nations Sustainable Development Goals (SDGs) by fostering community development, promoting education, improving health, and enhancing local governance. Here’s a summary of the SDGs most relevant to KKN: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals Through its hands-on approach to sustainable development, KKN plays a crucial role in addressing local challenges while contributing to broader global goals, especially those related to poverty reduction, environmental sustainability, and social equality. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06144406 | Tugas Akhir (Skripsi) | Final Project (Thesis) | A Final Project (Thesis) course typically involves the culmination of a student’s academic program, where they apply their knowledge to a specific research question or practical problem. Students are required to conduct independent research, gather data, analyze findings, and present their work in a formal written thesis. The process usually includes a proposal stage, regular consultations with a faculty advisor, and a final defense or presentation of the project. This course is designed to enhance critical thinking, research skills, and the ability to communicate complex ideas effectively. | 1. SDG 1: No Poverty Research on topics such as poverty alleviation, economic development, social safety nets, and microfinance can address issues related to poverty. Theses that examine income inequality, rural development, or the impact of government policies on poverty reduction can contribute to SDG 1. 2. SDG 2: Zero Hunger Theses focused on food security, agriculture, sustainable farming practices, food distribution systems, and nutrition can directly contribute to SDG 2. Topics such as the role of agricultural policies in reducing hunger or climate change impacts on food production may align with this goal. 3. SDG 3: Good Health and Well-being Research on public health, disease prevention, mental health, healthcare systems, and nutrition often falls under this category. A thesis exploring global health challenges, healthcare accessibility, or pandemic responses would contribute to SDG 3. 4. SDG 4: Quality Education A thesis on education policy, teaching methodologies, access to education, or digital learning tools would directly align with SDG 4. Research topics such as inclusive education or education for marginalized communities would also contribute to this goal. 5. SDG 5: Gender Equality Theses that focus on gender equality, women’s empowerment, gender-based violence, and sexual and reproductive rights align with SDG 5. Research that examines gender disparities in education, workplace inequality, or the impact of gender policies would contribute to advancing gender equality. 6. SDG 6: Clean Water and Sanitation Research on water management, sanitation systems, water scarcity, clean water technologies, and policy measures for water security can support SDG 6. A thesis focused on access to safe drinking water, water conservation, or the effects of pollution on water quality would also align with this goal. 7. SDG 7: Affordable and Clean Energy Theses that explore renewable energy, energy access in developing countries, energy efficiency technologies, or sustainable energy systems would support SDG 7. Topics such as the political economy of energy or technological innovations for clean energy are highly relevant. 8. SDG 8: Decent Work and Economic Growth Research on economic development, labor rights, inclusive growth, and job creation fits well with SDG 8. A thesis exploring workplace equality, labor market trends, or the impact of automation on employment would contribute to achieving decent work and sustainable economic growth. 9. SDG 9: Industry, Innovation, and Infrastructure Theses focused on technological innovation, sustainable industries, smart infrastructure, and industrial growth can address SDG 9. Research on the development of sustainable technologies, innovative infrastructure solutions, or the role of innovation in economic development would contribute to this goal. 10. SDG 10: Reduced Inequalities A thesis exploring social inequality, economic disparities, marginalized communities, and inclusive policies aligns with SDG 10. Topics such as reducing inequality in income distribution, education inequality, or discrimination in social systems are key to advancing this goal. 11. SDG 11: Sustainable Cities and Communities Research on urban development, sustainable urban planning, green cities, and smart cities supports SDG 11. A thesis on housing policies, sustainable public transport, or disaster-resilient infrastructure would align with this SDG. 12. SDG 12: Responsible Consumption and Production Theses on sustainable production, circular economy, waste management, and resource efficiency are key to achieving SDG 12. Research topics such as consumer behavior towards sustainability or corporate social responsibility would contribute to reducing environmental impact and promoting sustainable production practices. 13. SDG 13: Climate Action A thesis focusing on climate change, carbon emissions, climate policies, adaptation and mitigation strategies, or climate justice would directly contribute to SDG 13. Research on the economic impacts of climate change, policy frameworks for combating climate change, or climate resilience strategies would be relevant. 14. SDG 14: Life Below Water Theses on marine conservation, ocean pollution, sustainable fisheries, and marine biodiversity align with SDG 14. Topics such as marine protected areas, the impacts of overfishing, or pollution reduction in oceans contribute to preserving life below water. 15. SDG 15: Life on Land Research on biodiversity conservation, deforestation, land use, and ecosystem restoration supports SDG 15. A thesis focused on sustainable land management, wildlife protection, or ecosystem services would contribute to the conservation of life on land. 16. SDG 16: Peace, Justice, and Strong Institutions Theses on human rights, social justice, conflict resolution, and good governance directly align with SDG 16. Research on strengthening democratic institutions, accountability, rule of law, or peacebuilding would support global efforts towards peace and justice. 17. SDG 17: Partnerships for the Goals Research on global partnerships, multilateral cooperation, international agreements, and cross-sectoral collaborations supports SDG 17. A thesis exploring the role of international organizations in achieving the SDGs or partnerships for sustainable development would be relevant. Conclusion The Final Project (Thesis) can cover a wide range of UN Sustainable Development Goals (SDGs), depending on the field of study and research focus. Some of the most relevant SDGs for thesis topics include: SDG 1: No Poverty SDG 2: Zero Hunger SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 7: Affordable and Clean Energy SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 14: Life Below Water SDG 15: Life on Land SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals A thesis can contribute to any of these goals depending on the student’s research topic, methodology, and the broader societal or environmental issues they are addressing. It provides an opportunity to engage deeply with global challenges and contribute meaningful solutions. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131003 | Studi Perbatasan dan Transnasionalisme | Border Studies and Transnationalism | The course on Border Studies and Transnationalism explores the social, political, and cultural dynamics of borders and the movement of people across them. It examines how borders shape identities, communities, and power relations while considering the impacts of globalization and transnationalism. Students analyze case studies from various regions, focusing on issues such as migration, citizenship, and cross-border interactions. The course encourages critical thinking about the implications of borders in contemporary society and fosters an understanding of the interconnectedness of local and global contexts. | 1. SDG 10: Reduced Inequalities Border Studies often focuses on migration, refugees, asylum seekers, and displaced persons who face social, economic, and political inequalities. The course would explore how migration policies or the lack thereof perpetuate inequalities, especially among marginalized communities. By examining human rights and inclusive migration policies, this course can contribute to SDG 10, which aims to reduce inequalities within and among countries. Discussions on how to bridge gaps in wealth, opportunity, and access to services for transnational populations fit well with this SDG. 2. SDG 16: Peace, Justice, and Strong Institutions Border Studies is deeply intertwined with conflict, violence, migration crises, and the governance of state borders. The course might examine issues like border conflicts, ethnic or national identity, disputes over territories, and the ways that sovereignty and international law intersect with issues of peace and security. By studying international institutions, border governance, and human rights frameworks, students can explore ways to foster peace, justice, and the strengthening of strong institutions that respect the rights and freedoms of people across borders, making it a key component of SDG 16. 3. SDG 4: Quality Education In the context of transnationalism, this course could also address issues like access to education for migrant populations, displaced children, and cross-border education initiatives. These issues intersect with broader questions of educational equity, especially for groups who are excluded from formal education systems due to displacement or migration. Understanding how to provide quality education for transnational or border-crossing communities contributes to SDG 4, which aims for inclusive and equitable education and the promotion of lifelong learning opportunities for all. 4. SDG 11: Sustainable Cities and Communities Transnationalism and border studies often focus on the impacts of migration and urbanization as people move across borders and settle in new locations. The course could examine how migration trends influence the development of cities, especially in regions with large populations of migrants or refugees. It could also address integration policies, housing challenges, and social cohesion in cities with growing migrant communities, all of which are essential elements for achieving SDG 11, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. 5. SDG 17: Partnerships for the Goals Transnationalism emphasizes the connections and relationships that cross borders—whether economic, political, cultural, or social. The course might explore how international organizations, states, and civil society interact across borders to address shared challenges like migration management, refugee protection, or global crises. By exploring collaborations and partnerships across borders, this course promotes multilateral cooperation for achieving SDG 17, which highlights the importance of partnerships for sustainable development. 6. SDG 5: Gender Equality Border issues and transnationalism also intersect with gender. Migration patterns show that women and girls often experience different risks and challenges compared to men, including gender-based violence, exploitation, and discrimination in both migration contexts and host countries. A course on this topic would likely examine how gender dynamics affect migration and the legal status of female migrants and refugees, which contributes to SDG 5 on gender equality and empowerment of women and girls. 7. SDG 6: Clean Water and Sanitation For transnational migrants and communities living in border areas, access to clean water and sanitation can be a significant challenge. A course in Border Studies might explore how migration and displacement affect the provision of essential services like water and sanitation for people in camps, border cities, or urban centers. Studying the dynamics of resource distribution and the infrastructure challenges in these contexts could contribute to efforts to ensure clean water and sanitation for all, which is central to SDG 6. 8. SDG 13: Climate Action One of the growing themes in Border Studies and Transnationalism is the impact of climate change on migration patterns. As climate change exacerbates issues like sea-level rise, drought, and natural disasters, it can push communities to migrate across borders, creating new geopolitical and humanitarian challenges. Research on climate-induced migration or climate justice and its intersection with border policies and transnational issues directly contributes to SDG 13, which calls for urgent action to combat climate change and its impacts. 9. SDG 3: Good Health and Well-being People crossing borders—whether as migrants, refugees, or internally displaced persons—often face significant health challenges, including access to healthcare services, mental health issues, and the spread of diseases in border regions. A course in Border Studies and Transnationalism might address these health disparities and examine how to ensure healthcare access for migrant populations, making it relevant to SDG 3, which promotes good health and well-being for all. Conclusion A university course on Border Studies and Transnationalism is likely to cover a variety of topics that intersect with several UN Sustainable Development Goals (SDGs). These could include: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 11: Sustainable Cities and Communities SDG 17: Partnerships for the Goals SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 13: Climate Action SDG 3: Good Health and Well-being By examining how borders and transnational movements shape the world, this course can contribute to understanding the global challenges of migration, inequality, climate change, human rights, and social justice, all of which are central to the Sustainable Development Goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131103 | Pariwisata Internasional | International Tourism | The International Tourism course examines the global tourism industry, focusing on its economic, social, and cultural impacts. Students explore topics such as destination development, marketing strategies, sustainable tourism practices, and the role of technology in travel. The course also analyzes trends in tourist behavior and the effects of globalization on travel patterns. Through case studies and practical projects, students gain insights into the challenges and opportunities within the tourism sector, preparing them for careers in tourism management, marketing, and policy development. | 1. SDG 8: Decent Work and Economic Growth Tourism is a significant contributor to the global economy, providing jobs, boosting local economies, and creating opportunities for small businesses and entrepreneurship. A course on International Tourism will likely explore how tourism can generate decent jobs, stimulate economic growth, and create entrepreneurial opportunities in both developed and developing countries. This supports SDG 8, which focuses on promoting inclusive and sustainable economic growth, employment, and decent work for all. 2. SDG 12: Responsible Consumption and Production Tourism has both positive and negative impacts on the environment. Sustainable tourism practices aim to reduce negative environmental effects, such as over-tourism, waste, and carbon emissions. A course in International Tourism will examine ways to promote responsible consumption and sustainable tourism practices, encouraging eco-friendly travel, conservation of resources, and ethical tourism. This directly contributes to SDG 12, which advocates for sustainable production and consumption patterns. 3. SDG 10: Reduced Inequalities Tourism can be an avenue for reducing inequalities, especially in underdeveloped or rural areas, by providing economic opportunities and empowering marginalized communities. However, tourism also has the potential to exacerbate inequalities if not properly managed. Inclusive tourism—which involves improving access for people with disabilities, marginalized ethnic or social groups, and creating equitable tourism policies—aligns with SDG 10 on reducing inequalities both within and between countries. 4. SDG 11: Sustainable Cities and Communities Urban areas, particularly in tourist hotspots, face both opportunities and challenges from tourism. The course would explore urban tourism, tourism infrastructure, tourism planning, and how cities can balance growth with sustainability. The course would also cover sustainable development of tourism in urban settings and how cities can become inclusive, safe, and resilient, in line with SDG 11, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. 5. SDG 14: Life Below Water Tourism, especially in coastal and marine areas, can put pressure on marine ecosystems through activities like coral reef damage, pollution, and overfishing. Sustainable tourism focuses on minimizing these impacts. A course on International Tourism will likely address the importance of eco-tourism and marine conservation as a way to protect ocean life while still providing economic benefits to local communities. This contributes to SDG 14, which is focused on conserving and sustainably using the oceans, seas, and marine resources. 6. SDG 15: Life on Land Tourism can either help or harm land-based ecosystems, such as wildlife tourism, eco-tourism, and safaris. The course will likely explore how tourism can contribute to the conservation of biodiversity, sustainable land use, and the protection of wildlife habitats. Sustainable tourism practices, such as creating protected areas for nature-based tourism or promoting wildlife conservation programs, would support SDG 15, which aims to protect, restore, and promote the sustainable use of terrestrial ecosystems. 7. SDG 16: Peace, Justice, and Strong Institutions Tourism can serve as a tool for peacebuilding and cultural exchange between nations, fostering mutual understanding and cooperation. However, conflict zones can face challenges related to tourism, including security risks and the exploitation of local communities. A course on International Tourism would likely address the role of tourism in promoting peace, justice, and strong institutions, as well as how tourism can be a force for cultural diplomacy and building international relations. This is linked to SDG 16, which focuses on promoting peaceful societies and strong institutions. 8. SDG 3: Good Health and Well-being Tourism and travel have health-related aspects, such as wellness tourism, the management of pandemics in tourism hubs, and ensuring public health for both tourists and local populations. The course could examine how tourism can promote health and well-being by encouraging health tourism, wellness retreats, and destinations that foster a healthy lifestyle while maintaining public health standards, contributing to SDG 3 on ensuring health and well-being for all. 9. SDG 7: Affordable and Clean Energy Sustainable tourism is increasingly focusing on reducing energy consumption and promoting renewable energy in tourist destinations. This includes green hotels, eco-friendly transport, and sustainable tourism infrastructures. The course might explore how tourism industries are adopting clean energy solutions and promoting energy efficiency in tourist destinations, contributing to SDG 7, which promotes affordable and clean energy for all. 10. SDG 17: Partnerships for the Goals Tourism is a global industry that requires international cooperation and partnerships. Sustainable tourism practices often depend on collaboration between governments, international organizations, the private sector, and local communities. The course would likely address how partnerships for sustainable tourism can drive the SDGs forward, including through public-private partnerships, international collaborations, and the involvement of local communities. This aligns with SDG 17, which emphasizes partnerships for the goals. Conclusion A course on International Tourism aligns with multiple UN Sustainable Development Goals (SDGs), with particular relevance to the following: SDG 8: Decent Work and Economic Growth SDG 12: Responsible Consumption and Production SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 14: Life Below Water SDG 15: Life on Land SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 7: Affordable and Clean Energy SDG 17: Partnerships for the Goals The course would focus on how tourism can promote economic development, social inclusion, and environmental sustainability while addressing issues like responsible consumption, cultural preservation, and peace-building. By studying sustainable tourism practices, students would learn how to contribute positively to both local and global sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131203 | Studi Gender dalam Hubungan Internasional | Gender Studies in International Relations | The Gender Studies in International Relations course investigates the interplay between gender and global politics. It examines how gender influences power dynamics, policy-making, and international relations, highlighting issues such as conflict, security, human rights, and development. Students analyze the roles of women and marginalized genders in diplomatic processes and the impact of gendered perspectives on global issues. The course encourages critical thinking about traditional IR theories and promotes an understanding of how integrating gender analysis can lead to more inclusive and effective solutions in international contexts. | 1. SDG 5: Gender Equality This is the most directly related SDG to a Gender Studies in International Relations course. SDG 5 focuses specifically on achieving gender equality and empowering all women and girls. The course would likely explore issues such as: Gender-based violence (GBV) in conflict zones. Women’s representation in international political institutions, diplomacy, and peace negotiations. Gender mainstreaming in international law and policy. Feminist theories in international relations and how they challenge traditional paradigms. Intersectionality, considering how race, class, and other factors intersect with gender in international contexts. By addressing these topics, the course contributes to achieving SDG 5, which is dedicated to eliminating discrimination, promoting economic and political participation, and ensuring equal rights for all genders. 2. SDG 10: Reduced Inequalities Gender inequality is a significant form of social inequality. A course on Gender Studies in International Relations would likely examine how gender-based discrimination manifests in various global contexts, such as in access to education, healthcare, political participation, and economic opportunities. SDG 10 emphasizes reducing inequalities within and among countries. The course would explore how gender disparities contribute to broader social, political, and economic inequalities globally, and discuss policy recommendations to address these disparities. Topics might include gender-based economic inequality, political representation, and how global economic policies affect women and gender minorities differently. 3. SDG 16: Peace, Justice, and Strong Institutions Gender plays a significant role in global peace and security. UN Security Council Resolution 1325 emphasizes the importance of women’s participation in peacebuilding and conflict resolution processes. A course on Gender and International Relations would examine how gender affects: Post-conflict reconstruction and the role of women in rebuilding societies. Security sector reforms and the need for gender-sensitive security policies. The impact of women’s leadership in peace and diplomacy. The role of gender-based violence in conflict and the need for justice for survivors. By exploring these themes, the course contributes to SDG 16, which aims to promote peaceful societies, justice, and the strengthening of institutions that are inclusive of all genders. 4. SDG 4: Quality Education Gender inequality in education is a key issue explored in Gender Studies in International Relations, particularly the barriers that girls and women face in accessing quality education around the world. The course could examine the gender gap in education, the role of international organizations in addressing educational inequality, and gender-sensitive curricula in global education systems. Addressing these issues supports SDG 4, which calls for inclusive and equitable quality education and promoting lifelong learning opportunities for all, with a focus on marginalized groups, including women and girls. 5. SDG 3: Good Health and Well-being Gender inequalities affect access to healthcare and health outcomes for women, men, and gender minorities. The course could explore topics such as: Reproductive health rights and access to services. Sexual and reproductive rights in international contexts. The health impacts of conflict on women and gender minorities (e.g., sexual violence in war). Mental health issues related to gender-based violence, especially in conflict zones. These discussions align with SDG 3, which focuses on ensuring good health and well-being for all, with particular attention to addressing the health disparities caused by gender inequality. 6. SDG 17: Partnerships for the Goals Achieving gender equality and addressing the gendered dimensions of international relations requires collaboration across governments, international organizations, NGOs, and civil society. The course could examine how partnerships can be built to address global gender issues: International cooperation on issues like gender-based violence, human trafficking, and displacement. The importance of multilateral action to promote gender justice. This aligns with SDG 17, which emphasizes the importance of partnerships to achieve the SDGs. Effective partnerships are necessary for addressing the complex gender inequalities that span across different sectors and regions. 7. SDG 13: Climate Action Climate change disproportionately impacts women and gender minorities, especially in regions where they have limited access to resources and decision-making power. A course on Gender Studies in International Relations would examine: The role of gender-sensitive climate policies in addressing the specific needs of women and marginalized groups in climate adaptation and mitigation efforts. The role of women in climate change activism and sustainable development. The gendered impacts of natural disasters and the specific vulnerabilities of women and girls during environmental crises. This fits with SDG 13, which focuses on combating climate change and its impacts, ensuring that gender is incorporated into climate action strategies. 8. SDG 6: Clean Water and Sanitation Access to clean water and sanitation often reflects gender inequalities, with women and girls being disproportionately responsible for water collection in many parts of the world. A course in Gender Studies and International Relations could examine: The gendered dimensions of water access and how international policy can address gendered water burdens. The importance of gender-sensitive water and sanitation policies to ensure that women and girls have safe access to water and sanitation services. This aligns with SDG 6, which aims to ensure access to water and sanitation for all, with a focus on gender equality in water management. Conclusion A university course on Gender Studies in International Relations covers a wide array of topics that intersect with multiple UN Sustainable Development Goals (SDGs). Key SDGs that are directly relevant include: SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 6: Clean Water and Sanitation The course would explore the gendered dimensions of global issues like peacebuilding, health, economic development, education, and environmental sustainability, contributing to a deeper understanding of how gender intersects with international relations and global governance. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131303 | Hubungan Internasional dan Otonomi Daerah | International Relations and Regional Autonomy | The International Relations and Regional Autonomy course explores the concept of regional autonomy within the context of global politics. It examines how various regions assert their identities, governance structures, and self-determination in relation to nation-states and international systems. Students analyze case studies of autonomous regions, considering factors such as ethnic identity, political movements, and economic development. The course also addresses the implications of regional autonomy for international relations, conflict resolution, and global governance. Through this lens, students gain insights into the complexities of power, sovereignty, and self-governance in an increasingly interconnected world. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is directly relevant to a course on International Relations and Regional Autonomy, as it focuses on the promotion of peaceful and inclusive societies for sustainable development. This SDG includes ensuring access to justice for all and building effective, accountable institutions at all levels, which are key issues when discussing regional autonomy. Topics covered might include: Conflict resolution between central governments and regional or ethnic groups seeking greater autonomy. The role of self-governance in promoting peace and security. Decentralization and the potential for stronger, more responsive local institutions that better meet the needs of regional communities. Addressing minority rights, autonomy movements, and secessionism in a peaceful and just manner. Strengthening democratic institutions at regional levels and ensuring that local governance does not undermine national unity but rather complements it. SDG 16 emphasizes the need for strong institutions and peaceful approaches to political self-determination. 2. SDG 10: Reduced Inequalities Regional autonomy often arises in the context of marginalized or underrepresented ethnic, cultural, or linguistic groups seeking greater political and economic rights. This course would likely explore how regional autonomy can serve as a solution to reduce inequalities within states, especially in regions that have historically faced political, economic, or social exclusion. The course might cover: How regional autonomy can contribute to addressing ethnic and cultural inequalities within states. Inclusive governance structures that ensure the representation of all communities, reducing disparities in access to resources, education, healthcare, and employment. The impact of regional governance on economic disparities between regions within a state. SDG 10 aims to reduce inequalities both within and between countries, which is a key aspect of the discussions around regional autonomy. 3. SDG 11: Sustainable Cities and Communities Regional autonomy often involves local governance and urban planning. The course would explore how greater decentralization or autonomy at the regional level can lead to more sustainable cities and communities that are better adapted to local needs and environmental contexts. Topics might include: Local decision-making around urban planning and sustainable development. How autonomous regions can design policies to address housing, infrastructure, and urban mobility challenges in ways that are tailored to local needs. The role of regional governments in addressing the socioeconomic sustainability of cities and communities. The integration of local cultural identities into the development of urban spaces. SDG 11 focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, which aligns with the decentralization of political and economic powers to regional authorities. 4. SDG 17: Partnerships for the Goals Achieving regional autonomy often requires cooperation between different levels of government (local, regional, national) and international organizations. A course on International Relations and Regional Autonomy would explore the importance of partnerships to ensure that autonomy is achieved without compromising national stability or global cooperation. The course might discuss: Multilevel governance structures, where international organizations, national governments, and regional authorities collaborate to ensure sustainable autonomy. Cross-border regional cooperation (for example, the European Union, ASEAN, or the African Union) and how regional autonomy can be harmonized with broader international relations and global goals. The role of international law and UN mechanisms in supporting or regulating regional autonomy movements. SDG 17 emphasizes the need for effective partnerships to achieve the SDGs at both the national and regional levels. 5. SDG 1: No Poverty In many cases, regional autonomy can be a strategy to tackle regional poverty by enabling local governments to better address local economic needs, such as by investing in infrastructure, education, and health services tailored to the specific challenges of the region. The course would explore how decentralized governance might improve the delivery of public services and economic development in disadvantaged regions, reducing the poverty gap between regions within a state. For example, autonomous regions might have greater control over their natural resources or economic policies, which can help lift their populations out of poverty. SDG 1 focuses on ending poverty in all its forms everywhere, and regional autonomy can be a tool for achieving this goal by fostering local economic development. 6. SDG 4: Quality Education Regional autonomy can impact education systems, particularly in regions with distinct cultural or linguistic identities. The course might explore how autonomous regions can develop education policies that cater to the specific needs of their populations, including promoting mother-tongue education, local history, and cultural preservation. The course might also discuss how autonomy allows for local control over education infrastructure, leading to potentially more equitable access to quality education for historically underserved regions or communities. SDG 4 emphasizes the importance of ensuring inclusive and equitable quality education for all and promoting lifelong learning opportunities, which may be advanced through regional governance structures. 7. SDG 2: Zero Hunger The course might explore how regional autonomy can contribute to food security by enabling regions to tailor agricultural policies, manage natural resources sustainably, and address local challenges related to food production, distribution, and access. Regional governments may have greater flexibility to implement policies that promote sustainable agriculture and ensure food security for their populations, particularly in regions that are food insecure. SDG 2 focuses on ending hunger and achieving food security, and regional autonomy can be a key aspect in tailoring agriculture and food distribution systems to local needs. Conclusion A university course on International Relations and Regional Autonomy aligns with several UN Sustainable Development Goals (SDGs), particularly: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 4: Quality Education SDG 2: Zero Hunger These SDGs relate to the political empowerment of regions, the reduction of inequalities, the promotion of sustainable development, and the creation of inclusive governance systems that enable regions to self-determine their political, economic, and social policies. The course would explore the complex dynamics of regional autonomy within the framework of international relations, emphasizing how decentralization can foster peace, democracy, and equitable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131403 | Diaspora dan Migrasi Internasional | Diaspora and International Migration | The Diaspora and International Migration course explores the movement of people across borders and the formation of diasporic communities. It examines the social, economic, and political factors driving migration, as well as the experiences of migrants and their descendants in host countries. Topics include identity, transnationalism, remittances, and the impact of migration on both home and host societies. Through case studies and theoretical frameworks, students analyze the challenges and contributions of diasporas to global culture and economy, fostering a deeper understanding of migration’s role in shaping contemporary societies. | 1. SDG 10: Reduced Inequalities Migration is often driven by inequality, including disparities in economic opportunities, access to education, and social services between countries or regions. A course on Diaspora and International Migration would examine how migration patterns are influenced by social, economic, and political inequalities. Topics might include: The role of migration in reducing or exacerbating inequalities, particularly for marginalized groups. The impact of remittances sent by diasporic communities on poverty alleviation in home countries. The challenges faced by migrants and refugees in overcoming discrimination and economic inequality in host countries. The course would explore policies aimed at reducing disparities in migration opportunities and addressing the inequalities that migrants face. SDG 10 emphasizes reducing inequalities both within and among countries, which is a critical theme in the study of migration and diaspora. 2. SDG 16: Peace, Justice, and Strong Institutions Migration often intersects with issues of justice, security, and human rights. A course on Diaspora and International Migration would likely discuss how migration policies and national security measures impact the rights and safety of migrants and refugees. Key themes could include: The rights of migrants, particularly in the context of refugees and asylum seekers. The role of international law and regional cooperation (e.g., the Global Compact on Migration) in protecting the human rights of migrants and diasporic communities. Integration of migrants into host societies, focusing on social justice and equal opportunities. The role of diaspora communities in promoting peacebuilding and conflict resolution in both their host and home countries. SDG 16 focuses on building peaceful societies, ensuring access to justice, and promoting strong institutions that protect human rights — all critical areas impacted by migration. 3. SDG 3: Good Health and Well-being Migrants face specific health challenges due to their displacement and migration status. The course would examine the health impacts of migration, including access to healthcare and the mental health of migrants, particularly in relation to refugees and those displaced due to conflict or climate change. Topics might include: Healthcare access for migrants and refugees in host countries, particularly in terms of maternal and child health, mental health services, and preventive care. The health risks associated with migration, including exposure to violence, trauma, and exploitation. The role of diaspora communities in supporting health initiatives in their countries of origin, especially in remote or underdeveloped regions. SDG 3 focuses on ensuring good health and well-being for all, and this includes addressing the specific health needs of migrants and refugees. 4. SDG 4: Quality Education Education plays a key role in the integration and empowerment of migrants and diasporic communities. A course on migration would explore the barriers that migrants face in accessing education in host countries, as well as the educational challenges for refugees and displaced populations. Possible topics: The right to education for migrant children and youth, and how to improve their access to quality education. The role of diaspora communities in promoting education in their home countries, especially through remittances or community-led projects. The importance of education in supporting the social integration of migrants and promoting their empowerment. SDG 4 aims to ensure inclusive and equitable quality education for all, which includes addressing the educational needs of migrant populations. 5. SDG 5: Gender Equality Migration affects men and women differently, with gender being a critical factor in shaping migration experiences. A course on Diaspora and International Migration would explore the gendered dimensions of migration, including how women and girls face specific vulnerabilities in migration contexts. Topics could include: Gender-based violence and exploitation of migrant women and girls, particularly in conflict or refugee settings. The empowerment of women in the diaspora through education and economic opportunities. The role of women migrants in family remittances, economic development, and social change in both host and home countries. SDG 5 focuses on gender equality, and migration studies address the specific challenges and opportunities that gender plays in the migration experience. 6. SDG 8: Decent Work and Economic Growth Migration is often driven by economic factors, including the search for better job opportunities. A course on Diaspora and International Migration would explore the economic impact of migration on both home and host countries. Key topics: The contribution of diasporic communities to the economic growth of host countries through labor and entrepreneurship. Remittances sent by migrants to their families back home and their impact on poverty reduction and economic development in origin countries. The challenges faced by migrants in accessing decent work and labor rights, particularly in the context of informal or undocumented labor. SDG 8 focuses on promoting sustained, inclusive, and sustainable economic growth, and decent work for all, including migrants. 7. SDG 6: Clean Water and Sanitation In some cases, migration is driven by the need for access to clean water and sanitation, particularly in areas where resources are scarce or where climate change has worsened access to water and other basic services. A course on migration could explore how climate-induced migration impacts communities’ ability to access these essential resources. The course could discuss: Water scarcity and environmental displacement and how these issues push people to migrate in search of better living conditions. The role of diaspora communities in improving water and sanitation infrastructure in their home countries. SDG 6 aims to ensure availability and sustainable management of water and sanitation for all, which is crucial in migration studies, particularly regarding environmental migrants. 8. SDG 13: Climate Action One of the growing causes of migration is climate change, which forces people to leave their homes due to extreme weather events, such as droughts, floods, and sea-level rise. A course on Diaspora and International Migration would likely address the emerging phenomenon of climate migration and how it is reshaping migration patterns globally. Key topics might include: The role of climate-induced migration and its impact on vulnerable populations. Policy responses to the challenges posed by climate refugees and the need for international cooperation to address this global issue. SDG 13 focuses on combating climate change and its impacts, which has a significant role in migration studies, especially with respect to environmental refugees. Conclusion A course on Diaspora and International Migration addresses several UN Sustainable Development Goals (SDGs), including: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation SDG 13: Climate Action These SDGs are interconnected with migration patterns, highlighting the social, economic, political, and environmental aspects of migration. Understanding these connections is essential for addressing the challenges and opportunities that arise from global migration trends, with the goal of ensuring human rights, sustainable development, and inclusive societies. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131503 | Gerakan Sosial Global | Global Social Movements | The Global Social Movements course examines collective actions that seek social, political, and environmental change on a global scale. It explores the historical and contemporary movements addressing issues such as human rights, climate justice, gender equality, and labor rights. Students analyze the strategies, networks, and impacts of these movements, considering the role of technology and globalization in their evolution. The course encourages critical thinking about the challenges and successes faced by social movements and their ability to influence policy and societal change across borders. | 1. SDG 10: Reduced Inequalities Social movements often arise as responses to inequality and discrimination based on factors such as race, gender, sexuality, class, ethnicity, and disability. A course on global social movements will examine how movements challenge economic, social, and political inequalities at local, national, and global levels. Key topics might include: Grassroots movements advocating for the rights of marginalized communities (e.g., racial justice movements, LGBTQ+ rights, disability rights). The role of social movements in reducing income inequality and advocating for fair labor practices. How global solidarity movements can foster inclusive societies and reduce disparities between different groups. SDG 10 focuses on reducing inequalities within and between countries, which is central to the goals of many global social movements. 2. SDG 16: Peace, Justice, and Strong Institutions Many social movements are concerned with promoting peace, justice, and the rule of law. They seek to address issues such as human rights abuses, corruption, state violence, and lack of accountability in institutions. Topics covered in the course could include: Movements advocating for democracy, human rights, and free expression in authoritarian or oppressive regimes. The role of nonviolent resistance in promoting peaceful change and challenging unjust systems. Social movements demanding transparency and the reform of state institutions and governance systems. The ways in which global movements (e.g., Black Lives Matter, Me Too) hold institutions accountable for issues like police brutality, gender-based violence, and corruption. SDG 16 highlights the importance of promoting peace, justice, and the development of strong institutions, which are core concerns for many social movements globally. 3. SDG 5: Gender Equality A significant number of global social movements focus on promoting gender equality and fighting for the rights of women and gender minorities. These movements often challenge patriarchy, gender-based violence, and gender discrimination across different cultures and societies. Key areas of focus in the course may include: The impact of feminist movements and campaigns like #MeToo or Times Up in addressing gender inequality and sexual harassment. Transnational movements that advocate for reproductive rights, gender justice, and equal pay. The role of social media in amplifying gender equality movements globally. SDG 5 directly addresses gender equality, which is a central theme for many social movements, particularly those focused on achieving women’s rights and combating gender-based violence. 4. SDG 13: Climate Action Environmental justice movements are a key part of global social movements, with a strong focus on climate change, environmental degradation, and sustainability. These movements often call for urgent action to address environmental problems that disproportionately affect marginalized communities, particularly in the Global South. Course topics could include: Climate justice movements that link environmental destruction with issues of social justice, poverty, and human rights. The role of youth-led movements like Fridays for Future and Extinction Rebellion in pushing for climate action. The intersection of indigenous rights and environmental activism, particularly in protecting biodiversity and natural resources. SDG 13 focuses on climate action, and global social movements are at the forefront of advocating for policy changes and raising awareness about climate change and its global impacts. 5. SDG 2: Zero Hunger Social movements focused on food sovereignty, fair trade, and sustainable agriculture challenge the global food system, which often perpetuates hunger and malnutrition, particularly in developing regions. Topics might include: Movements advocating for sustainable farming practices, local food production, and access to nutritious food in low-income areas. The impact of activism in advocating for food justice and addressing the role of corporate monopolies in the food system that exacerbate hunger. The intersection of land rights, environmental activism, and food security. SDG 2 focuses on achieving zero hunger and improving nutrition, and many social movements, such as the food sovereignty movement, are addressing these issues. 6. SDG 4: Quality Education Many social movements emphasize the importance of access to quality education as a fundamental right, especially for marginalized groups such as girls, refugees, and ethnic minorities. Course topics could include: The role of global education movements advocating for universal primary and secondary education. The importance of educating young people on global citizenship and social justice through activism. The impact of movements fighting for equal access to education for people with disabilities, minority communities, or those in conflict zones. SDG 4 focuses on ensuring inclusive and equitable education for all, and global social movements often advocate for educational equity and rights-based access to education. 7. SDG 8: Decent Work and Economic Growth Global social movements also address issues related to labor rights, fair wages, safe working conditions, and economic justice. These movements challenge exploitative labor practices, including child labor, forced labor, and unsafe working conditions. Key topics might include: The role of trade unions, workers’ rights movements, and campaigns for living wages. Global justice movements that challenge the exploitation of workers in global supply chains. The role of social enterprises and alternative economic systems in promoting fair trade and economic sustainability. SDG 8 focuses on promoting decent work and economic growth, which social movements often push for through labor activism, fair trade, and economic justice campaigns. 8. SDG 17: Partnerships for the Goals Global social movements often require transnational cooperation and alliances between local and global activists, NGOs, governments, and international organizations. Topics might include: The role of solidarity networks and coalitions in advancing global causes (e.g., Fair Trade, Global Warming). The intersection of activism and policy at the international level through initiatives like the Paris Agreement or UN Sustainable Development Goals. SDG 17 emphasizes partnerships for the goals and the importance of building global coalitions to tackle complex challenges, which is a central theme in global social movements. Conclusion A university course on Global Social Movements aligns with a wide range of UN Sustainable Development Goals (SDGs), including: SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 13: Climate Action SDG 2: Zero Hunger SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals Social movements play a crucial role in driving global change by advocating for social justice, environmental sustainability, human rights, and inclusive development. They intersect with many of the challenges and goals outlined in the UN SDGs, and a course on this topic helps students understand how collective action can influence and reshape global systems for a more just and sustainable future. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06131603 | Bisnis Internasional | International Business | The International Business course provides an overview of the principles and practices involved in conducting business across national borders. It covers topics such as global trade, foreign investment, international marketing, and cross-cultural management. Students learn about the challenges and opportunities of operating in diverse markets, including legal, economic, and political factors that influence international business decisions. Through case studies and real-world examples, the course equips students with the skills necessary to navigate the complexities of global business environments and develop effective strategies for success. | 1. SDG 8: Decent Work and Economic Growth International Business is deeply tied to economic growth, employment generation, and labor conditions in both developed and developing economies. A course in this field will likely cover how international trade and investment contribute to economic development, especially in emerging markets, and the promotion of decent work. Key areas: How multinational corporations (MNCs) contribute to economic growth and job creation, particularly in developing countries. Addressing fair labor standards, human rights, and ensuring decent work conditions within global supply chains. The impact of foreign direct investment (FDI) on economic growth and its potential to create job opportunities and improve living standards. The role of entrepreneurship in fostering innovation and sustainable growth in a global economy. SDG 8 emphasizes promoting sustained, inclusive, and sustainable economic growth, as well as decent work for all. 2. SDG 9: Industry, Innovation, and Infrastructure International business relies on robust infrastructure and innovation to facilitate cross-border trade, investment, and market expansion. A course in international business will explore the development of both physical infrastructure (e.g., transportation, logistics) and digital infrastructure (e.g., e-commerce, fintech) and their role in enhancing global business operations. Key topics: The role of technology and innovation in global supply chains, product development, and market expansion. The development of sustainable infrastructure and technological innovation to drive competitiveness in international markets. Public-private partnerships (PPPs) for infrastructure projects in developing countries, and their potential to spur industrialization and economic growth. SDG 9 focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation, all of which are crucial in the context of international business. 3. SDG 12: Responsible Consumption and Production Sustainability is a growing concern in international business, as businesses are increasingly expected to integrate environmental and social sustainability into their operations. Topics in an international business course will often explore the impact of global production systems on the environment, resource management, and ethical consumption practices. Key areas: The role of businesses in adopting sustainable production methods and responsible sourcing across global supply chains. Circular economy models and their potential for reducing waste and promoting sustainable consumption. The implementation of ethical business practices, including fair trade, corporate social responsibility (CSR), and sustainable development goals in international operations. How international companies can contribute to reducing carbon footprints and minimizing environmental degradation. SDG 12 focuses on responsible consumption and production, which are essential considerations for international businesses aiming to meet global sustainability challenges. 4. SDG 10: Reduced Inequalities International business plays a role in addressing global inequalities by fostering economic opportunities in underdeveloped or developing regions. A course on this topic would explore how global trade, investment, and corporate activities can either reduce or exacerbate inequalities within and between countries. Key discussions: The importance of inclusive business practices and creating economic opportunities for marginalized groups, such as women, minorities, and rural communities. Fair trade and ethical business practices that ensure more equitable distribution of wealth and resources across global value chains. How international businesses can help reduce the digital divide by providing technology and infrastructure to underserved regions. SDG 10 seeks to reduce inequalities within and between countries, a key area where international business can make significant contributions by creating more equitable economic opportunities. 5. SDG 4: Quality Education International business plays a key role in driving global education and skill development, particularly through investments in education and training programs for employees across global markets. The course might cover topics related to the role of international businesses in fostering talent and knowledge exchange across borders. Key areas: Corporate investments in skills development and training programs that increase the employability of people in developing countries. The role of global corporations in promoting entrepreneurship education and innovation. The importance of education in developing a competitive global workforce and enhancing global business strategies. SDG 4 emphasizes ensuring inclusive and equitable quality education for all, and international business is often involved in investing in education and skills training globally. 6. SDG 16: Peace, Justice, and Strong Institutions International business operates within a complex framework of laws, regulations, and governance systems at the international and national levels. A course in international business will examine the role of businesses in supporting strong institutions, promoting good governance, and ensuring ethical practices in both developed and developing countries. Key topics: The importance of anti-corruption measures, corporate transparency, and ethical governance within multinational corporations. How businesses contribute to strengthening rule of law and fostering peaceful societies by adhering to international norms and agreements. The role of international trade agreements and trade organizations in promoting global economic cooperation and legal certainty in cross-border business operations. SDG 16 is focused on promoting peace, justice, and the development of strong institutions, which is critical for businesses engaged in international trade and operations. 7. SDG 17: Partnerships for the Goals International business is a key driver of global partnerships, whether through trade agreements, joint ventures, or corporate social responsibility initiatives. A course in international business will explore the importance of collaborations between businesses, governments, non-governmental organizations (NGOs), and international organizations to address global challenges. Key topics: Public-private partnerships (PPPs) that promote sustainable development, infrastructure projects, and economic cooperation. How international companies engage in global initiatives to support the Sustainable Development Goals (SDGs), from tackling climate change to improving healthcare and education. The role of corporations in forming partnerships to achieve SDGs, particularly through investments in sustainable development and innovation. SDG 17 emphasizes the importance of global partnerships to achieve the SDGs, and international business plays a central role in fostering these partnerships. 8. SDG 3: Good Health and Well-being International business is also connected to the health sector through its impact on healthcare systems, pharmaceutical supply chains, and the promotion of employee well-being. A course in international business may discuss the role of corporations in improving global health outcomes and ensuring health equity. Key topics: The role of multinational companies in improving access to healthcare through innovative products and services. Corporate policies that promote health and employee well-being globally. The role of international business in addressing global health crises, such as pandemics (e.g., COVID-19) or improving access to medications and vaccines in developing countries. SDG 3 aims to ensure good health and well-being for all, and international business contributes to this goal through innovation, corporate responsibility, and global health initiatives. Conclusion A university course on International Business is highly relevant to several UN Sustainable Development Goals (SDGs), including: SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 12: Responsible Consumption and Production SDG 10: Reduced Inequalities SDG 4: Quality Education SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being International business is intrinsically linked to global economic growth, social progress, and environmental sustainability, making it a key area for advancing the UN SDGs. The course would explore how international businesses can operate responsibly, drive innovation, contribute to sustainable development, and play a role in achieving a more inclusive and equitable global economy. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130303 | Demokrasi dan Masyarakat Sipil Global | Democracy and Global Civil Society | The Democracy and Global Civil Society course explores the relationship between democratic governance and the role of civil society in promoting social change at a global level. It examines how non-governmental organizations (NGOs), grassroots movements, and transnational networks contribute to democratic practices, human rights advocacy, and public accountability. Students analyze case studies of civil society initiatives, the challenges they face in different political contexts, and their impact on global governance. The course encourages critical thinking about the importance of civic engagement and participation in fostering democratic ideals in an interconnected world. | 1. SDG 16: Peace, Justice, and Strong Institutions Democracy and global civil society are fundamentally about promoting peace, justice, and the rule of law. This goal is closely linked to the course’s exploration of how democratic systems and institutions operate and interact with civil society to promote good governance, transparency, accountability, and human rights. Key topics: The role of democratic governance in maintaining peace and ensuring justice within societies. The strengthening of democratic institutions and ensuring accountability in the public sector. The role of civil society organizations (CSOs) and NGOs in advocating for human rights and holding governments accountable. How global movements and activism influence democratic reforms and the fight for justice in both developed and developing nations. SDG 16 emphasizes promoting peace, justice, and strong institutions, which is directly relevant to the course’s focus on democratic governance and civil society’s role in advancing these values. 2. SDG 10: Reduced Inequalities Civil society organizations and democratic processes are often at the forefront of efforts to reduce inequality, whether it’s economic, social, or political. A course on democracy and civil society will likely explore how these entities work to address disparities in power, access to resources, and opportunities. Key areas: The role of global civil society movements in fighting inequality, such as campaigns for racial equality, gender equality, LGBTQ+ rights, and poverty reduction. How participatory democracy and advocacy organizations work to ensure marginalized communities have a voice in political processes. The impact of global solidarity and activism in promoting social justice and addressing the structural causes of inequality. SDG 10 focuses on reducing inequalities within and between countries, and this goal is closely tied to the work of global civil society organizations and the promotion of democratic participation. 3. SDG 5: Gender Equality Civil society plays a crucial role in promoting gender equality through advocacy, education, and policy reform. Many global civil society organizations focus on promoting women’s rights and challenging gender-based discrimination. Key topics in the course: The role of women’s rights organizations and feminist movements in promoting gender equality in democratic systems. How global civil society works to end gender-based violence and achieve equal political participation and economic empowerment for women. International frameworks and policies aimed at promoting gender equality, such as the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). SDG 5 focuses on achieving gender equality and empowering all women and girls, which is a central concern for global civil society and democratic movements advocating for women’s rights. 4. SDG 4: Quality Education A robust civil society and functioning democracy require quality education to empower citizens to participate effectively in governance, advocate for their rights, and understand global issues. Key areas of focus: The role of civil society in promoting educational access for marginalized populations, such as girls, refugees, and minorities. The importance of civic education and democratic engagement, ensuring that people understand their rights and responsibilities as citizens. How global civil society contributes to education for sustainable development and raises awareness about human rights and democratic values. SDG 4 emphasizes inclusive and equitable quality education and the promotion of lifelong learning opportunities for all, which is closely linked to the goals of democracy and civil society in promoting informed and engaged citizenry. 5. SDG 17: Partnerships for the Goals Achieving the Sustainable Development Goals (SDGs) requires global partnerships between governments, civil society, the private sector, and international organizations. Global civil society plays a critical role in advocacy, mobilization, and partnership-building to support the SDGs. Key areas: The role of NGOs, activist networks, and global civil society organizations in fostering collaboration and partnerships to advance sustainable development. How global civil society movements work in partnership with governments and businesses to achieve shared goals, such as climate action, human rights, and peace. The importance of global cooperation to address global challenges like poverty, inequality, and climate change. SDG 17 focuses on the importance of partnerships for the SDGs, and global civil society is crucial in fostering these partnerships, particularly in advocating for sustainable development and global justice. 6. SDG 13: Climate Action Civil society plays a pivotal role in climate activism, advocating for climate justice and pressing for governments and corporations to take stronger action on climate change. Many movements push for policies that integrate environmental sustainability with democratic processes. Key topics: The rise of global climate movements (e.g., Fridays for Future, Extinction Rebellion) and their influence on public opinion and policy change. The importance of democratic participation in creating policies that promote sustainable development and climate resilience. How civil society organizations advocate for climate justice, particularly for vulnerable and marginalized populations who are disproportionately affected by climate change. SDG 13 focuses on climate action, and civil society is an important driver of climate activism and the push for sustainable policies. 7. SDG 3: Good Health and Well-being Global civil society plays an important role in promoting health equity, addressing public health crises, and ensuring access to healthcare for all people, especially in under-served or marginalized communities. Key areas: The role of global civil society organizations in promoting universal health coverage and healthcare access. How democratic systems can better manage public health through transparency and accountability to citizens. The intersection of human rights and health, where global civil society advocates for the right to healthcare and well-being for all. SDG 3 focuses on ensuring good health and well-being for all, and the global civil society’s role in advocating for health equity is central to achieving this goal. Conclusion A university course on Democracy and Global Civil Society is relevant to several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being This course is highly relevant to understanding the role of democracy and civil society in achieving global justice, human rights, sustainable development, and peace. It underscores the need for collaboration and active participation by citizens, organizations, and governments in addressing global challenges and building a fairer, more equitable world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130403 | Terorisme dan Kejahatan Transnasional | Terrorism and Transnational Crime | The Terrorism and Transnational Crime course examines the complex relationship between terrorism and various forms of transnational crime, such as drug trafficking, human smuggling, and money laundering. It explores the motivations, methods, and impacts of terrorist organizations and criminal networks, as well as their implications for national and international security. Students analyze case studies and theoretical frameworks to understand the interplay between political, economic, and social factors that drive these activities. The course emphasizes the importance of global cooperation and policy responses in addressing the challenges posed by terrorism and transnational crime. | 1. SDG 16: Peace, Justice, and Strong Institutions This SDG is directly linked to the course, as it focuses on promoting peace, justice, and effective institutions, which are fundamental to combating terrorism and transnational crime. The course may explore the role of law enforcement agencies, justice systems, and international cooperation in addressing both terrorism and organized crime. Key topics: The importance of rule of law and institutional integrity in preventing and addressing terrorism and transnational crime. The role of international law, such as UN conventions and resolutions, in countering terrorism and organized crime. The challenges of criminal justice systems in dealing with the transnational nature of these crimes and ensuring accountability for perpetrators. The need for strong institutions at both national and international levels to promote peaceful societies. SDG 16 emphasizes peace, justice, and the development of strong institutions — essential for tackling the global threat posed by terrorism and organized crime. 2. SDG 10: Reduced Inequalities Terrorism and transnational crime often thrive in environments marked by inequality, poverty, and political instability. This course might explore how inequality, lack of development, and social exclusion can fuel recruitment to terrorist organizations and participation in criminal networks. Key areas: How poverty, economic inequality, and lack of opportunities contribute to the rise of radicalization and organized crime. The role of education, job creation, and economic development in preventing individuals from being drawn into terrorist groups and criminal activities. The importance of social inclusion and gender equality as strategies for combating radicalization and the growth of criminal organizations. SDG 10 focuses on reducing inequalities within and between countries, which is key to addressing the root causes of terrorism and transnational crime. 3. SDG 5: Gender Equality Terrorism and transnational crime often have distinct impacts on women and girls. This course may cover how gender inequality contributes to vulnerability and exploitation by terrorist organizations and criminal groups, including sexual violence and trafficking. Key areas: The role of women in terrorism, including both perpetrators and victims, and how gender dynamics shape terrorist and criminal networks. The recruitment of women and girls by terrorist organizations and the use of gender-based violence as a tool of control. The importance of gender-sensitive policies in countering both terrorism and transnational crime, and ensuring protection for vulnerable populations. SDG 5 is concerned with achieving gender equality and empowering all women and girls, which is critical in addressing the gendered dimensions of terrorism and organized crime. 4. SDG 3: Good Health and Well-being Terrorism and transnational crime have significant impacts on public health, whether through the violence they generate, the psychological trauma they cause, or the criminal activities they fuel, such as drug trafficking and human trafficking. The course may discuss how these criminal activities exacerbate health crises globally, including the spread of infectious diseases and substance abuse problems. Key areas: The mental health impact of living in conflict zones or areas affected by terrorism and organized crime. The health risks associated with drug trafficking, such as the spread of diseases like HIV/AIDS, hepatitis, and overdose deaths. The role of health systems in responding to the consequences of terrorism and organized crime, especially in terms of victim care and rehabilitation for those involved in or affected by criminal activities. SDG 3 focuses on ensuring good health and well-being for all, which is severely impacted by terrorism and organized crime. 5. SDG 13: Climate Action Terrorism and organized crime can exacerbate climate-related conflicts by exploiting natural resources or engaging in activities that damage the environment, such as illegal logging, wildlife trafficking, and oil theft. These actions can destabilize regions and contribute to climate-induced displacement and conflict. Key topics: The role of organized crime in environmental degradation, such as illegal mining or deforestation. How terrorist groups may exploit climate change or resource scarcity to recruit members or fund their activities. The importance of environmental security in preventing conflicts that may be fueled by competition for scarce resources. SDG 13 focuses on taking urgent action to combat climate change and its impacts, which is indirectly related to the activities of transnational crime and terrorism. 6. SDG 8: Decent Work and Economic Growth Transnational crime often thrives in the absence of economic opportunities and job creation, and may lead to the exploitation of workers, including through forced labor, human trafficking, and drug trade. The course may discuss the economic dimensions of transnational crime and how sustainable economic growth can help prevent individuals from being drawn into illicit activities. Key areas: The role of organized crime in exploiting vulnerable workers, including through forced labor and human trafficking. How economic instability and lack of job opportunities can fuel both terrorism and transnational crime. The importance of economic development and job creation in addressing the root causes of these criminal activities. SDG 8 aims to promote inclusive and sustainable economic growth and decent work for all, which can reduce the appeal of illicit activities and the violence associated with terrorism. 7. SDG 4: Quality Education Terrorism and transnational crime often thrive in areas where there is a lack of education and economic opportunity. The course may explore the role of education in countering radicalization and providing individuals with alternatives to crime and violence. Key areas: The role of education in preventing radicalization and promoting peaceful societies. How formal and informal education systems can help disengage individuals from criminal or terrorist activities. The role of global education programs in promoting counter-narratives to terrorism and organized crime. SDG 4 focuses on ensuring inclusive and equitable quality education for all, and education is a key tool in preventing and countering terrorism and transnational crime. 8. SDG 17: Partnerships for the Goals Combating terrorism and transnational crime requires global cooperation and partnerships between states, international organizations, law enforcement agencies, and civil society. The course may focus on how international cooperation is essential to combating these global issues. Key areas: The role of international treaties and cooperative frameworks such as the UN Convention against Transnational Organized Crime in facilitating collaboration. How countries and NGOs can work together to combat terrorism and transnational crime through joint initiatives, peacebuilding efforts, and criminal justice systems. The importance of global partnerships for sharing intelligence, training law enforcement, and coordinating efforts to dismantle transnational criminal networks. SDG 17 emphasizes the importance of partnerships for the SDGs, and international collaboration is critical in addressing the global challenges of terrorism and transnational crime. Conclusion A university course on Terrorism and Transnational Crime covers multiple UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 4: Quality Education SDG 17: Partnerships for the Goals Terrorism and transnational crime are complex issues that touch on human rights, security, economic development, health, education, and the environment. Addressing these challenges requires a multifaceted approach involving legal frameworks, international cooperation, and efforts to address the underlying social, political, and economic conditions that allow terrorism and organized crime to flourish. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130503 | Media dan Diplomasi Publik | Media and Public Diplomacy | The Media and Public Diplomacy course explores the role of media in shaping public perceptions and influencing international relations. It examines how governments, organizations, and non-state actors use media strategies to communicate with foreign audiences, promote cultural exchange, and foster diplomatic relationships. Students analyze case studies of public diplomacy campaigns, the impact of digital media, and the challenges posed by misinformation and global narratives. The course emphasizes the importance of effective communication in diplomacy and encourages critical thinking about the ethical implications of media in the international arena. | 1. SDG 16: Peace, Justice, and Strong Institutions Public diplomacy and media play a crucial role in promoting peace, justice, and the rule of law. This goal is directly relevant as public diplomacy can foster understanding, dialogue, and conflict resolution between nations and communities, promoting peaceful societies. Key areas: How media and public diplomacy are used in promoting international cooperation, human rights, and justice. The role of media in advocating for democratic values, free speech, and accountability in governance. The use of public diplomacy to support peace-building efforts and conflict prevention. SDG 16 emphasizes the importance of promoting peace, justice, and strong institutions, which is enhanced through strategic media and diplomatic efforts. 2. SDG 10: Reduced Inequalities Media and public diplomacy can be powerful tools in addressing global inequalities by advocating for marginalized groups, promoting inclusive policies, and giving a platform to underrepresented voices. Media campaigns can help raise awareness about issues such as poverty, gender equality, refugee rights, and social justice. Key topics: How international media campaigns raise awareness of inequality, poverty, and discrimination. The role of public diplomacy in promoting inclusive economic policies, cultural diversity, and the voices of marginalized groups. Using media for advocacy in reducing inequalities in access to education, healthcare, and economic opportunities. SDG 10 focuses on reducing inequalities within and between countries, which can be promoted through inclusive media coverage and public diplomacy strategies. 3. SDG 5: Gender Equality Media and public diplomacy are powerful tools for challenging gender stereotypes, promoting women’s rights, and advocating for gender equality on a global scale. The course may explore how media can be used to address issues such as gender-based violence, gender equity in leadership, and empowerment of women and girls. Key areas: How media campaigns can challenge gender norms and highlight the importance of gender equality in different cultures. The role of public diplomacy in promoting women’s empowerment globally and advocating for gender-sensitive policies. The role of international media in spotlighting gender issues and advancing women’s rights globally. SDG 5 focuses on achieving gender equality and empowering all women and girls, a central focus of media and diplomatic strategies worldwide. 4. SDG 4: Quality Education Media and public diplomacy are critical tools for promoting education and lifelong learning on a global scale. This SDG is linked to how media campaigns can encourage educational reforms, access to education, and the promotion of inclusive and equitable quality education. Key topics: The use of media to promote global education initiatives and raise awareness about the importance of education for all. How public diplomacy can support educational exchanges, collaboration between universities, and global learning initiatives. The role of media in fostering global citizenship and encouraging critical thinking and education for peace. SDG 4 emphasizes ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all, which is greatly enhanced by media and public diplomacy efforts. 5. SDG 13: Climate Action The course on Media and Public Diplomacy will likely cover the role of media in climate change communication, advocacy, and mobilizing international efforts. Public diplomacy can be a tool for shaping international norms and encouraging global action on climate change. Key topics: How media campaigns can raise awareness about climate change and the urgency of taking collective action. The role of public diplomacy in encouraging climate policy discussions and advocating for sustainable practices across borders. How global media coverage shapes perceptions of climate justice and the impact of climate change on vulnerable populations. SDG 13 is dedicated to taking urgent action to combat climate change and its impacts, which media and public diplomacy play a vital role in addressing. 6. SDG 17: Partnerships for the Goals Achieving the Sustainable Development Goals (SDGs) requires global partnerships, and media and public diplomacy are key tools in facilitating these partnerships. Public diplomacy fosters cooperation between governments, NGOs, businesses, and international organizations, helping to align strategies and efforts to meet global challenges. Key areas: The role of media in fostering global dialogue and highlighting opportunities for international cooperation. How public diplomacy helps build cross-border partnerships for development and peacebuilding efforts. The importance of international media networks and media diplomacy in enhancing cooperation and advancing the SDGs globally. SDG 17 focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development, where media and public diplomacy play an essential role. 7. SDG 3: Good Health and Well-being Media and public diplomacy can be instrumental in promoting global health initiatives, raising awareness about public health issues, and disseminating information on disease prevention, vaccination campaigns, and mental health. Key topics: How media campaigns are used to promote public health initiatives such as HIV/AIDS prevention, vaccination, and global health literacy. The role of public diplomacy in fostering international cooperation in tackling global health crises, such as the COVID-19 pandemic. How media can be used to dispel misinformation about health issues and encourage healthy behaviors on a global scale. SDG 3 focuses on ensuring good health and well-being for all, and media and public diplomacy are essential tools in promoting health-related objectives. Conclusion A university course on Media and Public Diplomacy intersects with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being By analyzing how media and public diplomacy can be utilized to address global challenges, this course emphasizes the power of communication and international cooperation in achieving sustainable development and promoting global peace, justice, and human rights. It highlights the essential role of media in shaping global agendas, influencing policies, and fostering partnerships across borders. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130603 | Politik Kesehatan Global | Global Health Politics | The Global Health Politics course examines the intersection of health and international relations, focusing on how global political dynamics shape health outcomes and policies. It explores issues such as pandemics, health equity, access to healthcare, and the role of international organizations like the World Health Organization. Students analyze the influence of state and non-state actors on global health governance, as well as the impact of globalization and regional disparities. The course encourages critical thinking about the political, economic, and social factors that affect global health initiatives and the importance of collaboration in addressing health challenges worldwide. | 1. SDG 3: Good Health and Well-being SDG 3 is the most directly relevant goal for a Global Health Politics course. This SDG focuses on ensuring healthy lives and promoting well-being for all at all ages. The course likely covers global health systems, disease prevention, health security, and health policy-making on both the national and international levels. Key topics: Global health challenges, such as pandemics (e.g., COVID-19), non-communicable diseases, and antimicrobial resistance. Health equity and how political decisions influence access to healthcare across different populations and countries. The role of international organizations, governments, and NGOs in providing health services, supporting health emergencies, and tackling global health crises. SDG 3 aims to ensure good health and well-being for all, a core focus of global health politics. 2. SDG 10: Reduced Inequalities Global health politics is often shaped by the inequalities in access to healthcare between countries and within countries. This goal is concerned with addressing social, economic, and political inequalities, which are crucial to understanding the health disparities that exist globally. Key areas: Health inequalities related to income, education, gender, and geographical location (urban vs. rural). Global health diplomacy and political decisions about financing healthcare systems and providing aid to low-income countries. The influence of global trade and health policy on marginalized populations, including refugees, indigenous peoples, and disadvantaged groups. SDG 10 focuses on reducing inequalities within and between countries, which is a central issue in global health politics, particularly in addressing health disparities. 3. SDG 5: Gender Equality Gender plays a significant role in global health, and SDG 5 focuses on achieving gender equality and empowering all women and girls. Health issues such as maternal health, family planning, gender-based violence, and sexual and reproductive rights are integral to global health politics. Key areas: The impact of gender inequality on health outcomes, including maternal mortality, access to contraception, and sexual and reproductive health services. Political advocacy for women’s health rights and gender-sensitive healthcare policies. The role of public health campaigns in addressing gender-based violence and promoting gender equality in health systems. SDG 5 is central to global health politics, as gender equality is crucial for ensuring equitable access to healthcare and addressing gender-specific health challenges. 4. SDG 17: Partnerships for the Goals Achieving global health goals requires international collaboration and partnerships between governments, international organizations, NGOs, and the private sector. Global Health Politics is fundamentally about these partnerships and negotiations to tackle complex health issues. Key areas: The importance of global partnerships in responding to health crises such as pandemics or outbreaks of infectious diseases (e.g., HIV/AIDS, COVID-19). Collaboration between countries and international organizations such as the World Health Organization (WHO) and the Global Fund in health governance, policy-making, and financing. Multilateral agreements on access to medicines, vaccines, and health technologies to ensure global health security. SDG 17 emphasizes the need for partnerships for the goals, which is crucial for global health diplomacy and collaborative efforts to improve global health systems and respond to health crises. 5. SDG 6: Clean Water and Sanitation Access to clean water and sanitation is essential for improving health outcomes, preventing diseases, and ensuring health security. This SDG is relevant to global health politics, particularly in addressing health challenges in developing countries or conflict zones. Key areas: The role of water and sanitation in preventing the spread of waterborne diseases such as cholera and diarrhea. International health policies related to water security and sanitation in addressing global health crises and environmental health. The political challenges in providing clean water and sanitation to vulnerable populations, such as those in refugee camps or conflict areas. SDG 6 focuses on ensuring clean water and sanitation for all, which is integral to preventing disease outbreaks and promoting global health. 6. SDG 4: Quality Education Education plays a crucial role in improving health literacy and promoting preventive healthcare. Global Health Politics involves discussions on how to educate populations about key health issues, such as vaccination, nutrition, and disease prevention. Key topics: The importance of health education in promoting healthier lifestyles and reducing preventable diseases. The role of international organizations in promoting health education through global campaigns and awareness programs. How global health policies intersect with education systems to promote health literacy and public health knowledge. SDG 4 is focused on ensuring inclusive and equitable quality education, which is key for improving global health outcomes through health education. 7. SDG 13: Climate Action Climate change has a direct impact on global health, and SDG 13 addresses the need for urgent action to combat climate change and its health-related consequences. Global health politics must consider the intersection between climate change and health, including heat-related illnesses, disease transmission, and the impact of extreme weather events on vulnerable populations. Key areas: The health risks posed by climate change, such as vector-borne diseases (e.g., malaria, dengue) and the health impacts of air pollution. How global health governance integrates climate change adaptation into health policies. Political discussions about the impact of climate change on food security, water resources, and health systems. SDG 13 calls for climate action, and global health politics must address the health consequences of climate change. Conclusion A university course on Global Health Politics covers multiple UN Sustainable Development Goals (SDGs), including: SDG 3: Good Health and Well-being SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 6: Clean Water and Sanitation SDG 4: Quality Education SDG 13: Climate Action These SDGs are interlinked in the broader context of global health governance, and the course explores how political decisions, international collaboration, global health policies, and human rights intersect to improve health outcomes worldwide. The course aims to address health inequalities, promote universal access to healthcare, and provide the tools needed to confront both global health challenges and health crises in an increasingly interconnected world. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130703 | Agama dalam Hubungan Internasional | Religion in International Relations | The Religion in International Relations course examines the influence of religious beliefs and organizations on global politics and diplomacy. It explores how religion shapes identity, conflicts, and alliances, as well as its role in peacebuilding and humanitarian efforts. Students analyze case studies of religious movements, the impact of faith-based actors in international policy, and the interplay between secular and religious authority. The course encourages critical thinking about the complexities of religion in global affairs, highlighting its potential to both unite and divide communities in the context of international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Religion plays a key role in peacebuilding, promoting conflict resolution, and fostering social cohesion. This is particularly relevant in regions where religious tensions contribute to political instability and violence. Religious actors and organizations often advocate for human rights, social justice, and democratic governance. Key topics: The role of religious diplomacy and interfaith dialogue in conflict resolution and peacebuilding efforts. How religious leaders and communities influence the development of strong institutions that promote rule of law, accountability, and democratic governance. The potential for religious groups to contribute to the prevention of violence and the building of sustainable, peaceful societies. SDG 16 is directly connected to the promotion of peace, justice, and the creation of strong institutions—all of which are deeply influenced by religious principles and practices, especially in conflict zones. 2. SDG 10: Reduced Inequalities Religion often influences the way inequalities are perceived and addressed. Religious institutions frequently advocate for the rights of marginalized groups, including refugees, indigenous peoples, and disenfranchised communities. Key areas: The role of religious organizations in advocating for economic justice, gender equality, and the rights of minorities. Religious teachings about the dignity of the poor, the oppressed, and those facing discrimination. How religious diplomacy can promote international solidarity and support global partnerships aimed at reducing inequalities. SDG 10 aims to reduce inequalities within and between countries, a goal that can be supported through religious advocacy and interfaith cooperation on issues like social justice, human rights, and economic empowerment. 3. SDG 5: Gender Equality Religion often intersects with gender equality issues, both promoting and sometimes hindering progress. Many religious traditions and leaders have been instrumental in advancing women’s rights, sexual and reproductive health, and gender justice, though some traditions may present barriers. Key areas: The role of religion in advocating for women’s empowerment, education, and equal rights in different cultural contexts. The influence of religious leaders in supporting gender equality movements, such as advocating for women’s participation in political processes and leadership positions. How religious scriptures and teachings can either support or challenge gender stereotypes and patriarchal norms. SDG 5 is focused on achieving gender equality and empowering all women and girls, and religion can both challenge and support progress toward this goal, depending on interpretation and application. 4. SDG 17: Partnerships for the Goals Religion plays a key role in fostering global partnerships for development, peace, and sustainability. Religious groups, organizations, and leaders often collaborate with governments, NGOs, and international organizations to address a range of global challenges. Key areas: The role of religious diplomacy in building cross-cultural understanding, international cooperation, and global partnerships. How religious communities collaborate with international organizations (e.g., UN, World Bank) to promote sustainable development, human rights, and peace. The influence of interfaith dialogue in strengthening global solidarity on issues like climate change, poverty, education, and health. SDG 17 is dedicated to strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development, which is enriched through the engagement of religious communities in global partnerships. 5. SDG 1: No Poverty Religion has historically been a major actor in addressing poverty and advocating for social justice. Many religious organizations run charitable programs, provide humanitarian aid, and lead development efforts aimed at alleviating poverty. Key topics: Religious organizations’ role in providing humanitarian assistance, including food security, healthcare, housing, and disaster relief to impoverished populations. The influence of religious values in shaping economic policies that focus on poverty alleviation and social protection. How religious teachings encourage compassion and solidarity with the poor, fostering a culture of generosity and care for the less fortunate. SDG 1 is focused on eradicating poverty in all its forms, and religion plays a significant role in this goal, particularly in the areas of poverty relief, economic justice, and social welfare. 6. SDG 3: Good Health and Well-being Religion also intersects with issues related to healthcare, including mental health, maternal health, and access to medical care. Religious organizations often run hospitals, clinics, and health initiatives in areas where governments and private sectors are limited. Key areas: The role of religious organizations in promoting health education, preventive care, and spiritual well-being. The ethical considerations of healthcare access and public health in religious communities, particularly in contexts where health systems may be influenced by religious norms. How religious organizations contribute to global health crises, such as the Ebola outbreak, HIV/AIDS, and mental health advocacy. SDG 3 focuses on ensuring good health and well-being for all, and religion is often a key player in providing healthcare services, promoting health equity, and addressing both physical and spiritual well-being. 7. SDG 4: Quality Education Religion plays a vital role in providing education, particularly in developing countries where religious institutions often operate schools and educational programs. Key areas: The influence of religious teachings on education and knowledge transmission (e.g., religious schools, education in moral values). Religious organizations’ contribution to universal education, especially for girls, disadvantaged communities, and refugees. The role of religious education in shaping attitudes toward global citizenship, human rights, and sustainable development. SDG 4 aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Religious institutions contribute significantly to this goal through their educational networks and advocacy for equal access to education. Conclusion A university course on Religion in International Relations intersects with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 3: Good Health and Well-being SDG 4: Quality Education By exploring how religion intersects with global politics, diplomacy, and international relations, this course sheds light on the crucial role that religious values, institutions, and leaders play in shaping international policies, promoting peace, social justice, human rights, and sustainable development worldwide. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130803 | Studi Konflik dan Perdamaian | Conflict and Peace Studies | The Conflict and Peace Studies course explores the causes, dynamics, and resolution of conflicts at local, national, and international levels. It examines theoretical frameworks for understanding violence, conflict transformation, and peacebuilding practices. Students analyze case studies of historical and contemporary conflicts, focusing on factors such as identity, culture, and power. The course emphasizes strategies for promoting peace, including negotiation, mediation, and grassroots initiatives. Through this study, students develop critical skills in conflict analysis and gain insights into the complexities of fostering sustainable peace in diverse contexts. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is directly aligned with the core themes of Conflict and Peace Studies. This goal focuses on promoting peaceful societies, providing access to justice for all, and building effective, accountable institutions at all levels. Key areas: Conflict prevention and the role of international organizations (e.g., UN, EU) and governments in promoting peaceful resolutions. Peacebuilding strategies, including the promotion of social justice, human rights, and the establishment of democratic institutions. Addressing the root causes of conflict such as poverty, inequality, discrimination, and lack of governance. Strengthening the rule of law and creating inclusive institutions that can help prevent violence and maintain peace. SDG 16 is the most directly relevant goal, as it calls for the promotion of peace, justice, and strong institutions—all of which are central to the study and practice of conflict resolution and peacebuilding. 2. SDG 10: Reduced Inequalities Conflict and Peace Studies often deals with how inequalities—be they economic, social, cultural, or political—can fuel conflicts. This SDG focuses on reducing inequality within and between countries, which is a key driver of many conflicts. Key areas: The relationship between economic disparities, social injustice, and the outbreak of violent conflict. The impact of marginalization and discrimination on ethnic, religious, or political groups in conflict zones. Promoting equitable development and access to resources to prevent social unrest and conflict. SDG 10 aims to reduce inequalities, addressing the structural inequities that often contribute to tensions, social unrest, and the escalation of conflict. 3. SDG 5: Gender Equality Gender dynamics play a crucial role in both the origins and resolution of conflicts. Women and gender minorities are often disproportionately affected by armed conflicts, and their roles in peacebuilding and post-conflict reconstruction are critical to creating lasting peace. Key areas: The role of gender in conflict, including sexual violence during war, displacement, and the marginalization of women in post-conflict recovery processes. The importance of women’s participation in peace negotiations and decision-making to create more inclusive and sustainable peace agreements. How gender equality and empowerment contribute to peacebuilding and the reduction of violence and conflict. SDG 5 focuses on achieving gender equality, a crucial aspect in any peacebuilding process, as women’s leadership and inclusivity are often key to transforming conflict and creating durable peace. 4. SDG 4: Quality Education Education is a key tool in conflict prevention, peacebuilding, and the long-term stability of post-conflict societies. Conflict and Peace Studies often explores how education can be a powerful means of addressing the root causes of conflict and promoting peace. Key areas: The role of education in building tolerance, promoting intercultural dialogue, and encouraging peaceful conflict resolution. Education’s role in promoting critical thinking, human rights, and civic participation, which are essential for preventing future conflicts. The importance of education for refugees and displaced populations, ensuring that they have access to learning opportunities that help them rebuild their lives after conflict. SDG 4 is about ensuring inclusive, equitable quality education and promoting lifelong learning, which plays a foundational role in peacebuilding and conflict transformation. 5. SDG 1: No Poverty Poverty is both a cause and a consequence of conflict. Poverty-stricken societies are often more vulnerable to the outbreak of violence and are harder to stabilize after conflicts. Conflict and Peace Studies focuses on how economic development and poverty reduction are essential for peace. Key areas: The role of economic development and poverty alleviation in preventing conflicts, as poverty can breed frustration, extremism, and violence. The importance of post-conflict reconstruction efforts that address economic recovery, job creation, and social services to prevent relapse into violence. How addressing inequality and ensuring that basic needs are met can reduce the conditions that foster conflict. SDG 1 focuses on eradicating poverty and promoting economic equality, which is central to the creation of lasting peace in conflict-affected regions. 6. SDG 3: Good Health and Well-being Health is both a casualty and a critical element in post-conflict recovery. The study of conflict and peacebuilding involves addressing the physical and mental health consequences of war, as well as the role of healthcare in the recovery process. Key areas: The health impact of conflict, including physical injury, mental trauma, and the spread of disease in conflict zones. The role of healthcare systems in post-conflict peacebuilding, including mental health services for survivors and war victims. Ensuring health equity and access to medical care in conflict zones to prevent suffering and foster recovery. SDG 3 is about ensuring good health and well-being for all, and healthcare is a crucial part of peacebuilding and conflict resolution. 7. SDG 13: Climate Action Climate change is increasingly recognized as a driver of conflict, particularly in regions where resources like water and arable land are scarce. The relationship between climate change and conflict is a growing area of concern in Conflict and Peace Studies. Key areas: The impact of climate change on resource distribution and competition (e.g., over water, food, or land) and how this can lead to conflict. The role of climate-induced displacement and migration in creating tensions in receiving areas. How climate adaptation and mitigation efforts can reduce the risk of climate-related conflicts. SDG 13 emphasizes the need for climate action, which is critical in addressing environmental conflicts and promoting peace and security in a changing world. Conclusion A university course on Conflict and Peace Studies aligns with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4: Quality Education SDG 1: No Poverty SDG 3: Good Health and Well-being SDG 13: Climate Action These SDGs are interconnected with the study of conflict and peacebuilding as they highlight the importance of addressing the root causes of conflict, such as inequality, poverty, and climate change, while also promoting justice, human rights, education, and gender equality as essential components of a peaceful and sustainable global society. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130902 | Seminar Hubungan Internasional | International Relations Seminar | The International Relations Seminar is an advanced course designed to facilitate in-depth discussions and critical analysis of contemporary issues in international relations. It often features a mix of theoretical frameworks and practical case studies, encouraging students to engage with current events, global trends, and policy debates. Participants are expected to conduct independent research, present findings, and engage in peer discussions, fostering a collaborative learning environment. The seminar aims to enhance analytical skills, deepen understanding of global dynamics, and prepare students for careers in diplomacy, international organizations, and related fields. | 1. SDG 16: Peace, Justice, and Strong Institutions International Relations is fundamentally concerned with peace, security, and the role of international institutions in governing global affairs. This goal directly links to conflict prevention, diplomacy, rule of law, international institutions like the United Nations, and fostering peacebuilding efforts worldwide. Key areas: The role of international law, peacekeeping operations, and global governance institutions in maintaining global peace and justice. Humanitarian interventions and efforts to create accountable and effective institutions that support peace and development. The challenges and opportunities of building strong democratic institutions in post-conflict states and ensuring accountability. SDG 16 is central to International Relations, as it focuses on promoting peace, justice, and the creation of strong institutions that govern both global security and diplomacy. 2. SDG 10: Reduced Inequalities International Relations is concerned with how inequalities—such as those related to wealth, gender, race, ethnicity, and disability—shape global power structures, international negotiations, and development. This goal involves addressing how global inequalities contribute to conflict, social unrest, and migration. Key areas: Economic disparities between developed and developing nations and how they influence trade, foreign aid, and international economic systems. The role of global institutions in reducing inequality and promoting equitable growth through frameworks like fair trade and development aid. How international relations addresses the impact of discrimination, marginalization, and social exclusion in global governance. SDG 10 aims to reduce inequalities within and between countries, and International Relations Seminar often discusses how international systems, policies, and diplomacy can tackle economic and social disparities on the global stage. 3. SDG 5: Gender Equality Gender equality is increasingly recognized as a critical component of global security, development, and human rights. International Relations courses often examine the intersection of gender with international law, conflict, migration, and economic development. Key areas: The gendered dimensions of conflict and war, including gender-based violence in conflict zones. The role of women in peacebuilding and peacekeeping efforts, as well as gender equality in international diplomacy and decision-making. The integration of gender considerations into international trade, human rights frameworks, and foreign policy. SDG 5 focuses on achieving gender equality and empowering women and girls, a goal that is deeply intertwined with global diplomacy, peacebuilding, and international human rights in an International Relations context. 4. SDG 17: Partnerships for the Goals International Relations revolves around global partnerships, particularly among states, international organizations, NGOs, and multinational corporations. SDG 17 emphasizes the importance of collaborative efforts to achieve the SDGs, focusing on financing, technology transfer, and knowledge-sharing. Key areas: The role of international cooperation in addressing global challenges like climate change, global health, and conflict resolution. The need for multilateral diplomacy and global governance mechanisms to coordinate development efforts and peacebuilding. How regional and global partnerships can help achieve common goals related to sustainability and development. SDG 17 is focused on strengthening partnerships for the global goals, which is fundamental in international relations, where cooperation between countries, organizations, and sectors is key to tackling global issues. 5. SDG 13: Climate Action Climate change and its effects on global security, migration, and international relations are central topics in this field. The course will likely discuss climate diplomacy, climate justice, and the role of international treaties such as the Paris Agreement in addressing global warming. Key areas: The relationship between climate change and conflict, particularly in regions vulnerable to resource scarcity and climate-induced migration. The role of international cooperation in addressing climate change through adaptation, mitigation, and sustainable development. The integration of climate change into foreign policy and global governance, with a focus on climate justice and the role of developed countries in supporting developing nations to combat climate change. SDG 13 aims to take urgent action on climate change and its impacts, which is a growing area of focus in international relations, particularly in the context of global cooperation and environmental diplomacy. 6. SDG 3: Good Health and Well-being International relations also explores how global health issues such as pandemics, disease outbreaks, and healthcare access impact international security, economic stability, and human rights. Key areas: The role of global health organizations (such as the WHO) in addressing pandemics and ensuring health equity across borders. How global cooperation and diplomacy can help tackle health crises, such as the COVID-19 pandemic, and ensure equitable access to vaccines and healthcare. The relationship between health, migration, and international security. SDG 3 focuses on ensuring good health and well-being for all, and international relations plays a critical role in health diplomacy and global health governance. 7. SDG 4: Quality Education Education is a core element in the global development agenda and international relations, especially in the context of peacebuilding, post-conflict reconstruction, and development cooperation. Key areas: How education can help prevent conflict, promote peace, and support the integration of marginalized communities. The role of international education exchanges and capacity building in strengthening global governance and diplomacy. The significance of education in fostering global citizenship, critical thinking, and understanding of international issues. SDG 4 emphasizes the importance of quality education and lifelong learning, which is critical in fostering global peace and sustainability in the context of international relations. Conclusion An International Relations Seminar aligns with several UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education These SDGs are interconnected with the study of international relations, as the course often focuses on global cooperation, peacebuilding, human rights, sustainable development, and addressing global inequalities. By engaging with these goals, students develop a deeper understanding of how international diplomacy and global governance contribute to addressing complex global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121703 | Dinamika Kawasan Timur Tengah | Dynamics of the Middle East Region | The Dynamics of the Middle East Region course explores the political, social, economic, and cultural complexities of the Middle East. It examines key historical events, conflicts, and movements that have shaped the region, including colonial legacies, nationalism, and contemporary issues such as sectarianism, state-building, and globalization. Students analyze the roles of regional and international actors, as well as the impact of resources, such as oil, on geopolitical dynamics. The course encourages critical thinking about the challenges and opportunities in the Middle East, fostering a deeper understanding of its significance in global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions The Middle East has experienced ongoing conflicts, political instability, and challenges in governance, making SDG 16 central to understanding the region’s dynamics. This goal focuses on promoting peace, justice, and strong institutions, which are critical in a region often affected by wars, civil unrest, and fragile political systems. Key areas: The role of international diplomacy and conflict resolution in addressing regional tensions (e.g., conflicts in Syria, Yemen, Palestine, and Iraq). Peacebuilding efforts and the promotion of democratic governance in post-conflict societies. The importance of building inclusive political institutions and ensuring justice for marginalized populations, such as refugees and ethnic minorities. SDG 16 is highly relevant as it emphasizes the importance of peace, accountability, and effective institutions in a region historically plagued by conflict and instability. 2. SDG 10: Reduced Inequalities The Middle East is home to significant inequality along economic, ethnic, religious, and gender lines. This SDG focuses on reducing disparities within and between countries, a critical concern in a region where wealth and access to opportunities are often unevenly distributed. Key areas: Economic inequalities and the concentration of wealth in a few states, while many others experience poverty and high unemployment. The marginalization of certain ethnic and religious groups, including Kurds, Palestinians, and Yazidis, often leading to conflict. The role of social justice and inclusive development in addressing these inequalities and ensuring that marginalized groups have a voice in the political and economic systems. SDG 10 is essential for understanding how reducing inequality and promoting equitable development can help mitigate tensions and foster long-term peace in the region. 3. SDG 5: Gender Equality The Middle East has made significant strides in gender equality in certain areas, but the region still faces challenges related to women’s rights, discrimination, and gender-based violence. Key areas: The role of women in conflict resolution, peacebuilding, and political participation in countries like Tunisia, Jordan, and Lebanon. Gender-based violence in conflict zones (e.g., sexual violence in Syria and Iraq) and efforts to provide gender-sensitive humanitarian aid. Advancing women’s empowerment and ensuring equal access to education, economic opportunities, and political representation. SDG 5 focuses on gender equality, a key issue in the region, where women are often marginalized in political, economic, and social spheres. 4. SDG 3: Good Health and Well-being The Middle East faces significant health challenges, especially in conflict zones, where access to healthcare and basic services is disrupted. SDG 3 emphasizes the importance of ensuring good health and well-being for all, a critical concern in regions experiencing instability. Key areas: The impact of conflicts on healthcare systems, including the destruction of hospitals, limited access to essential medicines, and the spread of disease. Addressing mental health issues, particularly in conflict zones where trauma and stress-related disorders are common. The role of international organizations (such as the World Health Organization) in providing humanitarian assistance and promoting health equity in the region. SDG 3 is important for addressing the health challenges faced by millions of people in the Middle East, especially those affected by war and displacement. 5. SDG 13: Climate Action The Middle East is highly vulnerable to the effects of climate change, including water scarcity, drought, heatwaves, and the displacement of populations due to environmental factors. SDG 13 focuses on taking urgent action to combat climate change and its impacts. Key areas: The impact of climate change on agriculture, water resources, and livelihoods, especially in countries like Syria, Iraq, and Egypt. The role of climate diplomacy and regional cooperation in managing shared water resources like the Nile, Tigris-Euphrates, and Jordan Rivers. Climate-induced migration and the displacement of populations due to resource scarcity. SDG 13 is directly relevant as climate change poses significant risks to the region, potentially exacerbating conflict and contributing to economic instability. 6. SDG 4: Quality Education Education is a critical factor in addressing the region’s socio-political challenges. In conflict zones, the destruction of educational infrastructure and the disruption of schooling for young people have long-term impacts on the future of the region. Key areas: The importance of quality education in promoting peace, understanding, and cultural exchange in a region marked by ethnic and religious tensions. Providing education for refugees and displaced populations, who may face barriers to learning due to the effects of conflict and migration. The role of education in youth empowerment, particularly in countries with high levels of youth unemployment. SDG 4 highlights the importance of ensuring access to quality education for all, a crucial element for socio-political stability and the future development of the Middle East. 7. SDG 8: Decent Work and Economic Growth The Middle East faces challenges related to unemployment, especially among the youth and women, and the need for inclusive economic development to support long-term stability. Key areas: Economic diversification and reducing dependence on oil in countries like Saudi Arabia and the Gulf States. Providing decent work opportunities and addressing the skills gap in the labor market, especially for the youth. The role of foreign investment and entrepreneurship in fostering economic growth and job creation. SDG 8 is relevant as it emphasizes economic growth, employment, and the creation of inclusive economic opportunities, which are central to the region’s long-term peace and stability. Conclusion A university course on the Dynamics of the Middle East Region covers a broad range of issues that align with several UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth These SDGs are directly relevant to understanding the complex dynamics of the Middle East, addressing its challenges in peacebuilding, socioeconomic development, human rights, health, education, gender equality, and environmental sustainability. Studying these goals in the context of the Middle East allows students to understand the interconnectedness of global challenges and the importance of multilateral cooperation in fostering a more peaceful, just, and sustainable region. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121903 | Dinamika Kawasan Eropa | European Regional Dynamics | The European Regional Dynamics course examines the political, economic, and social developments within Europe, focusing on the complexities of regional integration, governance, and identity. Students explore the history and evolution of the European Union, the impact of globalization, and the challenges posed by nationalism, migration, and economic disparities. Through case studies and comparative analysis, the course highlights the interplay between local, national, and supranational dynamics in shaping European policies and public opinion. The course aims to foster a nuanced understanding of the factors influencing stability and change in the European region. | 1. SDG 16: Peace, Justice, and Strong Institutions Europe has historically been a region marked by political and social transformations, particularly with the creation of the European Union (EU) and its role in fostering peace, democracy, and strong institutions in the region. Key areas: The role of EU institutions like the European Commission, European Parliament, and Council of Europe in fostering regional governance and justice. Conflict resolution in the region, including the challenges posed by regions like Ukraine, Balkans, and Cyprus. The impact of EU law on promoting rule of law and human rights across member states. Promoting inclusive political institutions that strengthen democracy in both the EU and its neighboring countries. SDG 16 is integral to understanding how Europe has established itself as a beacon of peace and regional governance, particularly in the context of European integration. 2. SDG 10: Reduced Inequalities While the EU has promoted economic integration, there are significant inequalities both within and between European countries. This SDG focuses on reducing disparities in income, wealth, and opportunities, which is a critical issue in the context of European regional dynamics. Key areas: Economic disparities between Western Europe (e.g., Germany, France) and Eastern Europe (e.g., Poland, Romania), and how these inequalities affect social cohesion. Regional development policies within the EU, such as Cohesion Funds, aimed at reducing inequalities between EU member states and regions. Social inclusion and the challenges faced by migrants, refugees, and minority groups in Europe, particularly in the context of the migration crisis. SDG 10 is relevant for addressing the economic and social inequalities that persist across different regions in Europe and the ways in which EU policies aim to reduce these disparities. 3. SDG 5: Gender Equality The European Union has made significant strides in promoting gender equality, but challenges remain, particularly in areas like gender-based violence, pay equity, and female political representation. Key areas: The role of EU legislation in advancing gender equality (e.g., the EU Gender Equality Strategy). The participation of women in political leadership, economic opportunities, and decision-making in both EU institutions and member states. Addressing gender-based violence in regions like Eastern Europe, where such issues may not always be as openly addressed. SDG 5 focuses on achieving gender equality, a goal that is central to European integration and regional dynamics in Europe, as the region aims to promote empowerment and equal opportunities for all genders. 4. SDG 13: Climate Action Europe has played a significant role in advancing climate action through international agreements (e.g., the Paris Agreement) and its European Green Deal to transition to a carbon-neutral economy by 2050. Key areas: Climate change adaptation and mitigation strategies within the EU, including sustainability in agriculture, energy policies, and green technologies. The impact of EU policies on environmental governance and sustainable development across the region. The role of regional cooperation in tackling cross-border environmental issues like air pollution, water resources, and biodiversity loss. SDG 13 is especially relevant in the context of European regional dynamics, as Europe is actively pursuing ambitious policies to combat climate change and promote a sustainable future. 5. SDG 3: Good Health and Well-being The European Union has played a role in improving healthcare systems across Europe through policies aimed at health equity, pandemic preparedness, and cross-border health cooperation. Key areas: The importance of universal healthcare systems in the EU and their role in ensuring access to quality healthcare for all citizens. The COVID-19 pandemic and its impact on the region, highlighting issues of health system resilience, access to vaccines, and cross-border health cooperation. The role of public health policies in tackling issues like mental health, drug addiction, and non-communicable diseases across Europe. SDG 3 is crucial to European regional dynamics as it underpins efforts to ensure healthy lives and promote well-being for all Europeans. 6. SDG 4: Quality Education Education is a key factor in shaping the future of Europe. The EU places great emphasis on education as a driver for social inclusion, economic development, and cultural exchange across the continent. Key areas: Harmonization of educational standards across EU countries to promote mobility and equal opportunities for students. The impact of higher education and research cooperation across European institutions, which fosters knowledge sharing and innovation. The role of education in promoting social cohesion, particularly in the context of migration and the integration of refugees and minorities. SDG 4 is highly relevant as education is a foundational pillar in the European integration process, contributing to economic growth and social progress across the continent. 7. SDG 8: Decent Work and Economic Growth The EU’s goal of economic growth and promoting decent work is central to its internal dynamics, with efforts to foster employment and job creation across member states, particularly in the wake of economic crises. Key areas: Economic cooperation and the single market within the EU, which facilitates trade and the free movement of people and services. The challenges of youth unemployment, skills development, and creating opportunities for migrants and refugees to integrate into the workforce. Promoting inclusive economic growth, particularly in less-developed EU regions through Cohesion Funds and structural reforms. SDG 8 addresses the importance of fostering decent work and economic growth, a crucial focus for the EU, especially as it navigates economic crises, regional disparities, and global economic trends. 8. SDG 17: Partnerships for the Goals The EU is a key example of a multilateral partnership aimed at achieving common goals, particularly in global diplomacy, trade, development, and climate action. This goal emphasizes the importance of collaboration and cooperation in achieving the SDGs. Key areas: EU external relations and its partnerships with neighboring regions, as well as its influence in global institutions like the United Nations. The role of EU diplomacy in fostering regional stability, including its engagement in Eastern Europe, North Africa, and the Middle East. International development aid and trade partnerships that promote sustainable development goals globally. SDG 17 emphasizes the importance of partnerships for achieving the SDGs, which is central to the EU’s role in both regional and global governance. Conclusion A university course on European Regional Dynamics covers a wide range of topics that align with multiple UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals These SDGs are central to understanding the complex political, economic, and social dynamics of Europe and the European Union, as well as how regional cooperation can contribute to achieving broader global goals such as sustainable development, peace, social inclusion, and climate action. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122003 | Dinamika Kawasan Asia Selatan | Dynamics of the South Asia Region | The Dynamics of the South Asia Region course explores the intricate political, economic, and social landscapes of South Asia, focusing on countries such as India, Pakistan, Bangladesh, Nepal, and Sri Lanka. It examines key historical events, regional conflicts, and cooperative efforts, as well as issues like nationalism, religion, and development. Students analyze the impact of globalization, demographic trends, and environmental challenges on regional dynamics. The course encourages critical thinking about the interconnectedness of South Asian nations and their roles in global affairs, fostering a deeper understanding of the region’s significance in contemporary geopolitics. | 1. SDG 16: Peace, Justice, and Strong Institutions South Asia is a region marked by several longstanding conflicts (e.g., India-Pakistan tensions, Sri Lankan civil war, Kashmir conflict), weak political institutions in some countries, and challenges in governance, law enforcement, and human rights. Key areas: Conflict resolution and peacebuilding efforts in areas of ongoing tension and violence, such as Kashmir and Afghanistan. Strengthening institutions to ensure good governance, accountability, and rule of law, especially in fragile states like Afghanistan, Nepal, and Pakistan. Promoting justice and addressing human rights violations, particularly in conflict zones and with marginalized populations (e.g., Dalits, indigenous communities). SDG 16 is highly relevant to South Asia, as the region faces significant challenges related to peacebuilding, security, and the development of strong, inclusive institutions. 2. SDG 10: Reduced Inequalities South Asia is one of the most economically unequal regions in the world, with vast disparities in wealth, education, and access to resources. SDG 10 addresses inequalities both within and between countries, and South Asia is a key area of focus for addressing economic and social inequalities. Key areas: Income inequality and regional disparities, particularly between urban and rural areas, and among countries (e.g., India vs. Bangladesh). Addressing the marginalization of minority groups, including Dalits, indigenous peoples, ethnic minorities, and migrants. Gender inequality and the challenges faced by women in areas like education, employment, political participation, and access to healthcare. SDG 10 focuses on reducing inequality by promoting inclusive development and addressing systemic barriers to economic and social opportunities for all. 3. SDG 5: Gender Equality Gender inequality remains a major issue in South Asia, with women and girls facing significant barriers in education, employment, political participation, and access to healthcare. Key areas: Violence against women, including domestic violence, honor killings, and gender-based violence in conflict zones. Limited political participation of women and their representation in leadership roles. Access to education and economic opportunities for women, especially in rural areas, and addressing issues such as child marriage and gender-based discrimination. SDG 5 is crucial in South Asia for promoting gender equality and the empowerment of women and girls, addressing the region’s significant challenges in these areas. 4. SDG 13: Climate Action South Asia is one of the most vulnerable regions to the impacts of climate change, including floods, droughts, cyclones, and heatwaves. The region is also heavily reliant on agriculture, making it particularly susceptible to climate-induced disruptions. Key areas: The impact of climate change on agriculture, water resources, and food security, particularly in countries like India, Bangladesh, and Pakistan. Displacement due to environmental changes and the growing issue of climate refugees, especially in low-lying areas like the Sundarbans in Bangladesh and island nations like the Maldives. Regional cooperation on climate adaptation and the implementation of policies like the Paris Agreement to address environmental challenges. SDG 13 is especially relevant for South Asia, where climate change poses existential threats and requires regional cooperation and climate-resilient development strategies. 5. SDG 3: Good Health and Well-being South Asia faces significant health challenges, including high rates of malnutrition, maternal and child mortality, infectious diseases, and non-communicable diseases. Key areas: Access to healthcare and the development of health systems in countries with large populations, including India and Bangladesh. Maternal health, family planning, and child nutrition as critical issues for improving overall well-being, particularly in rural and marginalized communities. The role of public health interventions in combating diseases such as malaria, tuberculosis, and HIV/AIDS, as well as addressing the growing burden of mental health issues. SDG 3 is crucial to the region, where health challenges remain significant despite improvements in some areas. 6. SDG 4: Quality Education Education in South Asia is one of the most significant drivers of social mobility, but many regions continue to face challenges in ensuring universal access to quality education. Key areas: Gender disparity in education, with girls facing barriers to schooling in countries like Afghanistan, Pakistan, and rural parts of India. Youth unemployment and the need for skills training and vocational education to prepare young people for the workforce. Education in conflict zones, including the impact of displacement and refugee status on access to education. SDG 4 is highly relevant as the region needs to invest in quality education for all, particularly girls and marginalized populations, to drive sustainable development. 7. SDG 8: Decent Work and Economic Growth South Asia has made significant strides in economic growth, particularly in India and Bangladesh, but challenges remain in creating decent work for all and addressing youth unemployment. Key areas: Promoting inclusive economic growth, particularly in rural areas, and ensuring that economic opportunities are available to marginalized groups. The role of the informal economy and labor rights in countries where large portions of the population work in unregulated sectors. Developing a more sustainable economy with a focus on job creation in the green economy and renewable energy sectors. SDG 8 is important for promoting economic development and creating decent work opportunities in South Asia, which has a large, youthful, and dynamic labor force. 8. SDG 17: Partnerships for the Goals Regional cooperation and international partnerships are crucial in addressing many of the shared challenges in South Asia, such as climate change, economic inequality, and conflict resolution. Key areas: The role of South Asian regional organizations, such as SAARC (South Asian Association for Regional Cooperation), and the importance of multilateral diplomacy. Cross-border cooperation on issues like water security (e.g., the Indus River Basin), trade, and migration. International development partnerships and the role of foreign aid, global health initiatives, and climate financing in supporting sustainable development in the region. SDG 17 highlights the need for global partnerships and regional cooperation to achieve the SDGs in South Asia, where many of the issues are transnational in nature. Conclusion A university course on the Dynamics of the South Asia Region touches upon a wide array of issues that align with several UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals These SDGs are essential for addressing the challenges faced by South Asia in terms of peace, economic growth, social inclusion, environmental sustainability, and health. By studying the dynamics of the region through these lenses, students gain a deeper understanding of the interconnectedness of global challenges and the importance of **coll |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122103 | Dinamika Kawasan Oseania | Dynamics of the Oceania Region | The Dynamics of the Oceania Region course examines the unique political, economic, and cultural landscapes of the Pacific Islands, including nations like Australia, New Zealand, Papua New Guinea, and various smaller island states. It explores issues such as colonial legacies, environmental challenges, indigenous rights, and regional cooperation. Students analyze the impact of globalization, climate change, and geopolitical interests in the Pacific, as well as the role of regional organizations like the Pacific Islands Forum. The course fosters a deeper understanding of the diverse societies and dynamics within Oceania, highlighting their significance in global affairs. | 1. SDG 13: Climate Action Oceania, especially the Pacific Island nations, is highly vulnerable to the effects of climate change. Rising sea levels, extreme weather events (e.g., cyclones), and changes in weather patterns significantly threaten the region. Key areas: Sea-level rise threatening the livelihoods and territorial integrity of low-lying island nations like Kiribati, Tuvalu, and Marshall Islands. Natural disasters like cyclones, floods, and droughts, which disproportionately affect the region, particularly in Pacific Island nations. The role of climate change adaptation and mitigation strategies, as well as international cooperation to address the impact of climate refugees. SDG 13 is one of the most pressing goals for Oceania, as the region is at the frontline of the global climate crisis, and regional cooperation is essential for climate resilience and disaster management. 2. SDG 16: Peace, Justice, and Strong Institutions Oceania faces various challenges related to peace, conflict resolution, and the development of strong institutions. While most of the region enjoys political stability, some areas still struggle with political instability, corruption, and governance issues. Key areas: Conflict resolution and peacebuilding efforts, particularly in Papua New Guinea and some Pacific Island nations where political tensions and civil unrest have occasionally occurred. The promotion of democracy, human rights, and good governance in small island states and territories. Strengthening institutions in developing nations and ensuring the rule of law, including tackling corruption in countries like Papua New Guinea and Solomon Islands. SDG 16 is essential for promoting peace, justice, and effective governance in the diverse nations of Oceania, fostering strong institutions to address regional challenges. 3. SDG 10: Reduced Inequalities Oceania includes both highly developed nations like Australia and New Zealand and developing countries in the Pacific Islands, creating stark inequalities in economic development, living standards, access to healthcare, and education. Key areas: Addressing economic disparities between developed nations and Pacific Island nations, including income inequality, unemployment, and poverty. Indigenous rights and the challenges faced by Indigenous populations in Australia and New Zealand, including land rights, cultural preservation, and economic empowerment. Social inclusion and reducing discrimination against marginalized groups, such as women, youth, and people with disabilities in the region. SDG 10 focuses on reducing inequalities within and among countries in Oceania, aiming to create a more inclusive and equitable society for all people in the region. 4. SDG 5: Gender Equality Gender inequality is a persistent issue across many parts of Oceania, particularly in Pacific Island nations, where women face barriers to education, employment, healthcare, and political participation. Key areas: The promotion of women’s leadership and political participation, where women are often underrepresented in governance, especially in Pacific Island nations. Addressing gender-based violence and ensuring legal protection for women and girls in both urban and rural areas. Improving education and economic opportunities for women, particularly in rural and remote areas of the Pacific islands. SDG 5 is critical in Oceania for promoting gender equality and empowering women and girls to fully participate in social, economic, and political life. 5. SDG 3: Good Health and Well-being Oceania faces significant health challenges, including high rates of non-communicable diseases (e.g., diabetes, heart disease), infectious diseases, and mental health issues. There are also challenges related to access to healthcare in remote and rural areas, particularly in Pacific Island nations. Key areas: Addressing chronic diseases such as obesity and diabetes, which are prevalent in both Australia and Pacific Islands. Maternal health, child mortality, and universal healthcare access, especially in remote areas of the Pacific. The growing challenge of mental health and substance abuse in the region, especially in countries like Australia, where Indigenous populations face particular health challenges. SDG 3 is central for improving health systems, addressing disease prevention, and ensuring universal access to healthcare in Oceania. 6. SDG 4: Quality Education Education is a key issue in Oceania, where there are significant disparities in access to quality education between urban and rural areas and between developed and developing nations. Key areas: Expanding access to quality education for all, particularly in remote or disadvantaged regions of the Pacific Islands. Improving literacy rates and educational outcomes, especially for girls, Indigenous populations, and marginalized communities. The role of vocational education and training in preparing youth for the job market, particularly in Pacific Island nations with high youth unemployment. SDG 4 is key in the Oceania region for ensuring quality education for all, with a focus on expanding access to educational opportunities for vulnerable and marginalized groups. 7. SDG 8: Decent Work and Economic Growth While Australia and New Zealand have developed economies, many Pacific Island nations face challenges related to poverty, unemployment, and economic instability. There is a significant focus on sustainable development, particularly in sectors like tourism, agriculture, and fisheries. Key areas: Creating economic opportunities and decent work in developing countries like Papua New Guinea and the Pacific Islands through sustainable industries, eco-tourism, and renewable energy. Addressing the challenges of youth unemployment and promoting entrepreneurship in Pacific Island nations. Promoting economic diversification and sustainability in countries like Fiji and Vanuatu, which rely heavily on tourism and natural resource extraction. SDG 8 is vital for promoting economic growth, job creation, and sustainable development in Oceania, focusing on fostering inclusive and decent work opportunities. 8. SDG 17: Partnerships for the Goals Regional and international cooperation is crucial for addressing the challenges facing Oceania, including climate change, disaster management, economic development, and sustainable trade. Key areas: Regional cooperation through organizations like the Pacific Islands Forum and partnerships with Australia, New Zealand, and international organizations. Multilateral diplomacy on global issues like climate change and trade. International aid and development assistance, particularly for Pacific Island nations, to support sustainable development and resilience-building efforts. SDG 17 emphasizes the importance of global partnerships and regional cooperation to achieve the SDGs in Oceania and address shared challenges such as climate change, sustainable development, and disaster resilience. Conclusion A university course on the Dynamics of the Oceania Region would cover a wide array of issues that align with several UN Sustainable Development Goals (SDGs): SDG 13: Climate Action SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06122203 | Dinamika Kawasan Asia Timur | Dynamics of the East Asia Region | The Dynamics of the East Asia Region course explores the political, economic, and cultural developments in East Asia, focusing on key countries such as China, Japan, South Korea, and Taiwan. It examines historical events, regional conflicts, and cooperation, along with contemporary issues like trade relations, security challenges, and technological advancements. Students analyze the influence of globalization, cultural exchange, and environmental concerns on the region’s dynamics. The course encourages critical thinking about the interconnections between East Asian nations and their roles in shaping global politics and economics. | 1. SDG 16: Peace, Justice, and Strong Institutions East Asia is marked by significant geopolitical dynamics, including territorial disputes (e.g., South China Sea, Taiwan Strait), ongoing North Korean tensions, and regional security concerns involving China, Japan, and the U.S.. Key areas: Conflict resolution in disputed territories, such as the South China Sea, where multiple countries claim sovereignty. Strengthening regional security through multilateral mechanisms, such as the ASEAN Regional Forum and East Asia Summit. Promoting human rights and governance reforms in countries with ongoing political instability, such as North Korea. The importance of rule of law and democratic institutions in countries like Taiwan and South Korea, and the challenges faced by China in terms of human rights and freedom of speech. SDG 16 is crucial for ensuring peace and stability in a region that faces ongoing geopolitical tensions and conflicts. 2. SDG 10: Reduced Inequalities East Asia is home to both some of the wealthiest and most developed countries (e.g., Japan, South Korea) and some with high levels of poverty and inequality (e.g., China, North Korea). Key areas: Addressing economic inequality between the urban and rural areas in countries like China and South Korea. Reducing social inequalities in countries with large ethnic or minority populations, such as China’s Uighur minority and Tibetans. Fostering social inclusion and economic mobility through targeted policies for marginalized communities in China, North Korea, and Mongolia. SDG 10 emphasizes the need to address the growing gap between rich and poor in East Asia and ensure inclusive development. 3. SDG 5: Gender Equality Gender inequality remains an issue across East Asia, despite rapid economic development in many countries. This includes challenges in education, employment, political participation, and gender-based violence. Key areas: The gender pay gap and gender inequality in the workplace, especially in countries like Japan and South Korea, where traditional gender roles persist. Gender-based violence and discrimination against women in both rural and urban areas, particularly in countries like China and North Korea. Women’s political participation and leadership roles, including efforts to increase women’s representation in national parliaments and other decision-making bodies in South Korea and Taiwan. Addressing issues of human trafficking and sexual exploitation in some parts of East Asia. SDG 5 focuses on addressing gender inequality, improving women’s rights, and empowering women in a region where traditional gender roles can limit opportunities. 4. SDG 13: Climate Action East Asia is a key player in global climate change due to its large carbon footprint, especially from countries like China, which is the world’s largest emitter of greenhouse gases. The region is also highly vulnerable to the effects of climate change, including natural disasters and rising sea levels. Key areas: Climate change mitigation in China, which is heavily dependent on fossil fuels but is also making strides toward renewable energy and carbon neutrality. The impact of climate change on vulnerable nations like Taiwan, South Korea, and the Pacific Islands, particularly regarding typhoons, flooding, and droughts. Sustainable development and eco-friendly technologies in Japan and South Korea, which are leaders in green technology and energy efficiency. Promoting regional cooperation in addressing climate risks and disaster preparedness in Pacific Island nations and Southeast Asia. SDG 13 is particularly relevant as East Asia faces both the challenge of emission reduction and the need for climate resilience in the face of natural disasters and environmental threats. 5. SDG 8: Decent Work and Economic Growth East Asia is one of the world’s most economically dynamic regions, but it faces challenges related to labor rights, youth employment, and sustainable growth. The region also has a significant informal economy. Key areas: Youth employment and addressing high youth unemployment rates in China and Japan. The importance of inclusive economic growth, especially in China’s western provinces and in North Korea, which is more economically isolated. The challenge of creating decent work opportunities while transitioning towards sustainable industries, especially in countries like South Korea and Japan that are leading in innovation but also facing job displacement from automation. Promoting labor rights and combating modern slavery and human trafficking, which is a concern in parts of the region. SDG 8 aligns with East Asia’s focus on achieving economic growth that is both inclusive and sustainable while ensuring decent work for all. 6. SDG 3: Good Health and Well-being East Asia faces both challenges and opportunities in the area of healthcare. Some countries have highly developed health systems (e.g., Japan, South Korea), while others face significant challenges in terms of access to healthcare and public health. Key areas: The high rates of aging populations in Japan and South Korea, which demand reforms in elder care, healthcare systems, and pension policies. The challenge of mental health in China and South Korea, with rising rates of stress, depression, and suicide, especially among young people. The rise of non-communicable diseases (e.g., diabetes, cardiovascular diseases) and the need for better prevention and health education. Access to healthcare and improving public health systems in countries like North Korea, Mongolia, and Southeast Asia, where access to medical services remains limited. SDG 3 is vital to addressing healthcare access, mental health, aging populations, and the prevention of diseases in a rapidly changing East Asia. 7. SDG 4: Quality Education Education is a key driver of economic growth and social development in East Asia, and the region has made significant strides in improving educational access and quality. However, there are still gaps, particularly in rural areas and among marginalized groups. Key areas: Improving education quality and literacy rates in China, North Korea, and Mongolia, particularly in rural or disadvantaged areas. Expanding access to higher education and ensuring lifelong learning opportunities for all, especially in South Korea and Japan, where there is a growing demand for vocational education and skills development. Addressing gender disparities in education in countries like China and North Korea, particularly in remote and rural regions. The role of international collaboration in research and technology education, particularly in Japan and South Korea. SDG 4 is key to ensuring quality education for all in East Asia, addressing gender inequalities, rural access, and skill development in the workforce. 8. SDG 17: Partnerships for the Goals The East Asia region, with its complex web of political, economic, and environmental challenges, requires robust regional cooperation and international partnerships to tackle these issues. Key areas: Regional cooperation through platforms like the ASEAN (Association of Southeast Asian Nations) and APEC (Asia-Pacific Economic Cooperation). Strengthening |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130103 | Perilaku dan Teknik Negosiasi | Negotiation Behavior and Techniques | The Negotiation Behavior and Techniques course focuses on the principles and strategies of effective negotiation in various contexts. Students learn about the psychological and cultural factors that influence negotiation styles and outcomes. The course covers key techniques such as interest-based bargaining, conflict resolution, and communication skills. Through simulations, case studies, and role-playing exercises, students practice and refine their negotiation skills, gaining insights into preparation, tactics, and ethical considerations. By the end of the course, students are equipped to navigate complex negotiations in personal, professional, and international settings. | 1. SDG 16: Peace, Justice, and Strong Institutions Negotiation is central to conflict resolution, peacebuilding, and strengthening institutions. Effective negotiation skills can play a critical role in preventing or resolving conflicts, fostering peaceful relations, and ensuring justice. Key areas: Conflict resolution and the negotiation of peace treaties or peace processes (e.g., resolving political or ethnic conflicts). The development of strong institutions through negotiations in governmental, corporate, or international settings. The role of diplomacy and multilateral negotiations in addressing global issues, such as arms control, human rights, and environmental agreements. SDG 16 is particularly relevant as negotiation techniques can help to address tensions, build alliances, and establish fair and just systems. 2. SDG 10: Reduced Inequalities Negotiation can play a significant role in addressing inequalities—whether related to wealth, resources, or human rights—through the distribution of power, resources, and opportunities. Key areas: Negotiating policies or agreements that promote social inclusion, equal access to opportunities, and the protection of marginalized groups. Advocacy and social justice negotiations aimed at addressing systemic inequalities in society (e.g., gender inequality, economic disparities). Labor negotiations and addressing inequality in working conditions, wages, and social protections. SDG 10 ties into how negotiation techniques can be used to negotiate equitable policies and strategies aimed at reducing economic and social inequalities. 3. SDG 5: Gender Equality Negotiation skills are essential for achieving gender equality in various spheres of life, including education, employment, politics, and personal relationships. Key areas: Gender equality in the workplace: negotiating better conditions, equal pay, and career opportunities for women and marginalized genders. Promoting gender-inclusive policies and advocating for women’s rights through negotiations in governmental, organizational, or community settings. The use of negotiation techniques in addressing gender-based violence, and the advocacy for women’s rights at the international and local levels. SDG 5 emphasizes the role of negotiation in empowering women, creating inclusive policies, and addressing gender discrimination in various contexts. 4. SDG 8: Decent Work and Economic Growth Effective negotiation is key to achieving decent working conditions, fair wages, and job security for workers in both the private and public sectors. Key areas: Labor negotiations between employers and trade unions to ensure fair wages, workplace safety, and employment rights. Corporate negotiations to ensure ethical business practices, sustainable growth, and the protection of workers’ rights, particularly in industries prone to exploitation. Negotiating international trade agreements that promote economic growth while ensuring social and environmental responsibility. SDG 8 is directly related to using negotiation to achieve decent work, fair labor conditions, and sustainable economic growth. 5. SDG 4: Quality Education Negotiation plays a crucial role in education policy, access to education, and educational reform. Key areas: Negotiating educational reforms that enhance access and quality in both developed and developing countries. Educational partnerships between governments, NGOs, and private organizations to improve access to education for marginalized groups. Promoting student advocacy and negotiations on issues such as tuition fees, student rights, and access to resources. SDG 4 ties into how negotiation can help in advocating for quality education and negotiating fair policies to ensure educational equity. 6. SDG 13: Climate Action Climate negotiations are essential for tackling the global environmental crisis. International climate agreements, such as the Paris Agreement, are based on negotiation processes aimed at addressing climate change and reducing greenhouse gas emissions. Key areas: Multilateral negotiations involving countries, corporations, and NGOs to create global agreements on climate change mitigation and adaptation. Sustainable resource management and negotiating agreements on the conservation and protection of the environment. Community-based negotiations on issues like climate adaptation, disaster preparedness, and environmental justice for vulnerable populations. SDG 13 is integral to understanding how negotiation is central to driving global action on climate change and securing a sustainable future. 7. SDG 17: Partnerships for the Goals Negotiation is a key tool in fostering global partnerships and collaboration between governments, international organizations, the private sector, and civil society to achieve the SDGs. Key areas: Public-private partnerships: Negotiating partnerships that facilitate the sharing of resources, knowledge, and expertise to achieve sustainable development. International cooperation in areas such as global health, trade, environmental protection, and peacekeeping. The role of negotiation in building collaborative networks and frameworks to address global challenges, including poverty, inequality, and climate change. SDG 17 emphasizes the importance of effective partnerships and how negotiation techniques are used to foster cooperation and collaboration in achieving the SDGs. 8. SDG 2: Zero Hunger Negotiation techniques are vital in addressing food security issues, especially in regions affected by poverty and famine. Key areas: Negotiating trade agreements that ensure food access for developing nations and prevent food price volatility. Humanitarian negotiations related to food distribution and emergency aid in conflict or disaster-stricken areas. Promoting sustainable agricultural practices and resource-sharing agreements to ensure global food security. SDG 2 is relevant for understanding how negotiation can help create solutions to global hunger and food insecurity. Conclusion A course on Negotiation Behavior and Techniques is likely to cover several UN Sustainable Development Goals (SDGs), especially those related to: SDG 16: Peace, Justice, and Strong Institutions (Conflict resolution, governance) SDG 10: Reduced Inequalities (Addressing economic and social disparities) SDG 5: Gender Equality (Negotiating gender-inclusive policies and opportunities) SDG 8: Decent Work and Economic Growth (Labor rights, fair wages) SDG 4: Quality Education (Educational reform and access) SDG 13: Climate Action (Global climate negotiations) SDG 17: Partnerships for the Goals (Global cooperation for SDGs) SDG 2: Zero Hunger (Negotiations on food security and sustainability) Understanding the role of negotiation in these areas helps students recognize how effective negotiation can contribute to social change, economic development, and global peace. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06130203 | Dinamika HAM dalam Hubungan Internasional | Dynamics of Human Rights in International Relations | The Dynamics of Human Rights in International Relations course examines the role of human rights within the context of global politics and international relations. It explores the development of international human rights norms, treaties, and organizations, as well as the challenges in their implementation and enforcement. Students analyze case studies of human rights violations, advocacy movements, and the impact of globalization on human rights practices. The course encourages critical thinking about the intersection of human rights with issues such as conflict, development, and global governance, fostering a deeper understanding of the importance of human rights in shaping international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Human rights and justice are central to SDG 16, which emphasizes the need for peaceful societies, access to justice, and strong institutions. Human rights principles underpin the functioning of international law, humanitarian interventions, and conflict resolution. Key areas: International human rights law and its application in peacebuilding and conflict resolution. The role of international institutions like the United Nations (UN), International Criminal Court (ICC), and regional bodies in promoting human rights and justice. The importance of accountability and transparency in addressing human rights violations (e.g., through international courts or truth commissions). Promoting strong democratic institutions that respect human rights and rule of law. SDG 16 directly links to the course’s examination of how human rights mechanisms contribute to creating peaceful, just, and stable societies through institutional frameworks. 2. SDG 10: Reduced Inequalities Human rights are fundamentally about ensuring equality and non-discrimination for all individuals, regardless of their race, ethnicity, gender, religion, or social status. This aligns closely with SDG 10, which focuses on reducing inequalities in all their forms. Key areas: Addressing discrimination and marginalization in both domestic and international contexts (e.g., racial and gender-based discrimination). Promoting inclusive policies and social justice to bridge the gap between rich and poor and between majority and minority groups. Advocacy for economic, political, and social rights of marginalized populations, such as refugees, indigenous communities, and minority ethnic groups. SDG 10 is key to ensuring that human rights are central to reducing social and economic inequality, ensuring that no one is left behind. 3. SDG 5: Gender Equality The human rights framework is a powerful tool for advancing gender equality globally. SDG 5 focuses on achieving gender equality and empowering all women and girls, which is intrinsically tied to the protection of women’s rights and gender equality. Key areas: Combatting gender-based violence (GBV), including domestic violence, sexual exploitation, and trafficking. Promoting equal access to education, economic opportunities, and political participation for women and girls. Advocating for legal reforms that protect women’s rights and gender equality in international law, including instruments like the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW). Addressing gender inequality in conflict zones, focusing on the human rights of women in war-torn societies. SDG 5 emphasizes the role of human rights law in combating gender inequality and ensuring equal rights for women and girls in the international context. 4. SDG 3: Good Health and Well-being Human rights are critical in ensuring access to healthcare and addressing health disparities between different regions and populations. This aligns with SDG 3, which focuses on good health and well-being for all. Key areas: The right to health as enshrined in international human rights treaties, such as the International Covenant on Economic, Social and Cultural Rights (ICESCR). Addressing health inequities through policies that guarantee universal health coverage and access to medicines, especially for vulnerable populations. Sexual and reproductive rights and healthcare access for women, including maternal health and family planning. Advocacy for mental health rights and healthcare access for marginalized groups, including refugees, displaced persons, and people with disabilities. SDG 3 highlights how human rights can drive global health efforts to ensure equitable healthcare access for all individuals. 5. SDG 4: Quality Education Education is a fundamental human right and is essential for empowering individuals and communities. SDG 4 promotes inclusive, equitable quality education and lifelong learning opportunities for all. Key areas: The right to education as outlined in the Universal Declaration of Human Rights (UDHR) and the Convention on the Rights of the Child (CRC). Advocacy for free and compulsory education for all children, especially in regions with high levels of illiteracy and discrimination. Ensuring equal access to education for girls, ethnic minorities, and marginalized groups globally, addressing barriers such as poverty, child labor, and gender norms. SDG 4 directly links to human rights by ensuring educational opportunities for all, regardless of socioeconomic status or gender. 6. SDG 8: Decent Work and Economic Growth The protection of labor rights and economic rights is an essential part of human rights. SDG 8 emphasizes promoting decent work, economic growth, and employment opportunities for all. Key areas: Advocating for the right to work in safe and decent conditions, with fair wages and protection from exploitation, including child labor, forced labor, and discrimination. Promoting the right to unionize, negotiate wages, and engage in collective bargaining. Ensuring fair treatment and employment opportunities for marginalized populations, such as refugees, migrants, and minority groups. SDG 8 aligns with human rights in promoting decent work and ensuring that labor rights are respected in international agreements and national labor laws. 7. SDG 1: No Poverty Human rights are central to addressing poverty and ensuring that people have access to basic needs such as food, water, shelter, and social services. Key areas: Economic and social rights, such as the right to food, housing, and social security, are essential for eradicating poverty. Advocacy for poverty alleviation policies and social protections that uphold the human rights of the poor and disadvantaged. Ensuring access to essential services like education and healthcare for marginalized groups, particularly in developing regions. SDG 1 ties into human rights by ensuring that all individuals, regardless of background, can meet their basic needs and live a life of dignity. 8. SDG 17: Partnerships for the Goals Achieving human rights goals often requires global cooperation and partnerships between governments, international organizations, NGOs, and civil society. Key areas: The importance of international treaties and agreements that promote human rights and the rule of law (e.g., International Bill of Human Rights). Building global partnerships to tackle transnational human rights issues, such as human trafficking, refugee rights, and climate justice. The role of multilateral diplomacy and global governance mechanisms in addressing human rights challenges and supporting accountability. SDG 17 emphasizes the importance of global cooperation and partnerships in advancing the human rights agenda and achieving the broader SDGs. Conclusion A course on Dynamics of Human Rights in International Relations would most closely align with the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 3: Good Health and Well-being SDG 4: Quality Education SDG 8: Decent Work and Economic Growth SDG 1: No Poverty SDG 17: Partnerships for the Goals Human rights are fundamental to advancing these SDGs, and a course on human rights in the |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121003 | Teori dan Praktek Diplomasi | Diplomacy Theory and Practice | The Diplomacy Theory and Practice course explores the fundamental concepts, theories, and practices of diplomacy in the international arena. It examines the roles of diplomats, statecraft, and negotiation in managing relations between countries. Students analyze historical and contemporary diplomatic strategies, including bilateral and multilateral diplomacy, public diplomacy, and soft power. Through case studies and simulations, the course emphasizes the skills required for effective diplomatic engagement, such as communication, negotiation, and cultural awareness. By the end of the course, students gain a comprehensive understanding of how diplomacy shapes global affairs and fosters international cooperation. | 1. SDG 16: Peace, Justice, and Strong Institutions Diplomacy plays a central role in promoting peace and ensuring international security, particularly in conflict resolution, peacebuilding, and the strengthening of international institutions. Key areas: Conflict resolution: Diplomacy is essential for managing and resolving international disputes, preventing conflicts, and fostering peace through negotiations and treaties. Multilateral diplomacy: Strengthening international institutions like the United Nations (UN), World Trade Organization (WTO), and regional bodies to promote global governance, peacekeeping, and justice. Promotion of rule of law and human rights: Diplomatic efforts to uphold international law, human rights conventions, and accountability mechanisms (e.g., International Criminal Court (ICC)). The role of diplomacy in ensuring democratic governance and institutional stability within states and across borders. SDG 16 is highly relevant because diplomacy directly addresses the challenges of promoting peace, justice, and strengthening international institutions to resolve global issues. 2. SDG 17: Partnerships for the Goals Diplomacy is a key mechanism for building global partnerships and fostering international cooperation to achieve the Sustainable Development Goals (SDGs). Key areas: International collaboration: Diplomatic negotiations are essential for building partnerships between countries, the private sector, NGOs, and civil society to achieve common goals, such as climate change, poverty reduction, and global health. Trade agreements, climate accords, and development cooperation often involve complex diplomatic negotiations to address global challenges. The course would highlight the importance of diplomatic dialogues and international summits (e.g., Paris Climate Agreement, UN Sustainable Development Summit). SDG 17 emphasizes the importance of partnerships in diplomacy, as achieving the SDGs requires strong, sustained international collaboration and cooperation. 3. SDG 1: No Poverty Diplomacy is crucial for the formulation of global strategies to combat poverty through international aid, development assistance, and trade agreements. Key areas: International development diplomacy: Diplomatic negotiations often focus on foreign aid, debt relief, and economic assistance to address poverty in developing countries. Engaging in trade negotiations that promote economic growth and support the economies of low-income nations. Promoting financial inclusion and ensuring that global economic policies prioritize the needs of developing countries. SDG 1 connects to diplomacy by focusing on how states collaborate through diplomatic channels to address poverty at the international level. 4. SDG 10: Reduced Inequalities Diplomacy is often used as a tool to address inequalities between states and within societies, especially concerning economic disparities, human rights, and access to resources. Key areas: Trade diplomacy: Negotiating trade agreements that promote fair economic exchanges and reduce disparities between rich and poor nations. International human rights diplomacy: Efforts by diplomats to address human rights violations and advocate for social inclusion, including the rights of marginalized groups. Promoting global social justice and equitable development policies to address income inequality and access to opportunities. SDG 10 ties into diplomacy as it seeks to foster international cooperation that ensures more equitable opportunities, both globally and within countries. 5. SDG 5: Gender Equality Diplomacy plays a significant role in advancing gender equality globally through the international protection of women’s rights and gender-responsive policies. Key areas: Diplomatic efforts to address gender-based violence, discrimination, and gender inequality in national and international policy frameworks. Advocating for women’s empowerment in international organizations and ensuring gender equality in diplomatic processes, such as peace negotiations or development agendas. The role of UN Women and other diplomatic initiatives in advocating for gender-sensitive diplomacy. SDG 5 is strongly linked to diplomacy, especially in promoting gender equality and advocating for women’s rights within the global diplomatic framework. 6. SDG 13: Climate Action Diplomacy is key to achieving global agreements on climate change and ensuring collective action to address climate impacts. Key areas: International climate diplomacy: Diplomatic negotiations at conferences like the UN Climate Change Conference (COP), which aim to reach global consensus on climate policies. Carbon reduction agreements, environmental treaties, and green development strategies that require diplomatic negotiation between countries, the private sector, and civil society. Diplomacy in addressing climate migration, sustainable development, and resource management. SDG 13 is closely connected to diplomacy through its emphasis on global cooperation and policy-making to mitigate climate change and address environmental challenges. 7. SDG 3: Good Health and Well-being Diplomacy is essential in addressing global health issues, particularly during health crises like pandemics, and promoting universal health coverage and health equity. Key areas: Diplomacy in negotiating international health agreements, such as the Global Health Security Agenda or World Health Organization (WHO) frameworks. Global health diplomacy: Coordinating cross-border efforts to address infectious diseases, vaccine distribution, and public health responses to global health threats. Negotiating access to medicines, vaccines, and healthcare services for vulnerable populations in different parts of the world. SDG 3 is linked to diplomacy in promoting health cooperation, particularly on issues like disease prevention and ensuring access to healthcare across nations. 8. SDG 4: Quality Education Diplomacy plays a role in promoting global education and international collaboration to achieve universal access to education. Key areas: Educational diplomacy: Diplomatic negotiations can help improve education policies worldwide, focusing on equal access to primary, secondary, and higher education. Advocating for international educational partnerships and improving education systems in developing countries through development aid and cross-border educational programs. The role of UNESCO and other international bodies in coordinating global educational efforts. SDG 4 aligns with diplomacy through its emphasis on international agreements that promote quality education for all, especially in developing regions. Conclusion A course on Diplomacy Theory and Practice is relevant to several UN Sustainable Development Goals (SDGs), particularly those focused on peace, justice, international cooperation, and global well-being. The key SDGs covered would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 4: Quality Education Diplomacy is a tool for promoting global cooperation, resolving conflicts, advocating for human rights, and working towards a sustainable future, all of which are essential to the achievement of the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121103 | Dinamika Kawasan Asia Tenggara | Dynamics of the Southeast Asia Region | The Dynamics of the Southeast Asia Region course explores the political, economic, and cultural complexities of Southeast Asia, encompassing countries such as Indonesia, Malaysia, Thailand, Vietnam, and the Philippines. It examines historical legacies, regional conflicts, and cooperative efforts within frameworks like ASEAN. Students analyze contemporary issues, including economic development, environmental challenges, migration, and security concerns. The course encourages critical thinking about the diverse cultures and political systems in the region and their interactions with global dynamics, fostering a deeper understanding of Southeast Asia’s significance in international relations and regional stability. | 1. SDG 16: Peace, Justice, and Strong Institutions Southeast Asia has faced significant challenges related to conflict, security, and regional tensions, including disputes over territory, religious and ethnic issues, and governance. The region’s efforts toward regional cooperation through organizations like ASEAN are crucial for promoting peace, stability, and justice. Key areas: Diplomatic efforts to resolve territorial disputes (e.g., in the South China Sea). The role of ASEAN in conflict mediation and peacebuilding in the region. Promoting democratic governance and human rights within Southeast Asian nations. SDG 16 would be directly relevant to the course as it highlights the importance of strong institutions and peaceful resolution of conflicts within the region. 2. SDG 17: Partnerships for the Goals Regional cooperation in Southeast Asia is essential for achieving sustainable development. The course would address the partnerships between Southeast Asian countries, regional organizations like ASEAN, and global bodies such as the United Nations and World Trade Organization. Key areas: ASEAN’s role in fostering cooperation on trade, security, and economic development. Multilateral agreements on issues such as climate change, poverty reduction, human rights, and economic integration. How Southeast Asia engages with global SDG frameworks to address shared challenges. SDG 17 is directly related to regional collaboration, a key theme in this course, as Southeast Asian nations work together to address common challenges. 3. SDG 1: No Poverty Southeast Asia is home to both rapidly developing economies and significant poverty. Poverty alleviation is a critical issue in the region, and the course would likely cover the progress made by countries such as Vietnam, Thailand, and Indonesia in addressing poverty and inequality. Key areas: Economic development strategies aimed at reducing poverty. The role of foreign aid, development assistance, and trade in poverty reduction. Issues related to inequality and how they are addressed regionally. SDG 1 is highly relevant as poverty reduction remains a major challenge in parts of Southeast Asia, and the course would explore both successes and ongoing struggles in this area. 4. SDG 10: Reduced Inequalities Southeast Asia has significant disparities between and within countries in terms of economic development, access to education, and healthcare. Addressing these inequalities, both at the regional and national levels, would be a key part of the course. Key areas: The impact of economic integration through ASEAN and trade liberalization on reducing inequality. Efforts to promote social inclusion and ensure equitable access to resources for marginalized groups. Addressing income inequality and regional imbalances, especially between urban and rural areas. SDG 10 ties directly to the course’s examination of regional inequalities, particularly regarding economic and social disparities within and between Southeast Asian countries. 5. SDG 5: Gender Equality Gender equality remains a critical issue in Southeast Asia, where traditional cultural norms often place women at a disadvantage in terms of education, economic participation, and political power. Key areas: The role of gender-responsive diplomacy in promoting women’s rights and gender equality in Southeast Asia. Efforts by regional organizations like ASEAN to address gender-based violence and discrimination. The impact of female empowerment on economic development and social well-being. SDG 5 would be a key focus, particularly when examining gender disparities and efforts to empower women in the Southeast Asia region. 6. SDG 13: Climate Action Southeast Asia is one of the most vulnerable regions to the effects of climate change, with rising sea levels, extreme weather events, and environmental degradation affecting millions of people. This region is crucial to global climate action efforts. Key areas: Southeast Asia’s role in climate negotiations, such as the Paris Agreement, and the region’s commitment to carbon reduction. Addressing disaster resilience and sustainable development through regional cooperation on climate change mitigation and adaptation strategies. The impact of environmental degradation, including deforestation, air pollution, and water scarcity, and how countries in Southeast Asia are responding. SDG 13 is directly relevant to the course, particularly as Southeast Asia grapples with climate change and seeks sustainable solutions for both the environment and the economy. 7. SDG 8: Decent Work and Economic Growth Economic growth in Southeast Asia has been a major success story in recent decades, with several countries experiencing rapid industrialization and development. However, decent work remains a challenge in some areas, especially in the informal economy and labor rights. Key areas: The impact of regional economic integration on job creation and labor standards. Efforts to foster sustainable economic growth in sectors like manufacturing, tourism, and agriculture. The role of ASEAN in shaping economic policies that promote decent work and inclusive growth. SDG 8 is relevant to the course, focusing on the region’s economic development, the promotion of decent jobs, and tackling issues such as employment inequality and labor exploitation. 8. SDG 3: Good Health and Well-being Health is a critical issue in Southeast Asia, particularly in the context of infectious diseases, healthcare access, and non-communicable diseases. The region has made significant strides in improving public health but continues to face challenges. Key areas: Health diplomacy and the role of regional organizations like ASEAN in addressing public health issues. The challenge of health disparities between countries, as well as the role of international cooperation in tackling issues like HIV/AIDS, malaria, and maternal health. Efforts to improve health systems and increase access to quality healthcare. SDG 3 is highly relevant, as health is a key area of concern in Southeast Asia, with growing concerns over disease outbreaks and the need for regional health collaboration. 9. SDG 4: Quality Education Education is central to addressing many of Southeast Asia’s challenges, including poverty, inequality, and economic development. There are significant disparities in education access and quality between urban and rural areas. Key areas: The role of regional cooperation in improving education systems, particularly through initiatives by ASEAN and other regional organizations. The challenges and opportunities of improving educational quality, access, and gender equality in education. Efforts to address the skills gap in STEM education, vocational training, and higher education across the region. SDG 4 would be relevant as the course explores how education systems in Southeast Asia are evolving and the role of regional policies in improving educational access and quality. Conclusion A university course on Dynamics of the Southeast Asia Region would cover a broad range of UN Sustainable Development Goals (SDGs), including: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 3: Good Health and Well-being SDG 4: Quality Education The course would explore how regional dynamics, cooperation, and diplomacy shape efforts to address |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121203 | Organisasi dan Kerjasama Internasional | International Organizations and Cooperation | The International Organizations and Cooperation course examines the role and function of international organizations in facilitating cooperation among states and addressing global challenges. It covers the historical development, structures, and processes of key organizations such as the United Nations, World Trade Organization, and regional bodies like the European Union and African Union. Students analyze issues such as peacekeeping, humanitarian aid, development, and international law, exploring how these organizations promote collaboration and conflict resolution. The course encourages critical thinking about the effectiveness and limitations of international organizations in fostering global governance and addressing complex global issues. | 1. SDG 16: Peace, Justice, and Strong Institutions This SDG is central to the role of international organizations in conflict resolution, peacekeeping, justice, and the strengthening of global governance. Key areas: The role of organizations like the UN in maintaining international peace and security through peacekeeping missions, conflict mediation, and peacebuilding. Promoting human rights, rule of law, and good governance within and between countries. International efforts to address disputes, war crimes, and violence through legal mechanisms (e.g., International Criminal Court (ICC)). Strengthening institutions such as the UN Security Council and International Court of Justice in resolving international disputes and fostering global peace. SDG 16 directly ties to the core focus of international organizations, as these bodies work to maintain peace, establish justice, and promote strong institutions globally. 2. SDG 17: Partnerships for the Goals International cooperation through multilateral agreements and partnerships is fundamental to achieving the SDGs, and international organizations play a key role in facilitating such collaborations. Key areas: Multilateral diplomacy to build global partnerships for sustainable development, addressing climate change, health issues, and poverty reduction. The role of organizations like the UN in fostering international agreements (e.g., Paris Climate Agreement, 2030 Agenda for Sustainable Development). Promoting inclusive partnerships between governments, civil society, the private sector, and international organizations to implement the SDGs. Mobilizing financial resources, technical expertise, and political will to support SDG implementation globally. SDG 17 is at the heart of the course, as international organizations are essential to partnership building, facilitating collaborative actions among different actors, and ensuring progress on the SDGs. 3. SDG 1: No Poverty International organizations, particularly the World Bank, UNDP, and WTO, play critical roles in poverty reduction by promoting economic development, aid distribution, and social protection systems. Key areas: Providing financial assistance, technical support, and policy advice to low-income countries. Supporting poverty alleviation programs through international frameworks and collaborations (e.g., Millennium Development Goals (MDGs), SDGs). Working with national governments to create sustainable economic policies and inclusive growth models that address poverty and inequality. SDG 1 is a significant focus, as international organizations contribute to global efforts in tackling poverty through development programs and economic cooperation. 4. SDG 10: Reduced Inequalities International organizations work to reduce inequalities both within and between countries, focusing on issues such as global trade, financial inequality, and access to resources. Key areas: Promoting equitable trade agreements through the World Trade Organization (WTO) to ensure fair trade practices. Advocating for inclusive economic development, access to healthcare, and education in developing countries. Addressing marginalized populations, including efforts by UNICEF, UNHCR, and other organizations to protect the rights of refugees, women, children, and other vulnerable groups. Reducing income inequality through international economic reforms and financial inclusion. SDG 10 is addressed through international organizations’ work on reducing social and economic disparities both at the global and regional levels. 5. SDG 3: Good Health and Well-being The World Health Organization (WHO), along with regional health organizations, plays a central role in improving global health, especially in addressing pandemics, disease outbreaks, and promoting universal health coverage. Key areas: Global health governance: Coordinating international responses to health crises like COVID-19 and HIV/AIDS. Advocating for universal health coverage and promoting access to healthcare for vulnerable populations. Supporting health systems strengthening and addressing health disparities globally. SDG 3 is closely linked to the work of international organizations in health diplomacy, improving global health systems, and responding to health emergencies. 6. SDG 13: Climate Action International organizations are central to addressing climate change and supporting sustainable environmental policies at the global level. The United Nations Framework Convention on Climate Change (UNFCCC) and other bodies like the World Bank and IPCC are key players. Key areas: Facilitating international climate agreements like the Paris Agreement and ensuring that countries meet their climate goals. Providing technical support, funding, and capacity building to help developing countries adapt to and mitigate climate change. Promoting environmental sustainability through multilateral cooperation and addressing issues such as deforestation, water scarcity, and pollution. SDG 13 is directly relevant to the course, as international organizations lead efforts to combat climate change and promote sustainability through global cooperation. 7. SDG 5: Gender Equality International organizations like the UN Women, UNDP, and World Bank work to promote gender equality and the empowerment of women and girls worldwide. Key areas: Advocating for women’s rights and gender equality in international law, policy, and development programs. Addressing gender-based violence, discrimination, and promoting women’s economic empowerment globally. Supporting gender-responsive policies in education, health, and employment through multilateral collaboration. SDG 5 is relevant, as international organizations play a critical role in advancing gender equality through both policy advocacy and grassroots interventions. 8. SDG 4: Quality Education Organizations like the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the World Bank are crucial in advancing global education and improving access to quality education in underdeveloped and developing countries. Key areas: Supporting education systems in developing countries, especially for marginalized groups like girls and minorities. Promoting lifelong learning opportunities and skills development for global competitiveness. Advancing inclusive education policies and the SDG 4 agenda through international funding and technical assistance. SDG 4 ties directly to the work of international organizations in promoting access to quality education and advancing global education standards. 9. SDG 8: Decent Work and Economic Growth The role of international organizations in promoting decent work and sustainable economic growth is significant. The International Labour Organization (ILO), for instance, sets global labor standards. Key areas: Promoting fair trade, job creation, and decent work conditions through international labor agreements. Supporting economic development and job creation in developing countries via multilateral funding and collaboration. Ensuring economic growth is inclusive, sustainable, and benefits all segments of society. SDG 8 is closely related to international organizations’ work on job creation, economic development, and ensuring that economic growth is equitable. Conclusion A university course on International Organizations and Cooperation would directly address several UN Sustainable Development Goals (SDGs), particularly those related to global governance, peace, sustainable development, and international cooperation. The key SDGs covered in such a course would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 5: Gender Equality SDG 4: Quality Education SDG 8: Decent Work and Economic Growth The course would focus on how |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121303 | Studi Kebijakan dan Diplomasi Maritim | Maritime Policy and Diplomacy Studies | The Maritime Policy and Diplomacy Studies course explores the political, economic, and environmental aspects of maritime affairs and their significance in international relations. It examines key issues such as maritime security, trade routes, territorial disputes, and resource management in oceanic regions. Students analyze the role of international law, treaties, and organizations in governing maritime activities, as well as the impact of globalization on oceanic policies. Through case studies and policy simulations, the course emphasizes the importance of diplomacy in resolving maritime conflicts and promoting sustainable practices, preparing students for careers in maritime governance and international diplomacy. | 1. **Life Below Water (SDG 14)**: This goal focuses on the conservation and sustainable use of oceans, seas, and marine resources. The course likely addresses marine governance, conservation practices, and sustainable fisheries. 2. **Climate Action (SDG 13)**: Maritime policy often involves strategies for mitigating climate change impacts on coastal and marine environments, as well as adapting maritime practices to be more sustainable. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: The course can explore the role of maritime industries in innovation, sustainable shipping practices, and the development of infrastructure that supports sustainable maritime activities. 4. **Sustainable Cities and Communities (SDG 11)**: Understanding maritime policies is crucial for coastal city planning, urban development, and managing resources sustainably in coastal areas. 5. **Partnerships for the Goals (SDG 17)**: Maritime diplomacy often involves international collaboration and partnerships among nations, organizations, and stakeholders to address shared maritime challenges. By incorporating these SDGs, the course can highlight the interconnectedness of maritime issues with global sustainability efforts. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121403 | Studi Keamanan dan Kajian Strategis | Security Studies and Strategic Studies | The Security Studies and Strategic Studies course examines the concepts and practices related to national and international security. It explores the theoretical frameworks of security, including traditional and non-traditional security threats such as military conflict, terrorism, cyber threats, and environmental challenges. Students analyze the strategies employed by states and non-state actors to address these issues, including defense policies, intelligence operations, and international cooperation. The course encourages critical thinking about the complexities of security in a globalized world and prepares students for careers in policy analysis, international relations, and defense studies. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 is central to the study of security and strategy, as it emphasizes the role of strong institutions, rule of law, peacekeeping, human rights, and conflict resolution. Key areas: Conflict prevention: International efforts to prevent conflicts, such as diplomacy, peace agreements, and early warning systems. Post-conflict reconstruction: How strategies for rebuilding nations after war are developed, focusing on peacebuilding, justice, and the restoration of governance. Peacekeeping operations: The role of the United Nations and other organizations in deploying peacekeeping forces in conflict zones. Human security: Addressing non-traditional security threats, such as human rights abuses, human trafficking, pandemics, and environmental threats that undermine global peace and security. SDG 16 would be covered extensively in the course, especially in relation to security governance, international diplomacy, and efforts to build strong institutions in conflict-prone regions. 2. SDG 1: No Poverty SDG 1, “No Poverty,” is linked to security studies in terms of how economic instability, poverty, and inequality can lead to conflict and violence, and how strategic approaches can help alleviate these drivers of insecurity. Key areas: The role of economic development and poverty reduction in promoting national and international security by addressing root causes of conflict. The importance of inclusive economic growth in post-conflict regions to ensure long-term stability. Security and development nexus: How security policies intersect with development goals, and how lack of economic opportunities can foster social unrest. SDG 1 is relevant to the course’s exploration of the relationship between poverty, social inequality, and security, and how strategic studies can address these concerns. 3. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” focuses on reducing inequality within and among countries, a key theme in both security studies and strategic studies. Inequality, whether economic, political, or social, often exacerbates security challenges. Key areas: Addressing inequality in military capacity and security infrastructure between developed and developing countries. The role of international strategic cooperation in fostering security and addressing economic disparities that could lead to instability. Strategies for promoting inclusive governance and security policies that reduce marginalization of vulnerable populations (e.g., minorities, refugees, or displaced persons). SDG 10 is linked to how inequality can impact national security and the global security environment, with strategic responses needed to address these disparities. 4. SDG 13: Climate Action SDG 13, “Climate Action,” addresses how climate change is increasingly seen as a threat multiplier for security, affecting natural resources, migration patterns, and conflict dynamics. Key areas: Climate-induced conflict: Examining how competition for resources like water, arable land, and fishing grounds due to climate change can lead to political instability and violent conflict. The role of military forces and international cooperation in responding to climate-related disasters and their impacts on security. Strategic policy planning to address climate change as a global security threat, particularly in relation to migration, resource scarcity, and environmental refugees. SDG 13 is highly relevant, as climate action intersects with security policy in strategic assessments of how environmental stressors affect the stability of regions and nations. 5. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” addresses food security, which is often a key issue in security studies. The relationship between hunger, famine, and conflict is a central theme in strategic and security policy discussions. Key areas: The role of food security in maintaining social stability and preventing conflict—food scarcity can lead to civil unrest or violent extremism. Strategic approaches to addressing food insecurity in conflict zones and how international organizations and states cooperate to provide humanitarian aid during crises. The role of military and peacekeeping missions in addressing food distribution challenges in post-conflict situations. SDG 2 is relevant to security studies, especially in regions affected by famine or food insecurity, where strategic policies are critical for preventing conflicts and ensuring human security. 6. SDG 5: Gender Equality SDG 5, “Gender Equality,” explores the role of gender in security and strategic studies, focusing on how gender inequality affects both conflict dynamics and the post-conflict rebuilding process. Key areas: The importance of gender-sensitive security policies in addressing issues such as gender-based violence, displacement, and human trafficking in conflict zones. Women in peace processes: Promoting women’s participation in peacebuilding and conflict resolution to create more sustainable and inclusive security environments. Addressing the gendered impacts of conflict, where women and girls often bear the brunt of violence and displacement. SDG 5 is relevant as the course would look at the gender dimensions of security and strategic decision-making, particularly in conflict and post-conflict settings. 7. SDG 4: Quality Education SDG 4, “Quality Education,” is important in security studies, particularly in how education can contribute to peacebuilding and conflict prevention. Key areas: The role of education in reducing the drivers of radicalization and violence by promoting critical thinking, tolerance, and peace. The need for rebuilding educational systems in post-conflict societies to help prevent the resurgence of violence and to foster social cohesion. Strategic education policies in conflict zones to ensure that youth are not vulnerable to extremist ideologies. SDG 4 ties into security studies through the concept of education for peace, especially as it relates to reconciliation and conflict prevention in fragile and post-conflict societies. 8. SDG 11: Sustainable Cities and Communities SDG 11, “Sustainable Cities and Communities,” links directly to urban security and strategic governance, especially in conflict and post-conflict zones. Key areas: The need for sustainable urban planning in conflict-prone areas to create resilient communities and ensure security in urban centers. Strategies to address the challenges of urbanization and migration, particularly in post-conflict societies and refugee camps. International cooperation in addressing urban poverty, housing crises, and the social impacts of conflict. SDG 11 is relevant to the course, particularly when discussing the strategic challenges of urban security, migration, and post-conflict rebuilding. Conclusion A university course on Security Studies and Strategic Studies would primarily focus on the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (International peacekeeping, conflict resolution, rule of law) SDG 1: No Poverty (The economic roots of conflict and security) SDG 10: Reduced Inequalities (Inequality and its impact on national and global security) SDG 13: Climate Action (Climate change as a security threat) SDG 2: Zero Hunger (Food security and conflict) SDG 5: Gender Equality (The role of gender in security and conflict) SDG 4: Quality Education ( |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121503 | Dinamika Kawasan Amerika Latin | Dynamics of the Latin American Region | The Dynamics of the Latin American Region course examines the political, economic, and social developments within Latin America, focusing on key countries such as Brazil, Mexico, Argentina, and Chile. It explores historical contexts, including colonial legacies and social movements, as well as contemporary issues like governance, economic inequality, and regional integration. Students analyze the impact of globalization, environmental challenges, and U.S.-Latin American relations. The course fosters a critical understanding of the diverse cultures and political systems in Latin America and their significance in global affairs, preparing students for careers in international relations, development, and policy analysis. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, which are crucial for Latin America, a region with a history of authoritarian regimes, civil wars, and social unrest. Key areas: The role of democracy and rule of law in fostering political stability. Human rights protection and addressing historical injustices, including the legacy of military dictatorships. The challenges of strengthening democratic institutions and combating corruption. Efforts to build peace in post-conflict areas, such as Colombia, and ensuring justice for victims of violence and repression. SDG 16 would be a central focus of the course, particularly regarding governance and institutional reforms aimed at building sustainable peace and justice in the region. 2. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” addresses the economic and social inequalities that are prevalent in Latin America, a region characterized by some of the highest levels of income inequality in the world. Key areas: Social inequality: Disparities in wealth, education, healthcare, and political power, often along racial, ethnic, and gender lines. Rural vs urban inequality: Differences in access to services and economic opportunities between urban centers and rural areas. The role of social movements and political reform in addressing these disparities and advocating for equitable economic growth. SDG 10 would be covered in-depth in the course, particularly in relation to the region’s efforts to reduce poverty, exclusion, and discrimination through policy reform and social justice. 3. SDG 13: Climate Action SDG 13, “Climate Action,” is crucial for Latin America, where climate change has a profound impact on agriculture, water resources, biodiversity, and disaster preparedness. Key areas: The region’s vulnerability to climate change: Impacts such as hurricanes, flooding, droughts, and wildfires, especially in countries like Mexico, Brazil, and Central America. Environmental degradation: Issues such as deforestation in the Amazon, soil erosion, and the loss of biodiversity. Sustainable development strategies that balance economic growth with environmental protection, particularly in the context of natural resource management and green technologies. The role of Latin American countries in global climate negotiations and their participation in the Paris Agreement. SDG 13 would be explored in relation to Latin America’s climate resilience strategies, sustainable development practices, and the management of natural resources. 4. SDG 8: Decent Work and Economic Growth SDG 8, “Decent Work and Economic Growth,” is directly relevant to the course, as Latin America faces significant challenges in achieving inclusive growth and reducing unemployment and informal labor. Key areas: The region’s reliance on natural resource extraction (e.g., oil, minerals, agriculture) and the need for economic diversification. Labor rights and improving working conditions across industries, including formal and informal sectors. The role of trade agreements and regional integration (e.g., Mercosur, Pacific Alliance) in boosting economic development. Addressing youth unemployment, gender disparities, and providing access to quality jobs for marginalized groups. SDG 8 would be central to discussions about economic growth, job creation, and inclusive development in Latin America. 5. SDG 1: No Poverty SDG 1, “No Poverty,” is a major focus, given that large segments of the Latin American population still live in poverty, particularly in rural areas and among indigenous and marginalized communities. Key areas: Poverty reduction strategies: Exploring policies to address economic inequality, improve social safety nets, and reduce hunger. The importance of education, healthcare, and social welfare programs in lifting people out of poverty. Rural development: Programs aimed at improving living conditions in rural areas, including access to basic services and sustainable agriculture. SDG 1 would be covered in discussions of poverty alleviation, social inclusion, and sustainable livelihoods in Latin America. 6. SDG 4: Quality Education SDG 4, “Quality Education,” is an essential component in improving social mobility and economic development in Latin America. Key areas: The education gap: Addressing disparities in access to quality education between urban and rural areas, as well as marginalized groups. Education for all: Ensuring that indigenous communities, girls, and minorities have access to inclusive education. The role of education in breaking the cycle of poverty and promoting social equity and peace. SDG 4 is highly relevant to addressing educational inequality and improving access to higher education in the region. 7. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” is important for Latin America, where food insecurity and malnutrition remain significant challenges, particularly in rural and indigenous communities. Key areas: The need for sustainable agricultural practices to ensure food security and sustainable farming in a changing climate. Access to nutrition: Ensuring equitable access to food and health services for vulnerable populations. Addressing food waste and promoting local food systems that empower smallholder farmers and improve regional food security. SDG 2 would be relevant in discussions of agricultural reform, food security, and nutrition in the region. 8. SDG 5: Gender Equality SDG 5, “Gender Equality,” addresses the gender disparities in political representation, economic opportunities, education, and violence against women in Latin America. Key areas: Women’s political participation: Encouraging gender parity in political offices and leadership roles. Combating gender-based violence, including domestic violence, femicides, and sexual harassment. Promoting women’s economic empowerment through access to jobs, entrepreneurship opportunities, and equal pay. SDG 5 would be covered in discussions on gender equity, social justice, and addressing gender-based violence in Latin America. Conclusion A university course on Dynamics of the Latin American Region would most likely cover the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (Governance, rule of law, and justice) SDG 10: Reduced Inequalities (Social and economic inequalities) SDG 13: Climate Action (Climate change and environmental challenges) SDG 8: Decent Work and Economic Growth (Inclusive economic growth and labor rights) SDG 1: No Poverty (Poverty reduction and economic development) SDG 4: Quality Education (Access to quality education and social mobility) SDG 2: Zero Hunger (Food security and sustainable agriculture) SDG 5: Gender Equality (Gender equity and women’s empowerment) These SDGs reflect the major themes and challenges that are central to the socioeconomic and political dynamics of the Latin American region, making them integral to understanding the region’s path toward sustainable development and social transformation. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06121603 | Dinamika Kawasan Afrika | Regional Dynamics of Africa | The Regional Dynamics of Africa course explores the complex political, economic, and social landscapes of the African continent, focusing on regional integration, conflicts, and cooperation among African nations. It examines key historical events, such as colonialism and independence movements, and contemporary issues including governance, economic development, and environmental challenges. Students analyze the roles of regional organizations like the African Union, as well as the impact of globalization and external influences on African dynamics. The course encourages critical thinking about the diverse cultures and political contexts within Africa, fostering a deeper understanding of the continent’s significance in global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, all of which are critical to Africa’s development, given the region’s history of conflict, fragile states, and political instability. Key areas: The role of regional institutions like the African Union (AU) and ECOWAS in promoting peace and security through conflict prevention, peacekeeping missions, and post-conflict reconstruction. Efforts to strengthen democratic governance, rule of law, and transparency in African states. Addressing human rights abuses, corruption, and impunity in post-conflict African societies. The challenges of institutional capacity in many African countries, and efforts to build stronger democratic frameworks. SDG 16 is central to understanding Africa’s political dynamics, with a focus on conflict resolution, good governance, and institutional reform. 2. SDG 1: No Poverty SDG 1, “No Poverty,” is highly relevant for Africa, where a significant portion of the population still lives in extreme poverty. Key areas: Poverty reduction strategies, including the role of regional integration (e.g., African Continental Free Trade Area (AfCFTA)) in boosting economic growth and reducing poverty. Social protection programs and the socioeconomic empowerment of marginalized groups, including women, youth, and rural populations. Addressing economic inequality and the gap between urban and rural areas, especially in terms of access to basic services such as education, healthcare, and sanitation. SDG 1 would be explored in the course, particularly in terms of economic development and social policies that aim to eradicate poverty in Africa. 3. SDG 10: Reduced Inequalities SDG 10, “Reduced Inequalities,” addresses the vast economic, social, and political inequalities present in many African countries. Key areas: Addressing income inequality, gender inequality, and regional disparities within and among African nations. The role of regional cooperation in bridging these gaps, such as through regional development programs and policies aimed at ensuring equal opportunities for all. The empowerment of women, youth, and minorities, and ensuring inclusive participation in political decision-making processes. SDG 10 would be covered in discussions of economic inequality and social inclusion across African regions. 4. SDG 13: Climate Action SDG 13, “Climate Action,” is of increasing importance for Africa, which is facing the negative impacts of climate change, such as droughts, flooding, desertification, and the displacement of populations. Key areas: The vulnerability of many African countries to climate change, especially those dependent on agriculture for livelihoods. The role of regional cooperation in tackling climate change, such as through initiatives like the Great Green Wall in the Sahel or regional climate adaptation plans. How climate change affects conflict dynamics (e.g., resource scarcity leading to inter-communal violence or migration) and human migration patterns across Africa. The role of Africa in international climate negotiations and the need for global cooperation to address Africa’s climate challenges. SDG 13 would be an important topic, particularly in relation to environmental governance, adaptation strategies, and regional cooperation on climate. 5. SDG 4: Quality Education SDG 4, “Quality Education,” is a key challenge and priority for many African nations, where educational systems often face significant gaps in terms of quality, access, and equity. Key areas: The need for improving education systems, particularly in rural and marginalized areas, and addressing issues such as teacher shortages and inadequate infrastructure. Ensuring equitable access to education for all, particularly for girls, indigenous populations, and children in conflict zones. The role of higher education and vocational training in enhancing youth employment and addressing the youth bulge in many African countries. The impact of education on development and social mobility in reducing poverty and promoting peace and prosperity. SDG 4 would be explored in the context of regional education reforms, inclusive education policies, and collaborative efforts to improve education standards across the continent. 6. SDG 2: Zero Hunger SDG 2, “Zero Hunger,” is a critical goal for Africa, where food insecurity remains widespread, particularly in regions affected by conflict, climate change, and economic instability. Key areas: Addressing malnutrition and food insecurity, especially in conflict zones or regions impacted by drought or crop failure. The importance of sustainable agricultural practices and land management to ensure long-term food security, including efforts at regional cooperation to boost food production. Regional trade in agricultural products and addressing barriers to food access, such as trade tariffs or logistical challenges in moving goods across borders. SDG 2 is relevant to Africa’s agricultural strategies, food security policies, and regional collaboration to eliminate hunger. 7. SDG 5: Gender Equality SDG 5, “Gender Equality,” is crucial for achieving development goals in Africa, as gender inequality remains prevalent in political participation, economic opportunities, and access to education and healthcare. Key areas: Empowerment of women through education, economic inclusion, and political participation. Addressing gender-based violence (GBV) and discrimination against women and girls, particularly in conflict zones or areas with strong cultural traditions of gender inequality. The role of regional gender initiatives and policies in improving the status of women across Africa and ensuring gender equality in national and regional governance. SDG 5 is closely tied to gender mainstreaming and the efforts of regional organizations to promote women’s rights and gender equality in Africa. 8. SDG 9: Industry, Innovation, and Infrastructure SDG 9, “Industry, Innovation, and Infrastructure,” is important for the economic transformation of Africa, focusing on the need for modern infrastructure, technological innovation, and industrialization. Key areas: The role of regional integration in improving infrastructure connectivity across borders, such as the African Union’s Agenda 2063. Innovation and technology as drivers of economic growth, including digital transformation and green technologies. Addressing the challenges of energy access, transportation networks, and urban development. SDG 9 would be covered in terms of how regional infrastructure development supports Africa’s economic growth and industrialization strategies. Conclusion A university course on Regional Dynamics of Africa would likely focus on several UN Sustainable Development Goals (SDGs) that reflect Africa’s major challenges and opportunities. These include: SDG 16: Peace, Justice, and Strong Institutions (Peacebuilding, governance, and conflict resolution) SDG 1: No Poverty (Poverty reduction and inclusive growth) SDG 10: Reduced Inequalities (Economic and social inequalities) SDG 13: Climate Action (Climate change |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120303 | Teori-teori Hubungan Internasional Lanjutan | Advanced International Relations Theories | The Advanced International Relations Theories course delves into the major theoretical frameworks that shape the study and practice of international relations. It examines classical theories such as realism, liberalism, and constructivism, as well as contemporary approaches like critical theory, post-colonialism, and feminist perspectives. Students engage in critical analysis of these theories, assessing their applicability to current global issues and events. The course encourages students to compare and contrast different theoretical perspectives, fostering a deeper understanding of how these frameworks influence international policies and relations. By the end of the course, students are equipped to apply theoretical concepts to real-world scenarios in international affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions—themes central to many theories of international relations, particularly those focused on international conflict, security, and governance. Key areas: Realist and liberal theories often explore state behavior regarding peace and security: Realism emphasizes the security dilemma and the balance of power, while liberalism focuses on international institutions like the United Nations in promoting global peace. Constructivism and critical theory highlight the role of norms, identity, and ideas in promoting peaceful international relations and just governance systems. Theories examining the rule of law, international justice, and human rights contribute to understanding the structures that support good governance and the prevention of conflict. SDG 16 is highly relevant because of its focus on peacebuilding, justice, and international cooperation to create stable, inclusive institutions—topics explored extensively through various IR theoretical lenses. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships and international cooperation to achieve the SDGs. Key areas: Liberal institutionalism focuses on the role of international institutions like the UN, World Trade Organization (WTO), and World Bank in fostering cooperation to address global challenges. Critical theory and constructivism explore the need for inclusive global governance and multilateralism to tackle issues like climate change, poverty, and human rights in a cooperative and equitable manner. Feminist theory and postcolonial theory critique existing power structures and advocate for partnerships that prioritize equity and justice for marginalized voices in international decision-making. SDG 17 would be discussed in terms of global governance, collaboration, and the role of international organizations in addressing global inequalities. 3. SDG 10: Reduced Inequalities SDG 10 addresses economic inequalities between and within countries and promotes social, economic, and political inclusion. Key areas: Critical theory, postcolonial theory, and feminist theory offer frameworks to analyze inequality at the global level, examining how historical power relations, imperialism, and gendered structures affect the distribution of resources and opportunities across nations. World-systems theory, a critical theory perspective, looks at how the global capitalist system perpetuates inequalities by structuring the global economy in a way that benefits wealthy, developed nations while keeping poorer countries in positions of dependency. Liberalism and social theories that explore how international organizations and global cooperation can reduce inequality through policies of development aid, trade liberalization, and international regulation. The course would cover SDG 10 in discussions about global inequalities, power imbalances, and the role of global institutions in addressing the root causes of inequality. 4. SDG 5: Gender Equality SDG 5 advocates for gender equality and the empowerment of all women and girls, a crucial issue in international relations. Key areas: Feminist theories in international relations focus on gendered power dynamics, the marginalization of women in international decision-making, and the impact of gender inequality on global politics. Theories such as feminist international relations (IR) challenge traditional theories that have been dominated by male perspectives, and argue for policies and strategies that promote gender equality in both domestic and international contexts. Feminist critiques of global security, conflict, and economic systems explore how gender inequality intersects with other forms of oppression (e.g., race, class, sexual orientation). SDG 5 is explicitly addressed through feminist IR theories that examine gender inequality in global governance and international security. 5. SDG 13: Climate Action SDG 13 focuses on climate change and the urgent need for climate action, which has become a central issue in international politics. Key areas: Constructivist theories in IR look at how climate change is framed as an international security threat and how global actors respond to climate diplomacy and international agreements (e.g., the Paris Agreement). Critical theory and eco-IR theories examine the global environmental governance structures that address climate change, focusing on the role of global institutions in shaping sustainable development. Global justice theories explore how climate change disproportionately affects developing countries, and advocate for climate justice and equity in global climate policies. SDG 13 would be addressed through theories that examine climate change, global cooperation, and sustainability in the context of global politics. 6. SDG 4: Quality Education SDG 4 advocates for ensuring inclusive and equitable quality education and promoting lifelong learning for all. Key areas: Normative theories in IR examine the role of education in global governance, focusing on how education systems in different countries are shaped by international and political norms. Human rights theory often addresses access to education as a fundamental right, exploring how international organizations and states can provide universal access to quality education. Feminist theories explore how gender inequality in education influences global politics, and the need for gender-sensitive educational policies to reduce disparities in education. SDG 4 would be incorporated in discussions about how global education policies can promote social justice and equality across regions. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all people. Key areas: Realist theories may examine water security as a critical issue in global conflict and cooperation, especially in regions where water resources are scarce or contested. Critical theories focus on environmental justice, highlighting how water access is often shaped by global inequalities and environmental degradation caused by powerful global actors. SDG 6 would be addressed within discussions on global resource management, environmental security, and the political economy of water. Conclusion An Advanced International Relations Theories course would likely cover the following UN Sustainable Development Goals (SDGs): SDG 16: Peace, Justice, and Strong Institutions (International conflict, governance, justice) SDG 17: Partnerships for the Goals (Global cooperation, international institutions) SDG 10: Reduced Inequalities (Economic and social inequalities, power dynamics) SDG 5: Gender Equality (Gendered power structures and inequality) SDG 13: Climate Action (Climate change and global environmental governance) SDG 4: Quality Education (Education and global norms) SDG 6: Clean Water and Sanitation (Global resource management and security) The course would explore these SDGs within the context of international relations theories, focusing on how global power dynamics, norms, and institutions shape international policies and responses to global challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120403 | Kebijakan Luar Negeri Indonesia | Indonesian Foreign Policy | The Indonesian Foreign Policy course explores the historical and contemporary factors shaping Indonesia’s approach to international relations. It examines key themes such as national identity, regional cooperation, and global diplomacy, as well as Indonesia’s roles in organizations like ASEAN and the G20. Students analyze Indonesia’s foreign policy strategies, including its responses to security challenges, economic development, and environmental issues. The course encourages critical thinking about Indonesia’s position in the Asia-Pacific region and its interactions with major global powers. Through case studies and discussions, students gain insights into the complexities and dynamics of Indonesia’s foreign policy in a changing world. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions. Indonesia, as the largest country in Southeast Asia and a key member of ASEAN, plays a vital role in promoting regional peace, conflict resolution, and the rule of law. Key areas: Indonesia’s commitment to peacekeeping missions, conflict resolution in the South China Sea, and efforts to address regional security concerns. Indonesia’s diplomatic role in promoting democracy, human rights, and good governance in the Southeast Asian region. Indonesia’s influence in ASEAN and its role in building a rules-based international order. Institutional reforms and the country’s support for strong international institutions, such as the United Nations. SDG 16 is central to understanding Indonesia’s approach to peacebuilding, conflict resolution, and regional governance in Southeast Asia. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships for achieving the SDGs, and Indonesia has played an active role in fostering multilateralism and regional cooperation. Key areas: Indonesia’s active involvement in ASEAN, the G-20, the Non-Aligned Movement, and other international organizations that promote global cooperation and sustainable development. Indonesia’s role in climate change negotiations (such as the Paris Agreement) and its support for South-South cooperation. Collaboration with global development banks (like the World Bank and Asian Development Bank) and regional initiatives aimed at reducing poverty, fostering economic growth, and addressing environmental sustainability. SDG 17 would be explored in terms of Indonesia’s engagement in fostering regional partnerships and global cooperation to tackle challenges like climate change, economic inequality, and peacebuilding. 3. SDG 13: Climate Action SDG 13 aims to combat climate change and its impacts, and Indonesia, with its rich natural resources and diverse ecosystems (such as the rainforests and marine biodiversity), faces both challenges and opportunities in climate diplomacy. Key areas: Indonesia’s role in the Paris Agreement and its national commitment to reduce greenhouse gas emissions. The country’s domestic and foreign policy on environmental protection, particularly concerning deforestation, forest fires, and biodiversity. Indonesia’s involvement in regional initiatives and global dialogues on climate change and sustainable development, such as COP (Conference of the Parties) negotiations. The influence of Indonesia in advocating for climate justice and the inclusion of developing countries in climate policy discussions. SDG 13 is relevant to Indonesian foreign policy, particularly in terms of environmental diplomacy, climate justice, and sustainable development. 4. SDG 10: Reduced Inequalities SDG 10 focuses on reducing inequalities within and between countries. As a middle-income country, Indonesia is both a donor and recipient of foreign aid and plays a role in addressing global inequalities. Key areas: Indonesia’s foreign aid policy and its contributions to poverty reduction, economic development, and education in Southeast Asia and beyond. Addressing economic inequality through partnerships with neighboring countries and supporting trade agreements like the Regional Comprehensive Economic Partnership (RCEP). Indonesia’s role in advocating for inclusive economic growth and development that benefits marginalized groups in both domestic and regional contexts. SDG 10 is particularly relevant in discussing Indonesia’s efforts in regional economic cooperation, inclusive growth, and the reduction of global inequalities. 5. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring availability and sustainable management of water and sanitation for all. Indonesia, as an archipelagic state with numerous rivers, lakes, and coastal areas, faces water management and sanitation challenges that are relevant to its foreign policy. Key areas: Indonesia’s role in regional water security discussions, especially in terms of shared water resources in Southeast Asia, such as the Mekong River and the Sunda Strait. Participation in international collaborations for sustainable water management and sanitation solutions, especially in response to challenges from climate change, flooding, and drought. SDG 6 is relevant to Indonesia’s regional diplomacy, particularly with regard to sustainable water management and regional cooperation on environmental issues. 6. SDG 2: Zero Hunger SDG 2 aims to achieve zero hunger and improve food security. Indonesia, as a large agricultural producer, plays a significant role in regional and global discussions on food security. Key areas: Indonesia’s focus on ensuring food security within Southeast Asia, particularly with its agriculture and fisheries sectors. Trade diplomacy related to food and sustainable agriculture in the context of global food supply chains. Indonesia’s role in addressing global food crises and promoting sustainable agriculture and fair trade practices in the region. SDG 2 would be covered in the course when discussing Indonesia’s foreign policy on regional food security, agriculture, and trade. 7. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive, equitable, and quality education for all. Indonesia’s foreign policy also emphasizes education cooperation and capacity building in Southeast Asia and globally. Key areas: Indonesia’s partnerships in regional education and skills development programs, especially through ASEAN and its focus on inclusive education. Indonesia’s support for education in conflict zones and its role in providing technical assistance and scholarships to students from neighboring countries. Promoting quality education as a means for economic development and social empowerment in the region. SDG 4 is important when considering Indonesia’s efforts in education diplomacy, regional collaboration, and capacity-building. Conclusion A university course on Indonesian Foreign Policy would cover a variety of UN Sustainable Development Goals (SDGs) in the context of Indonesia’s global engagement, regional leadership, and commitment to sustainable development. The most relevant SDGs would include: SDG 16: Peace, Justice, and Strong Institutions (Peacebuilding, diplomacy, and good governance) SDG 17: Partnerships for the Goals (Regional and global cooperation) SDG 13: Climate Action (Environmental diplomacy and climate change) SDG 10: Reduced Inequalities (Economic development and inequality reduction) SDG 6: Clean Water and Sanitation (Water management and regional cooperation) SDG 2: Zero Hunger (Food security and agriculture diplomacy) SDG 4: Quality Education (Education diplomacy and regional capacity building) These SDGs are explored in the course as they relate to Indonesia’s foreign policy objectives, its role in ASEAN, and its interactions with global institutions and neighboring countries. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120503 | Metodologi Hubungan Internasional | International Relations Methodology | The International Relations Methodology course focuses on the research methods and analytical frameworks used in the study of international relations. It covers both qualitative and quantitative approaches, including case studies, surveys, content analysis, and comparative research. Students learn how to formulate research questions, design studies, collect and analyze data, and interpret findings within the context of international relations theories. The course also emphasizes ethical considerations in research and the importance of methodological rigor. By the end of the course, students are equipped with the skills necessary to conduct their own research and critically evaluate existing studies in the field of international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, and research methods in international relations are integral to understanding how these goals can be achieved. Key areas: Quantitative and qualitative methods to study the effectiveness of international institutions (like the UN, WTO, and World Bank) in promoting peace, justice, and good governance. Analysis of conflict prevention, peacebuilding, and human rights interventions by using case studies, data collection, and statistical methods. Evaluation of institutional reforms and democracy promotion through fieldwork and surveys to understand governance in different regions. SDG 16 is strongly aligned with the methodology of research in international relations, particularly in relation to how global institutions can address issues like conflict, corruption, and human rights violations. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs, which often involves international cooperation, diplomacy, and joint efforts to address global challenges. Key areas: Research methods used to analyze the effectiveness of multilateral agreements, regional partnerships, and global initiatives. Data analysis on the impact of international collaborations (e.g., climate change agreements, trade deals, and development programs). Qualitative methods, such as interviews and policy analysis, to understand how countries and organizations cooperate to meet global challenges. SDG 17 relates to how international relations methodology can be used to assess international partnerships, their dynamics, and the challenges of global cooperation. 3. SDG 13: Climate Action SDG 13 focuses on taking urgent action to combat climate change and its impacts. The International Relations Methodology course would teach students to analyze climate diplomacy, global environmental agreements, and policy responses. Key areas: Research methods used to study the effectiveness of international climate agreements, like the Paris Agreement, and the role of international organizations in climate change mitigation. Quantitative methods to model climate scenarios and assess the impact of policies at the global level. Qualitative methods, such as case studies and content analysis, to analyze the political dimensions of climate negotiations and environmental diplomacy. SDG 13 is directly related to how IR methodology can be applied to assess climate action in international diplomacy, focusing on environmental politics, global governance, and policy evaluation. 4. SDG 10: Reduced Inequalities SDG 10 focuses on reducing inequality within and among countries. Research in international relations helps assess the global distribution of wealth, power, and resources, and examines how these affect global inequality. Key areas: Research methods that examine economic inequality, trade policies, and development assistance (such as aid effectiveness and foreign direct investment). Quantitative research to evaluate poverty rates, income disparities, and global trade inequalities. Discourse analysis and qualitative studies to assess how international organizations (e.g., the World Bank, IMF) address inequalities. SDG 10 connects to research methodologies aimed at measuring inequality and examining how global governance and international policies can reduce economic and social disparities. 5. SDG 5: Gender Equality SDG 5 is dedicated to achieving gender equality and empowering all women and girls. The methodology course would explore how gender analysis is integrated into international relations studies. Key areas: Feminist IR theories and gender-sensitive research methods that examine gender dynamics in global governance, conflict resolution, and peacebuilding. Quantitative methods to assess gender disparities in education, employment, political participation, and health across countries. Case studies and interviews to analyze gender-based violence and women’s participation in international diplomacy and peace processes. SDG 5 is explored through gender-focused research methods that analyze global inequalities and the role of international organizations in advancing women’s rights. 6. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring clean water and sanitation for all, an issue that involves international cooperation and policy development. Key areas: Research methods that analyze water security, access to clean water, and sanitation policies globally. Geospatial analysis and quantitative studies on water scarcity, waterborne diseases, and sustainable water management. Qualitative methods to evaluate the role of international cooperation in water resource management (e.g., shared rivers and water treaties). SDG 6 would be analyzed using research methodologies to evaluate global water governance and cross-border water issues. 7. SDG 4: Quality Education SDG 4 emphasizes inclusive, equitable, and quality education for all, and this is relevant in understanding how education is framed and addressed in international relations. Key areas: Research methods that evaluate the impact of international education policies, scholarship programs, and foreign aid on global education standards. Comparative studies on education systems and their international rankings, and how global cooperation improves access to education. Qualitative methods that examine the political economy of education and education diplomacy in international organizations. SDG 4 relates to education diplomacy and the role of international actors in advancing education globally through research. 8. SDG 2: Zero Hunger SDG 2 aims to achieve zero hunger and improve food security. International relations methodology helps in studying how global and regional actors address food insecurity and agriculture issues. Key areas: Research methods for assessing global food security, food aid, and international agricultural policies. Statistical analysis of global food distribution, trade policies, and economic systems that affect food security. Policy analysis and case studies to explore the effectiveness of international cooperation in addressing hunger. SDG 2 would be covered in IR methodology in the context of global food security and the role of international organizations like the FAO in addressing food crises. Conclusion The International Relations Methodology course covers various UN Sustainable Development Goals (SDGs) by teaching students the research tools and techniques used to analyze global issues. The most relevant SDGs that would be addressed include: SDG 16: Peace, Justice, and Strong Institutions (Peace, governance, international institutions) SDG 17: Partnerships for the Goals (Global cooperation, multilateralism) SDG 13: Climate Action (Climate diplomacy, environmental governance) SDG 10: Reduced Inequalities (Economic inequality, global disparities) SDG 5: Gender Equality (Gender analysis in international relations) SDG 6: Clean Water and Sanitation (Water security, international treaties) SDG 4: Quality Education (Education diplomacy, global access) SDG 2: Zero Hunger (Food security, global food systems) These SDGs are relevant to the research methods used in international relations, which help assess the effectiveness of international cooperation, the role of global governance institutions, and the impact of policy solutions on achieving these goals. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120603 | Sistem Politik dan Kebijakan Luar Negeri Amerika Serikat | United States Political System and Foreign Policy | The United States Political System and Foreign Policy course examines the structure and functioning of the U.S. government, with a particular focus on how domestic political dynamics influence foreign policy decisions. Students explore the roles of the executive, legislative, and judicial branches, as well as the impact of political parties, interest groups, and public opinion on policy formulation. The course analyzes key historical events and contemporary issues in U.S. foreign policy, including security, trade, and humanitarian efforts. Through case studies and discussions, students develop a deeper understanding of the complexities of U.S. foreign relations and the interplay between domestic and international politics. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions, which are directly relevant to U.S. foreign policy. The U.S. is a key global actor in shaping international peace and security through institutions like the United Nations (UN), NATO, and World Trade Organization (WTO). Key areas: U.S. role in peacekeeping and conflict resolution, including interventions in regions like the Middle East, Africa, and Eastern Europe. Promotion of democracy and human rights through diplomatic efforts, foreign aid, and policy initiatives. U.S. efforts in strengthening international institutions (like the UN, WTO, and World Bank) and promoting the rule of law globally. The impact of U.S. foreign policy on international justice systems and global governance. SDG 16 is central to understanding the U.S. political system’s influence on global peace, governance, and the promotion of human rights through foreign policy initiatives. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs. The United States plays a central role in fostering international cooperation through multilateral frameworks, alliances, and bilateral relationships with countries around the world. Key areas: U.S. engagement in multilateral organizations (e.g., UN, World Bank, G7, G20) and efforts to form international coalitions to address global challenges such as climate change, health, and security. The role of the U.S. State Department and USAID in development assistance and global capacity-building. Analysis of foreign aid policy and economic partnerships with countries in Africa, Asia, and Latin America to achieve sustainable development goals. SDG 17 connects to how the U.S. government promotes global partnerships and its role in leading or supporting international frameworks that align with the SDGs. 3. SDG 13: Climate Action SDG 13 focuses on urgent action to combat climate change and its impacts. As one of the world’s largest emitters of greenhouse gases, the United States plays a pivotal role in addressing global climate challenges. Key areas: The U.S. rejoining the Paris Agreement under the Biden administration and its policy changes related to climate diplomacy. The role of the U.S. government in supporting global climate finance, clean energy technology transfer, and international climate negotiations. U.S. foreign policy on environmental protection and cooperation with other major emitters, especially China and India, in addressing global warming. SDG 13 is relevant to the course in the context of climate diplomacy, international environmental agreements, and U.S. efforts to lead in climate action globally. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries, and U.S. foreign policy plays a significant role in promoting economic development and addressing inequality through its global programs and engagement. Key areas: The U.S. foreign aid policy and its focus on supporting poverty alleviation, economic growth, and inclusive development in countries around the world. U.S. efforts in addressing global inequality through trade agreements, development assistance, and capacity-building in developing countries. Human rights diplomacy and the promotion of social justice through U.S. involvement in international organizations and bilateral relations. SDG 10 is addressed through the course’s examination of U.S. foreign policy’s role in reducing global inequalities, especially in areas like trade, humanitarian aid, and economic development. 5. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all, which is a major component of U.S. foreign policy through global health initiatives and international cooperation in addressing health crises. Key areas: Global health diplomacy, including U.S. leadership in international health organizations like the World Health Organization (WHO) and global health initiatives (e.g., PEPFAR – the President’s Emergency Plan for AIDS Relief). The U.S. response to global pandemics like COVID-19 and its role in vaccination distribution, especially in developing countries. Health security, with U.S. support for efforts to address pandemics, infectious diseases, and universal healthcare access in developing regions. SDG 3 is covered in the context of health diplomacy and global health security, especially the role of the U.S. in promoting global well-being. 6. SDG 4: Quality Education SDG 4 is focused on ensuring inclusive and equitable quality education. The United States has played a role in promoting education globally through its foreign policy initiatives and international education exchanges. Key areas: U.S. education diplomacy and support for international educational programs and scholarships for students from developing countries. Foreign aid programs targeting education, especially for girls and women in regions like Sub-Saharan Africa, South Asia, and Latin America. U.S. partnerships with global educational organizations to improve education systems worldwide and build the capacity of educational institutions in developing countries. SDG 4 would be addressed through discussions of U.S. foreign policy in education promotion, including foreign aid for education and efforts to build global educational opportunities. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all. The United States has supported global water security through its foreign policy initiatives and international development programs. Key areas: The U.S. Agency for International Development (USAID)’s role in funding water and sanitation programs in developing countries. U.S. efforts in improving access to clean water, sanitation, and hygiene in countries facing water scarcity or infrastructure challenges. Partnerships with international organizations and local governments to implement water management solutions and disaster relief in water-stressed regions. SDG 6 would be explored through U.S. engagement in global water governance and initiatives aimed at improving water access and sanitation. 8. SDG 5: Gender Equality SDG 5 focuses on achieving gender equality and empowering all women and girls, and U.S. foreign policy has increasingly emphasized gender equality as a critical component of its global engagement. Key areas: U.S. leadership in promoting women’s rights and gender equality through foreign aid, especially in countries where gender-based violence or gender discrimination is prevalent. Global initiatives like the Let Girls Learn program and U.S. involvement in international agreements to support women’s empowerment. Gender analysis in U.S. foreign policy and the role of women in peacebuilding, economic development, and humanitarian assistance. SDG 5 connects to the role of gender equality in U.S. foreign policy, including the promotion of women’s rights globally. Conclusion A course on the United States Political System and Foreign Policy covers a wide range of UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate change, health, and human rights. The most relevant SDGs would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120703 | Sistem Politik dan Kebijakan Luar Negeri Australia | Australian Political System and Foreign Policy | The Australian Political System and Foreign Policy course explores the structure and functioning of Australia’s government and how it shapes the country’s foreign policy. Students examine the roles of key institutions, including the Parliament, the Prime Minister, and the judiciary, as well as the influence of political parties and public opinion. The course covers Australia’s historical and contemporary foreign policy issues, such as security alliances, trade relations, and regional diplomacy in the Asia-Pacific. Through case studies and discussions, students gain insights into the complexities of Australian foreign relations and the interplay between domestic politics and international engagement. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions globally, and Australia plays an active role in promoting these principles, particularly in the Asia-Pacific region and through multilateral organizations like the United Nations (UN), ASEAN, and Pacific Islands Forum. Key areas: Australia’s involvement in international peacekeeping missions, conflict resolution, and human rights advocacy in countries like East Timor, Afghanistan, and the Solomon Islands. Support for global governance institutions, including the UN Security Council, and contributions to global justice initiatives. Australia’s foreign policy on rule of law, promoting democracy and good governance in the Asia-Pacific region. SDG 16 is critical to understanding Australia’s role in global peacekeeping, promoting rule of law, and strengthening international institutions. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on the importance of global partnerships for achieving the SDGs. As a developed nation with significant regional influence, Australia’s foreign policy plays a key role in fostering international cooperation to address global challenges. Key areas: Australia’s role in multilateral diplomacy and its participation in international organizations such as the UN, World Trade Organization (WTO), World Health Organization (WHO), and Pacific Islands Forum. Bilateral and multilateral development aid programs, particularly in the Pacific Islands, South East Asia, and Africa, to support sustainable development. The role of Australia’s foreign policy in supporting global frameworks to achieve the SDGs, such as the Paris Agreement on Climate Change and efforts in global health, trade and economic growth. SDG 17 connects to Australia’s partnerships in global governance, development assistance, and its contribution to achieving sustainable development goals through international cooperation. 3. SDG 13: Climate Action SDG 13 focuses on urgent action to combat climate change and its impacts, and this is a key area of focus for Australia’s foreign policy due to its position as one of the world’s largest emitters of greenhouse gases and its vulnerability to climate-related risks. Key areas: Australia’s role in international climate diplomacy and commitment to international agreements like the Paris Agreement. Australia’s foreign policy on climate change adaptation and mitigation, particularly in the Pacific Islands and the Asia-Pacific region, where climate change presents significant challenges. Australia’s aid programs focused on helping Pacific island nations and other vulnerable countries combat climate change, rising sea levels, and natural disasters. SDG 13 is central to understanding Australia’s foreign policy regarding climate change, environmental sustainability, and global cooperation on climate action. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries. Australia’s foreign policy actively contributes to global efforts to reduce economic and social inequalities, particularly through foreign aid and trade policies. Key areas: Development assistance to countries in the Asia-Pacific region, Pacific islands, and Africa to promote inclusive economic growth and poverty alleviation. Australia’s role in regional trade agreements and economic partnerships that aim to reduce inequality and foster economic integration. Australia’s focus on gender equality, access to education, and healthcare in its foreign aid programs. SDG 10 is addressed through Australia’s engagement in reducing global inequalities via aid, trade partnerships, and economic development programs. 5. SDG 3: Good Health and Well-Being SDG 3 focuses on ensuring good health and well-being for all, which is a key aspect of Australia’s foreign policy, particularly through global health diplomacy, international health partnerships, and humanitarian aid. Key areas: Australia’s involvement in the Global Fund, World Health Organization (WHO), and other international organizations to improve healthcare access in developing countries. Aid programs aimed at improving health systems in the Pacific and Asia through initiatives related to tuberculosis, malaria, and maternal health. Australia’s leadership in responding to global health crises such as Ebola and COVID-19, including its commitment to vaccination efforts and pandemic preparedness. SDG 3 is relevant to the course in terms of understanding Australia’s role in global health initiatives, including its response to pandemics, disease prevention, and healthcare systems in the developing world. 6. SDG 5: Gender Equality SDG 5 is focused on achieving gender equality and empowering all women and girls. This is a significant focus of Australia’s foreign policy, especially through programs that promote women’s rights, empowerment, and gender equality globally. Key areas: Australia’s support for gender equality programs in the Pacific Islands, Asia, and Africa, promoting women’s economic participation, education, and leadership. Australia’s foreign aid to combat gender-based violence and ensure women’s access to healthcare, education, and economic opportunities. Diplomatic efforts and trade agreements that prioritize gender equality and women’s rights in global development. SDG 5 is addressed through Australia’s foreign policy initiatives focused on gender equality, women’s empowerment, and tackling gender-based violence. 7. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation for all, which is a key component of Australia’s foreign aid policy and regional development efforts, particularly in the Pacific Islands. Key areas: Australia’s support for water security initiatives and sanitation programs in Pacific nations and South East Asia. The role of Australia’s foreign aid programs in improving access to clean water, sanitation facilities, and hygiene practices in regions experiencing water scarcity or poor infrastructure. SDG 6 is covered in relation to Australia’s efforts to ensure clean water access and improved sanitation through foreign aid and regional cooperation. 8. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive and equitable quality education for all, which is central to Australia’s foreign policy and aid programs in the Asia-Pacific region. Key areas: Australia’s commitment to educational aid programs in developing countries, particularly in the Pacific and South East Asia. Support for regional education partnerships, scholarships for students from the Pacific and Asia, and programs to improve educational infrastructure. Educational exchanges and partnerships to promote skills development and capacity building in vulnerable regions. SDG 4 is relevant to Australia’s foreign policy in supporting global education programs and ensuring access to quality education in the developing world. Conclusion A course on the Australian Political System and Foreign Policy would cover a range of UN Sustainable Development Goals (SDGs), especially those related to peace, human rights, climate action, economic development, health, and gender equality. Some of the most directly addressed SDGs would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality **SDG 6: Clean Water and Sanitation |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120803 | Sistem Politik dan Kebijakan Luar Negeri Jepang | Japanese Political System and Foreign Policy | The Japanese Political System and Foreign Policy course examines the structure and dynamics of Japan’s political system, focusing on its government institutions, political parties, and electoral processes. Students explore how domestic factors influence Japan’s foreign policy decisions, including its security posture, economic relations, and diplomatic strategies in the Asia-Pacific region and beyond. The course covers key historical events and contemporary challenges, such as Japan’s response to regional tensions, trade agreements, and global issues like climate change. Through case studies and discussions, students develop a comprehensive understanding of the intricacies of Japan’s political landscape and its role in international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 focuses on promoting peace, justice, and strong institutions. Japan plays an active role in global peacekeeping, conflict resolution, and promoting international security. Key areas: Japan’s participation in UN peacekeeping missions and international security efforts, especially in Asia and Africa. Japan’s commitment to international law, including the protection of human rights, non-proliferation of nuclear weapons, and support for democratic institutions. Japan’s regional role in fostering stability in the Asia-Pacific region (e.g., addressing tensions on the Korean Peninsula, supporting security frameworks like ASEAN). Advocacy for global governance, rule of law, and humanitarian law through various international forums. SDG 16 is directly relevant to Japan’s foreign policy, especially its focus on peacebuilding, human rights, and strong institutions. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on the importance of global partnerships to achieve the SDGs. Japan is a key player in international diplomacy and multilateral cooperation, working through organizations like the United Nations, G7, G20, and various regional organizations. Key areas: Japan’s diplomatic engagement in multilateral organizations such as the UN, WTO, ASEAN, and its role in global governance. Japan’s development assistance programs (e.g., ODA – Official Development Assistance) that focus on fostering sustainable development in countries across Asia, Africa, and Latin America. Regional cooperation, especially through frameworks like the Asia-Pacific Economic Cooperation (APEC) and partnerships with countries like India, Australia, and the U.S. in various areas such as trade, security, and economic growth. SDG 17 connects to Japan’s role in international partnerships and its influence in global governance, economic cooperation, and sustainable development. 3. SDG 13: Climate Action SDG 13 focuses on combating climate change and its impacts, which is a critical aspect of Japan’s foreign policy. Japan is a global leader in climate diplomacy, technological innovation, and sustainable energy solutions. Key areas: Japan’s commitment to the Paris Agreement and its leadership in international climate action efforts. Japan’s role in promoting climate adaptation and resilience in vulnerable regions, particularly in Asia-Pacific and Africa. Japan’s support for climate finance and clean energy technologies to help developing countries transition to sustainable, low-carbon economies. Japan’s energy policies, including efforts to shift from nuclear power and fossil fuels to more sustainable and renewable energy sources like solar and wind energy. SDG 13 is highly relevant in understanding Japan’s engagement in global climate governance, its climate policy, and its leadership in sustainable energy. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries, and Japan’s foreign policy plays a significant role in promoting economic development and reducing global inequalities. Key areas: Japan’s Official Development Assistance (ODA) programs target poverty reduction and inclusive growth, especially in Asia, Africa, and the Pacific Islands. Japan’s economic partnerships and its involvement in trade agreements that promote fair trade and inclusive development. Japan’s commitment to empowering women, youth, and marginalized communities through foreign aid, educational programs, and capacity-building projects. SDG 10 is addressed through Japan’s efforts to reduce global inequalities, support inclusive economic growth, and promote development cooperation. 5. SDG 3: Good Health and Well-Being SDG 3 is focused on ensuring good health and well-being for all. Japan is deeply involved in global health through its foreign aid programs, international health diplomacy, and contributions to global health initiatives. Key areas: Japan’s involvement in global health organizations like the World Health Organization (WHO) and GAVI (the Global Alliance for Vaccines and Immunization). Japan’s healthcare diplomacy, particularly in Asia-Pacific and Africa, addressing infectious diseases, non-communicable diseases, and global health emergencies. Japan’s role in responding to health crises like Ebola and COVID-19, including support for vaccination programs and health infrastructure. SDG 3 is relevant through Japan’s contribution to global health initiatives and its role in addressing health challenges in developing countries. 6. SDG 5: Gender Equality SDG 5 focuses on achieving gender equality and empowering all women and girls. Japan has prioritized gender equality both domestically and in its foreign policy. Key areas: Japan’s aid programs that focus on empowering women, promoting gender equality, and tackling gender-based violence in regions such as South-East Asia and Africa. Japan’s diplomatic engagement in UN Women and its efforts to address gender inequality in conflict zones and post-conflict reconstruction. Japan’s role in promoting gender equality within global development frameworks and economic partnerships. SDG 5 is covered in the course through Japan’s policies and initiatives aimed at promoting women’s empowerment globally. 7. SDG 4: Quality Education SDG 4 aims to ensure inclusive and equitable quality education. Japan’s foreign policy supports educational initiatives around the world, especially in Asia-Pacific and Africa. Key areas: Japan’s foreign aid programs in education, with a focus on building educational infrastructure, promoting vocational training, and supporting girls’ education. The role of Japan’s development cooperation in providing scholarships, supporting university exchanges, and capacity-building in developing countries. Japan’s efforts to strengthen regional cooperation in education, especially through the ASEAN framework and Asia-Pacific initiatives. SDG 4 is addressed through Japan’s commitment to global educational development and capacity-building initiatives. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation. Japan has been actively involved in water and sanitation projects in the Asia-Pacific region and beyond. Key areas: Japan’s support for water security initiatives and sanitation programs in countries like Cambodia, Bangladesh, and Africa. Japan’s role in water resource management, providing technological expertise in areas like wastewater treatment and irrigation. Japan’s efforts to promote clean water access and sanitation facilities in developing countries through ODA projects. SDG 6 is covered through Japan’s active contribution to global water management, sanitation, and hygiene projects. Conclusion A course on the Japanese Political System and Foreign Policy covers a wide range of UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate action, health, and gender equality. Some of the most directly addressed SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 4: Quality Education |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120903 | Sistem Politik dan Kebijakan Luar Negeri Tiongkok | China’s Political System and Foreign Policy | The China’s Political System and Foreign Policy course explores the structure and dynamics of the Chinese government, focusing on the roles of the Communist Party, state institutions, and key political actors. Students examine how domestic political factors, ideology, and historical context influence China’s foreign policy decisions. The course analyzes key themes such as economic diplomacy, security challenges, regional relations, and China’s global initiatives like the Belt and Road Initiative. Through case studies and discussions, students gain insights into the complexities of China’s political landscape and its growing influence in international affairs, preparing them to understand the implications for global governance and regional stability. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 aims to promote peace, justice, and strong institutions, which are central to China’s foreign policy, especially in the context of its role in global governance and international institutions. Key areas: China’s approach to international diplomacy, especially in conflict zones and security issues (e.g., South China Sea, Taiwan, North Korea). China’s peacekeeping missions and engagement with UN Security Council. China’s focus on regional security and stability in the Asia-Pacific and its efforts to strengthen multilateral institutions such as BRICS, Shanghai Cooperation Organization (SCO), and ASEAN. China’s Belt and Road Initiative (BRI), which promotes infrastructure development, economic growth, and peacebuilding in partner countries. SDG 16 is addressed through China’s global involvement in promoting peace, rule of law, and security. 2. SDG 17: Partnerships for the Goals SDG 17 focuses on global partnerships to achieve the SDGs. China’s foreign policy is heavily invested in multilateral diplomacy and international cooperation to address global challenges. Key areas: China’s participation in international organizations such as the United Nations, World Trade Organization (WTO), and World Health Organization (WHO). China’s Belt and Road Initiative (BRI), which seeks to create global partnerships by investing in infrastructure projects across Asia, Africa, and Europe. China’s focus on South-South cooperation, providing financial assistance and development aid to developing countries. China’s role in climate agreements, including the Paris Agreement, and its commitment to sustainable development. SDG 17 aligns with China’s efforts to strengthen global partnerships and promote international cooperation. 3. SDG 13: Climate Action SDG 13 focuses on climate action to address the impacts of climate change. As the world’s largest emitter of greenhouse gases, China’s foreign policy is pivotal in global efforts to combat climate change. Key areas: China’s commitment to reducing carbon emissions and achieving carbon neutrality by 2060. China’s leadership in renewable energy, including investments in solar, wind, and electric vehicles, as well as its global role in advancing green technologies. China’s involvement in climate diplomacy, working with countries like the United States, India, and European Union to address global climate change and to implement the Paris Agreement. China’s climate financing to developing countries, especially through BRI projects focused on sustainable development. SDG 13 is critical to China’s foreign policy, especially in promoting climate action and its shift toward sustainable development. 4. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality both within and among countries. China’s foreign policy focuses on addressing global inequalities through economic engagement and development assistance. Key areas: China’s role in reducing poverty and promoting inclusive economic growth in developing countries, especially through its Belt and Road Initiative (BRI). China’s development aid to Africa, Latin America, and other developing regions, focusing on infrastructure, trade, and economic partnerships that foster inclusive development. China’s promotion of economic cooperation and trade liberalization in its foreign relations, which supports developing countries by boosting their economic integration into the global market. SDG 10 is addressed through China’s efforts to promote economic development and reduce global inequality via trade, development aid, and regional cooperation. 5. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all people. China’s foreign policy includes efforts to improve global health, especially through cooperation in healthcare and humanitarian assistance. Key areas: China’s contribution to global health initiatives, including its role in the World Health Organization (WHO) and global efforts to combat diseases such as COVID-19. China’s healthcare diplomacy in Africa and Southeast Asia, where it provides medical aid, vaccines, and health infrastructure. Global health cooperation, including China’s support for global vaccination campaigns and efforts to tackle health disparities in developing regions. SDG 3 aligns with China’s foreign policy by emphasizing global health cooperation and public health initiatives. 6. SDG 5: Gender Equality SDG 5 aims to achieve gender equality and empower all women and girls. China’s foreign policy is increasingly focused on promoting gender equality in its development assistance and international engagements. Key areas: Women’s empowerment through foreign aid programs, such as those aimed at improving girls’ education, gender equality in employment, and addressing violence against women. China’s role in international forums like the United Nations Commission on the Status of Women (CSW), where it advocates for women’s rights and gender equality globally. Support for gender-sensitive policies in developing countries, especially in regions where gender inequality is most prevalent. SDG 5 is addressed through China’s efforts to promote gender equality and support women’s empowerment in its foreign policy initiatives. 7. SDG 4: Quality Education SDG 4 aims to ensure inclusive and equitable quality education for all. China’s foreign policy often includes promoting education and capacity-building globally. Key areas: China’s foreign aid in the field of education, including building schools and offering scholarships to students from developing countries, especially in Africa and Asia. China’s focus on education for sustainable development in Belt and Road Initiative projects, aiming to provide access to education and promote vocational training and skills development. Support for multilateral education initiatives aimed at improving educational infrastructure and knowledge transfer globally. SDG 4 is relevant through China’s global initiatives to improve education and skills development, especially in the Global South. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on ensuring access to clean water and sanitation. China’s foreign policy includes initiatives that support water security and sanitation in developing countries. Key areas: China’s international aid projects that focus on improving water infrastructure in Africa, Asia, and Latin America. China’s focus on water resource management and clean water initiatives as part of its Belt and Road Initiative. China’s technological support for sustainable water usage and sanitation systems in developing regions. SDG 6 is addressed through China’s water management and sanitation projects in partner countries. Conclusion A course on China’s Political System and Foreign Policy would engage with multiple UN Sustainable Development Goals (SDGs), particularly those related to global peace, economic development, climate action, health, and gender equality. The most directly covered SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 4: Quality Education This highlights China’s significant role in shaping global governance, sustainable development, and international cooperation. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110202 | Teori-teori Hubungan Internasional Dasar | Basic International Relations Theories | The Basic International Relations Theories course introduces students to the fundamental theories that underpin the study of international relations. It covers key frameworks such as realism, liberalism, constructivism, and critical theories, exploring their historical development and core concepts. Students learn to analyze how these theories explain state behavior, international cooperation, conflict, and global governance. Through discussions and case studies, the course encourages critical thinking about the applicability of these theories to contemporary global issues. By the end of the course, students gain a solid foundational understanding of the theoretical landscape of international relations, preparing them for more advanced studies in the field. | 1. SDG 16: Peace, Justice, and Strong Institutions SDG 16 promotes peace, justice, and strong institutions, which are core themes in many international relations theories. Key Areas: Theories like Realism and Liberalism provide frameworks for understanding the dynamics of global security, conflict, and international institutions (e.g., UN, WTO). Theories of international governance address the role of institutions in fostering global peace and conflict resolution. International law, human rights, and global justice as seen through liberal internationalism and constructivism. Understanding state sovereignty and the role of international institutions in promoting global peace and security. SDG 16 is central to the study of international relations theories, particularly how states and global actors can build and maintain peace and strong institutions. 2. SDG 17: Partnerships for the Goals SDG 17 emphasizes the importance of global partnerships to achieve the SDGs. International relations theories discuss how states and non-state actors cooperate to tackle global challenges. Key Areas: Liberalism focuses on international cooperation and the potential for states to work together through international organizations (e.g., UN, G7, EU) to address common challenges like trade, environmental sustainability, and poverty. The role of multilateral diplomacy and international treaties in fostering collaboration between countries to achieve shared goals. Theories related to global governance (e.g., constructivism) explore how states, NGOs, and international institutions collaborate for global development. SDG 17 ties into how different international actors can form partnerships to tackle global challenges and foster sustainable development. 3. SDG 3: Good Health and Well-Being SDG 3 aims to ensure good health and well-being for all people. International relations theories can be applied to understanding how global health issues are addressed through international cooperation. Key Areas: Global health diplomacy—how states and international organizations (e.g., WHO, UNICEF) cooperate on issues such as pandemics, vaccinations, and healthcare access. Theories on human security and the role of international organizations in promoting public health, especially in times of crisis (e.g., COVID-19). The Global South and its health challenges, explored through the lenses of postcolonial theory or dependency theory, which discuss inequalities in health outcomes between rich and poor countries. SDG 3 is addressed by theories related to global health governance and the role of states and international organizations in tackling global health crises. 4. SDG 13: Climate Action SDG 13 calls for urgent action to combat climate change and its impacts. International relations theories are crucial in understanding how countries cooperate on environmental issues. Key Areas: Liberalism and Institutionalism focus on the role of international agreements and organizations (e.g., Paris Agreement, United Nations Framework Convention on Climate Change [UNFCCC]) in addressing climate change. Constructivism would focus on how norms and ideas around climate action evolve, such as the growing international consensus on the need for climate change mitigation and sustainability. The Realist perspective might explore the balance of power and national interests in global environmental agreements. SDG 13 is addressed in the course by analyzing how international relations theories help shape climate diplomacy, global environmental agreements, and efforts to tackle global warming. 5. SDG 5: Gender Equality SDG 5 aims to achieve gender equality and empower all women and girls. Gender-related theories in international relations address how gender plays a role in global politics and state behavior. Key Areas: Feminist theory in international relations examines the gendered dimensions of international politics, including global inequalities, violence against women, and women in conflict. Human security and the impact of war on women, children, and marginalized groups. The role of international organizations and treaties, such as UN Women and the Convention on the Elimination of All Forms of Discrimination Against Women (CEDAW), in promoting gender equality. SDG 5 is directly addressed through feminist theories of international relations and the role of international diplomacy in advancing gender equality. 6. SDG 10: Reduced Inequalities SDG 10 aims to reduce inequality within and among countries. International relations theories can be applied to understanding global economic inequalities and how states interact to address these issues. Key Areas: Marxist theories of international relations focus on economic exploitation, imperialism, and the unequal distribution of wealth globally, which is central to understanding the challenges of global poverty and inequality. Dependency theory explains how developing countries are often dependent on and exploited by wealthier nations in the global economic system. The role of international organizations (e.g., World Bank, IMF) in addressing global inequality and redistribution of resources. SDG 10 is related to understanding global economic inequalities and how states and organizations work to reduce gaps in wealth, power, and access to resources. 7. SDG 4: Quality Education SDG 4 focuses on ensuring inclusive and equitable quality education. International relations theories explore the role of education in global development and how international cooperation can advance educational goals. Key Areas: Theories on globalization and the international diffusion of knowledge, including how education systems in different countries are shaped by international influences and policy frameworks. The role of international organizations like UNESCO and initiatives such as the Global Partnership for Education in promoting education access and equity globally. Human development theories highlight the role of education in improving overall human well-being and reducing poverty. SDG 4 is addressed through discussions of global education policies, international collaboration for access to education, and the importance of education in achieving sustainable development. 8. SDG 6: Clean Water and Sanitation SDG 6 focuses on clean water and sanitation for all. Theories in international relations address how countries cooperate on issues related to global resources, including water. Key Areas: International cooperation on water management and addressing water scarcity through multilateral agreements (e.g., UN Water). The role of Realist and Liberalist theories in managing shared natural resources, particularly in regions with cross-border water bodies. Human security and access to clean water in developing countries, focusing on the role of states and international bodies in addressing water crises. SDG 6 is covered through the exploration of international cooperation on water security and sanitation, particularly in regions facing severe water shortages. Conclusion A course on Basic International Relations Theories would engage with multiple UN Sustainable Development Goals (SDGs), especially those related to global peace, sustainable development, economic inequality, gender equality, and health. The most relevant SDGs likely covered would include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-Being SDG 13: Climate Action SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 4: Quality Education SDG 6: Clean Water and Sanitation By exploring the theoretical underpinnings of global governance and international relations, students gain a deeper understanding of how these SDGs can be pursued through diplomatic, economic, and social frameworks at the international level. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110303 | Politik Internasional | International Politics | The International Politics course provides an overview of the interactions among states and non-state actors in the global arena. It explores key concepts such as power, sovereignty, security, and international cooperation. Students examine major theories of international relations, including realism, liberalism, and constructivism, and apply these frameworks to contemporary issues such as conflict, globalization, human rights, and environmental challenges. The course encourages critical analysis of current events and policy debates, fostering an understanding of how political, economic, and cultural factors shape international relations. By the end of the course, students develop a comprehensive understanding of the dynamics of international politics and their implications for global affairs. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: International Politics directly addresses the concepts of peace, security, and justice, focusing on how states and international organizations work to maintain global peace and stability. Theories of international conflict, war, and peacebuilding are central topics, with a focus on institutions like the United Nations (UN), International Criminal Court (ICC), and regional organizations that promote global security and conflict resolution. Discussions on rule of law, human rights, accountability, and democratic governance fall under this SDG. Case studies on peacekeeping missions, conflict management, and post-conflict rebuilding are common in these courses. SDG 16 is crucial to the study of international politics, as it deals with issues like global governance, peace processes, and the development of strong institutions. 2. SDG 17: Partnerships for the Goals Key Areas: International politics examines how international cooperation, alliances, and partnerships among states, international organizations, and non-governmental actors contribute to the achievement of global goals. Diplomacy and multilateral cooperation are essential in addressing issues such as climate change, global health, and trade. The course might explore how multilateral institutions like the United Nations, World Trade Organization (WTO), and G7/G20 facilitate international collaboration for global development. SDG 17 focuses on the importance of partnerships and international collaboration, which are central to addressing transnational challenges. 3. SDG 13: Climate Action Key Areas: International politics plays a major role in climate diplomacy, as nations negotiate agreements like the Paris Agreement and work within the UN Framework Convention on Climate Change (UNFCCC) to tackle climate change. The course explores how international actors cooperate or clash over climate policies, including the balance of developed vs. developing nations’ responsibilities. Discussions may cover the role of international organizations, non-state actors, and civil society in advocating for climate action and addressing the global impacts of environmental degradation. SDG 13 is a major focus, as international politics is instrumental in shaping global environmental agreements and coordinating efforts to address climate change. 4. SDG 10: Reduced Inequalities Key Areas: International politics examines the global distribution of power, wealth, and resources, addressing the inequalities between developed and developing countries. Topics like global economic governance, the role of institutions like the World Bank, International Monetary Fund (IMF), and World Trade Organization (WTO), and their effects on global poverty and inequality may be covered. The course may also explore human rights and social justice in global governance, examining issues like migration, refugee rights, and discrimination. SDG 10 on Reduced Inequalities is directly relevant, as international politics is a platform for discussing global inequality and global justice. 5. SDG 3: Good Health and Well-Being Key Areas: International politics often explores global health issues, such as pandemics, global health security, and the role of international institutions like the World Health Organization (WHO) in coordinating responses. The course may address global health diplomacy, particularly the international cooperation required to combat diseases like HIV/AIDS, malaria, and COVID-19. Discussions about health inequalities, especially between Global North and Global South, and how international political systems can address these gaps are common in international relations. SDG 3 is covered as international political cooperation is essential in addressing global health challenges. 6. SDG 4: Quality Education Key Areas: International politics looks at the role of global governance in ensuring universal access to education, especially through institutions like the UNESCO and initiatives such as the Global Partnership for Education. Discussions might focus on how international organizations and foreign policy can influence the development of education systems worldwide, particularly in developing countries. The role of education in conflict zones, the challenges of educating refugees, and the impact of globalization on education systems could also be explored. SDG 4 is relevant as international cooperation and political agreements can influence global educational access and quality. 7. SDG 5: Gender Equality Key Areas: International politics often incorporates the study of gender equality, focusing on how global institutions and states address issues such as women’s rights, gender-based violence, and empowerment. The role of international policies and agreements (e.g., CEDAW, Beijing Platform for Action) in promoting gender equality globally is a key theme. Feminist theories in international relations also critique how gender affects global politics, exploring topics like women in conflict, gendered global governance, and international law on sexual violence. SDG 5 is closely linked with gender-focused policies in international political structures and global diplomacy. 8. SDG 6: Clean Water and Sanitation Key Areas: International politics examines issues of transboundary water resources and how states and international organizations cooperate to manage water and sanitation across borders. The role of institutions like the UN Water and treaties on shared water resources (e.g., Nile River, Ganges Basin) may be explored. The course may also discuss water scarcity and access to clean water as a human security issue, particularly in the context of conflict and development. SDG 6 is addressed through the lens of international agreements and global cooperation on water management and sanitation. 9. SDG 8: Decent Work and Economic Growth Key Areas: International politics analyzes how global economic systems, trade agreements, and multinational corporations impact the creation of decent jobs and economic growth. The course may discuss how global governance institutions (like the World Bank, WTO, and IMF) shape economic policies in different countries, with a focus on economic development and the pursuit of sustainable growth. SDG 8 relates to the role of international policies in promoting economic growth and employment opportunities worldwide. Conclusion An International Politics course aligns with several UN Sustainable Development Goals (SDGs), especially those focusing on peace, justice, global cooperation, health, education, gender equality, and economic growth. The most directly relevant SDGs include: SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 4: Quality Education SDG 5: Gender Equality SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth The course fosters an understanding of how international political systems and diplomatic efforts are instrumental in advancing the global agenda for sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110403 | Geografi Politik | Political Geography | The Political Geography course examines the relationship between geographical space and political processes. It explores how geographic factors, such as location, resources, and physical terrain, influence political power, territorial disputes, and state boundaries. Students analyze the spatial dimensions of political issues, including nationalism, globalization, and environmental politics. The course also addresses the role of regions and cities in shaping political identities and governance structures. Through case studies and geographic tools, students gain insights into the complexities of how geography affects political behavior and policy-making, fostering a deeper understanding of global and local political dynamics. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Political geography addresses issues of territorial conflicts, border disputes, and the politics of sovereignty which are fundamental to peace and security. Geopolitical theories on how territorial control influences global power structures and governance. The course might explore the role of international organizations (like the United Nations or International Court of Justice) in mediating territorial disputes and ensuring global peace. Topics like conflict resolution, peacebuilding, and security governance are central, as many conflicts are rooted in territorial or regional disagreements. SDG 16 is closely tied to conflict resolution, the establishment of international law, and building strong institutions that manage geopolitical tensions and territorial issues. 2. SDG 10: Reduced Inequalities Key Areas: Political geography often explores regional inequalities within states or between countries, focusing on how geographical divisions contribute to social and economic disparities. The course might explore geopolitical boundaries and their impact on marginalized groups or ethnic minorities, as well as the politics of resource distribution that exacerbates inequalities. The study of global South-North disparities or internal regional disparities can help understand how political decisions and geographical factors create or mitigate inequalities in wealth, education, and access to resources. SDG 10 is relevant as political geography helps understand spatial inequality and the political mechanisms that either perpetuate or address inequality. 3. SDG 13: Climate Action Key Areas: Political geography looks at the geopolitical implications of climate change, including how rising sea levels, water scarcity, and extreme weather events impact territorial borders and national security. The course may examine how climate change affects resource distribution (e.g., water access, energy resources) and the politics of climate refugees and migration. Climate diplomacy and international cooperation on environmental issues, such as treaties on carbon emissions or international climate agreements, are central topics in this area. The impact of climate change on conflict (e.g., competition for water or arable land) could also be analyzed. SDG 13 is critical in understanding the spatial distribution of environmental risks and how geopolitical strategies influence climate action and adaptation. 4. SDG 7: Affordable and Clean Energy Key Areas: Political geography examines how energy resources are distributed geographically and how this shapes international relations, energy security, and global trade. Issues like the geopolitics of oil, renewable energy access, and the political economy of energy are key topics in understanding how geography impacts energy policies and international cooperation on energy security. The course might discuss territorial disputes over oil reserves or natural gas pipelines and how energy resources influence state sovereignty and geopolitical alliances. SDG 7 relates to energy access and sustainable energy, and political geography helps explain the political dimensions of energy resource distribution. 5. SDG 11: Sustainable Cities and Communities Key Areas: Political geography explores urbanization, territorial development, and how the geography of cities influences political decision-making and sustainable development. The course might cover issues like urban sprawl, land use policies, and infrastructure development, focusing on how geopolitical factors affect urban planning and the growth of sustainable cities. It may also address the politics of housing, social inclusion, and how cities adapt to challenges like climate change, overpopulation, and resource scarcity. SDG 11 aligns closely with the study of how geographical factors impact urban development, housing, and sustainability in the context of global political dynamics. 6. SDG 6: Clean Water and Sanitation Key Areas: Political geography often explores how water resources are distributed across borders and the geopolitical conflicts that arise over shared rivers, lakes, or aquifers. Issues like water scarcity, water access, and water governance are central to understanding how political geography impacts sustainable water management. The course might examine international treaties on water-sharing, such as the Nile River agreement or the Indus Waters Treaty, and how geopolitical negotiations shape access to clean water. SDG 6 is linked to water governance and resource management, with political geography explaining the spatial aspects of water access and sustainability. 7. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Political geography studies how geographical factors influence industrial development, infrastructure networks, and technological innovation across regions and countries. The course may examine the geopolitical impact of infrastructure projects such as transnational pipelines, rail networks, and transportation corridors, as well as the politics of infrastructure financing. Discussions could focus on how political decisions around infrastructure projects shape regional economic growth and development. SDG 9 connects with industrial development, innovation, and sustainable infrastructure, where political geography plays a role in spatial development. 8. SDG 2: Zero Hunger Key Areas: Political geography examines how geographical locations and climate conditions affect food production, agricultural policies, and food security. The course may explore the politics of food distribution, the role of territorial claims in access to agricultural land, and the global trade of food resources. It could also look at how regional conflicts impact food supply chains, and how international governance addresses food insecurity in areas affected by geopolitical tensions or climate change. SDG 2 relates to food security, and political geography helps explain the spatial dimensions of hunger and agricultural policy. Conclusion A Political Geography course directly engages with several UN Sustainable Development Goals (SDGs) due to its focus on spatial distributions of power, resources, and political processes. The most relevant SDGs covered in this course include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 13: Climate Action SDG 7: Affordable and Clean Energy SDG 11: Sustainable Cities and Communities SDG 6: Clean Water and Sanitation SDG 9: Industry, Innovation, and Infrastructure SDG 2: Zero Hunger These SDGs are interconnected with the study of territoriality, resource distribution, and geopolitical dynamics, making Political Geography a key subject for understanding global challenges and promoting sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110503 | Globalisasi | Globalization | The Globalization course explores the multifaceted processes of globalization, including economic, political, cultural, and technological dimensions. Students examine the impacts of globalization on societies, economies, and political systems around the world, analyzing both positive and negative consequences. Key topics include global trade, migration, cultural exchange, and environmental challenges. The course encourages critical thinking about the forces driving globalization and the responses of states and communities to these changes. Through case studies and discussions, students develop a comprehensive understanding of how globalization shapes contemporary issues and influences global interconnectivity. | 1. SDG 10: Reduced Inequalities Key Areas: Globalization has significant implications for economic inequality both within and between countries. A course on globalization will examine how global economic systems, such as free trade, influence wealth distribution, economic growth, and poverty. The impact of global supply chains, foreign direct investment, and trade agreements on developing economies and the global South may be explored, addressing issues like income disparity and labor rights. Global migration and the movement of people across borders can also highlight inequality in terms of opportunity, resources, and living standards. SDG 10 is critical in the study of globalization as the course helps understand how global integration can either reduce or exacerbate social and economic inequalities. 2. SDG 8: Decent Work and Economic Growth Key Areas: Globalization is often studied in relation to its impact on economic growth and employment opportunities. The rise of global markets, international trade, and multinational corporations can lead to both opportunities and challenges for job creation and decent work. The course may explore issues like labor migration, working conditions in global supply chains, and the debate over global capitalism and its implications for economic growth and sustainability. The relationship between globalization and technology (including the rise of the digital economy) will also be a topic of interest, as it influences economic productivity and the future of work. SDG 8 is relevant as it ties economic growth and the creation of decent jobs to globalization trends, examining how global trade and technological advancements influence employment across different regions. 3. SDG 13: Climate Action Key Areas: Globalization plays a significant role in environmental sustainability. The global economy, industrialization, and international trade are major drivers of climate change. The course might address how globalization contributes to carbon emissions, the exploitation of natural resources, and the creation of environmental risks. Topics like global environmental agreements (e.g., the Paris Agreement) and climate change diplomacy are likely to be discussed. Discussions on the globalization of environmental movements, as well as how nations collaborate or compete in addressing climate change, are also central. SDG 13 connects globalization with climate action, as the interconnectedness of economies directly influences environmental policies and global efforts to mitigate climate change. 4. SDG 12: Responsible Consumption and Production Key Areas: The course would examine the relationship between global supply chains, consumption patterns, and sustainable production. Globalization often leads to increased demand for goods, contributing to overconsumption, waste production, and environmental degradation. Topics might include the impact of global trade on resource extraction, unsustainable agricultural practices, and the rise of the fast fashion industry, which is often criticized for its unsustainable production and consumption patterns. The course may explore how globalization influences corporate responsibility and the efforts to promote sustainable development through international agreements or corporate social responsibility (CSR) initiatives. SDG 12 focuses on how globalization affects patterns of consumption and production, with an emphasis on sustainability and reducing environmental impact. 5. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Globalization has a direct impact on the global governance system, including the role of international organizations (such as the United Nations, World Bank, WTO, and IMF) in promoting peace, justice, and human rights. The course may explore how globalization influences the rule of law, human rights, and the promotion of democratic institutions. It could examine issues like international law, global conflict, peacekeeping efforts, and the role of global civil society in promoting accountability and justice. Topics such as global terrorism, international crime, and the role of international organizations in resolving conflicts and promoting human rights may also be covered. SDG 16 is important as globalization affects global institutions and influences the capacity of international organizations to maintain peace and justice in a rapidly changing world. 6. SDG 4: Quality Education Key Areas: Globalization has transformed education systems around the world by increasing access to information and promoting the exchange of knowledge and culture across borders. The course may explore the globalization of education through the growth of international education, student mobility, online learning platforms, and the influence of international educational standards. Issues related to education inequality—such as disparities in access to quality education between the Global North and Global South—are also explored, with a focus on how globalization can either reduce or exacerbate these inequalities. SDG 4 connects with globalization through the exchange of knowledge and international educational cooperation, aiming for universal access to education and equitable quality education. 7. SDG 5: Gender Equality Key Areas: Globalization affects gender relations by promoting the globalization of feminism, the spread of gender-based policies, and increasing women’s participation in the global workforce. The course could cover the impact of globalization on women’s rights, including issues like gender-based violence, employment opportunities, and gender inequality in global supply chains. Global networks and international organizations (such as the United Nations and NGOs) play significant roles in promoting gender equality and influencing global gender policies. SDG 5 is a key focus of globalization as it intersects with global advocacy for women’s rights, gender equality, and the empowerment of women globally. 8. SDG 17: Partnerships for the Goals Key Areas: Globalization facilitates international cooperation and multilateral partnerships, which are essential for achieving the UN SDGs. The course may explore how global cooperation between governments, international organizations, the private sector, and civil society is necessary to tackle global challenges such as climate change, health crises, and economic inequality. The course could highlight how global partnerships are critical to achieving the SDGs, through discussions on the role of international NGOs, trade agreements, and foreign aid. SDG 17 emphasizes the importance of partnerships and international cooperation, which is fundamental to addressing global challenges in the context of globalization. 9. SDG 3: Good Health and Well-Being Key Areas: Globalization has a significant impact on global health through the spread of diseases (e.g., COVID-19), the international trade in pharmaceuticals, and the globalization of health practices. The course might explore the role of international organizations like the World Health Organization (WHO) in coordinating global health responses, addressing health disparities, and promoting universal health coverage. Topics could include global health challenges such as pandemics, malnutrition, and mental health, and how globalization both challenges and provides opportunities for global health equity. SDG 3 addresses how globalization influences public health, disease prevention, and the promotion of well-being across nations. Conclusion A Globalization course is highly relevant to several UN Sustainable Development Goals (SDGs) as it addresses a wide range of interconnected global challenges. The most relevant SDGs covered in such a course include: SDG 10: Reduced Inequalities SDG 8: Decent Work and Economic Growth SDG 13: Climate Action SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 4: Quality Education SDG 5: Gender Equality SDG 17: Partnerships for the Goals **SDG |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06110603 | Analisis Kebijakan Luar Negeri | Foreign Policy Analysis | The Foreign Policy Analysis course examines the processes and factors that shape a state’s foreign policy decisions. It explores theoretical frameworks and models for understanding how domestic politics, leadership, public opinion, and international contexts influence policy-making. Students analyze case studies of various countries to understand the complexities of decision-making in different political systems and situations. The course also addresses the role of institutions, interest groups, and geopolitical dynamics in shaping foreign policy outcomes. By the end of the course, students gain critical insights into the intricacies of foreign policy formation and the implications for international relations. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: Foreign policy analysis is crucial in understanding how states engage with international institutions to foster peace and promote justice. The course examines how governments navigate conflict resolution, peacebuilding, and global diplomacy. Topics like international law, human rights, peace negotiations, and disarmament are central to this SDG. The course might explore how foreign policy decisions affect the maintenance of global peace and the strengthening of institutions such as the UN, the International Criminal Court (ICC), and other multilateral organizations. Analyzing the role of foreign policy in preventing violence, promoting political stability, and safeguarding democratic values aligns with the principles of SDG 16. SDG 16 is deeply relevant to Foreign Policy Analysis, especially in understanding the role of state behavior and diplomatic strategies in promoting global peace and justice. 2. SDG 10: Reduced Inequalities Key Areas: Foreign policies often reflect or perpetuate global inequalities, whether economic, social, or political. A course on foreign policy analysis examines how governments address or exacerbate inequality through their foreign relations and international cooperation. The course might look at how states engage in development aid, trade agreements, and foreign investments, which can either help or hinder efforts to reduce inequalities. Additionally, foreign policy analysis can explore the relationship between foreign policy and marginalized groups (e.g., global South, refugees, or disadvantaged communities), addressing how international policies can tackle or exacerbate disparities. SDG 10 is relevant as foreign policy can be used to reduce inequalities through trade policies, humanitarian interventions, and development programs aimed at promoting global equity. 3. SDG 3: Good Health and Well-Being Key Areas: Foreign policy decisions directly affect global health issues, especially in the context of global health diplomacy. A Foreign Policy Analysis course might address how states cooperate on issues like pandemics, disease control, and healthcare access. The course could look at international health agreements, such as the World Health Organization’s (WHO) role in global health governance and how countries align their foreign policies to combat health crises like HIV/AIDS, Ebola, and COVID-19. The foreign policy of wealthy countries can affect health equity globally, especially in relation to vaccination programs, global healthcare access, and support for developing nations in improving healthcare infrastructure. SDG 3 intersects with Foreign Policy Analysis through the lens of international health policies, cooperation, and addressing global health challenges. 4. SDG 5: Gender Equality Key Areas: Foreign policy analysis often explores how gender dynamics influence the international relations of states. The course may investigate how foreign policies promote or hinder gender equality globally. Gender-related topics such as women’s rights, gender-based violence, and women’s participation in political processes may be analyzed within the context of foreign policy decisions and international organizations. This SDG is relevant when discussing how states engage in gender-sensitive foreign policies, or how international diplomacy and foreign aid can support the empowerment of women and the achievement of gender equality worldwide. SDG 5 is relevant to Foreign Policy Analysis as gender equality often becomes a key theme in foreign relations, especially in discussions on international development, conflict resolution, and human rights. 5. SDG 17: Partnerships for the Goals Key Areas: Foreign policies are essential to international partnerships aimed at achieving the SDGs. This course might analyze how states collaborate through multilateral organizations, trade agreements, environmental treaties, and development assistance to address global challenges. Foreign policy analysis will address how governments coordinate their efforts to achieve the UN’s SDGs through diplomatic initiatives, global governance frameworks, and partnerships with international organizations and civil society. The role of foreign policy in fostering international cooperation, global solidarity, and peaceful collaboration towards sustainable development is a core topic of this SDG. SDG 17 emphasizes the importance of partnerships in achieving the SDGs, and Foreign Policy Analysis is central to understanding how states engage with one another and cooperate through diplomatic channels. 6. SDG 4: Quality Education Key Areas: Foreign policies often have a significant impact on international education, especially in terms of scholarship programs, global research collaboration, and educational diplomacy. The course could explore how states’ foreign policies support educational exchanges, the globalization of higher education, and the promotion of international cooperation in education. The analysis of foreign policies will likely include an examination of international education policies, foreign aid to education, and the role of global institutions (like UNESCO) in advancing quality education for all. SDG 4 intersects with Foreign Policy Analysis in discussions of educational diplomacy, international educational exchanges, and the globalization of education. 7. SDG 13: Climate Action Key Areas: Foreign policy plays a crucial role in addressing global environmental challenges. The course might explore how states incorporate climate change mitigation and environmental diplomacy into their foreign policy decisions. Topics such as climate negotiations, global environmental treaties, and cross-border environmental challenges will likely be part of the curriculum. For example, how countries coordinate on climate action through international agreements like the Paris Agreement. The role of international organizations and foreign policy in promoting global environmental governance and tackling climate change is integral to understanding SDG 13. SDG 13 connects to Foreign Policy Analysis as global diplomacy is essential for coordinated international action on climate change and sustainable environmental policies. 8. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Foreign policy analysis often involves examining how states collaborate on building infrastructure and promoting innovation on a global scale. Foreign policies that promote investment in infrastructure, technological innovation, and trade agreements to foster economic growth will likely be analyzed. This includes how countries negotiate policies related to global supply chains, technology transfer, and foreign direct investment. Additionally, foreign policies can influence how countries engage with international development banks and multilateral institutions to fund critical infrastructure projects. SDG 9 is relevant to Foreign Policy Analysis because it deals with global cooperation on innovation and infrastructure development through international policy collaboration. Conclusion: A Foreign Policy Analysis course touches on multiple UN Sustainable Development Goals because foreign policy decisions have a far-reaching impact on global governance, international relations, and the well-being of nations. The SDGs most relevant to this course include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 5: Gender Equality SDG 17: Partnerships for the Goals SDG 4: Quality Education SDG 13: Climate Action SDG 9: Industry, Innovation, and Infrastructure These SDGs align with the core themes of foreign policy in international cooperation, human rights, economic development, and peacebuilding. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120103 | Bahasa Inggris Hubungan Internasional | English International Relations | The English International Relations course focuses on the study of international relations through the lens of the English language, emphasizing the communication and discourse surrounding global politics. Students explore key theories, concepts, and contemporary issues in international relations while developing their language skills in a specialized context. The course covers topics such as diplomacy, conflict resolution, globalization, and human rights, encouraging critical analysis of texts, speeches, and media. Through discussions, presentations, and written assignments, students enhance their understanding of international relations and improve their proficiency in articulating complex ideas in English. This course is particularly valuable for non-native speakers seeking to engage with global political discourse effectively. | 1. SDG 16: Peace, Justice, and Strong Institutions Key Areas: The course would cover how international relations contribute to peacebuilding, conflict resolution, and the creation of strong international institutions. Topics might include global governance, international diplomacy, human rights, and international law—all key elements of SDG 16. The analysis of how states and international organizations like the UN manage conflicts, promote justice, and create institutions that uphold the rule of law aligns with the goal of peace and strong institutions. SDG 16 is central to a course on International Relations, as it explores how states, through diplomacy and cooperation, contribute to global peace and institutional effectiveness. 2. SDG 10: Reduced Inequalities Key Areas: In international relations, foreign policy, trade agreements, and international aid are often discussed in terms of reducing global inequalities. The course might analyze how international trade policies, development assistance, and global governance affect the global South, addressing the issues of economic inequality between nations. Foreign policy approaches to promoting social and economic equality, support for marginalized groups, and humanitarian aid are all key aspects related to SDG 10. SDG 10 ties into the course by addressing how global governance and foreign policy can help to reduce inequalities between countries and within regions. 3. SDG 3: Good Health and Well-Being Key Areas: International health policy and global health diplomacy are crucial topics in the context of international relations. The course would likely examine how states and international organizations cooperate to address global health challenges like pandemics, disease outbreaks, and healthcare access. The role of global institutions such as the World Health Organization (WHO) and international agreements in promoting healthcare and well-being worldwide would be discussed in relation to SDG 3. Foreign policy decisions can significantly affect healthcare systems, vaccination programs, and the international response to global health crises. SDG 3 is relevant as foreign policy decisions often have a direct impact on global health systems, disease prevention, and international health cooperation. 4. SDG 13: Climate Action Key Areas: Climate change is a pressing global issue, and international relations play a key role in climate diplomacy, environmental governance, and sustainable development. The course would explore how states and international organizations cooperate on climate action through international agreements like the Paris Agreement, global environmental policies, and climate finance. The role of foreign policy in addressing climate change, carbon emissions, and environmental sustainability is a critical component of this SDG. SDG 13 aligns with the course as it covers international climate negotiations, sustainable development policies, and how states can collaborate to tackle global environmental challenges. 5. SDG 17: Partnerships for the Goals Key Areas: International relations is fundamentally about creating and maintaining global partnerships between countries and international organizations. The course would focus on how states collaborate to achieve shared goals, such as development assistance, trade agreements, and conflict resolution. The course would analyze multilateral diplomacy, global governance structures, and the role of international organizations (e.g., the UN, World Bank, WTO) in fostering global cooperation to achieve sustainable development. The emphasis on international collaboration to achieve the SDGs would be a recurring theme in discussions. SDG 17 is closely tied to International Relations, as it emphasizes the importance of partnerships between states and global actors to achieve sustainable development and peace. 6. SDG 4: Quality Education Key Areas: International relations is often explored in the context of educational diplomacy and the global exchange of knowledge. The course might cover international student exchanges, scholarships, and academic cooperation among universities worldwide. The role of states and international institutions in promoting access to quality education for all, especially in developing countries, would be analyzed. Foreign policies that support education as a development goal and promote international educational cooperation are key aspects of SDG 4. SDG 4 connects to International Relations through discussions of education diplomacy, global research collaborations, and the role of international organizations in fostering quality education worldwide. 7. SDG 5: Gender Equality Key Areas: A key component of international relations is the examination of gender equality in foreign policy, trade agreements, and international cooperation. The course might analyze how states incorporate gender-sensitive foreign policies. The impact of international diplomacy on advancing gender equality, including women’s rights in conflict zones, economic participation, and gender-based violence, would be key discussions. Foreign policies related to women’s empowerment and gender equality in international law and trade agreements would be examined. SDG 5 is relevant because foreign policy often plays a significant role in advancing gender equality through international agreements, gender mainstreaming, and development programs. 8. SDG 8: Decent Work and Economic Growth Key Areas: International relations frequently examines global economic systems, trade relations, and how foreign policies impact economic development and job creation worldwide. The course could explore how foreign policies and global partnerships foster economic growth, create decent work, and promote sustainable economic development in different regions of the world. Issues like global labor standards, trade agreements, and economic diplomacy are all related to this SDG. SDG 8 is connected to Foreign Policy Analysis through discussions on how foreign policies influence economic systems and the creation of decent work globally. 9. SDG 6: Clean Water and Sanitation Key Areas: Foreign policy plays a key role in international water diplomacy, as states engage in cooperative efforts to manage and share transboundary water resources and address water scarcity. The course might explore how states negotiate agreements on water access, sanitation, and hydropower projects that affect neighboring countries. International relations on topics like climate change, water rights, and sustainable water use are significant in the context of SDG 6. SDG 6 relates to Foreign Policy Analysis through international cooperation on water management and sanitation issues, particularly in regions where water resources are shared across borders. Conclusion: An English International Relations course would cover a wide range of UN Sustainable Development Goals due to the global nature of the subject. The most relevant SDGs covered in the course would likely include: SDG 16: Peace, Justice, and Strong Institutions SDG 10: Reduced Inequalities SDG 3: Good Health and Well-Being SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 4: Quality Education SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 6: Clean Water and Sanitation These SDGs are explored through the lens of international relations, global governance, and foreign policy, highlighting the role of states and international organizations in achieving global peace, justice, and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | ILMU HUB. INTERNASIONAL – S1 | kurikulum sarjana K-23 | 2023 | 23E06120203 | Ekonomi Politik Internasional | International Political Economy | The International Political Economy course examines the interplay between politics and economics in the global arena. It explores how international economic systems, trade policies, and financial markets are shaped by political forces and, conversely, how economic conditions influence political decisions. Key topics include globalization, economic development, trade agreements, and the role of international institutions like the World Bank and IMF. Students analyze case studies and theoretical frameworks to understand the complexities of global economic interactions and their impact on state behavior, inequality, and social change. By the end of the course, students gain a nuanced understanding of the dynamics of international political economy and its relevance to contemporary global issues. | 1. SDG 4: Quality Education International Political Economy contributes to SDG 4: Quality Education by providing students with a deep understanding of the global economic systems and how they shape education policies and opportunities worldwide. Through the course, students explore the linkages between economic development, education systems, and knowledge economies. This understanding can inform policy decisions on how to make education more accessible, equitable, and aligned with the demands of the global market. 2. SDG 10: Reduced Inequalities SDG 10: Reduced Inequalities is a key area where IPE directly applies. The course often looks at how globalization, trade policies, economic systems, and development strategies contribute to inequalities both within and between countries. IPE addresses economic disparities, such as the North-South divide (between developed and developing countries), and explores policies for poverty reduction, income equality, and inclusive development. By understanding these dynamics, students can engage with solutions that reduce inequalities on a global scale. 3. SDG 5: Gender Equality International Political Economy can explore how gender plays a critical role in shaping economic outcomes. Topics like women’s labor participation, gender-based economic inequality, and the gendered nature of global trade are often discussed. Gender equality in economic development, including the empowerment of women in trade, business, and international finance, is a key area of analysis. IPE helps students understand how economic policies can either empower women or reinforce gender inequality. This aligns directly with SDG 5: Gender Equality. 4. SDG 8: Decent Work and Economic Growth SDG 8: Decent Work and Economic Growth is closely linked to the core themes of International Political Economy, as the course investigates how global economic systems, labor markets, and economic policies impact employment and economic growth. Topics such as economic growth, job creation, supply chains, fair trade, and employment standards are central to IPE. The course explores how economic policies, global finance, and international trade agreements can foster or hinder decent work and inclusive growth. 5. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is a key theme in IPE, especially when discussing conflict resolution, international governance, and the role of international institutions (such as the UN, World Bank, and WTO) in promoting stability and justice. IPE explores the relationship between economic power and political stability, as well as the ways in which global financial systems and trade relations impact peace and governance. Understanding the political economy of conflict and peacebuilding is essential for fostering strong institutions and justice. 6. SDG 17: Partnerships for the Goals SDG 17: Partnerships for the Goals is deeply relevant to International Political Economy, as it focuses on the importance of global cooperation in addressing global challenges. IPE emphasizes the role of international organizations, multilateral agreements, and cross-border cooperation to solve issues such as global financial stability, trade, and sustainable development. The course highlights how partnerships between states, businesses, civil society, and international institutions can work together to advance the SDGs and address global challenges like poverty, climate change, and inequality. 7. SDG 13: Climate Action SDG 13: Climate Action is increasingly an important focus within International Political Economy, especially in relation to green economies, environmental sustainability, and the role of global institutions in addressing climate change. IPE examines how economic policies and global trade impact the environment and how international institutions like the UNFCCC (United Nations Framework Convention on Climate Change) and World Bank support climate action initiatives. It also explores the role of climate finance, carbon trading, and sustainable development in the global economic system. 8. SDG 3: Good Health and Well-being (Indirectly) SDG 3: Good Health and Well-being is indirectly connected to International Political Economy, particularly when the course examines issues like global health systems, international health organizations, and the economics of healthcare. IPE looks at how economic development, trade agreements, and financial institutions impact access to healthcare, disease prevention, and global health initiatives. Students learn how global economic systems can either promote or undermine health and well-being for populations across the world. 9. SDG 9: Industry, Innovation, and Infrastructure (Indirectly) SDG 9: Industry, Innovation, and Infrastructure is indirectly related to International Political Economy because the course examines the role of global trade, investment flows, and technological advancements in shaping the economic and industrial landscapes. Topics such as global supply chains, industrial development, and the role of international financial institutions in funding infrastructure projects are critical for understanding how economic policies and global markets influence innovation and infrastructure development. 10. SDG 7: Affordable and Clean Energy (Indirectly) SDG 7: Affordable and Clean Energy is indirectly connected to International Political Economy, as the course often explores how global energy markets, international trade agreements, and economic policies impact access to clean energy. IPE looks at the role of international energy governance, the global oil market, and trade in renewable energy technologies, all of which are critical to achieving affordable, sustainable, and clean energy worldwide. Conclusion International Political Economy (IPE) engages with several United Nations Sustainable Development Goals (SDGs) through its focus on global economic systems, political dynamics, and international cooperation. Here’s a summary of the SDGs most relevant to an IPE course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 8: Decent Work and Economic Growth SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 13: Climate Action SDG 3: Good Health and Well-being (indirectly) SDG 9: Industry, Innovation, and Infrastructure (indirectly) SDG 7: Affordable and Clean Energy (indirectly) By examining how economic forces, political power, and international cooperation shape global outcomes, students of International Political Economy are equipped to engage with complex global issues and contribute to creating a more sustainable, just, and prosperous world. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110102 | Wawasan Ilmu Pertanian | Agricultural Science Insights | The course “Agricultural Science Insights” typically explores the principles and practices of agriculture, focusing on sustainable farming, crop management, soil science, and the role of technology in agriculture. Students learn about agricultural systems, environmental impacts, and innovations that enhance productivity and sustainability. The course may also cover topics like pest management, biotechnology, and the socio-economic aspects of agriculture, preparing students for careers in farming, agribusiness, or research. | 1. **Zero Hunger (Goal 2)**: The course likely addresses food security, sustainable agriculture practices, and methods to increase crop yields, contributing directly to this goal. 2. **Climate Action (Goal 13)**: Discussions on sustainable farming practices and the impact of agriculture on climate change can align with efforts to combat climate change and its effects. 3. **Responsible Consumption and Production (Goal 12)**: Insights into sustainable agricultural practices promote responsible production and consumption of food resources. 4. **Life on Land (Goal 15)**: The course may cover biodiversity, land management, and the conservation of ecosystems, which are critical for sustainable agriculture. 5. **Quality Education (Goal 4)**: By providing education on agricultural science, the course promotes knowledge and skills necessary for future advancements in the field. If the course also incorporates topics on rural development, social equity, or economic growth in agricultural contexts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131003 | Interaksi Tanaman dan Mikrob Berguna | Interactions of Plants and Useful Microbes | The course “Interactions of Plants and Useful Microbes” delves into the symbiotic relationships between plants and beneficial microorganisms. It explores topics such as mycorrhizal associations, nitrogen-fixing bacteria, and the role of microbes in enhancing plant growth and resilience. Students examine how these interactions affect plant health, soil quality, and ecosystem sustainability. The course may also cover applications in agriculture, including biofertilizers and biocontrol agents, providing insights into sustainable practices and innovative agricultural solutions. | 1. **Zero Hunger (Goal 2)**: By exploring how beneficial microbes can enhance plant growth and resilience, the course contributes to food security and sustainable agricultural practices. 2. **Climate Action (Goal 13)**: Understanding the role of microbes in soil health and plant resilience can help develop strategies for climate-smart agriculture. 3. **Life on Land (Goal 15)**: The course may cover biodiversity and ecosystem services provided by both plants and microbes, supporting the conservation of terrestrial ecosystems. 4. **Sustainable Cities and Communities (Goal 11)**: Insights into urban agriculture and green spaces can enhance food systems and environmental quality in urban areas. 5. **Responsible Consumption and Production (Goal 12)**: The course can promote sustainable practices in agriculture, contributing to responsible management of natural resources. If the course also addresses issues related to soil health, pollution mitigation, or ecosystem management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02122403 | Kewirausahaan | Entrepreneurship | The course “Entrepreneurship” focuses on the process of starting and managing a new business venture. It covers key topics such as business planning, market research, funding options, and innovation. Students learn about the entrepreneurial mindset, strategies for identifying opportunities, and the challenges of launching and scaling a business. The course often includes case studies, practical projects, and discussions on risk management and ethical considerations, equipping students with the skills and knowledge to pursue entrepreneurial endeavors or work in startup environments. | 1. **Decent Work and Economic Growth (Goal 8)**: By fostering entrepreneurial skills and promoting the creation of new businesses, the course directly contributes to economic growth and job creation. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Entrepreneurship often drives innovation and can contribute to developing sustainable industries and infrastructure. 3. **Reduced Inequalities (Goal 10)**: Encouraging diverse entrepreneurial ventures can help address social inequalities and promote inclusive economic opportunities for marginalized groups. 4. **Sustainable Cities and Communities (Goal 11)**: Entrepreneurship can lead to the development of sustainable local businesses that enhance community resilience and well-being. 5. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration and partnerships between entrepreneurs, businesses, and communities to achieve sustainable development objectives. If the course incorporates themes of social entrepreneurship or environmental sustainability, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131202 | Pengelolaan Hama dan Penyakit Tanaman Pangan | Management of Pests and Diseases of Food Plants | The course “Management of Pests and Diseases of Food Plants” focuses on identifying, understanding, and managing the various pests and diseases that affect food crops. Students learn about the biology and ecology of pests and pathogens, integrated pest management (IPM) strategies, and sustainable practices for minimizing crop damage. The course covers topics such as chemical and biological control methods, resistance management, and the role of environmental factors in pest and disease dynamics. Practical components may include fieldwork and laboratory analyses, preparing students for careers in agriculture, horticulture, or pest management. | 1. **Zero Hunger (Goal 2)**: The course focuses on protecting food crops from pests and diseases, which is essential for ensuring food security and increasing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: It promotes sustainable practices in pest and disease management, contributing to the resilience and sustainability of food systems. 3. **Climate Action (Goal 13)**: Understanding pest and disease dynamics can help develop strategies that adapt to climate change impacts on agriculture. 4. **Life on Land (Goal 15)**: The course may address biodiversity conservation and ecosystem health, promoting sustainable management of terrestrial ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable agricultural practices, the course supports responsible management of natural resources. If the course includes discussions on economic impacts or social aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131302 | Pengelolaan Hama dan Penyakit Tanaman Hortikultura | Management of Pests and Diseases of Horticultural Plants | The course “Management of Pests and Diseases of Horticultural Plants” focuses on the identification, biology, and management strategies for pests and diseases affecting horticultural crops. Students learn about integrated pest management (IPM) techniques, including preventive measures, biological control, and the judicious use of chemical controls. The course emphasizes the importance of sustainable practices and environmental considerations in pest and disease management. Through a combination of lectures, field studies, and laboratory work, students gain practical skills and knowledge essential for maintaining healthy horticultural systems, preparing them for careers in agriculture, horticulture, or plant pathology. | 1. **Zero Hunger (Goal 2)**: By focusing on protecting horticultural crops from pests and diseases, the course is essential for enhancing food security and ensuring a stable supply of fruits and vegetables. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in managing pests and diseases, contributing to the resilience and sustainability of horticultural systems. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics can help develop adaptive management strategies in horticulture. 4. **Life on Land (Goal 15)**: The course may address biodiversity and ecosystem health, supporting the sustainable management of horticultural ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable practices, the course supports responsible use of resources in horticulture. If the course also discusses economic implications or social issues related to horticulture, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131402 | Pengelolaan Hama dan Penyakit Tanaman Perkebunan | Management of Pests and Diseases of Plantation Plants | The course “Management of Pests and Diseases of Plantation Plants” explores the specific challenges associated with pests and diseases affecting plantation crops, such as tea, rubber, and oil palm. Students learn to identify various pests and pathogens, their life cycles, and the economic impact on plantations. The curriculum emphasizes integrated pest management (IPM) strategies, combining cultural, biological, and chemical controls to ensure sustainable production. Practical components may include fieldwork and case studies, enabling students to apply their knowledge in real-world scenarios. This course prepares students for careers in plantation management, agricultural research, and pest control. | 1. **Zero Hunger (Goal 2)**: By focusing on the health and productivity of plantation crops, the course contributes to food security and the sustainability of agricultural production. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest and disease management practices, enhancing the resilience of plantation systems. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics helps in developing adaptive management strategies for plantation crops. 4. **Life on Land (Goal 15)**: The course may address biodiversity conservation and ecosystem management, supporting the sustainable management of plantation ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing integrated pest management and sustainable practices, the course supports the responsible use of natural resources in plantation agriculture. If the course also covers economic impacts or social aspects of plantation management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06140102 | Seminar Akhir | Final Seminar | The “Final Seminar” course is designed as a capstone experience for students, providing an opportunity to synthesize and present their research or projects. Participants typically prepare a comprehensive presentation on a specific topic related to their field of study, demonstrating their understanding and application of concepts learned throughout their program. The seminar often includes peer reviews, discussions with faculty, and feedback sessions, fostering critical thinking and communication skills. This course aims to enhance students’ ability to articulate their findings and engage with an academic audience, preparing them for future professional or academic pursuits. | 1. **Quality Education (Goal 4)**: The seminar typically provides an opportunity for students to synthesize and present their knowledge, enhancing critical thinking and communication skills. 2. **Reduced Inequalities (Goal 10)**: If the seminar addresses diverse perspectives and inclusivity in discussions, it can promote understanding and equality among students. 3. **Partnerships for the Goals (Goal 17)**: The seminar may emphasize collaboration and networking among students, faculty, and external stakeholders, fostering partnerships. 4. **Decent Work and Economic Growth (Goal 8)**: If the seminar involves discussions on career development, entrepreneurship, or professional skills, it can contribute to economic growth and job readiness. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: If the seminar focuses on social issues, governance, or conflict resolution, it can promote understanding of justice and institutional integrity. If the seminar includes specific themes related to environmental issues, health, or social justice, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06140206 | Skripsi | Thesis | The “Thesis” course involves the independent research and writing of a substantial academic document, typically required for graduate-level degrees. Students select a specific topic within their field of study, conduct in-depth research, and develop a thesis that presents original findings or contributions to knowledge. The course includes stages such as proposal development, literature review, methodology, data collection, analysis, and writing. Students work closely with a faculty advisor for guidance and feedback throughout the process. This course emphasizes critical thinking, research skills, and the ability to communicate complex ideas effectively, preparing students for careers in research, academia, or specialized professional fields. | 1. **Quality Education (Goal 4)**: The thesis process promotes deep learning, critical thinking, and research skills, which are essential components of quality education. 2. **Reduced Inequalities (Goal 10)**: If the thesis topics address social justice, equity, or marginalized communities, they can contribute to understanding and reducing inequalities. 3. **Sustainable Cities and Communities (Goal 11)**: Research focusing on urban development, sustainability, or community engagement can support the development of sustainable communities. 4. **Decent Work and Economic Growth (Goal 8)**: Theses related to economic development, entrepreneurship, or labor market issues can contribute to understanding and fostering economic growth. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research efforts can emphasize the importance of partnerships between academia, industry, and communities. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Theses exploring governance, conflict resolution, or social justice can contribute to stronger institutions and peaceful societies. If the research addresses specific themes related to health, environment, or cultural heritage, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130803 | Identifikasi Patogen | Pathogen Identification | The course “Pathogen Identification” focuses on the techniques and methods used to identify various pathogens affecting plants, animals, and humans. Students learn about microbiological and molecular techniques, including microscopy, culturing, and PCR (polymerase chain reaction). The curriculum covers the biology and ecology of pathogens, as well as the symptoms and disease cycles they cause. Practical lab work is a key component, allowing students to apply identification methods to real samples. This course equips students with essential skills for careers in diagnostics, research, and public health, emphasizing the importance of accurate pathogen identification in disease management and prevention. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of pathogen identification is to improve public health by diagnosing infectious diseases and understanding their transmission, which directly contributes to health outcomes. 2. **Zero Hunger (Goal 2)**: By identifying pathogens that affect crops and livestock, the course can contribute to food security and sustainable agriculture. 3. **Climate Action (Goal 13)**: Understanding how pathogens interact with changing environmental conditions can help develop strategies to mitigate the impact of climate change on health and agriculture. 4. **Life on Land (Goal 15)**: Identifying pathogens in wildlife can aid in biodiversity conservation and understanding ecosystem health, contributing to sustainable land management. 5. **Partnerships for the Goals (Goal 17)**: Collaborative efforts in research and public health can foster partnerships between academic institutions, health organizations, and communities. If the course also addresses public health policy or community health initiatives, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130903 | Pengembangan Mikrob Berguna | Development of Useful Microbes | The course “Development of Useful Microbes” explores the cultivation and application of beneficial microorganisms in various fields, including agriculture, biotechnology, and environmental science. Students learn about the selection, isolation, and enhancement of microbes that promote plant growth, improve soil health, and facilitate waste management. The curriculum covers topics such as fermentation, microbial biotechnology, and the role of probiotics in health. Through laboratory experiments and field studies, students gain hands-on experience in developing and testing microbial applications. This course prepares students for careers in microbiology, agricultural sciences, and environmental management, emphasizing the importance of harnessing microbes for sustainable solutions. | 1. **Zero Hunger (Goal 2)**: By focusing on beneficial microbes that enhance soil fertility, plant growth, and food production, the course contributes to food security and sustainable agricultural practices. 2. **Climate Action (Goal 13)**: Understanding how microbes can help mitigate climate change impacts, such as by improving carbon sequestration in soils, aligns with efforts to combat climate change. 3. **Sustainable Cities and Communities (Goal 11)**: The application of useful microbes in urban agriculture and waste management can enhance sustainability in urban environments. 4. **Responsible Consumption and Production (Goal 12)**: The course may emphasize the role of microbes in waste decomposition and sustainable production processes, supporting responsible resource management. 5. **Good Health and Well-Being (Goal 3)**: If the course covers the development of probiotics or microbes used in health applications, it can contribute to improving health outcomes. If the course also addresses environmental conservation or biodiversity, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130203 | Pengelolaan Hama dan Penyakit Terpadu | Integrated Pest and Disease Management | The course “Integrated Pest and Disease Management” (IPM) focuses on sustainable strategies for managing pests and diseases in agricultural and horticultural systems. Students learn about the principles of IPM, which combines biological, cultural, physical, and chemical methods to minimize pest and disease impacts while promoting environmental health. The curriculum covers pest identification, monitoring techniques, risk assessment, and the use of natural enemies and resistant varieties. Practical applications through fieldwork and case studies help students develop effective management plans. This course prepares students for careers in agriculture, agronomy, and environmental science, emphasizing holistic approaches to pest and disease challenges. | 1. **Zero Hunger (Goal 2)**: This course is crucial for ensuring food security by managing pests and diseases that affect crop yields, thereby enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting integrated approaches that reduce chemical use and enhance ecosystem health, the course supports sustainable agricultural practices. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on pest and disease dynamics can help develop adaptive management strategies in agriculture. 4. **Life on Land (Goal 15)**: The course addresses biodiversity conservation and sustainable land management practices, which are essential for maintaining healthy ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in pest and disease management supports the responsible use of natural resources in agriculture. If the course includes discussions on economic impacts or social aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130303 | Metode Penelitian dan Penulisan Karya Ilmiah | Research Methods and Writing Scientific Papers | The course “Research Methods and Writing Scientific Papers” provides students with the essential skills for conducting research and effectively communicating their findings. It covers various research methodologies, including qualitative and quantitative approaches, experimental design, data collection, and analysis techniques. Students learn to critically evaluate scientific literature and formulate research questions. The course also emphasizes the structure and components of scientific papers, including literature reviews, methodologies, results, and discussions. Through writing assignments and peer reviews, students develop their ability to articulate complex ideas clearly and concisely. This course is crucial for preparing students for academic research, thesis writing, and publishing in scientific journals. | 1. **Quality Education (Goal 4)**: By teaching research methodologies and scientific writing skills, the course enhances critical thinking and promotes quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Skills gained in research and writing can prepare students for careers in academia, industry, and research institutions, contributing to economic growth. 3. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration in research, fostering partnerships between students, faculty, and external organizations. 4. **Reduced Inequalities (Goal 10)**: Promoting equitable access to research opportunities and resources can help address inequalities in education and knowledge production. 5. **Good Health and Well-Being (Goal 3)**: If the course focuses on health-related research, it can contribute to advancements in public health and well-being. If the course includes topics on social issues or environmental research, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130403 | Klinik Tanaman | Plant Clinic | The course “Plant Clinic” provides hands-on experience in diagnosing plant health issues, including pests, diseases, and environmental stresses. Students learn to identify symptoms, conduct laboratory analyses, and apply diagnostic techniques to determine the causes of plant problems. The curriculum covers various aspects of plant pathology, entomology, and horticultural practices. Students may engage in fieldwork, interact with real-world cases, and develop management recommendations based on their findings. This course equips students with practical skills and knowledge essential for careers in agriculture, horticulture, and environmental science, emphasizing the importance of plant health in sustainable practices. | The course “Plant Clinic” can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Zero Hunger (Goal 2)**: The course plays a crucial role in diagnosing and managing plant diseases, which is essential for maintaining crop yields and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting best practices for pest and disease management, the course supports sustainable agricultural practices that protect the environment. 3. **Life on Land (Goal 15)**: The course may address biodiversity and ecosystem health, promoting the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing integrated pest management and sustainable practices helps ensure responsible use of natural resources in agriculture. 5. **Climate Action (Goal 13)**: Understanding the impact of climate change on plant health can inform strategies to adapt and mitigate its effects on agriculture. If the course includes aspects of community outreach or education about plant health, it may also connect to additional SDGs related to sustainable development and community well-being. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130503 | Identifikasi Hama | Pest Identification | The course “Pest Identification” focuses on recognizing and classifying various pests that affect crops, plants, and ecosystems. Students learn about the morphology, life cycles, and behaviors of key insect, arachnid, and other pest species. The curriculum emphasizes field and laboratory techniques for accurate identification, including the use of dichotomous keys and molecular methods. Through hands-on activities and practical assessments, students gain experience in monitoring pest populations and understanding their roles in agriculture and natural environments. This course prepares students for careers in pest management, entomology, and agricultural science, highlighting the importance of accurate identification in developing effective control strategies. | 1. **Zero Hunger (Goal 2)**: By focusing on identifying pests that affect crops and food security, the course is essential for enhancing agricultural productivity and ensuring a stable food supply. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The knowledge gained in pest identification supports sustainable pest management practices, which are critical for maintaining healthy ecosystems in agriculture. 3. **Life on Land (Goal 15)**: Understanding pest dynamics contributes to the conservation of biodiversity and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable pest management helps ensure the responsible use of pesticides and other resources in agriculture. 5. **Climate Action (Goal 13)**: Identifying pests and understanding their responses to climate change can inform adaptive management strategies for agriculture. If the course also addresses public health issues related to pests, it may connect to additional SDGs concerning health and well-being. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130603 | Pengembangan Organisme Berguna | Development of Useful Organisms | The course “Development of Useful Organisms” explores the cultivation and application of beneficial organisms in various fields, including agriculture, biotechnology, and environmental science. Students study the selection, isolation, and enhancement of organisms such as beneficial bacteria, fungi, and other microbes that promote plant growth, improve soil health, and contribute to bioremediation. The curriculum covers topics like fermentation processes, microbial ecology, and the use of these organisms in sustainable practices. Through laboratory work and practical projects, students gain hands-on experience in developing and applying these organisms for real-world solutions. This course prepares students for careers in microbiology, agricultural sciences, and environmental management. | 1. **Zero Hunger (Goal 2)**: The course may focus on beneficial organisms that enhance agricultural productivity, improve soil health, and contribute to food security. 2. **Climate Action (Goal 13)**: Understanding how useful organisms can mitigate climate change effects—such as through soil carbon sequestration or improving ecosystem resilience—aligns with this goal. 3. **Life on Land (Goal 15)**: The course promotes biodiversity and sustainable ecosystem management by exploring the roles of beneficial organisms in maintaining ecosystem health. 4. **Responsible Consumption and Production (Goal 12)**: By emphasizing the sustainable use of beneficial organisms in agriculture and resource management, the course supports responsible practices. 5. **Good Health and Well-Being (Goal 3)**: If the course covers microorganisms used in health applications (like probiotics), it contributes to improving public health outcomes. If the course also addresses economic implications or social aspects related to the use of beneficial organisms, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130703 | Interaksi Tanaman dan Serangga Berguna | Plant and Useful Insect Interactions | The course “Plant and Useful Insect Interactions” explores the symbiotic relationships between plants and beneficial insects, such as pollinators, predators, and parasitoids. Students examine how these interactions contribute to plant health, crop productivity, and ecosystem balance. The curriculum covers topics like pollination ecology, biological control, and the role of beneficial insects in integrated pest management (IPM). Through field studies and laboratory activities, students learn to identify key insect species and assess their impact on plant systems. This course equips students with practical knowledge and skills relevant to agriculture, horticulture, and conservation, emphasizing the importance of promoting beneficial insect populations for sustainable practices. | 1. **Zero Hunger (Goal 2)**: Understanding the interactions between plants and beneficial insects (like pollinators) is crucial for enhancing agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that leverage beneficial insect interactions for pest control and crop health, supporting environmentally friendly agriculture. 3. **Life on Land (Goal 15)**: By studying the role of insects in ecosystems, the course contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Exploring how insect interactions can influence plant resilience to climate change can help develop strategies for sustainable agriculture in changing environments. 5. **Responsible Consumption and Production (Goal 12)**: By promoting integrated pest management and sustainable agricultural practices, the course supports the responsible use of resources in agriculture. If the course includes discussions on ecosystem services or environmental health, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06131102 | Mikrob dan Serangga Urban | Urban Microbes and Insects | The course “Urban Microbes and Insects” examines the roles and interactions of microorganisms and insects within urban environments. Students explore how urbanization affects microbial and insect communities, including their impacts on public health, ecosystem services, and urban agriculture. The curriculum covers topics such as the ecology of urban pests, beneficial insects, and microbial diversity in soils, water, and built environments. Through field studies, lab work, and data analysis, students gain hands-on experience in monitoring and managing urban ecosystems. This course prepares students for careers in urban ecology, environmental science, and public health, emphasizing sustainable practices in urban settings. | 1. **Sustainable Cities and Communities (Goal 11)**: The course focuses on the roles of microbes and insects in urban environments, which is essential for promoting sustainable urban development and improving city resilience. 2. **Good Health and Well-Being (Goal 3)**: Understanding how urban microbes and insects impact human health, including their roles in disease transmission or beneficial effects (like pollination), contributes to public health outcomes. 3. **Climate Action (Goal 13)**: The interactions of urban microbes and insects can influence ecosystem services that help mitigate climate change, such as carbon sequestration and waste decomposition. 4. **Life on Land (Goal 15)**: The course may address biodiversity in urban settings, highlighting the importance of insects and microbes in maintaining healthy ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: Studying urban microbes can inform waste management practices and promote sustainable resource use within urban areas. If the course also discusses social aspects or community engagement related to urban ecosystems, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121003 | Hama dan Penyakit Pascapanen | Postharvest Pests and Diseases | The course “Postharvest Pests and Diseases” focuses on the management of pests and diseases that affect crops after harvest. Students learn about the biology and ecology of key postharvest pests and pathogens, as well as the factors that influence their growth and spread. The curriculum covers prevention and control strategies, including packaging, storage, and processing techniques designed to minimize losses. Practical components involve assessing the quality of stored products and developing integrated management plans. This course prepares students for careers in agriculture, food science, and supply chain management, highlighting the importance of postharvest handling in food security and sustainability. | 1. **Zero Hunger (Goal 2)**: By focusing on the management of pests and diseases that affect stored food, the course is crucial for reducing food loss and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in postharvest handling, storage, and pest management, which are vital for maintaining the quality and quantity of food products. 3. **Responsible Consumption and Production (Goal 12)**: Understanding postharvest losses due to pests and diseases helps improve resource efficiency and promote sustainable production practices. 4. **Climate Action (Goal 13)**: The course may explore how effective pest and disease management can contribute to the resilience of food systems in the face of climate change. 5. **Life on Land (Goal 15)**: Addressing pests and diseases in postharvest systems supports sustainable land use and management by reducing waste and promoting biodiversity in agricultural practices. If the course also addresses economic impacts of postharvest losses or community-based strategies for managing these issues, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121103 | Sistem Pertanian Modern Berkelanjutan | Modern Sustainable Agricultural Systems | The course “Modern Sustainable Agricultural Systems” explores innovative practices and technologies aimed at enhancing agricultural sustainability. Students study various approaches, including agroecology, organic farming, precision agriculture, and permaculture, focusing on their environmental, economic, and social impacts. The curriculum emphasizes the integration of ecological principles with modern farming techniques to improve productivity while conserving natural resources. Topics may include soil health, water management, biodiversity, and sustainable pest management. Through case studies and practical applications, students develop skills to design and implement sustainable agricultural practices, preparing them for careers in agriculture, environmental science, and policy-making. | 1. **Zero Hunger (Goal 2)**: The course focuses on sustainable practices that enhance food production and security, directly contributing to the goal of ending hunger and ensuring access to safe, nutritious food. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting modern, sustainable agricultural practices, the course supports efforts to make agriculture more resilient and environmentally friendly. 3. **Climate Action (Goal 13)**: Understanding how sustainable agricultural systems can mitigate climate change and adapt to its impacts is a key focus, aligning with this goal. 4. **Life on Land (Goal 15)**: The course may cover biodiversity conservation, soil health, and sustainable land management practices, promoting the sustainability of terrestrial ecosystems. 5. **Responsible Consumption and Production (Goal 12)**: By emphasizing efficient resource use and reducing waste in agricultural practices, the course supports responsible consumption and production patterns. 6. **Partnerships for the Goals (Goal 17)**: The course may encourage collaboration among farmers, researchers, and policymakers to promote sustainable agricultural innovations and practices. If the course also addresses social equity or community development in agricultural contexts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121203 | Rancangan Percobaan | Experimental Design | The course “Experimental Design” focuses on the principles and methodologies for designing scientific experiments. Students learn how to formulate hypotheses, select appropriate research methods, and develop experimental protocols that yield reliable and valid results. Key topics include randomization, replication, control groups, and statistical analysis techniques to interpret data effectively. The curriculum emphasizes critical thinking and problem-solving skills, with practical applications in various fields, including agriculture, biology, and social sciences. Through hands-on projects and case studies, students gain experience in designing experiments and analyzing outcomes, preparing them for research roles or advanced study in their respective disciplines. | 1. **Quality Education (Goal 4)**: By teaching students how to design and conduct experiments effectively, the course enhances critical thinking and scientific inquiry skills, contributing to quality education. 2. **Good Health and Well-Being (Goal 3)**: In fields such as health sciences, experimental design is crucial for developing and evaluating medical interventions, thereby supporting public health initiatives. 3. **Sustainable Cities and Communities (Goal 11)**: If the course includes research related to urban planning or environmental studies, it can contribute to sustainable development in urban areas. 4. **Climate Action (Goal 13)**: Experimental design is essential for conducting research on climate change impacts and developing adaptive strategies, which supports climate action. 5. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration in research projects, fostering partnerships among students, faculty, and external organizations. If the course addresses specific topics related to agricultural, environmental, or social research, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121303 | Teknik Pengamatan Hama dan Penyakit Tanaman | Plant Pest and Disease Observation Techniques | The course “Plant Pest and Disease Observation Techniques” provides students with practical skills and methodologies for identifying and monitoring pests and diseases in plants. Students learn to recognize symptoms, assess damage, and understand the life cycles of common pests and pathogens. The curriculum covers various observation methods, including field surveys, sampling techniques, and the use of diagnostic tools. Emphasis is placed on data collection and analysis to inform management decisions. Through hands-on activities and real-world case studies, students develop the expertise needed for effective pest and disease management in agricultural and horticultural settings, preparing them for careers in plant health and agronomy. | 1. **Zero Hunger (Goal 2)**: By training students to observe and identify pests and diseases affecting crops, the course is essential for enhancing agricultural productivity and ensuring food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes best practices in pest and disease management, which are critical for sustainable agricultural practices that protect ecosystems. 3. **Life on Land (Goal 15)**: Observing and understanding pest and disease dynamics contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing integrated pest management techniques helps ensure the responsible use of pesticides and sustainable practices in agriculture. 5. **Climate Action (Goal 13)**: Understanding how climate change affects pest and disease prevalence can inform adaptive management strategies for agriculture. If the course includes community engagement or outreach related to plant health and pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121403 | Pengendalian Hayati dan Rekayasa Habitat | Biological Control and Habitat Engineering | The course “Biological Control and Habitat Engineering” focuses on the principles and practices of using biological agents to manage pests and enhance ecosystem health. Students explore the role of natural predators, parasitoids, and pathogens in controlling pest populations. The curriculum also covers habitat engineering techniques that modify environments to support beneficial organisms, promote biodiversity, and improve pest management outcomes. Key topics include ecological interactions, conservation biocontrol, and integrated pest management (IPM) strategies. Through case studies and practical applications, students gain skills in designing and implementing biological control programs, preparing them for careers in agriculture, ecology, and environmental management. | 1. **Zero Hunger (Goal 2)**: By focusing on biological control methods to manage pests and diseases in agriculture, the course contributes to enhancing food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices that reduce reliance on chemical pesticides and enhance ecosystem health through habitat engineering. 3. **Life on Land (Goal 15)**: Understanding how habitat engineering can support biodiversity and improve ecosystem services aligns with the goal of sustaining terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Biological control strategies can help mitigate the impacts of climate change on agriculture by promoting resilient farming systems and reducing greenhouse gas emissions associated with chemical inputs. 5. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable pest management and habitat improvement supports responsible resource use and production practices in agriculture. If the course also addresses social aspects of biological control or community-based habitat engineering initiatives, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06121503 | Pencemaran Lingkungan | Environmental pollution | The course “Environmental Pollution” examines the sources, types, and impacts of pollutants on the environment and human health. Students explore various forms of pollution, including air, water, soil, and noise, as well as the chemical, biological, and physical processes involved. The curriculum covers regulatory frameworks, pollution prevention strategies, and remediation techniques. Students engage in case studies to analyze real-world pollution issues and their effects on ecosystems and communities. This course equips students with the knowledge and skills to assess environmental risks and develop sustainable solutions, preparing them for careers in environmental science, policy, and management. | 1. **Clean Water and Sanitation (Goal 6)**: The course addresses issues related to water pollution, promoting sustainable management of water resources and access to safe water. 2. **Sustainable Cities and Communities (Goal 11)**: Understanding pollution in urban areas helps develop strategies for creating sustainable and resilient cities that prioritize public health and environmental quality. 3. **Responsible Consumption and Production (Goal 12)**: The course emphasizes the importance of sustainable practices to reduce waste and pollution, promoting responsible resource use. 4. **Climate Action (Goal 13)**: Environmental pollution often intersects with climate change; the course can address how pollution contributes to climate issues and explore mitigation strategies. 5. **Life Below Water (Goal 14)**: If the course includes topics on marine pollution, it directly supports efforts to protect oceans and marine ecosystems from pollution. 6. **Life on Land (Goal 15)**: The course may also cover land pollution and its impacts on terrestrial ecosystems, contributing to the conservation and sustainable use of ecosystems. 7. **Good Health and Well-Being (Goal 3)**: By examining the health impacts of environmental pollution, the course contributes to understanding and promoting public health outcomes. If the course includes discussions on policies, community engagement, or socio-economic impacts of pollution, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06130102 | Karantina Pertanian | Agricultural Quarantine | The course “Agricultural Quarantine” focuses on the principles and practices of managing and preventing the introduction and spread of pests and diseases that can threaten agricultural systems. Students learn about quarantine regulations, risk assessment, and inspection procedures for imported and exported agricultural products. The curriculum covers strategies for monitoring and controlling potential threats, as well as the economic and ecological implications of quarantine measures. Through case studies and practical applications, students develop skills in implementing quarantine protocols and managing biosecurity risks, preparing them for careers in agriculture, pest management, and regulatory agencies. | 1. **Zero Hunger (Goal 2)**: By preventing the introduction and spread of pests and diseases, agricultural quarantine plays a crucial role in protecting food security and enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices in managing agricultural biosecurity, ensuring healthy crops and livestock while minimizing environmental impacts. 3. **Life on Land (Goal 15)**: Agricultural quarantine helps protect biodiversity by preventing the introduction of invasive species that can threaten native ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Effective quarantine measures support sustainable production practices by ensuring that agricultural products are safe and free from harmful organisms. 5. **Good Health and Well-Being (Goal 3)**: By reducing the risk of pest and disease outbreaks, agricultural quarantine contributes to public health by ensuring the safety of food supplies. 6. **Partnerships for the Goals (Goal 17)**: The course may emphasize collaboration among governments, agricultural sectors, and international organizations to implement effective quarantine measures. If the course includes aspects of policy, trade, or community engagement in agricultural quarantine, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120303 | Patogen Tular Benih dan Tanah | Seed and Soil Transmitted Pathogens | The course “Seed and Soil Transmitted Pathogens” focuses on pathogens that are transmitted through seeds and soil, impacting plant health and agricultural productivity. Students learn about the biology and ecology of various seed-borne and soil-borne pathogens, including fungi, bacteria, and nematodes. The curriculum covers detection methods, disease management strategies, and the impact of these pathogens on crop yields and food security. Practical components may include laboratory techniques for isolating and identifying pathogens, as well as field studies to assess disease prevalence. This course prepares students for careers in plant pathology, agronomy, and crop management, emphasizing the importance of managing soil health and seed quality. | 1. **Zero Hunger (Goal 2)**: Understanding and managing seed and soil-borne pathogens is essential for ensuring healthy crop production, which directly impacts food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices by focusing on the management and control of pathogens, contributing to resilient agricultural systems. 3. **Life on Land (Goal 15)**: By studying the interactions between pathogens and ecosystems, the course supports biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Good Health and Well-Being (Goal 3)**: Some seed and soil-borne pathogens can impact human health, particularly in food safety; thus, the course contributes to public health outcomes by addressing these issues. 5. **Responsible Consumption and Production (Goal 12)**: Effective management of pathogens can lead to improved agricultural practices and reduced waste, promoting sustainable resource use. 6. **Climate Action (Goal 13)**: Understanding how climate change affects the dynamics of seed and soil pathogens can help develop adaptive strategies for sustainable agriculture. If the course also covers economic implications or community engagement related to pathogen management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120403 | Statistika | Statistics | The course “Statistics” introduces students to the fundamental concepts and techniques used to collect, analyze, and interpret data. Topics covered include descriptive statistics, probability theory, inferential statistics, hypothesis testing, and regression analysis. Students learn how to use statistical software for data analysis and how to apply statistical methods to real-world problems across various fields. Emphasis is placed on critical thinking and the proper interpretation of statistical results. Through hands-on exercises and projects, students gain practical skills that prepare them for research, data analysis, and decision-making roles in academia, business, and scientific disciplines. | 1. **Quality Education (Goal 4)**: Statistics is a fundamental component of education, enhancing critical thinking, data literacy, and analytical skills among students. 2. **Decent Work and Economic Growth (Goal 8)**: Statistical methods are essential for economic analysis, labor market studies, and informed decision-making in various industries, contributing to economic growth. 3. **Reduced Inequalities (Goal 10)**: Statistical analysis can identify disparities in income, education, and health, supporting efforts to address inequalities within and among countries. 4. **Good Health and Well-Being (Goal 3)**: Statistics is crucial in public health research, helping analyze health trends, evaluate interventions, and inform health policy decisions. 5. **Partnerships for the Goals (Goal 17)**: Statistics can facilitate collaboration among researchers, policymakers, and organizations by providing a common framework for data sharing and analysis. 6. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban planning, environmental studies, and assessing the effectiveness of community programs, supporting sustainable development. If the course includes specific applications in environmental science, social sciences, or health studies, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120503 | Bioteknologi Proteksi Tanaman | Plant Protection Biotechnology | The course “Plant Protection Biotechnology” explores the application of biotechnological techniques in the management of plant pests and diseases. Students learn about genetic engineering, molecular biology, and biocontrol methods that enhance plant resistance to pathogens and pests. The curriculum covers the development and use of transgenic plants, biopesticides, and other biotechnological innovations aimed at sustainable agriculture. Topics may include regulatory issues, environmental impact assessments, and ethical considerations in biotechnology. Through laboratory work and case studies, students gain practical experience in applying biotechnological solutions to real-world plant protection challenges, preparing them for careers in agriculture, research, and biotechnology industries. | 1. **Zero Hunger (Goal 2)**: Biotechnology can enhance crop resilience to pests and diseases, directly contributing to food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes innovative biotechnological approaches that reduce reliance on chemical pesticides, supporting sustainable agricultural practices. 3. **Life on Land (Goal 15)**: By focusing on the conservation of biodiversity and sustainable land management through biotechnological solutions, the course supports the health of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: Biotechnology can help develop crops that are more resilient to climate change, thus contributing to adaptation strategies in agriculture. 5. **Good Health and Well-Being (Goal 3)**: If the course addresses biotechnological advancements that reduce harmful pesticide use, it can contribute to improved health outcomes for consumers and agricultural workers. 6. **Responsible Consumption and Production (Goal 12)**: The use of biotechnology in plant protection can lead to more efficient agricultural practices and reduced environmental impact, promoting sustainable consumption and production patterns. If the course includes discussions on ethical considerations or community engagement in biotechnological applications, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120603 | Ilmu Hama Tanaman | Plant Pest Science | The course “Plant Pest Science” examines the biology, ecology, and management of pests that affect plants. Students learn to identify various pest species, including insects, mites, and nematodes, and understand their life cycles, behaviors, and impacts on crop health. The curriculum covers integrated pest management (IPM) strategies, including cultural, biological, and chemical control methods. Emphasis is placed on sustainable practices that minimize environmental impact while effectively managing pest populations. Through fieldwork, laboratory exercises, and case studies, students develop practical skills in pest monitoring and management, preparing them for careers in agriculture, horticulture, and pest management. | 1. **Zero Hunger (Goal 2)**: The course is essential for understanding pest dynamics and developing effective management strategies to enhance crop yields and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: By promoting integrated pest management practices, the course supports sustainable agricultural systems that minimize chemical use and environmental impact. 3. **Life on Land (Goal 15)**: Understanding the interactions between pests and ecosystems contributes to biodiversity conservation and sustainable land management practices. 4. **Responsible Consumption and Production (Goal 12)**: The course emphasizes sustainable pest management techniques that lead to responsible use of agricultural resources and reduced waste. 5. **Climate Action (Goal 13)**: The impact of climate change on pest populations and dynamics can be explored, helping develop strategies for adaptive pest management in changing environments. 6. **Good Health and Well-Being (Goal 3)**: Effective pest management reduces the risk of pesticide exposure for farmers and consumers, contributing to better health outcomes. If the course includes community engagement or focuses on the socio-economic aspects of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120703 | Ilmu Penyakit Tanaman | Plant Disease Science | The course “Plant Disease Science” focuses on the study of diseases that affect plants, including their causes, mechanisms, and impacts on agricultural productivity. Students learn about various pathogens such as fungi, bacteria, viruses, and nematodes, as well as the environmental factors that contribute to disease outbreaks. The curriculum covers diagnostic techniques, disease management strategies, and the principles of integrated disease management (IDM). Emphasis is placed on understanding plant-pathogen interactions and developing sustainable practices to mitigate disease effects. Through laboratory work and field studies, students gain practical experience in identifying and managing plant diseases, preparing them for careers in plant pathology, agriculture, and research. | 1. **Zero Hunger (Goal 2)**: Understanding plant diseases is crucial for developing effective management strategies to protect crops, enhance agricultural productivity, and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that reduce reliance on chemical treatments and encourage integrated disease management approaches. 3. **Life on Land (Goal 15)**: Studying plant diseases contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems by understanding disease impacts on plant health and ecosystem dynamics. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable plant disease management practices helps ensure responsible use of agricultural resources and reduces waste associated with crop losses. 5. **Climate Action (Goal 13)**: The course can explore how climate change affects plant disease dynamics, informing strategies for adapting agricultural practices to changing environmental conditions. 6. **Good Health and Well-Being (Goal 3)**: Effective management of plant diseases can help reduce the need for chemical pesticides, thereby improving health outcomes for agricultural workers and consumers. If the course includes discussions on socio-economic impacts or community engagement in disease management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120803 | Fisiologi dan Biokimia Tanaman | Plant Physiology and Biochemistry | The course “Plant Physiology and Biochemistry” explores the physiological processes and biochemical pathways that underlie plant growth, development, and response to environmental stimuli. Students learn about key topics such as photosynthesis, respiration, water relations, nutrient uptake, and hormone signaling. The curriculum also covers the biochemical basis of plant metabolism, including secondary metabolite production and stress responses. Through laboratory experiments and practical applications, students gain hands-on experience in measuring physiological parameters and analyzing biochemical compounds. This course prepares students for careers in agriculture, horticulture, and plant research, emphasizing the importance of understanding plant functions for improving crop productivity and resilience. | 1. **Zero Hunger (Goal 2)**: Understanding plant physiology and biochemistry is essential for improving crop yields, enhancing food security, and developing resilient agricultural practices. 2. **Sustainable Agriculture (Goal 2, Target 4)**: Insights from this course can inform sustainable practices that promote plant health and productivity while minimizing environmental impacts. 3. **Climate Action (Goal 13)**: The course can explore how plants respond to climate change, including stress responses and adaptations, which is critical for developing resilient crops. 4. **Life on Land (Goal 15)**: Understanding plant biochemistry and physiology contributes to biodiversity conservation and sustainable land management practices. 5. **Good Health and Well-Being (Goal 3)**: By exploring the biochemical pathways related to nutrient uptake and plant-based compounds, the course can contribute to the development of healthier food sources. 6. **Responsible Consumption and Production (Goal 12)**: Insights into plant physiology can lead to more efficient agricultural practices and sustainable resource use. If the course includes discussions on biotechnology applications or socio-economic aspects of plant science, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120903 | Vertebrata Hama | Pest Vertebrates | The course “Pest Vertebrates” focuses on the identification, biology, and management of vertebrate pests that impact agricultural systems, urban areas, and natural ecosystems. Students learn about species such as rodents, birds, and other mammals that can cause damage to crops, infrastructure, and human health. The curriculum covers ecological principles, behavior, and population dynamics of these pests, as well as various control methods, including exclusion, habitat modification, and humane trapping. Emphasis is placed on integrated pest management (IPM) strategies that minimize environmental impact. Through case studies and fieldwork, students gain practical skills in monitoring and managing vertebrate pest populations, preparing them for careers in wildlife management, agriculture, and environmental science. | 1. **Zero Hunger (Goal 2)**: By studying pest vertebrates that affect agriculture, the course is essential for developing effective management strategies to protect crops and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest management practices that minimize the use of chemical controls and encourage ecological approaches. 3. **Life on Land (Goal 15)**: Understanding the ecological roles of vertebrate pests contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems. 4. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in managing vertebrate pests helps ensure responsible use of resources and minimizes waste in agricultural systems. 5. **Good Health and Well-Being (Goal 3)**: Effective management of vertebrate pests can reduce the risk of zoonotic diseases and improve health outcomes for agricultural workers and communities. 6. **Climate Action (Goal 13)**: The course may explore how climate change affects pest populations and dynamics, helping develop adaptive management strategies in agriculture. If the course includes discussions on community engagement, ethical considerations, or socio-economic impacts of pest management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110202 | Genetika Pertanian | Agricultural Genetics | The course “Agricultural Genetics” examines the principles and applications of genetics in agriculture, focusing on the breeding and improvement of crop and livestock species. Students learn about inheritance patterns, genetic variation, and the molecular techniques used in genetic analysis, including marker-assisted selection and genomic technologies. The curriculum covers topics such as plant and animal breeding strategies, biotechnology applications, and the role of genetics in enhancing traits like yield, disease resistance, and environmental adaptability. Through laboratory work and field studies, students gain hands-on experience in genetic analysis and breeding programs, preparing them for careers in agronomy, animal science, and biotechnology. | 1. **Zero Hunger (Goal 2)**: By enhancing crop yields and resilience through genetic improvements, this course directly contributes to food security and agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The study of agricultural genetics promotes sustainable practices by developing crops that require fewer resources and are more resilient to pests, diseases, and climate stress. 3. **Climate Action (Goal 13)**: Agricultural genetics can help develop crops that are better adapted to changing climatic conditions, supporting resilience and adaptation strategies in agriculture. 4. **Life on Land (Goal 15)**: Understanding genetic diversity in crops can aid in the conservation of plant genetic resources and promote sustainable land management practices. 5. **Good Health and Well-Being (Goal 3)**: Genetic improvements can lead to healthier food options, including biofortified crops that provide essential nutrients to improve public health. 6. **Responsible Consumption and Production (Goal 12)**: The course may emphasize sustainable production practices by focusing on genetic innovations that reduce the environmental impact of agriculture. If the course also includes discussions on ethical considerations, biotechnology applications, or socio-economic impacts, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110303 | Mikrobiologi Dasar Pertanian | Basic Agricultural Microbiology | The course “Basic Agricultural Microbiology” introduces students to the fundamental concepts of microbiology as it relates to agriculture. Students learn about the diversity, structure, and functions of microorganisms, including bacteria, fungi, and viruses, and their roles in soil health, plant growth, and disease processes. The curriculum covers topics such as microbial ecology, nutrient cycling, and the use of microbes in biocontrol and soil fertility enhancement. Through laboratory exercises and field studies, students gain practical skills in microbial analysis and identification. This course prepares students for careers in agriculture, environmental science, and research, emphasizing the importance of microorganisms in sustainable agricultural practices. | 1. **Zero Hunger (Goal 2)**: Understanding the role of microorganisms in soil health, crop production, and food safety is essential for enhancing agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable agricultural practices by exploring beneficial microbes that enhance plant growth, nutrient availability, and pest resistance. 3. **Life on Land (Goal 15)**: Microbiology plays a key role in maintaining soil health and biodiversity, contributing to the sustainable management of terrestrial ecosystems. 4. **Climate Action (Goal 13)**: The study of soil microorganisms can help develop practices that sequester carbon and mitigate greenhouse gas emissions in agricultural systems. 5. **Responsible Consumption and Production (Goal 12)**: Emphasizing the importance of microbial processes in waste decomposition and resource recycling supports sustainable production practices. 6. **Good Health and Well-Being (Goal 3)**: Understanding the role of microbes in food safety and nutrition can lead to improved public health outcomes through better agricultural practices. If the course includes discussions on community engagement, environmental impact, or socio-economic aspects of agricultural microbiology, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110402 | Biologi Serangga | Insect Biology | The course “Insect Biology” explores the anatomy, physiology, behavior, ecology, and evolution of insects. Students learn about the diversity of insect species, their life cycles, and their roles in ecosystems, including pollination, decomposition, and as pests or beneficial organisms. The curriculum covers topics such as insect morphology, sensory systems, reproduction, and population dynamics. Through laboratory work and field studies, students gain hands-on experience in insect identification and observation techniques. This course prepares students for careers in entomology, agriculture, environmental science, and conservation, emphasizing the significance of insects in both natural and agricultural systems. | 1. **Zero Hunger (Goal 2)**: Understanding insect biology is crucial for managing beneficial insects (like pollinators) and pests that affect agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable pest management practices that minimize the use of chemical pesticides and enhance ecological balance in farming systems. 3. **Life on Land (Goal 15)**: Studying insect biology contributes to biodiversity conservation and the sustainable management of terrestrial ecosystems, as insects play key roles in pollination, decomposition, and nutrient cycling. 4. **Climate Action (Goal 13)**: The course can explore how insects respond to climate change, which is important for understanding their role in ecosystems and agricultural systems. 5. **Good Health and Well-Being (Goal 3)**: Insects can be vectors for diseases; understanding their biology helps manage public health risks associated with insect-borne diseases. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable practices in managing insect populations supports responsible agricultural production and reduces waste. If the course includes discussions on ethical considerations, ecological impacts, or socio-economic aspects of insects, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110503 | Entomologi | Entomology | The course “Entomology” focuses on the scientific study of insects, examining their biology, taxonomy, ecology, and behavior. Students learn about the diversity of insect species, their roles in ecosystems, and their impact on agriculture, human health, and the environment. The curriculum covers topics such as insect physiology, life cycles, pest management strategies, and the relationships between insects and other organisms. Through laboratory work and field research, students gain practical experience in insect identification, collection techniques, and data analysis. This course prepares students for careers in entomology, agriculture, pest management, environmental science, and conservation, highlighting the importance of insects in various ecological and agricultural contexts. | 1. **Zero Hunger (Goal 2)**: Understanding insect behavior and ecology is vital for managing both beneficial insects (like pollinators) and agricultural pests, which directly affects food security and crop yields. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes integrated pest management and sustainable practices that reduce reliance on chemical pesticides, contributing to more resilient agricultural systems. 3. **Life on Land (Goal 15)**: Studying insects helps to understand their roles in ecosystems, including pollination, decomposition, and soil health, supporting biodiversity and sustainable land management. 4. **Climate Action (Goal 13)**: The course can explore how insects are affected by and respond to climate change, which is important for adapting agricultural practices and conserving ecosystems. 5. **Good Health and Well-Being (Goal 3)**: Understanding insect-borne diseases and pest management can help mitigate public health risks associated with vectors and agricultural pests. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing sustainable insect management supports responsible agricultural practices and reduces environmental impact. If the course addresses economic aspects, community involvement, or ethical considerations in entomology, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110603 | Dasar-dasar Penyakit Tanaman | Plant Disease Basics | The course “Plant Disease Basics” introduces students to the fundamental concepts of plant pathology, focusing on the identification, causes, and management of plant diseases. Students learn about various pathogens, including fungi, bacteria, viruses, and nematodes, as well as the symptoms and disease cycles associated with each. The curriculum covers essential topics such as disease prevention, integrated disease management (IDM) strategies, and the role of environmental factors in disease development. Through lectures, laboratory exercises, and case studies, students gain practical skills in diagnosing plant diseases and developing management plans. This course prepares students for careers in agriculture, horticulture, and plant health management, emphasizing the importance of protecting crops from disease for sustainable production. | 1. **Zero Hunger (Goal 2)**: Understanding plant diseases is critical for developing effective management strategies to protect crops, enhance agricultural productivity, and ensure food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes sustainable practices that minimize reliance on chemical treatments and encourage integrated disease management approaches. 3. **Life on Land (Goal 15)**: Studying plant diseases contributes to biodiversity conservation and sustainable land management by understanding the impacts of diseases on plant health and ecosystems. 4. **Good Health and Well-Being (Goal 3)**: Effective management of plant diseases can help reduce the need for harmful pesticides, improving health outcomes for agricultural workers and consumers. 5. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable plant disease management supports responsible use of agricultural resources and reduces waste associated with crop losses. 6. **Climate Action (Goal 13)**: The course may explore how climate change affects plant disease dynamics, helping develop adaptive management strategies in agriculture. If the course includes discussions on socio-economic impacts or community engagement in disease management, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120103 | Iklim dalam Proteksi Tanaman | Climate in Plant Protection | The course “Climate in Plant Protection” explores the impact of climate and weather patterns on plant health and pest management. Students learn about how changing climatic conditions—such as temperature, humidity, and precipitation—affect plant diseases, insect populations, and overall crop productivity. The curriculum covers topics like climate change effects, seasonal variations, and climate-smart agricultural practices that enhance resilience against pests and diseases. Through case studies and practical applications, students gain insights into developing effective plant protection strategies that consider climatic factors. This course prepares students for careers in agricultural management, plant pathology, and environmental science, emphasizing the importance of integrating climate considerations into plant protection efforts. | 1. **Zero Hunger (Goal 2)**: Understanding the impact of climate on plant health and protection strategies is crucial for ensuring food security and enhancing agricultural productivity. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes adaptive management practices that consider climate variability and its effects on pests and diseases, supporting sustainable agricultural systems. 3. **Climate Action (Goal 13)**: The course directly addresses the relationship between climate change and plant protection, exploring strategies to mitigate its impacts on agriculture. 4. **Life on Land (Goal 15)**: Understanding how climate influences plant health and ecosystems contributes to the conservation of biodiversity and the sustainable management of terrestrial ecosystems. 5. **Good Health and Well-Being (Goal 3)**: By focusing on sustainable plant protection methods in the face of climate challenges, the course can help reduce the reliance on harmful pesticides, contributing to public health. 6. **Responsible Consumption and Production (Goal 12)**: Emphasizing efficient and sustainable practices in plant protection can help minimize waste and promote responsible resource use in agriculture. If the course includes discussions on community resilience or socio-economic impacts of climate change on agriculture, it may connect to additional SDGs as well. |
| PERTANIAN | PROTEKSI TANAMAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06120203 | Pengelolaan Pestisida dan Teknik Aplikasinya | Pesticide Management and Application Techniques | The course “Pesticide Management and Application Techniques” focuses on the safe and effective use of pesticides in agricultural and horticultural settings. Students learn about different types of pesticides, their modes of action, and the regulations governing their use. The curriculum covers application techniques, including equipment calibration, sprayer technology, and application timing to maximize efficacy while minimizing environmental impact. Emphasis is placed on integrated pest management (IPM) strategies that incorporate pest monitoring and risk assessment. Through practical training and field exercises, students develop skills in pesticide application and safety protocols, preparing them for careers in pest management, agriculture, and environmental science. | 1. **Zero Hunger (Goal 2)**: Effective pesticide management is crucial for protecting crops from pests and diseases, which directly impacts agricultural productivity and food security. 2. **Sustainable Agriculture (Goal 2, Target 4)**: The course promotes integrated pest management (IPM) practices that minimize chemical use, supporting sustainable agricultural practices. 3. **Good Health and Well-Being (Goal 3)**: Proper pesticide management and application techniques can reduce health risks to agricultural workers and consumers by minimizing exposure to harmful chemicals. 4. **Responsible Consumption and Production (Goal 12)**: The emphasis on sustainable pesticide use promotes responsible consumption practices in agriculture, reducing waste and environmental impact. 5. **Life on Land (Goal 15)**: Understanding the ecological impacts of pesticide use helps protect biodiversity and supports sustainable land management practices. 6. **Climate Action (Goal 13)**: The course may address how climate change affects pest dynamics and pesticide efficacy, informing adaptive management strategies. If the course includes discussions on regulatory frameworks, community engagement, or socio-economic aspects of pesticide use, it may connect to additional SDGs as well. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110103 | Dasar-Dasar Ilmu Tanah | Basics of Soil Science | The Basics of Soil Science course provides an introduction to the fundamental concepts of soil as a natural resource. Students explore soil formation, classification, and properties, including physical, chemical, and biological aspects. The course emphasizes the role of soil in ecosystems, agriculture, and environmental sustainability. Topics may include soil fertility, erosion, conservation practices, and the impact of human activities on soil health. Through lectures, laboratory work, and field studies, students gain practical skills in soil sampling and analysis, preparing them for further studies or careers in agriculture, environmental science, or land management. | 1. **Goal 2: Zero Hunger** – Healthy soils are essential for food production. Understanding soil science helps improve agricultural practices and food security. 2. **Goal 12: Responsible Consumption and Production** – Sustainable soil management contributes to efficient resource use and waste reduction in agriculture. 3. **Goal 13: Climate Action** – Soil plays a crucial role in carbon storage and greenhouse gas emissions, linking soil management practices to climate change mitigation. 4. **Goal 15: Life on Land** – This goal emphasizes the importance of managing forests, combating desertification, and halting land degradation, all of which are connected to soil health. 5. **Goal 6: Clean Water and Sanitation** – Soil affects water filtration and quality, impacting clean water access. These connections highlight the interdisciplinary nature of soil science and its importance in achieving sustainable development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G06110703 | Dasar-Dasar Perlindungan Tanaman | Plant Protection Basics | The Plant Protection Basics course introduces students to the principles and practices of managing plant health and safeguarding crops from pests, diseases, and environmental stressors. Topics covered include the identification and biology of pests and pathogens, integrated pest management (IPM) strategies, and the use of chemical and biological control methods. | 1. **Goal 2: Zero Hunger** – Effective plant protection is crucial for enhancing crop yields and ensuring food security. 2. **Goal 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices and minimizing chemical use in pest control contribute to responsible production. 3. **Goal 13: Climate Action** – Healthy plants are more resilient to climate change. Sustainable plant protection practices can help mitigate the impacts of climate change on agriculture. 4. **Goal 15: Life on Land** – Protecting plant health contributes to biodiversity and the sustainability of ecosystems, which is central to this goal. 5. **Goal 3: Good Health and Well-being** – Reducing the reliance on harmful pesticides through integrated pest management promotes healthier ecosystems and communities. These connections underscore the importance of plant protection in achieving sustainable development and addressing global challenges related to food security, environmental health, and biodiversity. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130403 | Survei Tanah dan Evaluasi Lahan | Soil Survey and Land Evaluation | The Soil Survey and Land Evaluation course focuses on the techniques and methodologies used to assess soil characteristics and land suitability for various uses, such as agriculture, construction, and conservation. Students learn how to conduct soil surveys, analyze soil properties, and interpret soil data. | 1. **Goal 2: Zero Hunger** – Promotes sustainable agricultural practices and ensures food security through effective land use and soil management. 2. **Goal 15: Life on Land** – Focuses on managing forests, combating desertification, and halting land degradation, which are critical for maintaining healthy ecosystems. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, including soil, to ensure long-term productivity and sustainability. 4. **Goal 13: Climate Action** – Involves understanding soil’s role in carbon sequestration and its impact on climate change mitigation. 5. **Goal 6: Clean Water and Sanitation** – Recognizes the importance of healthy soil in maintaining water quality and availability. These connections underscore the interdisciplinary nature of soil science and its impact on global sustainability efforts. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130503 | Pengelolaan DAS Terpadu | Integrated Watershed Management | The Integrated Watershed Management course explores the holistic approach to managing water resources within a watershed. Students learn about the interactions between land use, water quality, and ecosystem health. Key topics include watershed hydrology, soil and water conservation practices, pollution control, and stakeholder involvement in decision-making. The course emphasizes the importance of integrating social, economic, and environmental considerations in managing watersheds sustainably. | 1. **SDG 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water and sanitation for all, which is central to watershed management. 2. **SDG 13: Climate Action** – Addresses the need to combat climate change and its impacts, including the role of watersheds in climate resilience. 3. **SDG 15: Life on Land** – Concerns the sustainable use of terrestrial ecosystems, managing forests, combating desertification, and halting biodiversity loss, all of which are influenced by watershed management practices. 4. **SDG 11: Sustainable Cities and Communities** – Includes aspects of urban planning that affect watershed health and water resource management. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of partnerships and collaboration across sectors and communities for effective watershed management. Courses may also touch on other goals related to sustainable agriculture, responsible consumption, and ecosystem health, depending on the specific focus of the program. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130602 | Morfologi dan Mikromorfologi Tanah | Soil Morphology and Micromorphology | The Soil Morphology and Micromorphology course examines the physical characteristics and structures of soils at both macroscopic and microscopic levels. Students learn to describe soil profiles, identify soil horizons, and interpret soil features such as texture, structure, and color. The course also delves into micromorphology, where students study soil thin sections under a microscope to analyze pore spaces, mineralogy, and biological activity. | 1. **SDG 15: Life on Land** – Focuses on sustainable land use and management, emphasizing the importance of soil health and biodiversity. 2. **SDG 2: Zero Hunger** – Addresses sustainable agricultural practices, as understanding soil properties is crucial for improving crop yields and food security. 3. **SDG 12: Responsible Consumption and Production** – Involves sustainable management of natural resources, including soils, to promote sustainable practices in agriculture and land use. 4. **SDG 13: Climate Action** – Highlights the role of soils in carbon sequestration and the importance of managing soils to mitigate climate change impacts. 5. **SDG 3: Good Health and Well-being** – While indirectly, healthy soils contribute to better food quality and environmental health, which are essential for human health. Courses may also touch on aspects related to sustainable urban development and ecosystem health, depending on their specific content. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130702 | Cadangan Karbon dan Produksi Pertanian | Carbon Stocks and Agricultural Production | The Carbon Stocks and Agricultural Production course explores the relationship between soil carbon dynamics and agricultural practices. Students learn about the role of carbon in soil health, climate change mitigation, and crop productivity. Topics include measuring and estimating soil carbon stocks, the impact of land use and management practices on carbon sequestration, and the benefits of sustainable agricultural practices. The course emphasizes the importance of balancing agricultural production with environmental stewardship. | 1. **SDG 2: Zero Hunger** – Focuses on sustainable agricultural practices that enhance food security while considering carbon stocks and soil health. 2. **SDG 13: Climate Action** – Examines the relationship between agricultural practices and carbon emissions, as well as strategies for carbon sequestration in agriculture. 3. **SDG 15: Life on Land** – Addresses the sustainable use of terrestrial ecosystems, including the management of soil and carbon stocks to support biodiversity. 4. **SDG 12: Responsible Consumption and Production** – Involves promoting sustainable practices in agriculture that reduce environmental impact and enhance resource efficiency. 5. **SDG 3: Good Health and Well-being** – While indirectly related, sustainable agricultural practices can contribute to better food quality and environmental health, which are vital for human well-being. Courses may also engage with goals related to partnerships and innovation in sustainable agriculture, depending on their focus. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130802 | Sains untuk Perubahan Iklim | Science for Climate Change | The Science for Climate Change course provides an interdisciplinary overview of the scientific principles underlying climate change and its impacts. Students explore the physical, chemical, and biological processes driving climate change, including greenhouse gas emissions, climate models, and feedback mechanisms. The course examines the effects of climate change on ecosystems, weather patterns, and human societies, as well as mitigation and adaptation strategies. Emphasis is placed on analyzing current research and data, understanding policy implications, and exploring technologies for reducing carbon footprints. Through discussions, case studies, and projects, students develop critical thinking skills to address climate challenges and contribute to sustainable solutions. | 1. **SDG 13: Climate Action** – Directly addresses the need for urgent action to combat climate change and its impacts through scientific understanding and innovative solutions. 2. **SDG 7: Affordable and Clean Energy** – Explores sustainable energy solutions and technologies that can mitigate climate change. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on urban planning and development strategies that enhance resilience to climate change. 4. **SDG 15: Life on Land** – Examines the impact of climate change on terrestrial ecosystems and biodiversity, promoting sustainable land management practices. 5. **SDG 3: Good Health and Well-being** – Investigates the health implications of climate change, including air quality and extreme weather events. 6. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration across sectors, disciplines, and nations to effectively address climate change challenges. Courses may also touch on related goals such as sustainable agriculture and responsible consumption, depending on their specific focus and content. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05140102 | Seminar | Seminar | The Seminar course is designed to facilitate in-depth discussions and exploration of specific topics within a particular field of study. Students engage with current research, case studies, and relevant literature, often presenting their findings and analyses to peers. The course fosters critical thinking, communication, and collaboration skills as participants debate ideas, share perspectives, and provide constructive feedback. Topics may vary widely depending on the focus of the seminar, and the format often includes guest speakers, group discussions, and interactive activities. This course aims to deepen students’ understanding of the subject matter while preparing them for academic or professional presentations. | 1. **SDG 4: Quality Education** – Promotes lifelong learning opportunities and aims for inclusive and equitable quality education. 2. **SDG 10: Reduced Inequality** – Explores issues related to social justice, equity, and inclusivity, depending on the seminar’s theme. 3. **SDG 17: Partnerships for the Goals** – Often emphasizes collaboration and networking among students, researchers, and communities. 4. **SDG 3: Good Health and Well-being** – If the seminar addresses public health topics, it may cover health promotion and well-being. 5. **SDG 12: Responsible Consumption and Production** – Could be relevant in discussions about sustainability practices in various fields. If you have a specific seminar topic in mind, I can provide more tailored information! |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05140206 | Skripsi | Thesis | The Thesis course involves the independent research and writing of a substantial academic work on a specific topic within a student’s field of study. Under the guidance of a faculty advisor, students formulate a research question, conduct literature reviews, gather and analyze data, and present their findings. The course emphasizes critical thinking, methodological rigor, and effective communication. Students develop skills in research design, data interpretation, and academic writing while contributing original knowledge to their discipline. The completed thesis typically undergoes rigorous evaluation, culminating in a formal defense before a committee, preparing students for advanced academic or professional endeavors. | 1. **SDG 4: Quality Education** – If the thesis focuses on educational methods, access to education, or learning outcomes. 2. **SDG 13: Climate Action** – Relevant for research addressing climate change, environmental science, or sustainability. 3. **SDG 3: Good Health and Well-being** – Applicable to health-related research, public health initiatives, or medical studies. 4. **SDG 15: Life on Land** – If the thesis involves topics related to biodiversity, land management, or ecosystem services. 5. **SDG 10: Reduced Inequalities** – Important for research focusing on social justice, economic disparities, or marginalized communities. 6. **SDG 12: Responsible Consumption and Production** – Relevant for studies on sustainable practices in various industries. Ultimately, the specific SDGs addressed in a thesis will depend on the research topic and the discipline of study. If you have a particular field in mind, I can provide more specific insights! |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121303 | Penginderaan Jauh dan Analisis Citra Digital | Remote Sensing and Digital Image Analysis | The Remote Sensing and Digital Image Analysis course focuses on the use of satellite and aerial imagery to collect and analyze data about the Earth’s surface. Students learn the principles of remote sensing, including electromagnetic radiation, sensor technology, and image acquisition. The course covers techniques for processing and interpreting digital images, including image enhancement, classification, and change detection. Emphasis is placed on practical applications in fields such as environmental monitoring, agriculture, urban planning, and disaster management. Through hands-on projects and software training, students gain skills in analyzing remote sensing data and utilizing Geographic Information Systems (GIS) for spatial analysis and decision-making. | 1. **SDG 13: Climate Action** – Remote sensing is crucial for monitoring climate change effects, including changes in land cover, temperature, and weather patterns. 2. **SDG 15: Life on Land** – Involves monitoring ecosystems, biodiversity, and land use changes, which are vital for sustainable land management. 3. **SDG 11: Sustainable Cities and Communities** – Utilizes remote sensing to analyze urban development, land use planning, and disaster management in urban areas. 4. **SDG 2: Zero Hunger** – Supports agricultural monitoring, crop health assessment, and land use planning to enhance food security. 5. **SDG 6: Clean Water and Sanitation** – Remote sensing can help in managing water resources, monitoring water quality, and assessing the impact of land use on watersheds. 6. **SDG 12: Responsible Consumption and Production** – Assists in assessing the environmental impact of production and consumption patterns through land and resource monitoring. These courses can have a broad impact on understanding and addressing environmental and societal challenges, depending on their specific focus. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121402 | Pengelolaan Lahan Kering, Basah dan Pesisir | Dry, Wet and Coastal Land Management | The Dry, Wet, and Coastal Land Management course examines the principles and practices of managing diverse land types, focusing on their unique ecological and socio-economic challenges. Students explore the characteristics and management strategies for drylands, wetlands, and coastal areas, including issues related to soil conservation, water management, habitat preservation, and climate resilience. The course emphasizes sustainable practices that balance ecological health with human needs, addressing topics such as land use planning, biodiversity conservation, and the impacts of climate change. Through case studies, fieldwork, and project-based learning, students develop skills in assessing land conditions and implementing effective management strategies for various landscapes. | 1. **SDG 15: Life on Land** – Focuses on managing terrestrial ecosystems, promoting sustainable land use, and preserving biodiversity in dry, wet, and coastal areas. 2. **SDG 6: Clean Water and Sanitation** – Addresses the sustainable management of water resources, including wetlands and coastal waters, to ensure access to clean water. 3. **SDG 13: Climate Action** – Examines the impacts of climate change on various land types and explores adaptation and mitigation strategies. 4. **SDG 11: Sustainable Cities and Communities** – Relevant for urban planning in coastal areas and the management of resources to enhance community resilience. 5. **SDG 14: Life Below Water** – Important for coastal management, focusing on the conservation and sustainable use of ocean resources and marine ecosystems. 6. **SDG 2: Zero Hunger** – Involves sustainable agricultural practices in dry and wet lands to improve food security. These goals highlight the interconnectedness of land management practices and their impact on environmental sustainability and community well-being. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121502 | Pengantar Agraria dan Kadaster | Introduction to Agraria and Cadastre | The Introduction to Agraria and Cadastre course provides an overview of land administration, property rights, and land use planning within agricultural contexts. Students learn about the principles of agrarian systems, land tenure, and the importance of accurate land registration for sustainable land management. The course covers topics such as cadastral surveying, land mapping, and the legal frameworks governing land ownership and use. Emphasis is placed on the role of cadastral systems in supporting agricultural development, environmental conservation, and economic planning. Through lectures, practical exercises, and case studies, students gain foundational knowledge essential for careers in agriculture, land management, and urban planning. | 1. **SDG 2: Zero Hunger** – Focuses on sustainable agricultural practices, land use planning, and food security, emphasizing the importance of land management for agricultural productivity. 2. **SDG 15: Life on Land** – Involves sustainable land use and management practices that protect ecosystems and promote biodiversity. 3. **SDG 11: Sustainable Cities and Communities** – Relevant to land management in urban planning and the integration of agricultural land within urban areas. 4. **SDG 6: Clean Water and Sanitation** – May address land management practices that impact water resources and sanitation, particularly in agricultural contexts. 5. **SDG 1: No Poverty** – Exploring land tenure and property rights can impact poverty reduction efforts, as secure land rights are crucial for economic stability. 6. **SDG 17: Partnerships for the Goals** – Emphasizes collaboration among various stakeholders in land management, agriculture, and urban planning. These SDGs highlight the importance of integrated land management and its implications for sustainable development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121602 | Kualitas Tanah | Soil Quality | The Soil Quality course explores the concepts and criteria that define soil health and functionality in agricultural and environmental contexts. Students learn about the physical, chemical, and biological properties that contribute to soil quality, including soil structure, nutrient availability, and microbial activity. The course emphasizes the importance of assessing soil quality for sustainable land management practices and crop production. Topics may include soil degradation, conservation techniques, and the role of organic matter in maintaining soil health. Through laboratory work and field assessments, students develop skills in evaluating soil quality and implementing strategies to enhance and sustain it in various ecosystems. | 1. **SDG 2: Zero Hunger** – Focuses on improving soil health to enhance agricultural productivity and food security. 2. **SDG 15: Life on Land** – Addresses the sustainable management of terrestrial ecosystems, promoting healthy soils as vital for biodiversity and ecosystem services. 3. **SDG 12: Responsible Consumption and Production** – Involves sustainable land management practices that contribute to the responsible use of natural resources, including soil. 4. **SDG 3: Good Health and Well-being** – Examines how soil quality affects food quality and nutrition, impacting human health. 5. **SDG 13: Climate Action** – Explores the role of soils in carbon sequestration and their contribution to mitigating climate change. 6. **SDG 6: Clean Water and Sanitation** – Addresses how soil management impacts water quality and availability, especially in agricultural contexts. These goals emphasize the critical role of soil quality in sustainable development and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130103 | Pengelolaan Tanah dan Air | Land and Water Management | The Land and Water Management course focuses on the sustainable use and management of land and water resources in agricultural and ecological contexts. Students explore the interactions between land use, water availability, and environmental health. Key topics include irrigation practices, watershed management, soil conservation, and the impacts of land use on water quality. The course emphasizes integrated management strategies that balance agricultural productivity with conservation goals. Through case studies, fieldwork, and project-based learning, students gain practical skills in assessing land and water resources, designing management plans, and implementing best practices to ensure the sustainability of these critical resources. | 1. **SDG 6: Clean Water and Sanitation** – Focuses on the sustainable management of water resources, ensuring availability and quality of water for all. 2. **SDG 2: Zero Hunger** – Explores the relationship between land and water management practices and food security, promoting sustainable agricultural practices. 3. **SDG 11: Sustainable Cities and Communities** – Addresses urban water management, land use planning, and the resilience of communities to water-related challenges. 4. **SDG 15: Life on Land** – Involves managing terrestrial ecosystems sustainably, emphasizing the importance of land and water interactions for biodiversity. 5. **SDG 13: Climate Action** – Examines the impacts of climate change on land and water resources and explores adaptation and mitigation strategies. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable resource management practices that optimize land and water use. These goals highlight the interconnections between land and water management and their significance for sustainable development and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130203 | Geomorfologi dan Analisis Landscape | Geomorphology and Landscape Analysis | The Geomorphology and Landscape Analysis course examines the processes that shape the Earth’s surface and the resulting landforms. Students explore topics such as erosion, sedimentation, tectonics, and weathering, as well as how these processes interact to create diverse landscapes. The course emphasizes techniques for analyzing and interpreting landforms using field surveys, remote sensing, and GIS tools. Students learn to assess landscape dynamics, environmental change, and the implications for land use and natural resource management. Through hands-on projects and fieldwork, the course equips students with skills to evaluate geomorphological features and apply this knowledge in fields like environmental science, urban planning, and conservation. | 1. **SDG 15: Life on Land** – Focuses on understanding landforms, ecosystems, and biodiversity, emphasizing sustainable land management and conservation practices. 2. **SDG 13: Climate Action** – Explores how geomorphological processes are influenced by climate change and the impacts on landscapes and natural resources. 3. **SDG 11: Sustainable Cities and Communities** – Involves the analysis of landforms in urban planning, helping to manage natural hazards and improve resilience in urban areas. 4. **SDG 6: Clean Water and Sanitation** – Examines how landscape features influence water drainage, quality, and availability, impacting watershed management. 5. **SDG 3: Good Health and Well-being** – While indirect, healthy landscapes contribute to overall environmental quality, which is vital for human health and well-being. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable land use and resource management practices informed by geomorphological insights. These goals underscore the importance of understanding landforms and processes in addressing environmental and sustainability challenges. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05130303 | Degradasi dan Reklamasi Lahan Tropis | Tropical Land Degradation and Reclamation | The Tropical Land Degradation and Reclamation course focuses on the causes, consequences, and management strategies related to land degradation in tropical regions. Students explore the various forms of degradation, such as deforestation, soil erosion, and loss of biodiversity, and their impacts on ecosystems and local communities. The course emphasizes reclamation techniques, including reforestation, agroforestry, and sustainable agricultural practices aimed at restoring degraded land. Through case studies and fieldwork, students analyze successful reclamation projects and learn to develop effective management plans that balance ecological health with economic viability. This course prepares students for careers in environmental management, agriculture, and conservation in tropical contexts. | 1. **Goal 15: Life on Land** – Focuses on managing forests sustainably, combating desertification, and halting land degradation and biodiversity loss. 2. **Goal 2: Zero Hunger** – Addresses the need for sustainable agriculture, which is often impacted by land degradation. 3. **Goal 13: Climate Action** – Discusses how land degradation affects climate change and vice versa, emphasizing the importance of resilience and adaptation. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, relevant to land use and reclamation practices. 5. **Goal 6: Clean Water and Sanitation** – Explores the impacts of land degradation on water resources and the importance of maintaining water quality. These goals collectively highlight the interconnections between land management, environmental sustainability, and socio-economic development. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120603 | Kesuburan Tanah dan Pemupukan | Soil Fertility and Fertilization | The Soil Fertility and Fertilization course focuses on the principles and practices that influence soil health and crop productivity. Students learn about essential nutrients, soil chemistry, and biological interactions that affect soil fertility. The course covers topics such as soil testing, nutrient management strategies, and the role of organic and inorganic fertilizers. Emphasis is placed on sustainable fertilization practices that minimize environmental impact while maximizing agricultural yields. Through practical exercises, laboratory analysis, and field studies, students gain skills in assessing soil fertility and developing effective fertilization plans tailored to specific crops and soil types, preparing them for careers in agriculture, agronomy, and environmental management. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable food production systems and resilient agricultural practices, emphasizing the importance of soil fertility for crop yields. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management and efficient use of natural resources, including the responsible use of fertilizers. 3. **Goal 13: Climate Action** – Examines how soil management practices can mitigate climate change effects and promote adaptation. 4. **Goal 15: Life on Land** – Addresses the importance of maintaining soil health and fertility to combat land degradation and promote sustainable land use. 5. **Goal 3: Good Health and Well-Being** – Indirectly linked through the promotion of healthy food production and nutritional quality. These goals highlight the critical relationship between soil health, sustainable agricultural practices, and broader environmental and social outcomes. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120703 | Sistem Infromasi Sumberdaya Lahan | Land Resources Information System | The Land Resources Information System (LRIS) course introduces students to the technologies and methodologies used for managing and analyzing land resource data. The course covers Geographic Information Systems (GIS), remote sensing, and data management techniques, focusing on their applications in land use planning, environmental management, and natural resource conservation. Students learn to collect, process, and visualize spatial data, as well as conduct analyses to inform decision-making. Emphasis is placed on integrating various data sources to assess land suitability, monitor environmental changes, and support sustainable land management practices. Through practical exercises and projects, students develop skills essential for careers in environmental science, urban planning, and resource management. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on sustainable urban planning and management through effective land use and spatial data. 2. **Goal 15: Life on Land** – Involves monitoring land use changes, assessing biodiversity, and managing terrestrial ecosystems using information systems. 3. **Goal 13: Climate Action** – Supports climate adaptation and mitigation strategies by providing data for land management and environmental monitoring. 4. **Goal 6: Clean Water and Sanitation** – Helps manage water resources and assess land use impacts on water quality and availability. 5. **Goal 2: Zero Hunger** – Facilitates sustainable agricultural practices by analyzing land suitability and optimizing resource use for food production. 6. **Goal 12: Responsible Consumption and Production** – Promotes efficient land resource management, reducing waste and ensuring sustainable land use practices. These goals illustrate the integral role of land resource information systems in promoting sustainable development, effective resource management, and environmental protection. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120803 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with the foundational principles and techniques for conducting research across various disciplines. It covers the research process, including formulating research questions, designing studies, selecting appropriate methodologies, and collecting and analyzing data. Students learn about qualitative and quantitative research methods, sampling techniques, and ethical considerations in research. The course emphasizes critical thinking and the ability to evaluate and interpret research findings. Through practical exercises and project work, students develop skills in creating research proposals and reports, preparing them for academic research, thesis projects, or professional research roles in various fields. | 1. **Goal 4: Quality Education** – Emphasizes the importance of quality education and research skills, promoting critical thinking and analytical skills. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovative research practices that can contribute to technological advancements and infrastructure development. 3. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration and partnerships in research to address complex global challenges. 4. **Goal 3: Good Health and Well-Being** – Supports research in public health, medical advancements, and health-related studies. 5. **Goal 12: Responsible Consumption and Production** – Involves research methodologies that assess sustainable practices and resource management. 6. **Goal 13: Climate Action** – Equips students with the tools to conduct research on climate change and environmental sustainability. These connections underscore the role of research methodology in advancing knowledge and practices that contribute to sustainable development and societal improvement. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120903 | Perencanaan Tata Ruang dan Penatagunaan Lahan | Spatial Planning and Land Management | The Spatial Planning and Land Management course focuses on the principles and practices of effectively managing land use and development in urban and rural settings. Students explore the processes involved in spatial planning, including land use policies, zoning regulations, and environmental assessments. The course emphasizes the importance of integrating social, economic, and environmental factors in planning decisions. Key topics may include community engagement, infrastructure development, and sustainable land management practices. Through case studies, fieldwork, and project-based learning, students gain practical skills in spatial analysis, planning techniques, and the use of Geographic Information Systems (GIS) to inform land management strategies, preparing them for careers in urban planning, environmental management, and related fields. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on urban planning and development to create inclusive, safe, resilient, and sustainable cities. 2. **Goal 15: Life on Land** – Promotes sustainable land use practices that protect ecosystems, biodiversity, and natural resources. 3. **Goal 2: Zero Hunger** – Addresses land management practices that enhance agricultural productivity and food security through effective spatial planning. 4. **Goal 6: Clean Water and Sanitation** – Incorporates water management strategies in spatial planning to ensure access to clean water and sustainable sanitation. 5. **Goal 13: Climate Action** – Examines how spatial planning can contribute to climate resilience and mitigation strategies through thoughtful land use. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in land management to achieve sustainable development outcomes. These goals highlight the critical role of spatial planning and land management in fostering sustainable development, environmental protection, and social equity. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121003 | Konservasi Tanah dan Air | Soil and Water Conservation | The Soil and Water Conservation course focuses on strategies and practices designed to protect and manage soil and water resources in agricultural and natural ecosystems. Students learn about the causes and impacts of soil erosion, water runoff, and degradation of land quality. The course covers conservation techniques such as contour farming, terracing, cover cropping, and watershed management. Emphasis is placed on sustainable practices that enhance soil fertility and water retention while minimizing environmental impacts. Through field studies, hands-on projects, and data analysis, students develop practical skills in assessing conservation needs and implementing effective management plans, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 2: Zero Hunger** – Focuses on sustainable agricultural practices that improve soil health and water management to enhance food security. 2. **Goal 6: Clean Water and Sanitation** – Addresses the importance of conserving water resources, ensuring sustainable water management, and improving water quality. 3. **Goal 15: Life on Land** – Promotes sustainable land management practices that prevent soil degradation, enhance biodiversity, and maintain ecosystem health. 4. **Goal 13: Climate Action** – Explores the role of soil and water conservation in mitigating climate change impacts and promoting resilience. 5. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, focusing on efficient water use and soil preservation. These goals highlight the critical interconnections between soil and water conservation, sustainable agriculture, and broader environmental and societal objectives. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121103 | Bioteknologi Tanah | Soil Biotechnology | The Soil Biotechnology course explores the application of biotechnological techniques to enhance soil health and productivity. Students learn about microbial processes, soil biodiversity, and the roles of soil organisms in nutrient cycling and organic matter decomposition. The course covers topics such as biofertilizers, bioremediation, and the use of genetically modified organisms (GMOs) in soil management. Emphasis is placed on sustainable practices that leverage biological processes to improve soil quality and agricultural yields while minimizing environmental impact. Through laboratory work and field studies, students develop skills in microbial analysis, biotechnological applications, and the integration of biotechnology into soil management strategies, preparing them for careers in agriculture, environmental science, and biotechnology. | 1. **Goal 2: Zero Hunger** – Focuses on enhancing agricultural productivity and sustainability through biotechnological advancements in soil management. 2. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in agriculture, including the use of biotechnological methods for soil health and fertility. 3. **Goal 13: Climate Action** – Explores how soil biotechnology can contribute to climate change mitigation through improved carbon sequestration and soil health. 4. **Goal 15: Life on Land** – Addresses the conservation and restoration of terrestrial ecosystems, promoting biodiversity and sustainable land management practices. 5. **Goal 3: Good Health and Well-Being** – Indirectly linked through the promotion of healthy soils that contribute to nutritious food production. These goals highlight the vital role of soil biotechnology in promoting sustainable agricultural practices and enhancing environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05121203 | Genesis dan Klasifikasi Tanah | Soil Genesis and Classification | The Soil Genesis and Classification course examines the processes that lead to soil formation and the systems used to classify different soil types. Students explore factors influencing soil development, including parent material, climate, topography, organisms, and time. The course covers various soil classification systems, such as the USDA Soil Taxonomy and the World Reference Base for Soil Resources, and teaches students how to describe and interpret soil profiles. Emphasis is placed on understanding soil properties and their implications for land use and management. Through fieldwork, lab analysis, and practical exercises, students gain hands-on experience in soil identification and classification, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 15: Life on Land** – Focuses on understanding soil formation and classification to promote sustainable land management and biodiversity conservation. 2. **Goal 2: Zero Hunger** – Provides insights into soil types and properties that influence agricultural productivity and sustainable farming practices. 3. **Goal 13: Climate Action** – Examines how different soil types respond to climate change and the role of soils in carbon storage. 4. **Goal 6: Clean Water and Sanitation** – Addresses the relationship between soil properties and water retention, quality, and management. 5. **Goal 12: Responsible Consumption and Production** – Encourages informed land use and management decisions based on soil classification to promote sustainability. These goals emphasize the importance of understanding soil formation and classification in promoting sustainable development and effective resource management. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110202 | Bahasa Inggris untuk Pertanian | English for Agriculture | The English for Agriculture course focuses on enhancing students’ language skills specific to the agricultural sector. It covers essential vocabulary, technical terminology, and communication strategies relevant to agriculture, including topics such as crop production, livestock management, soil science, and sustainable practices. Students engage in reading, writing, speaking, and listening exercises tailored to agricultural contexts, such as report writing, presentations, and discussions. The course also emphasizes the importance of effective communication in agricultural research, policy, and education. Through practical activities and real-world scenarios, students develop the language proficiency needed to succeed in agricultural studies and related professional environments. | 1. **Goal 4: Quality Education** – Focuses on providing education and skills development, particularly in agricultural contexts, enhancing communication abilities for learners. 2. **Goal 2: Zero Hunger** – Equips students with the language skills necessary to engage with agricultural practices, research, and innovations that contribute to food security. 3. **Goal 12: Responsible Consumption and Production** – Promotes understanding and communication around sustainable agricultural practices and resource management. 4. **Goal 17: Partnerships for the Goals** – Emphasizes collaboration and networking within the agricultural sector, enhancing communication skills for partnerships and knowledge sharing. 5. **Goal 8: Decent Work and Economic Growth** – Supports employment opportunities in the agricultural sector by improving language proficiency and professional communication skills. These goals highlight the role of language and communication in enhancing agricultural practices, education, and sustainability efforts. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05110303 | Agrogeologi dan Mineralogi Tanah | Agrogeology and Soil Mineralogy | The Agrogeology and Soil Mineralogy course explores the geological and mineralogical foundations of soils and their implications for agriculture. Students learn about the formation and classification of soils in relation to their parent materials, including rocks and minerals. The course covers key concepts such as soil texture, structure, and mineral composition, as well as their effects on soil fertility and crop production. Emphasis is placed on understanding the role of soil minerals in nutrient availability and soil management practices. Through laboratory analysis, fieldwork, and practical applications, students gain skills in identifying soil minerals and assessing their influence on agricultural practices, preparing them for careers in agriculture, geology, and environmental science. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil and mineral properties that influence agricultural productivity and sustainable farming practices. 2. **Goal 15: Life on Land** – Examines soil formation, mineral content, and their impact on land use, biodiversity, and ecosystem health. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable management of natural resources, including soil and mineral resources for agriculture. 4. **Goal 6: Clean Water and Sanitation** – Explores the relationship between soil properties and water retention and quality, which is essential for sustainable agriculture. 5. **Goal 13: Climate Action** – Investigates how soil minerals can affect carbon sequestration and resilience to climate change. These goals underscore the importance of understanding soil and mineral resources in promoting sustainable agricultural practices and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120103 | Biologi Tanah | Soil Biology | The Soil Biology course focuses on the living organisms within soil and their roles in maintaining soil health and fertility. Students explore the diversity of soil microorganisms, including bacteria, fungi, protozoa, and invertebrates, and their interactions with each other and with plants. Key topics include nutrient cycling, organic matter decomposition, and the impact of soil biology on ecosystem functioning and agricultural productivity. The course emphasizes the importance of biodiversity in soils and its implications for sustainable land management practices. Through laboratory experiments, field studies, and hands-on activities, students develop skills in soil sampling, microbial analysis, and assessing soil biological health, preparing them for careers in agriculture, environmental science, and soil conservation. | 1. **Goal 2: Zero Hunger** – Focuses on the role of soil microorganisms in nutrient cycling and soil fertility, which are critical for sustainable food production. 2. **Goal 15: Life on Land** – Examines soil biodiversity and the ecological functions of soil organisms in maintaining healthy ecosystems and supporting biodiversity. 3. **Goal 13: Climate Action** – Investigates how soil biology contributes to carbon sequestration and soil health, which are important for climate change mitigation. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices that enhance soil health and biodiversity, promoting responsible resource use. 5. **Goal 6: Clean Water and Sanitation** – Explores the impact of soil biology on water filtration and quality, highlighting the importance of healthy soils for clean water resources. These goals illustrate the vital role of soil biology in promoting sustainable agriculture, environmental health, and ecosystem services. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120203 | Fisika Tanah | Soil Physics | The Soil Physics course examines the physical properties and processes of soils and their impact on agricultural productivity and environmental sustainability. Students learn about soil structure, texture, density, porosity, and moisture dynamics. The course covers key topics such as water infiltration, retention, and movement, as well as the interactions between soil and other environmental factors. Emphasis is placed on understanding the physical behavior of soils in relation to plant growth, irrigation, and land management practices. Through laboratory experiments, fieldwork, and practical applications, students develop skills in measuring and analyzing soil physical properties, preparing them for careers in agriculture, environmental science, and land management. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil physical properties that influence water retention, aeration, and nutrient availability, which are essential for sustainable agricultural productivity. 2. **Goal 6: Clean Water and Sanitation** – Examines soil’s role in water infiltration, retention, and quality, emphasizing sustainable water management practices. 3. **Goal 15: Life on Land** – Addresses soil health and its physical characteristics, contributing to land management practices that support biodiversity and ecosystem resilience. 4. **Goal 13: Climate Action** – Investigates how soil physics relates to carbon storage and greenhouse gas emissions, important for climate change mitigation strategies. 5. **Goal 12: Responsible Consumption and Production** – Promotes sustainable land and resource management practices informed by soil physical properties. These goals highlight the importance of understanding soil physics in promoting sustainable agricultural practices, water management, and environmental health. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120303 | Kimia Tanah | Soil Chemistry | The Soil Chemistry course focuses on the chemical properties and processes that govern soil behavior and fertility. Students explore topics such as soil pH, nutrient availability, cation exchange capacity, and the role of organic matter in soil chemistry. The course examines interactions between soil components, including minerals, water, and microorganisms, and their effects on soil health and plant growth. Emphasis is placed on understanding soil amendments, fertilizer use, and the impact of agricultural practices on soil chemistry and environmental quality. Through laboratory analysis, field studies, and practical exercises, students develop skills in assessing soil chemical properties and making informed recommendations for sustainable soil management, preparing them for careers in agriculture, environmental science, and land conservation. | 1. **Goal 2: Zero Hunger** – Focuses on understanding soil chemical properties that influence nutrient availability, essential for sustainable agricultural productivity and food security. 2. **Goal 6: Clean Water and Sanitation** – Examines the chemical interactions in soils that affect water quality, highlighting the role of soils in filtering and retaining water resources. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in agriculture by managing soil chemistry to minimize pollution and enhance nutrient efficiency. 4. **Goal 15: Life on Land** – Addresses the importance of soil chemistry in maintaining healthy ecosystems, supporting biodiversity, and promoting sustainable land management. 5. **Goal 13: Climate Action** – Investigates the role of soil chemistry in carbon cycling, nutrient cycling, and greenhouse gas emissions, contributing to climate change mitigation strategies. These goals underscore the critical role of soil chemistry in promoting sustainable agriculture, environmental health, and resource management. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120403 | Ilmu Ukur Tanah dan Kartografi | Land Surveying and Cartography | The Land Surveying and Cartography course provides students with the foundational skills and knowledge necessary for measuring and representing land features accurately. Students learn the principles of land surveying, including techniques for measuring distances, angles, and elevations using various tools and technologies. The course also covers the basics of cartography, focusing on the design and creation of maps, including scale, symbols, and visual representation of spatial data. Emphasis is placed on practical applications in urban planning, land management, and environmental assessments. Through hands-on projects, fieldwork, and software training, students develop competencies in surveying practices and map-making, preparing them for careers in surveying, geography, and related fields. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on urban planning and development through effective land surveying and mapping, contributing to sustainable urban environments. 2. **Goal 15: Life on Land** – Supports land management and conservation efforts by providing accurate maps and data for biodiversity and ecosystem health. 3. **Goal 6: Clean Water and Sanitation** – Helps in managing water resources and infrastructure through accurate mapping of water bodies and drainage systems. 4. **Goal 13: Climate Action** – Aids in assessing and monitoring land use changes related to climate change, enabling informed decision-making for mitigation and adaptation strategies. 5. **Goal 17: Partnerships for the Goals** – Facilitates collaboration and information sharing through geospatial data, enhancing partnerships among stakeholders. These goals highlight the essential role of land surveying and cartography in promoting sustainable development, effective resource management, and environmental protection. |
| PERTANIAN | ILMU TANAH – S1 | Kurikulum Sarjana K-23 | 2023 | 23G05120503 | Hidrologi Pertanian | Agricultural Hydrology | The Agricultural Hydrology course focuses on the study of water movement and management in agricultural systems. Students learn about the hydrological cycle, soil-water relationships, and the impact of water on crop production and land management practices. Key topics include irrigation techniques, drainage systems, water quality, and the effects of climate variability on water resources. The course emphasizes sustainable water management strategies that optimize water use efficiency while minimizing environmental impacts. Through field studies, data analysis, and practical applications, students develop skills in assessing water resources, designing irrigation systems, and implementing best practices for agricultural hydrology, preparing them for careers in agriculture, environmental science, and water resource management. | 1. **Goal 2: Zero Hunger** – Focuses on the management of water resources for agricultural productivity, ensuring food security through effective irrigation and water conservation practices. 2. **Goal 6: Clean Water and Sanitation** – Emphasizes sustainable water management practices that ensure the availability and quality of water for agricultural use and surrounding ecosystems. 3. **Goal 12: Responsible Consumption and Production** – Encourages efficient water use in agriculture, promoting sustainable practices that reduce waste and enhance resource management. 4. **Goal 13: Climate Action** – Addresses the impact of climate change on water availability and agricultural practices, promoting strategies for resilience and adaptation. 5. **Goal 15: Life on Land** – Explores the relationship between water management and land health, supporting sustainable land use practices that protect ecosystems. These goals highlight the importance of agricultural hydrology in promoting sustainable agricultural practices, effective water management, and environmental sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23H02110103 | Fisika Dasar I | Basic Physics I | Basic Physics I is an introductory course that covers fundamental concepts and principles of physics, typically aimed at students in science and engineering disciplines. The course usually focuses on classical mechanics, including topics such as motion, forces, energy, momentum, and the laws of thermodynamics. Students engage in problem-solving, laboratory experiments, and mathematical modeling to understand how physical principles apply to real-world situations. The course aims to build a strong foundational understanding of physics, preparing students for more advanced studies in the field. | 1. SDG 4: Quality Education The course supports quality education by providing foundational knowledge in physics, encouraging analytical and problem-solving skills. It fosters a deep understanding of scientific principles, which is essential for students pursuing further education in science, technology, engineering, and mathematics (STEM). 2. SDG 7: Affordable and Clean Energy Understanding the principles of physics is crucial for exploring concepts related to affordable and clean energy, including energy transfer, efficiency, and renewable energy sources. The course can introduce students to the physics of energy systems and the importance of sustainable energy solutions. 3. SDG 9: Industry, Innovation, and Infrastructure Basic physics concepts are foundational for understanding engineering and technology, contributing to industry, innovation, and infrastructure. The course can inspire students to innovate and create technologies that address global challenges, fostering a spirit of inquiry and creativity. 4. SDG 11: Sustainable Cities and Communities The principles of physics apply to urban planning and sustainable community design, linking to sustainable cities and communities. Topics such as energy efficiency in buildings, transportation, and resource management can be integrated into the curriculum. 5. SDG 12: Responsible Consumption and Production The course can address issues of responsible consumption and production by discussing the physical principles of material use, recycling, and resource management. Understanding the environmental impact of physical processes can lead to more sustainable practices in industry and daily life. 6. SDG 13: Climate Action Physics is fundamental to understanding climate systems and the science behind climate change, supporting climate action. The course can cover topics such as thermodynamics, energy transfer, and the greenhouse effect, emphasizing the importance of scientific understanding in addressing climate challenges. Conclusion In summary, a course on Basic Physics I supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, sustainable cities, responsible consumption, and climate action. By providing students with a solid foundation in physics, the course prepares them to engage with pressing global issues and contribute to a more sustainable and equitable world. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131702 | Geoteknik Tambang | Mining Geotechnical | Mining Geotechnical is a course that focuses on the engineering principles related to the behavior of soil and rock in mining operations. It covers topics such as ground stability, rock mechanics, slope stability analysis, and the design of underground and open-pit mines. Students learn about the assessment of geotechnical risks, the impact of mining activities on surrounding environments, and methods for ensuring safe and efficient extraction of minerals. The course often includes practical applications, such as field investigations and laboratory testing, to equip students with the skills needed for geotechnical analysis in the mining industry. | 1. SDG 4: Quality Education The course promotes quality education by providing students with specialized knowledge and skills in geotechnical engineering as it relates to mining. It encourages critical thinking, problem-solving, and practical applications in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth By preparing students for careers in the mining sector, the course supports decent work and economic growth. It emphasizes the importance of safe and sustainable mining practices, contributing to economic development in mining regions. 3. SDG 9: Industry, Innovation, and Infrastructure The course contributes to industry, innovation, and infrastructure by focusing on the engineering and technological aspects of mining operations. It encourages innovation in mining techniques, resource extraction, and site management to enhance productivity and sustainability. 4. SDG 11: Sustainable Cities and Communities The course addresses the impact of mining on local communities and urban development, linking to sustainable cities and communities. It explores how geotechnical principles can minimize the negative effects of mining on the environment and local populations. 5. SDG 12: Responsible Consumption and Production A focus on sustainable mining practices aligns with responsible consumption and production, emphasizing the need for resource efficiency and waste reduction. The course can cover topics such as waste management, rehabilitation of mining sites, and sustainable resource management. 6. SDG 13: Climate Action The course may examine how mining activities contribute to climate change and the importance of implementing strategies for climate action. Discussions can include mitigating greenhouse gas emissions from mining operations and adapting practices to reduce environmental impact. 7. SDG 15: Life on Land Mining has significant implications for terrestrial ecosystems, making the course relevant to life on land. It can address the importance of biodiversity conservation and land restoration following mining activities. Conclusion In summary, a course on Mining Geotechnical Engineering supports multiple SDGs related to quality education, decent work, industry and innovation, sustainable cities, responsible consumption, climate action, and life on land. By equipping students with the skills and knowledge to engage in sustainable mining practices, the course promotes a balance between resource extraction and environmental stewardship, contributing to a more sustainable future. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11140102 | Seminar | Seminar | A seminar course is a discussion-based class that typically focuses on a specific topic or area of study. Unlike traditional lectures, seminars emphasize active participation, critical thinking, and collaboration among students. Participants engage in presentations, debates, and group discussions, often led by both the instructor and the students. The course may include research projects, readings, and the exploration of contemporary issues within the subject area. Seminars aim to enhance students’ analytical skills, foster in-depth understanding, and encourage intellectual exchange in a more interactive learning environment. | 1. SDG 4: Quality Education The seminar format encourages quality education through interactive learning, discussion, and critical analysis of subjects. It fosters an environment of intellectual engagement, allowing students to explore diverse perspectives and deepen their understanding. 2. SDG 5: Gender Equality If the seminar addresses topics related to gender studies or women’s issues, it can promote gender equality by exploring challenges and advancements in this area. Discussions can foster awareness of gender-related challenges and encourage advocacy for equality. 3. SDG 10: Reduced Inequalities Seminars that focus on social issues, economic disparities, or cultural differences can contribute to understanding and addressing inequalities. Engaging discussions can help students recognize and challenge systemic inequities in various contexts. 4. SDG 11: Sustainable Cities and Communities If the seminar examines urban issues, sustainability practices, or community development, it can link to sustainable cities and communities. Students can discuss strategies for creating more resilient and equitable urban environments. 5. SDG 16: Peace, Justice, and Strong Institutions Seminars focused on governance, law, or conflict resolution contribute to peace, justice, and strong institutions. They can encourage discussions about the rule of law, human rights, and the importance of strong civic institutions. 6. SDG 17: Partnerships for the Goals If the seminar emphasizes collaboration between disciplines or between institutions, it aligns with global partnerships. Students can learn about the importance of interdisciplinary approaches and international cooperation in addressing global challenges. Conclusion In summary, a Seminar course can support multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, peace and justice, and global partnerships. By fostering critical engagement and collaborative learning, seminar courses prepare students to think critically about complex global issues and contribute to positive change in their communities and beyond. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11140204 | Skripsi | Thesis | A thesis is a substantial research project typically completed by graduate students as a requirement for earning a master’s or doctoral degree. It involves original research on a specific topic, guided by a faculty advisor. The process includes identifying a research question, conducting literature reviews, designing experiments or studies, and analyzing data. Students must present their findings in a written document that adheres to academic standards. The thesis culminates in a defense, where the student presents their work to a committee and addresses questions. This experience aims to develop critical thinking, research skills, and expertise in a chosen field. | 1. SDG 4: Quality Education The thesis course contributes to quality education by providing students with the opportunity to engage in rigorous academic research, enhancing their analytical, writing, and critical thinking skills. It encourages the pursuit of knowledge and the application of learning to real-world issues. 2. SDG 5: Gender Equality If the thesis topic involves gender studies, women’s rights, or related fields, it can promote gender equality by examining systemic issues, challenges, and progress related to gender. Research findings can contribute to discussions on advocacy and policy change for gender equality. 3. SDG 10: Reduced Inequalities Theses focusing on social justice, economic disparities, or marginalized communities can address inequalities by highlighting issues and proposing solutions. This research can raise awareness of systemic barriers and contribute to discussions on equity. 4. SDG 11: Sustainable Cities and Communities Theses exploring urban studies, community development, or sustainability can contribute to sustainable cities and communities. Research may focus on strategies for urban planning, community engagement, and sustainability practices. 5. SDG 13: Climate Action If a thesis investigates environmental issues, climate change, or sustainability practices, it can support climate action. Research findings can inform strategies for mitigating climate impacts and promoting sustainability. 6. SDG 16: Peace, Justice, and Strong Institutions Theses examining governance, legal systems, or conflict resolution can contribute to peace, justice, and strong institutions. This research can explore mechanisms for promoting justice, accountability, and effective governance. 7. SDG 17: Partnerships for the Goals If the thesis involves interdisciplinary research or collaboration with external organizations, it aligns with global partnerships. Collaborative research can enhance mutual understanding and cooperation in addressing complex global challenges. Conclusion In summary, a Thesis course can support multiple SDGs related to quality education, gender equality, reduced inequalities, sustainable cities and communities, climate action, peace and justice, and global partnerships. By allowing students to conduct in-depth research, this course fosters critical engagement with important global issues and contributes to knowledge creation and positive change. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132102 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education Internship courses complement theoretical learning with practical experience, supporting quality education by bridging the gap between classroom knowledge and real-world application. They help students develop essential skills, such as communication, teamwork, and problem-solving, that are vital in the workforce. 2. SDG 5: Gender Equality Internships can promote gender equality by providing equal opportunities for all students, regardless of gender, to gain work experience and develop professional skills. They can also include initiatives that address gender disparities in specific industries, fostering an inclusive workplace culture. 3. SDG 8: Decent Work and Economic Growth The course directly supports decent work and economic growth by preparing students for the job market, enhancing their employability, and fostering skills relevant to various industries. Internships provide students with hands-on experience that can lead to job opportunities and contribute to economic development. 4. SDG 10: Reduced Inequalities By providing internship opportunities to diverse student populations, the course can contribute to reducing inequalities in access to work experience. Programs that focus on underserved communities can help level the playing field and promote equity in professional development. 5. SDG 11: Sustainable Cities and Communities Internships in urban planning, community development, or sustainability-focused organizations can promote sustainable cities and communities. Students can engage in projects that address urban challenges and contribute to community resilience. 6. SDG 17: Partnerships for the Goals Internship programs often involve partnerships between universities and various organizations, aligning with global partnerships. Collaborative initiatives can enhance knowledge sharing and promote mutual benefits between academic institutions and the professional community. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132203 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education Internship courses complement theoretical learning with practical experience, supporting quality education by bridging the gap between classroom knowledge and real-world application. They help students develop essential skills, such as communication, teamwork, and problem-solving, that are vital in the workforce. 2. SDG 5: Gender Equality Internships can promote gender equality by providing equal opportunities for all students, regardless of gender, to gain work experience and develop professional skills. They can also include initiatives that address gender disparities in specific industries, fostering an inclusive workplace culture. 3. SDG 8: Decent Work and Economic Growth The course directly supports decent work and economic growth by preparing students for the job market, enhancing their employability, and fostering skills relevant to various industries. Internships provide students with hands-on experience that can lead to job opportunities and contribute to economic development. 4. SDG 10: Reduced Inequalities By providing internship opportunities to diverse student populations, the course can contribute to reducing inequalities in access to work experience. Programs that focus on underserved communities can help level the playing field and promote equity in professional development. 5. SDG 11: Sustainable Cities and Communities Internships in urban planning, community development, or sustainability-focused organizations can promote sustainable cities and communities. Students can engage in projects that address urban challenges and contribute to community resilience. 6. SDG 17: Partnerships for the Goals Internship programs often involve partnerships between universities and various organizations, aligning with global partnerships. Collaborative initiatives can enhance knowledge sharing and promote mutual benefits between academic institutions and the professional community. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132304 | Magang/Praktek Kerja | Internship/Work Practice | An Internship or Work Practice course provides students with practical, hands-on experience in a professional setting related to their field of study. Typically taken during or after coursework, this program allows students to apply theoretical knowledge to real-world scenarios, enhancing their skills and understanding of industry practices. Internships may involve various responsibilities, such as assisting with projects, conducting research, or engaging with clients. They are often supervised by professionals in the field and may lead to valuable networking opportunities and job placements after graduation. Overall, this experience aims to bridge the gap between academic learning and professional application. | 1. SDG 4: Quality Education The course supports quality education by allowing students to apply theoretical knowledge in real-world settings, enhancing their learning experience and skill set. Internships bridge the gap between classroom learning and practical application, fostering critical thinking and problem-solving skills. 2. SDG 5: Gender Equality Internship programs can promote gender equality by ensuring equal access to opportunities for all students, regardless of gender. Discussions around workplace diversity and inclusion can foster an understanding of gender dynamics in professional settings. 3. SDG 8: Decent Work and Economic Growth This course directly contributes to decent work and economic growth by preparing students for the job market through hands-on experience. Internships enhance employability, allowing students to gain relevant skills and experiences that align with industry needs. 4. SDG 10: Reduced Inequalities Internship programs that target underserved or marginalized communities can contribute to reduced inequalities by providing equitable access to work experience. By focusing on diversity in internship placements, universities can help bridge gaps in professional opportunities. 5. SDG 11: Sustainable Cities and Communities Internships related to urban planning, sustainability, or community development can promote sustainable cities and communities. Students can engage in projects that address local challenges and contribute to building resilient communities. 6. SDG 17: Partnerships for the Goals Internship programs often involve collaborations between academic institutions and industry partners, aligning with global partnerships. These partnerships can enhance mutual understanding, promote knowledge exchange, and foster collaborative solutions to global challenges. Conclusion In summary, a course on Internship/Work Practice supports multiple SDGs related to quality education, gender equality, decent work, reduced inequalities, sustainable cities and communities, and global partnerships. By providing students with practical experience and professional development opportunities, the course prepares them for successful careers and empowers them to contribute positively to society. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121602 | Genesis Cebakan Mineral | Mineral Deposit Genesis | Mineral Deposit Genesis is a specialized course that explores the formation, distribution, and evolution of mineral deposits within the Earth’s crust. It covers various geological processes that lead to the concentration of valuable minerals, including magmatic, hydrothermal, sedimentary, and metamorphic processes. Students learn about the geological, geochemical, and geophysical methods used to study these deposits, as well as the economic significance of minerals in resource exploration and extraction. The course often emphasizes real-world applications, such as mining practices and environmental considerations, providing a comprehensive understanding of how mineral resources are formed and utilized. | 1. SDG 4: Quality Education The course enhances quality education by providing in-depth knowledge of geology, mineralogy, and economic geology. It promotes critical thinking and analytical skills through the study of mineral deposit formation processes and their economic significance. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding mineral deposits is crucial for developing sustainable mining practices and technologies, contributing to industry and innovation. The course can encourage innovation in resource extraction and processing, supporting sustainable industrial development. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable mining practices and the importance of resource management. It can foster awareness of the environmental impacts of mining and the need for sustainable practices in resource extraction. 4. SDG 13: Climate Action Understanding mineral deposits can contribute to climate action by highlighting the role of minerals in renewable energy technologies, such as solar panels and batteries. The course can address how mining practices affect climate change and explore ways to mitigate these impacts. 5. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining and the importance of land reclamation and restoration. Students can learn about biodiversity conservation and sustainable land management practices in mining regions. Conclusion In summary, a course on Mineral Deposit Genesis supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and life on land. By fostering an understanding of mineral deposits and their sustainable management, the course equips students to contribute to responsible resource development and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121702 | Genesis dan Kualitas Batubara | Coal Genesis and Quality | Coal Genesis and Quality is a course that focuses on the formation, classification, and properties of coal as an essential energy resource. The course covers the geological processes involved in coal formation, including peat accumulation, diagenesis, and coalification. Students explore various types of coal (anthracite, bituminous, sub-bituminous, and lignite) and their respective qualities, including carbon content, moisture levels, and heating value. Additionally, the course addresses the environmental impacts of coal mining and combustion, as well as the technologies used in coal processing and utilization. By the end, students gain a comprehensive understanding of coal’s role in energy production and its implications for sustainability. | 1. SDG 4: Quality Education The course enhances quality education by providing comprehensive knowledge about the geological processes that lead to coal formation and the factors affecting coal quality. It promotes critical thinking and analytical skills through the study of coal characterization and its implications for energy production. 2. SDG 7: Affordable and Clean Energy Understanding coal’s role in energy generation is crucial for addressing affordable and clean energy. The course can discuss cleaner coal technologies and alternatives, helping students understand the transition towards sustainable energy sources. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable mining practices and the environmental impacts of coal extraction and use. It can foster awareness of the need for responsible resource management and the importance of coal quality in minimizing environmental impact. 4. SDG 13: Climate Action The course is relevant to climate action by examining the relationship between coal usage and greenhouse gas emissions. It can address strategies for reducing the carbon footprint of coal use and exploring cleaner alternatives or technologies for coal utilization. 5. SDG 15: Life on Land The course relates to life on land by discussing the ecological impacts of coal mining on land use and biodiversity. Students can learn about land reclamation and restoration practices post-mining and the importance of protecting ecosystems affected by coal extraction. Conclusion In summary, a course on Coal Genesis and Quality supports multiple SDGs related to quality education, affordable and clean energy, responsible consumption and production, climate action, and life on land. By fostering a deeper understanding of coal formation, quality assessment, and sustainable practices, the course prepares students to contribute to responsible energy production and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131602 | Valuasi Tambang | Mine Valuation | Mine Valuation is a course that focuses on the economic assessment of mining projects. It covers various methods and techniques used to determine the value of a mine, including financial analysis, resource estimation, and risk assessment. Students learn about key concepts such as discounted cash flow (DCF), net present value (NPV), and internal rate of return (IRR), as well as how to evaluate operating costs, capital expenditures, and market conditions. The course also examines regulatory and environmental considerations that can impact mine valuation. By the end of the course, students will be equipped to conduct comprehensive valuations of mining operations and make informed investment decisions. | 1. SDG 4: Quality Education The course promotes quality education by providing students with knowledge and skills in economic evaluation techniques, resource assessment, and financial analysis within the mining industry. It enhances critical thinking and analytical skills essential for making informed investment decisions in mining. 2. SDG 8: Decent Work and Economic Growth Understanding mine valuation is crucial for ensuring decent work and economic growth by facilitating informed investment decisions that can lead to job creation and economic development in mining regions. The course supports sustainable economic growth by teaching students how to evaluate the viability of mining projects. 3. SDG 9: Industry, Innovation, and Infrastructure Mine valuation contributes to industry, innovation, and infrastructure by assessing the financial feasibility of mining projects, which can lead to infrastructure development and technological innovations in mining practices. The course encourages students to think critically about how to improve mining practices through financial and operational efficiencies. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring the economic implications of sustainable mining practices and the importance of resource management in minimizing environmental impacts. Students learn about valuing resources in a way that encourages responsible extraction and utilization. 5. SDG 13: Climate Action Understanding the economic impacts of mining can contribute to climate action by evaluating how mining practices affect greenhouse gas emissions and how companies can transition to more sustainable practices. The course may discuss financial strategies for integrating sustainability into mining operations, reducing the industry’s carbon footprint. 6. SDG 15: Life on Land The course relates to life on land by addressing the ecological impacts of mining and the need for land reclamation and restoration as part of the valuation process. Students can learn about assessing the value of ecosystems and biodiversity in the context of mining projects. Conclusion In summary, a course on Mine Valuation supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the necessary skills to evaluate mining projects responsibly, the course prepares them to contribute positively to sustainable resource management and economic development. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131805 | Perencanaan Tambang | Mine Planning | Mine Planning is a course that focuses on the strategies and methodologies used to design and optimize mining operations. It covers the entire mining life cycle, from exploration and resource estimation to extraction and closure. Students learn about key concepts such as block modeling, scheduling, and the economic evaluation of different mining methods. The course emphasizes the integration of geological, geotechnical, and environmental considerations into the planning process. Additionally, students may explore tools and software used for mine design and planning, as well as the importance of sustainability and regulatory compliance in mining operations. By the end of the course, students gain a comprehensive understanding of effective mine planning practices. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge in mine design, resource estimation, and operational planning. It promotes critical thinking and problem-solving skills essential for effective mine management. 2. SDG 8: Decent Work and Economic Growth Mine planning is integral to creating and sustaining decent work and economic growth by ensuring that mining operations are economically viable and sustainable. The course prepares students for careers in the mining sector, contributing to job creation and economic development. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding mine planning supports industry, innovation, and infrastructure by fostering technological advancements and innovative practices in mining operations. The course emphasizes the importance of infrastructure development in the successful execution of mining projects. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by teaching students how to plan mining operations that minimize environmental impacts and promote sustainable practices. It encourages the efficient use of resources and the importance of waste management in mining activities. 5. SDG 13: Climate Action Mine planning can contribute to climate action by integrating sustainability considerations into mining operations and planning for the reduction of greenhouse gas emissions. The course may cover strategies for adapting mining practices to mitigate climate impacts and promoting cleaner technologies. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining and the importance of land reclamation and biodiversity preservation in the planning process. Students learn about the need to balance resource extraction with environmental stewardship and land-use planning. Conclusion In summary, a course on Mine Planning supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the skills to plan mining operations sustainably, the course prepares them to contribute to responsible resource management and the sustainable development of mining practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131902 | Eksplorasi Batubara | Coal Exploration | Coal Exploration is a course that focuses on the methods and techniques used to identify and assess coal deposits for potential extraction. The course covers various aspects of exploration, including geological mapping, geophysical surveys, and drilling techniques. Students learn how to evaluate coal quality, thickness, and distribution, as well as the environmental and regulatory considerations associated with coal exploration. Emphasis is placed on data analysis and interpretation to make informed decisions about resource viability. By the end of the course, students will have a comprehensive understanding of the exploration process and its critical role in the mining industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge about geological surveys, exploration techniques, and resource evaluation. It fosters critical thinking and analytical skills through the study of coal formation and assessment methods. 2. SDG 7: Affordable and Clean Energy Understanding coal exploration is crucial for ensuring affordable and clean energy by evaluating coal resources for energy production. The course can address the transition to cleaner energy sources and the role of coal in the energy mix while exploring alternatives. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by examining the implications of coal exploration on resource management and environmental sustainability. It emphasizes the need for sustainable exploration practices to minimize environmental impacts. 4. SDG 13: Climate Action Coal exploration is relevant to climate action by evaluating the carbon footprint of coal production and exploring ways to mitigate climate impacts. The course can address the importance of transitioning to more sustainable energy sources and technologies. 5. SDG 15: Life on Land The course relates to life on land by discussing the ecological impacts of coal exploration, including land degradation and habitat disruption. Students learn about the importance of responsible land management and the need for biodiversity conservation in exploration areas. Conclusion In summary, a course on Coal Exploration supports multiple SDGs related to quality education, affordable and clean energy, responsible consumption and production, climate action, and life on land. By equipping students with the skills to assess coal resources responsibly, the course prepares them to contribute to sustainable energy practices and resource management in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132002 | Sistem Penguatan dan Penyanggaan | Reinforcement and Support Systems | Reinforcement and Support Systems is a course that examines the methods and technologies used to enhance the stability and safety of underground excavations in mining and civil engineering. The course covers various types of support systems, including rock bolts, shotcrete, steel sets, and mesh, as well as their design and application based on geological conditions. Students learn about the principles of rock mechanics, the assessment of ground conditions, and the selection of appropriate reinforcement methods. The course also addresses the integration of these systems into overall mine design and operation, with a focus on improving safety and reducing the risk of ground failure. By the end of the course, students will have a solid understanding of how to effectively implement reinforcement and support strategies in engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of engineering principles, materials science, and design methods for reinforcement and support systems. It promotes critical thinking and problem-solving skills essential for tackling real-world engineering challenges. 2. SDG 9: Industry, Innovation, and Infrastructure Reinforcement and support systems are crucial for ensuring the safety and stability of infrastructure, aligning with industry, innovation, and infrastructure. The course fosters innovation in construction techniques and materials, encouraging students to explore sustainable design practices. 3. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by focusing on safe and resilient construction practices that enhance urban infrastructure. It emphasizes the importance of designing support systems that can withstand environmental challenges and promote community safety. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable materials and practices in the design of reinforcement systems. It encourages students to consider the life cycle of materials and the environmental impact of construction practices. 5. SDG 13: Climate Action Understanding the role of reinforcement and support systems in mitigating the impacts of climate change is essential for climate action. The course may cover how these systems can be designed to withstand extreme weather events and contribute to resilient infrastructure. 6. SDG 15: Life on Land The course relates to life on land by examining the environmental impacts of construction practices and the importance of preserving ecosystems during the implementation of support systems. Students learn about responsible land management and the integration of engineering practices with environmental conservation. Conclusion In summary, a course on Reinforcement and Support Systems supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with the knowledge and skills to design sustainable and safe support systems, the course prepares them to contribute positively to engineering practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132102 | Pengolahan Bijih Laterit | Laterite Ore Processing | Laterite Ore Processing is a specialized course that focuses on the extraction and processing of laterite ores, which are rich in nickel, cobalt, and other metals. The course covers the geological formation of laterite deposits, as well as the various methods used for ore extraction, including hydrometallurgical and pyrometallurgical techniques. Students learn about the chemical and physical properties of laterite ores, the technologies involved in their processing, and the environmental considerations associated with mining and refining these materials. Emphasis is placed on optimizing recovery rates and minimizing environmental impact. By the end of the course, students will have a comprehensive understanding of the challenges and best practices in laterite ore processing. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of mineral processing techniques, metallurgy, and the economic implications of laterite ore extraction. It encourages critical thinking and analytical skills through the study of processing methods and their applications. 2. SDG 8: Decent Work and Economic Growth Understanding laterite ore processing supports decent work and economic growth by contributing to the development of the mining sector, which is a significant source of employment and economic activity in many regions. The course prepares students for careers in the mining and mineral processing industries, fostering economic development. 3. SDG 9: Industry, Innovation, and Infrastructure Laterite ore processing is integral to industry, innovation, and infrastructure by promoting the development of efficient processing techniques and technologies in the mining sector. The course encourages students to innovate and improve processing methods to enhance resource recovery and reduce waste. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring sustainable practices in laterite ore processing, including waste management and resource efficiency. Students learn about the importance of minimizing environmental impacts and promoting sustainable mining practices. 5. SDG 13: Climate Action Understanding the environmental implications of laterite ore processing is essential for climate action. The course may cover the role of mining and processing in greenhouse gas emissions and explore strategies for reducing the carbon footprint of these operations. Discussions may include transitioning to cleaner technologies and practices in ore processing. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of laterite mining and processing, including land degradation, habitat destruction, and biodiversity loss. Students learn about the importance of land reclamation, restoration practices, and sustainable land management in mining operations. Conclusion In summary, a course on Laterite Ore Processing supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with the knowledge and skills to process laterite ores sustainably, the course prepares them to contribute positively to resource management and environmental stewardship in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132202 | Pengelolaan Limbah Tambang | Mining Waste Management | Mining Waste Management is a course that focuses on the strategies and practices for managing waste generated during mining operations. It covers various types of mining waste, including tailings, waste rock, and heap leach residues, as well as their environmental impacts. Students learn about waste characterization, handling, and disposal methods, including tailings storage facilities and rehabilitation techniques. The course also emphasizes regulatory frameworks and best practices for minimizing environmental harm and promoting sustainability in mining. By the end of the course, students will be equipped with the knowledge to develop effective waste management plans and contribute to responsible mining practices. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of waste management principles, regulations, and technologies in the mining sector. It promotes critical thinking and problem-solving skills by engaging students in the analysis of waste management practices and their impacts. 2. SDG 12: Responsible Consumption and Production Mining waste management is directly related to responsible consumption and production by addressing the need for sustainable practices in waste reduction, recycling, and disposal. The course emphasizes the importance of minimizing waste generation and implementing effective management strategies to mitigate environmental impacts. 3. SDG 13: Climate Action The course supports climate action by exploring the relationship between mining waste and greenhouse gas emissions, as well as strategies to reduce the carbon footprint of mining operations. Students learn about innovative waste management techniques that contribute to climate change mitigation. 4. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining waste, including soil degradation, water contamination, and habitat destruction. It covers the importance of responsible land use, restoration, and reclamation practices in minimizing the environmental footprint of mining activities. 5. SDG 6: Clean Water and Sanitation Effective mining waste management is crucial for ensuring clean water and sanitation by preventing water pollution from mining activities. The course can address the importance of managing wastewater and minimizing the release of harmful substances into water bodies. 6. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by promoting best practices in mining waste management that protect local communities and environments. It emphasizes the need for stakeholder engagement and transparency in waste management practices to build trust and ensure community well-being. 7. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by encouraging the development of innovative technologies and methods for effective mining waste management. Students may explore new approaches to waste recycling and resource recovery that enhance industrial sustainability. Conclusion In summary, a course on Mining Waste Management supports multiple SDGs related to quality education, responsible consumption and production, climate action, life on land, clean water and sanitation, sustainable cities and communities, and industry and innovation. By equipping students with the skills to manage mining waste sustainably, the course prepares them to contribute positively to environmental protection and resource management in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11132302 | Pemodelan Sistem | System Modeling is a course that focuses on the representation and analysis of complex systems using mathematical and computational models. The course covers various modeling techniques, including dynamic modeling, simulation, and optimization, applicable to a range of fields such as engineering, economics, and environmental science. Students learn how to construct models to understand system behavior, predict outcomes, and make informed decisions. Emphasis is placed on both theoretical foundations and practical applications, often using software tools for simulation and analysis. By the end of the course, students will have the skills to develop and analyze models that address real-world problems in diverse contexts. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a solid foundation in modeling techniques, analytical methods, and critical thinking skills. It promotes interdisciplinary learning by applying modeling concepts across various fields, encouraging students to think critically about complex problems. 2. SDG 9: Industry, Innovation, and Infrastructure System modeling plays a crucial role in industry, innovation, and infrastructure by helping to optimize processes, improve efficiency, and support innovation in various sectors. The course may cover modeling techniques that contribute to the development of sustainable infrastructure and industrial practices. 3. SDG 11: Sustainable Cities and Communities The course supports sustainable cities and communities by teaching students how to model urban systems, transportation networks, and resource management to promote sustainability. Students can learn to analyze the impacts of urban planning decisions and develop strategies for creating resilient communities. 4. SDG 12: Responsible Consumption and Production System modeling can help analyze and improve resource management practices, supporting responsible consumption and production. The course may address how modeling can optimize supply chains, reduce waste, and promote sustainable production methods. 5. SDG 13: Climate Action The course contributes to climate action by teaching students how to model environmental systems and assess the impacts of climate change. Students can learn to develop strategies for mitigating climate change effects through modeling scenarios and decision-making processes. 6. SDG 15: Life on Land System modeling is important for understanding ecosystems and biodiversity, aligning with life on land. The course may include modeling techniques to analyze ecological systems, assess the impacts of human activities, and promote conservation efforts. 7. SDG 3: Good Health and Well-Being In fields such as public health, system modeling is essential for understanding health systems and disease spread, contributing to good health and well-being. The course can include modeling approaches to improve health interventions and policy-making. Conclusion In summary, a course on System Modeling supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and good health and well-being. By equipping students with the skills to model and analyze complex systems, the course prepares them to contribute positively to sustainable development and problem-solving in various sectors. |
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| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130902 | Bahan Galian Bukan Logam dan Batuan | Non-Metal and Rock Minerals | Non-Metal and Rock Minerals is a course that explores the properties, classification, and applications of non-metallic minerals and industrial rocks. It covers a range of topics, including the geology, formation processes, and economic significance of minerals such as clay, gypsum, quartz, feldspar, and various industrial rocks. Students learn about the extraction, processing, and uses of these materials in industries like construction, ceramics, and electronics. The course also addresses environmental considerations related to mining and processing non-metallic minerals. By the end, students will have a solid understanding of the role of non-metallic minerals in various applications and their importance in the economy. | A university course on Non-Metal and Rock Minerals can align with several UN Sustainable Development Goals (SDGs). Here are some relevant ones: 1. **SDG 12: Responsible Consumption and Production** – This goal focuses on ensuring sustainable consumption and production patterns, which is highly relevant to the mining and processing of non-metal and rock minerals. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover the development of sustainable industrial processes and innovations in mineral extraction and processing. 3. **SDG 15: Life on Land** – Topics related to the impact of mining on ecosystems and biodiversity can connect to this goal, emphasizing sustainable land use and conservation of terrestrial ecosystems. 4. **SDG 8: Decent Work and Economic Growth** – The course can address the economic aspects of mineral industries, focusing on promoting sustainable economic growth, employment, and decent work. 5. **SDG 13: Climate Action** – Discussions around the environmental impacts of mining and the importance of reducing carbon footprints can relate to climate change mitigation efforts. 6. **SDG 4: Quality Education** – If the course includes training in sustainable practices and innovations in mineral utilization, it supports quality education. Incorporating these goals can enhance students’ understanding of the broader implications of mineral resources and their sustainable management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131002 | Petrografi Bijih | Ore Petrography | Ore Petrography is a specialized course that focuses on the study of the mineral composition, texture, and structure of ore deposits through microscopic analysis. Students learn to identify and classify minerals using techniques such as thin section microscopy and scanning electron microscopy. The course covers the geological processes that lead to the formation of various ore types, including magmatic, hydrothermal, and sedimentary processes. Emphasis is placed on understanding the relationships between mineralogy and ore genesis, as well as the implications for mining and processing. By the end of the course, students will be equipped with the skills to analyze ore samples and interpret their geological significance. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of mineralogy and petrography, developing their analytical and observational skills. It encourages critical thinking through the study of mineralogical features and their implications for ore genesis and processing. 2. SDG 9: Industry, Innovation, and Infrastructure Ore petrography supports industry, innovation, and infrastructure by providing essential knowledge for the mining and mineral processing industries. Understanding ore characteristics can lead to innovations in extraction techniques and resource utilization. 3. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing sustainable practices in the extraction and processing of ore minerals. Students learn about the importance of waste management and resource efficiency in mining operations. 4. SDG 13: Climate Action Understanding the mineral composition of ores can contribute to climate action by helping to assess the environmental impacts of mining activities. The course may address the role of specific minerals in renewable energy technologies and how mining practices can be optimized to reduce carbon footprints. 5. SDG 15: Life on Land Ore petrography relates to life on land by examining the ecological impacts of mining activities and promoting practices that protect land and biodiversity. The course can cover topics such as land reclamation and restoration efforts post-mining. 6. SDG 8: Decent Work and Economic Growth The knowledge gained in this course supports decent work and economic growth by preparing students for careers in the mining and mineral exploration sectors. A well-educated workforce in ore petrography contributes to sustainable economic development in mining regions. Conclusion In summary, a course on Ore Petrography supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to analyze and manage ore resources sustainably, the course prepares them to contribute positively to environmental stewardship and sustainable resource development in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131102 | Teknik Terowongan | Tunnel Engineering | Tunnel Engineering is a course that focuses on the design, construction, and maintenance of tunnels for various applications, including transportation, utilities, and mining. The course covers key topics such as geological considerations, tunnel design principles, excavation methods (including traditional and mechanized techniques), ground support systems, and safety measures. Students learn about the challenges associated with tunneling, such as groundwater control, rock mechanics, and environmental impacts. The course often includes practical case studies and fieldwork to provide hands-on experience. By the end of the course, students will have a comprehensive understanding of the principles and practices essential for successful tunnel engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge of engineering principles, geotechnical analysis, and construction techniques related to tunnel design. It promotes critical thinking and problem-solving skills as students engage with complex engineering challenges. 2. SDG 9: Industry, Innovation, and Infrastructure Tunnel engineering directly supports industry, innovation, and infrastructure by focusing on the development of safe and efficient transportation systems and utility networks. The course encourages innovation in tunneling technologies and methods, contributing to infrastructure resilience and sustainability. 3. SDG 11: Sustainable Cities and Communities The course contributes to sustainable cities and communities by facilitating the development of efficient urban transportation systems, reducing surface traffic congestion, and minimizing land use. It emphasizes the importance of integrating tunneling solutions into urban planning to enhance accessibility and mobility. 4. SDG 12: Responsible Consumption and Production Tunnel engineering aligns with responsible consumption and production by promoting sustainable construction practices and resource management in tunnel projects. The course may address waste reduction, recycling, and the efficient use of materials in tunneling operations. 5. SDG 13: Climate Action Understanding tunnel engineering can contribute to climate action by analyzing the environmental impacts of tunneling projects and exploring ways to mitigate these effects. The course may discuss how tunnels can facilitate more sustainable transport options, such as rail systems, reducing greenhouse gas emissions. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of tunneling activities and the importance of minimizing land disruption during construction. Students can learn about environmental assessments and mitigation strategies to protect ecosystems affected by tunnel projects. 7. SDG 8: Decent Work and Economic Growth Tunnel engineering supports decent work and economic growth by preparing students for careers in the construction and civil engineering sectors. By fostering a skilled workforce, the course contributes to economic development through infrastructure projects. Conclusion In summary, a course on Tunnel Engineering supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to design and manage tunnel projects sustainably, the course prepares them to contribute positively to infrastructure development and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131202 | Pengolahan dan Pemanfaatan Batubara | Coal Processing and Utilization | Coal Processing and Utilization is a course that examines the methods and technologies used to process coal for various applications, including energy production and industrial uses. The course covers topics such as coal beneficiation, cleaning techniques, and the conversion of coal into fuels and chemicals through processes like gasification and liquefaction. Students learn about the environmental impacts of coal utilization, emissions control technologies, and regulatory considerations. The course also explores the economic aspects of coal processing and the role of coal in the energy transition. By the end, students will have a solid understanding of how to efficiently and sustainably process and utilize coal resources. | 1. SDG 4: Quality Education The course enhances quality education by providing in-depth knowledge of coal science, processing technologies, and environmental considerations. It promotes critical thinking and technical skills as students engage with complex topics related to coal utilization and sustainability. 2. SDG 7: Affordable and Clean Energy Coal processing plays a significant role in providing affordable and clean energy, particularly in regions where coal remains a dominant energy source. The course may address cleaner coal technologies and practices to reduce emissions and improve energy efficiency in coal utilization. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advancements in coal processing technologies and their applications in various industries. Students learn about innovations aimed at improving coal quality and reducing environmental impacts, contributing to sustainable industrial practices. 4. SDG 12: Responsible Consumption and Production Coal processing and utilization relate to responsible consumption and production by emphasizing sustainable practices in resource extraction and energy production. The course can cover waste management, resource efficiency, and the importance of minimizing the environmental footprint of coal operations. 5. SDG 13: Climate Action The course addresses the role of coal in climate action by examining the environmental impacts of coal utilization and exploring strategies to reduce greenhouse gas emissions. Discussions may focus on the transition to cleaner energy sources and technologies, including carbon capture and storage (CCS). 6. SDG 15: Life on Land Coal processing impacts life on land by influencing land use, biodiversity, and ecosystem health. The course may cover the environmental consequences of coal mining and processing, promoting sustainable land management practices. 7. SDG 8: Decent Work and Economic Growth The coal industry is a significant source of employment, supporting decent work and economic growth. By providing technical expertise in coal processing, the course prepares students for careers in the energy sector, contributing to local and national economies. Conclusion In summary, a course on Coal Processing and Utilization supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, responsible consumption and production, climate action, life on land, and decent work and economic growth. By equipping students with the knowledge and skills to process and utilize coal sustainably, the course prepares them to contribute positively to energy production while addressing environmental challenges. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131302 | Reklamasi dan Penutupan Tambang | Mine Reclamation and Closure | Mine Reclamation and Closure is a course that focuses on the strategies and practices for restoring land after mining activities have ceased. The course covers the regulatory framework, planning processes, and environmental considerations associated with mine closure. Students learn about techniques for rehabilitating disturbed landscapes, managing waste, and ensuring safety and sustainability post-mining. Key topics include soil restoration, vegetation reestablishment, water management, and monitoring techniques to assess reclamation success. By the end of the course, students will understand the importance of effective mine reclamation and closure practices for minimizing environmental impact and promoting land use after mining operations. | 1. SDG 4: Quality Education The course enhances quality education by providing students with comprehensive knowledge about reclamation techniques, environmental assessments, and sustainable practices in mining. It fosters critical thinking and problem-solving skills as students engage with complex issues related to mine closure. 2. SDG 11: Sustainable Cities and Communities Mine reclamation directly supports sustainable cities and communities by ensuring that post-mining landscapes are restored for safe and productive uses, such as agriculture, recreation, or habitat. The course emphasizes planning and design considerations for integrating reclaimed land into local communities. 3. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by promoting sustainable practices in the mining sector and emphasizing the importance of minimizing environmental impacts during and after mining operations. It covers the principles of responsible resource management and the reclamation of disturbed land. 4. SDG 13: Climate Action Understanding mine reclamation contributes to climate action by addressing the environmental impacts of mining, including carbon emissions and land degradation. The course may explore strategies to enhance carbon sequestration through effective reclamation practices. 5. SDG 15: Life on Land Mine reclamation is closely related to life on land, focusing on restoring ecosystems, enhancing biodiversity, and preventing soil erosion. Students learn about the ecological principles and practices necessary for successful land restoration after mining. 6. SDG 8: Decent Work and Economic Growth The course supports decent work and economic growth by preparing students for careers in the mining industry, particularly in roles related to environmental management and sustainability. By promoting responsible mining practices, it contributes to economic development while safeguarding environmental health. 7. SDG 16: Peace, Justice, and Strong Institutions Effective mine reclamation and closure require strong institutional frameworks and governance, contributing to peace, justice, and strong institutions. The course may address regulatory frameworks and stakeholder engagement processes that ensure responsible mining practices. Conclusion In summary, a course on Mine Reclamation and Closure supports multiple SDGs related to quality education, sustainable cities and communities, responsible consumption and production, climate action, life on land, decent work and economic growth, and peace, justice, and strong institutions. By equipping students with the knowledge and skills to effectively reclaim and close mining sites, the course prepares them to contribute positively to environmental sustainability and community well-being in the context of mining activities. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131402 | Riset Operasi | Operations Research | Operations Research is a course that focuses on the application of analytical methods to optimize decision-making processes in complex systems. It covers a range of techniques, including linear programming, integer programming, simulation, queuing theory, and network analysis. Students learn how to formulate and solve optimization problems to improve efficiency, reduce costs, and enhance overall performance in various fields such as logistics, finance, manufacturing, and healthcare. The course emphasizes the use of mathematical models and computer software for problem-solving and decision support. By the end, students will have the skills to apply operations research methodologies to real-world challenges, enabling informed and effective decision-making. | 1. SDG 4: Quality Education The course enhances quality education by providing students with advanced analytical and problem-solving skills. It promotes critical thinking through the application of mathematical models and decision-making tools in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth Operations Research contributes to decent work and economic growth by improving efficiency and productivity in organizations, leading to better job creation and economic development. The course prepares students for careers in various sectors, including logistics, manufacturing, healthcare, and finance, fostering a skilled workforce. 3. SDG 9: Industry, Innovation, and Infrastructure The principles of Operations Research support industry, innovation, and infrastructure by optimizing processes, enhancing supply chain management, and driving innovation in operational practices. Students learn to apply quantitative techniques to improve industrial processes and infrastructure systems. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by teaching students how to optimize resource utilization, minimize waste, and enhance sustainability in production processes. It covers techniques for efficient inventory management and waste reduction, contributing to sustainable practices in various industries. 5. SDG 13: Climate Action Operations Research can contribute to climate action by optimizing energy use, reducing emissions, and developing strategies for sustainable resource management. The course may address methods for analyzing and mitigating the environmental impacts of operational decisions. 6. SDG 16: Peace, Justice, and Strong Institutions The application of Operations Research can enhance decision-making processes within organizations, promoting transparency and efficiency in governance, thus contributing to peace, justice, and strong institutions. Students may learn about the role of data-driven decision-making in policy development and institutional effectiveness. 7. SDG 17: Partnerships for the Goals The collaborative nature of Operations Research encourages partnerships between academia, industry, and government, supporting partnerships for the goals. The course may involve projects that require teamwork and collaboration across different sectors to solve complex problems. Conclusion In summary, a course on Operations Research supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, peace, justice, and strong institutions, and partnerships for the goals. By equipping students with the analytical skills and knowledge to optimize processes and make informed decisions, the course prepares them to contribute positively to various sectors and promote sustainable practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11131502 | Pemodelan dan Evaluasi Cadangan | Reserve Modeling and Evaluation | Reserve Modeling and Evaluation is a course that focuses on the techniques and methodologies used to estimate and assess mineral reserves in mining operations. The course covers key concepts such as resource classification, geological modeling, and estimation methods, including block modeling and geostatistics. Students learn how to analyze data from exploration and drilling to create accurate reserve estimates and evaluate their economic viability. The course also addresses regulatory requirements and best practices for reporting reserves. By the end of the course, students will have a solid understanding of how to model and evaluate mineral reserves, ensuring informed decision-making in mining projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge and skills in resource modeling, valuation, and evaluation techniques. It promotes analytical and critical thinking through practical applications of modeling concepts in real-world scenarios. 2. SDG 8: Decent Work and Economic Growth Effective reserve modeling and evaluation contribute to decent work and economic growth by ensuring that resources are managed efficiently, supporting sustainable economic development. The course prepares students for careers in resource management, exploration, and evaluation, promoting job creation in the extractive sector. 3. SDG 9: Industry, Innovation, and Infrastructure The principles of reserve modeling support industry, innovation, and infrastructure by enabling efficient resource extraction and utilization, leading to technological advancements in the industry. Students learn to apply innovative modeling techniques to optimize resource management and infrastructure development. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by teaching students how to assess and manage natural resources sustainably, minimizing waste and environmental impacts. It emphasizes the importance of sustainable practices in resource extraction and evaluation processes. 5. SDG 13: Climate Action Reserve modeling can play a role in climate action by helping assess the carbon footprint of resource extraction and exploring ways to mitigate environmental impacts. The course may include discussions on sustainable practices and technologies that support climate-resilient resource management. 6. SDG 15: Life on Land The course is directly related to life on land, focusing on the ecological impacts of resource extraction and the importance of sustainable land management practices. Students learn about the balance between resource development and biodiversity conservation, promoting responsible land use. 7. SDG 17: Partnerships for the Goals The collaborative nature of reserve modeling encourages partnerships between academia, industry, and government, supporting partnerships for the goals. The course may involve team projects that require interdisciplinary collaboration to address complex resource management challenges. Conclusion In summary, a course on Reserve Modeling and Evaluation supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to evaluate and manage natural resources effectively, the course prepares them to contribute positively to sustainable development and environmental stewardship in the resource sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130202 | Teknik Eksplorasi | Exploration Techniques | Exploration Techniques is a course that focuses on the methodologies and tools used in the discovery and assessment of mineral resources. It covers various aspects of mineral exploration, including geological mapping, geophysical surveys, geochemical analysis, and drilling methods. Students learn how to integrate data from these techniques to identify potential mining sites and evaluate their viability. The course emphasizes practical applications, including fieldwork and data interpretation, to develop skills in assessing geological formations and mineral deposits. By the end of the course, students will be equipped with the knowledge and skills necessary to conduct effective exploration for minerals in diverse geological settings. | 1. SDG 4: Quality Education The course enhances quality education by providing students with foundational knowledge in geological principles, exploration methods, and technologies. It fosters critical thinking and problem-solving skills through hands-on learning and practical applications. 2. SDG 8: Decent Work and Economic Growth Exploration techniques contribute to decent work and economic growth by enabling the discovery and sustainable development of natural resources, which can lead to job creation and economic benefits. The course prepares students for careers in the extractive industries, supporting economic development in resource-rich areas. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students advanced techniques and technologies for resource exploration, which can lead to innovations in extraction and processing. Students learn how to integrate technological advancements into exploration practices, promoting industrial growth. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing sustainable exploration practices that minimize environmental impacts. It addresses the importance of responsible resource management and ethical practices in the exploration industry. 5. SDG 13: Climate Action Understanding exploration techniques can contribute to climate action by helping assess the environmental impacts of resource extraction and exploring alternatives that are less harmful to the environment. The course may include discussions on how exploration practices can align with climate change mitigation strategies. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of exploration activities and the importance of protecting biodiversity during resource assessment. Students learn about sustainable land management practices and the need to balance resource extraction with environmental conservation. 7. SDG 17: Partnerships for the Goals Exploration techniques often require collaboration between various stakeholders, including academia, industry, and government, supporting partnerships for the goals. The course may involve projects that encourage teamwork and interdisciplinary approaches to problem-solving in resource exploration. Conclusion In summary, a course on Exploration Techniques supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills necessary for sustainable resource exploration, the course prepares them to contribute positively to economic development while promoting environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130302 | Analisis Investasi Tambang | Mining Investment Analysis | Mining Investment Analysis is a course that focuses on the financial and economic evaluation of mining projects. It covers key concepts such as risk assessment, capital budgeting, and financial modeling, enabling students to analyze the viability of mining investments. Topics include discounted cash flow (DCF) analysis, net present value (NPV), internal rate of return (IRR), and sensitivity analysis. Students learn to assess market conditions, operational costs, and regulatory factors that influence investment decisions. The course also emphasizes the importance of understanding the global mining landscape and its economic implications. By the end of the course, students will have the skills to conduct comprehensive investment analyses and make informed decisions in the mining sector. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge in investment analysis, financial modeling, and risk assessment in the mining sector. It fosters critical thinking and analytical skills necessary for evaluating mining projects. 2. SDG 8: Decent Work and Economic Growth Mining investment plays a crucial role in creating jobs and supporting economic growth, thus contributing to decent work and economic growth. The course prepares students for careers in finance, investment, and management within the mining industry, fostering economic development in resource-rich areas. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students how to assess investments that drive technological advancements and infrastructure development in mining. Understanding investment dynamics can lead to innovations in resource extraction and processing. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing the importance of evaluating the sustainability of mining projects and their environmental impacts. It covers principles of responsible resource management, including social and environmental considerations in investment decisions. 5. SDG 13: Climate Action Understanding mining investment analysis can contribute to climate action by highlighting the need for sustainable mining practices and the financial implications of environmental compliance. The course may address how mining projects can align with climate change mitigation strategies and the transition to renewable energy. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of mining investments and the importance of responsible land management in mining operations. Students learn about assessing the environmental and social risks associated with mining projects. 7. SDG 17: Partnerships for the Goals The course encourages partnerships for the goals by highlighting the collaborative efforts required among investors, mining companies, governments, and local communities. Understanding investment dynamics fosters relationships that support sustainable development in the mining sector. Conclusion In summary, a course on Mining Investment Analysis supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills necessary to evaluate mining investments responsibly, the course prepares them to contribute positively to the mining industry while promoting sustainable practices and economic development. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130402 | Teknik Peledakan | Blasting Technique | Blasting Technique is a course that focuses on the principles and practices of using explosives in mining and construction. It covers topics such as the types of explosives, blasting design, safety procedures, and the environmental impacts of blasting operations. Students learn about the physics of rock fragmentation, blast hole drilling, and the calculation of blast patterns to optimize rock removal while minimizing damage to surrounding structures. The course also emphasizes regulatory compliance and best practices for effective blasting operations. By the end of the course, students will have a comprehensive understanding of blasting techniques and their applications in various geological and engineering contexts. | 1. SDG 4: Quality Education The course enhances quality education by providing students with specialized knowledge of blasting principles, safety standards, and techniques. It fosters critical thinking and practical skills through theoretical and hands-on learning. 2. SDG 8: Decent Work and Economic Growth Blasting techniques contribute to decent work and economic growth by facilitating efficient resource extraction and construction processes, which can lead to job creation and economic development. The course prepares students for careers in the mining and construction industries, supporting economic progress. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching modern blasting methods and technologies that enhance operational efficiency and safety in construction and mining. Students learn how to integrate new technologies into blasting practices to improve productivity and reduce costs. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by emphasizing the importance of sustainable blasting practices that minimize environmental impacts and promote efficient resource use. It covers the principles of waste reduction and responsible management of resources in blasting operations. 5. SDG 13: Climate Action Understanding blasting techniques can contribute to climate action by highlighting how to minimize the environmental impact of blasting operations and reduce greenhouse gas emissions. The course may include discussions on the role of efficient blasting in sustainable mining and construction practices. 6. SDG 15: Life on Land The course relates to life on land by examining the ecological impacts of blasting and the importance of protecting biodiversity during mining and construction activities. Students learn about responsible land management practices that consider the environmental consequences of blasting operations. 7. SDG 16: Peace, Justice, and Strong Institutions Safety protocols and regulatory compliance in blasting operations relate to peace, justice, and strong institutions by ensuring that operations are conducted legally and safely, thereby protecting workers and local communities. The course may address the regulatory frameworks governing blasting practices, emphasizing accountability and safety. Conclusion In summary, a course on Blasting Techniques supports multiple SDGs related to quality education, decent work and economic growth, industry, innovation, and infrastructure, responsible consumption and production, climate action, life on land, and peace, justice, and strong institutions. By equipping students with the skills and knowledge necessary for safe and efficient blasting practices, the course prepares them to contribute positively to the construction and mining sectors while promoting environmental stewardship and safety. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130502 | Teknik Komunikasi Ilmiah | Scientific Communication Techniques | Scientific Communication Techniques is a course designed to enhance students’ abilities to effectively convey scientific information to diverse audiences. It covers various formats, including written reports, oral presentations, and visual aids, focusing on clarity, engagement, and persuasion. Students learn about the importance of tailoring messages for different audiences, such as peers, industry professionals, and the general public. The course also emphasizes skills in data visualization, storytelling, and the use of digital communication tools. By the end of the course, students will be equipped to present complex scientific concepts clearly and compellingly, fostering better understanding and collaboration in their fields. | 1. SDG 4: Quality Education The course enhances quality education by teaching students the skills necessary to communicate scientific ideas clearly and effectively. It promotes critical thinking and the ability to engage with scientific literature and data, supporting informed decision-making. 2. SDG 9: Industry, Innovation, and Infrastructure Effective scientific communication supports industry, innovation, and infrastructure by facilitating collaboration between researchers, industry stakeholders, and policymakers. Students learn how to convey scientific findings that can drive innovation and inform the development of infrastructure. 3. SDG 10: Reduced Inequalities By focusing on accessible communication strategies, the course addresses issues related to reduced inequalities in access to scientific knowledge. It encourages students to consider diverse audiences, ensuring that scientific information reaches underrepresented or marginalized groups. 4. SDG 12: Responsible Consumption and Production The course can promote responsible consumption and production by equipping students with the skills to communicate sustainability practices and environmental issues effectively. Students learn how to inform the public about responsible resource management and sustainable practices based on scientific research. 5. SDG 13: Climate Action Scientific communication is crucial for climate action as it helps convey the urgency and importance of climate issues to various stakeholders, including policymakers, businesses, and the public. The course may focus on strategies for effectively communicating climate science and advocating for sustainable policies. 6. SDG 16: Peace, Justice, and Strong Institutions The course contributes to peace, justice, and strong institutions by promoting transparency and accountability in scientific communication. By teaching students to communicate research findings accurately, the course fosters public trust in science and supports informed civic engagement. 7. SDG 17: Partnerships for the Goals Effective scientific communication encourages partnerships for the goals by facilitating collaboration between scientists, industry, government, and communities. The course prepares students to engage in interdisciplinary and cross-sector partnerships that leverage scientific knowledge for sustainable development. Conclusion In summary, a course on Scientific Communication Techniques supports multiple SDGs related to quality education, industry, innovation, and infrastructure, reduced inequalities, responsible consumption and production, climate action, peace and justice, and partnerships for the goals. By equipping students with the skills necessary for effective communication in the scientific field, the course prepares them to contribute positively to society by promoting understanding, engagement, and action on critical scientific issues. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130602 | Hidrologi Tambang | Mining Hydrology | Mining Hydrology is a course that focuses on the study of water resources and their management in relation to mining operations. It covers key topics such as groundwater flow, surface water interactions, water quality assessment, and the impact of mining activities on hydrological systems. Students learn about hydrological modeling techniques, water management strategies, and regulatory requirements related to water use and discharge in mining. The course emphasizes the importance of sustainable water management practices to minimize environmental impacts and ensure compliance with legal standards. By the end of the course, students will have a comprehensive understanding of the hydrological challenges in mining and the techniques used to address them. | 1. SDG 6: Clean Water and Sanitation The course directly contributes to clean water and sanitation by examining the impact of mining on water quality and the availability of water resources. It addresses the importance of sustainable water management practices in mining to protect water resources and ensure access to clean water. 2. SDG 12: Responsible Consumption and Production Mining hydrology emphasizes responsible consumption and production by teaching students about the sustainable use of water in mining operations. The course covers techniques for minimizing water waste and managing water resources responsibly to reduce environmental impacts. 3. SDG 13: Climate Action The course can support climate action by examining how mining operations affect water resources and the implications for climate change. Understanding water management in mining can help mitigate the impacts of climate change on water availability and quality. 4. SDG 15: Life on Land The course relates to life on land by exploring the ecological impacts of mining on terrestrial ecosystems and the importance of protecting biodiversity. It emphasizes the role of water management in sustaining ecosystems affected by mining activities. 5. SDG 9: Industry, Innovation, and Infrastructure Mining hydrology supports industry, innovation, and infrastructure by promoting the development of sustainable mining practices that consider water resource management. The course may highlight innovative technologies for managing water in mining, which can enhance operational efficiency and reduce environmental impacts. 6. SDG 17: Partnerships for the Goals The course encourages partnerships for the goals by fostering collaboration between mining companies, environmental organizations, and government agencies in water resource management. Students learn about the importance of interdisciplinary approaches and stakeholder engagement in addressing water-related challenges in mining. Conclusion In summary, a course on Mining Hydrology supports multiple SDGs related to clean water and sanitation, responsible consumption and production, climate action, life on land, industry, innovation, and infrastructure, and partnerships for the goals. By equipping students with knowledge about the hydrological aspects of mining, the course prepares them to contribute to sustainable mining practices and effective water management strategies. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130702 | Rekayasa Lingkungan Tambang | Mining Environmental Engineering | Mining Environmental Engineering is a course that focuses on the environmental impacts of mining activities and the engineering solutions to mitigate these effects. It covers topics such as waste management, water quality, air pollution control, and land reclamation. Students learn about regulatory frameworks, environmental assessment techniques, and sustainable mining practices. The course emphasizes the importance of integrating environmental considerations into mining operations, ensuring compliance with legal standards, and promoting responsible resource extraction. By the end of the course, students will be equipped with the knowledge and skills to design and implement effective environmental management strategies in the mining industry. | 1. SDG 6: Clean Water and Sanitation The course directly contributes to clean water and sanitation by addressing the management of water resources affected by mining activities. It emphasizes strategies to prevent water pollution and ensure the availability of clean water for surrounding communities and ecosystems. 2. SDG 12: Responsible Consumption and Production Mining Environmental Engineering promotes responsible consumption and production by teaching sustainable practices in mining operations. The course covers waste management strategies and the importance of minimizing resource consumption and environmental footprints. 3. SDG 13: Climate Action The course supports climate action by exploring the relationship between mining operations and climate change. It examines how mining activities contribute to greenhouse gas emissions and discusses strategies for mitigating these impacts through sustainable practices. 4. SDG 15: Life on Land Mining Environmental Engineering is crucial for life on land as it addresses the ecological impacts of mining on terrestrial ecosystems and biodiversity. The course covers land reclamation practices and the importance of restoring habitats affected by mining activities. 5. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by promoting innovative engineering solutions that minimize environmental impacts in mining. It encourages the development of technologies and practices that enhance the sustainability of mining operations. 6. SDG 16: Peace, Justice, and Strong Institutions The course contributes to peace, justice, and strong institutions by addressing the regulatory frameworks and policies governing environmental management in mining. Students learn about the importance of transparency, accountability, and community engagement in mining operations. 7. SDG 17: Partnerships for the Goals The course fosters partnerships for the goals by encouraging collaboration between mining companies, environmental organizations, and regulatory bodies. It emphasizes the need for interdisciplinary approaches and stakeholder engagement to achieve sustainable mining practices. Conclusion In summary, a course on Mining Environmental Engineering supports multiple SDGs related to clean water and sanitation, responsible consumption and production, climate action, life on land, industry, innovation, and infrastructure, peace and justice, and partnerships for the goals. By equipping students with the knowledge and skills to minimize the environmental impacts of mining, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130802 | Ventilasi Tambang | Mine Ventilation | Mine Ventilation is a course that focuses on the principles and practices of ensuring adequate air quality and circulation in underground mining operations. The course covers key topics such as ventilation system design, airflow control, gas management, and the assessment of air quality parameters. Students learn about the factors affecting ventilation, including temperature, humidity, and the presence of harmful gases like methane and dust. The course emphasizes the importance of safety and health regulations, as well as the use of technology and modeling software to optimize ventilation systems. By the end of the course, students will have a comprehensive understanding of effective mine ventilation strategies to ensure the safety and efficiency of underground operations. | 1. SDG 3: Good Health and Well-Being The course directly contributes to good health and well-being by ensuring that mining environments are safe and that air quality is maintained. It addresses the prevention of respiratory diseases and the overall health impacts of mine atmospheres on workers. 2. SDG 4: Quality Education The course promotes quality education by providing students with specialized knowledge and skills related to mine ventilation systems and their importance in mining operations. It encourages critical thinking and practical applications of engineering principles in real-world mining scenarios. 3. SDG 8: Decent Work and Economic Growth Mine ventilation is essential for ensuring decent work conditions, which supports the economic growth of the mining sector. The course emphasizes the role of effective ventilation systems in enhancing worker safety, productivity, and operational efficiency. 4. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advanced technologies and methods for mine ventilation. It promotes innovative engineering solutions that can improve ventilation efficiency and reduce energy consumption in mining operations. 5. SDG 12: Responsible Consumption and Production By focusing on efficient ventilation practices, the course contributes to responsible consumption and production by minimizing energy use and resource waste. It emphasizes the importance of sustainable practices in managing mine ventilation systems to reduce environmental impacts. 6. SDG 13: Climate Action The course can indirectly support climate action by exploring the relationship between ventilation systems and energy consumption, contributing to strategies for reducing greenhouse gas emissions in mining operations. Effective ventilation can lead to reduced energy requirements, thus supporting sustainability goals. 7. SDG 15: Life on Land Mine ventilation can have implications for life on land by influencing the ecological impacts of mining operations. The course may address how proper ventilation systems can mitigate negative environmental effects related to mining practices. Conclusion In summary, a course on Mine Ventilation supports multiple SDGs related to good health and well-being, quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about effective ventilation systems, the course prepares them to contribute to safer and more sustainable mining practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121902 | K3 dan Kebijakan Pertambangan | K3 and Mining Policy | K3 and Mining Policy is a course that explores occupational health, safety, and environmental management (K3) within the mining industry, alongside the development and implementation of mining policies. The course covers regulations and standards related to workplace safety, risk assessment, and environmental protection in mining operations. Students learn about the frameworks that govern mining practices, the importance of compliance, and the role of policy in promoting sustainable mining. Additionally, the course addresses contemporary issues in mining policy, such as community engagement, social responsibility, and the impact of mining on local environments. By the end of the course, students will be equipped to analyze and contribute to effective K3 practices and mining policies that enhance safety and sustainability in the industry. | 1. SDG 3: Good Health and Well-Being This course directly contributes to good health and well-being by promoting the health and safety of workers in the mining sector. It emphasizes the importance of preventing workplace accidents, injuries, and occupational diseases through effective health and safety policies. 2. SDG 4: Quality Education The course promotes quality education by providing students with essential knowledge about health and safety regulations, mining policies, and best practices in occupational health. It fosters critical thinking and practical skills necessary for implementing effective safety programs in mining operations. 3. SDG 8: Decent Work and Economic Growth The course supports decent work and economic growth by ensuring that mining practices are safe, which in turn enhances worker productivity and economic performance. It emphasizes the need for compliance with safety regulations and policies that protect workers and contribute to sustainable economic development. 4. SDG 9: Industry, Innovation, and Infrastructure This course aligns with industry, innovation, and infrastructure by examining how mining policies can encourage the adoption of innovative safety technologies and practices. It discusses the role of regulatory frameworks in fostering safe and sustainable mining operations. 5. SDG 10: Reduced Inequalities The course can address reduced inequalities by exploring how health and safety policies can help protect vulnerable workers in the mining industry, ensuring equitable treatment and conditions for all employees. It emphasizes the importance of inclusive policies that consider the needs of marginalized groups. 6. SDG 12: Responsible Consumption and Production By addressing health and safety in mining, the course contributes to responsible consumption and production by promoting sustainable practices that minimize risks and enhance worker safety. It encourages the development of policies that lead to responsible resource management and production practices. 7. SDG 16: Peace, Justice, and Strong Institutions The course supports peace, justice, and strong institutions by discussing the importance of regulatory compliance and governance in ensuring safe mining practices. It emphasizes the role of institutions in enforcing health and safety standards and promoting accountability in the mining sector. Conclusion In summary, a course on K3 and Mining Policy supports multiple SDGs related to good health and well-being, quality education, decent work and economic growth, industry and innovation, reduced inequalities, responsible consumption and production, and peace and justice. By equipping students with knowledge about health and safety practices and policies in mining, the course prepares them to contribute to safer and more sustainable mining operations. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122002 | Mekanika Tanah | Soil Mechanics | Soil Mechanics is a foundational course that explores the physical and engineering properties of soil, focusing on its behavior under various conditions. The course covers key topics such as soil composition, classification, compaction, shear strength, permeability, and consolidation. Students learn about the principles of geotechnical engineering and how to apply them in the analysis and design of foundations, slopes, and retaining structures. Laboratory experiments and field investigations are often included to provide practical experience. By the end of the course, students will have a solid understanding of soil behavior and its critical role in civil engineering and construction projects. | 1. SDG 4: Quality Education The course contributes to quality education by providing students with essential knowledge about soil properties, testing methods, and their applications in engineering. It encourages critical thinking and problem-solving skills necessary for geotechnical engineering. 2. SDG 6: Clean Water and Sanitation Soil mechanics plays a critical role in groundwater management, which is essential for clean water and sanitation. Understanding soil filtration and retention properties helps in designing effective wastewater management systems. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by providing knowledge vital for the design and construction of safe and resilient structures. It promotes innovative engineering solutions for soil-related challenges in construction and infrastructure projects. 4. SDG 11: Sustainable Cities and Communities Soil mechanics contributes to sustainable cities and communities by ensuring safe construction practices that minimize risks, such as landslides and foundation failures. Proper soil analysis is crucial for urban planning and development, ensuring the sustainability of infrastructure. 5. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by promoting sustainable practices in land use and construction activities. It encourages awareness of the environmental impacts of soil excavation and the need for sustainable resource management. 6. SDG 13: Climate Action Understanding soil mechanics is important for addressing climate change impacts, such as soil erosion and degradation. The course may discuss sustainable soil management practices that contribute to climate change mitigation and resilience. 7. SDG 15: Life on Land The course aligns with life on land by emphasizing soil conservation and management practices that protect ecosystems and biodiversity. It highlights the importance of sustainable land use to maintain soil health and prevent degradation. Conclusion In summary, a course on Soil Mechanics supports multiple SDGs related to quality education, clean water and sanitation, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with essential knowledge about soil properties and their implications for engineering, the course prepares them to contribute to sustainable development and responsible land management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122102 | Ekonomi Mineral | Mineral Economics | Mineral Economics is a course that examines the economic principles and factors influencing the exploration, extraction, and processing of mineral resources. It covers topics such as supply and demand dynamics, pricing mechanisms, investment evaluation, and the economic impact of mining activities on local and global economies. Students learn to analyze market trends, assess project feasibility, and evaluate the financial aspects of mining operations, including cost structures and profitability. The course also addresses policy implications and the role of regulations in the mining sector. By the end of the course, students will have a comprehensive understanding of the economic considerations critical to the sustainable management of mineral resources. | |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122202 | Hidrogeologi | Hydrogeology | Hydrogeology is a course that focuses on the study of groundwater and its interaction with geological formations. It covers key topics such as aquifer properties, groundwater flow, water quality, and the hydrological cycle. Students learn about methods for investigating and modeling groundwater systems, including field techniques and numerical simulation. The course also addresses the impact of human activities, such as mining and agriculture, on groundwater resources, as well as issues related to contamination and sustainable management. By the end of the course, students will have a solid understanding of hydrogeological principles and their application in resource management and environmental protection. | 1. SDG 4: Quality Education The course contributes to quality education by providing students with a thorough understanding of hydrogeological principles, water resource management, and groundwater systems. It fosters critical thinking and analytical skills through fieldwork and data analysis. 2. SDG 6: Clean Water and Sanitation Hydrogeology is directly linked to clean water and sanitation by studying groundwater quality and availability. The course addresses the importance of protecting water sources, managing aquifers, and ensuring sustainable access to clean water. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding hydrogeology is vital for industry, innovation, and infrastructure, particularly in sectors like construction, agriculture, and resource extraction. The course can foster innovative approaches to water resource management and infrastructure development. 4. SDG 11: Sustainable Cities and Communities Hydrogeology contributes to sustainable cities and communities by informing urban planning regarding water resource management. It helps ensure sustainable access to groundwater for urban populations and addresses issues like land subsidence and flooding. 5. SDG 12: Responsible Consumption and Production The course encourages responsible consumption and production by emphasizing sustainable groundwater extraction and management practices. It promotes awareness of the impacts of over-extraction and pollution on water resources. 6. SDG 13: Climate Action Hydrogeology is important for understanding the impacts of climate change on water resources, including changes in precipitation patterns and groundwater recharge. The course may cover strategies for mitigating these impacts and adapting water management practices to changing climatic conditions. 7. SDG 15: Life on Land The course aligns with life on land by studying the interactions between groundwater and terrestrial ecosystems. It highlights the importance of maintaining healthy aquifers to support biodiversity and ecosystem services. Conclusion In summary, a course on Hydrogeology supports multiple SDGs related to quality education, clean water and sanitation, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about groundwater systems and sustainable management practices, the course prepares them to contribute to water resource sustainability and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122302 | Pengolahan Bahan Galian | Mineral Processing | Mineral Processing is a course that focuses on the methods and technologies used to extract valuable minerals from ores and to refine them for commercial use. The course covers key processes such as crushing, grinding, flotation, leaching, and separation techniques. Students learn about the principles of mineral behavior, the design of processing circuits, and the optimization of recovery rates. The course also addresses environmental considerations, waste management, and the economic aspects of mineral processing operations. By the end of the course, students will have a comprehensive understanding of the technologies and practices involved in the efficient processing of mineral resources. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge of mineral processing techniques, equipment, and the underlying scientific principles. It encourages critical thinking, problem-solving, and analytical skills essential for careers in engineering and resource management. 2. SDG 9: Industry, Innovation, and Infrastructure Mineral processing is crucial for industry, innovation, and infrastructure by enabling the sustainable extraction and processing of minerals essential for various industrial applications. The course promotes innovative technologies and methods to improve processing efficiency and reduce waste. 3. SDG 12: Responsible Consumption and Production The course directly relates to responsible consumption and production by addressing sustainable mining practices and the importance of efficient resource utilization. It emphasizes minimizing waste generation, recycling materials, and using environmentally friendly processing methods. 4. SDG 13: Climate Action Understanding mineral processing can contribute to climate action by exploring ways to reduce the carbon footprint of mining operations. The course may address the role of minerals in renewable energy technologies, such as batteries and solar panels. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological impacts of mining and mineral processing, including land degradation and biodiversity loss. It emphasizes sustainable practices that minimize environmental impacts and promote land reclamation and restoration. 6. SDG 8: Decent Work and Economic Growth The mineral processing industry provides employment opportunities, contributing to decent work and economic growth. The course prepares students for careers in the mining sector, which is essential for economic development in resource-rich regions. 7. SDG 17: Partnerships for the Goals The course can encourage partnerships for the goals by highlighting collaborations between industry, academia, and government for sustainable resource management and technology development. It fosters an understanding of the importance of global partnerships in addressing challenges related to mineral extraction and processing. Conclusion In summary, a course on Mineral Processing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, decent work and economic growth, and partnerships for the goals. By equipping students with knowledge and skills in sustainable mineral processing, the course prepares them to contribute to responsible resource management and environmental stewardship in the mining sector. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11122402 | Kewirausahaan Teknik | Engineering Entrepreneurship | Engineering Entrepreneurship is a course that combines engineering principles with entrepreneurial skills to prepare students for starting and managing technology-driven ventures. The course covers essential topics such as innovation, business model development, market analysis, funding strategies, and intellectual property management. Students learn how to identify opportunities, assess feasibility, and develop business plans for engineering-related projects. The course also emphasizes the importance of teamwork, leadership, and networking in entrepreneurship. By the end of the course, students will be equipped with the knowledge and skills to launch and sustain their own engineering ventures or contribute effectively to entrepreneurial initiatives within organizations. | 1. SDG 4: Quality Education The course enhances quality education by providing students with the skills and knowledge necessary for entrepreneurship within engineering contexts. It promotes critical thinking, creativity, and problem-solving abilities essential for innovation. 2. SDG 8: Decent Work and Economic Growth Engineering entrepreneurship fosters decent work and economic growth by encouraging the creation of new businesses and job opportunities in engineering fields. The course prepares students to become entrepreneurs, leading to economic development and innovation in various industries. 3. SDG 9: Industry, Innovation, and Infrastructure The course aligns with industry, innovation, and infrastructure by focusing on the development of innovative engineering solutions and technologies. It encourages students to develop projects that enhance industrial practices and contribute to sustainable infrastructure development. 4. SDG 12: Responsible Consumption and Production Students learn about sustainable business practices, emphasizing responsible consumption and production in their entrepreneurial ventures. The course can address issues like resource management, waste reduction, and sustainable product design. 5. SDG 13: Climate Action The course can encourage students to develop engineering solutions that address climate change and promote environmental sustainability. Entrepreneurship in engineering can lead to innovations in renewable energy, energy efficiency, and sustainable technologies. 6. SDG 17: Partnerships for the Goals Engineering entrepreneurship often involves collaboration and partnerships with various stakeholders, aligning with the goal of fostering partnerships for the goals. The course can emphasize the importance of networking, collaboration, and community engagement in successful entrepreneurial ventures. Conclusion In summary, a course on Engineering Entrepreneurship supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with entrepreneurial skills and engineering knowledge, the course prepares them to contribute positively to economic development and sustainable innovation. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11130102 | Geostatistik | Geostatistics | Geostatistics is a specialized course that focuses on the statistical techniques used to analyze and interpret spatially correlated data, particularly in the fields of geology, mining, and environmental science. The course covers key concepts such as spatial variability, kriging, and variogram modeling, which are essential for resource estimation and mapping. Students learn how to apply geostatistical methods to assess mineral deposits, environmental contaminants, and hydrological data. The course emphasizes the integration of statistical analysis with geographic information systems (GIS) and other modeling tools. By the end of the course, students will have a solid understanding of geostatistical principles and their practical applications in resource management and environmental assessment. | 1. SDG 4: Quality Education The course enhances quality education by providing students with advanced statistical techniques and tools for analyzing spatial data. It promotes analytical thinking and problem-solving skills critical for various scientific and engineering disciplines. 2. SDG 6: Clean Water and Sanitation Geostatistics is crucial for understanding and managing water resources, supporting clean water and sanitation initiatives. The course may cover spatial analysis related to groundwater quality, pollution assessment, and water resource management. 3. SDG 11: Sustainable Cities and Communities The application of geostatistics in urban planning and infrastructure development contributes to creating sustainable cities and communities. Students can learn to analyze spatial data related to urbanization, land use, and environmental impacts. 4. SDG 12: Responsible Consumption and Production The course aligns with responsible consumption and production by providing tools to analyze and manage natural resources effectively. It can help in assessing the sustainability of resource extraction and promoting efficient resource management practices. 5. SDG 13: Climate Action Geostatistical methods can be applied to climate data analysis, helping to understand and address climate change impacts. The course may explore how spatial data can inform climate adaptation strategies and risk assessment. 6. SDG 15: Life on Land The course supports life on land by providing tools for studying land use, biodiversity, and ecological processes. Students can apply geostatistics to assess and monitor environmental changes and promote sustainable land management practices. 7. SDG 9: Industry, Innovation, and Infrastructure Geostatistics plays a vital role in resource exploration and management, supporting industry, innovation, and infrastructure development. The course can emphasize innovative approaches to data analysis in mining, agriculture, and environmental monitoring. Conclusion In summary, a course on Geostatistics supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry and innovation. By equipping students with statistical tools for spatial analysis, the course prepares them to contribute to sustainable resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121002 | Pengetahuan Lingkungan Pertambangan | Mining Environmental Knowledge | Mining Environmental Knowledge is a course that focuses on the environmental aspects associated with mining activities and the importance of sustainable practices in the industry. The course covers topics such as the impact of mining on ecosystems, water quality, air quality, and community health. Students learn about environmental regulations, assessment methods, and strategies for minimizing negative effects through best practices in resource extraction and management. The course emphasizes the integration of environmental considerations into mining operations, including reclamation and rehabilitation practices. By the end of the course, students will have a comprehensive understanding of the environmental challenges in mining and the knowledge necessary to promote sustainable practices within the industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with knowledge about environmental regulations, impact assessments, and sustainable mining practices. It encourages critical thinking and problem-solving skills related to environmental challenges in the mining sector. 2. SDG 6: Clean Water and Sanitation Understanding the impact of mining on water resources is crucial for promoting clean water and sanitation. The course may cover topics such as water quality management, pollution control, and sustainable water use in mining operations. 3. SDG 12: Responsible Consumption and Production The course emphasizes responsible consumption and production by addressing sustainable mining practices and resource management. It fosters awareness of the environmental impacts of mining and promotes practices that minimize waste and resource depletion. 4. SDG 13: Climate Action The course can highlight the role of mining in climate change and explore strategies for reducing greenhouse gas emissions in mining operations. Students may learn about the importance of adopting sustainable practices to mitigate climate impacts. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological impacts of mining activities and the importance of biodiversity conservation. Topics may include land reclamation, habitat restoration, and sustainable land management practices. 6. SDG 9: Industry, Innovation, and Infrastructure Mining Environmental Knowledge supports industry, innovation, and infrastructure by encouraging the development of innovative and sustainable mining technologies. The course may focus on integrating environmental considerations into mining engineering and infrastructure development. 7. SDG 17: Partnerships for the Goals The course may promote collaborations between mining companies, government agencies, and environmental organizations, aligning with the goal of fostering partnerships for the goals. Students can learn about the importance of stakeholder engagement in achieving sustainable mining practices. Conclusion In summary, a course on Mining Environmental Knowledge supports multiple SDGs related to quality education, clean water and sanitation, responsible consumption and production, climate action, life on land, industry and innovation, and partnerships for the goals. By equipping students with environmental knowledge related to mining practices, the course prepares them to contribute to sustainable resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121102 | Mekanika Fluida | Fluid Mechanics | Fluid Mechanics is a course that focuses on the behavior of fluids (liquids and gases) and their interactions with solid boundaries and external forces. The course covers key concepts such as fluid properties, fluid statics, fluid dynamics, and the principles governing the flow of fluids. Students learn about essential topics like Bernoulli’s equation, continuity equations, viscosity, and laminar versus turbulent flow. Applications of fluid mechanics in various engineering fields, including civil, mechanical, and environmental engineering, are also explored. By the end of the course, students will have a solid understanding of fluid behavior and its practical implications in design and analysis across different engineering applications. | 1. SDG 4: Quality Education The course promotes quality education by providing students with fundamental principles of fluid mechanics, enhancing their understanding of physical sciences and engineering. It encourages critical thinking and problem-solving skills essential for tackling real-world fluid dynamics challenges. 2. SDG 6: Clean Water and Sanitation Fluid mechanics is crucial for understanding water flow in natural and engineered systems, supporting clean water and sanitation initiatives. Topics may include water treatment processes, hydraulic systems, and flood management, all of which are vital for maintaining clean water resources. 3. SDG 11: Sustainable Cities and Communities The application of fluid mechanics in urban planning, infrastructure development, and environmental management contributes to creating sustainable cities and communities. The course may address topics such as stormwater management, urban drainage systems, and sustainable transport systems. 4. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by exploring fluid dynamics in industrial processes, including energy efficiency and waste reduction. Understanding fluid behavior can lead to more efficient resource utilization in manufacturing and other industries. 5. SDG 13: Climate Action Fluid mechanics plays a significant role in understanding climate-related phenomena, such as atmospheric circulation and ocean currents, which are essential for climate action. The course may discuss how fluid dynamics can inform climate modeling and the design of systems to mitigate climate change impacts, such as renewable energy technologies. 6. SDG 15: Life on Land The principles of fluid mechanics can be applied to manage and protect freshwater ecosystems, supporting life on land. Topics such as river hydrodynamics and the impact of water flow on biodiversity can be integral to understanding land and water interactions. 7. SDG 9: Industry, Innovation, and Infrastructure Fluid mechanics is essential for the development of efficient and sustainable infrastructure, contributing to industry, innovation, and infrastructure. Students learn about the design of systems such as pumps, turbines, and piping networks, which are critical for industrial applications. Conclusion In summary, a course on Fluid Mechanics supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry and innovation. By equipping students with knowledge of fluid behavior and its applications, the course prepares them to address various challenges in engineering, environmental management, and sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121202 | Karakterisasi Bahan Tambang | Characterization of Mining Materials | Characterization of Mining Materials is a course that focuses on the analysis and evaluation of materials extracted from mining operations. It covers techniques for assessing the physical, chemical, and mechanical properties of ores, tailings, and other mining-related materials. Students learn about various characterization methods, including mineralogical analysis, chemical assays, and geotechnical testing. The course emphasizes the importance of material characterization in optimizing processing methods, ensuring safety in handling and storage, and improving environmental management practices. By the end of the course, students will have a comprehensive understanding of how to effectively characterize mining materials for various applications in the industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with in-depth knowledge of materials science, mineralogy, and the techniques used in characterizing mining materials. It fosters critical thinking and practical skills in laboratory methods and analytical techniques. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding the properties of mining materials is essential for developing innovative and efficient extraction and processing methods, contributing to industry, innovation, and infrastructure. The course may cover advancements in materials technology that can improve mining operations and product quality. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by emphasizing sustainable practices in the extraction and processing of mining materials. It may address the importance of efficient resource use, waste management, and recycling of mining materials. 4. SDG 13: Climate Action By studying the environmental impact of mining materials, the course can contribute to climate action by promoting practices that reduce emissions and resource consumption. Students may explore the role of sustainable materials in renewable energy technologies and other climate mitigation strategies. 5. SDG 15: Life on Land The course aligns with life on land by examining the ecological effects of mining and the importance of sustainable land management. Topics may include the reclamation of mining sites, biodiversity conservation, and the management of mining waste. 6. SDG 17: Partnerships for the Goals Collaboration between academia, industry, and government is crucial for advancing knowledge in the characterization of mining materials, supporting partnerships for the goals. The course may involve partnerships for research and development in sustainable mining practices. Conclusion In summary, a course on Characterization of Mining Materials supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to analyze and manage mining materials responsibly, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121302 | Komputasi Numerik | Numerical Computing | Numerical Computing is a course that focuses on the techniques and algorithms used to solve mathematical problems through numerical approximation rather than analytical solutions. The course covers topics such as error analysis, numerical methods for solving equations, integration, differentiation, and optimization. Students learn to implement algorithms in programming languages like Python, MATLAB, or R, and apply these techniques to real-world problems in engineering, physics, and finance. The course emphasizes the importance of computational efficiency and accuracy in numerical methods. By the end of the course, students will have the skills to develop and apply numerical solutions to complex problems in various scientific and engineering disciplines. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential mathematical and computational skills necessary for a wide range of scientific and engineering applications. It encourages critical thinking and problem-solving abilities, helping students learn how to approach complex numerical problems effectively. 2. SDG 9: Industry, Innovation, and Infrastructure Numerical computing is fundamental to advancing industry, innovation, and infrastructure through simulations and modeling in various fields such as engineering, finance, and environmental science. The course may explore innovative numerical methods that enhance efficiency in industrial processes and technological advancements. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by enabling students to model and analyze systems to optimize resource usage and minimize waste. Applications in resource management and sustainable practices can be addressed through numerical simulations. 4. SDG 13: Climate Action Numerical computing is vital for climate modeling and simulations, contributing to climate action by helping to predict climate change impacts and evaluate mitigation strategies. The course may include topics on modeling environmental systems and assessing the effects of various climate action strategies. 5. SDG 15: Life on Land The course can relate to life on land through numerical modeling of ecological systems and land use, helping to understand and manage natural resources sustainably. Students may explore how numerical methods can assist in biodiversity studies and habitat modeling. 6. SDG 17: Partnerships for the Goals Collaboration between academia, industry, and research institutions is essential for advancing numerical methods and their applications, supporting partnerships for the goals. The course may involve interdisciplinary projects that promote cooperation among various sectors. Conclusion In summary, a course on Numerical Computing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills to apply numerical methods effectively, the course prepares them to tackle complex challenges in various fields while promoting sustainable practices. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121402 | Peralatan Tambang dan Penanganan Material | Mining and Material Handling Equipment | Mining and Material Handling Equipment is a course that focuses on the various types of machinery and systems used in the mining industry for the extraction, transportation, and processing of minerals. The course covers the design, operation, and maintenance of equipment such as drills, excavators, haul trucks, conveyor systems, and crushers. Students learn about the principles of equipment selection based on operational requirements, efficiency, and safety. The course also addresses advancements in technology, automation, and environmental considerations in equipment usage. By the end of the course, students will have a comprehensive understanding of the key equipment used in mining operations and their role in optimizing production and minimizing environmental impact. | 1. SDG 4: Quality Education The course enhances quality education by providing students with technical knowledge and practical skills related to mining equipment and operations. It fosters critical thinking and problem-solving abilities in the context of mining and materials handling. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding the operation and maintenance of mining and material handling equipment is crucial for advancing industry, innovation, and infrastructure. The course may emphasize innovative technologies and equipment that improve efficiency and safety in mining operations. 3. SDG 12: Responsible Consumption and Production The course supports responsible consumption and production by discussing sustainable practices in equipment selection, usage, and maintenance. Students can learn about minimizing waste and energy consumption in the operation of mining equipment. 4. SDG 13: Climate Action By exploring the environmental impact of mining operations and equipment, the course can contribute to climate action. It may address the role of modern equipment in reducing emissions and promoting energy efficiency in mining processes. 5. SDG 15: Life on Land The course can relate to life on land by examining the ecological impact of mining and the importance of sustainable land management practices. Discussions may include the rehabilitation of mining sites and the use of equipment that minimizes environmental disruption. 6. SDG 17: Partnerships for the Goals Collaboration between educational institutions, industry, and research organizations is vital for advancing knowledge in mining equipment, supporting partnerships for the goals. The course may involve partnerships that promote the exchange of knowledge and technology in the mining sector. Conclusion In summary, a course on Mining and Material Handling Equipment supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the skills and knowledge to operate and manage mining equipment responsibly, the course prepares them to contribute to sustainable mining practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121502 | Mekanika Batuan | Rock Mechanics | Rock Mechanics is a course that explores the behavior of rock materials under various conditions, focusing on their mechanical properties and how they interact with geological and engineering structures. The course covers key topics such as stress and strain, rock strength, failure mechanisms, and deformation behavior. Students learn about testing methods for rock properties, including laboratory tests and in-situ testing techniques. The course emphasizes applications in mining, tunneling, and civil engineering, particularly in the design of stable structures and the assessment of geotechnical risks. By the end of the course, students will have a solid understanding of rock mechanics principles and their practical applications in various engineering projects. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a thorough understanding of the principles of rock mechanics, critical thinking, and analytical skills necessary for assessing rock behavior and stability. It prepares students for careers in geotechnical engineering, mining, and environmental science. 2. SDG 9: Industry, Innovation, and Infrastructure Rock mechanics is vital for ensuring the stability and safety of structures in the mining and construction industries, thus contributing to industry, innovation, and infrastructure. The course may explore innovative methods and technologies for rock stabilization and support systems. 3. SDG 12: Responsible Consumption and Production The course promotes responsible consumption and production by emphasizing sustainable practices in resource extraction and land use. It addresses the importance of minimizing waste and environmental impact in mining operations and construction projects. 4. SDG 13: Climate Action Understanding rock mechanics can contribute to climate action by assessing the stability of land and infrastructure in the context of climate change. The course may examine how rock stability affects the design of structures that mitigate climate-related risks, such as landslides and erosion. 5. SDG 15: Life on Land The course relates to life on land by studying the ecological impacts of mining and construction activities on rock formations and surrounding ecosystems. It may include discussions on land reclamation, restoration, and sustainable land management practices. 6. SDG 17: Partnerships for the Goals Collaboration between educational institutions, industry, and research organizations is essential for advancing knowledge in rock mechanics, supporting partnerships for the goals. The course may involve partnerships that promote the exchange of knowledge and technology related to rock behavior and geotechnical practices. Conclusion In summary, a course on Rock Mechanics supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By equipping students with the knowledge and skills to assess and manage rock stability and behavior, the course prepares them to contribute to sustainable engineering practices and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11121802 | Manajemen Tambang | Mine Management | Mine Management is a course that focuses on the principles and practices involved in effectively managing mining operations. It covers key topics such as strategic planning, operational efficiency, financial management, human resources, and compliance with safety and environmental regulations. Students learn about the organizational structure of mining companies, project management techniques, and the importance of leadership and communication in fostering a productive work environment. The course also emphasizes the integration of technical and managerial aspects to optimize resource extraction and ensure sustainability. By the end of the course, students will have the skills and knowledge necessary to lead and manage mining operations effectively. | 1. SDG 4: Quality Education The course enhances quality education by equipping students with knowledge and skills related to mining operations, safety, economics, and project management. It fosters critical thinking, problem-solving, and decision-making skills in the context of mine management. 2. SDG 8: Decent Work and Economic Growth Mine management directly contributes to decent work and economic growth by ensuring safe and efficient mining operations that provide jobs and support local economies. The course may cover topics related to workforce management, labor rights, and promoting fair labor practices in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure Effective mine management is crucial for promoting industry, innovation, and infrastructure by implementing advanced technologies and practices that enhance mining productivity and sustainability. The course may explore innovative mining practices and technologies that improve operational efficiency and reduce environmental impact. 4. SDG 12: Responsible Consumption and Production The course emphasizes responsible consumption and production by discussing sustainable mining practices, resource management, and waste reduction. Students learn about the importance of minimizing the environmental footprint of mining operations and promoting circular economy practices. 5. SDG 13: Climate Action Understanding the impact of mining operations on climate change is crucial for climate action. The course may address how mining activities contribute to greenhouse gas emissions and explore strategies for mitigation. Topics such as energy efficiency and the use of renewable energy sources in mining can be covered. 6. SDG 15: Life on Land The course relates to life on land by examining the environmental impact of mining on ecosystems and biodiversity. It may include discussions on land reclamation, restoration practices, and the importance of sustainable land management in mining operations. 7. SDG 17: Partnerships for the Goals Collaboration among stakeholders, including governments, industry, and communities, is essential for effective mine management, supporting partnerships for the goals. The course may highlight the importance of stakeholder engagement, corporate social responsibility, and community relations in the mining sector. Conclusion In summary, a course on Mine Management supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and partnerships for the goals. By preparing students to manage mining operations sustainably and responsibly, the course contributes to the advancement of sustainable practices in the mining industry. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120302 | Mekanika Teknik | Engineering Mechanics | Engineering Mechanics is a foundational course that focuses on the principles of mechanics as they apply to engineering problems. The course typically covers two main branches: statics and dynamics. In statics, students learn about forces, equilibrium, and structural analysis of stationary systems. In dynamics, the focus shifts to the motion of objects, including concepts of velocity, acceleration, and the effects of forces on moving bodies. Students also explore concepts such as energy, work, and momentum. Through problem-solving and practical applications, the course emphasizes the importance of mechanics in designing and analyzing engineering systems. By the end of the course, students will have a solid understanding of the fundamental principles of mechanics and their relevance in engineering disciplines. | 1. SDG 4: Quality Education The course provides foundational knowledge in physics and engineering principles, enhancing quality education by developing students’ analytical and problem-solving skills. It prepares students for careers in engineering and related fields, promoting critical thinking and a solid understanding of mechanics. 2. SDG 9: Industry, Innovation, and Infrastructure Engineering mechanics is vital for designing and analyzing structures, machinery, and systems, contributing to industry, innovation, and infrastructure. The course may cover innovative engineering solutions and technologies that improve infrastructure resilience and efficiency. 3. SDG 11: Sustainable Cities and Communities The principles of engineering mechanics are crucial for urban planning and sustainable infrastructure development, supporting the creation of sustainable cities and communities. Students learn about designing safe and efficient transportation systems, buildings, and other infrastructure that meet community needs. 4. SDG 12: Responsible Consumption and Production The course emphasizes the importance of sustainable practices in engineering design and analysis, promoting responsible consumption and production. Topics may include resource efficiency, waste reduction in engineering processes, and lifecycle analysis of engineering projects. 5. SDG 13: Climate Action Understanding mechanical principles can contribute to climate action by addressing how engineering solutions can mitigate the effects of climate change. The course may explore energy-efficient designs, renewable energy systems, and the impact of engineering practices on environmental sustainability. 6. SDG 15: Life on Land Engineering mechanics can have implications for life on land, particularly in terms of designing structures that minimize ecological impact. The course may discuss sustainable practices in construction and land use that protect biodiversity and ecosystems. Conclusion In summary, a course on Engineering Mechanics supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and life on land. By providing students with the principles and skills needed to analyze and design engineering solutions, the course prepares them to contribute to sustainable practices in various engineering fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120402 | Pengantar Metode Numerik | Introduction to Numerical Methods | Introduction to Numerical Methods is a course that explores the techniques used to obtain approximate solutions to mathematical problems that may be difficult or impossible to solve analytically. The course covers fundamental concepts such as error analysis, interpolation, numerical integration, and solving differential equations. Students learn various algorithms and their applications, along with the use of programming languages like Python or MATLAB to implement these methods. Emphasis is placed on understanding the trade-offs between accuracy and computational efficiency. By the end of the course, students will have a foundational knowledge of numerical methods and the skills to apply them to real-world engineering and scientific problems. | 1. SDG 4: Quality Education The course enhances quality education by teaching students essential numerical techniques and problem-solving skills applicable in various fields of study. It promotes critical thinking and analytical skills, preparing students for advanced studies and careers in science, technology, engineering, and mathematics (STEM). 2. SDG 9: Industry, Innovation, and Infrastructure Numerical methods are fundamental in engineering and scientific research, contributing to industry, innovation, and infrastructure development. The course may cover applications in design optimization, simulation, and analysis of engineering systems, fostering innovation in industrial processes. 3. SDG 12: Responsible Consumption and Production By focusing on efficient algorithms and resource management, the course promotes responsible consumption and production through computational methods that minimize waste and resource use. Students learn how numerical methods can be applied to optimize processes and reduce environmental impact in various industries. 4. SDG 13: Climate Action Numerical methods are crucial for modeling and simulating climate-related phenomena, supporting climate action initiatives. The course may explore applications in environmental modeling, climate change predictions, and resource management strategies, helping students understand the impact of their work on sustainability. 5. SDG 17: Partnerships for the Goals The interdisciplinary nature of numerical methods fosters collaboration across various fields, supporting partnerships for the goals. Students may work on projects that involve teamwork across different disciplines, enhancing their understanding of how numerical methods can be applied to address global challenges. Conclusion In summary, a course on Introduction to Numerical Methods supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with essential numerical techniques and applications, the course prepares them to contribute to sustainable practices and innovations in their respective fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120502 | Statistika Dasar | Basic Statistics | Basic Statistics is a foundational course that introduces students to the fundamental concepts and techniques of statistics. The course covers key topics such as descriptive statistics, probability theory, sampling methods, and inferential statistics. Students learn how to collect, analyze, and interpret data using various statistical tools and techniques, including measures of central tendency (mean, median, mode), variability (range, variance, standard deviation), and hypothesis testing. Emphasis is placed on real-world applications and the use of statistical software for data analysis. By the end of the course, students will have a solid understanding of statistical principles and the ability to apply them in various fields, including social sciences, business, and engineering. | 1. SDG 4: Quality Education The course enhances quality education by providing students with essential statistical skills that are crucial for academic research and informed decision-making. It promotes critical thinking and analytical skills, empowering students to interpret data and evaluate information effectively. 2. SDG 3: Good Health and Well-Being Statistics play a vital role in public health research, epidemiology, and healthcare data analysis, contributing to good health and well-being. The course may cover statistical methods used to analyze health data, assess health interventions, and inform public health policies. 3. SDG 5: Gender Equality Statistical analysis is essential for understanding gender disparities and monitoring progress toward gender equality. The course can help students learn how to analyze data related to gender issues, empowering them to advocate for informed policies and practices. 4. SDG 10: Reduced Inequalities Basic statistics can help analyze socio-economic disparities and understand the factors contributing to reduced inequalities. The course equips students with the tools to investigate issues related to inequality and propose data-driven solutions. 5. SDG 12: Responsible Consumption and Production Understanding statistics is crucial for analyzing consumption patterns and resource use, which supports responsible consumption and production. The course may focus on statistical methods used in sustainability studies, helping students evaluate the impact of consumption on the environment. 6. SDG 13: Climate Action Statistics are important for climate modeling, data analysis, and environmental assessments, contributing to climate action efforts. The course can teach students how to analyze data related to climate change, assess risks, and support evidence-based decision-making. 7. SDG 17: Partnerships for the Goals The collaborative nature of statistical analysis fosters partnerships among disciplines and organizations to achieve common goals. The course can emphasize the importance of data sharing and collaboration in addressing global challenges. Conclusion In summary, a course on Basic Statistics supports multiple SDGs related to quality education, good health and well-being, gender equality, reduced inequalities, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with fundamental statistical skills, the course prepares them to apply data analysis in various contexts and contribute to sustainable development efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120602 | Termodinamika Pertambangan | Mining Thermodynamics | Mining Thermodynamics is a course that focuses on the principles of thermodynamics as they apply to mining processes and systems. The course covers key concepts such as energy transfer, heat exchange, phase transitions, and the thermodynamic properties of materials used in mining operations. Students learn about the applications of thermodynamics in areas such as mineral processing, energy efficiency, and the design of heating and cooling systems in mining environments. The course also emphasizes the importance of understanding thermodynamic cycles and the role of energy in optimizing mining operations. By the end of the course, students will have a solid foundation in thermodynamic principles and their practical applications in the mining industry. | 1. SDG 4: Quality Education The course enhances quality education by providing students with a strong foundation in thermodynamic principles and their applications in mining. It promotes critical thinking and problem-solving skills, preparing students for advanced studies and careers in engineering and related fields. 2. SDG 9: Industry, Innovation, and Infrastructure Mining thermodynamics is crucial for developing efficient mining and mineral processing technologies, contributing to industry, innovation, and infrastructure. The course may encourage innovation in energy utilization, waste reduction, and resource management, leading to more sustainable mining practices. 3. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by exploring thermodynamic efficiency in mining processes, which can minimize resource waste and environmental impact. Students learn about energy conservation and optimization techniques that contribute to sustainable resource management. 4. SDG 13: Climate Action Understanding thermodynamics is essential for analyzing energy consumption and greenhouse gas emissions in mining operations, supporting climate action initiatives. The course may cover strategies to improve energy efficiency in mining processes, helping to mitigate the environmental impact of mining activities. 5. SDG 15: Life on Land The course can relate to life on land by addressing the ecological impacts of mining activities and promoting practices that minimize land degradation and biodiversity loss. Students can explore how thermodynamic principles can be applied to land reclamation and restoration efforts. Conclusion In summary, a course on Mining Thermodynamics supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge of thermodynamic principles and their applications, the course prepares them to contribute to more sustainable practices in the mining sector and address global challenges effectively. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120702 | Teknik Tenaga Listrik | Electrical Power Engineering | Electrical Power Engineering is a course that focuses on the generation, transmission, distribution, and utilization of electrical energy. It covers fundamental concepts such as electrical circuits, power systems, electromagnetic fields, and energy conversion. Students learn about the design and operation of power generation facilities, including renewable energy sources like solar and wind, as well as traditional sources like fossil fuels. The course also addresses topics such as load flow analysis, fault analysis, and power quality. Emphasis is placed on the integration of modern technologies, smart grids, and sustainable practices in power engineering. By the end of the course, students will have a comprehensive understanding of electrical power systems and the skills to design and manage them effectively. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential knowledge and skills in electrical engineering, preparing them for careers in energy systems and engineering fields. It fosters critical thinking, problem-solving, and practical application of engineering principles. 2. SDG 7: Affordable and Clean Energy The primary focus of the course is on electrical power systems, making it directly relevant to ensuring access to affordable, reliable, sustainable, and modern energy for all. Students learn about renewable energy sources, energy efficiency, and smart grid technologies that contribute to a sustainable energy future. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by teaching students how to design and optimize electrical power systems that are essential for industrial processes and infrastructure development. It encourages innovation in energy technologies, including advancements in energy storage, smart grids, and energy management systems. 4. SDG 11: Sustainable Cities and Communities By addressing the role of electrical power in urban development, the course contributes to creating sustainable cities and communities. Students explore energy-efficient designs, sustainable urban energy systems, and the integration of renewable energy into urban environments. 5. SDG 12: Responsible Consumption and Production The course addresses the importance of responsible consumption and production in energy use, emphasizing energy efficiency and sustainable practices in power generation and distribution. Students learn about the environmental impact of energy systems and how to mitigate it through responsible engineering practices. 6. SDG 13: Climate Action Understanding electrical power engineering is crucial for addressing climate change and promoting climate action by developing sustainable energy solutions. The course can cover the role of electrical power in reducing carbon emissions and transitioning to a low-carbon energy future through renewable energy technologies. 7. SDG 17: Partnerships for the Goals The course may emphasize the importance of partnerships for the goals, particularly in the context of international collaboration on energy projects, research, and technological development. Students learn how cross-sector partnerships can facilitate the transition to sustainable energy systems. Conclusion In summary, a course on Electrical Power Engineering supports multiple SDGs related to quality education, affordable and clean energy, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, and partnerships for the goals. By equipping students with the knowledge and skills to advance sustainable energy solutions, the course prepares them to contribute effectively to global sustainability efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120802 | Tambang Terbuka | Open Mine | Open Mine is a course that focuses on the principles and practices involved in open-pit mining operations. The course covers topics such as mine planning and design, excavation methods, and the management of materials and waste. Students learn about the geological, environmental, and economic considerations that influence the development of open-pit mines, as well as safety practices and regulatory compliance. The course also emphasizes the use of technology and software for modeling and optimization in open-pit mining. By the end of the course, students will have a solid understanding of the techniques and challenges associated with open-pit mining, preparing them for careers in the mining industry. | 1. SDG 4: Quality Education The course provides students with essential knowledge and skills in mining engineering, enhancing their understanding of open-pit mining practices and technologies. It promotes critical thinking and problem-solving abilities essential for future careers in mining and related fields. 2. SDG 8: Decent Work and Economic Growth Open mining practices contribute to economic growth by providing jobs and stimulating local economies. The course can discuss the economic impacts of open-pit mining on communities and regions. Students learn about creating sustainable employment opportunities in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advancements in mining technologies, equipment, and practices that enhance the efficiency and sustainability of open-pit mining operations. It emphasizes the importance of innovative solutions to reduce the environmental impact of mining. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by discussing sustainable mining practices, waste management, and resource efficiency in open-pit mining operations. Students learn about the need for responsible resource extraction and its impact on local and global communities. 5. SDG 13: Climate Action Open-pit mining has significant environmental implications, and the course can highlight the role of mining in climate action by exploring strategies to minimize greenhouse gas emissions and promote sustainability. It may cover the importance of integrating renewable energy solutions and energy efficiency in mining operations. 6. SDG 15: Life on Land The course is directly related to life on land by examining the ecological impacts of open-pit mining, including land degradation, habitat loss, and biodiversity conservation. Students learn about best practices for land reclamation, restoration, and sustainable land management in mining areas. Conclusion In summary, a course on Open Mine supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, and life on land. By equipping students with knowledge about sustainable mining practices and their economic and environmental implications, the course prepares them to contribute positively to the mining sector and promote sustainability. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120902 | Tambang Bawah Tanah | Underground Mine | Underground Mine is a course that focuses on the techniques and practices involved in underground mining operations. The course covers essential topics such as mine design, excavation methods, ground control, ventilation, and the management of health and safety risks. Students learn about the various types of underground mining methods, including room and pillar, cut and fill, and block caving, along with the equipment and technology used in these processes. The course also emphasizes the importance of environmental considerations and regulatory compliance in underground mining. By the end of the course, students will have a comprehensive understanding of underground mining operations and the skills necessary to address the challenges associated with this mining method. | 1. SDG 4: Quality Education The course provides students with comprehensive knowledge and skills in underground mining practices, enhancing their technical expertise in the field. It encourages critical thinking and problem-solving skills essential for successful careers in mining and resource management. 2. SDG 8: Decent Work and Economic Growth Underground mining operations can contribute to economic growth by creating jobs and generating income for local communities. The course emphasizes the importance of promoting decent work conditions and opportunities in the mining sector. 3. SDG 9: Industry, Innovation, and Infrastructure The course supports industry, innovation, and infrastructure by exploring advanced techniques and technologies used in underground mining, including automation, data analysis, and safety improvements. Students learn how innovative practices can enhance the efficiency and sustainability of underground mining operations. 4. SDG 12: Responsible Consumption and Production The course addresses responsible consumption and production by examining sustainable mining practices, resource management, and waste minimization in underground mining. Students explore the environmental impacts of mining and strategies for sustainable resource extraction. 5. SDG 13: Climate Action Understanding the environmental impacts of underground mining is crucial for climate action. The course may cover how mining operations can contribute to greenhouse gas emissions and explore strategies for mitigation. Discussions may include integrating renewable energy sources and improving energy efficiency in underground mining operations. 6. SDG 15: Life on Land The course relates to life on land by analyzing the ecological impacts of underground mining, including land degradation, habitat disruption, and biodiversity conservation. Students learn about best practices for land reclamation and restoration in mining areas to protect ecosystems and promote sustainability. 7. SDG 16: Peace, Justice, and Strong Institutions Understanding the regulatory frameworks and governance related to underground mining can foster peace, justice, and strong institutions. The course may address the importance of ethical mining practices, community engagement, and compliance with environmental regulations. Conclusion In summary, a course on Underground Mine supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and peace and justice. By providing students with the knowledge and skills necessary for sustainable underground mining practices, the course prepares them to contribute positively to the mining sector and its impact on society and the environment. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110102 | Geologi Dasar | Basic Geology | Basic Geology is an introductory course that covers the fundamental concepts of geology, including the Earth’s structure, composition, and processes. The course explores topics such as rock types (igneous, sedimentary, and metamorphic), mineral identification, plate tectonics, geological time, and the processes of weathering, erosion, and sedimentation. Students learn to interpret geological maps and cross-sections, understand the formation of geological features, and the significance of geological processes in shaping the Earth’s landscape. Emphasis is placed on the practical applications of geology in fields such as natural resource management, environmental science, and hazard assessment. By the end of the course, students will have a solid foundation in geological principles and their relevance to the Earth sciences. | 1. SDG 4: Quality Education The course enhances students’ understanding of geological principles, fostering critical thinking and scientific literacy. It provides foundational knowledge necessary for further studies in geology, environmental science, and related fields. 2. SDG 6: Clean Water and Sanitation Understanding geology is essential for managing water resources and ensuring access to clean water. The course may cover topics related to groundwater, aquifers, and the impact of geological formations on water quality. 3. SDG 11: Sustainable Cities and Communities Geology plays a crucial role in urban planning and development. The course may address how geological factors influence land use, construction, and infrastructure. Students learn about geological hazards (e.g., earthquakes, landslides) and their implications for community resilience. 4. SDG 12: Responsible Consumption and Production The course explores the natural resources derived from geological processes, emphasizing sustainable resource management and responsible consumption. Students may study the environmental impacts of resource extraction and the importance of sustainable practices in geology. 5. SDG 13: Climate Action Basic geology provides insights into Earth’s climate history, helping students understand past climate changes and their implications for current climate action. The course may discuss the geological aspects of climate change, such as carbon storage and natural climate cycles. 6. SDG 15: Life on Land The course relates to biodiversity and ecosystem health by examining geological processes that shape landforms and habitats. Students learn about soil formation, land degradation, and conservation practices to protect terrestrial ecosystems. 7. SDG 9: Industry, Innovation, and Infrastructure Geology supports various industries, including construction, mining, and energy. The course may explore the relationship between geological knowledge and industrial development. Students may learn about innovations in geology that enhance resource extraction and environmental sustainability. Conclusion In summary, a course on Basic Geology supports multiple SDGs related to quality education, clean water and sanitation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and industry, innovation, and infrastructure. By providing foundational geological knowledge, the course prepares students to engage with critical environmental issues and contribute to sustainable development efforts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110202 | Pengantar Rekayasa Pertambangan | Introduction to Mining Engineering | Introduction to Mining Engineering is a foundational course that provides an overview of the mining industry and the essential principles of mining engineering. The course covers topics such as the history of mining, types of mining methods (including surface and underground mining), mineral exploration, and resource evaluation. Students learn about the design and operation of mining systems, including equipment selection, mine safety, environmental considerations, and regulatory compliance. The course also emphasizes the importance of sustainability and innovation in mining practices. By the end of the course, students will have a comprehensive understanding of the mining engineering profession and its role in resource extraction and management. | 1. SDG 4: Quality Education The course provides foundational knowledge in mining engineering, fostering critical thinking and problem-solving skills essential for careers in the mining sector. It prepares students for advanced studies and practical applications in engineering and resource management. 2. SDG 8: Decent Work and Economic Growth Mining plays a significant role in economic development, providing jobs and contributing to local and national economies. The course emphasizes the importance of promoting decent work conditions and opportunities within the mining industry. 3. SDG 9: Industry, Innovation, and Infrastructure Understanding mining engineering is vital for advancing technologies and practices in the mining industry, contributing to industrial growth and innovation. The course may cover topics related to the design and management of mining infrastructure. 4. SDG 12: Responsible Consumption and Production The course addresses sustainable mining practices, resource management, and the environmental impacts of mining activities. Students learn about the importance of responsible consumption and production in relation to mineral resources. 5. SDG 13: Climate Action Mining operations can significantly impact climate change; thus, the course may explore methods for reducing emissions and improving sustainability in mining practices. Discussions may include the role of minerals in renewable energy technologies and the environmental implications of mining. 6. SDG 15: Life on Land The course examines the ecological impacts of mining activities, including land degradation, habitat destruction, and biodiversity conservation. Students learn about land reclamation and restoration practices to mitigate the effects of mining on ecosystems. 7. SDG 16: Peace, Justice, and Strong Institutions The course may cover regulatory frameworks and governance related to mining operations, promoting ethical practices and compliance with laws. Understanding the social impacts of mining can foster community engagement and enhance the legitimacy of mining operations. Conclusion In summary, an Introduction to Mining Engineering course supports multiple SDGs related to quality education, decent work and economic growth, industry and innovation, responsible consumption and production, climate action, life on land, and peace and justice. By providing students with foundational knowledge in mining engineering, the course prepares them to engage with critical issues related to resource extraction and its sustainable management. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110302 | Kristalografi dan Mineralogi | Crystallography and Mineralogy | Crystallography and Mineralogy is a course that explores the structure, properties, and classification of minerals, as well as the study of crystal forms and symmetry. The course covers key topics such as mineral identification, crystal lattice structures, and the relationship between mineral properties and their crystal systems. Students learn about the techniques used for mineral analysis, including X-ray diffraction and optical microscopy. The course also delves into the formation and occurrence of minerals in various geological environments. By the end of the course, students will have a solid understanding of mineral composition, crystallography, and the significance of minerals in geology and related fields. | 1. SDG 4: Quality Education The course provides foundational knowledge in crystallography and mineralogy, fostering critical thinking and analytical skills necessary for scientific inquiry and research. It prepares students for advanced studies in geology, materials science, and related fields. 2. SDG 9: Industry, Innovation, and Infrastructure Understanding crystallography and mineralogy is crucial for various industries, including mining, materials science, and engineering. The course may explore innovations in materials derived from minerals and their applications in technology and infrastructure development. 3. SDG 12: Responsible Consumption and Production The course addresses sustainable practices in mineral extraction and utilization, emphasizing the importance of responsible resource management. Students learn about the environmental impacts of mining and processing minerals, promoting sustainable consumption and production. 4. SDG 13: Climate Action Crystallography can play a role in understanding materials used in renewable energy technologies, such as solar panels and batteries. The course may discuss the environmental implications of mineral extraction and strategies to mitigate climate impacts. 5. SDG 15: Life on Land The course relates to biodiversity and ecosystem health by examining the role of minerals in soil and water quality. Students learn about land management practices and the ecological impacts of mineral extraction on terrestrial ecosystems. 6. SDG 6: Clean Water and Sanitation Understanding mineral properties can contribute to studies on groundwater and soil quality, which are essential for clean water resources. The course may explore how minerals affect water quality and the importance of managing mineral resources to protect water supplies. 7. SDG 17: Partnerships for the Goals Collaborative research in crystallography and mineralogy can foster partnerships between academia, industry, and government agencies to address resource management challenges. Students may learn about international initiatives aimed at sustainable mineral development. Conclusion In summary, a course on Crystallography and Mineralogy supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, climate action, life on land, clean water and sanitation, and partnerships for the goals. By equipping students with knowledge about minerals and their applications, the course encourages responsible resource management and environmental stewardship. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110402 | Perpetaan | Mapping | Mapping is a course that focuses on the techniques and principles used to create and interpret maps for various applications, including geography, geology, and environmental science. The course covers topics such as coordinate systems, topographic mapping, geographic information systems (GIS), and remote sensing. Students learn how to collect, analyze, and visualize spatial data, as well as the tools and technologies used in modern mapping practices. Emphasis is placed on practical applications, including fieldwork and map design, to help students develop skills in presenting geographic information effectively. By the end of the course, students will have a comprehensive understanding of mapping techniques and their relevance in various scientific and professional contexts. | 1. SDG 4: Quality Education The course promotes quality education by teaching students essential skills in mapping and spatial analysis, critical for various academic and professional fields. It enhances analytical and technical skills that are applicable in numerous contexts, from urban planning to environmental science. 2. SDG 11: Sustainable Cities and Communities Mapping is vital for urban planning and development, helping to create sustainable and resilient cities. The course may cover topics related to land use, infrastructure development, and community planning, contributing to more sustainable urban environments. 3. SDG 13: Climate Action Mapping can be used to analyze climate change impacts and inform decision-making related to climate adaptation and mitigation. Students can learn how to visualize climate data and create maps that highlight vulnerable areas, supporting climate action initiatives. 4. SDG 15: Life on Land The course can address land management practices and biodiversity conservation through the use of mapping technologies. Students may explore how mapping can assist in monitoring land use changes, deforestation, and habitat loss. 5. SDG 6: Clean Water and Sanitation Mapping is essential for understanding water resources, managing watershed areas, and planning sanitation infrastructure. The course may cover techniques for mapping water quality and availability, contributing to clean water initiatives. 6. SDG 10: Reduced Inequalities Mapping can help identify and analyze social inequalities, such as access to resources, services, and infrastructure. Students may learn how to use maps to advocate for social justice and equitable resource distribution. 7. SDG 17: Partnerships for the Goals The course may emphasize the importance of collaboration among various stakeholders, including governments, NGOs, and communities, in using mapping for sustainable development. Students can engage in projects that foster partnerships aimed at addressing global challenges through mapping. Conclusion In summary, a course on Mapping supports multiple SDGs related to quality education, sustainable cities and communities, climate action, life on land, clean water and sanitation, reduced inequalities, and partnerships for the goals. By equipping students with mapping skills, the course encourages informed decision-making and sustainable practices in various fields. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11110502 | Menggambar Teknik | Engineering Drawing | Engineering Drawing is a course that introduces students to the principles and techniques of creating technical drawings used in engineering design and communication. The course covers key topics such as orthographic projections, isometric drawings, dimensioning, and section views. Students learn to use drafting tools, software (such as CAD), and standardized symbols to create precise and clear engineering drawings. Emphasis is placed on the importance of accuracy, clarity, and adherence to engineering standards in design documentation. By the end of the course, students will have the skills to produce and interpret engineering drawings effectively, facilitating communication and collaboration in engineering projects. | 1. SDG 4: Quality Education The course promotes quality education by providing students with essential skills in technical drawing, design principles, and visualization techniques. It supports critical thinking and problem-solving skills through hands-on practice and theoretical understanding. 2. SDG 9: Industry, Innovation, and Infrastructure Engineering drawing is fundamental for designing and developing infrastructure and industrial systems. The course encourages innovation in design processes and techniques, contributing to advancements in engineering practices and infrastructure development. 3. SDG 12: Responsible Consumption and Production Understanding engineering drawing can lead to more efficient and sustainable designs, minimizing waste and resource consumption. The course may cover principles of sustainable design, promoting responsible practices in engineering and manufacturing. 4. SDG 11: Sustainable Cities and Communities Engineering drawings are crucial for urban planning and the development of sustainable communities and infrastructure. Students learn how to create designs that consider environmental impacts and community needs, contributing to sustainable urban development. 5. SDG 13: Climate Action The course may explore design practices that mitigate environmental impacts, emphasizing the role of engineering in climate action. Students can learn to integrate sustainable materials and energy-efficient designs in their projects. 6. SDG 10: Reduced Inequalities Engineering drawing can facilitate inclusive design practices that consider the needs of diverse populations. The course may address how to create accessible designs that promote equity in infrastructure and technology. 7. SDG 17: Partnerships for the Goals Collaboration among engineers, designers, and other stakeholders is vital for effective engineering drawing and project implementation. The course can foster teamwork and communication skills, essential for successful partnerships in engineering projects. Conclusion In summary, a course on Engineering Drawing supports multiple SDGs related to quality education, industry and innovation, responsible consumption and production, sustainable cities and communities, climate action, reduced inequalities, and partnerships for the goals. By equipping students with technical drawing skills, the course encourages sustainable and responsible engineering practices that can positively impact society and the environment. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120102 | Petrologi Umum | General Petrology | General Petrology is a course that explores the origin, composition, and classification of rocks, focusing primarily on igneous, sedimentary, and metamorphic rock types. The course covers key topics such as the processes of rock formation, mineral composition, and the geological significance of different rock types. Students learn about the techniques used in petrological analysis, including thin section microscopy and geochemical methods. The course emphasizes the relationship between rock types and the Earth’s geological history, as well as their implications for natural resource exploration. By the end of the course, students will have a solid understanding of petrological concepts and the ability to identify and analyze various rock types in a geological context. | 1. SDG 4: Quality Education The course provides students with foundational knowledge in geology, mineralogy, and rock formation processes, contributing to quality education in the Earth sciences. It fosters critical thinking and scientific inquiry through hands-on laboratory work and field studies. 2. SDG 6: Clean Water and Sanitation Understanding the geological factors that affect groundwater quality and availability is essential for water resource management. The course may cover topics related to aquifers, mineral interactions with water, and their implications for clean water access. 3. SDG 12: Responsible Consumption and Production Knowledge of petrology is crucial for responsible resource management, particularly in understanding the extraction and use of mineral resources. The course can emphasize sustainable practices in mining and mineral processing, contributing to responsible consumption. 4. SDG 13: Climate Action Petrology can provide insights into carbon sequestration processes and the role of rocks in the carbon cycle, which is essential for climate change mitigation. The course may address how geological processes influence climate and how understanding these processes can inform climate action strategies. 5. SDG 15: Life on Land The study of rocks and minerals is integral to understanding land use, soil formation, and ecosystem development. The course can explore the relationship between geological processes and biodiversity, emphasizing the importance of sustainable land management practices. 6. SDG 9: Industry, Innovation, and Infrastructure Petrology plays a crucial role in various industries, including construction, mining, and environmental consulting. The course can encourage innovative approaches to resource extraction and the sustainable use of geological materials in infrastructure development. 7. SDG 17: Partnerships for the Goals The course may highlight the importance of interdisciplinary collaboration in addressing geological challenges, such as resource management and environmental protection. Students can engage in projects that require teamwork and partnerships with other fields, such as environmental science, engineering, and urban planning. Conclusion In summary, a course on General Petrology supports multiple SDGs related to quality education, clean water and sanitation, responsible consumption and production, climate action, life on land, industry and innovation, and partnerships for the goals. By providing students with a comprehensive understanding of rocks and their processes, the course equips them to contribute to sustainable practices and informed decision-making in various geological and environmental contexts. |
| TEKNIK | TEKNIK PERTAMBANGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D11120202 | Geologi Struktur | Structural Geology | Structural Geology is a course that focuses on the study of rock deformations and the structures that result from geological processes. The course covers essential topics such as stress and strain, faulting, folding, and the formation of geological features like mountains and basins. Students learn to analyze geological maps and cross-sections, understand the mechanics of rock behavior, and apply principles of structural analysis to real-world scenarios. The course also emphasizes the relationship between structural geology and tectonics, as well as the implications for natural resource exploration and environmental assessment. By the end of the course, students will have a comprehensive understanding of geological structures and their significance in the Earth sciences. | 1. SDG 4: Quality Education The course enhances quality education by providing a comprehensive understanding of geological structures and processes. It promotes critical thinking and analytical skills through fieldwork, data analysis, and problem-solving. 2. SDG 9: Industry, Innovation, and Infrastructure Structural geology is essential for infrastructure development, including buildings, roads, and tunnels, as it informs engineers about ground stability and risks. The course encourages innovative approaches to construction and resource management by understanding geological structures. 3. SDG 11: Sustainable Cities and Communities Knowledge of structural geology is crucial for urban planning and development, helping to create resilient structures that can withstand geological hazards. The course can address issues related to land use and urbanization, contributing to sustainable community development. 4. SDG 12: Responsible Consumption and Production Understanding geological structures can guide responsible resource extraction practices, ensuring that minerals and materials are obtained sustainably. The course can emphasize the importance of environmental impact assessments in mining and construction activities. 5. SDG 13: Climate Action Structural geology can contribute to understanding geological processes that affect climate change, such as the stability of landforms and potential landslides. The course may include discussions on how geological hazards, like earthquakes and landslides, relate to climate change. 6. SDG 15: Life on Land The course examines how geological structures affect ecosystems and biodiversity, contributing to sustainable land management practices. It can cover the interactions between geological processes and land use, emphasizing conservation efforts. 7. SDG 16: Peace, Justice, and Strong Institutions Understanding geological hazards can inform disaster risk reduction strategies, promoting community safety and resilience. The course can emphasize the role of geological studies in creating policies for natural resource management and land use planning. Conclusion In summary, a course in Structural Geology supports multiple SDGs related to quality education, industry and innovation, sustainable cities and communities, responsible consumption and production, climate action, life on land, and peace, justice, and strong institutions. By equipping students with knowledge of geological structures and processes, the course prepares them to contribute to sustainable practices in various geological and environmental contexts. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110102 | Gambar Teknik dan CAD | Engineering Drawing and CAD | Engineering Drawing and CAD (Computer-Aided Design) is a course that teaches students the principles of technical drawing and the use of CAD software. It covers topics such as geometric construction, projection methods, sectioning, and dimensioning. | 1. **SDG 4: Quality Education** – **Description**: Provides essential skills in engineering drawing and CAD, equipping students with the technical knowledge required for various engineering fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the role of engineering drawing and CAD in designing and developing innovative infrastructure and technology solutions. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages sustainable design practices and efficient resource use in engineering projects, promoting responsible production methods. 4. **SDG 8: Decent Work and Economic Growth** – **Description**: Prepares students for careers in engineering and design, contributing to economic growth and job creation in the engineering sector. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Involves the design of urban infrastructure and systems, focusing on sustainable development practices that enhance urban living. 6. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration between educational institutions, industry professionals, and research organizations to advance engineering practices and innovations. By integrating these elements, a course in Engineering Drawing and CAD can significantly contribute to fostering innovation, promoting sustainable practices, and enhancing educational outcomes, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142805 | Skripsi | Thesis | The Thesis course is a critical component of many university programs, particularly at the graduate level. It involves conducting original research or an in-depth study on a specific topic within a student’s field of study. | 1. **SDG 4: Quality Education** – **Description**: Focuses on developing critical thinking, research skills, and academic writing, which are essential for higher education and lifelong learning. 2. **SDG 3: Good Health and Well-being** (if applicable) – **Description**: If the thesis is related to health topics, it contributes to research that can improve health outcomes and well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages research and innovation in various fields, fostering advancements that can lead to technological progress and improved infrastructure. 4. **SDG 10: Reduced Inequalities** – **Description**: If the thesis addresses issues of social justice or equity, it contributes to understanding and mitigating inequalities within societies. 5. **SDG 17: Partnerships for the Goals** – **Description**: Promotes collaboration among students, faculty, and external organizations for research that can impact communities and contribute to broader goals. 6. **SDG 12: Responsible Consumption and Production** (if applicable) – **Description**: If the thesis involves sustainability studies, it can promote responsible practices in production and consumption. By focusing on these elements, a course in Thesis Writing can significantly contribute to enhancing academic research, promoting education, and addressing social and environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142102 | Sistem Transmisi Kelistrikan | Electrical Transmission System | The Electrical Transmission System course focuses on the principles and technologies involved in the transmission of electrical power from generation facilities to distribution networks. Topics typically include the design and operation of transmission lines, substations, and grid systems. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all. The course covers the principles of electrical transmission and distribution, emphasizing renewable energy integration. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of building resilient infrastructure and promoting sustainable industrialization through advancements in electrical transmission technologies. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of efficient electrical transmission systems in urban planning and development, contributing to sustainable urban environments. 4. **SDG 13: Climate Action** – **Description**: Examines the impact of energy systems on climate change and the importance of transitioning to low-carbon energy sources, including the role of transmission systems in this transition. 5. **SDG 4: Quality Education** – **Description**: Provides education in engineering principles related to electrical systems, equipping students with the skills needed for careers in energy and infrastructure. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the need for efficient energy use and management in electrical systems, promoting sustainable consumption practices. By integrating these elements, a course in Electrical Transmission Systems can significantly contribute to promoting sustainable energy solutions, enhancing infrastructure, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142202 | Sistem Propulsi Udara | Air Propulsion System | The Air Propulsion System course explores the design, analysis, and operation of propulsion systems used in aviation and aerospace applications. Key topics include the principles of jet propulsion, thermodynamics, fluid mechanics, and the mechanics of aircraft engines, such as turbojets, turbofans, and rockets. Students learn about engine performance, efficiency, and environmental impacts, as well as testing and evaluation methods. The course often includes hands-on projects or simulations, allowing students to apply theoretical concepts to real-world propulsion challenges. Overall, it prepares students for careers in aerospace engineering, focusing on the technologies that drive aircraft and spacecraft. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on advancements in propulsion technologies that enhance energy efficiency and promote the use of sustainable energy sources in aviation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development of innovative air propulsion technologies that improve infrastructure and industrial processes within the aerospace sector. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of efficient air transportation systems in urban planning and development, contributing to sustainable urban mobility. 4. **SDG 13: Climate Action** – **Description**: Explores the environmental impact of air propulsion systems and the need for low-emission technologies to mitigate climate change. 5. **SDG 4: Quality Education** – **Description**: Provides education in the principles of aerospace engineering and propulsion, equipping students with the necessary skills for careers in the aerospace industry. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of air propulsion systems, promoting efficient resource use and reducing waste. By focusing on these aspects, a course in Air Propulsion Systems can significantly contribute to advancing sustainable aviation technologies, enhancing infrastructure, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142302 | Sistem Propulsi Elektrik | Electric Propulsion System | The Electric Propulsion System course covers the principles and technologies behind electric propulsion used in spacecraft and advanced aerospace applications. Students explore various electric propulsion methods, such as ion, Hall-effect, and plasma thrusters, focusing on their design, operation, and performance characteristics. Key topics include the physics of ionization, electromagnetic fields, and thrust generation, as well as efficiency and power management considerations. The course often includes practical simulations and experiments, providing hands-on experience with electric propulsion systems. Ultimately, it prepares students for careers in aerospace engineering, emphasizing the growing importance of electric propulsion in space exploration and satellite operations. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the development and application of electric propulsion technologies that enhance energy efficiency and promote the use of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in electric propulsion systems, fostering advancements in industrial processes and infrastructure for transportation. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of electric propulsion in urban transport systems, contributing to sustainable mobility solutions in cities. 4. **SDG 13: Climate Action** – **Description**: Explores the environmental benefits of electric propulsion systems in reducing greenhouse gas emissions and mitigating climate change. 5. **SDG 4: Quality Education** – **Description**: Provides education on electric propulsion technologies, equipping students with the skills needed for careers in engineering and renewable energy sectors. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and implementation of electric propulsion systems, promoting efficient use of resources and reducing environmental impact. By integrating these elements, a course on Electric Propulsion Systems can significantly contribute to advancing clean energy solutions, enhancing sustainable transportation, and addressing climate change, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142402 | Efisiensi Energi | Energy Efficiency | The Energy Efficiency course focuses on the principles and practices aimed at reducing energy consumption while maintaining performance and comfort in various systems and processes. Topics include energy audits, efficient technologies, renewable energy integration, and strategies for optimizing energy use in buildings, industrial processes, and transportation. Students learn to analyze energy systems, identify inefficiencies, and implement solutions that enhance sustainability. The course also addresses policy, economic considerations, and the environmental impact of energy use. Through case studies and practical applications, students gain the skills necessary to promote energy conservation and sustainability in diverse settings. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on promoting energy efficiency as a means to increase access to sustainable energy, reduce energy consumption, and enhance the use of renewable energy sources. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes the importance of efficient resource use and sustainable practices in consumption and production, encouraging a reduction in waste and energy use. 3. **SDG 13: Climate Action** – **Description**: Addresses the role of energy efficiency in reducing greenhouse gas emissions and combating climate change through improved energy practices. 4. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages innovation in technologies and practices that improve energy efficiency in industries and infrastructure, promoting sustainable industrial growth. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Examines energy-efficient solutions in urban planning and community development, contributing to more sustainable and livable cities. 6. **SDG 3: Good Health and Well-being** (indirectly) – **Description**: Can explore how energy efficiency measures improve indoor air quality and reduce health risks associated with energy production and consumption. By focusing on these aspects, a course on Energy Efficiency can significantly contribute to advancing sustainable energy practices, mitigating climate change, and promoting responsible consumption, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142502 | Teknologi Bawah Laut | Undersea Technology | The Undersea Technology course examines the design, development, and application of technologies used for exploration, research, and operations in underwater environments. Topics include underwater vehicles (such as submarines and remotely operated vehicles), diving systems, underwater sensors, and communication systems. Students learn about marine engineering principles, oceanography, and the challenges of operating in extreme conditions. The course often incorporates hands-on experiences, such as simulations or fieldwork, to apply theoretical knowledge to real-world scenarios. By the end of the course, students are equipped with the skills and understanding necessary for careers in marine technology, ocean engineering, and related fields. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use of oceans, seas, and marine resources. The course may cover technologies for marine conservation, exploration, and resource management. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in undersea technologies, including advancements in underwater robotics, sensors, and data collection, contributing to infrastructure development in marine environments. 3. **SDG 13: Climate Action** – **Description**: Explores the role of undersea technology in monitoring climate change effects on marine ecosystems, such as ocean temperature changes, sea-level rise, and biodiversity impacts. 4. **SDG 7: Affordable and Clean Energy** – **Description**: Investigates renewable energy sources from marine environments, such as tidal and wave energy, and the technologies involved in harnessing these resources. 5. **SDG 4: Quality Education** – **Description**: Provides education in marine science and technology, equipping students with the skills needed for careers in marine research, engineering, and environmental conservation. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the exploitation of marine resources, emphasizing the need for responsible consumption and protection of marine ecosystems. By integrating these elements, a course in Undersea Technology can significantly contribute to the sustainable management of marine resources, promote innovation, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142602 | Kecerdasan Buatan | Artificial intelligence | The Artificial Intelligence (AI) course introduces students to the fundamental concepts, techniques, and applications of AI. Topics typically include machine learning, natural language processing, computer vision, robotics, and knowledge representation. Students explore algorithms that enable machines to learn from data, make decisions, and perform tasks traditionally requiring human intelligence. The course emphasizes both theoretical foundations and practical applications, often involving hands-on projects using AI tools and frameworks. Ethical considerations and the societal impact of AI are also discussed. By the end of the course, students gain a comprehensive understanding of AI’s capabilities and challenges, preparing them for careers in technology, research, and innovation. | 1. **SDG 4: Quality Education** – **Description**: Explores how AI can enhance educational practices through personalized learning, adaptive technologies, and improved access to information. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on the role of AI in driving economic growth, improving productivity, and creating new job opportunities while addressing potential workforce displacement. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of AI in fostering innovation, improving industrial processes, and developing smart infrastructure. 4. **SDG 3: Good Health and Well-being** – **Description**: Examines the applications of AI in healthcare, including diagnostics, treatment planning, and health management systems, contributing to improved health outcomes. 5. **SDG 10: Reduced Inequalities** – **Description**: Addresses how AI can help identify and mitigate inequalities by analyzing data and providing insights to improve access to services for marginalized communities. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the ethical implications of AI in resource management and promoting sustainable practices, ensuring responsible use of technology. 7. **SDG 13: Climate Action** – **Description**: Investigates the role of AI in climate modeling, energy efficiency, and environmental monitoring, contributing to efforts to combat climate change. By integrating these elements, a course in Artificial Intelligence can significantly contribute to advancing technology for sustainable development, promoting innovation, and addressing societal challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142701 | Seminar | Seminar | The Seminar course is designed to facilitate in-depth discussions and presentations on specific topics within a student’s field of study. It typically involves a mix of student-led presentations, guest lectures, and group discussions, fostering critical thinking and collaborative learning. Participants are encouraged to explore current research, trends, and challenges relevant to their discipline. The course may also focus on developing skills in research methodology, academic writing, and public speaking. By the end of the seminar, students enhance their knowledge, communication abilities, and engagement with contemporary issues in their area of interest. | 1. **SDG 4: Quality Education** – **Description**: Enhances learning experiences by encouraging discussion, debate, and the exchange of ideas, promoting lifelong learning and educational excellence. 2. **SDG 3: Good Health and Well-being** (if relevant topics are discussed) – **Description**: May include discussions on health-related issues, mental health, or wellness, contributing to a better understanding of health and well-being. 3. **SDG 10: Reduced Inequalities** – **Description**: Can explore topics related to social justice, equity, and access to opportunities, fostering dialogue on reducing inequalities. 4. **SDG 9: Industry, Innovation, and Infrastructure** (if focused on relevant themes) – **Description**: May include discussions on technological advancements, innovation, and their impact on society and the economy. 5. **SDG 17: Partnerships for the Goals** – **Description**: Encourages collaboration and networking among students, faculty, and external experts, promoting partnerships that enhance learning and research. 6. **SDG 12: Responsible Consumption and Production** (if applicable) – **Description**: If discussions center around sustainability and ethical practices, it can contribute to understanding responsible consumption. By addressing these aspects, a Seminar course can foster a deeper understanding of various issues, promote critical thinking, and support the achievement of multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141402 | Pemodelan Distribusi Fluida | Fluid Distribution Modeling | The Fluid Distribution Modeling course focuses on the principles and techniques used to analyze and simulate the flow of fluids within distribution systems, such as water supply networks and HVAC systems. Students learn to model fluid behavior using mathematical and computational methods, covering topics such as fluid mechanics, hydraulic analysis, and network design. The course emphasizes the use of software tools for modeling and simulating fluid distribution, helping students understand system performance, pressure dynamics, and potential issues like leakage and contamination. Through practical applications and case studies, students gain the skills necessary for designing efficient and sustainable fluid distribution systems in engineering and environmental contexts. | 1. **SDG 6: Clean Water and Sanitation** – **Description**: Focuses on the importance of ensuring availability and sustainable management of water resources, emphasizing the modeling of fluid distribution systems to improve water quality and accessibility. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the role of fluid distribution modeling in developing and maintaining sustainable infrastructure, including water supply systems and industrial processes. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses urban planning and the design of efficient water distribution systems to enhance the livability and sustainability of urban areas. 4. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on water distribution systems and explores strategies for resilience and adaptation in fluid management. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the management of water resources, promoting efficient and responsible use of water in various sectors. 6. **SDG 3: Good Health and Well-being** (indirectly) – **Description**: Ensures access to safe drinking water and sanitation, contributing to public health outcomes and well-being. By focusing on these aspects, a course in Fluid Distribution Modeling can significantly contribute to enhancing water management practices, promoting sustainable infrastructure, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141502 | Sistem Instalasi Bangunan Laut | Marine Building Installation Systems | The Marine Building Installation Systems course focuses on the design, installation, and maintenance of essential systems in marine structures, such as ships, offshore platforms, and coastal facilities. Key topics include plumbing, electrical systems, HVAC (heating, ventilation, and air conditioning), and safety systems specific to marine environments. Students learn about the unique challenges posed by marine conditions, including corrosion, space constraints, and regulatory requirements. The course often includes hands-on projects and case studies to apply theoretical concepts to real-world scenarios. By the end of the course, students are equipped with the knowledge and skills needed to manage the installation and operation of complex systems in marine settings. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use and conservation of marine resources, emphasizing technologies and practices that minimize environmental impact. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development of resilient infrastructure and innovative solutions for marine installations, enhancing industrial practices in marine engineering. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the role of marine building systems in urban coastal development, promoting sustainable practices that contribute to community resilience. 4. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores the integration of renewable energy systems in marine installations, contributing to sustainable energy solutions. 5. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on marine environments and the importance of designing resilient installation systems to withstand climate-related challenges. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable materials and practices in the construction and operation of marine installations, promoting efficient resource use. By focusing on these aspects, a course in Marine Building Installation Systems can significantly contribute to the sustainable management of marine resources, enhancing infrastructure resilience, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141602 | Teknik Eksperimental Kelautan | Marine Experimental Engineering | The Marine Experimental Engineering course focuses on the principles and methodologies used in experimental research and testing within marine environments. Students learn about the design and execution of experiments related to marine engineering, such as hydrodynamics, marine structures, and underwater technologies. The course covers techniques for data collection and analysis, as well as the use of laboratory and field testing equipment. Emphasis is placed on understanding real-world challenges, including environmental factors and material performance in marine conditions. Through hands-on projects and experiments, students develop practical skills in marine research, preparing them for careers in marine engineering, research, and technology development. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable use and conservation of marine ecosystems, including the development of technologies and practices that support marine research and resource management. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in marine technologies and engineering practices, contributing to advancements in marine research and infrastructure development. 3. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the importance of marine engineering in coastal development, promoting sustainable practices that enhance community resilience and safety. 4. **SDG 13: Climate Action** – **Description**: Investigates the impacts of climate change on marine environments and explores engineering solutions to mitigate these impacts through experimental research. 5. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: May include research on marine renewable energy technologies, such as wave and tidal energy, contributing to sustainable energy solutions. 6. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in marine engineering, including the responsible use of materials and the reduction of waste in marine experiments and applications. By integrating these elements, a course in Marine Experimental Engineering can significantly contribute to the sustainable management of marine resources, promote innovation, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141702 | Manajemen Energi | Energy Management | The Energy Management course focuses on strategies and practices aimed at optimizing energy use and reducing costs in various sectors, including industrial, commercial, and residential. Students learn about energy auditing, efficiency measures, renewable energy integration, and energy policy. Key topics include understanding energy systems, analyzing consumption patterns, and implementing management techniques that promote sustainability. The course emphasizes the economic, environmental, and regulatory aspects of energy management, often incorporating case studies and practical projects. By the end of the course, students are equipped with the skills needed to develop and implement effective energy management plans in diverse settings, enhancing both efficiency and sustainability. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all, promoting energy efficiency and the integration of renewable energy sources. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes sustainable practices in energy consumption, encouraging efficient resource use and minimizing waste. 3. **SDG 13: Climate Action** – **Description**: Explores strategies for reducing greenhouse gas emissions through improved energy management practices, contributing to climate change mitigation. 4. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Addresses the role of energy management in promoting innovation and developing resilient infrastructure, particularly in energy-intensive industries. 5. **SDG 8: Decent Work and Economic Growth** – **Description**: Examines how effective energy management can drive economic growth and create jobs in the renewable energy and energy efficiency sectors. 6. **SDG 11: Sustainable Cities and Communities** – **Description**: Investigates energy management strategies that contribute to sustainable urban development and enhance the livability of communities. By focusing on these aspects, a course in Energy Management can significantly contribute to advancing sustainable energy practices, promoting economic development, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141802 | Sistem Instrumentasi Kelautan | Marine Instrumentation Systems | The Marine Instrumentation Systems course focuses on the design, implementation, and maintenance of various instruments and sensors used in marine environments. Topics include the principles of measurement and control systems, data acquisition, and the integration of instrumentation in marine applications such as navigation, environmental monitoring, and offshore operations. Students learn about the selection and calibration of sensors, signal processing, and the use of software tools for data analysis. Practical hands-on projects and case studies provide experience in deploying instrumentation in real-world marine settings. By the end of the course, students gain the skills necessary to work with advanced marine instrumentation technologies, enhancing their preparedness for careers in marine engineering and environmental science. | 1. **SDG 14: Life Below Water** – **Description**: Focuses on the sustainable management and conservation of marine ecosystems, including the use of instrumentation to monitor and protect marine life and resources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes innovation in marine technology and instrumentation, contributing to advancements in research and infrastructure in marine environments. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of marine instrumentation in monitoring climate change impacts on ocean systems and supporting research on environmental changes. 4. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of marine systems in urban planning and development, promoting sustainable practices in coastal and marine areas. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the development and deployment of marine instrumentation, promoting efficient use of resources and reduction of waste. 6. **SDG 4: Quality Education** – **Description**: Provides education and training in marine instrumentation technologies, equipping students with skills necessary for careers in marine research and technology. By focusing on these elements, a course in Marine Instrumentation Systems can significantly contribute to the sustainable management of marine resources, enhance innovation in marine technologies, and address environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141902 | Metode Optimasi | Optimization Methods | The Optimization Methods course explores mathematical and computational techniques used to find the best solutions to complex problems across various fields, including engineering, economics, and operations research. Key topics include linear programming, nonlinear optimization, integer programming, and heuristic methods. Students learn to formulate optimization problems, analyze constraints, and apply algorithms to solve them efficiently. The course emphasizes practical applications, often involving real-world case studies and software tools for optimization. By the end of the course, students develop critical skills in problem-solving and decision-making, preparing them for roles in research, engineering, and business analysis. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the application of optimization techniques to improve industrial processes, enhance infrastructure efficiency, and foster innovation. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Emphasizes the importance of optimizing resource use and minimizing waste in production processes, promoting sustainable consumption practices. 3. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores optimization methods in energy systems, improving energy efficiency and integrating renewable energy sources. 4. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses urban planning and transportation optimization, contributing to more sustainable and efficient urban environments. 5. **SDG 13: Climate Action** – **Description**: Investigates how optimization can help reduce emissions and improve sustainability practices in various sectors, aiding in climate change mitigation. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential problem-solving skills and analytical thinking, contributing to their overall educational development. By focusing on these aspects, a course in Optimization Methods can significantly contribute to enhancing efficiency, promoting sustainable practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09142002 | Metode dan Analisa Numerik | Numerical Methods and Analysis | The Numerical Methods and Analysis course focuses on computational techniques for solving mathematical problems that cannot be addressed analytically. Students learn about numerical algorithms for tasks such as solving equations, integrating functions, and performing differential equations. Key topics include error analysis, stability, convergence, and the application of numerical methods in various fields like engineering and physics. The course often includes programming assignments using software tools to implement these methods. By the end of the course, students gain a strong foundation in both the theory and practical application of numerical techniques, equipping them for roles in research, engineering, and data analysis. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential mathematical and computational skills, promoting critical thinking and problem-solving abilities necessary for various fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the application of numerical methods in engineering, technology, and industrial processes, fostering innovation and improving infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Addresses the use of numerical analysis in optimizing resource allocation and minimizing waste in production processes. 4. **SDG 13: Climate Action** (if applicable) – **Description**: Investigates the use of numerical methods in climate modeling and environmental simulations, contributing to understanding and mitigating climate change. 5. **SDG 3: Good Health and Well-being** (if applicable) – **Description**: Explores applications of numerical methods in healthcare, such as in medical imaging and data analysis, which can improve health outcomes. 6. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: May cover numerical methods for modeling and optimizing renewable energy systems, contributing to sustainable energy solutions. By focusing on these elements, a course in Numerical Methods and Analysis can significantly contribute to advancing knowledge, enhancing technological innovation, and addressing various challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140702 | Sistem Pembangkit Daya Listrik | Electric Power Generation System | The Electric Power Generation System course covers the principles, technologies, and processes involved in generating electrical power from various sources. Students explore conventional generation methods, such as fossil fuels and nuclear power, as well as renewable sources like wind, solar, and hydroelectric systems. Key topics include power plant design, energy conversion processes, grid integration, and the economic and environmental impacts of different generation technologies. The course emphasizes the importance of efficiency, reliability, and sustainability in power generation. Through case studies and practical applications, students develop the skills needed to analyze and design effective power generation systems for a changing energy landscape. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on ensuring access to reliable, sustainable, and modern energy for all, promoting the development and integration of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the importance of developing resilient infrastructure for energy production and distribution, fostering innovation in power generation technologies. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of electric power generation in greenhouse gas emissions and explores strategies to transition to low-carbon energy systems. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in energy generation and consumption, encouraging efficiency and minimizing environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of electric power systems in urban planning and development, promoting sustainable energy solutions in cities. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in energy systems, equipping them for careers in engineering and energy management. By focusing on these aspects, a course in Electric Power Generation Systems can significantly contribute to advancing sustainable energy practices, promoting innovation, and addressing climate-related challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140802 | Teknik Eksperimental Listrik dan Kendali | Experimental Electrical and Control Engineering | The Experimental Electrical and Control Engineering course focuses on practical applications of electrical engineering principles and control systems through hands-on experimentation. Students engage in laboratory work that includes the design, implementation, and testing of electrical circuits, control algorithms, and automation systems. Key topics cover signal processing, feedback control, system dynamics, and sensor integration. The course emphasizes critical thinking and problem-solving skills as students analyze system performance and troubleshoot issues. By the end of the course, students gain practical experience and a deeper understanding of how to apply theoretical concepts in real-world electrical and control engineering scenarios. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancing engineering practices and technologies, fostering innovation in electrical and control systems to improve industrial processes. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Emphasizes the development and optimization of energy systems, including renewable energy technologies and efficient electrical systems. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Addresses sustainable engineering practices, encouraging the efficient use of resources and minimizing waste in electrical and control engineering applications. 4. **SDG 13: Climate Action** – **Description**: Investigates how control engineering can be applied to mitigate climate change, such as optimizing energy consumption and improving system efficiencies. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Discusses the role of electrical and control systems in smart city technologies, enhancing urban sustainability and livability. 6. **SDG 4: Quality Education** – **Description**: Provides students with hands-on experience and knowledge in electrical and control engineering, preparing them for careers in this vital field. By focusing on these elements, a course in Experimental Electrical and Control Engineering can significantly contribute to promoting sustainable practices, enhancing technological innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140902 | Perancangan Sistem Kendali | Control System Design | The Control System Design course focuses on the principles and methodologies for designing effective control systems used in engineering applications. Students learn about system modeling, stability analysis, and the design of both continuous and discrete controllers, such as PID (Proportional-Integral-Derivative) controllers and state-space controllers. Key topics include feedback control, system response, frequency domain analysis, and performance criteria. The course often involves practical projects that require the use of simulation tools and software for testing and validating control strategies. By the end of the course, students acquire the skills necessary to design, implement, and analyze control systems in various industrial and technological contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development of advanced control systems that enhance industrial processes, improve efficiency, and foster innovation in various sectors. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the design of control systems for optimizing energy production and consumption, particularly in renewable energy applications. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses the role of control systems in minimizing waste and improving resource efficiency in manufacturing and production processes. 4. **SDG 13: Climate Action** – **Description**: Investigates how control systems can be applied to mitigate climate change impacts, such as improving energy efficiency and reducing emissions. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Addresses the integration of control systems in smart city technologies, enhancing urban infrastructure and sustainability. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in system design and analysis, preparing them for careers in engineering and technology. By focusing on these aspects, a course in Control System Design can significantly contribute to advancing technological innovation, promoting sustainable practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141002 | Hidrodinamika Propulsi | Propulsion Hydrodynamics | The Propulsion Hydrodynamics course explores the fluid dynamics principles related to propulsion systems in marine and aerospace applications. Students study the behavior of fluids in motion, focusing on topics such as drag, thrust generation, and the interactions between propulsion systems and their environments. Key areas include the analysis of propellers, jet engines, and underwater vehicles, as well as the effects of wave dynamics and cavitation. The course emphasizes both theoretical modeling and practical simulations, helping students understand how to optimize propulsion efficiency and performance. By the end of the course, students are equipped with the knowledge to analyze and design effective propulsion systems for various engineering applications. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on optimizing propulsion systems for efficiency, potentially incorporating renewable energy sources and reducing reliance on fossil fuels. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in marine and aerospace propulsion technologies, fostering innovation in engineering practices and infrastructure. 3. **SDG 14: Life Below Water** – **Description**: Investigates the impact of propulsion systems on marine ecosystems, promoting sustainable practices in the design and operation of marine vessels. 4. **SDG 13: Climate Action** – **Description**: Explores how improved propulsion efficiency can reduce greenhouse gas emissions and contribute to climate change mitigation efforts. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the manufacturing and operation of propulsion systems, encouraging resource efficiency and waste reduction. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Addresses the role of propulsion technologies in urban transportation systems, promoting sustainable urban development. By focusing on these aspects, a course in Propulsion Hydrodynamics can significantly contribute to advancing sustainable technologies, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141102 | Pemodelan Sistem Propulsi | Propulsion System Modeling | The Propulsion System Modeling course focuses on the development and analysis of mathematical models for various propulsion systems used in aerospace and marine engineering. Students learn to create models for engines, thrusters, and other propulsion mechanisms, incorporating factors such as aerodynamics, thermodynamics, and fluid dynamics. Key topics include simulation techniques, performance evaluation, and the integration of control systems. The course often involves hands-on projects using software tools to simulate and analyze the behavior of propulsion systems under different operating conditions. By the end of the course, students gain practical skills in modeling and optimizing propulsion systems, preparing them for careers in aerospace and marine industries. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on improving the efficiency and effectiveness of propulsion systems, including the integration of renewable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the development and optimization of advanced propulsion technologies, fostering innovation and improving industrial practices. 3. **SDG 13: Climate Action** – **Description**: Investigates the role of propulsion systems in reducing greenhouse gas emissions and improving sustainability, contributing to climate change mitigation. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of propulsion systems, promoting resource efficiency and minimizing waste. 5. **SDG 14: Life Below Water** (if applicable) – **Description**: Addresses the impact of marine propulsion systems on marine ecosystems, promoting sustainable practices in marine transportation. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Explores the application of propulsion modeling in urban transportation systems, contributing to sustainable urban development. By focusing on these elements, a course in Propulsion System Modeling can significantly contribute to advancing sustainable technologies, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141202 | Propulsi Kapal Cepat | Fast Ship Propulsion | The Fast Ship Propulsion course focuses on the design and analysis of propulsion systems specifically for high-speed vessels, such as military ships, ferries, and racing boats. Students explore the unique challenges associated with achieving and maintaining high speeds on water, including hydrodynamics, resistance reduction, and propulsion efficiency. Key topics include the study of different propulsion technologies, such as water jets, surface drives, and advanced hull designs. The course often incorporates simulations and practical projects to analyze performance metrics and optimize propulsion systems for speed and fuel efficiency. By the end of the course, students are equipped with the knowledge and skills needed to design effective propulsion systems for fast maritime applications. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on enhancing the efficiency and sustainability of propulsion systems, potentially integrating renewable energy sources to reduce dependence on fossil fuels. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in propulsion technologies for fast ships, fostering innovation and improving marine engineering practices. 3. **SDG 13: Climate Action** – **Description**: Investigates ways to reduce greenhouse gas emissions associated with fast ship operations and improve fuel efficiency, contributing to climate change mitigation. 4. **SDG 14: Life Below Water** – **Description**: Addresses the environmental impact of fast ships on marine ecosystems, promoting sustainable practices to minimize disruption and protect marine life. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of fast ship propulsion systems, promoting resource efficiency and minimizing waste. 6. **SDG 11: Sustainable Cities and Communities** (if applicable) – **Description**: Explores the role of fast ships in urban transportation and logistics, contributing to more efficient and sustainable urban infrastructure. By focusing on these aspects, a course in Fast Ship Propulsion can significantly contribute to advancing sustainable marine technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09141302 | Teknik Eksperimental Propulsi | Experimental Propulsion Techniques | The Experimental Propulsion Techniques course focuses on the hands-on methods used to investigate and test various propulsion systems in aerospace and marine applications. Students learn about designing and conducting experiments to measure performance parameters, such as thrust, efficiency, and fuel consumption. Key topics include test setup, instrumentation, data acquisition, and analysis techniques. The course emphasizes the importance of experimental validation in the development of propulsion technologies and may involve the use of wind tunnels, water tanks, and specialized testing facilities. By the end of the course, students gain practical experience and a deeper understanding of how to implement experimental techniques to enhance propulsion system design and performance. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on developing and optimizing propulsion systems, potentially incorporating renewable energy sources and improving energy efficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in propulsion technologies and experimental methods, fostering innovation in engineering practices and infrastructure. 3. **SDG 13: Climate Action** – **Description**: Investigates how experimental techniques can lead to more efficient propulsion systems, reducing greenhouse gas emissions and contributing to climate change mitigation. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the development and testing of propulsion systems, promoting resource efficiency and minimizing environmental impact. 5. **SDG 14: Life Below Water** (if applicable) – **Description**: Addresses the environmental effects of propulsion techniques on marine ecosystems, promoting sustainable practices in marine transportation. 6. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Explores the application of experimental propulsion techniques in urban transportation systems, contributing to more efficient and sustainable urban mobility. By focusing on these elements, a course in Experimental Propulsion Techniques can significantly contribute to advancing sustainable technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130803 | Getaran Kapal | Ship Vibrations | The Ship Vibrations course examines the dynamics of vibrations in marine vessels and their impact on performance, safety, and comfort. Students learn about the sources of vibrations, including machinery, hydrodynamic forces, and structural responses. Key topics include vibration analysis, measurement techniques, and the design of vibration control systems. The course covers methods for modeling and predicting vibration behavior, as well as strategies for mitigating unwanted vibrations in ship design and operation. Through practical experiments and simulations, students gain hands-on experience in assessing and addressing vibration issues in marine environments. By the end of the course, students are equipped with the knowledge to enhance the reliability and performance of ships through effective vibration management. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the design and operation of ships to reduce vibrations, enhancing safety and efficiency in marine engineering. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in ship design and maintenance, promoting resource efficiency and minimizing waste through better vibration management. 3. **SDG 13: Climate Action** – **Description**: Investigates how minimizing vibrations can lead to more efficient fuel use and reduced emissions, contributing to climate change mitigation. 4. **SDG 14: Life Below Water** – **Description**: Addresses the impact of ship vibrations on marine ecosystems, promoting practices that minimize disturbance to marine life. 5. **SDG 11: Sustainable Cities and Communities** (if applicable) – **Description**: Explores the implications of ship vibrations on urban waterfronts and coastal communities, contributing to sustainable maritime development. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in vibration analysis and control, preparing them for careers in marine engineering and technology. By focusing on these aspects, a course in Ship Vibrations can significantly contribute to advancing sustainable marine practices, promoting innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140101 | Seminar Desain Kapal | Ship Design Seminar | The Ship Design Seminar course provides an in-depth exploration of the principles and practices involved in the design of marine vessels. Students engage in discussions and presentations on various aspects of ship design, including structural integrity, hydrodynamics, propulsion systems, and regulatory considerations. The seminar format encourages collaboration and critical thinking, as students analyze case studies and current trends in shipbuilding and design innovation. Guest speakers from the industry may share insights on real-world challenges and advancements. By the end of the course, students enhance their understanding of ship design processes and develop skills in presenting and defending their design ideas effectively. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancements in ship design and engineering practices, promoting innovation in the maritime industry and enhancing infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable ship design principles, encouraging resource efficiency, waste reduction, and environmentally friendly materials in shipbuilding. 3. **SDG 13: Climate Action** – **Description**: Explores design strategies that minimize the environmental impact of ships, such as reducing emissions and improving energy efficiency. 4. **SDG 14: Life Below Water** – **Description**: Addresses the ecological impacts of shipping and encourages designs that protect marine ecosystems and promote sustainable marine practices. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Examines the role of ships in urban transportation and logistics, contributing to sustainable maritime solutions for coastal communities. 6. **SDG 4: Quality Education** – **Description**: Provides students with critical knowledge and skills in ship design, preparing them for careers in marine engineering and technology. By focusing on these elements, a course in Ship Design Seminar can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140202 | Sistem Hidrolik dan Pneumatik | Hydraulic and Pneumatic Systems | The Hydraulic and Pneumatic Systems course focuses on the principles and applications of fluid power systems that use liquids and gases to transmit energy and control movement. Students learn about the components, design, and operation of hydraulic and pneumatic systems, including pumps, valves, actuators, and sensors. Key topics include fluid mechanics, system performance analysis, control strategies, and safety considerations. The course emphasizes practical applications in industries such as manufacturing, aerospace, and automotive. Hands-on projects and laboratory experiments provide students with experience in designing, troubleshooting, and optimizing fluid power systems. By the end of the course, students are equipped with the skills necessary to implement and maintain hydraulic and pneumatic technologies in various engineering contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and optimization of hydraulic and pneumatic systems, fostering innovation in engineering and improving industrial processes. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient design and operation of these systems, promoting resource efficiency, minimizing waste, and encouraging sustainable practices. 3. **SDG 7: Affordable and Clean Energy** (if applicable) – **Description**: Explores the integration of hydraulic and pneumatic systems in energy-efficient applications, potentially using renewable energy sources. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved system efficiency can reduce energy consumption and emissions, contributing to climate change mitigation. 5. **SDG 11: Sustainable Cities and Communities** (if relevant) – **Description**: Examines the application of hydraulic and pneumatic systems in urban infrastructure, promoting efficient public transport and utility systems. 6. **SDG 4: Quality Education** – **Description**: Provides students with technical skills and knowledge in fluid power systems, preparing them for careers in engineering and technology. By addressing these aspects, a course in Hydraulic and Pneumatic Systems can significantly contribute to advancing sustainable technologies, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140302 | Keselamatan Permesinan | Machinery Safety | The Machinery Safety course focuses on the principles and practices necessary to ensure the safe operation of machinery in various industrial settings. Students learn about risk assessment, safety regulations, and standards related to machinery design and operation. Key topics include hazard identification, safety controls, lockout/tagout procedures, and emergency response protocols. The course also covers the implementation of safety management systems and the role of human factors in machinery safety. Through case studies and practical applications, students gain insights into real-world safety challenges and develop strategies to enhance workplace safety. By the end of the course, students are prepared to promote safe practices and compliance within machinery operations. | 1. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on promoting safe and secure working environments for all workers, particularly in industries that use heavy machinery. 2. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of health and safety measures in preventing workplace accidents and injuries, contributing to overall worker well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Addresses the need for safe machinery design and operation, fostering innovation in safety technologies and practices within industrial sectors. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages sustainable practices in the design and maintenance of machinery, promoting efficient use of resources and minimizing waste. 5. **SDG 4: Quality Education** – **Description**: Provides students with essential knowledge and skills related to machinery safety, preparing them for careers in engineering, manufacturing, and safety management. By focusing on these elements, a course in Machinery Safety can significantly contribute to advancing workplace safety standards, promoting health and well-being, and addressing industrial challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140402 | Teknik Eksperimental Permesinan | Experimental Machining Techniques | The Experimental Machining Techniques course focuses on advanced methods and practices for machining materials using various cutting and shaping processes. Students learn about the principles of machining, tool selection, and the effects of different parameters on machining performance. Key topics include experimental design, precision measurement, surface finish evaluation, and the optimization of machining processes. The course emphasizes hands-on experimentation, allowing students to apply theoretical knowledge to real-world scenarios in a lab setting. By the end of the course, students develop practical skills in assessing and improving machining techniques, preparing them for careers in manufacturing and engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on advancements in machining technologies and techniques, fostering innovation in manufacturing processes and improving industrial efficiency. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable machining practices that minimize waste, enhance resource efficiency, and promote the use of eco-friendly materials and methods. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of safe and efficient machining practices, contributing to economic growth and providing decent working conditions. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved machining techniques can lead to lower energy consumption and reduced emissions, contributing to climate change mitigation. 5. **SDG 4: Quality Education** – **Description**: Provides students with hands-on experience and technical skills in machining, preparing them for careers in engineering and manufacturing. By addressing these aspects, a course in Experimental Machining Techniques can significantly contribute to advancing sustainable manufacturing practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140502 | Survey dan Inspeksi Permesinan | Survey and Machinery Inspection | The Survey and Machinery Inspection course focuses on the techniques and methodologies used to assess the condition and performance of machinery and equipment in various industries. Students learn about inspection standards, surveying methods, and diagnostic techniques for evaluating mechanical systems. Key topics include non-destructive testing (NDT), vibration analysis, wear measurement, and regulatory compliance. The course emphasizes the importance of regular inspections for safety, reliability, and efficiency. Through practical applications and fieldwork, students gain hands-on experience in conducting surveys and inspections, preparing them for careers in maintenance, engineering, and quality assurance. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on ensuring the reliability and safety of machinery through thorough inspection and assessment, promoting resilient industrial practices. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of maintaining safe working environments and reducing machinery-related accidents, contributing to decent work conditions. 3. **SDG 3: Good Health and Well-being** – **Description**: Addresses health and safety issues by promoting regular machinery inspections to prevent accidents and injuries in the workplace. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages efficient use of resources and reduction of waste through proper machinery maintenance and inspections, promoting sustainability in manufacturing. 5. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and practical skills in surveying and inspecting machinery, preparing them for careers in engineering and safety management. 6. **SDG 13: Climate Action** (if applicable) – **Description**: Discusses how effective machinery maintenance can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. By focusing on these elements, a course in Survey and Machinery Inspection can significantly contribute to enhancing industrial safety, promoting responsible practices, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09140602 | Sistem Monitoring Kapal | Ship Monitoring System | The Ship Monitoring System course focuses on the technologies and methodologies used to track and assess the performance and condition of marine vessels. Students learn about various monitoring systems, including navigation, engine performance, and environmental impact assessments. Key topics include data acquisition, sensor integration, and the use of software tools for real-time analysis and reporting. The course also covers regulatory requirements and best practices for monitoring ship operations to enhance safety and efficiency. Through practical projects and case studies, students gain hands-on experience in implementing and managing ship monitoring systems, preparing them for careers in marine engineering and operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and implementation of advanced monitoring technologies to enhance ship design, safety, and operational efficiency. 2. **SDG 14: Life Below Water** – **Description**: Addresses the ecological impact of shipping by promoting systems that monitor and mitigate environmental impacts, such as emissions and waste discharges. 3. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of safety systems in preventing accidents and ensuring the health and well-being of crew and passengers. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses how monitoring systems can improve resource efficiency on ships, reduce waste, and promote sustainable practices in maritime operations. 5. **SDG 13: Climate Action** – **Description**: Investigates the role of ship monitoring in reducing greenhouse gas emissions and improving energy efficiency, contributing to climate change mitigation. 6. **SDG 4: Quality Education** – **Description**: Provides students with knowledge and skills in monitoring technologies and systems, preparing them for careers in marine engineering and technology. By focusing on these elements, a course in Ship Monitoring Systems can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130103 | Listrik Kapal | Ship Electricity | The Ship Electricity course focuses on the principles and applications of electrical systems in marine vessels. Students learn about the generation, distribution, and management of electrical power onboard ships, including both AC and DC systems. Key topics include electrical safety, wiring practices, power electronics, and the operation of onboard electrical equipment such as motors, generators, and control systems. The course emphasizes the importance of reliable electrical systems for navigation, communication, and auxiliary operations. Through hands-on projects and simulations, students gain practical experience in troubleshooting and maintaining ship electrical systems, preparing them for careers in marine engineering and ship operations. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the efficient use of electrical systems on ships, including the integration of renewable energy sources and improving energy efficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes advancements in electrical engineering and technology in the maritime industry, fostering innovation and enhancing infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and operation of electrical systems on ships, promoting resource efficiency and minimizing waste. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved electrical systems can reduce greenhouse gas emissions and enhance the overall sustainability of maritime operations. 5. **SDG 14: Life Below Water** – **Description**: Addresses the impact of ship operations on marine ecosystems, promoting the development of electrical systems that minimize environmental disturbances. 6. **SDG 3: Good Health and Well-being** – **Description**: Emphasizes the importance of electrical safety on ships, ensuring the health and safety of crew members and passengers. 7. **SDG 4: Quality Education** – **Description**: Provides students with essential knowledge and skills in ship electrical systems, preparing them for careers in marine engineering and technology. By addressing these aspects, a course in Ship Electricity can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130202 | Keandalan dan Manajemen Perawatan | Reliability and Maintenance Management | The Reliability and Maintenance Management course focuses on strategies and practices to enhance the reliability and lifespan of equipment and systems across various industries. Students learn about reliability engineering principles, maintenance techniques, and management strategies that ensure optimal performance and minimize downtime. Key topics include failure analysis, predictive maintenance, root cause analysis, and the development of maintenance schedules. The course also covers the use of data analytics and software tools for monitoring equipment health and performance. Through case studies and practical applications, students develop skills in implementing effective maintenance programs that improve operational efficiency and reduce costs, preparing them for roles in maintenance management and engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the reliability and efficiency of industrial processes through effective maintenance strategies, fostering innovation in engineering and technology. 2. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of safe and efficient working environments, contributing to economic productivity and decent work conditions through reliable systems. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable maintenance practices that reduce waste and resource consumption, promoting efficiency in manufacturing and operations. 4. **SDG 13: Climate Action** – **Description**: Investigates how effective reliability and maintenance management can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the role of maintenance in ensuring the safety and well-being of workers by preventing equipment failures and accidents. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills and knowledge in reliability engineering and maintenance management, preparing them for careers in various industries. By focusing on these elements, a course in Reliability and Maintenance Management can significantly contribute to advancing sustainable practices, promoting safety and efficiency, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130303 | Permesinan Bantu | Auxiliary Machinery | The Auxiliary Machinery course focuses on the various support systems and equipment used in marine vessels that contribute to their overall functionality and safety. Students learn about the design, operation, and maintenance of auxiliary machinery, including pumps, compressors, boilers, generators, and HVAC systems. Key topics include system integration, troubleshooting, and performance optimization in the context of ship operations. The course emphasizes the importance of these systems for power generation, fluid management, and environmental control onboard vessels. Through practical training and case studies, students gain hands-on experience in managing auxiliary machinery, preparing them for careers in marine engineering and ship operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design, operation, and maintenance of auxiliary machinery in maritime and industrial applications, fostering innovation in engineering and technology. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient use of resources and sustainable practices in the operation and maintenance of auxiliary machinery, promoting waste reduction and resource efficiency. 3. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the role of auxiliary machinery in energy systems, emphasizing the integration of renewable energy sources and improving energy efficiency. 4. **SDG 13: Climate Action** – **Description**: Investigates how efficient auxiliary machinery can contribute to lower emissions and reduced environmental impact in maritime operations. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the safety and reliability of auxiliary machinery, ensuring the health and safety of crew members in maritime environments. 6. **SDG 4: Quality Education** – **Description**: Provides students with practical knowledge and skills related to auxiliary machinery, preparing them for careers in marine engineering and technology. By addressing these aspects, a course in Auxiliary Machinery can significantly contribute to advancing sustainable maritime practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130403 | Sistem Perpipaan Kapal | Ship Piping Systems | The Ship Piping Systems course focuses on the design, installation, and maintenance of piping systems used in marine vessels for transporting fluids, such as water, fuel, and lubricants. Students learn about piping materials, system layout, fluid dynamics, and the principles of pressure and flow control. Key topics include safety standards, environmental considerations, and the integration of piping systems with other ship systems, such as fuel and ballast. The course also emphasizes troubleshooting and maintenance practices to ensure the reliability and efficiency of piping operations. Through hands-on projects and simulations, students develop the skills necessary to manage ship piping systems effectively, preparing them for careers in marine engineering and ship operations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design, operation, and maintenance of ship piping systems, fostering innovation in marine engineering and infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the design and maintenance of piping systems to minimize waste and environmental impact. 3. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the role of piping systems in energy management aboard ships, emphasizing the importance of efficiency in fuel and energy use. 4. **SDG 13: Climate Action** – **Description**: Investigates how improved piping systems can contribute to reduced emissions and overall environmental impact in maritime operations. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of safe and reliable piping systems in preventing leaks and accidents that could impact crew safety and health. 6. **SDG 4: Quality Education** – **Description**: Provides students with the technical knowledge and skills necessary for designing and maintaining ship piping systems, preparing them for careers in marine engineering. By focusing on these elements, a course in Ship Piping Systems can significantly contribute to advancing sustainable maritime practices, enhancing safety, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130503 | Sistem Transmisi Permesinan | Machinery Transmission Systems | The Machinery Transmission Systems course focuses on the principles and technologies involved in transmitting power and motion within various types of machinery. Students learn about mechanical systems such as gears, belts, chains, and couplings, as well as hydraulic and pneumatic transmission methods. Key topics include system design, performance analysis, efficiency optimization, and maintenance practices. The course emphasizes the importance of selecting appropriate transmission systems for specific applications and understanding their operational dynamics. Through hands-on projects and simulations, students gain practical experience in analyzing and designing effective transmission systems, preparing them for careers in mechanical engineering, manufacturing, and industrial applications. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the design and optimization of machinery transmission systems, fostering innovation in manufacturing processes and enhancing industrial infrastructure. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the operation and maintenance of transmission systems, promoting waste reduction and resource efficiency. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of reliable machinery in promoting safe and productive working environments, contributing to economic growth. 4. **SDG 13: Climate Action** – **Description**: Investigates how improvements in transmission efficiency can lead to reduced energy consumption and lower greenhouse gas emissions. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of safe machinery operation and maintenance in preventing accidents and ensuring the health of workers. 6. **SDG 4: Quality Education** – **Description**: Provides students with essential skills and knowledge related to machinery design and transmission systems, preparing them for careers in engineering and technology. By addressing these aspects, a course in Machinery Transmission Systems can significantly contribute to advancing sustainable practices, promoting safety and efficiency, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130602 | Metode Penelitian | Research methods | The Research Methods course provides students with the foundational knowledge and skills necessary to conduct effective research in their field of study. Key topics include research design, data collection techniques (qualitative and quantitative), data analysis, and ethical considerations in research. Students learn how to formulate research questions, develop hypotheses, and choose appropriate methodologies for their projects. The course also covers the importance of literature reviews, sampling methods, and statistical analysis. Through practical exercises and project work, students gain hands-on experience in designing and executing research studies, preparing them for academic, professional, or applied research roles. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in research design, data collection, and analysis, enhancing their ability to engage in critical thinking and academic inquiry. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages innovative research approaches and methodologies that can be applied in various fields, fostering technological advancements and infrastructure development. 3. **SDG 3: Good Health and Well-being** – **Description**: Promotes research methods that can be applied in health sciences, leading to improved health outcomes and evidence-based healthcare practices. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Encourages research focused on sustainability, helping students develop methodologies that assess environmental impacts and promote responsible practices. 5. **SDG 10: Reduced Inequalities** – **Description**: Highlights the importance of research in understanding and addressing social inequalities, enabling students to conduct studies that contribute to equity and social justice. 6. **SDG 16: Peace, Justice, and Strong Institutions** – **Description**: Promotes research methods that support transparency, accountability, and informed decision-making within institutions and governance. By focusing on these aspects, a course in Research Methods can significantly contribute to advancing knowledge, fostering innovation, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09130702 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course explores the principles and practices of starting and managing a new business venture. Students learn about the entrepreneurial process, from identifying opportunities and conducting market research to developing business plans and securing funding. Key topics include innovation, risk management, marketing strategies, and financial planning. The course emphasizes practical skills through case studies, guest lectures from entrepreneurs, and hands-on projects that encourage creative thinking and problem-solving. By the end of the course, students are equipped with the knowledge and tools necessary to launch their own businesses or contribute to entrepreneurial initiatives within existing organizations. | 1. **SDG 8: Decent Work and Economic Growth** – **Description**: Focuses on promoting entrepreneurship as a means to create jobs, stimulate economic growth, and foster innovation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages the development of innovative business models and technologies, contributing to the resilience of industries and infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Promotes sustainable business practices that minimize waste and environmental impact, encouraging responsible entrepreneurship. 4. **SDG 4: Quality Education** – **Description**: Provides students with the skills and knowledge necessary to start and manage businesses, enhancing their entrepreneurial capabilities. 5. **SDG 10: Reduced Inequalities** – **Description**: Highlights the role of entrepreneurship in empowering marginalized communities and reducing socio-economic inequalities through inclusive business practices. 6. **SDG 13: Climate Action** – **Description**: Encourages the development of sustainable and environmentally friendly business solutions that address climate change challenges. 7. **SDG 17: Partnerships for the Goals** – **Description**: Emphasizes collaboration and partnerships in entrepreneurship, fostering networks that support sustainable development. By focusing on these elements, a course in Entrepreneurship can significantly contribute to fostering innovation, promoting economic development, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121302 | Reparasi Permesinan Kapal | Ship Machinery Repair | The Ship Machinery Repair course focuses on the techniques and practices necessary for the maintenance and repair of machinery used in marine vessels. Students learn about the various types of machinery, including propulsion systems, generators, pumps, and auxiliary equipment. Key topics include troubleshooting, disassembly and reassembly procedures, welding and fabrication, and the use of specialized tools and diagnostic equipment. The course emphasizes hands-on training, allowing students to apply theoretical knowledge in practical settings, such as workshops or simulated environments. By the end of the course, students gain the skills needed to effectively diagnose and repair ship machinery, preparing them for careers in marine engineering and maintenance. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on improving the reliability and efficiency of ship machinery through effective repair techniques, fostering innovation in maritime engineering. 2. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable repair practices that minimize waste, promote resource efficiency, and extend the lifespan of machinery and equipment. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of maintaining safe working environments in repair facilities, contributing to decent work conditions and economic productivity. 4. **SDG 3: Good Health and Well-being** – **Description**: Addresses the health and safety aspects of machinery repair, ensuring that practices protect the well-being of workers. 5. **SDG 13: Climate Action** – **Description**: Investigates how efficient machinery repair can lead to reduced energy consumption and lower emissions, contributing to climate change mitigation. 6. **SDG 14: Life Below Water** – **Description**: Highlights the importance of maintaining ship machinery to prevent leaks and spills that could harm marine ecosystems. 7. **SDG 4: Quality Education** – **Description**: Provides students with practical skills and knowledge related to ship machinery repair, preparing them for careers in marine engineering and maintenance. By focusing on these aspects, a course in Ship Machinery Repair can significantly contribute to advancing sustainable maritime practices, promoting safety, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121402 | Boiler, Turbin Uap dan Turbin Gas | Boilers, Steam Turbines and Gas Turbines | The Boilers, Steam Turbines, and Gas Turbines course covers the principles of operation, design, and maintenance of these key components in power generation and propulsion systems. Students learn about the thermodynamics, fluid mechanics, and materials science involved in the functioning of boilers, steam turbines, and gas turbines. Key topics include energy conversion processes, efficiency optimization, safety standards, and troubleshooting techniques. The course emphasizes both theoretical concepts and practical applications, often involving hands-on labs or simulations. By the end of the course, students are equipped with the knowledge and skills necessary to work with these systems in various industrial and marine contexts, preparing them for careers in power engineering and mechanical systems. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on the development and optimization of efficient energy systems, including boilers and turbines, to promote sustainable energy solutions. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages technological advancements in energy conversion and generation, fostering innovation in industrial processes and infrastructure. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses efficient resource use and sustainable practices in the operation and maintenance of boilers and turbines, promoting waste reduction and resource efficiency. 4. **SDG 13: Climate Action** – **Description**: Investigates how improving the efficiency of steam and gas turbines can lead to reduced greenhouse gas emissions and support climate change mitigation efforts. 5. **SDG 3: Good Health and Well-being** – **Description**: Addresses safety and environmental health concerns related to the operation of boilers and turbines, ensuring safe working conditions and minimizing health risks. 6. **SDG 4: Quality Education** – **Description**: Provides students with technical knowledge and skills related to energy systems, preparing them for careers in engineering and energy management. 7. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of efficient energy systems in promoting economic productivity and creating decent jobs in the energy sector. By focusing on these elements, a course in Boilers, Steam Turbines, and Gas Turbines can significantly contribute to advancing sustainable energy practices, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121502 | Matematika Teknik II | Engineering Mathematics IIv | The Engineering Mathematics II course builds on foundational mathematical concepts to cover more advanced topics relevant to engineering applications. Students explore subjects such as differential equations, linear algebra, vector calculus, and complex variables. Key areas include solving ordinary and partial differential equations, understanding matrix operations, and applying mathematical methods to engineering problems. The course emphasizes problem-solving techniques and the use of mathematical software for simulations and analysis. By the end of the course, students develop the mathematical skills necessary for advanced engineering studies and practical applications in various engineering fields. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential mathematical skills and knowledge necessary for engineering disciplines, enhancing critical thinking and problem-solving abilities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Emphasizes the application of mathematical concepts in engineering design and analysis, fostering innovation and improving infrastructure development. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Supports the development of a skilled workforce equipped with the mathematical tools needed for careers in engineering, contributing to economic growth. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses optimization techniques that can be applied in engineering to improve resource efficiency and promote sustainable practices. 5. **SDG 13: Climate Action** (if applicable) – **Description**: Explores mathematical modeling techniques used in environmental engineering and climate studies, aiding in climate change mitigation efforts. By focusing on these elements, a course in Engineering Mathematics II can significantly contribute to advancing educational quality, fostering innovation, and addressing sustainability challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121602 | Komputasi dan Pemrograman | Computing and Programming | The Computing and Programming course introduces students to the fundamentals of computer science and programming concepts. Students learn about programming languages, algorithms, data structures, and software development principles. Key topics include problem-solving techniques, coding practices, debugging, and the use of integrated development environments (IDEs). The course emphasizes hands-on experience through practical programming assignments and projects, allowing students to develop their coding skills in languages such as Python, Java, or C++. By the end of the course, students gain a solid understanding of computational thinking and the ability to design and implement software solutions for various applications. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential computing and programming skills, enhancing critical thinking, problem-solving abilities, and digital literacy. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages the development of innovative software solutions and technologies, contributing to the advancement of industries and infrastructure. 3. **SDG 8: Decent Work and Economic Growth** – **Description**: Supports the development of a skilled workforce in the tech sector, promoting job creation and economic growth through technology. 4. **SDG 10: Reduced Inequalities** – **Description**: Emphasizes the importance of technology in bridging the digital divide and providing access to information and resources for marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable programming practices, including efficient code development and resource management in software applications. 6. **SDG 13: Climate Action** (if applicable) – **Description**: Explores the use of computing and programming in environmental modeling and data analysis, aiding efforts to address climate change. By focusing on these aspects, a course in Computing and Programming can significantly contribute to advancing educational quality, fostering innovation, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121703 | Pengkondisian Udara dan Sistem Pendingin | Air Conditioning and Cooling Systems | The Air Conditioning and Cooling Systems course focuses on the design, operation, and maintenance of HVAC (Heating, Ventilation, and Air Conditioning) systems used for temperature control and air quality management. Students learn about the principles of thermodynamics, fluid mechanics, and heat transfer as they apply to air conditioning technologies. Key topics include system components (such as compressors, condensers, evaporators, and fans), refrigerants, system sizing, and energy efficiency considerations. The course emphasizes practical applications through hands-on projects and simulations, allowing students to analyze and troubleshoot cooling systems. By the end of the course, students are equipped with the skills necessary to design and maintain effective air conditioning solutions in residential, commercial, and industrial settings. | 1. **SDG 7: Affordable and Clean Energy** – **Description**: Focuses on energy-efficient air conditioning and cooling technologies, promoting the use of sustainable energy sources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Encourages advancements in HVAC (Heating, Ventilation, and Air Conditioning) technologies, contributing to innovative infrastructure development. 3. **SDG 3: Good Health and Well-being** – **Description**: Addresses the importance of maintaining indoor air quality and thermal comfort, which are crucial for health and well-being. 4. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable practices in the design and maintenance of cooling systems to minimize resource use and waste. 5. **SDG 13: Climate Action** – **Description**: Investigates the environmental impacts of cooling systems and strategies to reduce greenhouse gas emissions associated with refrigeration and air conditioning. 6. **SDG 11: Sustainable Cities and Communities** – **Description**: Explores how efficient cooling systems contribute to the sustainability of urban environments, enhancing livability and reducing energy demand. By focusing on these elements, a course in Air Conditioning and Cooling Systems can significantly contribute to advancing sustainable practices, promoting health, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121803 | Sistem Pengendalian | Control System | The Control System course introduces students to the fundamental concepts and techniques used in the analysis and design of control systems in engineering applications. Topics include feedback control, system modeling, stability analysis, and control strategy implementation. Students learn to apply various methods, such as root locus, Bode plots, and state-space representation, to analyze system performance. The course also covers the design of controllers, including PID (Proportional-Integral-Derivative) controllers, and explores the use of software tools for simulation and control system design. By the end of the course, students gain a solid understanding of control theory and its practical applications in fields such as robotics, aerospace, and industrial automation. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the development and optimization of control systems in various industries, fostering innovation and improving infrastructure efficiency. 2. **SDG 7: Affordable and Clean Energy** – **Description**: Explores the application of control systems in energy management, promoting the efficient use of energy resources. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses how control systems can enhance efficiency in production processes, minimizing waste and promoting sustainable resource use. 4. **SDG 3: Good Health and Well-being** – **Description**: Addresses the role of control systems in healthcare technologies, improving patient safety and the quality of medical devices. 5. **SDG 13: Climate Action** – **Description**: Investigates the use of control systems in environmental monitoring and management, contributing to climate change mitigation efforts. 6. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the importance of automation and control technologies in enhancing productivity and creating jobs in various sectors. By focusing on these aspects, a course in Control Systems can significantly contribute to advancing technological innovation, promoting sustainability, and addressing global challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121902 | Perancangan Berbasis Komputer | Computer Based Design | The Computer Based Design course focuses on the use of computer-aided design (CAD) software and tools to create, analyze, and optimize design solutions across various engineering fields. Students learn about 2D and 3D modeling, drafting techniques, and the principles of design visualization. Key topics include geometric modeling, simulation, and the integration of design with engineering analysis. The course emphasizes hands-on experience with industry-standard CAD software, allowing students to develop practical skills in creating detailed design documents and prototypes. By the end of the course, students are equipped with the tools and knowledge necessary to apply computer-based design techniques effectively in real-world projects. | 1. **SDG 4: Quality Education** – **Description**: Provides students with essential skills in digital design and technology, enhancing their creativity and problem-solving abilities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – **Description**: Focuses on the use of computer-aided design (CAD) tools to foster innovation in product development and improve industrial processes. 3. **SDG 12: Responsible Consumption and Production** – **Description**: Discusses sustainable design practices, including the optimization of materials and processes to minimize waste and promote efficient resource use. 4. **SDG 8: Decent Work and Economic Growth** – **Description**: Emphasizes the role of design in enhancing productivity and creating job opportunities in creative and technological sectors. 5. **SDG 11: Sustainable Cities and Communities** – **Description**: Explores how computer-based design can contribute to urban planning and sustainable architecture, promoting livable and resilient communities. 6. **SDG 13: Climate Action** – **Description**: Investigates the application of design tools in developing sustainable solutions that address climate change challenges. By focusing on these aspects, a course in Computer-Based Design can significantly contribute to advancing educational quality, fostering innovation, and addressing environmental challenges, aligning with multiple sustainable development goals. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120602 | Sistem Komunikasi dan Navigasic | Communication and Navigation Systems | The Communication and Navigation Systems course focuses on the principles and technologies used in maritime and aerospace communication and navigation. Students learn about various systems, including satellite communication, radar, GPS, and inertial navigation systems. Key topics include signal processing, data transmission methods, and the integration of communication and navigation technologies in modern vehicles. The course emphasizes the importance of reliable communication for safety and efficiency in operations. Through practical applications and case studies, students gain hands-on experience in using and analyzing these systems. By the end of the course, students are prepared to work with advanced communication and navigation technologies in various engineering contexts. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal is directly related to the development of resilient infrastructure and promoting sustainable industrialization, which is fundamental in communication and navigation technologies. 2. **SDG 11: Sustainable Cities and Communities** – Effective communication and navigation systems are crucial for smart urban planning, improving public transport, and enhancing accessibility in cities. 3. **SDG 4: Quality Education** – If the course covers education about emerging technologies and their applications, it contributes to quality education and skill development. 4. **SDG 13: Climate Action** – Communication systems can play a role in monitoring environmental changes and facilitating responses to climate change, contributing to climate action efforts. 5. **SDG 17: Partnerships for the Goals** – Communication and navigation systems can enhance global partnerships and collaboration, especially in areas like disaster response and humanitarian aid. Incorporating these SDGs into the curriculum can help students understand the broader impacts of technology on society and the environment. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120703 | Perpindahan Panas | Heat Transfer | The Heat Transfer course explores the principles and mechanisms of heat transfer, including conduction, convection, and radiation. Students learn about the laws governing heat transfer processes and the mathematical models used to analyze thermal systems. Key topics include steady-state and transient heat conduction, heat exchangers, thermal radiation, and the role of insulation. The course emphasizes practical applications in engineering, such as HVAC systems, thermal management in electronics, and energy efficiency. Through problem-solving exercises and laboratory experiments, students develop the skills necessary to analyze and design systems that effectively manage heat transfer in various industrial and engineering contexts. | 1. **SDG 7: Affordable and Clean Energy** – Heat transfer principles are crucial in designing efficient energy systems, including renewable energy technologies and energy-efficient buildings. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may focus on innovative heat transfer technologies that enhance industrial processes and infrastructure efficiency. 3. **SDG 11: Sustainable Cities and Communities** – Understanding heat transfer is important for creating sustainable urban environments, including climate-responsive architecture and efficient heating/cooling systems. 4. **SDG 12: Responsible Consumption and Production** – Heat transfer concepts can help optimize resource use and reduce waste in industrial processes, contributing to sustainable production practices. 5. **SDG 13: Climate Action** – Heat transfer plays a significant role in climate control systems and technologies that mitigate climate change effects, like improving energy efficiency. Integrating these SDGs into the course can help students appreciate the relevance of heat transfer in addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120803 | Manajemen Keselamatan Laut | Marine Safety Management | The Marine Safety Management course focuses on the principles and practices necessary to ensure safety in marine operations. Students learn about risk assessment, safety regulations, and best practices for managing safety in maritime environments. Key topics include emergency response planning, safety culture, incident investigation, and compliance with international maritime safety standards. The course emphasizes the importance of proactive safety management in preventing accidents and protecting personnel, equipment, and the environment. Through case studies and practical exercises, students develop the skills needed to implement effective safety management systems in various marine settings, preparing them for careers in marine safety and operations. | 1. **SDG 14: Life Below Water** – This goal focuses on conserving and sustainably using the oceans, seas, and marine resources. Marine safety management directly contributes to protecting marine ecosystems and ensuring sustainable maritime practices. 2. **SDG 3: Good Health and Well-Being** – Ensuring safety in marine environments can prevent accidents and promote the health and well-being of workers and communities involved in maritime activities. 3. **SDG 9: Industry, Innovation, and Infrastructure** – This goal relates to building resilient infrastructure and promoting sustainable industrialization, particularly in the maritime industry. 4. **SDG 13: Climate Action** – The course may address the impacts of climate change on marine safety and the need for adaptive measures to protect marine environments and industries. 5. **SDG 11: Sustainable Cities and Communities** – Effective marine safety management contributes to the sustainability of coastal and marine communities, ensuring safe navigation and transportation. Incorporating these SDGs into the curriculum can help students understand the broader implications of marine safety in the context of sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120902 | Matematika Teknik I | Engineering Mathematics I | The Engineering Mathematics I course introduces foundational mathematical concepts essential for engineering applications. Students learn about topics such as calculus, linear algebra, and differential equations. Key areas include functions, limits, derivatives, integrals, and basic matrix operations. The course emphasizes problem-solving techniques and their application to real-world engineering scenarios. Through practical exercises and theoretical discussions, students develop a solid mathematical foundation that supports further study in engineering disciplines. By the end of the course, students are equipped with the essential mathematical skills needed to tackle complex engineering problems. | 1. **SDG 4: Quality Education** – This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities. Engineering Mathematics is fundamental for students in technical fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Mathematical techniques are essential for engineering innovations and developing resilient infrastructure, contributing to sustainable industrialization. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in engineering mathematics supports students in acquiring the skills needed for decent work in various engineering sectors, promoting economic growth. 4. **SDG 12: Responsible Consumption and Production** – Understanding mathematical modeling can help optimize processes and resource use in engineering applications, leading to more sustainable production practices. 5. **SDG 13: Climate Action** – Engineering mathematics can be applied in modeling climate-related phenomena, helping in the development of solutions to mitigate climate change impacts. Incorporating these goals into the curriculum can help students see the relevance of mathematics in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121003 | Propulsi Kapal | Ship Propulsion | The Ship Propulsion course focuses on the principles and technologies involved in the propulsion systems of marine vessels. Students learn about various types of propulsion methods, including conventional engines (diesel and steam), gas turbines, and alternative propulsion systems such as electric and hybrid drives. Key topics include hydrodynamics, propulsion efficiency, performance analysis, and the integration of propulsion systems with ship design. The course also covers fuel consumption, emissions, and environmental regulations affecting propulsion technologies. Through case studies and practical applications, students gain insights into the design and optimization of ship propulsion systems, preparing them for careers in marine engineering and naval architecture. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans and marine resources. Understanding ship propulsion systems is crucial for minimizing environmental impacts on marine ecosystems. 2. **SDG 7: Affordable and Clean Energy** – The course may cover advancements in energy-efficient propulsion technologies and the use of alternative fuels, promoting cleaner energy solutions in maritime transportation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Innovations in ship propulsion contribute to sustainable industrial practices and infrastructure development in the shipping industry. 4. **SDG 13: Climate Action** – The course can address the role of ship propulsion in greenhouse gas emissions and the development of strategies to reduce the maritime industry’s carbon footprint. 5. **SDG 11: Sustainable Cities and Communities** – Efficient ship propulsion contributes to sustainable urban development, particularly in port cities, by improving transportation and logistics systems. Integrating these SDGs into the curriculum can help students appreciate the broader implications of ship propulsion technologies in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121102 | Sistem Bangunan Laut | Marine Building Systems | The Marine Building Systems course focuses on the design, installation, and maintenance of essential systems within marine structures, such as ships, offshore platforms, and coastal facilities. Students learn about various building systems, including electrical, plumbing, HVAC (heating, ventilation, and air conditioning), and safety systems specific to marine environments. Key topics include system integration, performance standards, environmental considerations, and regulatory compliance. The course emphasizes the importance of these systems for operational efficiency, safety, and environmental sustainability. Through practical projects and case studies, students gain hands-on experience in the application of building systems in marine contexts, preparing them for careers in marine engineering and construction. | 1. **SDG 14: Life Below Water** – This goal focuses on conserving and sustainably using oceans and marine resources. Marine building systems must be designed to minimize environmental impact and protect marine ecosystems. 2. **SDG 11: Sustainable Cities and Communities** – Marine structures and systems contribute to the development of sustainable coastal and maritime communities, enhancing urban planning and infrastructure resilience. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course likely covers innovative designs and technologies for marine structures, promoting sustainable industrial practices and infrastructure development. 4. **SDG 7: Affordable and Clean Energy** – Marine building systems can incorporate renewable energy technologies, such as offshore wind or wave energy, contributing to sustainable energy solutions. 5. **SDG 13: Climate Action** – Understanding the resilience of marine building systems to climate change impacts, such as rising sea levels and extreme weather events, is crucial for sustainable development. Incorporating these SDGs into the curriculum can help students recognize the importance of sustainable practices in marine architecture and engineering. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09121203 | Rencana Umum dan Sistem Keselamatan | General Plan and Safety System | The General Plan and Safety System course focuses on the principles and practices of planning and implementing safety systems in various engineering and industrial contexts. Students learn about risk assessment, safety regulations, and the development of safety management plans that comply with industry standards. Key topics include hazard identification, emergency response planning, safety training programs, and the integration of safety systems into operational procedures. The course emphasizes the importance of creating a culture of safety within organizations and includes practical case studies and exercises to reinforce learning. By the end of the course, students are equipped with the skills to design and manage effective safety systems that protect personnel, equipment, and the environment. | 1. **SDG 11: Sustainable Cities and Communities** – This goal emphasizes making cities inclusive, safe, resilient, and sustainable. The course may cover urban planning principles that contribute to sustainable community development. 2. **SDG 3: Good Health and Well-Being** – Safety systems are essential for protecting public health and ensuring safe living and working environments, directly impacting community well-being. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course likely addresses infrastructure planning and safety management, promoting resilient industrial practices and innovative solutions in urban settings. 4. **SDG 13: Climate Action** – Understanding safety systems in the context of climate resilience can help communities prepare for and respond to climate-related challenges. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Safety systems often include aspects of governance, security, and emergency preparedness, contributing to strong institutions and peaceful communities. Incorporating these SDGs into the curriculum can help students appreciate the role of planning and safety systems in fostering sustainable and resilient societies. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110903 | Teori dan Disain Kapal | Ship Theory and Design | The Ship Theory and Design course explores the fundamental principles of naval architecture and marine engineering, focusing on the design, construction, and performance of ships. Students learn about key concepts such as hydrostatics, hydrodynamics, stability, and resistance. The course covers the design process from initial concept through to detailed design, including the selection of materials, structural integrity, and regulatory compliance. Practical applications include the use of computer-aided design (CAD) tools and simulations to analyze ship performance. By the end of the course, students develop the skills necessary to engage in the design and evaluation of marine vessels, preparing them for careers in shipbuilding and marine engineering. | 1. **SDG 14: Life Below Water** – This goal emphasizes the need to conserve and sustainably use the oceans and marine resources. Ship design must consider environmental impacts and sustainability in marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course focuses on innovative ship design and engineering, promoting sustainable industrial practices and the development of resilient maritime infrastructure. 3. **SDG 7: Affordable and Clean Energy** – Ship design increasingly incorporates energy-efficient technologies and alternative fuels, contributing to cleaner energy solutions in maritime transportation. 4. **SDG 13: Climate Action** – Understanding the impact of ship emissions and designing vessels with reduced carbon footprints is essential for addressing climate change. 5. **SDG 11: Sustainable Cities and Communities** – Efficient ship design contributes to sustainable transport systems, especially for coastal and port cities, enhancing urban development and connectivity. Integrating these SDGs into the curriculum can help students understand the broader implications of ship design in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09111002 | Ekonomi Maritim | Maritime Economics | The Maritime Economics course examines the economic principles and practices that govern the maritime industry. Students learn about the global shipping market, supply chain management, and the economic factors influencing shipping operations, including freight rates, port economics, and trade policies. Key topics include the analysis of shipping costs, competition, regulatory frameworks, and the impact of environmental considerations on maritime operations. The course emphasizes the importance of strategic decision-making and the role of economics in shaping maritime policies and practices. Through case studies and real-world applications, students develop a comprehensive understanding of the economic dynamics within the maritime sector, preparing them for careers in shipping, logistics, and maritime management. | 1. **SDG 8: Decent Work and Economic Growth** – Maritime economics focuses on the shipping industry’s role in global trade and economic development, promoting sustained, inclusive economic growth and decent work opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – This goal is relevant as maritime economics examines the infrastructure of shipping and logistics, encouraging innovation in maritime transport and related industries. 3. **SDG 14: Life Below Water** – Understanding the economic aspects of maritime activities helps in promoting the sustainable use of ocean resources and addressing the impacts of shipping on marine ecosystems. 4. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable practices in shipping and logistics, encouraging responsible consumption and minimizing waste in maritime operations. 5. **SDG 11: Sustainable Cities and Communities** – Maritime economics can contribute to the development of sustainable coastal and port cities by examining the economic and logistical aspects of maritime transport. Incorporating these SDGs into the curriculum can help students understand the broader economic impacts of maritime activities and their relevance to sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120103 | Tahanan Kapal | Ship Prisoner | The Ship Prisoner course focuses on the legal, ethical, and operational aspects of managing individuals in custody aboard ships, particularly in maritime law enforcement and correctional contexts. Students learn about the regulations governing the treatment of prisoners at sea, including international maritime law and human rights considerations. Key topics include security protocols, risk assessment, rehabilitation programs, and the logistical challenges of handling detainees on vessels. The course emphasizes the importance of maintaining safety and order while ensuring humane treatment. Through case studies and practical exercises, students gain insights into the complexities of ship-based incarceration, preparing them for roles in maritime security, law enforcement, or correctional administration. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting peaceful and inclusive societies, ensuring access to justice for all, and building effective, accountable institutions. Courses addressing maritime law or the legal aspects of maritime operations would directly relate to this goal. 2. **SDG 14: Life Below Water** – If the course addresses issues like piracy, illegal fishing, or environmental crimes at sea, it would connect to the sustainable use of oceans and marine resources. 3. **SDG 3: Good Health and Well-Being** – If the course includes discussions on the safety and health conditions aboard ships, it would relate to ensuring good health for those involved in maritime activities. 4. **SDG 8: Decent Work and Economic Growth** – Understanding maritime operations, including legal and safety frameworks, contributes to decent work conditions in the shipping industry. If you meant something different by “Ship Prisoner,” please clarify, and I can provide a more tailored response! |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120203 | Marine Diesel | Marine Diesel | The Marine Diesel course focuses on the principles, operation, and maintenance of diesel engines used in marine applications. Students learn about the design and functionality of marine diesel engines, including fuel systems, lubrication, cooling, and exhaust systems. Key topics include engine performance analysis, troubleshooting, and fuel efficiency optimization. The course emphasizes hands-on training, allowing students to engage in practical exercises and simulations related to diesel engine operation and maintenance. By the end of the course, students develop the skills necessary to manage and repair marine diesel engines, preparing them for careers in marine engineering and vessel operations. | 1. **SDG 7: Affordable and Clean Energy** – The course may cover advancements in marine diesel engines, including efficiency improvements and the use of alternative fuels, contributing to cleaner energy solutions in maritime transportation. 2. **SDG 13: Climate Action** – Understanding emissions from marine diesel engines and strategies for reducing greenhouse gas emissions is crucial for addressing climate change. 3. **SDG 14: Life Below Water** – The course can focus on minimizing the environmental impact of marine diesel operations, protecting marine ecosystems from pollution and ensuring sustainable practices. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Marine diesel technology is essential for the shipping industry, promoting innovation and resilient infrastructure in maritime transport. 5. **SDG 8: Decent Work and Economic Growth** – Proficiency in marine diesel engineering supports skills development in the maritime industry, promoting economic growth and decent work opportunities. Integrating these SDGs into the curriculum can help students understand the broader implications of marine diesel technology in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120303 | Konstruksi Kapal | Ship Construction | The Ship Construction course focuses on the processes, techniques, and materials involved in the design and building of ships and marine structures. Students learn about shipbuilding methods, including steel fabrication, welding, and assembly techniques. Key topics include the structural design of hulls, the integration of systems (such as propulsion and electrical systems), and compliance with regulatory standards. The course also covers project management principles in ship construction, including scheduling, cost estimation, and quality control. Through practical experiences and case studies, students gain insights into the entire shipbuilding process, preparing them for careers in naval architecture and marine engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Ship construction involves innovative engineering practices and the development of resilient infrastructure, promoting sustainable industrialization. 2. **SDG 14: Life Below Water** – This goal emphasizes the sustainable use of oceans and marine resources. Ship construction practices can include measures to minimize environmental impact and promote sustainable maritime operations. 3. **SDG 7: Affordable and Clean Energy** – The course may explore energy-efficient designs and the integration of alternative energy sources in ship construction, contributing to cleaner energy solutions. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable materials and construction practices can promote responsible consumption in the maritime industry. 5. **SDG 13: Climate Action** – Ship design and construction can focus on reducing emissions and improving energy efficiency, addressing climate change impacts in the shipping sector. 6. **SDG 8: Decent Work and Economic Growth** – Skills developed in ship construction contribute to decent work opportunities in the maritime industry and support economic growth. Incorporating these SDGs into the curriculum can help students understand the broader implications of ship construction practices in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120403 | Mesin-Mesin Fluida | Fluid Machines | The Fluid Machines course focuses on the principles and applications of machines that transfer energy through fluids. Students learn about various types of fluid machines, including pumps, turbines, compressors, and fans. Key topics include the design, operation, and performance analysis of these machines, as well as the underlying fluid dynamics principles. The course emphasizes efficiency, selection criteria, and the impact of fluid machines on industrial processes. Through hands-on projects and simulations, students gain practical experience in analyzing and optimizing fluid machine systems, preparing them for careers in mechanical engineering, energy systems, and fluid mechanics. | 1. **SDG 7: Affordable and Clean Energy** – Fluid machines, such as pumps and turbines, are essential for energy generation and distribution, including renewable energy technologies, which contribute to clean energy solutions. 2. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on promoting sustainable industrialization and fostering innovation. Fluid machines play a crucial role in various industrial processes and infrastructure development. 3. **SDG 13: Climate Action** – Understanding the efficiency of fluid machines can help reduce energy consumption and emissions, supporting efforts to mitigate climate change. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize the design and operation of fluid machines to optimize resource use and minimize waste, contributing to sustainable production practices. 5. **SDG 11: Sustainable Cities and Communities** – Fluid machines are integral to urban infrastructure, such as water supply and waste management systems, promoting sustainable and resilient communities. Integrating these SDGs into the curriculum can help students recognize the importance of fluid machines in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09120502 | Energi Laut Terbarukan | Renewable Ocean Energy | The Renewable Ocean Energy course explores the technologies and methods for harnessing energy from ocean resources, including wave, tidal, and thermal energy. Students learn about the principles of ocean energy conversion, the environmental impact of these technologies, and the engineering challenges involved in design and implementation. Key topics include the analysis of ocean energy potential, system design, energy storage, and integration with existing energy grids. The course emphasizes sustainability and innovation, providing students with insights into the future of renewable energy in marine environments. Through case studies and practical projects, students develop skills necessary for careers in renewable energy engineering and marine technology. | 1. **SDG 7: Affordable and Clean Energy** – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. The course emphasizes harnessing ocean energy sources, such as tidal and wave energy. 2. **SDG 13: Climate Action** – Renewable ocean energy contributes to climate change mitigation by providing cleaner alternatives to fossil fuels, helping to reduce greenhouse gas emissions. 3. **SDG 14: Life Below Water** – This goal emphasizes the sustainable use of oceans and marine resources. The course can cover environmental impacts and sustainable practices related to ocean energy development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Exploring innovative technologies for capturing and converting ocean energy promotes sustainable industrial practices and infrastructure development. 5. **SDG 11: Sustainable Cities and Communities** – Renewable ocean energy can contribute to the energy needs of coastal cities, promoting sustainable urban development and resilience. Incorporating these SDGs into the curriculum can help students understand the significance of renewable ocean energy in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110202 | Pengantar Teknologi Kelautan | Introduction to Marine Technology | The Introduction to Marine Technology course provides a foundational understanding of the principles and technologies used in marine engineering and ocean-related industries. Students learn about key concepts in naval architecture, marine systems, and underwater technologies. Key topics include ship design, propulsion systems, marine renewable energy, and environmental considerations in marine operations. The course emphasizes the interdisciplinary nature of marine technology, covering aspects of mechanical, electrical, and civil engineering as they apply to marine environments. Through practical applications and case studies, students gain insights into the current challenges and innovations in the marine sector, preparing them for further studies or careers in marine technology and engineering. | 1. **SDG 14: Life Below Water** – This goal focuses on the sustainable use of oceans, seas, and marine resources. The course may cover technologies that help protect marine ecosystems and promote sustainable maritime practices. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Marine technology involves innovative engineering and design, contributing to the development of resilient infrastructure and promoting sustainable industrial practices in the maritime sector. 3. **SDG 7: Affordable and Clean Energy** – If the course includes renewable energy technologies applicable to marine environments, it supports the transition to sustainable energy sources. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in marine technology, encouraging efficient resource use and waste reduction. 5. **SDG 13: Climate Action** – Understanding the impact of marine technology on climate change mitigation and adaptation is crucial, especially in developing solutions for resilient coastal communities. 6. **SDG 11: Sustainable Cities and Communities** – Marine technology can enhance urban planning and development in coastal areas, contributing to the sustainability and resilience of these communities. Integrating these SDGs into the curriculum can help students appreciate the broader implications of marine technology in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110302 | Ilmu Bahan dan Pengerjaan Logam | Materials Science and Metalworking | The Materials Science and Metalworking course focuses on the properties, behavior, and processing of materials, with a particular emphasis on metals. Students learn about the principles of materials science, including atomic structure, phase diagrams, mechanical properties, and the relationship between microstructure and material performance. Key topics include metalworking techniques such as casting, forging, welding, and machining. The course also covers material selection and testing, as well as the impact of manufacturing processes on material characteristics. Through hands-on projects and laboratory experiments, students gain practical experience in working with metals, preparing them for careers in manufacturing, engineering, and materials development. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure and promoting sustainable industrialization. Materials science is fundamental in developing new materials and processes for various industries. 2. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in materials selection and metalworking processes, promoting efficient resource use and waste reduction. 3. **SDG 7: Affordable and Clean Energy** – Advances in materials science can contribute to the development of energy-efficient technologies and renewable energy systems, supporting clean energy transitions. 4. **SDG 13: Climate Action** – Understanding materials’ properties and their environmental impacts can aid in developing solutions that reduce emissions and promote sustainability in manufacturing. 5. **SDG 11: Sustainable Cities and Communities** – The materials used in construction and urban infrastructure play a significant role in sustainability, impacting the resilience and environmental footprint of cities. 6. **SDG 8: Decent Work and Economic Growth** – The course can prepare students for careers in manufacturing and engineering, promoting decent work opportunities in the materials sector. Integrating these SDGs into the curriculum can help students understand the broader implications of materials science and metalworking in fostering sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110402 | Termodinamika | Thermodynamics | The Thermodynamics course explores the principles governing energy transfer and transformation in physical systems. Students learn about the fundamental laws of thermodynamics, including concepts such as heat, work, energy, and entropy. Key topics include the behavior of gases, phase changes, thermodynamic cycles, and the application of thermodynamic principles to engines and refrigeration systems. The course emphasizes problem-solving techniques and real-world applications in engineering and physical sciences. Through theoretical discussions and practical exercises, students develop a solid understanding of thermodynamic principles, preparing them for advanced studies and careers in fields such as mechanical engineering, chemical engineering, and energy systems. | 1. **SDG 7: Affordable and Clean Energy** – Thermodynamics is fundamental to understanding energy systems, including the design of energy-efficient technologies and renewable energy sources. 2. **SDG 13: Climate Action** – The principles of thermodynamics are crucial for analyzing and improving energy efficiency in various systems, contributing to efforts to mitigate climate change. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Thermodynamics plays a key role in the development of industrial processes and innovations, promoting sustainable industrial practices and infrastructure. 4. **SDG 12: Responsible Consumption and Production** – Understanding thermodynamic principles helps optimize processes to reduce waste and improve resource efficiency, supporting responsible production. 5. **SDG 11: Sustainable Cities and Communities** – The application of thermodynamics in heating, cooling, and energy management contributes to the sustainability and resilience of urban environments. 6. **SDG 3: Good Health and Well-Being** – In certain contexts, thermodynamics can be applied to healthcare technologies, impacting medical devices and systems that support health and well-being. Integrating these SDGs into the curriculum can help students recognize the significance of thermodynamics in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110502 | Fisika Teknik | Engineering Physics | The Engineering Physics course combines the principles of physics with engineering applications to solve real-world problems. Students learn about key concepts in mechanics, electromagnetism, thermodynamics, and modern physics, with a focus on how these principles apply to engineering challenges. Key topics include wave phenomena, optics, materials science, and the fundamentals of quantum mechanics as they relate to technology. The course emphasizes problem-solving and analytical skills through experiments, simulations, and practical applications. By the end of the course, students develop a strong foundation in physics that supports their studies in various engineering disciplines, preparing them for careers in technology and research. | 1. SDG 9: Industry, Innovation, and Infrastructure – Engineering Physics focuses on applying physical principles to develop innovative technologies and infrastructure, promoting sustainable industrial practices. 2. SDG 7: Affordable and Clean Energy – This goal is relevant as the course may cover renewable energy technologies, energy efficiency, and advanced materials, contributing to sustainable energy solutions. 3. SDG 12: Responsible Consumption and Production – Understanding the principles of physics can help optimize processes and materials, supporting efficient and sustainable production methods. 4. SDG 13: Climate Action – Engineering Physics can address climate-related challenges through the development of technologies for carbon capture, energy-efficient systems, and climate modeling. 5. SDG 11: Sustainable Cities and Communities – The application of physics principles can enhance urban planning and design, contributing to the sustainability and resilience of cities. 6. SDG 4: Quality Education – The course promotes technical education and skill development in engineering and physics, contributing to inclusive and equitable quality education. Integrating these SDGs into the curriculum can help students appreciate the broader implications of Engineering Physics in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110602 | Statistik Teknik | Engineering Statistics | The Engineering Statistics course focuses on the application of statistical methods and techniques in engineering problems. Students learn about data collection, descriptive statistics, probability theory, hypothesis testing, and regression analysis. Key topics include quality control, design of experiments, and statistical process control, emphasizing their importance in optimizing engineering processes and decision-making. The course also covers the use of statistical software for data analysis and interpretation. Through practical applications and case studies, students develop skills in analyzing data, making informed decisions, and improving systems in various engineering contexts, preparing them for roles in quality assurance, operations research, and data analysis. | 1. **SDG 9: Industry, Innovation, and Infrastructure** Engineering statistics is crucial for quality control and reliability in engineering processes. By applying statistical methods, students learn to analyze data, optimize processes, and improve product quality, which supports sustainable industrial practices and innovation. 2. **SDG 12: Responsible Consumption and Production** Statistical techniques can help monitor and evaluate the efficiency of production processes, leading to reduced waste and more sustainable resource use. This goal emphasizes the importance of responsible production methods, which can be enhanced through data-driven decision-making. 3. **SDG 3: Good Health and Well-Being** Engineering statistics plays a significant role in healthcare technology, including the analysis of medical data and the evaluation of health interventions. Understanding statistical methods is essential for conducting clinical trials and ensuring the efficacy and safety of medical devices and treatments. 4. **SDG 11: Sustainable Cities and Communities** Statistical analysis is vital for urban planning and infrastructure development. Students can learn to use statistical models to assess transportation systems, waste management, and other community services, contributing to the creation of sustainable and resilient urban environments. 5. **SDG 8: Decent Work and Economic Growth** The application of statistical methods in workforce analysis, productivity studies, and economic forecasting supports the development of decent work opportunities and promotes sustained economic growth. Understanding labor statistics can also inform policies that enhance job quality. 6. **SDG 13: Climate Action** Statistical models are essential for analyzing climate data, predicting environmental changes, and evaluating the effectiveness of climate action strategies. Engineering statistics can contribute to informed decision-making regarding climate resilience and sustainability efforts. By integrating these SDGs into the Engineering Statistics curriculum, students can appreciate the broader implications of statistical analysis in addressing global challenges and promoting sustainable development across various sectors. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110703 | Mekanika Teknik | Engineering Mechanics | The Engineering Mechanics course introduces students to the principles of mechanics as they apply to engineering problems. It covers both statics and dynamics, focusing on the analysis of forces, moments, and the behavior of structures and systems under various conditions. Key topics include equilibrium of forces, material properties, kinematics, and kinetics of particles and rigid bodies. Students learn to apply fundamental principles to solve real-world engineering problems, using free-body diagrams and mathematical modeling. The course emphasizes critical thinking and problem-solving skills through practical examples and laboratory experiments. By the end, students develop a solid foundation in mechanics that supports further studies in engineering disciplines. | 1. **SDG 9: Industry, Innovation, and Infrastructure** Engineering Mechanics is fundamental for designing and analyzing structures and systems in various industries. The principles learned in this course support sustainable industrial practices and the development of resilient infrastructure. 2. **SDG 11: Sustainable Cities and Communities** Understanding mechanics is essential for civil and structural engineering, which directly impacts urban planning and the construction of sustainable buildings and transportation systems. This goal emphasizes creating safe and resilient urban environments. 3. **SDG 7: Affordable and Clean Energy** Engineering Mechanics principles are applied in the design of energy systems, including wind turbines and hydroelectric power plants. Students learn how to optimize these systems for efficiency, contributing to sustainable energy solutions. 4. **SDG 12: Responsible Consumption and Production** Mechanics plays a role in improving material efficiency and reducing waste in manufacturing processes. By understanding load analysis and material properties, engineers can design more sustainable products and processes. 5. **SDG 13: Climate Action** The course can address the mechanics of structures and systems in relation to climate resilience, including the design of buildings and infrastructure that can withstand extreme weather events and other climate-related challenges. 6. **SDG 8: Decent Work and Economic Growth** The skills developed in Engineering Mechanics prepare students for careers in various engineering fields, supporting decent work opportunities and economic growth in the engineering sector. Integrating these SDGs into the Engineering Mechanics curriculum can help students understand the broader implications of mechanics in fostering sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK SISTEM PERKAPALAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D09110802 | Mekanika Fluida | Fluid Mechanics | The Fluid Mechanics course focuses on the behavior and properties of fluids, both liquids and gases, and their interactions with solid boundaries. Students learn about fundamental concepts such as fluid statics, fluid dynamics, viscosity, and flow characteristics. Key topics include the continuity equation, Bernoulli’s principle, Navier-Stokes equations, and boundary layer theory. The course emphasizes both theoretical principles and practical applications, including fluid flow in pipes, pumps, and various engineering systems. Through problem-solving exercises and laboratory experiments, students develop the skills necessary to analyze and design fluid systems in fields such as mechanical, civil, and aerospace engineering. | 1. **SDG 7: Affordable and Clean Energy** Fluid mechanics is critical in the design and optimization of energy systems, including wind turbines, hydropower, and other renewable energy technologies. Understanding fluid behavior can lead to more efficient energy production and consumption. 2. **SDG 9: Industry, Innovation, and Infrastructure** This goal focuses on promoting sustainable industrialization and innovation. Fluid mechanics is essential in various industries, including manufacturing, aerospace, and civil engineering, supporting the development of resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** Fluid mechanics is crucial for urban planning and the design of water supply systems, drainage, and wastewater management. Effective management of fluid systems contributes to sustainable and resilient urban environments. 4. **SDG 12: Responsible Consumption and Production** The principles of fluid mechanics can help optimize processes in manufacturing and production, leading to reduced waste and more sustainable resource use. This goal emphasizes the importance of responsible production practices. 5. **SDG 13: Climate Action** Understanding fluid dynamics is vital for modeling and predicting climate-related phenomena, such as flooding and storm surges. This knowledge can inform climate adaptation strategies and improve resilience in vulnerable areas. 6. **SDG 3: Good Health and Well-Being** Fluid mechanics is also relevant in healthcare applications, such as the design of medical devices (e.g., blood flow monitoring) and systems for drug delivery. This contributes to improving health outcomes and well-being. By integrating these SDGs into the Fluid Mechanics curriculum, students can gain insights into the broader implications of fluid dynamics in promoting sustainability and addressing global challenges. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110302 | Dasar-Dasar Teknologi Hasil Hutan | Basics of Forest Product Technology | The “Basics of Forest Product Technology” course typically introduces students to the principles and practices related to the utilization and management of forest resources. | 1. **SDG 1: No Poverty** – The course explores how sustainable management and utilization of forest products can contribute to livelihoods and poverty alleviation in forest-dependent communities. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes the role of the forest products industry in creating jobs and promoting economic growth, particularly in rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in the production and consumption of forest products, focusing on minimizing waste and encouraging responsible resource management. 4. **SDG 13: Climate Action** – It addresses the role of forests in carbon sequestration and climate change mitigation, promoting technologies that enhance the sustainability of forest products. 5. **SDG 15: Life on Land** – A central theme of the course is the sustainable management of forest ecosystems, biodiversity conservation, and the protection of forest resources. 6. **SDG 4: Quality Education** – The course provides knowledge and skills related to forest product technology, contributing to education and capacity building in forestry and related fields. 7. **SDG 17: Partnerships for the Goals** – It may highlight the importance of collaboration among stakeholders in the forest products sector, including government, industry, and communities, to promote sustainable practices and innovation. These SDGs reflect the course’s focus on integrating technology and sustainable practices in the management and utilization of forest resources, promoting economic development and environmental sustainability. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132902 | Mesin-mesin Pemanenan Hutan | Forest Harvesting Machines | The “Forest Harvesting Machines” course focuses on the technology and equipment used in the harvesting of forest resources. | 1. **SDG 1: No Poverty** – The course may address how efficient forest harvesting can contribute to the economic well-being of communities dependent on forestry for their livelihoods, ultimately helping to alleviate poverty. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes the role of forest harvesting technologies in improving productivity and creating job opportunities within the forestry sector. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course focuses on the technological aspects of forest harvesting, promoting innovation and sustainable infrastructure development in the forestry industry. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest harvesting, emphasizing efficient resource use, waste reduction, and responsible management of forest products. 5. **SDG 13: Climate Action** – The course may cover the impact of forest harvesting on carbon emissions and the importance of using sustainable machinery and practices to mitigate climate change. 6. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity and maintain ecosystem health during the harvesting process. 7. **SDG 4: Quality Education** – The course provides technical knowledge and skills related to forest harvesting machines, contributing to education and capacity building in forestry and engineering fields. 8. **SDG 17: Partnerships for the Goals** – It may highlight the importance of collaboration among stakeholders, including manufacturers, forestry professionals, and policymakers, to promote sustainable forest harvesting practices and technological advancements. These SDGs reflect the course’s focus on integrating technology with sustainable practices in forest harvesting, promoting economic development while ensuring environmental sustainability and responsible resource management. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01133002 | Pemanenan Hutan Berdampak Rendah | Low Impact Forest Harvesting | The “Forest Harvesting Machines” course provides an in-depth look at the equipment and technologies used in the forestry sector for harvesting timber. | 1. **SDG 1: No Poverty** – The course addresses how low-impact harvesting practices can support the livelihoods of communities that depend on forests, helping to alleviate poverty while maintaining resource availability. 2. **SDG 8: Decent Work and Economic Growth** – It emphasizes creating job opportunities within sustainable forestry practices, promoting economic growth while ensuring decent working conditions. 3. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable harvesting methods that minimize waste and encourage responsible use of forest resources, aligning with principles of sustainable consumption. 4. **SDG 13: Climate Action** – It highlights the role of low-impact harvesting techniques in reducing carbon emissions and enhancing forest resilience to climate change. 5. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity, soil health, and overall ecosystem integrity during the harvesting process. 6. **SDG 4: Quality Education** – The course provides knowledge and skills related to sustainable forestry practices, contributing to education and capacity building in the field of forestry. 7. **SDG 10: Reduced Inequalities** – It may address equitable access to forest resources and the importance of involving local communities in decision-making processes related to forest management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including forest managers, local communities, and policymakers, to promote low-impact harvesting practices and sustainable forest management. These SDGs reflect the course’s focus on integrating sustainable practices into forest harvesting, promoting economic development while ensuring environmental sustainability and social equity in forestry. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01133102 | Pengelolaan Pemanenan Hutan Rakyat | Management of Community Forest Harvesting | The “Management of Community Forest Harvesting” course focuses on the principles and practices involved in managing forest resources at the community level. | 1. **SDG 1: No Poverty** – The course examines how community forest management can improve livelihoods for local populations, helping to alleviate poverty by providing economic opportunities through sustainable harvesting practices. 2. **SDG 2: Zero Hunger** – It may address the role of forests in food security and nutrition, highlighting how sustainable forest management contributes to the availability of forest products that can support local diets. 3. **SDG 4: Quality Education** – The course emphasizes the importance of education and capacity building within communities to manage forest resources effectively, promoting sustainable practices and resource stewardship. 4. **SDG 8: Decent Work and Economic Growth** – It focuses on creating job opportunities through sustainable forest harvesting, supporting economic growth while ensuring fair labor practices within communities. 5. **SDG 10: Reduced Inequalities** – The course addresses equitable access to forest resources, ensuring that all community members, especially marginalized groups, have a voice in forest management decisions. 6. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest harvesting, emphasizing the responsible use of resources and minimizing waste. 7. **SDG 13: Climate Action** – The course highlights the importance of community forest management in enhancing forest resilience to climate change and promoting practices that mitigate environmental impacts. 8. **SDG 15: Life on Land** – A central theme is the sustainable management of forest ecosystems, focusing on practices that protect biodiversity, maintain ecosystem health, and ensure the long-term sustainability of forest resources. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to promote sustainable community forest management practices. These SDGs reflect the course’s focus on integrating community involvement with sustainable forest management practices, promoting economic development, environmental sustainability, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110502 | Ekologi Umum Kehutanan | General Ecology of Forestry | The “General Ecology of Forestry” course explores the ecological principles and processes that underpin forest ecosystems. | 1. **SDG 4: Quality Education** – The course provides knowledge about ecological principles and forestry, contributing to education and capacity building in environmental science and forestry management. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation and how forestry practices can mitigate climate change through carbon sequestration and ecosystem resilience. 3. **SDG 15: Life on Land** – A central theme of the course is the conservation and sustainable management of terrestrial ecosystems, focusing on the importance of biodiversity and forest health. 4. **SDG 1: No Poverty** – The course may explore how healthy forest ecosystems can support the livelihoods of communities that depend on forestry, contributing to poverty alleviation. 5. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable forestry practices that promote responsible use of forest resources, reducing waste and environmental impact. 6. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of involving diverse stakeholders in forestry management decisions. 7. **SDG 17: Partnerships for the Goals** – It highlights the significance of collaboration among various stakeholders, including scientists, policymakers, and local communities, in promoting sustainable forestry practices and ecological research. 8. **SDG 2: Zero Hunger** – While indirectly related, the course may touch on the role of forests in food security, particularly regarding non-timber forest products that contribute to nutrition and livelihoods. These SDGs reflect the course’s focus on understanding the ecological principles that underpin forest ecosystems and their management, promoting sustainability, biodiversity conservation, and community resilience in forestry practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 499U004 | Kuliah Kerja Nyata | Community Service Program | The “Community Service Program” course typically focuses on engaging students in meaningful service activities that benefit local communities. | 1. **SDG 1: No Poverty** – The course often focuses on community engagement initiatives aimed at poverty alleviation and improving the living conditions of disadvantaged populations. 2. **SDG 3: Good Health and Well-being** – Many community service programs address health issues, promoting wellness, access to healthcare, and health education in communities. 3. **SDG 4: Quality Education** – The course may include educational outreach programs, promoting literacy, skill development, and educational opportunities for underserved populations. 4. **SDG 5: Gender Equality** – Community service initiatives often focus on empowering women and girls, addressing gender disparities, and promoting equal opportunities. 5. **SDG 10: Reduced Inequalities** – The course emphasizes community engagement to reduce inequalities within societies, ensuring marginalized groups have access to resources and opportunities. 6. **SDG 11: Sustainable Cities and Communities** – It may involve projects aimed at improving community infrastructure, promoting sustainable practices, and enhancing the overall quality of life in urban and rural areas. 7. **SDG 12: Responsible Consumption and Production** – Community service programs often promote sustainable practices, encouraging responsible resource use and waste management within communities. 8. **SDG 16: Peace, Justice, and Strong Institutions** – The course may address the importance of civic engagement, community governance, and the rule of law, fostering strong institutions and social cohesion. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration with various stakeholders, including local governments, NGOs, and community members, to achieve common goals and enhance community development. These SDGs reflect the course’s focus on community engagement and service, promoting social responsibility, sustainability, and positive change within local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132202 | Pengelolaan Lebah Madu | Honey Bee Management | The “Honey Bee Management” course focuses on the principles and practices of beekeeping and honey production. | 1. **SDG 2: Zero Hunger** – The course emphasizes the role of honey bees in pollination, which is crucial for the production of many crops and contributes to food security and nutrition. 2. **SDG 3: Good Health and Well-being** – It may explore the health benefits of honey and other bee products, promoting natural remedies and nutrition. 3. **SDG 4: Quality Education** – The course provides knowledge about beekeeping practices, promoting education and awareness of sustainable agricultural practices and biodiversity. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable beekeeping practices, encouraging responsible management of resources and minimizing environmental impact. 5. **SDG 13: Climate Action** – The course may address the impact of climate change on bee populations and the importance of maintaining healthy ecosystems for pollinators. 6. **SDG 15: Life on Land** – A central theme is the conservation of biodiversity, particularly the importance of honey bees in maintaining healthy ecosystems and supporting plant diversity. 7. **SDG 8: Decent Work and Economic Growth** – The course may highlight the economic opportunities associated with beekeeping, including honey production and the creation of jobs in rural areas. 8. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among beekeepers, researchers, and policymakers to promote sustainable practices and enhance the role of bees in agriculture and ecosystems. These SDGs reflect the course’s focus on integrating beekeeping practices with sustainable agriculture, environmental conservation, and community development, promoting the vital role of honey bees in ecosystems and food systems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132302 | Hama dan Penyakit Hutan | Forest Pests and Diseases | The “Forest Pests and Diseases” course examines the various pests and diseases that affect forest ecosystems, focusing on their biology, ecology, and management. | 1. **SDG 15: Life on Land** – A central theme of the course is the sustainable management of forest ecosystems, focusing on the impact of pests and diseases on biodiversity, forest health, and ecosystem stability. 2. **SDG 2: Zero Hunger** – While indirectly related, the course may address how healthy forest ecosystems contribute to food security, particularly through the provision of non-timber forest products and ecosystem services. 3. **SDG 13: Climate Action** – The course may cover the role of healthy forests in carbon sequestration and how pest and disease outbreaks can affect forest resilience to climate change. 4. **SDG 4: Quality Education** – The course provides knowledge about forest health, pest management, and disease control, contributing to education and capacity building in forestry and environmental science. 5. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, encouraging responsible approaches to pest and disease control that minimize environmental impacts. 6. **SDG 8: Decent Work and Economic Growth** – The course may examine the economic implications of forest pests and diseases on forestry-related industries and the importance of sustainable practices in protecting jobs and livelihoods. 7. **SDG 17: Partnerships for the Goals** – It highlights the significance of collaboration among various stakeholders, including researchers, forest managers, and policymakers, to develop effective strategies for managing forest pests and diseases. 8. **SDG 10: Reduced Inequalities** – The course may address how the impacts of pests and diseases can disproportionately affect marginalized communities that rely on forests for their livelihoods, emphasizing the need for equitable management practices. These SDGs reflect the course’s focus on understanding and managing forest pests and diseases to promote healthy forest ecosystems, enhance biodiversity, and support sustainable forest management practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132402 | Silvikultur Hutan Tanaman | Plantation Forest Silviculture | The “Plantation Forest Silviculture” course focuses on the science and practices involved in establishing and managing plantation forests for timber production and other ecological benefits. | 1. **SDG 15: Life on Land** – A central focus of the course is the sustainable management of forest ecosystems, promoting practices that enhance biodiversity, soil health, and ecosystem resilience in plantation forests. 2. **SDG 2: Zero Hunger** – While primarily related to food security through agriculture, plantation forestry can contribute to the availability of wood products and other non-timber forest products that support local economies and livelihoods. 3. **SDG 4: Quality Education** – The course provides knowledge about silvicultural practices, forest management, and sustainability, contributing to education and capacity building in forestry. 4. **SDG 13: Climate Action** – It addresses the role of plantation forests in carbon sequestration, helping to mitigate climate change impacts through sustainable forestry practices. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable silvicultural practices that ensure the responsible use of forest resources, reducing waste and environmental impacts. 6. **SDG 8: Decent Work and Economic Growth** – Plantation forestry can create job opportunities and contribute to economic growth, especially in rural areas, through sustainable management and harvesting practices. 7. **SDG 10: Reduced Inequalities** – The course may explore how plantation forestry can provide equitable access to resources and economic opportunities for local communities, particularly in developing regions. 8. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among stakeholders, including government agencies, local communities, and the private sector, to promote sustainable plantation forestry practices. These SDGs reflect the course’s focus on integrating sustainable practices in plantation forest management, promoting environmental sustainability, economic development, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132502 | Perhutanan Kota | Urban Forestry | The “Urban Forestry” course explores the management and care of trees and green spaces within urban environments. | 1. **SDG 11: Sustainable Cities and Communities** – A primary focus of urban forestry is enhancing the livability and sustainability of urban areas by integrating trees and green spaces into city planning, improving air quality, and promoting biodiversity. 2. **SDG 3: Good Health and Well-being** – Urban forests contribute to public health by providing recreational spaces, reducing urban heat, and improving air quality, all of which promote physical and mental well-being. 3. **SDG 4: Quality Education** – The course may include educational components about the ecological and social benefits of urban forestry, raising awareness and knowledge about sustainable urban practices. 4. **SDG 12: Responsible Consumption and Production** – Urban forestry promotes sustainable practices in land use and resource management, encouraging responsible consumption and stewardship of urban green spaces. 5. **SDG 13: Climate Action** – Urban forests play a critical role in climate change mitigation by sequestering carbon, reducing the urban heat island effect, and managing stormwater runoff. 6. **SDG 15: Life on Land** – The course addresses the importance of maintaining and enhancing urban biodiversity through the management of trees and green spaces within urban environments. 7. **SDG 10: Reduced Inequalities** – Urban forestry initiatives can promote equitable access to green spaces, ensuring that all community members benefit from urban greenery, regardless of socioeconomic status. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among local governments, communities, non-profits, and other stakeholders to effectively implement urban forestry programs and policies. These SDGs reflect the course’s focus on integrating urban forestry into sustainable urban planning, enhancing environmental quality, promoting community well-being, and addressing social equity in urban settings. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132602 | Manajemen Api dan Kebakaran Hutan | Fire and Forest Fire Management | The “Fire and Forest Fire Management” course focuses on the principles and practices related to wildfire behavior, prevention, and management in forested areas. | 1. **SDG 15: Life on Land** – A central focus of the course is the sustainable management of forest ecosystems, including understanding the role of fire in forest health and biodiversity, as well as strategies for controlling and mitigating forest fires. 2. **SDG 13: Climate Action** – The course addresses the impact of forest fires on climate change, including carbon emissions from wildfires and the importance of forest management practices that enhance resilience to climate change. 3. **SDG 11: Sustainable Cities and Communities** – It may cover urban wildfire risks and strategies to protect communities from fire hazards, emphasizing the importance of integrated land-use planning and fire management in urban areas. 4. **SDG 3: Good Health and Well-being** – The course may examine the health impacts of smoke and air pollution from forest fires on local communities, promoting strategies for reducing these risks. 5. **SDG 4: Quality Education** – It provides education on fire ecology, prevention strategies, and management practices, contributing to capacity building and knowledge dissemination in forestry and environmental science. 6. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable land management practices that reduce the risk of forest fires, encouraging responsible resource use and conservation. 7. **SDG 1: No Poverty** – Effective fire management can protect livelihoods and resources in forest-dependent communities, contributing to poverty alleviation by minimizing the economic impacts of wildfires. 8. **SDG 10: Reduced Inequalities** – The course may address how marginalized communities often face greater risks from wildfires and emphasize the need for equitable fire management practices. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among various stakeholders, including government agencies, local communities, and NGOs, to develop and implement effective fire management strategies. These SDGs reflect the course’s focus on understanding and managing fire dynamics in forest ecosystems to promote environmental sustainability, community resilience, and effective risk management strategies. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132702 | Pengusahaan Hutan | Forest Management | The “Forest Management” course focuses on the sustainable management and conservation of forest resources. | 1. **SDG 15: Life on Land** – A primary focus of the course is the sustainable management of forest ecosystems, emphasizing the importance of biodiversity conservation, ecosystem services, and forest health. 2. **SDG 13: Climate Action** – The course addresses the role of forests in climate change mitigation and adaptation, including carbon sequestration practices and strategies to enhance forest resilience to climate change. 3. **SDG 8: Decent Work and Economic Growth** – Effective forest management can create job opportunities in forestry, timber production, and non-timber forest products, contributing to economic development in rural areas. 4. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable forestry practices that ensure responsible resource use and minimize waste, encouraging sustainable supply chains in the forestry sector. 5. **SDG 2: Zero Hunger** – While primarily focused on forestry, the course may also address the role of forests in providing food security through non-timber forest products and sustainable land use practices. 6. **SDG 4: Quality Education** – The course contributes to education and capacity building in sustainable forestry practices, enhancing knowledge about forest ecosystems and management techniques. 7. **SDG 10: Reduced Inequalities** – Effective forest management can promote equitable access to forest resources, ensuring that marginalized communities benefit from forest products and ecosystem services. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including government agencies, local communities, and the private sector, to achieve sustainable forest management goals. 9. **SDG 1: No Poverty** – By providing sustainable livelihoods through forestry practices, the course can contribute to poverty alleviation in communities that depend on forest resources. These SDGs reflect the course’s focus on integrating sustainable practices in forest management to promote environmental health, economic development, and social equity within forest-dependent communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132802 | Analisis Biaya Pemanenan | Harvesting Cost Analysis | The “Harvesting Cost Analysis” course focuses on the economic aspects of timber harvesting operations. | 1. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of efficient and sustainable harvesting practices, promoting responsible resource management and minimizing waste in forestry and agriculture. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic growth by analyzing the costs associated with harvesting practices, helping to improve profitability and economic viability in the forestry and agricultural sectors. 3. **SDG 1: No Poverty** – By focusing on cost analysis and efficiency in harvesting operations, the course can support sustainable livelihoods and poverty reduction in communities dependent on forestry and agricultural resources. 4. **SDG 4: Quality Education** – The course provides education on cost analysis methodologies, enhancing knowledge and skills related to financial planning and decision-making in resource management. 5. **SDG 10: Reduced Inequalities** – Effective cost analysis can lead to improved financial outcomes for small-scale producers, helping to reduce economic disparities within the industry. 6. **SDG 15: Life on Land** – The course may explore sustainable harvesting techniques that protect ecosystem health, contributing to the sustainable management of terrestrial ecosystems. 7. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between stakeholders, including producers, researchers, and policymakers, to improve harvesting efficiency and sustainability. These SDGs reflect the course’s focus on promoting efficient and sustainable harvesting practices that enhance economic viability, support community livelihoods, and contribute to responsible resource management. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131502 | Manajemen Pemasaran | Marketing Management | The “Marketing Management” course focuses on the strategies and practices involved in effectively promoting and selling products or services. | 1. **SDG 8: Decent Work and Economic Growth** – The course focuses on strategies that drive economic growth and create job opportunities through effective marketing practices, supporting business sustainability and profitability. 2. **SDG 12: Responsible Consumption and Production** – Marketing management can promote sustainable products and services, encouraging responsible consumer behavior and reducing waste in production and consumption processes. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover innovative marketing strategies that enhance industry competitiveness and support the development of sustainable infrastructure. 4. **SDG 4: Quality Education** – Marketing management involves educating students about market dynamics, consumer behavior, and strategic decision-making, contributing to knowledge development in business practices. 5. **SDG 10: Reduced Inequalities** – The course can address how marketing strategies can be inclusive and equitable, ensuring that marginalized groups have access to products and services and are represented in marketing efforts. 6. **SDG 17: Partnerships for the Goals** – Marketing management often emphasizes the importance of collaboration between businesses, consumers, and stakeholders to achieve sustainable business goals and enhance community engagement. 7. **SDG 3: Good Health and Well-being** – If focused on health products or services, the course may address marketing strategies that promote health and wellness, encouraging positive lifestyle choices among consumers. 8. **SDG 5: Gender Equality** – The course may explore how marketing can support gender equality initiatives and promote products that empower women and girls, emphasizing the importance of inclusive marketing practices. These SDGs reflect the course’s focus on integrating sustainable marketing strategies that promote economic growth, social responsibility, and environmentally conscious practices in business. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131602 | Ekonomi Agregatif Kehutanan | Aggregative Forestry Economics | The “Aggregative Forestry Economics” course focuses on the economic principles and analytical methods applied to forestry and forest resource management. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forest resources, promoting practices that enhance biodiversity, ecosystem health, and sustainable forestry practices. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic development by analyzing forestry-related economic activities, helping to improve profitability and support job creation in the forestry sector. 3. **SDG 12: Responsible Consumption and Production** – The course may address the efficient use of forest resources, encouraging sustainable consumption patterns and reducing waste in forestry operations. 4. **SDG 1: No Poverty** – By providing insights into the economic contributions of forestry to local and national economies, the course can help support sustainable livelihoods and poverty reduction efforts in forest-dependent communities. 5. **SDG 4: Quality Education** – The course offers education on economic principles related to forestry, enhancing knowledge and skills in economic analysis, decision-making, and resource management. 6. **SDG 10: Reduced Inequalities** – Understanding forestry economics can help promote equitable access to forest resources and benefits, contributing to reduced inequalities within communities. 7. **SDG 13: Climate Action** – The course may examine the economic implications of forestry practices on climate change mitigation, including carbon sequestration and the economic value of ecosystem services provided by forests. 8. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among stakeholders in the forestry sector, including policymakers, researchers, and local communities, to achieve sustainable forestry economic goals. These SDGs reflect the course’s focus on integrating economic analysis with sustainable forestry practices, promoting responsible resource management, and supporting economic development in forested areas. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131702 | Analisa Proyek Kehutanan | Forestry Project Analysis | The “Forestry Project Analysis” course focuses on the evaluation and management of forestry-related projects, emphasizing financial, environmental, and social considerations. | 1. **SDG 15: Life on Land** – The course focuses on sustainable forestry practices, assessing the ecological impacts of forestry projects, and promoting biodiversity conservation. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic development by evaluating the viability of forestry projects, which can create jobs and support economic growth in rural areas. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of sustainable project management, encouraging responsible use of forest resources and minimizing waste. 4. **SDG 1: No Poverty** – By analyzing the economic benefits of forestry projects, the course can support sustainable livelihoods and poverty alleviation in communities dependent on forest resources. 5. **SDG 4: Quality Education** – It provides education on project analysis methodologies, enhancing skills in planning, implementation, and evaluation of forestry projects. 6. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to the benefits of forestry projects, promoting inclusivity for marginalized communities. 7. **SDG 13: Climate Action** – It addresses the role of forestry projects in climate change mitigation, including carbon sequestration and the assessment of environmental impacts related to climate resilience. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among stakeholders, including government agencies, NGOs, and local communities, in successfully implementing forestry projects. These SDGs reflect the course’s focus on integrating economic, social, and environmental considerations in forestry project analysis, promoting sustainable practices that benefit communities and ecosystems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131802 | Sosiologi dan Antropologi Kehutanan | Sociology and Anthropology of Forestry | The “Sociology and Anthropology of Forestry” course examines the social and cultural dimensions of forestry practices and forest resource management. | 1. **SDG 15: Life on Land** – The course examines the relationship between human societies and forest ecosystems, emphasizing the importance of sustainable forest management and conservation practices that respect local cultures and knowledge. 2. **SDG 10: Reduced Inequalities** – It addresses social inequalities related to forest resources, including access to land and forest benefits for marginalized communities, promoting inclusive decision-making and resource management. 3. **SDG 1: No Poverty** – By exploring the socio-economic aspects of forestry, the course can highlight how forest resources contribute to livelihoods and poverty alleviation in forest-dependent communities. 4. **SDG 4: Quality Education** – The course provides education on the social dynamics and cultural practices related to forestry, enhancing understanding and awareness of these issues in forestry management. 5. **SDG 16: Peace, Justice, and Strong Institutions** – It may address the role of governance and institutions in managing forest resources, advocating for the rights of local communities and promoting equitable resource distribution. 6. **SDG 11: Sustainable Cities and Communities** – The course can explore urban forestry and the role of trees in enhancing urban environments, promoting community well-being and sustainability. 7. **SDG 13: Climate Action** – Understanding the social dimensions of forestry can help in developing culturally appropriate strategies for climate change adaptation and mitigation within forest communities. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes the importance of collaboration among various stakeholders, including local communities, government, and NGOs, to achieve sustainable forestry practices. These SDGs reflect the course’s focus on the interplay between social dynamics, cultural practices, and forestry, promoting sustainable management that is sensitive to the needs and rights of local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131902 | Akuntansi Kehutanan | Forestry Accounting | The “Forestry Accounting” course focuses on the financial aspects of managing forest resources, specifically tailored to the forestry sector. | 1. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable accounting practices that encourage responsible management of forest resources and promote efficient use of materials in forestry operations. 2. **SDG 8: Decent Work and Economic Growth** – It contributes to economic growth by providing knowledge on financial practices specific to the forestry sector, helping organizations improve profitability and sustainability. 3. **SDG 1: No Poverty** – By enhancing the financial viability of forestry operations, the course can support livelihoods and poverty alleviation efforts in communities dependent on forest resources. 4. **SDG 4: Quality Education** – The course provides education on accounting principles and practices tailored to forestry, enhancing skills and knowledge necessary for effective financial management in the sector. 5. **SDG 10: Reduced Inequalities** – Proper accounting practices can help ensure equitable distribution of resources and benefits derived from forestry, supporting marginalized communities engaged in forestry activities. 6. **SDG 15: Life on Land** – It may address the financial implications of sustainable forestry practices, promoting the conservation and sustainable management of terrestrial ecosystems. 7. **SDG 13: Climate Action** – The course could include the economic aspects of climate change impacts on forestry, helping students understand the financial benefits of sustainable practices that mitigate climate risks. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders in the forestry sector, including government, private sector, and local communities, to achieve sustainable financial practices. These SDGs reflect the course’s focus on integrating financial management with sustainable forestry practices, promoting responsible resource use, and supporting economic development within the forestry sector. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132002 | Pengelolaan Serangga berguna | Useful Insect Management | The “Useful Insect Management” course focuses on the beneficial roles that insects play in agriculture, forestry, and ecosystems, as well as strategies for their effective management. | 1. **SDG 15: Life on Land** – The course emphasizes the role of beneficial insects in ecosystems, including pollinators and natural pest predators, promoting biodiversity and the sustainable management of terrestrial ecosystems. 2. **SDG 2: Zero Hunger** – By focusing on insect management practices that enhance crop production and sustainability, the course contributes to food security and the development of resilient agricultural systems. 3. **SDG 12: Responsible Consumption and Production** – The course may promote sustainable agricultural practices that reduce reliance on chemical pesticides, encouraging responsible use of resources and minimizing environmental impact. 4. **SDG 13: Climate Action** – It may address how beneficial insects can enhance ecosystem resilience and contribute to climate change mitigation efforts, such as promoting healthy soils and biodiversity. 5. **SDG 8: Decent Work and Economic Growth** – Sustainable insect management practices can lead to increased agricultural productivity, supporting economic growth and job creation in rural areas. 6. **SDG 4: Quality Education** – The course provides education on integrated pest management techniques and the ecological roles of beneficial insects, enhancing knowledge in sustainable agricultural practices. 7. **SDG 10: Reduced Inequalities** – By promoting sustainable practices that benefit smallholder farmers, the course can help reduce inequalities in agricultural productivity and income. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among farmers, researchers, and extension services to implement effective insect management strategies, fostering partnerships for sustainable agriculture. These SDGs reflect the course’s focus on promoting the ecological and economic benefits of useful insects, enhancing sustainable agricultural practices that support food security and environmental health. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01132102 | Pengelolaan Sutera Alam | Natural Silk Management | The “Natural Silk Management” course focuses on the production and management of silk derived from silkworms, emphasizing sustainable practices in sericulture. | 1. **SDG 8: Decent Work and Economic Growth** – The course contributes to economic development by promoting silk production, which can create job opportunities and enhance livelihoods in rural areas. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable practices in silk production, encouraging responsible resource use, waste reduction, and environmentally friendly production methods. 3. **SDG 1: No Poverty** – By supporting the silk industry, the course can help improve the economic conditions of communities engaged in silk production, contributing to poverty alleviation. 4. **SDG 2: Zero Hunger** – The course may explore the interconnections between silk production and agriculture, particularly in promoting agroecological practices that support food security. 5. **SDG 13: Climate Action** – Sustainable silk management practices can include strategies to mitigate climate change impacts, such as promoting biodiversity and sustainable land use in sericulture. 6. **SDG 4: Quality Education** – The course provides education on best practices in silk management, including breeding, disease control, and sustainable production techniques, enhancing knowledge in the field. 7. **SDG 10: Reduced Inequalities** – Promoting the silk industry can help provide equitable opportunities for marginalized communities, especially women, who are often involved in sericulture. 8. **SDG 15: Life on Land** – The course may address the importance of maintaining biodiversity and healthy ecosystems in sericulture, promoting practices that protect land and improve ecosystem health. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including farmers, researchers, and industry players, to develop sustainable silk management practices. These SDGs reflect the course’s focus on integrating economic, social, and environmental aspects of silk production, promoting sustainable practices that benefit communities and ecosystems. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130802 | Aplikasi Inderaja untuk Analisis Sumber Daya Hutan dan Lahan | Inderaja Application for Forest and Land Resource Analysis | The “Inderaja Application for Forest and Land Resource Analysis” course focuses on the use of Inderaja, a geographic information system (GIS) and remote sensing tool, for analyzing forest and land resources. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forests and land resources, promoting practices that enhance biodiversity and ecosystem health. 2. **SDG 13: Climate Action** – By analyzing land and forest resources, the course can support strategies for climate change mitigation and adaptation, such as improving carbon sequestration and promoting sustainable land use. 3. **SDG 11: Sustainable Cities and Communities** – The course may address the integration of land resource analysis in urban planning and development, promoting sustainable urban environments and land use planning. 4. **SDG 12: Responsible Consumption and Production** – It encourages the responsible management of land and forest resources, promoting sustainable practices that reduce waste and ensure efficient resource use. 5. **SDG 4: Quality Education** – The course provides education on the tools and methodologies for forest and land resource analysis, enhancing knowledge and skills in sustainable resource management. 6. **SDG 1: No Poverty** – Effective land and forest management can contribute to sustainable livelihoods and poverty reduction for communities that rely on these resources. 7. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to land resources and the benefits derived from them, helping to address inequalities in resource management. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among stakeholders, including government, NGOs, and local communities, to achieve sustainable land and forest resource management. These SDGs reflect the course’s focus on integrating technical analysis with sustainable practices in forest and land resource management, promoting environmental sustainability and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130902 | Inventarisasi dan Monitoring SDH dan Lingkungan | Inventory and Monitoring of SDH and the Environment | The “Inventory and Monitoring of SDH (Sustainable Development and Health) and the Environment” course focuses on the methodologies and practices for assessing and monitoring environmental conditions and their impacts on sustainable development and public health. | 1. **SDG 13: Climate Action** – The course emphasizes the importance of monitoring environmental indicators related to climate change, aiding in the assessment of climate impacts and the effectiveness of mitigation and adaptation strategies. 2. **SDG 15: Life on Land** – It focuses on the inventory and monitoring of terrestrial ecosystems, promoting biodiversity conservation and sustainable land management practices. 3. **SDG 6: Clean Water and Sanitation** – The course may include monitoring water quality and availability, essential for ensuring access to clean water and managing water resources sustainably. 4. **SDG 11: Sustainable Cities and Communities** – It addresses the need for environmental monitoring in urban areas to promote sustainable urban development and improve the quality of life for residents. 5. **SDG 12: Responsible Consumption and Production** – The course encourages the monitoring of resource use and waste management, promoting sustainable consumption and production patterns. 6. **SDG 4: Quality Education** – It provides education on data collection and monitoring methodologies, enhancing skills in environmental assessment and sustainable development planning. 7. **SDG 1: No Poverty** – Monitoring environmental resources can support efforts to alleviate poverty by ensuring sustainable livelihoods and equitable access to natural resources. 8. **SDG 10: Reduced Inequalities** – The course may emphasize monitoring environmental impacts on marginalized communities, ensuring their voices are included in sustainability efforts. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among governments, NGOs, and communities in collecting and analyzing data for effective environmental management and policy-making. These SDGs reflect the course’s focus on the critical role of inventory and monitoring in achieving sustainable development and environmental protection, providing the data needed to inform policies and practices. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131002 | Penilaian Kualitas DAS | Watershed Quality Assessment | The “Watershed Quality Assessment” course focuses on evaluating the health and quality of watersheds, emphasizing their ecological, hydrological, and social dimensions. Key topics typically include: | 1. **SDG 6: Clean Water and Sanitation** – The course emphasizes the assessment of water quality and watershed health, which is essential for ensuring access to safe and clean water for communities. 2. **SDG 15: Life on Land** – It focuses on the sustainable management of terrestrial ecosystems within watersheds, promoting biodiversity and the conservation of natural habitats. 3. **SDG 13: Climate Action** – The course may address the impacts of climate change on watershed quality and the importance of assessing watershed resilience to climate-related events. 4. **SDG 11: Sustainable Cities and Communities** – It examines the role of healthy watersheds in supporting sustainable urban development and improving community well-being. 5. **SDG 12: Responsible Consumption and Production** – The course encourages practices that promote sustainable land and water use, aiming to minimize pollution and degradation of watershed resources. 6. **SDG 4: Quality Education** – It provides education on watershed assessment methodologies, enhancing knowledge and skills related to environmental monitoring and management. 7. **SDG 1: No Poverty** – By assessing watershed quality, the course can contribute to sustainable livelihoods and poverty alleviation for communities that rely on healthy watersheds for their resources. 8. **SDG 10: Reduced Inequalities** – The course may focus on ensuring equitable access to clean water and resources derived from watersheds, addressing inequalities faced by marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among stakeholders, including local communities, government agencies, and NGOs, to implement effective watershed management strategies. These SDGs reflect the course’s focus on the critical importance of watershed quality assessment in promoting sustainable water management, environmental health, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131102 | Hidrologi Hutan | Forest Hydrology | The “Forest Hydrology” course examines the interactions between forest ecosystems and hydrological processes. | 1. **SDG 6: Clean Water and Sanitation** – The course emphasizes the study of water cycles in forest ecosystems and their role in maintaining water quality and availability, essential for ensuring access to clean water. 2. **SDG 15: Life on Land** – It focuses on the interactions between forest ecosystems and water resources, promoting the sustainable management of forests to enhance biodiversity and ecosystem health. 3. **SDG 13: Climate Action** – The course may address the impacts of climate change on hydrological processes in forested areas, including changes in precipitation patterns and water availability. 4. **SDG 11: Sustainable Cities and Communities** – Understanding forest hydrology contributes to sustainable urban planning, as forests play a critical role in managing urban water runoff and reducing flood risks. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable land use practices that protect water resources and minimize negative impacts on hydrological cycles. 6. **SDG 4: Quality Education** – It provides education on hydrological principles and methods, enhancing knowledge and skills related to water management in forest ecosystems. 7. **SDG 1: No Poverty** – Healthy forests and watersheds contribute to sustainable livelihoods for communities that rely on forest resources and clean water. 8. **SDG 10: Reduced Inequalities** – The course may highlight the importance of equitable access to water resources and the benefits derived from forest ecosystems for marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the need for collaboration among stakeholders, including researchers, forest managers, and local communities, to implement effective forest and water management strategies. These SDGs reflect the course’s focus on understanding the hydrological processes in forest ecosystems and their importance for sustainable water management, environmental health, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131202 | Pengaruh Hutan | Forest Influence | The “Forest Influence” course explores the various ways forests impact their surrounding environments, ecosystems, and human activities. | 1. **SDG 15: Life on Land** – The course examines how forests influence terrestrial ecosystems, promoting biodiversity conservation and sustainable land management practices. 2. **SDG 13: Climate Action** – It may address the role of forests in mitigating climate change through carbon sequestration and their influence on local and regional climates. 3. **SDG 6: Clean Water and Sanitation** – The course explores how forests impact watershed health and water quality, which is essential for ensuring access to clean water. 4. **SDG 11: Sustainable Cities and Communities** – Understanding forest influence can help in urban planning and development, as forests provide critical ecosystem services that enhance urban environments. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable forest management practices that ensure responsible resource use and minimize environmental degradation. 6. **SDG 4: Quality Education** – It provides education on the ecological and social roles of forests, enhancing knowledge of their benefits and the need for sustainable management. 7. **SDG 1: No Poverty** – Healthy forests contribute to sustainable livelihoods for communities that rely on forest resources for their economic well-being. 8. **SDG 10: Reduced Inequalities** – The course may emphasize equitable access to the benefits derived from forest ecosystems, helping to address inequalities faced by marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It encourages collaboration among various stakeholders, including researchers, policymakers, and local communities, to promote sustainable forest management and conservation. These SDGs reflect the course’s focus on the multifaceted influence of forests on ecosystems, climate, and communities, highlighting the importance of sustainable forest management in achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131302 | Hukum Kehutanan dan Lingkungan | Forestry and Environmental Law | The “Forestry and Environmental Law” course examines the legal frameworks and regulations that govern forestry practices and environmental protection. | 1. **SDG 15: Life on Land** – The course addresses legal frameworks that protect forests and biodiversity, promoting sustainable land management and conservation of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It examines laws and policies related to climate change mitigation and adaptation, including the role of forests in carbon sequestration and climate resilience. 3. **SDG 6: Clean Water and Sanitation** – The course may include regulations governing water quality and watershed protection in forestry practices, essential for ensuring access to clean water. 4. **SDG 12: Responsible Consumption and Production** – It focuses on laws that promote sustainable forest management and responsible resource use, encouraging practices that reduce waste and environmental impact. 5. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the importance of legal frameworks, governance, and enforcement mechanisms for effective environmental protection and sustainable resource management. 6. **SDG 1: No Poverty** – Effective forestry laws can support sustainable livelihoods and economic opportunities for communities that depend on forest resources. 7. **SDG 10: Reduced Inequalities** – The course may address legal issues related to equitable access to forest resources and the benefits derived from them, helping to mitigate inequalities. 8. **SDG 17: Partnerships for the Goals** – It encourages collaboration among governments, NGOs, local communities, and other stakeholders to develop and implement effective forestry and environmental laws. 9. **SDG 4: Quality Education** – The course provides education on the legal principles and frameworks related to forestry and the environment, enhancing understanding of the role of law in sustainable development. These SDGs reflect the course’s focus on the intersection of law, forestry, and environmental management, emphasizing the importance of legal frameworks in achieving sustainable development and environmental protection goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01131402 | Metode Penelitian Sosial | Social Research Methods | The “Social Research Methods” course provides an overview of the methodologies used in social science research. | 1. **SDG 4: Quality Education** – The course emphasizes the development of research skills and critical thinking, enhancing educational quality and promoting lifelong learning opportunities. 2. **SDG 10: Reduced Inequalities** – By focusing on social issues, the course encourages research that identifies and addresses inequalities in society, promoting social justice and equity. 3. **SDG 16: Peace, Justice, and Strong Institutions** – The course highlights the importance of robust research methods in generating credible data to inform policies, support governance, and promote accountability in institutions. 4. **SDG 1: No Poverty** – Research methods can be applied to study poverty-related issues, helping to design effective interventions and policies aimed at poverty reduction. 5. **SDG 5: Gender Equality** – The course may focus on gender-related research, exploring issues of empowerment, inequality, and the impact of social policies on different genders. 6. **SDG 17: Partnerships for the Goals** – It promotes collaboration between researchers, communities, and policymakers to ensure that research findings contribute to sustainable development goals. 7. **SDG 3: Good Health and Well-being** – Social research methods can be applied to public health issues, helping to understand health disparities and develop effective health interventions. 8. **SDG 12: Responsible Consumption and Production** – The course may include research on consumer behavior and sustainable practices, encouraging responsible production and consumption patterns. These SDGs reflect the course’s focus on equipping students with the skills to conduct research that addresses social issues and contributes to sustainable development goals through evidence-based practices and policies. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120103 | Sistem Informasi Spasial Kehutanan | Forestry Spatial Information System | The “Forestry Spatial Information System” course focuses on the application of Geographic Information Systems (GIS) and spatial analysis in forestry management and research. | 1. **SDG 15: Life on Land** – The course emphasizes the use of spatial information for sustainable forest management, promoting biodiversity conservation and the health of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It may address the role of spatial data in assessing forest carbon stocks and monitoring changes in forest cover, contributing to climate change mitigation efforts. 3. **SDG 6: Clean Water and Sanitation** – The course can explore how spatial information systems can help in watershed management, ensuring the protection of water resources in forested areas. 4. **SDG 11: Sustainable Cities and Communities** – Understanding spatial information in forestry can contribute to urban planning and development, promoting green spaces and sustainable land use. 5. **SDG 12: Responsible Consumption and Production** – The course encourages practices that utilize spatial data for sustainable resource management and responsible forestry practices, minimizing environmental impacts. 6. **SDG 4: Quality Education** – It provides education on the use of spatial technologies and information systems, enhancing knowledge and skills related to forestry management and data analysis. 7. **SDG 1: No Poverty** – By promoting sustainable forestry practices through spatial analysis, the course can contribute to economic opportunities and livelihoods for communities dependent on forest resources. 8. **SDG 10: Reduced Inequalities** – The course may emphasize the equitable access to forest resources and benefits derived from spatial information for marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It highlights the importance of collaboration among various stakeholders, including researchers, policymakers, and local communities, to utilize spatial information for effective forest management. These SDGs reflect the course’s focus on the application of spatial information systems in forestry, highlighting their importance in promoting sustainable land management, environmental protection, and informed decision-making. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120203 | Silvika | Silvika | The “Silvika” course focuses on advanced silvicultural practices and principles, emphasizing sustainable forest management. | 1. **SDG 15: Life on Land** – The course emphasizes the importance of conserving and managing forests, promoting biodiversity, and ensuring sustainable land management practices. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation and carbon sequestration, which are essential for mitigating climate change impacts. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how healthy forest ecosystems contribute to water quality and watershed management, essential for clean water access. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest management that promote responsible use of forest resources and minimize waste. 5. **SDG 11: Sustainable Cities and Communities** – Understanding silvics can support urban forestry initiatives, enhancing green spaces and improving urban environments. 6. **SDG 4: Quality Education** – The course provides education on the ecological principles of forest management, enhancing knowledge and skills related to sustainable forestry. 7. **SDG 1: No Poverty** – Healthy forests contribute to the livelihoods of communities that depend on forest resources for economic opportunities. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and benefits, helping to mitigate social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among stakeholders, including researchers, forest managers, and local communities, in implementing effective forest management strategies. These SDGs reflect the course’s focus on the biological and ecological principles of forest management, highlighting their significance in achieving sustainable development and environmental protection goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120302 | Ekonomi Sumberdaya Hutan dan Lingkungan | Economics of Forest Resources and the Environment | The “Economics of Forest Resources and the Environment” course examines the economic principles and tools used to analyze the management and conservation of forest resources in relation to environmental sustainability. | 1. **SDG 15: Life on Land** – The course addresses the sustainable management and conservation of forest resources, promoting biodiversity and ecosystem health. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes the economic principles behind sustainable resource use, encouraging practices that minimize waste and promote efficient consumption of forest products. 3. **SDG 13: Climate Action** – The course may cover the economic implications of forest management strategies for climate change mitigation, including carbon pricing and forest carbon credits. 4. **SDG 6: Clean Water and Sanitation** – It may explore the economic value of forest ecosystems in providing clean water and the importance of protecting watershed areas. 5. **SDG 8: Decent Work and Economic Growth** – The course examines the economic contributions of forestry to local and national economies, promoting sustainable economic growth through forest resource management. 6. **SDG 1: No Poverty** – Sustainable management of forest resources can provide livelihoods for communities, helping to reduce poverty and enhance economic opportunities. 7. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the economic benefits derived from sustainable forestry practices, addressing inequalities. 8. **SDG 4: Quality Education** – It provides education on the intersection of economics and environmental science, enhancing knowledge related to sustainable resource management. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration among various stakeholders, including governments, communities, and private sectors, to develop effective policies for forest resource management. These SDGs reflect the course’s focus on the economic aspects of forestry and environmental management, highlighting the importance of sustainable practices in achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120502 | Pengelolaan Lingkungan Hidup | Environmental Management | The “Environmental Management” course focuses on the principles and practices involved in managing environmental resources and addressing environmental challenges. | 1. **SDG 13: Climate Action** – The course addresses strategies for mitigating climate change impacts and adapting to changing environmental conditions. 2. **SDG 15: Life on Land** – It emphasizes the sustainable management of terrestrial ecosystems, conservation of biodiversity, and prevention of land degradation. 3. **SDG 6: Clean Water and Sanitation** – The course may cover water resource management practices, ensuring access to clean water and maintaining healthy aquatic ecosystems. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource use and waste management, encouraging responsible consumption patterns. 5. **SDG 11: Sustainable Cities and Communities** – The course may address urban planning and development, focusing on creating sustainable and resilient communities. 6. **SDG 4: Quality Education** – It provides education on environmental principles, management practices, and policies, enhancing knowledge and awareness of sustainability issues. 7. **SDG 1: No Poverty** – Effective environmental management can contribute to poverty alleviation by ensuring sustainable livelihoods and access to natural resources. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to environmental resources and addressing social inequalities in resource management. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among governments, NGOs, businesses, and local communities to implement effective environmental management strategies. These SDGs reflect the course’s focus on promoting sustainable practices and policies that protect the environment, support social equity, and contribute to the overall goal of sustainable development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120803 | Silvikultur | Silviculture | The “Silviculture” course focuses on the science and practice of managing forest growth, health, and productivity. | 1. **SDG 15: Life on Land** – The course emphasizes sustainable management of forest ecosystems, promoting biodiversity conservation and ensuring the health of terrestrial ecosystems. 2. **SDG 13: Climate Action** – It addresses the role of silviculture in climate change mitigation, including practices for carbon sequestration and enhancing forest resilience to climate impacts. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how healthy forest ecosystems contribute to water quality and watershed management, which is crucial for ensuring clean water access. 4. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in forest management that promote responsible use of forest resources while minimizing waste and environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – Understanding silviculture can support urban forestry initiatives, enhancing green spaces and promoting sustainable urban development. 6. **SDG 4: Quality Education** – The course provides education on the principles and practices of silviculture, enhancing knowledge and skills related to sustainable forestry management. 7. **SDG 1: No Poverty** – Sustainable forest management practices can contribute to livelihoods for communities that depend on forest resources for their economic well-being. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the benefits derived from sustainable forestry practices, helping to mitigate social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including researchers, forest managers, and local communities, to implement effective silvicultural practices. These SDGs reflect the course’s focus on sustainable forestry practices and their importance in promoting ecological health, economic viability, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130103 | Perlindungan dan Pengamanan Hutan | Forest Protection and Security | The “Forest Protection and Security” course focuses on strategies and practices aimed at safeguarding forest resources from threats such as pests, diseases, illegal logging, and environmental degradation. | 1. **SDG 15: Life on Land** – The course emphasizes the protection of forest ecosystems, conservation of biodiversity, and prevention of deforestation and land degradation. 2. **SDG 13: Climate Action** – It addresses the importance of forests in climate regulation, focusing on strategies to protect forests from threats like climate change, pests, and diseases. 3. **SDG 6: Clean Water and Sanitation** – The course may explore the role of forests in watershed management and how protecting these ecosystems ensures clean water supply and quality. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, emphasizing the need to protect forest resources while ensuring responsible use. 5. **SDG 11: Sustainable Cities and Communities** – The course may address the role of forests in urban settings, focusing on urban forestry and green space protection to enhance community resilience. 6. **SDG 4: Quality Education** – It provides education on forest protection measures, enhancing awareness and knowledge about sustainable forest management practices. 7. **SDG 1: No Poverty** – Healthy forests contribute to the livelihoods of communities that depend on forest resources, supporting economic opportunities and poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the benefits derived from forest protection efforts, addressing social inequalities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including governments, NGOs, and local communities, to develop and implement effective forest protection strategies. These SDGs reflect the course’s focus on the critical importance of protecting forest ecosystems for sustainable development, biodiversity conservation, and climate resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130702 | Perencanaan Kehutanan untuk Pengembangan Wilayah | Forestry Planning for Regional Development | The “Forestry Planning for Regional Development” course focuses on integrating forestry management with regional development goals to promote sustainable economic growth and environmental conservation. Key topics typically include: | 1. **SDG 15: Life on Land** – The course emphasizes sustainable forest management practices, biodiversity conservation, and the importance of forests in regional development. 2. **SDG 11: Sustainable Cities and Communities** – It addresses the integration of forestry planning within urban and regional development strategies, promoting green spaces and sustainable land use. 3. **SDG 13: Climate Action** – The course may focus on how forestry planning can contribute to climate change mitigation and adaptation strategies in regional contexts. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource management and land-use planning, encouraging responsible consumption of forest resources. 5. **SDG 6: Clean Water and Sanitation** – The course may explore the role of forests in watershed management and how forestry planning contributes to water quality and availability. 6. **SDG 4: Quality Education** – It provides education on the principles of forestry planning and management, enhancing knowledge and skills related to sustainable development. 7. **SDG 1: No Poverty** – Effective forestry planning can create economic opportunities and livelihoods for communities, contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and benefits derived from sustainable forestry practices, addressing social inequalities in resource distribution. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration among various stakeholders, including governments, communities, and the private sector, to implement effective forestry planning strategies. These SDGs reflect the course’s focus on integrating forestry into regional development initiatives, highlighting the importance of sustainable resource management and environmental protection in achieving broader sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140102 | Seminar Hasil Penelitian | Research Results Seminar | The “Research Results Seminar” course provides a platform for students to present and discuss their research findings in a collaborative setting. Key topics typically include: | 1. **SDG 4: Quality Education** – The seminar promotes education and learning through research presentations, encouraging knowledge sharing and critical thinking. 2. **SDG 9: Industry, Innovation, and Infrastructure** – By discussing research results, the seminar can foster innovation and advancements in various fields, including sustainable practices and technologies. 3. **SDG 15: Life on Land** – If research focuses on forestry, biodiversity, or land management, it directly contributes to the conservation and sustainable use of terrestrial ecosystems. 4. **SDG 13: Climate Action** – Research results related to climate change, mitigation strategies, or adaptation measures contribute to the understanding and action needed to combat climate change. 5. **SDG 12: Responsible Consumption and Production** – The seminar may cover research on sustainable resource use, waste management, and responsible production practices. 6. **SDG 6: Clean Water and Sanitation** – Research findings related to water quality, resource management, or sanitation can help improve access to clean water and promote sustainable practices. 7. **SDG 10: Reduced Inequalities** – If research includes social issues, the seminar can address inequalities and promote inclusive practices within communities. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among students and researchers, fostering partnerships that can lead to shared goals and cooperative initiatives. The specific SDGs addressed will depend on the topics covered in the research presentations, but the *Research Results Seminar* generally supports the overarching goals of education, innovation, and sustainable development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140202 | Ujian Komprehensif | Comprehensive Exam | A Comprehensive Exam, often part of graduate programs, is an evaluative assessment designed to test a student’s knowledge across their field of study. It typically covers core concepts, theories, and methodologies, requiring students to demonstrate their understanding and ability to integrate information from various courses. The exam may be written, oral, or both, and is usually taken after completing coursework but before beginning a thesis or dissertation. Success in this exam is crucial for advancing in the program. | 1. **SDG 4: Quality Education** – The comprehensive exam assesses students’ learning and knowledge acquisition, reflecting the goal of providing quality education and promoting lifelong learning opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Depending on the program, students may be tested on their understanding of innovative practices and technologies relevant to their field, fostering a culture of innovation. 3. **SDG 12: Responsible Consumption and Production** – If the exam covers topics related to sustainability, resource management, or environmental impact, it supports responsible consumption and production practices. 4. **SDG 13: Climate Action** – If relevant topics include climate change and sustainability, the exam can contribute to students’ understanding of climate action and environmental responsibility. 5. **SDG 15: Life on Land** – For programs focused on environmental sciences, forestry, or natural resource management, the exam may cover concepts related to biodiversity and sustainable land use. 6. **SDG 10: Reduced Inequalities** – If the curriculum addresses social issues, equity, or justice, the exam can reinforce knowledge about reducing inequalities within communities. 7. **SDG 17: Partnerships for the Goals** – The comprehensive exam can emphasize the importance of interdisciplinary approaches and collaboration among different fields to address complex global challenges. While the comprehensive exam may not directly target specific SDGs, it is an opportunity for students to integrate and apply their knowledge across various topics that align with the goals of sustainable development, environmental stewardship, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01140306 | Tugas Akhir | Thesis | A Thesis course is a research-based program typically required for graduate students. It involves the independent investigation of a specific topic, culminating in a written document that presents original findings or insights. Students work closely with a faculty advisor to develop their research question, methodology, and analysis. | 1. **SDG 4: Quality Education** – The thesis process promotes advanced learning, critical thinking, and research skills, contributing to higher education quality. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Research that addresses innovation, technology, and sustainable practices contributes to advancements in various fields. 3. **SDG 13: Climate Action** – Theses focusing on climate change research, mitigation strategies, or adaptation measures contribute to understanding and addressing climate challenges. 4. **SDG 15: Life on Land** – Theses related to forestry, biodiversity, or land management directly contribute to the conservation and sustainable use of terrestrial ecosystems. 5. **SDG 12: Responsible Consumption and Production** – Research on sustainable resource use, waste management, or production practices supports responsible consumption. 6. **SDG 6: Clean Water and Sanitation** – Theses addressing water quality, resource management, or sanitation contribute to improving access to clean water and sustainable practices. 7. **SDG 10: Reduced Inequalities** – If the research addresses social issues, the thesis can promote understanding and solutions to reduce inequalities in communities. 8. **SDG 17: Partnerships for the Goals** – Research may emphasize collaboration among stakeholders, fostering partnerships that address complex global challenges. 9. **SDG 1: No Poverty** – Research that explores economic opportunities or livelihoods can contribute to poverty alleviation efforts. While the specific SDGs addressed will vary based on the individual research topics, the thesis process generally supports a broad range of sustainable development goals through its emphasis on research, knowledge generation, and the application of findings to real-world challenges. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110102 | Pengantar Ilmu Kehutanan | Introduction to Forestry Science | “Introduction to Forestry Science” is a foundational course that explores the principles and practices of forestry and forest management. It covers topics such as forest ecology, tree biology, silviculture, conservation, and the role of forests in environmental sustainability. Students learn about the importance of forests in ecosystems, their economic and social values, and contemporary challenges like climate change and deforestation. The course typically includes lectures, field studies, and practical applications, providing students with a comprehensive understanding of the field and its relevance to global issues. | 1. **SDG 15: Life on Land** – The course emphasizes the sustainable management of forests, conservation of biodiversity, and the importance of healthy terrestrial ecosystems. 2. **SDG 13: Climate Action** – It addresses the role of forests in climate regulation, including carbon sequestration and climate change mitigation strategies. 3. **SDG 6: Clean Water and Sanitation** – The course may explore how forests contribute to watershed management and the importance of maintaining forest ecosystems for clean water supply. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in forest management, encouraging responsible use of forest resources and minimizing waste. 5. **SDG 11: Sustainable Cities and Communities** – The course may cover urban forestry concepts, promoting the integration of green spaces in urban planning and development. 6. **SDG 4: Quality Education** – The course provides foundational knowledge in forestry science, contributing to quality education in environmental and resource management. 7. **SDG 1: No Poverty** – Sustainable forest management can support livelihoods for communities that depend on forest resources, helping to alleviate poverty. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the benefits derived from sustainable forestry practices. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of collaboration among various stakeholders, including governments, NGOs, and local communities, to implement effective forestry practices. These SDGs reflect the course’s focus on understanding forestry science and its implications for sustainable development, environmental conservation, and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110202 | Klimatologi Hutan | Forest Climatology | “Forest Climatology” is a specialized course that examines the interactions between forest ecosystems and climate. It focuses on how forests influence and are affected by climate variables, such as temperature, precipitation, and atmospheric conditions. Topics may include microclimates within forested areas, the impact of forests on carbon cycling, and the role of forests in mitigating climate change. Students learn about climate modeling, forest response to climatic changes, and the implications for forest management and conservation. The course often combines theoretical knowledge with practical applications, including field studies and data analysis. | 1. **SDG 13: Climate Action** – The course directly addresses climate change, exploring its impacts on forest ecosystems and the role of forests in mitigating climate change through carbon sequestration. 2. **SDG 15: Life on Land** – It emphasizes the importance of forest ecosystems in maintaining biodiversity, promoting sustainable land management, and conserving terrestrial habitats. 3. **SDG 6: Clean Water and Sanitation** – The course may examine how forests influence hydrological cycles and water quality, contributing to clean water resources. 4. **SDG 12: Responsible Consumption and Production** – It promotes understanding sustainable forest management practices that minimize environmental impact and support responsible resource use. 5. **SDG 11: Sustainable Cities and Communities** – The course may address the role of urban forests in climate regulation and enhancing urban resilience to climate change impacts. 6. **SDG 4: Quality Education** – It provides education on forest climatology, contributing to a better understanding of climate-forest interactions and the science behind climate change. 7. **SDG 1: No Poverty** – Understanding climate impacts on forests can help develop strategies that support the livelihoods of communities dependent on forest resources, contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of including marginalized communities in climate adaptation strategies. 9. **SDG 17: Partnerships for the Goals** – It emphasizes collaboration between scientists, policymakers, and local communities to implement effective climate and forest management strategies. These SDGs reflect the course’s focus on the critical interactions between forests and climate, highlighting the importance of sustainable forest management and climate action in achieving broader sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110803 | Geologi dan Ilmu Tanah Hutan | Geology and Forest Soil Science | “Geology and Forest Soil Science” is a course that explores the interrelationships between geological processes, soil formation, and forest ecosystems. It covers topics such as soil composition, properties, and classifications, as well as the influence of geological features on soil development. Students study the role of soil in supporting forest health, nutrient cycling, and water management. The course typically includes fieldwork, where students examine soil profiles and collect data, as well as laboratory analysis to understand soil chemistry and biology. This course is essential for those interested in forestry, land management, and environmental science. | 1. **SDG 15: Life on Land** – The course focuses on soil health and its importance for sustaining forest ecosystems, biodiversity, and terrestrial habitats. 2. **SDG 13: Climate Action** – Understanding soil carbon storage and its role in climate regulation contributes to strategies for mitigating climate change. 3. **SDG 6: Clean Water and Sanitation** – Healthy soils are essential for water retention and quality; the course may address how soil management practices affect water resources. 4. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in soil and land management, emphasizing responsible use of land resources and minimizing degradation. 5. **SDG 11: Sustainable Cities and Communities** – The course may discuss the role of soils in urban forestry and land-use planning, contributing to sustainable urban development. 6. **SDG 4: Quality Education** – The course provides education on the principles of geology and soil science, enhancing knowledge related to environmental science and management. 7. **SDG 1: No Poverty** – Healthy soils support agricultural productivity and forest resources, which can help alleviate poverty in communities dependent on these resources. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to land and soil resources, promoting inclusive practices that benefit marginalized communities. 9. **SDG 17: Partnerships for the Goals** – It emphasizes the importance of interdisciplinary collaboration between geologists, soil scientists, and forestry experts for effective resource management. These SDGs reflect the course’s focus on understanding the fundamental interactions between geology, soil, and forest ecosystems, highlighting the significance of sustainable land and resource management in achieving broader sustainable development objectives. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110902 | Statistika | Statistics | A Statistics course introduces students to the principles and techniques of collecting, analyzing, interpreting, and presenting quantitative data. It covers foundational concepts such as descriptive statistics, probability theory, inferential statistics, hypothesis testing, regression analysis, and data visualization. | 1. **SDG 4: Quality Education** – The course enhances analytical skills and statistical literacy, contributing to quality education and empowering students with essential skills. 2. **SDG 1: No Poverty** – Statistics are crucial for analyzing poverty levels, assessing socioeconomic conditions, and developing policies aimed at poverty alleviation. 3. **SDG 10: Reduced Inequalities** – Statistical methods are used to measure inequalities within and between countries, informing policies that promote equity and social justice. 4. **SDG 3: Good Health and Well-Being** – Statistics play a vital role in public health research, including the analysis of health data, disease prevalence, and health outcomes, which can improve health services and policies. 5. **SDG 11: Sustainable Cities and Communities** – Statistical analysis can inform urban planning and development, helping to create sustainable and resilient communities. 6. **SDG 12: Responsible Consumption and Production** – Statistics are used to analyze resource consumption patterns, waste generation, and sustainable practices, supporting responsible production and consumption. 7. **SDG 13: Climate Action** – Statistical techniques are important for analyzing climate data, understanding trends, and assessing the impacts of climate change, thereby supporting climate action initiatives. 8. **SDG 17: Partnerships for the Goals** – Statistics are essential for monitoring progress towards the SDGs and facilitating data sharing and collaboration among stakeholders. 9. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical analysis supports research and development in various industries, fostering innovation and evidence-based decision-making. These SDGs reflect the importance of statistical education in promoting informed decision-making and effective policies across various sectors, ultimately contributing to sustainable development goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121303 | Pengelolaan Kehutanan Masyarakat | Community Forestry Management | “Community Forestry Management” is a course that explores the principles and practices of managing forest resources in collaboration with local communities. It focuses on the social, economic, and environmental aspects of community-based forestry, emphasizing sustainable practices and participatory approaches. Topics may include community engagement, resource governance, forest conservation, and the impact of forestry on local livelihoods. Students learn about strategies for balancing ecological health with community needs, as well as the role of policies and regulations in community forestry. | 1. **SDG 15: Life on Land** – The course directly addresses the sustainable management of forests, promoting biodiversity conservation and the restoration of degraded land. 2. **SDG 1: No Poverty** – Community forestry can support livelihoods and economic opportunities for local communities, helping to alleviate poverty through sustainable resource use. 3. **SDG 10: Reduced Inequalities** – By involving local communities in forest management, the course promotes equitable access to resources and benefits, helping to reduce social and economic inequalities. 4. **SDG 4: Quality Education** – The course may include education and capacity-building components, empowering communities with knowledge about sustainable forestry practices. 5. **SDG 11: Sustainable Cities and Communities** – Community forestry contributes to the sustainability of local communities, fostering resilience and sustainable land use practices. 6. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in forest resource management, encouraging responsible consumption of forest products. 7. **SDG 13: Climate Action** – Community forestry practices can enhance carbon sequestration and contribute to climate change mitigation efforts by promoting healthy forest ecosystems. 8. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between communities, governments, NGOs, and other stakeholders in managing forest resources effectively. 9. **SDG 6: Clean Water and Sanitation** – Healthy forests play a crucial role in watershed management, which is essential for maintaining clean water resources for communities. These SDGs reflect the course’s focus on integrating community needs with sustainable forest management, highlighting the importance of local involvement in achieving broader environmental and social objectives. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121403 | Pengelolaan Daerah Aliran Sungai | Watershed Management | “Watershed Management” is a course that examines the principles and practices involved in managing the land and water resources within a watershed. It covers topics such as hydrology, soil and water conservation, land use planning, and the impacts of human activities on water quality and ecosystem health. Students learn about integrated approaches to managing watersheds for multiple uses, including agriculture, forestry, and recreation, while addressing issues like flooding, erosion, and water scarcity. | 1. **SDG 6: Clean Water and Sanitation** – The course is directly related to ensuring the availability and sustainable management of water resources, including water quality and access to clean water. 2. **SDG 15: Life on Land** – It addresses the management of terrestrial ecosystems within watersheds, promoting biodiversity conservation and sustainable land use practices. 3. **SDG 13: Climate Action** – The course may cover the impacts of climate change on water resources and watershed health, as well as strategies for climate adaptation and resilience. 4. **SDG 11: Sustainable Cities and Communities** – Effective watershed management contributes to the sustainability of urban and rural communities by ensuring reliable water supply and reducing flood risks. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in land and water use, encouraging responsible management of natural resources. 6. **SDG 1: No Poverty** – Sustainable watershed management can enhance livelihoods by improving agricultural productivity and providing access to clean water, contributing to poverty alleviation. 7. **SDG 10: Reduced Inequalities** – The course may emphasize equitable access to water resources, addressing disparities among different communities and ensuring that marginalized groups benefit from watershed management. 8. **SDG 17: Partnerships for the Goals** – Watershed management often requires collaboration among various stakeholders, including government agencies, local communities, and NGOs, to implement effective strategies. 9. **SDG 4: Quality Education** – The course provides education on watershed management principles, enhancing knowledge and skills related to environmental stewardship. These SDGs reflect the course’s focus on promoting sustainable water management practices and the importance of integrated approaches to watershed management for achieving broader sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130203 | Perencanaan Hutan | Forest Planning | “Forest Planning” is a course focused on the strategies and methodologies used to manage forest resources effectively and sustainably. It covers key concepts such as forest inventory, resource assessment, land-use planning, and the development of management plans. Students learn about the integration of ecological, economic, and social factors in decision-making processes, as well as techniques for monitoring and evaluating forest health. The course often involves case studies and practical applications, equipping students with the skills needed to create plans that balance conservation, recreation, and timber production while addressing challenges like climate change and biodiversity loss. | 1. **SDG 15: Life on Land** – The course emphasizes sustainable forest management practices that promote biodiversity, ecosystem health, and the conservation of terrestrial habitats. 2. **SDG 13: Climate Action** – Forest planning plays a crucial role in mitigating climate change by promoting carbon sequestration and enhancing forest resilience to climate impacts. 3. **SDG 6: Clean Water and Sanitation** – Sustainable forest management contributes to watershed protection, ensuring clean water resources and maintaining water quality. 4. **SDG 12: Responsible Consumption and Production** – The course encourages responsible use of forest resources and sustainable practices in timber and non-timber forest product harvesting. 5. **SDG 11: Sustainable Cities and Communities** – Effective forest planning can enhance urban green spaces, contributing to sustainable urban development and improving the quality of life in communities. 6. **SDG 4: Quality Education** – The course provides education on forest planning techniques, principles, and practices, enhancing knowledge related to environmental management. 7. **SDG 1: No Poverty** – Sustainable forest management can support livelihoods and economic opportunities for communities that rely on forest resources, helping to alleviate poverty. 8. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the importance of including marginalized communities in forest planning processes. 9. **SDG 17: Partnerships for the Goals** – Forest planning often involves collaboration among various stakeholders, including governments, local communities, and conservation organizations, to achieve effective management outcomes. These SDGs reflect the course’s focus on promoting sustainable forest practices and the importance of strategic planning in achieving environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130303 | Agroforestri | Agroforestry | “Agroforestry” is a course that explores the integration of trees and shrubs into agricultural landscapes to enhance productivity, sustainability, and ecosystem health. It covers various agroforestry practices, such as alley cropping, silvopasture, and forest farming, highlighting their benefits for soil health, biodiversity, and resource management. Students learn about the economic and social aspects of agroforestry, including community involvement and policy implications. The course often includes field studies, case analyses, and discussions on how agroforestry can contribute to food security, climate resilience, and land restoration, preparing students for careers in sustainable agriculture and land management. | 1. **SDG 15: Life on Land** – Agroforestry supports biodiversity conservation and sustainable land management by integrating trees with crops and livestock, enhancing ecosystem health. 2. **SDG 13: Climate Action** – The course addresses the role of agroforestry in mitigating climate change through carbon sequestration, enhancing soil health, and increasing resilience to climate impacts. 3. **SDG 2: Zero Hunger** – Agroforestry systems can improve food security by increasing agricultural productivity, enhancing nutrient availability, and diversifying food sources. 4. **SDG 6: Clean Water and Sanitation** – Agroforestry practices can improve water quality and soil health, promoting better water management and reducing erosion. 5. **SDG 12: Responsible Consumption and Production** – The course encourages sustainable practices in resource management and promotes responsible consumption of agricultural and forest products. 6. **SDG 1: No Poverty** – Agroforestry can provide additional income sources and livelihoods for rural communities, contributing to poverty alleviation through diversified agricultural practices. 7. **SDG 10: Reduced Inequalities** – The course may address equitable access to agroforestry resources and the importance of including marginalized communities in decision-making processes. 8. **SDG 11: Sustainable Cities and Communities** – Agroforestry can contribute to sustainable land use in urban areas by providing green spaces, improving air quality, and enhancing urban resilience. 9. **SDG 17: Partnerships for the Goals** – The course emphasizes collaboration between farmers, researchers, and policymakers to promote agroforestry practices and share knowledge effectively. These SDGs reflect the course’s focus on integrating forestry and agriculture for sustainable development, highlighting the multiple benefits of agroforestry systems for the environment and local communities. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130403 | Pemanenan Hutan | Forest Harvesting | “Forest Harvesting” is a course that focuses on the principles and practices of sustainably extracting timber and other forest products. It covers various harvesting techniques, equipment, and safety measures, as well as the ecological impacts of logging operations. Students learn about planning and implementing harvesting strategies that minimize environmental damage while maximizing economic returns. | 1. **SDG 15: Life on Land** – The course promotes sustainable forest management practices that protect biodiversity, ensure the regeneration of forest ecosystems, and prevent deforestation. 2. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable harvesting methods to ensure that forest products are obtained in a way that minimizes waste and environmental impact. 3. **SDG 13: Climate Action** – Sustainable forest harvesting practices can enhance carbon sequestration and improve the resilience of forest ecosystems to climate change. 4. **SDG 6: Clean Water and Sanitation** – Proper forest harvesting techniques can help protect watersheds and maintain water quality, preventing erosion and sedimentation in water bodies. 5. **SDG 11: Sustainable Cities and Communities** – Forest harvesting contributes to the supply of wood and non-timber forest products that are essential for sustainable urban development and community livelihoods. 6. **SDG 1: No Poverty** – The course addresses how sustainable forest harvesting can provide economic opportunities and livelihoods for local communities dependent on forest resources. 7. **SDG 10: Reduced Inequalities** – It may cover equitable access to forest resources, ensuring that marginalized communities benefit from forest management practices. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among stakeholders, including government agencies, local communities, and the private sector, to promote sustainable harvesting practices. 9. **SDG 4: Quality Education** – The course enhances knowledge and skills related to sustainable forest management and harvesting techniques, contributing to education in environmental stewardship. These SDGs reflect the course’s focus on ensuring that forest harvesting practices are sustainable and responsible, highlighting the importance of balancing economic needs with environmental protection and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130503 | Pemberdayaan Desa Hutan | Forest Village Empowerment | “Forest Village Empowerment” is a course that focuses on enhancing the livelihoods and well-being of communities living in or around forested areas. It explores strategies for empowering these communities through sustainable resource management, capacity building, and participatory governance. | 1. **SDG 1: No Poverty** – The course aims to alleviate poverty by providing communities with the skills and knowledge needed to sustainably manage forest resources and generate income. 2. **SDG 10: Reduced Inequalities** – It promotes equitable access to forest resources, ensuring that marginalized and vulnerable groups in forest villages benefit from sustainable management practices. 3. **SDG 4: Quality Education** – The course focuses on education and capacity building, equipping community members with the knowledge and skills necessary for effective forest management. 4. **SDG 11: Sustainable Cities and Communities** – Empowering forest villages contributes to sustainable community development, fostering resilience and sustainable practices in local governance. 5. **SDG 15: Life on Land** – The course emphasizes the importance of sustainable management of forest ecosystems, promoting biodiversity conservation and restoration efforts. 6. **SDG 6: Clean Water and Sanitation** – Sustainable forest management practices taught in the course can help protect watersheds and improve water quality for local communities. 7. **SDG 13: Climate Action** – Empowering communities to manage their forests sustainably can enhance resilience to climate change and contribute to mitigation efforts through carbon sequestration. 8. **SDG 17: Partnerships for the Goals** – The course encourages collaboration between communities, governments, NGOs, and other stakeholders to implement effective forest management strategies. 9. **SDG 12: Responsible Consumption and Production** – It promotes sustainable practices in resource utilization, ensuring that forest products are harvested responsibly. These SDGs reflect the course’s emphasis on community empowerment and sustainable resource management, highlighting the crucial role that local communities play in achieving broader environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01130603 | Kewirausahaan Kehutanan | Forestry Entrepreneurship | “Forestry Entrepreneurship” is a course that explores the intersection of forestry and business, focusing on the development of innovative ventures within the forestry sector. It covers topics such as market analysis, business planning, sustainable resource management, and the financial aspects of starting and running a forestry-related business. Students learn about emerging opportunities in areas like timber production, non-timber forest products, eco-tourism, and forest-based services. | 1. **SDG 8: Decent Work and Economic Growth** – The course encourages the creation of sustainable businesses in the forestry sector, promoting job creation and economic development. 2. **SDG 9: Industry, Innovation, and Infrastructure** – It fosters innovation in forestry practices and the development of sustainable infrastructure related to forest management and products. 3. **SDG 15: Life on Land** – The course emphasizes sustainable management of forest resources, ensuring that entrepreneurship in forestry contributes to biodiversity conservation and ecosystem health. 4. **SDG 1: No Poverty** – By promoting entrepreneurship, the course aims to provide economic opportunities for communities, helping to alleviate poverty through sustainable forestry practices. 5. **SDG 12: Responsible Consumption and Production** – It encourages sustainable practices in the production and consumption of forest products, focusing on responsible resource management. 6. **SDG 10: Reduced Inequalities** – The course may address equitable access to forestry resources and opportunities for marginalized communities in the forestry sector. 7. **SDG 4: Quality Education** – The course provides education on entrepreneurship principles, business management, and sustainable practices within the forestry industry. 8. **SDG 13: Climate Action** – Forestry entrepreneurship can contribute to climate change mitigation by promoting sustainable forestry practices that enhance carbon sequestration. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among entrepreneurs, local communities, and various stakeholders to promote sustainable forestry initiatives. These SDGs reflect the course’s focus on integrating entrepreneurship with sustainable forestry practices, highlighting the potential for economic growth while ensuring environmental sustainability and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120403 | Inventarisasi Hutan | Forest Inventory | “Forest Inventory” is a course that focuses on the methods and techniques used to assess and quantify forest resources. It covers key topics such as sampling design, data collection, measurement of tree dimensions, and the analysis of forest composition and structure. Students learn how to conduct field surveys, utilize statistical methods for data interpretation, and apply technology such as remote sensing and GIS in forest inventory processes. | 1. **SDG 15: Life on Land** – The course directly contributes to the sustainable management of forests, promoting biodiversity conservation and the health of terrestrial ecosystems through accurate data collection and analysis. 2. **SDG 13: Climate Action** – Forest inventories play a critical role in understanding carbon stocks and fluxes, which are essential for climate change mitigation and adaptation efforts. 3. **SDG 6: Clean Water and Sanitation** – Proper forest management, informed by inventory data, can enhance watershed protection and improve water quality for surrounding communities. 4. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable resource management practices, ensuring that forest products are harvested in a way that minimizes environmental impact. 5. **SDG 4: Quality Education** – The course provides education on methodologies and techniques for forest inventory, enhancing knowledge and skills in forest management. 6. **SDG 1: No Poverty** – By supporting sustainable forest management practices, the course indirectly contributes to poverty alleviation through the sustainable use of forest resources. 7. **SDG 10: Reduced Inequalities** – It may address equitable access to forest resources and the importance of including marginalized communities in forest management practices based on inventory data. 8. **SDG 11: Sustainable Cities and Communities** – Effective forest inventories support urban planning and green space management, contributing to the sustainability of urban and rural communities. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among researchers, practitioners, and policymakers to improve forest inventory practices and data sharing. These SDGs reflect the course’s focus on using inventory techniques to inform sustainable forest management practices, thereby supporting broader environmental and social sustainability goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120603 | Konservasi Tanah dan Air | Soil and Water Conservation | “Soil and Water Conservation” is a course that examines the principles and practices aimed at protecting and managing soil and water resources to enhance sustainability and prevent degradation. It covers topics such as erosion control, watershed management, soil health, and water quality improvement. Students learn about various conservation techniques, including contour farming, terracing, and vegetation buffers, as well as the role of policy and community engagement in effective conservation strategies. | 1. **SDG 15: Life on Land** – The course promotes sustainable land management practices that conserve soil health and biodiversity, helping to protect terrestrial ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Soil and water conservation practices directly contribute to improving water quality and ensuring the availability of clean water resources for communities and ecosystems. 3. **SDG 2: Zero Hunger** – By enhancing soil health and water management, the course supports agricultural productivity and food security, contributing to the goal of zero hunger. 4. **SDG 13: Climate Action** – Sustainable soil and water conservation practices can help mitigate climate change impacts by improving carbon sequestration and enhancing ecosystem resilience. 5. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in land and water use, promoting responsible management of natural resources. 6. **SDG 11: Sustainable Cities and Communities** – Effective soil and water conservation contributes to the sustainability of urban and rural areas, enhancing resilience to environmental challenges. 7. **SDG 1: No Poverty** – By improving agricultural productivity and resource management, the course can contribute to poverty alleviation in rural communities dependent on agriculture. 8. **SDG 4: Quality Education** – The course provides education on soil and water conservation techniques, fostering knowledge and skills essential for sustainable resource management. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among stakeholders, including governments, NGOs, and local communities, to implement effective soil and water conservation strategies. These SDGs reflect the course’s focus on promoting sustainable practices that enhance soil and water conservation, ultimately supporting broader goals of environmental sustainability, food security, and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120703 | Metodologi Penelitian | Research methodology | “Research Methodology” is a course that introduces students to the systematic approaches and techniques used in conducting research across various disciplines. It covers key concepts such as research design, data collection methods (qualitative and quantitative), sampling techniques, and data analysis. Students learn about formulating research questions, ethical considerations, and the importance of literature reviews. | 1. **SDG 4: Quality Education** – The course enhances students’ research skills and understanding of methodological approaches, contributing to quality education and lifelong learning opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** – By fostering research skills, the course encourages innovation and the development of new solutions to industry challenges, supporting sustainable economic growth. 3. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes ethical research practices and the importance of evidence-based decision-making, contributing to transparency, accountability, and effective governance. 4. **SDG 17: Partnerships for the Goals** – It promotes collaboration among researchers, institutions, and communities, fostering partnerships that can enhance research impact and application. 5. **SDG 10: Reduced Inequalities** – The course can address issues of equity in research design and methodology, ensuring that marginalized communities are included and represented in research processes. 6. **SDG 3: Good Health and Well-being** – Research methodology is essential in public health studies, enabling evidence-based practices that improve health outcomes and well-being. 7. **SDG 12: Responsible Consumption and Production** – The course can encourage research into sustainable practices and resource management, contributing to responsible production and consumption patterns. 8. **SDG 1: No Poverty** – By equipping students with research skills, the course supports efforts to understand and address poverty-related issues through informed policy and practice. These SDGs reflect the course’s emphasis on the importance of research skills and methodologies in contributing to sustainable development and addressing global challenges through informed decision-making and collaboration. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01120903 | Keteknikan dan Pembukaan Wilayah Hutan | Engineering and Forest Area Clearing | “Engineering and Forest Area Clearing” is a course that focuses on the technical and environmental aspects of clearing forested areas for various uses, such as construction, agriculture, or infrastructure development. It covers engineering principles related to land preparation, site design, and the management of ecological impacts during the clearing process. Students learn about best practices for minimizing soil erosion, preserving biodiversity, and ensuring compliance with environmental regulations. | 1. **SDG 15: Life on Land** – The course addresses the sustainable management of forest resources, emphasizing the need to minimize biodiversity loss and protect terrestrial ecosystems during clearing activities. 2. **SDG 13: Climate Action** – Understanding the impacts of forest area clearing on carbon emissions and climate change is crucial, and the course can promote practices that mitigate these effects. 3. **SDG 11: Sustainable Cities and Communities** – The course may focus on how to balance development needs with environmental sustainability, promoting responsible land use planning in urban and rural settings. 4. **SDG 12: Responsible Consumption and Production** – It emphasizes sustainable practices in land clearing and resource management, ensuring that engineering projects are conducted responsibly. 5. **SDG 6: Clean Water and Sanitation** – Forest clearing can impact water quality and availability; the course addresses the importance of protecting watersheds during engineering activities. 6. **SDG 1: No Poverty** – Engineering projects can create economic opportunities, but the course also emphasizes the need to consider social impacts on local communities dependent on forest resources. 7. **SDG 3: Good Health and Well-being** – Proper management of forest clearing can reduce environmental hazards, promoting better health outcomes for communities affected by such activities. 8. **SDG 10: Reduced Inequalities** – The course may cover the importance of involving local communities in decision-making processes related to land use and ensuring equitable access to resources. 9. **SDG 17: Partnerships for the Goals** – Collaboration among engineers, environmentalists, policymakers, and communities is crucial for successful and sustainable forest clearing practices. These SDGs reflect the course’s focus on ensuring that engineering practices related to forest area clearing are conducted sustainably and responsibly, balancing development needs with environmental conservation and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121003 | Sistem Informasi Geografis | Geographic Information Systems | The course Geographic Information Systems (GIS) introduces students to the principles and technologies used to collect, analyze, and interpret spatial data. Students learn about the fundamental concepts of geographic information, including cartography, spatial analysis, and data management. The curriculum covers the various applications of GIS in fields such as urban planning, environmental science, transportation, and public health. | 1. **SDG 11: Sustainable Cities and Communities** – GIS is essential for urban planning, helping to create sustainable and resilient urban environments by analyzing spatial data for infrastructure development, land use, and resource management. 2. **SDG 15: Life on Land** – The course supports the sustainable management of terrestrial ecosystems through mapping and analyzing land use, biodiversity, and habitat conservation efforts. 3. **SDG 6: Clean Water and Sanitation** – GIS can be used to manage water resources, assess watershed health, and plan for sanitation infrastructure, contributing to improved water quality and access. 4. **SDG 13: Climate Action** – The course enables the analysis of climate data and the impacts of climate change on various geographic areas, supporting adaptation and mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – GIS fosters innovation in infrastructure development and resource management, enhancing the effectiveness of projects through data-driven approaches. 6. **SDG 4: Quality Education** – The course provides educational opportunities in spatial analysis and technology, equipping students with valuable skills for various fields. 7. **SDG 3: Good Health and Well-being** – GIS can be used in public health to analyze health data geographically, identify health disparities, and plan health services based on community needs. 8. **SDG 1: No Poverty** – The analysis of spatial data can help identify areas of need and inform policies and programs aimed at poverty alleviation and community development. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration between various sectors, including government, academia, and NGOs, to share data and resources for sustainable development initiatives. 10. **SDG 10: Reduced Inequalities** – GIS can be utilized to analyze social and economic disparities, ensuring that marginalized communities are considered in planning and decision-making processes. These SDGs reflect the course’s emphasis on utilizing GIS technology for informed decision-making and sustainable management of resources, ultimately supporting broader goals of environmental sustainability, social equity, and community development. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121103 | Teknologi Benih dan Persemaian | Seed and Nursery Technology | “Seed and Nursery Technology” is a course that focuses on the principles and practices involved in seed production, handling, and nursery management for various plant species, particularly trees and crops. It covers topics such as seed biology, germination processes, propagation techniques, and the establishment and maintenance of nurseries. Students learn about best practices for seed collection, storage, and treatment, as well as strategies for ensuring healthy seedling development. The course often includes hands-on experience in nursery operations and may address topics like sustainability, pest management, and the role of nurseries in reforestation and habitat restoration efforts. | 1. **SDG 2: Zero Hunger** – The course supports food security by promoting the production of high-quality seeds and seedlings, essential for improving agricultural productivity and ensuring a stable food supply. 2. **SDG 15: Life on Land** – This goal is addressed through the conservation of plant genetic resources, promoting biodiversity, and the sustainable management of terrestrial ecosystems. 3. **SDG 13: Climate Action** – The course may focus on developing climate-resilient plant varieties and sustainable nursery practices that contribute to adapting to and mitigating climate change impacts. 4. **SDG 12: Responsible Consumption and Production** – By promoting sustainable seed and nursery practices, the course encourages responsible management of agricultural inputs and resources. 5. **SDG 4: Quality Education** – The course provides education on seed technology and nursery management, equipping students with essential skills and knowledge for sustainable agricultural practices. 6. **SDG 1: No Poverty** – Improved seed quality and nursery practices can enhance agricultural yields, contributing to income generation and poverty alleviation for farmers. 7. **SDG 10: Reduced Inequalities** – The course can address issues of equitable access to quality seeds and resources, ensuring that marginalized communities benefit from improved agricultural practices. 8. **SDG 11: Sustainable Cities and Communities** – The promotion of urban greening initiatives through nursery management contributes to sustainable urban development and community well-being. 9. **SDG 17: Partnerships for the Goals** – The course encourages collaboration among farmers, researchers, and policymakers to enhance seed production and nursery management practices. These SDGs reflect the course’s focus on the importance of seed and nursery technology in promoting sustainable agriculture, enhancing food security, and conserving biodiversity, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01121203 | Manajemen Hutan | Forest Management | “Forest Management” is a course that explores the principles and practices involved in the sustainable management of forest resources. It covers topics such as forest ecology, silviculture, inventory and monitoring techniques, and land-use planning. Students learn how to balance ecological health, economic viability, and social values in forest management decisions. The course emphasizes strategies for conserving biodiversity, mitigating climate change impacts, and ensuring the long-term sustainability of forest ecosystems. | 1. **SDG 15: Life on Land** – The course directly supports the sustainable management of forests, promoting biodiversity conservation, restoration of degraded forests, and combating desertification. 2. **SDG 13: Climate Action** – Sustainable forest management plays a crucial role in mitigating climate change by enhancing carbon sequestration and resilience to climate impacts. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes responsible forest resource management and practices that promote sustainable consumption of forest products. 4. **SDG 11: Sustainable Cities and Communities** – Effective forest management contributes to sustainable urban and rural development by providing ecosystem services such as recreation, air quality improvement, and climate regulation. 5. **SDG 3: Good Health and Well-being** – Forests provide recreational spaces and contribute to mental well-being, while sustainable management practices ensure these spaces remain healthy and accessible. 6. **SDG 6: Clean Water and Sanitation** – Forest ecosystems play a vital role in watershed management and water quality, and the course addresses how sustainable management practices can protect these vital resources. 7. **SDG 1: No Poverty** – Sustainable forest management can provide economic opportunities for communities dependent on forest resources, contributing to poverty alleviation and livelihoods. 8. **SDG 8: Decent Work and Economic Growth** – The course supports the development of sustainable forestry practices that create jobs and promote economic growth in rural areas. 9. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the involvement of marginalized communities in forest management decisions. 10. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, communities, and NGOs, is crucial for effective forest management and achieving sustainability goals. These SDGs reflect the course’s emphasis on the importance of sustainable forest management in promoting ecological health, social equity, and economic viability, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110402 | Hasil Hutan Bukan Kayu dan Jasa Lingkungan | Non-Timber Forest Products and Environmental Services | “Non-Timber Forest Products and Environmental Services” is a course that focuses on the diverse benefits provided by forests beyond timber, including non-timber forest products (NTFPs) like fruits, nuts, resins, medicinal plants, and ecological services such as carbon sequestration, water regulation, and biodiversity conservation. | 1. **SDG 15: Life on Land** – The course directly supports the conservation and sustainable use of terrestrial ecosystems, promoting biodiversity through the sustainable management of NTFPs. 2. **SDG 2: Zero Hunger** – NTFPs contribute to food security and nutrition, providing alternative sources of food and income for communities, thus supporting sustainable agricultural practices. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable harvesting and utilization of NTFPs, promoting practices that reduce waste and ensure responsible consumption of natural resources. 4. **SDG 13: Climate Action** – Sustainable management of NTFPs and the conservation of forest ecosystems play a crucial role in climate change mitigation and adaptation strategies. 5. **SDG 3: Good Health and Well-being** – Many NTFPs have medicinal properties, contributing to community health and well-being, and the course may explore the traditional uses of these products. 6. **SDG 6: Clean Water and Sanitation** – Forests provide vital ecosystem services, including water filtration and regulation, and the course addresses how the management of NTFPs can contribute to maintaining these services. 7. **SDG 1: No Poverty** – NTFPs provide economic opportunities for forest-dependent communities, supporting livelihoods and contributing to poverty alleviation. 8. **SDG 10: Reduced Inequalities** – The course may focus on equitable access to forest resources and the inclusion of marginalized communities in the management and benefits derived from NTFPs. 9. **SDG 11: Sustainable Cities and Communities** – The promotion of sustainable NTFP practices contributes to urban greening initiatives and enhances community resilience. 10. **SDG 17: Partnerships for the Goals** – Collaboration between local communities, government, and NGOs is essential for sustainable management practices and ensuring the benefits of NTFPs are shared equitably. These SDGs reflect the course’s emphasis on the significance of NTFPs and environmental services in promoting sustainable resource management, enhancing community livelihoods, and contributing to broader goals of environmental conservation and social equity. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110602 | Ilmu Kerja Hutan | Forest Work Science | “Forest Work Science” is a course that focuses on the application of scientific principles and methodologies to forestry operations and practices. It covers topics such as forest engineering, work safety, ergonomics, and the efficiency of various forestry tasks, including harvesting, planting, and maintenance. Students learn about the design and operation of machinery, tools, and systems used in forestry, as well as the environmental impacts of these activities. | 1. **SDG 15: Life on Land** – The course directly supports the sustainable management of forests, promoting practices that conserve biodiversity, restore degraded forests, and combat desertification. 2. **SDG 13: Climate Action** – Sustainable forest work practices play a crucial role in climate change mitigation by enhancing carbon sequestration through effective forest management and reducing greenhouse gas emissions. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes the importance of sustainable practices in forest operations, ensuring that forest products are harvested responsibly and efficiently. 4. **SDG 11: Sustainable Cities and Communities** – Proper forest management contributes to sustainable urban and rural development, providing ecosystem services such as recreation, air quality improvement, and climate regulation. 5. **SDG 3: Good Health and Well-being** – Healthy forests provide recreational opportunities and improve mental well-being, while sustainable practices ensure these areas remain healthy and accessible to the public. 6. **SDG 6: Clean Water and Sanitation** – Forest ecosystems are crucial for watershed management; the course addresses how sustainable forest work practices can protect water resources and maintain water quality. 7. **SDG 1: No Poverty** – Effective forest management can provide economic opportunities for communities dependent on forest resources, contributing to poverty alleviation and livelihoods. 8. **SDG 8: Decent Work and Economic Growth** – The course supports the development of sustainable forest operations that create jobs and promote economic growth in rural areas. 9. **SDG 10: Reduced Inequalities** – The course may address equitable access to forest resources and the involvement of local communities in forest management decisions. 10. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including government, communities, and NGOs, is essential for effective forest management and achieving sustainability goals. These SDGs reflect the course’s emphasis on the importance of sustainable forest work practices in promoting ecological health, social equity, and economic viability, ultimately supporting broader goals of environmental sustainability and community resilience. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01110702 | Kehutanan Terkini | Current Forestry | “Current Forestry” is a course that examines the latest trends, challenges, and advancements in the field of forestry. It covers contemporary topics such as sustainable forest management, climate change impacts, policy developments, and innovations in forestry practices and technologies. Students explore current research, case studies, and real-world applications, engaging with issues like biodiversity conservation, forest restoration, and the role of forests in carbon sequestration. | 1. **SDG 13: Climate Action** – Forests play a crucial role in carbon sequestration, mitigating climate change. 2. **SDG 15: Life on Land** – The course addresses sustainable forest management and biodiversity conservation. 3. **SDG 12: Responsible Consumption and Production** – It may include topics on sustainable use of forest resources. 4. **SDG 6: Clean Water and Sanitation** – Forests contribute to water quality and watershed management. 5. **SDG 8: Decent Work and Economic Growth** – Forestry supports livelihoods and sustainable industries. Courses may vary, but these SDGs are typically relevant to forestry. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111002 | Administrasi Kehutanan | Forestry Administration | “Forestry Administration” is a course that focuses on the organizational, managerial, and policy aspects of forestry and natural resource management. It covers topics such as forest policy development, regulatory frameworks, budgeting, human resources, and strategic planning within forestry organizations. | 1. **SDG 15: Life on Land** – Focus on policies and governance for sustainable forest management and biodiversity protection. 2. **SDG 13: Climate Action** – Administrative frameworks that support forest conservation and carbon sequestration efforts. 3. **SDG 12: Responsible Consumption and Production** – Governance over sustainable use of forest resources. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the role of strong institutions and policies in forestry management and enforcement. The course may touch on governance, policy-making, and institutional frameworks relevant to these goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111103 | Entomologi Hutan | Forest Entomology | “Forest Entomology” is a course that studies the role of insects in forest ecosystems, focusing on both beneficial and harmful species. It covers topics such as insect identification, life cycles, ecology, and their interactions with trees and other forest organisms. Students learn about the impact of insect pests on forest health, timber quality, and biodiversity, as well as strategies for managing and controlling pest populations through integrated pest management (IPM) approaches. | 1. **SDG 15: Life on Land** – Focus on understanding the role of insects in forest ecosystems and managing pests to protect biodiversity. 2. **SDG 13: Climate Action** – Study of insect behavior in relation to climate change and its impact on forests. 3. **SDG 12: Responsible Consumption and Production** – Sustainable pest management strategies to protect forest resources. 4. **SDG 2: Zero Hunger** – Indirectly related, as controlling forest pests can support agriculture and food security by maintaining healthy ecosystems. This course would primarily explore the ecological and economic impacts of forest insects. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111202 | Kebijakan Kehutanan dan Lingkungan | Forestry and Environmental Policy | “Forestry and Environmental Policy” is a course that explores the intersection of forestry practices and environmental governance. It covers key topics such as policy frameworks, regulations, and the role of various stakeholders in shaping forest management and conservation strategies. Students examine contemporary issues like deforestation, climate change, biodiversity loss, and the socio-economic impacts of forestry policies. | 1. **SDG 15: Life on Land** – Focus on policies for sustainable forest management and biodiversity conservation. 2. **SDG 13: Climate Action** – Policies supporting forestry’s role in mitigating climate change. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable use of forest resources through policy. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing strong institutions and governance for effective environmental policies. 5. **SDG 6: Clean Water and Sanitation** – Policies that link forest conservation with watershed and water resource management. This course integrates policy-making with environmental and forestry management goals. |
| KEHUTANAN | KEHUTANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23M01111302 | Pembangunan Karakter Rimbawan | Forester Character Development | “Forester Character Development” is a course that focuses on the personal and professional growth of students pursuing a career in forestry and natural resource management. It emphasizes the importance of ethical decision-making, leadership skills, and effective communication in the field. Topics may include teamwork, conflict resolution, environmental stewardship, and the social responsibilities of foresters. | 1. **SDG 4: Quality Education** – Promoting education that develops professional and ethical skills in forestry. 2. **SDG 15: Life on Land** – Encouraging a commitment to sustainable forestry practices and biodiversity conservation. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Fostering integrity, accountability, and leadership qualities for managing forests responsibly. 4. **SDG 12: Responsible Consumption and Production** – Advocating for responsible use and stewardship of forest resources. This course would shape foresters to act responsibly in environmental and resource management roles. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13110103 | Pengetahuan Lingkungan | Environmental Knowledge | The course “Environmental Knowledge” focuses on understanding the principles and issues surrounding the environment and sustainability. It covers topics such as ecological systems, environmental policies, climate change, biodiversity, and sustainable practices. Students engage with both theoretical frameworks and practical applications, analyzing the impacts of human activity on the environment. The course encourages critical thinking and promotes awareness of global environmental challenges, aiming to equip students with the knowledge necessary to contribute to sustainable solutions. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course emphasizes the importance of clean water, sanitation, and the sustainable management of water resources, directly supporting **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 2. **Affordable and Clean Energy (SDG 7)** – Understanding environmental issues includes discussions on energy consumption, sustainability, and the transition to renewable energy sources. This aligns with **SDG 7**, which aims to ensure access to affordable, reliable, sustainable, and modern energy for all. ### 3. **Sustainable Cities and Communities (SDG 11)** – The course may cover urban planning, sustainable community development, and strategies to create inclusive, safe, and resilient cities, directly contributing to **SDG 11**, which focuses on making cities sustainable and inclusive. ### 4. **Responsible Consumption and Production (SDG 12)** – Environmental knowledge involves understanding sustainable practices in consumption and production, which supports **SDG 12**, aimed at ensuring sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – The course likely addresses climate change, its impacts, and the importance of mitigation and adaptation strategies, directly supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life Below Water (SDG 14)** – Topics may include the importance of marine ecosystems and the need to protect oceans, which aligns with **SDG 14**, aimed at conserving and sustainably using the oceans, seas, and marine resources. ### 7. **Life on Land (SDG 15)** – The course may cover topics related to terrestrial ecosystems, biodiversity, and sustainable land use practices, supporting **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. ### 8. **Partnerships for the Goals (SDG 17)** – Environmental challenges often require collaborative approaches among governments, organizations, and communities. The course aligns with **SDG 17**, which focuses on strengthening partnerships to achieve sustainable development. ### Summary: A **Environmental Knowledge** course aligns with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 7**: Affordable and Clean Energy – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of understanding environmental issues and sustainable practices, contributing to a healthier planet and more equitable societies. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140503 | Pengelolaan Sumber Daya Air | Water Resources Management | The course “Water Resources Management” examines the sustainable management of water resources in various contexts, including agriculture, industry, and urban settings. It covers topics such as hydrology, water quality, policy frameworks, and the impacts of climate change on water supply. Students learn about water conservation techniques, regulatory practices, and stakeholder engagement. The course emphasizes the importance of balancing human needs with environmental protection, preparing students to tackle challenges related to water scarcity, pollution, and governance. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course primarily supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. It addresses issues such as water quality, access to clean drinking water, and sanitation facilities. ### 2. **Sustainable Cities and Communities (SDG 11)** – Effective water management is crucial for sustainable urban development. The course contributes to **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable by addressing water supply, wastewater management, and urban planning. ### 3. **Responsible Consumption and Production (SDG 12)** – The course may cover sustainable practices in water use and management, promoting responsible consumption and production patterns, which aligns with **SDG 12**. ### 4. **Climate Action (SDG 13)** – Water resources management is closely linked to climate change, as water availability and quality can be affected by climate-related factors. This supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 5. **Life Below Water (SDG 14)** – The management of freshwater resources has implications for marine environments. The course may address how water management practices can impact oceans and coastal areas, supporting **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources. ### 6. **Life on Land (SDG 15)** – Water management is essential for protecting terrestrial ecosystems, maintaining biodiversity, and sustainable land use. This aligns with **SDG 15**, which focuses on protecting, restoring, and promoting the sustainable use of terrestrial ecosystems. ### 7. **Partnerships for the Goals (SDG 17)** – Effective water resources management often requires collaboration among various stakeholders, including governments, communities, and organizations. The course aligns with **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### Summary: A **Water Resources Management** course aligns with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical importance of sustainable water management practices in ensuring access to clean water, protecting ecosystems, and supporting sustainable development. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140603 | Perencanaan Tempat Pemrosesan Akhir Sampah | Planning for Final Waste Processing Sites | The course “Planning for Final Waste Processing Sites” focuses on the strategic design and management of facilities for the final disposal and treatment of waste. It covers topics such as waste characterization, site selection, environmental impact assessments, and regulatory frameworks. Students learn about various waste management technologies and methods, including landfilling, incineration, and recycling. The course emphasizes sustainable practices and community engagement, preparing students to develop effective waste management solutions that minimize environmental impact while addressing public health concerns. | ### 1. **Responsible Consumption and Production (SDG 12)** – The course primarily supports **SDG 12**, which aims to ensure sustainable consumption and production patterns. It addresses waste management strategies, reducing waste generation, and promoting recycling and resource recovery. ### 2. **Clean Water and Sanitation (SDG 6)** – Proper planning and management of waste processing sites are essential to prevent water contamination and ensure access to clean water. This aligns with **SDG 6**, which focuses on water quality and availability. ### 3. **Sustainable Cities and Communities (SDG 11)** – Effective waste management is crucial for urban planning and development. The course contributes to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable by addressing waste disposal and its impact on urban environments. ### 4. **Climate Action (SDG 13)** – Waste processing can significantly impact greenhouse gas emissions. The course may cover strategies for minimizing the carbon footprint of waste management systems, supporting **SDG 13**, which calls for urgent action to combat climate change. ### 5. **Life on Land (SDG 15)** – Waste disposal and management practices have implications for terrestrial ecosystems. The course aligns with **SDG 15**, which focuses on protecting and restoring terrestrial ecosystems and ensuring sustainable land use. ### 6. **Good Health and Well-being (SDG 3)** – Improper waste management can pose significant health risks to communities. The course supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all by focusing on safe waste disposal and minimizing health hazards. ### 7. **Partnerships for the Goals (SDG 17)** – Effective waste management often requires collaboration among various stakeholders, including government agencies, private sectors, and communities. The course aligns with **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### Summary: A **Planning for Final Waste Processing Sites** course aligns with several SDGs, particularly: – **SDG 12**: Responsible Consumption and Production – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 3**: Good Health and Well-being – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of sustainable waste management practices in protecting the environment, promoting public health, and contributing to overall sustainability in urban planning. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140703 | Pengelolaan Limbah Bahan Berbahaya dan Beracun | Management of Hazardous and Toxic Waste | The course “Management of Hazardous and Toxic Waste” explores the principles and practices involved in the identification, handling, and disposal of hazardous materials. It covers topics such as waste classification, regulatory compliance, risk assessment, and remediation techniques. Students learn about the environmental and health impacts of hazardous waste, as well as strategies for minimizing and managing these risks. The course emphasizes the importance of safe practices, emergency response planning, and sustainable waste management solutions, preparing students for careers in environmental protection and public health. | ### 1. **Responsible Consumption and Production (SDG 12)** – The course supports **SDG 12**, which aims to ensure sustainable consumption and production patterns. It emphasizes minimizing waste generation, safe disposal methods, and promoting recycling and resource recovery. ### 2. **Clean Water and Sanitation (SDG 6)** – Proper management of hazardous and toxic waste is crucial to preventing water contamination and ensuring safe sanitation practices. This aligns with **SDG 6**, which focuses on water quality and availability. ### 3. **Sustainable Cities and Communities (SDG 11)** – Effective hazardous waste management is essential for urban planning and community health. The course contributes to **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable by addressing the impacts of hazardous waste on urban environments. ### 4. **Climate Action (SDG 13)** – The management of hazardous waste can significantly affect greenhouse gas emissions and climate change. The course may cover strategies for minimizing the environmental impact of hazardous waste disposal, supporting **SDG 13**, which calls for urgent action to combat climate change. ### 5. **Life on Land (SDG 15)** – Proper management of hazardous waste is vital for protecting terrestrial ecosystems from contamination and degradation. This aligns with **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. ### 6. **Good Health and Well-being (SDG 3)** – The course directly impacts public health by addressing the risks associated with hazardous and toxic waste. It supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all, emphasizing the need for safe waste disposal practices to minimize health hazards. ### 7. **Partnerships for the Goals (SDG 17)** – Effective management of hazardous waste often requires collaboration among various stakeholders, including governments, industries, and communities. The course aligns with **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### Summary: A **Management of Hazardous and Toxic Waste** course aligns with several SDGs, particularly: – **SDG 12**: Responsible Consumption and Production – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 3**: Good Health and Well-being – **SDG 17**: Partnerships for the Goals This course highlights the critical importance of safe and sustainable management of hazardous and toxic waste in protecting public health and the environment, thus contributing to sustainable development. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140801 | Seminar | Seminar | The course “Seminar” typically serves as a collaborative learning environment where students engage in in-depth discussions on specific topics or themes relevant to their field of study. It often involves presentations, research projects, and critical analysis of readings or case studies. Students are encouraged to actively participate, share insights, and develop their communication and analytical skills. The seminar format fosters a dynamic exchange of ideas and helps students refine their understanding of complex subjects while preparing them for professional or academic pursuits. | ### 1. **Quality Education (SDG 4)** – Seminars typically promote inclusive and equitable quality education and lifelong learning opportunities, aligning directly with **SDG 4**. They encourage critical thinking, collaborative learning, and engagement with diverse perspectives. ### 2. **Reduced Inequalities (SDG 10)** – If the seminar focuses on social issues, inclusivity, or diversity, it can support **SDG 10**, which aims to reduce inequality within and among countries. ### 3. **Gender Equality (SDG 5)** – A seminar that addresses topics related to gender issues, women’s rights, or gender equality would directly contribute to **SDG 5**, which seeks to achieve gender equality and empower all women and girls. ### 4. **Partnerships for the Goals (SDG 17)** – Seminars often involve collaboration among students, faculty, and external stakeholders. This supports **SDG 17**, which emphasizes the importance of partnerships to achieve sustainable development. ### 5. **Good Health and Well-being (SDG 3)** – If the seminar focuses on health-related topics, public health issues, or mental health, it can support **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 6. **Sustainable Cities and Communities (SDG 11)** – Seminars that explore urban development, sustainability, or community issues can align with **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 7. **Climate Action (SDG 13)** – If the seminar addresses environmental issues, climate change, or sustainability practices, it can support **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### Summary: A **Seminar** course can align with various SDGs, particularly: – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 17**: Partnerships for the Goals – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action The specific SDGs covered would depend on the seminar’s theme and topics discussed, making it a versatile educational platform for exploring a range of sustainable development issues. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140904 | Tugas Akhir | Thesis | The course “Thesis” involves the independent research and writing of a substantial academic paper that contributes to the student’s field of study. Students select a research topic, develop a proposal, and conduct original research under the guidance of a faculty advisor. The course emphasizes critical thinking, methodology, data analysis, and scholarly writing. Throughout the process, students are expected to demonstrate their ability to formulate research questions, engage with existing literature, and present their findings effectively. Successfully completing a thesis often serves as a capstone experience, showcasing the student’s expertise and readiness for professional or academic advancement. | ### 1. **Quality Education (SDG 4)** – A thesis contributes to the body of knowledge in a particular field and promotes critical thinking and research skills, aligning directly with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 2. **Good Health and Well-being (SDG 3)** – If the thesis research focuses on health issues, public health policies, or healthcare practices, it can support **SDG 3**, which aims to ensure healthy lives and promote well-being for all. ### 3. **Gender Equality (SDG 5)** – Research focusing on gender issues, women’s empowerment, or gender-based policies aligns with **SDG 5**, which seeks to achieve gender equality and empower all women and girls. ### 4. **Reduced Inequalities (SDG 10)** – A thesis that examines social justice, inequality, or marginalized communities can contribute to **SDG 10**, which aims to reduce inequalities within and among countries. ### 5. **Sustainable Cities and Communities (SDG 11)** – Research focusing on urban planning, sustainability, or community development aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 6. **Climate Action (SDG 13)** – If the thesis addresses environmental issues, climate change, or sustainable practices, it can support **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Decent Work and Economic Growth (SDG 8)** – Research that explores economic development, labor rights, or workplace policies aligns with **SDG 8**, which emphasizes promoting sustained, inclusive, and sustainable economic growth. ### 8. **Partnerships for the Goals (SDG 17)** – A thesis that involves collaboration with organizations, communities, or other researchers supports **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### Summary: A **Thesis** course can align with various SDGs, particularly: – **SDG 4**: Quality Education – **SDG 3**: Good Health and Well-being – **SDG 5**: Gender Equality – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 8**: Decent Work and Economic Growth – **SDG 17**: Partnerships for the Goals The specific SDGs covered will depend on the thesis topic and research focus, making it a valuable avenue for advancing knowledge and contributing to sustainable development. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130703 | Ruang Terbuka Hijau Perkotaan | Urban Green Open Space | The course “Urban Green Open Space” focuses on the design, planning, and management of green spaces in urban environments. It explores the ecological, social, and economic benefits of parks, gardens, and other green areas, emphasizing their role in enhancing urban livability and sustainability. Topics include landscape architecture, biodiversity, community engagement, and the impact of green spaces on public health and well-being. Students learn to analyze existing urban green spaces and develop strategies for creating and maintaining effective, accessible, and environmentally friendly open spaces that foster community interaction and ecological resilience. | ### 1. **Sustainable Cities and Communities (SDG 11)** – The course primarily supports **SDG 11**, which aims to make cities inclusive, safe, resilient, and sustainable. Urban green spaces play a crucial role in enhancing urban livability, promoting biodiversity, and improving overall city resilience. ### 2. **Good Health and Well-being (SDG 3)** – Access to green spaces is linked to physical and mental health benefits, supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all. Green spaces can improve air quality, reduce stress, and encourage physical activity. ### 3. **Climate Action (SDG 13)** – Urban green spaces can mitigate the urban heat island effect, improve air quality, and contribute to carbon sequestration, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Life on Land (SDG 15)** – The management of urban green spaces contributes to the conservation of biodiversity and ecosystems, aligning with **SDG 15**, which focuses on protecting, restoring, and promoting the sustainable use of terrestrial ecosystems. ### 5. **Reduced Inequalities (SDG 10)** – Well-planned urban green spaces can promote social inclusion and equity, ensuring that all community members have access to green areas. This supports **SDG 10**, which aims to reduce inequalities within and among countries. ### 6. **Clean Water and Sanitation (SDG 6)** – Urban green spaces can improve water management and reduce flooding through natural drainage systems and permeable surfaces. This aligns with **SDG 6**, which focuses on ensuring availability and sustainable management of water and sanitation for all. ### 7. **Partnerships for the Goals (SDG 17)** – The successful planning and management of urban green spaces often require collaboration among various stakeholders, including government agencies, communities, and NGOs. This supports **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### Summary: A **Urban Green Open Space** course aligns with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 3**: Good Health and Well-being – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 10**: Reduced Inequalities – **SDG 6**: Clean Water and Sanitation – **SDG 17**: Partnerships for the Goals This course highlights the importance of integrating green spaces into urban planning for promoting sustainability, health, and community well-being. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130803 | Pengolahan Limbah Padat | Forester Character Development | The course “Solid Waste Processing” examines the methods and technologies involved in the treatment and management of solid waste. It covers topics such as waste characterization, collection systems, recycling, composting, and disposal methods like landfilling and incineration. Students learn about the environmental impacts of solid waste, regulatory frameworks, and best practices for minimizing waste generation. The course emphasizes sustainable approaches and innovative solutions to improve waste processing efficiency and reduce environmental harm, preparing students for careers in waste management, environmental science, and urban planning. | ### 1. **Life on Land (SDG 15)** – The course directly supports **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. Foresters play a crucial role in managing forests sustainably, preserving biodiversity, and ensuring healthy ecosystems. ### 2. **Quality Education (SDG 4)** – If the course includes aspects of education about forestry practices and environmental stewardship, it aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 3. **Climate Action (SDG 13)** – Foresters are integral to climate change mitigation efforts through practices such as reforestation, afforestation, and sustainable land management. This connects to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Sustainable Cities and Communities (SDG 11)** – Understanding the role of trees and green spaces in urban environments is essential for promoting sustainability in cities. The course may relate to **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 5. **Clean Water and Sanitation (SDG 6)** – Sustainable forestry practices contribute to watershed management and water quality. This supports **SDG 6**, which focuses on ensuring availability and sustainable management of water and sanitation for all. ### 6. **Partnerships for the Goals (SDG 17)** – Character development in forestry can emphasize the importance of collaboration among stakeholders, including government agencies, NGOs, and local communities. This aligns with **SDG 17**, which emphasizes strengthening partnerships for sustainable development. ### 7. **Decent Work and Economic Growth (SDG 8)** – The course may cover topics related to sustainable forestry and its contribution to local economies and job creation, aligning with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth. ### Summary: A **Forester Character Development** course can align with several SDGs, particularly: – **SDG 15**: Life on Land – **SDG 4**: Quality Education – **SDG 13**: Climate Action – **SDG 11**: Sustainable Cities and Communities – **SDG 6**: Clean Water and Sanitation – **SDG 17**: Partnerships for the Goals – **SDG 8**: Decent Work and Economic Growth This course emphasizes the importance of character development in fostering responsible stewardship of forest resources, ensuring sustainability, and addressing environmental challenges. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130902 | Mekanika Tanah | Soil Mechanics | The course “Soil Mechanics” delves into the behavior and properties of soil as a construction material. It covers fundamental concepts such as soil composition, classification, compaction, shear strength, and permeability. Students learn to analyze the mechanical properties of soils and their implications for civil engineering projects, including foundations, retaining structures, and earthworks. The course emphasizes both theoretical principles and practical applications, incorporating laboratory tests and field investigations. By the end, students gain a solid understanding of how soil behavior affects design and construction practices in engineering projects. | ### 1. **Sustainable Cities and Communities (SDG 11)** – Soil mechanics is crucial for the planning and construction of safe and sustainable urban infrastructure. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – The principles of soil mechanics are fundamental to developing resilient infrastructure. This supports **SDG 9**, which focuses on building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. ### 3. **Climate Action (SDG 13)** – Understanding soil behavior can help mitigate risks related to climate change, such as landslides and soil erosion. By applying soil mechanics principles, engineers can design infrastructure that is more resilient to climate impacts, aligning with **SDG 13**, which calls for urgent action to combat climate change. ### 4. **Clean Water and Sanitation (SDG 6)** – Soil plays a critical role in water filtration and groundwater recharge. The course can highlight how soil mechanics contributes to sustainable water management practices, supporting **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 5. **Life on Land (SDG 15)** – Sustainable soil management is essential for preventing land degradation and promoting healthy ecosystems. The course relates to **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems and managing forests sustainably. ### 6. **Decent Work and Economic Growth (SDG 8)** – A well-designed foundation and soil management contribute to the safety and longevity of buildings and infrastructure, supporting economic development. This aligns with **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth. ### Summary: A **Soil Mechanics** course can align with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 13**: Climate Action – **SDG 6**: Clean Water and Sanitation – **SDG 15**: Life on Land – **SDG 8**: Decent Work and Economic Growth This course emphasizes the importance of understanding soil behavior for sustainable construction and infrastructure development, contributing to overall environmental and societal well-being. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140104 | Perencanaan Lingkungan Terpadu | Integrated Environmental Planning | The course “Integrated Environmental Planning” focuses on the holistic approach to managing environmental resources and urban development. It examines the interplay between social, economic, and ecological factors in planning processes. Topics include environmental impact assessments, land use planning, sustainability practices, and community engagement. Students learn to develop strategies that balance human needs with environmental protection, utilizing tools like Geographic Information Systems (GIS) and stakeholder analysis. The course aims to equip students with the skills to create effective, sustainable plans that address complex environmental challenges in various contexts. | ### 1. **Sustainable Cities and Communities (SDG 11)** – Integrated environmental planning is crucial for creating sustainable urban environments, promoting resilience, and ensuring that cities are inclusive and environmentally friendly, aligning directly with **SDG 11**. ### 2. **Climate Action (SDG 13)** – The course addresses strategies for mitigating climate change impacts and adapting to its effects through sustainable practices, which supports **SDG 13**, calling for urgent action to combat climate change and its impacts. ### 3. **Life on Land (SDG 15)** – Integrated planning considers the sustainable management of terrestrial ecosystems, biodiversity, and land use, which aligns with **SDG 15**, focused on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. ### 4. **Clean Water and Sanitation (SDG 6)** – The course may include water resource management strategies, ensuring sustainable water quality and availability, supporting **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 5. **Responsible Consumption and Production (SDG 12)** – Integrated environmental planning promotes sustainable resource management and responsible consumption practices, contributing to **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 6. **Partnerships for the Goals (SDG 17)** – The course emphasizes the importance of collaboration among various stakeholders, including government, communities, and private sectors, aligning with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### 7. **Good Health and Well-being (SDG 3)** – By promoting cleaner environments and sustainable practices, the course can contribute to improved public health outcomes, aligning with **SDG 3**, which aims to ensure healthy lives and promote well-being for all. ### Summary: An **Integrated Environmental Planning** course can align with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 6**: Clean Water and Sanitation – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals – **SDG 3**: Good Health and Well-being This course emphasizes the importance of holistic and integrated approaches to environmental planning, ensuring sustainable development that benefits both people and the planet. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140203 | Pengendalian Pencemaran Udara | Air Pollution Control | The course “Air Pollution Control” explores the sources, effects, and management strategies related to air pollution. It covers topics such as air quality standards, pollutant measurement techniques, and control technologies, including filtration, scrubbers, and catalytic converters. Students examine the health and environmental impacts of various air pollutants and learn about regulatory frameworks governing air quality. The course emphasizes practical applications and case studies, equipping students with the knowledge to develop effective air pollution control strategies and contribute to cleaner air and sustainable practices in urban and industrial settings. | ### 1. **Good Health and Well-being (SDG 3)** – Air pollution has significant health impacts, contributing to respiratory diseases, cardiovascular problems, and other health issues. The course aligns with **SDG 3**, which aims to ensure healthy lives and promote well-being for all by addressing air quality issues. ### 2. **Sustainable Cities and Communities (SDG 11)** – Effective air pollution control is essential for creating livable urban environments. This course supports **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable through improved air quality. ### 3. **Climate Action (SDG 13)** – Air pollution is often linked to greenhouse gas emissions. Strategies for air pollution control can contribute to climate change mitigation, aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Industry, Innovation, and Infrastructure (SDG 9)** – The course may cover technological innovations and sustainable practices in industries to reduce emissions. This supports **SDG 9**, which focuses on building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. ### 5. **Clean Water and Sanitation (SDG 6)** – While primarily focused on air quality, many strategies for reducing air pollution can also benefit water quality by addressing pollutants that may affect both air and water. This supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 6. **Responsible Consumption and Production (SDG 12)** – The course may promote practices that reduce emissions through responsible consumption and production, contributing to **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 7. **Life on Land (SDG 15)** – Air quality is linked to terrestrial ecosystems. Pollution can affect soil quality and biodiversity. This course aligns with **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. ### Summary: An **Air Pollution Control** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 6**: Clean Water and Sanitation – **SDG 12**: Responsible Consumption and Production – **SDG 15**: Life on Land This course emphasizes the importance of managing air quality for public health, environmental sustainability, and overall quality of life. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140303 | Pengendalian Bising | Noise Control | The course “Noise Control” focuses on the assessment, measurement, and management of noise in various environments. It covers topics such as sound propagation, noise pollution sources, and the impacts of noise on health and well-being. Students learn about noise control techniques, including sound insulation, barriers, and urban planning strategies aimed at minimizing noise exposure. The course also addresses regulatory standards and community engagement in noise management. By the end, students are equipped with the skills to develop effective noise control measures in urban, industrial, and residential contexts, promoting a healthier acoustic environment. | ### 1. **Good Health and Well-being (SDG 3)** – Noise pollution can lead to various health issues, including stress, sleep disturbances, and hearing loss. The course aligns with **SDG 3**, which aims to ensure healthy lives and promote well-being for all by addressing the health impacts of noise pollution. ### 2. **Sustainable Cities and Communities (SDG 11)** – Effective noise control is crucial for creating livable urban environments. This course supports **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable by improving the quality of life through better noise management. ### 3. **Decent Work and Economic Growth (SDG 8)** – Noise control measures can enhance working conditions and productivity in various industries, contributing to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 4. **Climate Action (SDG 13)** – While primarily focused on noise, some strategies for noise reduction, such as using quieter technologies or improving urban design, can have co-benefits for reducing energy consumption and emissions, aligning with **SDG 13**, which calls for urgent action to combat climate change. ### 5. **Quality Education (SDG 4)** – The course promotes education and awareness about noise pollution and its effects, supporting **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 6. **Responsible Consumption and Production (SDG 12)** – Noise control strategies can encourage more responsible design and consumption of products (e.g., quieter machinery and vehicles), contributing to **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### Summary: A **Noise Control** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 8**: Decent Work and Economic Growth – **SDG 13**: Climate Action – **SDG 4**: Quality Education – **SDG 12**: Responsible Consumption and Production This course emphasizes the importance of managing noise pollution to enhance public health, environmental sustainability, and overall quality of life. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13140403 | Remediasi Badan Air dan Pesisir | Remediation of Water Bodies and Coasts | The course “Remediation of Water Bodies and Coasts” focuses on strategies and techniques for restoring and rehabilitating polluted or degraded aquatic and coastal environments. It covers topics such as contamination assessment, remediation technologies (e.g., bioremediation, phytoremediation, and physical treatments), and regulatory frameworks. Students explore case studies of successful remediation projects and learn about the ecological, social, and economic implications of restoring water bodies and coastal areas. The course emphasizes interdisciplinary approaches, equipping students with the skills to design effective remediation plans that promote environmental health and sustainability. | ### 1. **Clean Water and Sanitation (SDG 6)** – The primary focus of the course aligns directly with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. The course addresses water pollution and remediation techniques to improve water quality. ### 2. **Life Below Water (SDG 14)** – This goal focuses on conserving and sustainably using the oceans, seas, and marine resources. The course may cover topics related to the remediation of coastal areas, protecting marine biodiversity, and restoring habitats, aligning with **SDG 14**. ### 3. **Life on Land (SDG 15)** – The course may address how land-based activities affect water bodies and coastal ecosystems, highlighting the interconnectedness of terrestrial and aquatic environments. This supports **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems. ### 4. **Sustainable Cities and Communities (SDG 11)** – Effective remediation strategies can contribute to the sustainability of urban coastal areas, improving resilience and quality of life for communities. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 5. **Climate Action (SDG 13)** – The course may discuss the impacts of climate change on water bodies and coastal areas and explore strategies for mitigation and adaptation, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Partnerships for the Goals (SDG 17)** – Successful remediation efforts often involve collaboration among governments, NGOs, communities, and researchers. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Remediation of Water Bodies and Coasts** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of restoring and protecting water bodies and coastal ecosystems for environmental health, community resilience, and sustainable development. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121903 | Manajemen Proyek | Project Management | The course “Project Management” provides an overview of the principles and practices essential for effectively planning, executing, and closing projects across various industries. It covers key topics such as project lifecycle, scope definition, scheduling, budgeting, risk management, and stakeholder engagement. Students learn to use project management tools and methodologies, including Agile and Waterfall, to enhance project efficiency and effectiveness. The course emphasizes practical applications through case studies and group projects, equipping students with the skills needed to lead teams, manage resources, and achieve project objectives within time and budget constraints. | ### 1. **Decent Work and Economic Growth (SDG 8)** – Effective project management promotes sustained, inclusive, and sustainable economic growth by enhancing productivity and creating quality jobs. The course aligns with **SDG 8**, which focuses on promoting full and productive employment and decent work for all. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Project management is crucial for developing resilient infrastructure and promoting sustainable industrialization. This directly supports **SDG 9**, which emphasizes the importance of building resilient infrastructure and fostering innovation. ### 3. **Quality Education (SDG 4)** – The course contributes to quality education by equipping students with essential skills and knowledge for effective project planning and execution, aligning with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 4. **Sustainable Cities and Communities (SDG 11)** – Projects focused on urban development and sustainability can lead to more resilient and inclusive cities. The course supports **SDG 11**, which emphasizes making cities safe, inclusive, resilient, and sustainable through effective project planning. ### 5. **Partnerships for the Goals (SDG 17)** – Successful project management often involves collaboration among various stakeholders, including governments, NGOs, and communities. This aligns with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### 6. **Climate Action (SDG 13)** – Project management can include the planning and implementation of projects aimed at addressing climate change, such as renewable energy projects or environmental conservation efforts. This connects to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Reduced Inequalities (SDG 10)** – Projects that focus on social initiatives can help reduce inequalities within and among countries. The course may cover project management strategies aimed at promoting social equity, aligning with **SDG 10**, which seeks to reduce inequality in and among countries. ### Summary: A **Project Management** course can align with several SDGs, particularly: – **SDG 8**: Decent Work and Economic Growth – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 4**: Quality Education – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 13**: Climate Action – **SDG 10**: Reduced Inequalities This course emphasizes the importance of effective project management in achieving sustainable development objectives, fostering economic growth, and enhancing social outcomes. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130102 | Kewirausahaan | Entrepreneurship | The course “Entrepreneurship” explores the principles and practices involved in starting and managing a new business venture. It covers key topics such as opportunity identification, business planning, funding sources, marketing strategies, and the legal aspects of entrepreneurship. Students learn about innovation, risk management, and the entrepreneurial mindset through case studies and real-world examples. The course encourages practical application through projects, presentations, and networking opportunities, equipping students with the skills and knowledge to launch their own businesses or drive entrepreneurial initiatives within existing organizations. | ### 1. **Decent Work and Economic Growth (SDG 8)** – Entrepreneurship drives economic growth and job creation. The course aligns with **SDG 8**, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Entrepreneurs often innovate and develop new industries, contributing to resilient infrastructure and sustainable industrialization. This directly supports **SDG 9**, which emphasizes building resilient infrastructure and fostering innovation. ### 3. **Quality Education (SDG 4)** – The course promotes skills development and knowledge acquisition, equipping students with the necessary tools for entrepreneurial success. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 4. **Reduced Inequalities (SDG 10)** – Entrepreneurship can empower marginalized groups and promote inclusive economic growth, helping to reduce inequalities. The course may focus on strategies for fostering entrepreneurship among underrepresented communities, aligning with **SDG 10**, which seeks to reduce inequality within and among countries. ### 5. **Sustainable Cities and Communities (SDG 11)** – Entrepreneurial ventures can address urban challenges and contribute to sustainable community development. The course supports **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 6. **Climate Action (SDG 13)** – Entrepreneurs can create innovative solutions to address climate change and promote sustainability. The course may encourage students to develop eco-friendly business models, connecting to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Responsible Consumption and Production (SDG 12)** – The course may promote sustainable business practices and encourage responsible consumption, aligning with **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 8. **Partnerships for the Goals (SDG 17)** – Successful entrepreneurship often involves collaboration and partnerships. The course may emphasize the importance of building networks and partnerships to achieve business goals, aligning with **SDG 17**, which focuses on strengthening partnerships for sustainable development. ### Summary: An **Entrepreneurship** course can align with several SDGs, particularly: – **SDG 8**: Decent Work and Economic Growth – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals This course emphasizes the role of entrepreneurship in achieving sustainable development objectives, fostering economic growth, and promoting social equity and environmental responsibility. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130203 | Kebisingan dan Getaran | Noise and Vibration | The course “Noise and Vibration” examines the principles and effects of sound and vibration in various environments. It covers topics such as acoustics, noise measurement and control, vibration analysis, and their impacts on health and well-being. Students learn about the sources of noise and vibration in industrial, urban, and natural settings, as well as methods for mitigation and compliance with regulatory standards. The course emphasizes practical applications through case studies and laboratory work, equipping students with the skills to assess and manage noise and vibration issues in engineering, construction, and environmental contexts. | ### 1. **Good Health and Well-being (SDG 3)** – Noise and vibration can have significant health impacts, including stress, sleep disturbances, and cardiovascular issues. This course aligns with **SDG 3**, which aims to ensure healthy lives and promote well-being for all by addressing the health effects of noise pollution. ### 2. **Sustainable Cities and Communities (SDG 11)** – Effective management of noise and vibration is crucial for creating livable urban environments. The course supports **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable by improving the quality of life through better noise and vibration control. ### 3. **Decent Work and Economic Growth (SDG 8)** – Managing noise and vibration in industrial settings can enhance working conditions and improve productivity, contributing to **SDG 8**, which promotes sustained, inclusive, and sustainable economic growth and decent work for all. ### 4. **Quality Education (SDG 4)** – The course promotes education and awareness about the impacts of noise and vibration, supporting **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 5. **Climate Action (SDG 13)** – Some strategies for noise and vibration reduction, such as the use of quieter technologies and improved urban design, can also lead to reduced energy consumption and emissions. This connects to **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Responsible Consumption and Production (SDG 12)** – The course may cover sustainable practices and technologies that reduce noise and vibration, contributing to **SDG 12**, which focuses on ensuring sustainable consumption and production patterns. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing noise and vibration issues often requires collaboration among stakeholders, including governments, industries, and communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Noise and Vibration** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 8**: Decent Work and Economic Growth – **SDG 4**: Quality Education – **SDG 13**: Climate Action – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of managing noise and vibration for public health, environmental sustainability, and overall quality of life. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130303 | Dasar-Dasar Amdal | EIA Basics | The course “EIA Basics” (Environmental Impact Assessment) introduces the fundamental concepts and processes involved in assessing the environmental impacts of proposed projects or developments. It covers key topics such as the legal framework, scoping, stakeholder engagement, and methodologies for impact evaluation. Students learn to analyze potential environmental, social, and economic effects, as well as strategies for mitigation and monitoring. The course emphasizes the importance of integrating EIA into project planning and decision-making, preparing students to contribute effectively to sustainable development practices in various sectors. | ### 1. **Sustainable Cities and Communities (SDG 11)** – EIA plays a crucial role in ensuring that urban development and infrastructure projects are sustainable and do not negatively impact communities or the environment. The course aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 2. **Climate Action (SDG 13)** – EIA processes often include assessments of a project’s potential impacts on climate change and its contributions to greenhouse gas emissions. The course supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 3. **Life on Land (SDG 15)** – By evaluating the potential impacts of projects on terrestrial ecosystems, biodiversity, and land use, EIA contributes to the goals of **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 4. **Life Below Water (SDG 14)** – EIA is essential in assessing the impacts of projects on aquatic ecosystems and water quality. This aligns with **SDG 14**, which focuses on conserving and sustainably using the oceans, seas, and marine resources. ### 5. **Clean Water and Sanitation (SDG 6)** – EIA processes often assess potential impacts on water resources, helping to ensure that projects do not degrade water quality or availability, which supports **SDG 6**, aimed at ensuring availability and sustainable management of water and sanitation for all. ### 6. **Decent Work and Economic Growth (SDG 8)** – By promoting sustainable practices and reducing negative environmental impacts, EIA can contribute to sustainable economic growth and decent work. This connects with **SDG 8**, which focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 7. **Partnerships for the Goals (SDG 17)** – Effective EIA often involves collaboration between various stakeholders, including government agencies, private sectors, and local communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **EIA Basics** course can align with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 14**: Life Below Water – **SDG 6**: Clean Water and Sanitation – **SDG 8**: Decent Work and Economic Growth – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of Environmental Impact Assessments in promoting sustainable development, protecting the environment, and enhancing community well-being. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130402 | Pengelolaan Limbah Industri | Industrial Waste Management | The course “Industrial Waste Management” focuses on the principles and practices for managing waste generated by industrial processes. It covers topics such as waste characterization, treatment technologies, recycling, and regulatory compliance. Students learn about the environmental impacts of industrial waste and strategies for minimizing waste generation, including sustainable production practices. The course emphasizes the importance of effective waste management systems and practices, preparing students to develop and implement solutions that promote environmental sustainability and resource efficiency in industrial settings. | ### 1. **Responsible Consumption and Production (SDG 12)** – This goal is directly related to waste management practices. The course covers techniques for reducing waste generation, promoting recycling and reuse, and ensuring sustainable production processes, which aligns with **SDG 12**. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Effective waste management practices contribute to sustainable industrialization and innovation. The course supports **SDG 9**, which emphasizes building resilient infrastructure and fostering innovation in industries, including waste treatment technologies. ### 3. **Clean Water and Sanitation (SDG 6)** – Industrial waste can significantly impact water quality and availability. The course may include assessments of how waste management practices can protect water resources, aligning with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 4. **Decent Work and Economic Growth (SDG 8)** – Implementing effective waste management strategies can lead to job creation in recycling, waste processing, and environmental management sectors. This connects with **SDG 8**, which focuses on promoting sustained, inclusive, and sustainable economic growth and decent work for all. ### 5. **Climate Action (SDG 13)** – Waste management practices, such as reducing landfill waste and promoting recycling, can help mitigate greenhouse gas emissions. The course supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life on Land (SDG 15)** – Proper management of industrial waste is essential for protecting terrestrial ecosystems and preventing land degradation. The course aligns with **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems and halt biodiversity loss. ### 7. **Partnerships for the Goals (SDG 17)** – Collaboration among industries, governments, and communities is crucial for effective waste management. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Industrial Waste Management** course can align with several SDGs, particularly: – **SDG 12**: Responsible Consumption and Production – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 6**: Clean Water and Sanitation – **SDG 8**: Decent Work and Economic Growth – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of effective waste management strategies in promoting environmental sustainability, protecting public health, and fostering economic growth. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130503 | Perencanaan Bangunan Pengolahan Air Minum | Drinking Water Treatment Building Planning | The course “Drinking Water Treatment Building Planning” focuses on the design and planning of facilities that treat water to meet drinking standards. It covers topics such as water quality assessment, treatment technologies (e.g., filtration, disinfection, and chemical treatment), and the regulatory frameworks governing drinking water. Students learn about site selection, layout design, and the integration of treatment processes within a facility. The course emphasizes sustainability and efficiency in water treatment plant design, preparing students to contribute to the development of safe, reliable, and environmentally responsible drinking water systems. | ### 1. **Clean Water and Sanitation (SDG 6)** – This goal is directly related to the course, as it focuses on ensuring availability and sustainable management of water and sanitation for all. The course emphasizes the importance of effective drinking water treatment processes to provide safe and reliable drinking water. ### 2. **Good Health and Well-being (SDG 3)** – Access to safe drinking water is essential for public health. The course supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all by reducing waterborne diseases and improving health outcomes through effective water treatment. ### 3. **Sustainable Cities and Communities (SDG 11)** – Proper planning and management of drinking water treatment facilities are vital for sustainable urban development. The course aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable by ensuring access to safe and affordable drinking water. ### 4. **Industry, Innovation, and Infrastructure (SDG 9)** – The course may cover innovative technologies and infrastructure developments in water treatment processes. This supports **SDG 9**, which focuses on building resilient infrastructure and promoting sustainable industrialization. ### 5. **Climate Action (SDG 13)** – Water treatment facilities must adapt to climate change impacts, such as changing water availability and quality. The course may address strategies for sustainable water management in the context of climate change, aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Partnerships for the Goals (SDG 17)** – Effective water treatment planning often involves collaboration among various stakeholders, including government agencies, private sector partners, and communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Drinking Water Treatment Building Planning** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of effective drinking water treatment and planning in promoting public health, environmental sustainability, and resilience in urban settings. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13130603 | Perencanaan Bangunan Pengolahan Air Limbah | Wastewater Treatment Building Planning | The course “Wastewater Treatment Building Planning” focuses on the design and planning of facilities that treat wastewater before it is released into the environment or reused. It covers topics such as wastewater characterization, treatment processes (including biological, chemical, and physical methods), and regulatory standards. Students learn about site selection, facility layout, and the integration of various treatment technologies. The course emphasizes sustainable practices and innovative solutions for wastewater management, preparing students to design efficient, effective, and environmentally friendly wastewater treatment plants that protect public health and ecosystems. | ### 1. **Clean Water and Sanitation (SDG 6)** – This goal is directly relevant, as the course emphasizes the importance of effective wastewater treatment to ensure the availability and sustainable management of water and sanitation for all. Properly treated wastewater can be reused, reducing the pressure on freshwater resources. ### 2. **Good Health and Well-being (SDG 3)** – Proper wastewater management is crucial for preventing waterborne diseases and protecting public health. The course supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all. ### 3. **Sustainable Cities and Communities (SDG 11)** – Effective planning and management of wastewater treatment facilities contribute to sustainable urban development and improved living conditions. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Life Below Water (SDG 14)** – The course addresses the importance of treating wastewater to prevent pollution of aquatic ecosystems. This supports **SDG 14**, which focuses on conserving and sustainably using the oceans, seas, and marine resources by reducing water pollution from land-based activities. ### 5. **Industry, Innovation, and Infrastructure (SDG 9)** – The course may cover innovative technologies and infrastructure developments for efficient wastewater treatment. This supports **SDG 9**, which emphasizes building resilient infrastructure and fostering innovation in water treatment processes. ### 6. **Climate Action (SDG 13)** – Climate change impacts water resources and wastewater management. The course may address strategies for adaptive wastewater treatment practices in response to climate change, aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **Partnerships for the Goals (SDG 17)** – Effective wastewater treatment planning often involves collaboration among various stakeholders, including governments, industries, and communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Wastewater Treatment Building Planning** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 14**: Life Below Water – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of effective wastewater treatment planning in promoting public health, environmental sustainability, and resilience in urban environments. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121203 | Laboratorium Lingkungan | Environmental Laboratory | The course “Environmental Laboratory” provides hands-on experience in analyzing environmental samples and conducting experiments related to air, water, soil, and waste. It covers laboratory techniques for measuring pollutants, assessing environmental quality, and testing compliance with regulatory standards. Students learn about sampling methods, instrumentation, data analysis, and quality control. The course emphasizes safety practices and ethical considerations in laboratory work, equipping students with practical skills and knowledge essential for careers in environmental science, monitoring, and compliance. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course often involves analyzing water quality and assessing contaminants, which is directly related to ensuring availability and sustainable management of water and sanitation for all. It supports **SDG 6** by promoting practices that improve water quality. ### 2. **Good Health and Well-being (SDG 3)** – By monitoring environmental contaminants and assessing their effects on human health, the course contributes to ensuring healthy lives and promoting well-being for all, aligning with **SDG 3**. ### 3. **Life Below Water (SDG 14)** – Environmental laboratories often assess the health of aquatic ecosystems by analyzing water samples for pollutants and biological indicators. This supports **SDG 14**, which focuses on conserving and sustainably using oceans, seas, and marine resources. ### 4. **Life on Land (SDG 15)** – The course may include soil testing and analysis of terrestrial ecosystems, supporting **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems and halt biodiversity loss. ### 5. **Sustainable Cities and Communities (SDG 11)** – By providing data on environmental quality and potential hazards, the course supports the development of sustainable urban policies and practices, aligning with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 6. **Industry, Innovation, and Infrastructure (SDG 9)** – The course may cover analytical methods that can be applied in industrial contexts, promoting innovative practices for environmental monitoring and compliance, thus supporting **SDG 9**. ### 7. **Climate Action (SDG 13)** – Environmental monitoring is essential for assessing the impacts of climate change and for developing mitigation strategies. The course aligns with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 8. **Partnerships for the Goals (SDG 17)** – Collaboration between academic institutions, governmental agencies, and industries is often essential for effective environmental monitoring. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Environmental Laboratory** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 11**: Sustainable Cities and Communities – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of environmental monitoring and laboratory analysis in promoting sustainability, protecting public health, and ensuring a healthy environment. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121302 | Piranti Teknik Lingkungan | Environmental Engineering Tools | The course “Environmental Engineering Tools” focuses on the various tools and technologies used in the field of environmental engineering to assess, design, and manage environmental systems. It covers software applications for modeling and simulation, Geographic Information Systems (GIS), data analysis techniques, and environmental impact assessment tools. Students learn to apply these tools to real-world problems, including water quality management, air pollution control, and waste management. The course emphasizes practical skills and critical thinking, preparing students to effectively use technological solutions to address environmental challenges in their future careers. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course often covers tools and technologies for water quality monitoring, treatment, and management, directly supporting **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 2. **Sustainable Cities and Communities (SDG 11)** – Environmental engineering tools help in planning and designing sustainable urban infrastructure. The course aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 3. **Industry, Innovation, and Infrastructure (SDG 9)** – The course may focus on innovative engineering solutions and sustainable practices for industries. This supports **SDG 9**, which emphasizes building resilient infrastructure and fostering innovation. ### 4. **Climate Action (SDG 13)** – Environmental engineering tools can be crucial for assessing and mitigating the impacts of climate change. The course aligns with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 5. **Life Below Water (SDG 14)** – Tools for monitoring and managing water quality are essential for protecting aquatic ecosystems. The course supports **SDG 14**, which focuses on conserving and sustainably using the oceans, seas, and marine resources. ### 6. **Life on Land (SDG 15)** – Environmental engineering tools can assess impacts on terrestrial ecosystems and promote sustainable land management. This connects with **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 7. **Responsible Consumption and Production (SDG 12)** – The course may include tools for waste management and resource recovery, promoting sustainable production and consumption patterns. This supports **SDG 12**, which emphasizes ensuring sustainable consumption and production patterns. ### 8. **Partnerships for the Goals (SDG 17)** – Effective implementation of environmental engineering solutions often requires collaboration among governments, industries, and communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Environmental Engineering Tools** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 12**: Responsible Consumption and Production – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of engineering tools and methodologies in promoting environmental sustainability, public health, and responsible resource management. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121402 | Unit Operasi | Operation Unit | The course “Operation Unit” focuses on the principles and practices of managing operational processes within various organizational settings. It covers key topics such as process optimization, resource management, quality control, and performance measurement. Students learn about the importance of efficiency and effectiveness in operations, as well as strategies for improving productivity and reducing costs. The course emphasizes real-world applications through case studies and group projects, equipping students with the skills needed to analyze and enhance operational systems in industries such as manufacturing, services, and logistics. | ### 1. **Decent Work and Economic Growth (SDG 8)** – This goal is highly relevant, as operational management is crucial for promoting sustained economic growth and providing decent work opportunities. The course may cover strategies for improving productivity and creating jobs. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – The course often emphasizes the importance of efficient operational processes in industries. This supports **SDG 9**, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. ### 3. **Sustainable Cities and Communities (SDG 11)** – Effective operation management can contribute to sustainable urban development and services. The course may include topics related to optimizing services and facilities in urban environments, aligning with **SDG 11**. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may cover operational strategies that promote sustainable production practices and efficient resource use. This connects with **SDG 12**, which emphasizes ensuring sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Operational management practices can help organizations minimize their environmental impact. The course may address strategies for reducing emissions and promoting sustainability in operations, aligning with **SDG 13**. ### 6. **Partnerships for the Goals (SDG 17)** – Effective operation management often requires collaboration between various stakeholders, including government, businesses, and communities. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 7. **Good Health and Well-being (SDG 3)** – In certain contexts, operational management can impact public health, particularly in service delivery (e.g., healthcare operations). The course may address how efficient operations can contribute to better health outcomes, aligning with **SDG 3**. ### Summary: An **Operation Unit** course can align with several SDGs, particularly: – **SDG 8**: Decent Work and Economic Growth – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals – **SDG 3**: Good Health and Well-being (depending on the focus of the operations) This course emphasizes the importance of effective operational management in promoting economic growth, sustainability, and the well-being of communities. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121502 | Unit Proses | Process Units | The course “Process Units” examines the fundamental components and systems used in chemical and industrial processes. It covers key topics such as unit operations (e.g., separation, reaction, heat transfer), process design, and equipment functionality. Students learn to analyze and optimize various process units, understanding how they integrate to form efficient production systems. The course emphasizes both theoretical concepts and practical applications, including process simulation and case studies, equipping students with the knowledge necessary for careers in chemical engineering, manufacturing, and process management. | ### 1. **Industry, Innovation, and Infrastructure (SDG 9)** – Process units are fundamental in various industries, and the course often emphasizes the design and optimization of these units to promote sustainable industrial practices. This aligns with **SDG 9**, which focuses on building resilient infrastructure and fostering innovation. ### 2. **Clean Water and Sanitation (SDG 6)** – Process units involved in water treatment and wastewater management are critical for ensuring clean water and sanitation. The course may cover technologies and methods that contribute to the sustainable management of water resources, supporting **SDG 6**. ### 3. **Sustainable Cities and Communities (SDG 11)** – The efficient design and operation of process units can contribute to sustainable urban environments by improving resource management and reducing waste. This connects with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may focus on optimizing process units to minimize waste and enhance resource efficiency. This supports **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Process units can have significant environmental impacts. The course may address strategies for reducing greenhouse gas emissions and improving energy efficiency in industrial processes, aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life Below Water (SDG 14)** – If the course includes topics on chemical processes and their effects on aquatic ecosystems, it can contribute to **SDG 14**, which focuses on conserving and sustainably using the oceans, seas, and marine resources. Properly designed process units can minimize pollution entering water bodies. ### 7. **Life on Land (SDG 15)** – The course may address the impact of industrial processes on terrestrial ecosystems and cover strategies to mitigate these effects, supporting **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 8. **Partnerships for the Goals (SDG 17)** – Collaboration among various stakeholders (industries, academia, and governments) is often necessary for advancing process unit technologies. The course emphasizes the importance of partnerships, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Process Units** course can align with several SDGs, particularly: – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of process units in promoting sustainability, efficiency, and responsible resource management in industrial and environmental contexts. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121603 | Pencemaran Udara | Air Pollution | The course “Air Pollution” explores the sources, effects, and control measures related to air contaminants. It covers topics such as types of pollutants (e.g., particulate matter, volatile organic compounds, nitrogen oxides), their impact on health and the environment, and regulatory frameworks governing air quality. Students learn about air quality monitoring techniques, pollution control technologies, and strategies for mitigating emissions from industrial and urban sources. The course emphasizes both theoretical knowledge and practical applications, preparing students to address air quality challenges and contribute to public health and environmental protection initiatives. | ### 1. **Good Health and Well-being (SDG 3)** – Air pollution significantly impacts public health, contributing to respiratory diseases and other health issues. This course directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages by addressing the health impacts of poor air quality. ### 2. **Sustainable Cities and Communities (SDG 11)** – The course may cover strategies for reducing air pollution in urban areas, contributing to the development of sustainable cities. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 3. **Climate Action (SDG 13)** – Air pollution and climate change are interconnected issues. The course may address the role of air pollutants, such as greenhouse gases, in climate change, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may include discussions on sustainable practices that reduce emissions and improve air quality, aligning with **SDG 12**, which emphasizes ensuring sustainable consumption and production patterns. ### 5. **Life on Land (SDG 15)** – Air pollution can have detrimental effects on terrestrial ecosystems, affecting flora and fauna. The course may cover these impacts and promote strategies for mitigating them, supporting **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 6. **Partnerships for the Goals (SDG 17)** – Addressing air pollution often requires collaboration among governments, industries, and communities. The course may emphasize the importance of partnerships in developing and implementing effective air quality management strategies, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Air Pollution** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 12**: Responsible Consumption and Production – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical importance of understanding and addressing air pollution to promote public health, environmental sustainability, and overall well-being. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121702 | Teknik Penyediaan Air Minum | Drinking Water Preparation Techniques | The course “Drinking Water Preparation Techniques” focuses on the methods and technologies used to treat and prepare water for safe consumption. It covers topics such as source water assessment, treatment processes (including filtration, disinfection, and chemical treatment), and water quality standards. Students learn about the importance of effective treatment techniques in ensuring public health and compliance with regulatory requirements. The course emphasizes hands-on experience through laboratory work and case studies, equipping students with practical skills to design and implement effective drinking water preparation systems. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course directly supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. It covers essential topics related to water treatment, purification methods, and the importance of providing safe drinking water. ### 2. **Good Health and Well-being (SDG 3)** – Access to safe drinking water is fundamental to public health. The course addresses the health implications of water quality, supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 3. **Sustainable Cities and Communities (SDG 11)** – The course may explore strategies for implementing sustainable water management practices in urban settings. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may include discussions on sustainable practices in water treatment and consumption, promoting efficient use of water resources. This supports **SDG 12**, which emphasizes ensuring sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Climate change can impact water quality and availability. The course might cover adaptive strategies in water preparation techniques to address these challenges, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Partnerships for the Goals (SDG 17)** – Effective water management often involves collaboration among various stakeholders, including governments, NGOs, and communities. The course may emphasize the importance of partnerships in achieving sustainable water management, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Drinking Water Preparation Techniques** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 17**: Partnerships for the Goals This course emphasizes the critical importance of ensuring access to safe drinking water as a fundamental human right and its role in promoting health, sustainability, and resilience in communities. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121803 | Drainase dan Sewerage | Drainage and Sewerage | The course “Drainage and Sewerage” focuses on the design, planning, and management of drainage and sewer systems for effective water management in urban and rural areas. It covers topics such as hydrology, wastewater treatment, stormwater management, and infrastructure design. Students learn about the principles of hydraulic engineering, system layout, and regulatory requirements for safe and efficient drainage and sewage disposal. The course emphasizes practical applications through case studies and project work, preparing students to address challenges related to water quality, flooding, and environmental protection in drainage and sewerage systems. | ### 1. **Clean Water and Sanitation (SDG 6)** – The course directly supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. It covers essential topics related to wastewater management, sewage treatment, and ensuring safe drainage practices. ### 2. **Sustainable Cities and Communities (SDG 11)** – Proper drainage and sewerage systems are crucial for sustainable urban development. The course may address the importance of these systems in preventing flooding, managing stormwater, and ensuring resilient urban infrastructure, aligning with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 3. **Good Health and Well-being (SDG 3)** – Effective sewerage systems contribute to public health by preventing waterborne diseases. The course may discuss the health implications of poor sanitation and drainage, supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may include sustainable practices in wastewater management and resource recovery, such as using treated wastewater for irrigation or recycling, which aligns with **SDG 12**, emphasizing sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Climate change can exacerbate drainage and sewerage challenges, such as increased flooding and wastewater overflow. The course might cover adaptive strategies to enhance resilience against climate impacts, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life on Land (SDG 15)** – Proper drainage and sewerage management can protect terrestrial ecosystems from pollution and degradation. The course may address these environmental impacts and promote sustainable land use, supporting **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 7. **Partnerships for the Goals (SDG 17)** – Addressing drainage and sewerage issues often requires collaboration among governments, communities, and other stakeholders. The course may emphasize the importance of partnerships in developing and implementing effective water management strategies, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Drainage and Sewerage** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 3**: Good Health and Well-being – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of effective drainage and sewerage systems in promoting public health, environmental sustainability, and the overall resilience of urban communities. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120502 | Statistika dan Probabilitas | Statistics and Probability | The course “Statistics and Probability” introduces fundamental concepts and methods used to collect, analyze, and interpret data. It covers key topics such as descriptive statistics, probability theory, random variables, distributions, hypothesis testing, and regression analysis. Students learn how to apply statistical techniques to real-world problems, including data visualization and inference. The course emphasizes the importance of statistical reasoning and decision-making in various fields, equipping students with the analytical skills needed for research, business, and scientific applications. | ### 1. **Quality Education (SDG 4)** – Teaching statistical concepts and data analysis is essential for providing quality education. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ### 2. **Good Health and Well-being (SDG 3)** – Statistics is crucial in health research, epidemiology, and public health decision-making. The course may cover statistical methods used to analyze health data, supporting **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 3. **Reduced Inequalities (SDG 10)** – Statistical analysis can reveal disparities and inequalities within populations, guiding policies to address social and economic inequalities. This aligns with **SDG 10**, which aims to reduce inequality within and among countries. ### 4. **Sustainable Cities and Communities (SDG 11)** – Statistical methods can be applied to urban planning and the assessment of community needs. The course may address how to analyze data related to urban development, environmental sustainability, and community well-being, aligning with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 5. **Partnerships for the Goals (SDG 17)** – Collaboration among different sectors often relies on data-driven decision-making. The course may emphasize the importance of statistics in fostering partnerships and cooperative efforts to achieve sustainable development goals, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 6. **Climate Action (SDG 13)** – Statistical models are often used in climate science to analyze environmental data and predict future climate scenarios. This connection supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 7. **No Poverty (SDG 1)** – Understanding and analyzing data related to poverty and socioeconomic status is crucial for developing effective policies aimed at reducing poverty. The course may cover statistical methods that assess poverty levels, supporting **SDG 1**, which aims to end poverty in all its forms everywhere. ### Summary: A **Statistics and Probability** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 3**: Good Health and Well-being – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 13**: Climate Action – **SDG 1**: No Poverty This course emphasizes the importance of statistical literacy and data analysis skills in addressing global challenges and supporting informed decision-making across various sectors. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120603 | Mikrobiologi Lingkungan | Environmental Microbiology | The course “Environmental Microbiology” explores the role of microorganisms in natural and engineered ecosystems. It covers topics such as microbial diversity, nutrient cycling, bioremediation, and the impact of microorganisms on soil and water quality. Students learn about the techniques used to study microbial communities, including molecular methods and culture techniques. The course emphasizes the importance of microorganisms in environmental processes and their applications in waste treatment, pollution control, and ecosystem health, preparing students for careers in environmental science, biotechnology, and public health. | ### 1. **Clean Water and Sanitation (SDG 6)** – Environmental microbiology plays a critical role in understanding water quality and microbial processes in water treatment. This aligns directly with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 2. **Good Health and Well-being (SDG 3)** – The course may cover the relationship between environmental microorganisms and human health, including pathogens and beneficial microbes. This supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 3. **Sustainable Cities and Communities (SDG 11)** – Microbial processes are essential for waste treatment and urban sustainability. The course may address how environmental microbiology can contribute to sustainable urban practices, aligning with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may explore microbial applications in waste management and resource recovery, promoting sustainable practices in consumption and production. This supports **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Microorganisms play a significant role in carbon cycling and greenhouse gas emissions. Understanding these processes can help develop strategies for mitigating climate change, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life Below Water (SDG 14)** – The study of microorganisms in aquatic environments is crucial for understanding marine ecosystems and the health of water bodies. This aligns with **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources. ### 7. **Life on Land (SDG 15)** – Environmental microbiology contributes to soil health, nutrient cycling, and biodiversity. The course may address the importance of microorganisms in terrestrial ecosystems, supporting **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 8. **Partnerships for the Goals (SDG 17)** – Addressing environmental challenges often requires collaboration among researchers, policymakers, and communities. The course may emphasize the importance of partnerships in addressing microbial issues related to environmental sustainability, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Environmental Microbiology** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of microorganisms in maintaining ecosystem health and their applications in promoting sustainability and public health. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120702 | Kimia Lingkungan | Environmental Chemistry | The course “Environmental Chemistry” focuses on the chemical processes and interactions occurring in the environment. It covers topics such as the behavior of pollutants in air, water, and soil, chemical cycles (e.g., carbon, nitrogen, phosphorus), and the impact of human activities on chemical ecosystems. Students learn about analytical techniques for measuring environmental contaminants and assessing their effects on health and ecosystems. The course emphasizes the relationship between chemistry and environmental issues, preparing students to address challenges related to pollution, resource management, and sustainability in various fields. | ### 1. **Clean Water and Sanitation (SDG 6)** – Environmental chemistry plays a crucial role in understanding water quality, contaminant behavior, and water treatment processes. This aligns directly with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 2. **Good Health and Well-being (SDG 3)** – The course may cover the impacts of chemical pollutants on human health and ecosystems. Understanding these effects supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 3. **Sustainable Cities and Communities (SDG 11)** – Environmental chemistry is essential for urban planning and the development of sustainable practices for managing pollutants and waste. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Responsible Consumption and Production (SDG 12)** – The course may explore chemical processes involved in resource utilization, waste generation, and pollution control. This supports **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – Understanding the chemical processes that contribute to climate change, such as greenhouse gas emissions and air quality, is essential for developing mitigation strategies. This connection supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life Below Water (SDG 14)** – The study of chemical pollutants and their effects on marine ecosystems is crucial for understanding and protecting ocean health. This aligns with **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources. ### 7. **Life on Land (SDG 15)** – Environmental chemistry contributes to understanding soil health, nutrient cycling, and the impacts of pollutants on terrestrial ecosystems. This supports **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 8. **Partnerships for the Goals (SDG 17)** – Addressing environmental challenges often requires collaboration among researchers, policymakers, and communities. The course may emphasize the importance of partnerships in addressing chemical issues related to environmental sustainability, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Environmental Chemistry** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 3**: Good Health and Well-being – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the critical role of chemistry in understanding and addressing environmental issues, promoting sustainability, and safeguarding public health. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120802 | Manajemen Kesehatan dan Keselamatan Kerja | Occupational Health and Safety Management | The course “Occupational Health and Safety Management” focuses on the principles and practices necessary to create safe and healthy work environments. It covers topics such as hazard identification, risk assessment, safety regulations, and the development of health and safety policies. Students learn about the roles of safety professionals, the importance of safety culture, and strategies for accident prevention and emergency response. The course emphasizes practical applications through case studies and real-world scenarios, equipping students with the skills to manage occupational health and safety programs effectively in various industries. | ### 1. **Good Health and Well-being (SDG 3)** – The primary focus of the course is on ensuring the health and safety of workers, which directly supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. This includes preventing work-related injuries and illnesses. ### 2. **Decent Work and Economic Growth (SDG 8)** – Occupational health and safety management contributes to creating safe and secure working environments, promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. This aligns with **SDG 8**, which emphasizes the importance of safe working conditions. ### 3. **Reduced Inequalities (SDG 10)** – Ensuring occupational health and safety can help reduce inequalities in the workplace, particularly for marginalized or vulnerable groups. This supports **SDG 10**, which aims to reduce inequality within and among countries. ### 4. **Sustainable Cities and Communities (SDG 11)** – A safe working environment contributes to the sustainability of communities and urban areas. The course may address how occupational safety practices influence overall community health and well-being, aligning with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 5. **Partnerships for the Goals (SDG 17)** – Addressing occupational health and safety challenges often requires collaboration among employers, employees, governments, and other stakeholders. The course may emphasize the importance of partnerships in promoting safe work practices, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Occupational Health and Safety Management** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of creating safe and healthy work environments to promote overall well-being, economic growth, and social equity. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120902 | Kesehatan Lingkungan | Environmental Health | The course “Environmental Health” examines the interactions between environmental factors and human health. It covers topics such as air and water quality, exposure to hazardous substances, food safety, and the impact of urban planning on public health. Students learn about epidemiological methods, risk assessment, and the policies and regulations that govern environmental health practices. The course emphasizes the importance of understanding environmental determinants of health and prepares students to address public health challenges related to environmental issues, promoting sustainable practices and community well-being. | ### 1. **Good Health and Well-being (SDG 3)** – The course directly addresses health issues related to environmental factors, such as air and water quality, chemical exposures, and the impact of climate change on health. This supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 2. **Clean Water and Sanitation (SDG 6)** – Environmental health is closely linked to water quality and sanitation practices. The course may cover topics related to waterborne diseases, pollution, and sustainable water management, aligning with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 3. **Sustainable Cities and Communities (SDG 11)** – The course may discuss urban environmental health issues, including pollution, waste management, and urban planning. This aligns with **SDG 11**, which emphasizes making cities inclusive, safe, resilient, and sustainable. ### 4. **Responsible Consumption and Production (SDG 12)** – Environmental health involves understanding the impacts of consumption patterns and waste management on human health and ecosystems. The course may explore sustainable practices that reduce environmental harm, supporting **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 5. **Climate Action (SDG 13)** – The relationship between environmental health and climate change is critical. The course may address how climate change affects health outcomes, including heat-related illnesses, respiratory problems, and vector-borne diseases, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Life Below Water (SDG 14)** – Environmental health includes the study of marine pollution and its effects on human health. This aligns with **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources. ### 7. **Life on Land (SDG 15)** – The course may cover the impacts of land use, pollution, and ecosystem degradation on health. This supports **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 8. **Partnerships for the Goals (SDG 17)** – Addressing environmental health challenges requires collaboration among various stakeholders, including governments, communities, and organizations. The course may emphasize the importance of partnerships in promoting environmental health initiatives, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: An **Environmental Health** course can align with several SDGs, particularly: – **SDG 3**: Good Health and Well-being – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of understanding environmental factors in promoting health and well-being, advocating for sustainable practices, and addressing global health challenges. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121002 | Topografi dan Pemetaan | Topography and Mapping | The course “Topography and Mapping” focuses on the principles and techniques used in the representation and analysis of landforms and terrain. It covers topics such as topographic surveying, contour mapping, Geographic Information Systems (GIS), and remote sensing. Students learn how to interpret and create maps, analyze spatial data, and utilize various tools for land assessment and planning. The course emphasizes practical applications in fields such as environmental science, urban planning, and natural resource management, equipping students with the skills necessary to effectively visualize and analyze geographic information. | ### 1. **Sustainable Cities and Communities (SDG 11)** – Understanding topography is essential for urban planning, infrastructure development, and land use management. This aligns with **SDG 11**, which aims to make cities and human settlements inclusive, safe, resilient, and sustainable. ### 2. **Climate Action (SDG 13)** – Mapping and topography can provide valuable information for climate adaptation and mitigation strategies. This includes understanding land use changes, vulnerability assessments, and disaster risk management, supporting **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 3. **Life on Land (SDG 15)** – The study of topography is crucial for land management, conservation efforts, and understanding ecosystems. This aligns with **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems and manage forests sustainably. ### 4. **Partnerships for the Goals (SDG 17)** – Effective land management and mapping often require collaboration among various stakeholders, including governments, communities, and organizations. The course may emphasize the importance of partnerships in land use planning and environmental management, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 5. **Zero Hunger (SDG 2)** – Topography and mapping are important for agricultural planning, resource management, and food security. Understanding land characteristics can help optimize land use for food production, supporting **SDG 2**, which aims to end hunger, achieve food security, and promote sustainable agriculture. ### 6. **Clean Water and Sanitation (SDG 6)** – Mapping can be essential for managing water resources, understanding watershed dynamics, and planning for clean water access. This supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### Summary: A **Topography and Mapping** course can align with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals – **SDG 2**: Zero Hunger – **SDG 6**: Clean Water and Sanitation This course emphasizes the importance of spatial analysis and mapping in addressing various environmental, urban, and agricultural challenges, contributing to sustainable development efforts. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13121103 | Pengelolaan Limbah Padat | Solid Waste Management | The course “Solid Waste Management” focuses on the principles and practices involved in the effective management of solid waste from generation to disposal. It covers topics such as waste characterization, collection methods, recycling, composting, waste treatment technologies, and landfill design. Students learn about the environmental and health impacts of waste, regulatory frameworks, and strategies for reducing waste generation through sustainable practices. The course emphasizes practical applications through case studies and projects, equipping students with the skills to develop and implement effective solid waste management systems in various settings. | ### 1. **Sustainable Cities and Communities (SDG 11)** – Effective solid waste management is crucial for creating sustainable urban environments. This aligns with **SDG 11**, which aims to make cities and human settlements inclusive, safe, resilient, and sustainable by reducing the adverse effects of urbanization. ### 2. **Responsible Consumption and Production (SDG 12)** – The course addresses waste generation, reduction strategies, recycling, and sustainable practices, supporting **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 3. **Good Health and Well-being (SDG 3)** – Proper waste management is essential for public health, as poor waste practices can lead to pollution and health hazards. This supports **SDG 3**, which aims to ensure healthy lives and promote well-being for all at all ages. ### 4. **Climate Action (SDG 13)** – Solid waste management practices can significantly impact greenhouse gas emissions, especially from landfills. The course may cover strategies to reduce emissions and promote climate resilience, aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 5. **Life Below Water (SDG 14)** – Improper waste disposal can lead to marine pollution. The course may address strategies to prevent waste from entering oceans and protect marine ecosystems, supporting **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources. ### 6. **Life on Land (SDG 15)** – Solid waste management practices are important for protecting terrestrial ecosystems from pollution and degradation. This supports **SDG 15**, which aims to protect, restore, and promote sustainable use of terrestrial ecosystems. ### 7. **Partnerships for the Goals (SDG 17)** – Effective waste management often requires collaboration among various stakeholders, including government agencies, communities, and private sector actors. The course may emphasize the importance of partnerships in developing and implementing solid waste management strategies, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Solid Waste Management** course can align with several SDGs, particularly: – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 3**: Good Health and Well-being – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of sustainable waste management practices in promoting environmental health, public safety, and overall sustainability. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13110202 | Menggambar Teknik | Engineering Drawing | The course “Engineering Drawing” introduces students to the principles and techniques of creating technical drawings and plans used in engineering and design. It covers topics such as orthographic projection, isometric drawing, dimensioning, and the use of CAD (Computer-Aided Design) software. Students learn to interpret and produce drawings that communicate design intent, specifications, and details clearly and accurately. The course emphasizes the importance of precision and standardization in engineering communication, equipping students with essential skills for careers in engineering, architecture, and manufacturing. | ### 1. **Industry, Innovation, and Infrastructure (SDG 9)** – Engineering drawings are fundamental for the design and construction of infrastructure and industrial projects. This aligns with **SDG 9**, which aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. ### 2. **Sustainable Cities and Communities (SDG 11)** – The ability to create accurate and sustainable designs contributes to the development of resilient urban environments. This supports **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 3. **Responsible Consumption and Production (SDG 12)** – Engineering design can incorporate sustainable practices, such as material efficiency and waste reduction. The course may emphasize principles of sustainable design, supporting **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 4. **Quality Education (SDG 4)** – Engineering drawing courses contribute to quality education by providing students with essential skills and knowledge required in various engineering fields. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 5. **Climate Action (SDG 13)** – Engineering drawing may include considerations for climate-resilient designs and infrastructure that can adapt to climate change impacts. This supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 6. **Decent Work and Economic Growth (SDG 8)** – Proficiency in engineering drawing is essential for various careers in engineering and related fields, supporting **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### Summary: An **Engineering Drawing** course can align with several SDGs, particularly: – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 11**: Sustainable Cities and Communities – **SDG 12**: Responsible Consumption and Production – **SDG 4**: Quality Education – **SDG 13**: Climate Action – **SDG 8**: Decent Work and Economic Growth This course emphasizes the importance of technical drawing skills in supporting sustainable engineering practices, infrastructure development, and innovation in various industries. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13110302 | Pengantar Pemrograman | Introduction to Programming | The course “Introduction to Programming” provides a foundational understanding of programming concepts and techniques using a specific programming language. It covers topics such as data types, control structures (e.g., loops and conditionals), functions, and basic algorithms. Students learn to write, debug, and test simple programs, emphasizing problem-solving and logical thinking. The course also introduces software development practices and coding standards. By the end, students will have a solid grasp of programming fundamentals, preparing them for more advanced courses in computer science and software development. | ### 1. **Quality Education (SDG 4)** – An introductory programming course contributes directly to **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. It equips students with essential skills in technology and computer science. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Programming skills are crucial for developing software and technological solutions, supporting **SDG 9**, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. ### 3. **Decent Work and Economic Growth (SDG 8)** – Learning programming opens pathways to careers in technology and related fields, aligning with **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 4. **Reduced Inequality (SDG 10)** – By providing access to programming education, the course can help reduce inequalities in digital literacy and access to technology careers, supporting **SDG 10**, which aims to reduce inequality within and among countries. ### 5. **Sustainable Cities and Communities (SDG 11)** – Programming skills can be applied in developing smart city technologies and solutions for urban challenges, aligning with **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – Collaboration in programming projects can foster partnerships between academia, industry, and communities, supporting **SDG 17**, which aims to strengthen the means of implementation and revitalize the Global Partnership for Sustainable Development. ### 7. **Climate Action (SDG 13)** – Programming can be used to create models, simulations, and solutions for addressing climate change challenges, thus aligning with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### Summary: An **Introduction to Programming** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 8**: Decent Work and Economic Growth – **SDG 10**: Reduced Inequality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals – **SDG 13**: Climate Action This course emphasizes the importance of programming skills in driving innovation, supporting economic growth, and addressing global challenges. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13110402 | Pengetahuan Struktur | Structure Knowledge | The course “Structure Knowledge” focuses on understanding the principles of structural engineering and the behavior of various structural systems. It covers topics such as load analysis, material properties, design principles, and the methods used to analyze and design structures like beams, columns, and frames. Students learn about the interplay between structural components and their interactions with forces such as gravity, wind, and seismic activity. The course emphasizes practical applications through case studies and design projects, equipping students with the skills necessary to contribute to the design and analysis of safe and efficient structures in engineering practice. | ### 1. **Industry, Innovation, and Infrastructure (SDG 9)** – Understanding structures is critical for developing and maintaining resilient infrastructure. This aligns with **SDG 9**, which aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. ### 2. **Sustainable Cities and Communities (SDG 11)** – Knowledge of structural design contributes to creating sustainable urban environments and resilient communities. This supports **SDG 11**, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. ### 3. **Climate Action (SDG 13)** – The course may address the importance of designing structures that can withstand climate-related events and contribute to energy efficiency. This aligns with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Quality Education (SDG 4)** – A course on structure knowledge contributes to quality education in engineering and architecture, aligning with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 5. **Sustainable Industry, Innovation, and Infrastructure (SDG 9)** – The study of structures encourages innovation in materials and methods, contributing to sustainable industrial practices and infrastructure development. ### 6. **Partnerships for the Goals (SDG 17)** – Effective structural design and engineering often require collaboration among various stakeholders, including architects, engineers, and urban planners. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Structure Knowledge** course can align with several SDGs, particularly: – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 4**: Quality Education – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of structural knowledge in promoting sustainable infrastructure development, urban planning, and innovation in engineering practices. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120102 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | The course “Research Methods and Scientific Writing” provides students with essential skills for conducting research and effectively communicating findings. It covers key topics such as research design, data collection methods, statistical analysis, and ethical considerations in research. Students learn how to formulate research questions, develop hypotheses, and analyze data. The course also emphasizes the principles of scientific writing, including structuring research papers, proper citation practices, and presenting results clearly. By the end, students are equipped to conduct independent research and produce high-quality scientific documents suitable for publication or presentation. | ### 1. **Quality Education (SDG 4)** – The course contributes to quality education by equipping students with essential research skills and writing techniques. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Research methods are fundamental to fostering innovation and development in various industries. This supports **SDG 9**, which aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. ### 3. **Reduced Inequalities (SDG 10)** – Effective research can help identify and address inequalities in society, contributing to informed policy-making. This aligns with **SDG 10**, which aims to reduce inequality within and among countries. ### 4. **Partnerships for the Goals (SDG 17)** – Research often involves collaboration among different stakeholders, including academic institutions, governments, and organizations. The course may emphasize the importance of partnerships in conducting research, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 5. **Decent Work and Economic Growth (SDG 8)** – Research and scientific writing skills are essential for careers in academia, industry, and other sectors, supporting **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 6. **Responsible Consumption and Production (SDG 12)** – Research methods can help develop sustainable practices and innovations in various fields, aligning with **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### Summary: A **Research Methods and Scientific Writing** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 10**: Reduced Inequalities – **SDG 17**: Partnerships for the Goals – **SDG 8**: Decent Work and Economic Growth – **SDG 12**: Responsible Consumption and Production This course emphasizes the importance of research skills in promoting innovation, informed decision-making, and collaboration for sustainable development. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120203 | Mekanika Fluida | Fluid Mechanics | The course “Fluid Mechanics” explores the behavior of fluids (liquids and gases) at rest and in motion. It covers fundamental concepts such as fluid properties, hydrostatics, fluid dynamics, and the principles of continuity, momentum, and energy. Students learn about various applications of fluid mechanics, including flow analysis in pipes, pumps, and open channels, as well as aerodynamic principles. The course emphasizes both theoretical foundations and practical problem-solving, preparing students for careers in engineering fields such as civil, mechanical, and environmental engineering, where fluid behavior plays a crucial role in design and analysis. | ### 1. **Industry, Innovation, and Infrastructure (SDG 9)** – Fluid mechanics is essential for designing and optimizing systems such as pipelines, pumps, and hydraulic systems, which are crucial for industrial processes and infrastructure development. This aligns with **SDG 9**, which aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. ### 2. **Clean Water and Sanitation (SDG 6)** – Understanding fluid dynamics is critical for water resource management, including water treatment, distribution, and sanitation systems. This supports **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 3. **Sustainable Cities and Communities (SDG 11)** – Knowledge of fluid mechanics is vital for urban planning and managing transportation systems, drainage, and flood control, contributing to sustainable urban environments. This supports **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 4. **Climate Action (SDG 13)** – Fluid mechanics plays a role in understanding and modeling climate systems, including the impact of fluid flows on weather patterns and climate change effects. This aligns with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 5. **Decent Work and Economic Growth (SDG 8)** – Proficiency in fluid mechanics can lead to careers in various engineering fields, supporting **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 6. **Responsible Consumption and Production (SDG 12)** – The principles of fluid mechanics can be applied to optimize processes in industries, reducing waste and energy consumption, thus supporting **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### Summary: A **Fluid Mechanics** course can align with several SDGs, particularly: – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 8**: Decent Work and Economic Growth – **SDG 12**: Responsible Consumption and Production This course emphasizes the importance of fluid mechanics in promoting sustainable practices, optimizing engineering solutions, and addressing global challenges in water and urban systems. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120302 | Hidrologi | Hydrology | The course “Hydrology” examines the movement, distribution, and quality of water in the environment. It covers key topics such as the water cycle, precipitation, evaporation, groundwater flow, and surface water hydrology. Students learn about hydrological modeling, watershed management, and the impacts of human activities on water resources. The course emphasizes the importance of understanding hydrological processes for sustainable water management and flood control. Through case studies and practical applications, students gain the skills necessary to analyze and manage water resources effectively in various contexts, including agriculture, urban planning, and environmental conservation. | ### 1. **Clean Water and Sanitation (SDG 6)** – Hydrology is fundamental for understanding and managing water resources, ensuring access to safe and clean water, and improving sanitation practices. This aligns directly with **SDG 6**, which aims to ensure availability and sustainable management of water and sanitation for all. ### 2. **Sustainable Cities and Communities (SDG 11)** – Knowledge of hydrology is crucial for effective urban planning, managing stormwater, and preventing flooding. This supports **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 3. **Climate Action (SDG 13)** – Hydrology is essential for understanding the impacts of climate change on water resources, including changes in precipitation patterns, river flows, and groundwater recharge. This aligns with **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 4. **Life Below Water (SDG 14)** – Understanding hydrology is vital for managing aquatic ecosystems and ensuring the sustainable use of marine and freshwater resources. This supports **SDG 14**, which aims to conserve and sustainably use the oceans, seas, and marine resources for sustainable development. ### 5. **Life on Land (SDG 15)** – Hydrology impacts land management, ecosystem health, and biodiversity conservation. This aligns with **SDG 15**, which focuses on protecting, restoring, and promoting sustainable use of terrestrial ecosystems, sustainably managing forests, combating desertification, and halting and reversing land degradation and biodiversity loss. ### 6. **Partnerships for the Goals (SDG 17)** – Effective water resource management often requires collaboration among governments, communities, and organizations, aligning with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### Summary: A **Hydrology** course can align with several SDGs, particularly: – **SDG 6**: Clean Water and Sanitation – **SDG 11**: Sustainable Cities and Communities – **SDG 13**: Climate Action – **SDG 14**: Life Below Water – **SDG 15**: Life on Land – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of hydrological principles in promoting sustainable water management, understanding climate impacts, and protecting ecosystems. |
| TEKNIK | TEKNIK LINGKUNGAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D13120403 | Metode Numerik | Numerical Methods | The course “Numerical Methods” focuses on algorithms and techniques used to solve mathematical problems numerically rather than analytically. It covers topics such as numerical approximation, interpolation, numerical integration, and differential equations. Students learn to implement numerical methods using programming languages and software tools, gaining skills in error analysis and the convergence of numerical solutions. The course emphasizes practical applications across various fields, including engineering, physics, and computer science, preparing students to tackle complex problems that cannot be solved using traditional analytical methods. | ### 1. **Quality Education (SDG 4)** – A course in numerical methods contributes to quality education by equipping students with essential mathematical and computational skills. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Numerical methods are crucial in various engineering and scientific applications, supporting innovation and development in industry. This aligns with **SDG 9**, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. ### 3. **Decent Work and Economic Growth (SDG 8)** – Proficiency in numerical methods can lead to careers in fields such as engineering, finance, data analysis, and research, supporting **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 4. **Climate Action (SDG 13)** – Numerical methods are often used to model complex systems related to climate change, helping to analyze data and predict future trends. This supports **SDG 13**, which calls for urgent action to combat climate change and its impacts. ### 5. **Responsible Consumption and Production (SDG 12)** – Numerical methods can be applied to optimize processes in various industries, contributing to more efficient resource use and waste reduction, aligning with **SDG 12**, which aims to ensure sustainable consumption and production patterns. ### 6. **Sustainable Cities and Communities (SDG 11)** – In urban planning and environmental studies, numerical methods are used to simulate and analyze urban systems, contributing to sustainable city development. This aligns with **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### Summary: A **Numerical Methods** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 8**: Decent Work and Economic Growth – **SDG 13**: Climate Action – **SDG 12**: Responsible Consumption and Production – **SDG 11**: Sustainable Cities and Communities This course emphasizes the importance of numerical methods in promoting innovation, supporting economic growth, and addressing global challenges through scientific and engineering applications. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133120 | Pengembangan Kreativitas dan Inovasi | Development of Creativity and Innovation | The “Development of Creativity and Innovation” course typically focuses on enhancing students’ creative thinking and problem-solving skills. It explores theories of creativity, techniques for fostering innovative ideas, and the role of collaboration in the creative process. Students often engage in hands-on projects, brainstorming sessions, and case studies to apply concepts in real-world contexts. By the end of the course, participants are usually equipped with tools to cultivate their creativity and drive innovation in various fields. | 1. **Goal 4: Quality Education** – Emphasizes the importance of creativity and critical thinking in education systems. 2. **Goal 8: Decent Work and Economic Growth** – Focuses on promoting sustainable economic growth through innovation and entrepreneurship. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Directly addresses the role of innovation in building resilient infrastructure and fostering sustainable industries. 4. **Goal 10: Reduced Inequalities** – Innovation can help create opportunities and reduce disparities in access to resources. 5. **Goal 11: Sustainable Cities and Communities** – Encourages innovative solutions for sustainable urban development. 6. **Goal 12: Responsible Consumption and Production** – Innovation can lead to more sustainable production processes and consumption patterns. 7. **Goal 17: Partnerships for the Goals** – Encourages collaboration across sectors to foster innovation for sustainable development. These goals highlight the intersection between creativity, innovation, and sustainable development, encouraging students to think critically about their roles in addressing global challenges. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02140101 | Seminar | Seminar | A “Seminar” course is typically an interactive class format where students engage deeply with specific topics through discussions, presentations, and collaborative learning. Unlike traditional lectures, seminars emphasize student participation, critical thinking, and the exploration of diverse perspectives. Students may be required to conduct research, lead discussions, and contribute to group projects. This course format is common in advanced studies, fostering a more intimate learning environment and encouraging the development of analytical and communication skills. | 1. **Goal 4: Quality Education** – Promotes critical thinking and collaborative learning, essential components of effective education. 2. **Goal 5: Gender Equality** – Many seminars address issues related to gender, promoting equality and women’s empowerment. 3. **Goal 10: Reduced Inequalities** – Discussions may focus on social justice and equitable opportunities for all. 4. **Goal 13: Climate Action** – Seminars on environmental topics often emphasize the importance of climate action and sustainability. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Many seminars engage with themes of governance, human rights, and justice. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration and dialogue among diverse stakeholders to address global challenges. The specific SDGs addressed would depend on the seminar’s subject matter and focus area, but these goals often resonate in various academic discussions. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02140206 | Skripsi | Thesis | A “Thesis” course is a capstone component of many graduate programs, where students conduct independent research on a specific topic related to their field of study. This course involves formulating a research question, conducting literature reviews, designing methodology, and analyzing data. Students typically work closely with a faculty advisor to develop their thesis, culminating in a formal written document and an oral defense. The thesis process helps students deepen their expertise, enhance critical thinking, and contribute original knowledge to their discipline. | 1. **Goal 4: Quality Education** – Research can contribute to improving educational methods, access, and outcomes. 2. **Goal 8: Decent Work and Economic Growth** – Theses that focus on economic development, entrepreneurship, or labor markets directly align with this goal. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Research on technological advancements and sustainable practices in industries can support this goal. 4. **Goal 10: Reduced Inequalities** – Topics addressing social justice, inequality, and inclusivity can contribute to understanding and solving disparities. 5. **Goal 12: Responsible Consumption and Production** – Theses examining sustainable practices in production and consumption are aligned with this goal. 6. **Goal 13: Climate Action** – Research on climate change, environmental policies, and sustainability can directly relate to this goal. 7. **Goal 16: Peace, Justice, and Strong Institutions** – Theses that explore governance, human rights, and conflict resolution contribute to promoting peace and justice. 8. **Goal 17: Partnerships for the Goals** – Collaborative research initiatives and interdisciplinary studies can foster partnerships across sectors. Ultimately, the SDGs addressed will depend on the specific topics and disciplines of the thesis work undertaken by students. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130203 | Teknologi Pangan dan Gizi Masyarakat | Food Technology and Community Nutrition | The “Food Technology and Community Nutrition” course examines the science of food processing, preservation, and safety, along with the nutritional needs of communities. It covers topics such as food production, quality control, and the impact of food technology on health and wellness. Students learn to assess community dietary needs, develop nutrition education programs, and address public health issues related to food. The course emphasizes the relationship between food systems and community health, equipping students with skills to promote better nutrition and sustainable food practices. | 1. **Goal 2: Zero Hunger** – Directly addresses issues of food security, nutrition, and sustainable agriculture, focusing on eliminating hunger and improving food access. 2. **Goal 3: Good Health and Well-Being** – Emphasizes the importance of nutrition for health outcomes, aiming to promote well-being and reduce diet-related diseases. 3. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable food production practices, reducing food waste, and promoting responsible consumption. 4. **Goal 13: Climate Action** – Addresses the impact of food production on climate change and encourages sustainable agricultural practices. 5. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration among governments, businesses, and communities to improve food systems and nutrition. These goals reflect the course’s potential to contribute to sustainable food systems and community health through innovative technologies and practices in nutrition. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130304 | Penulisan Artikel Ilmiah | Writing Scientific Articles | The “Writing Scientific Articles” course focuses on developing the skills necessary to effectively communicate scientific research through written articles. Students learn the structure and components of scientific papers, including abstracts, introductions, methods, results, and discussions. The course emphasizes clarity, conciseness, and adherence to specific formatting guidelines, often using real-world examples and peer review processes. Participants engage in writing exercises, critique peer work, and receive feedback to improve their writing skills. By the end of the course, students should be well-prepared to produce publishable scientific manuscripts. | 1. **Goal 4: Quality Education** – Promotes effective communication of research findings, enhancing educational practices and knowledge sharing. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages the dissemination of innovative research that can lead to advancements in various industries. 3. **Goal 10: Reduced Inequalities** – Effective scientific communication can help bridge knowledge gaps and ensure that research benefits diverse communities. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizes transparency and the importance of evidence-based policy-making, contributing to stronger institutions. 5. **Goal 17: Partnerships for the Goals** – Facilitates collaboration among researchers, institutions, and communities, fostering partnerships that drive sustainable development. These goals highlight the importance of effective scientific writing in promoting knowledge and innovation for sustainable development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130404 | Kebijakan Pembangunan Pertanian | Agricultural Development Policy | The “Agricultural Development Policy” course explores the frameworks, strategies, and challenges related to agricultural policy and its impact on economic development, food security, and sustainability. Students examine historical and contemporary policies at local, national, and international levels, analyzing their effects on farming practices, rural communities, and environmental outcomes. The course often includes case studies, policy analysis, and discussions on topics like land use, trade, technology, and climate change. By the end of the course, students gain insights into crafting effective agricultural policies that promote development and address global challenges. | 1. **Goal 2: Zero Hunger** – Directly related to improving food security, nutrition, and sustainable agricultural practices. 2. **Goal 1: No Poverty** – Agricultural development policies often aim to alleviate poverty by enhancing agricultural productivity and income for rural communities. 3. **Goal 8: Decent Work and Economic Growth** – Focuses on creating jobs and promoting sustainable economic growth within the agricultural sector. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices and efficient resource management. 5. **Goal 13: Climate Action** – Addresses the impact of agriculture on climate change and promotes practices that mitigate environmental impact. 6. **Goal 15: Life on Land** – Involves sustainable land management and conservation of ecosystems in agricultural practices. 7. **Goal 17: Partnerships for the Goals** – Encourages collaboration among governments, NGOs, and communities to implement effective agricultural policies. These goals reflect the course’s potential to contribute to sustainable agricultural practices and policies that support economic and social development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130503 | Komunikasi dan Etika Bisnis | Communication and Business Ethics | The “Communication and Business Ethics” course examines the role of effective communication in promoting ethical practices within business environments. Students explore key ethical theories, corporate social responsibility, and the impact of communication strategies on organizational culture. The course covers topics such as ethical decision-making, crisis communication, and stakeholder engagement. Through case studies and practical exercises, students develop skills to navigate ethical dilemmas, enhance transparency, and foster trust in business relationships. By the end, participants are better equipped to communicate ethically and responsibly in various business contexts. | 1. **Goal 4: Quality Education** – Promotes education about ethical business practices and effective communication skills. 2. **Goal 8: Decent Work and Economic Growth** – Encourages ethical business practices that support sustainable economic growth and decent work environments. 3. **Goal 10: Reduced Inequalities** – Addresses issues of equity and fairness in business practices, promoting inclusivity and equal opportunities. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes ethical communication about sustainable practices and responsible consumption in business. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Focuses on integrity, transparency, and accountability in business practices, contributing to strong institutions. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration between businesses and stakeholders to foster ethical practices and sustainable development. These goals illustrate the course’s relevance in promoting ethical behavior and effective communication in the business world, contributing to broader sustainable development efforts. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130604 | Riset dan Data Sains | Science Research and Data | The “Science Research and Data” course focuses on the principles and methodologies of scientific research, emphasizing the collection, analysis, and interpretation of data. Students learn about research design, statistical techniques, and data management, as well as ethical considerations in research practices. The course often includes hands-on experience with data analysis software and practical projects that involve real-world data sets. By the end of the course, students gain a solid foundation in conducting scientific research and effectively communicating their findings, preparing them for further study or careers in research and data analysis. | 1. **Goal 4: Quality Education** – Emphasizes the importance of research and data in enhancing educational outcomes and methodologies. 2. **Goal 3: Good Health and Well-Being** – Focuses on the role of scientific research and data in public health, disease prevention, and healthcare improvements. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Supports research and innovation that drive sustainable industrial practices and infrastructure development. 4. **Goal 11: Sustainable Cities and Communities** – Uses data to inform urban planning, sustainability initiatives, and community development. 5. **Goal 13: Climate Action** – Highlights the importance of scientific research and data in understanding and addressing climate change. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Promotes transparency and accountability through data collection and analysis, contributing to effective governance. 7. **Goal 17: Partnerships for the Goals** – Encourages collaboration across sectors to leverage data and research for sustainable development. These goals reflect how scientific research and data can inform policies and practices that advance sustainability and address global challenges. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130703 | Jejaring Komunitas Bisnis | Business Community Network | The “Business Community Network” course explores the dynamics of building and sustaining networks within business communities. It covers topics such as collaboration, partnership development, and the role of social capital in fostering business relationships. Students learn strategies for effective networking, stakeholder engagement, and leveraging community resources to enhance business success. The course often includes case studies, guest speakers, and practical networking exercises. By the end, participants will be equipped with the skills to cultivate meaningful connections that drive business growth and community development. | 1. **Goal 8: Decent Work and Economic Growth** – Encourages partnerships that create job opportunities and promote sustainable economic growth within communities. 2. **Goal 10: Reduced Inequalities** – Aims to foster inclusive business practices that reduce disparities and promote equity in economic opportunities. 3. **Goal 11: Sustainable Cities and Communities** – Focuses on building resilient communities through collaboration between businesses and local stakeholders. 4. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in business operations and community engagement. 5. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration between businesses, governments, and civil society to achieve sustainable development objectives. These goals illustrate how a course on business community networks can emphasize the role of collaboration in addressing social, economic, and environmental challenges. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130803 | Studi Eksperensial Agribisnis | Agribusiness Experiential Studies | The Agribusiness Experiential Studies course typically combines theoretical knowledge with practical experiences in the field of agribusiness. Students engage in hands-on activities such as internships, fieldwork, or projects with local farms and agribusiness companies. The course aims to enhance understanding of the agricultural sector, covering topics like supply chain management, marketing, finance, and sustainability. By integrating real-world applications, students develop critical skills and insights relevant to careers in agribusiness. | 1. **Goal 2: Zero Hunger** – Addresses food security and nutrition through sustainable agricultural practices and business strategies. 2. **Goal 1: No Poverty** – Focuses on enhancing income opportunities for farmers and rural communities through agribusiness. 3. **Goal 8: Decent Work and Economic Growth** – Promotes sustainable economic growth in the agricultural sector and creates decent work opportunities. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in agribusiness that reduce waste and promote efficient resource use. 5. **Goal 13: Climate Action** – Highlights the importance of sustainable agribusiness practices that mitigate climate change impacts. 6. **Goal 15: Life on Land** – Focuses on sustainable land management and biodiversity conservation in agricultural practices. 7. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in the agribusiness sector to achieve sustainable development objectives. These goals reflect how experiential learning in agribusiness can contribute to sustainable agricultural practices, economic development, and community well-being. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121003 | Manajemen Keuangan | Financial management | The Financial Management course focuses on the principles and practices of managing an organization’s finances. It covers key topics such as financial analysis, budgeting, capital structure, investment decisions, and risk management. Students learn to interpret financial statements, evaluate investment opportunities, and make informed financial decisions. The course aims to equip students with the skills necessary to optimize financial performance and support strategic planning in various business contexts. | 1. **Goal 8: Decent Work and Economic Growth** – Promotes sustainable economic growth, financial stability, and decent job opportunities through effective financial management. 2. **Goal 10: Reduced Inequalities** – Focuses on financial inclusivity and equitable access to financial services, helping to reduce disparities. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable investment practices and responsible financial decision-making in businesses. 4. **Goal 13: Climate Action** – Financial management can incorporate considerations for environmental sustainability and investments in green technologies. 5. **Goal 17: Partnerships for the Goals** – Highlights the role of financial management in fostering collaborations between businesses, governments, and non-profits to achieve sustainable development goals. These goals reflect how financial management practices can support sustainable economic growth and responsible decision-making that benefits society and the environment. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121103 | Studi Kelayakan Bisnis | Business Feasibility Study | The Business Feasibility Study course teaches students how to assess the viability of a business idea or project. It covers key concepts such as market analysis, financial projections, operational planning, and risk assessment. Students learn to conduct comprehensive feasibility studies that evaluate the potential for success in various industries. Through case studies and practical applications, the course equips students with the skills to make informed decisions about launching new ventures or expanding existing ones. | 1. **Goal 8: Decent Work and Economic Growth** – Supports the creation of viable businesses that promote sustainable economic growth and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation and sustainable industrial practices through careful feasibility assessments. 3. **Goal 10: Reduced Inequalities** – Promotes equitable access to business opportunities and encourages inclusivity in business development. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes the importance of sustainable business practices and resource-efficient operations. 5. **Goal 13: Climate Action** – Integrates environmental considerations into feasibility studies, promoting businesses that mitigate climate impacts. 6. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration and partnerships in developing feasible business solutions that address social and environmental challenges. These goals reflect how conducting feasibility studies can lead to sustainable business practices that contribute to economic, social, and environmental well-being. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121203 | Manajemen Usahatani | Farming Management | The Farming Management course focuses on the principles and practices essential for effective agricultural management. It covers topics such as farm planning, resource allocation, production techniques, financial management, and sustainability. Students learn to analyze various farming systems, make informed decisions regarding crop and livestock management, and develop strategies to enhance productivity and profitability. The course combines theoretical knowledge with practical applications, preparing students for roles in modern agricultural operations and management. | 1. **Goal 2: Zero Hunger** – Directly addresses food security and improving agricultural productivity and sustainability. 2. **Goal 1: No Poverty** – Aims to enhance the livelihoods of farmers and rural communities through effective farming practices. 3. **Goal 8: Decent Work and Economic Growth** – Supports the creation of decent jobs and sustainable economic growth in the agricultural sector. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable farming practices that minimize waste and optimize resource use. 5. **Goal 13: Climate Action** – Focuses on implementing practices that mitigate climate change impacts and promote environmental sustainability in farming. 6. **Goal 15: Life on Land** – Emphasizes sustainable land management, biodiversity conservation, and ecosystem protection in farming practices. 7. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration among stakeholders to enhance agricultural productivity and sustainability. These goals reflect how effective farming management can contribute to sustainable agricultural practices and broader social, economic, and environmental outcomes. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121303 | Metodologi Penelitian Sosial Ekonomi | Socioeconomic Research Methodology | The Socioeconomic Research Methodology course explores techniques and approaches for conducting research in the fields of sociology and economics. It covers quantitative and qualitative research methods, data collection techniques, survey design, and statistical analysis. Students learn to formulate research questions, analyze socioeconomic issues, and interpret data to draw meaningful conclusions. The course emphasizes ethical considerations and practical applications, preparing students for careers in research, policy analysis, and social program evaluation. | 1. **Goal 1: No Poverty** – Research methodologies can help analyze poverty dynamics and evaluate interventions aimed at poverty reduction. 2. **Goal 4: Quality Education** – Focuses on educational equity and effectiveness, enabling research that assesses and improves educational systems. 3. **Goal 8: Decent Work and Economic Growth** – Supports research on labor markets, employment patterns, and economic development strategies. 4. **Goal 10: Reduced Inequalities** – Investigates social inequalities and informs policies to promote inclusivity and equity. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of research in governance, social justice, and institutional effectiveness. 6. **Goal 17: Partnerships for the Goals** – Encourages collaborative research initiatives that involve multiple stakeholders to address socioeconomic challenges. These goals illustrate how socioeconomic research methodologies can contribute to evidence-based decision-making and policy development aimed at achieving sustainable development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121503 | Kepemimpinan & Keterampilan Manajerial | Leadership & Managerial Skills | The Leadership & Managerial Skills course focuses on developing essential leadership qualities and managerial competencies for effective team and organizational management. It covers topics such as communication, decision-making, conflict resolution, strategic planning, and emotional intelligence. Through case studies, role-playing, and group projects, students learn to navigate complex workplace dynamics and inspire others. The course aims to equip students with practical skills and theoretical insights to lead effectively in diverse business environments. | 1. **Goal 4: Quality Education** – Encourages leadership in educational settings to foster inclusive and equitable quality education. 2. **Goal 5: Gender Equality** – Promotes leadership that advocates for gender equality and empowers women in decision-making roles. 3. **Goal 8: Decent Work and Economic Growth** – Focuses on developing managerial skills that promote sustainable economic growth and decent work environments. 4. **Goal 10: Reduced Inequalities** – Emphasizes inclusive leadership practices that address inequalities within organizations and communities. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Highlights the importance of ethical leadership and governance in fostering strong institutions and promoting peace and justice. 6. **Goal 17: Partnerships for the Goals** – Encourages collaborative leadership that builds partnerships across sectors to achieve sustainable development objectives. These goals reflect how strong leadership and managerial skills can drive positive change and contribute to sustainable development across various sectors. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121603 | Analisis Perencanaan dan Pengembangan Agro-Sistem | Analysis of Agro-System Planning and Development | The Analysis of Agro-System Planning and Development course examines the design, management, and evaluation of agricultural systems. It covers principles of agro-ecology, resource management, and sustainable practices. Students learn to assess the socio-economic and environmental impacts of agricultural activities and develop strategic plans for improving productivity and sustainability. The course emphasizes the integration of scientific, technological, and socio-economic factors in planning and decision-making, preparing students for roles in agricultural development and policy. | 1. **Goal 2: Zero Hunger** – Addresses food security and sustainable agricultural development to ensure access to sufficient, safe, and nutritious food. 2. **Goal 1: No Poverty** – Aims to improve livelihoods and reduce poverty through effective agro-system planning that enhances agricultural productivity. 3. **Goal 12: Responsible Consumption and Production** – Promotes sustainable practices in agriculture that optimize resource use and minimize waste. 4. **Goal 13: Climate Action** – Focuses on integrating climate considerations into agro-system planning to mitigate environmental impacts. 5. **Goal 15: Life on Land** – Emphasizes sustainable land management practices and biodiversity conservation in agricultural systems. 6. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration among various stakeholders to achieve effective agro-system planning and development. These goals illustrate how the course can contribute to sustainable agricultural practices and the overall well-being of communities and ecosystems. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02130103 | Peramalan dan Risiko Bisnis | Business Forecasting and Risk | The Business Forecasting and Risk course focuses on techniques for predicting future business trends and assessing associated risks. It covers quantitative methods such as time series analysis, regression, and economic indicators, as well as qualitative approaches like expert judgment and market research. Students learn to analyze data, create forecasts, and evaluate the uncertainty surrounding business decisions. The course emphasizes the importance of risk management strategies, enabling students to make informed decisions in dynamic business environments. | 1. **Goal 8: Decent Work and Economic Growth** – Supports sustainable economic growth through informed decision-making and effective risk management in businesses. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages forecasting that promotes innovation and resilience in industrial practices and infrastructure development. 3. **Goal 10: Reduced Inequalities** – Focuses on ensuring equitable access to resources and opportunities by mitigating risks that disproportionately affect vulnerable populations. 4. **Goal 12: Responsible Consumption and Production** – Promotes sustainable business practices that reduce waste and optimize resource use based on accurate forecasting. 5. **Goal 13: Climate Action** – Integrates climate risk assessments into business forecasting to enhance sustainability and resilience against climate-related challenges. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among businesses, governments, and organizations to share knowledge and improve forecasting and risk management strategies. These goals highlight how effective business forecasting and risk management can contribute to sustainable practices and informed decision-making in various sectors. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120203 | Modal Sosial | Social Capital | The Social Capital course explores the concept of social capital and its impact on communities, organizations, and economies. It examines the relationships, networks, and norms that facilitate cooperation and collaboration among individuals and groups. Topics include the measurement of social capital, its role in economic development, and its influence on social cohesion and trust. Students analyze case studies and engage in discussions to understand how social capital can be leveraged for community building and organizational success, preparing them for roles in community development, policy-making, and social entrepreneurship. | 1. **Goal 1: No Poverty** – Highlights how social capital can strengthen community ties and support systems that alleviate poverty. 2. **Goal 3: Good Health and Well-Being** – Emphasizes the role of social connections in promoting mental health and well-being. 3. **Goal 4: Quality Education** – Explores how social networks can enhance educational opportunities and access to resources. 4. **Goal 10: Reduced Inequalities** – Focuses on building inclusive networks that promote equity and access for marginalized groups. 5. **Goal 11: Sustainable Cities and Communities** – Encourages community engagement and collaboration to create resilient and sustainable urban environments. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Addresses the importance of trust and cooperation in fostering peace, social cohesion, and effective governance. 7. **Goal 17: Partnerships for the Goals** – Highlights the value of collaboration and partnerships in achieving sustainable development objectives. These goals illustrate how social capital plays a crucial role in fostering community resilience, enhancing well-being, and promoting sustainable development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120303 | Sistem Informasi & Teknologi Bisnis | Information Systems & Business Technology | The Information Systems & Business Technology course focuses on the role of technology in business operations and decision-making. It covers the fundamentals of information systems, including data management, software applications, and emerging technologies. Students learn how to leverage information systems to improve efficiency, support strategic planning, and enhance customer relationships. The course also addresses issues related to cybersecurity, data analytics, and the integration of technology in business processes, equipping students with the skills to navigate the digital landscape in various organizational settings. | 1. **Goal 8: Decent Work and Economic Growth** – Emphasizes the use of technology to drive innovation, productivity, and sustainable economic growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation through advanced information systems and technologies. 3. **Goal 10: Reduced Inequalities** – Highlights the potential of technology to enhance access to resources and opportunities for marginalized groups. 4. **Goal 12: Responsible Consumption and Production** – Encourages the implementation of information systems that promote sustainable practices and efficient resource management. 5. **Goal 13: Climate Action** – Utilizes technology to monitor and mitigate environmental impacts and support sustainable practices. 6. **Goal 16: Peace, Justice, and Strong Institutions** – Supports transparency and accountability in governance through effective information systems. 7. **Goal 17: Partnerships for the Goals** – Promotes collaboration among businesses, governments, and technology providers to leverage information systems for sustainable development. These goals reflect how information systems and business technology can drive innovation, efficiency, and sustainability across various sectors. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120503 | Statistika | Statistics | The Statistics course provides a comprehensive introduction to statistical methods and their applications in various fields. It covers descriptive statistics, probability theory, inferential statistics, and hypothesis testing. Students learn to analyze data, interpret statistical results, and make informed decisions based on quantitative information. Practical applications include working with data sets, using statistical software, and understanding concepts such as sampling, regression, and correlation. The course aims to equip students with essential skills for research, data analysis, and problem-solving in both academic and professional contexts. | 1. **Goal 1: No Poverty** – Supports the analysis of poverty metrics and evaluation of interventions aimed at poverty reduction. 2. **Goal 3: Good Health and Well-Being** – Enables the use of statistical methods to assess health outcomes, trends, and the effectiveness of health programs. 3. **Goal 4: Quality Education** – Provides insights into educational data, helping to evaluate and improve educational systems and access. 4. **Goal 8: Decent Work and Economic Growth** – Facilitates the analysis of labor market data and economic indicators to inform policies that promote sustainable growth. 5. **Goal 10: Reduced Inequalities** – Empowers researchers to analyze disparities and inequalities within populations, informing targeted interventions. 6. **Goal 13: Climate Action** – Supports statistical modeling and analysis related to climate change impacts and environmental data. 7. **Goal 17: Partnerships for the Goals** – Highlights the importance of data sharing and collaboration among stakeholders to achieve sustainable development objectives. These goals reflect how statistical analysis is essential for understanding and addressing various global challenges, ultimately contributing to informed decision-making and policy development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120603 | Berpikir Kreatif | Creative Thinking | The Creative Thinking course focuses on developing innovative problem-solving skills and enhancing students’ ability to think outside the box. It explores techniques for fostering creativity, including brainstorming, lateral thinking, and design thinking. Students engage in activities and projects that encourage experimentation, collaboration, and reflection. The course emphasizes the importance of creativity in various fields, helping students apply these skills in personal, academic, and professional settings. By the end, students are better equipped to generate unique ideas and approaches to complex challenges. | 1. **Goal 4: Quality Education** – Encourages the development of critical and creative thinking skills, enhancing learning outcomes. 2. **Goal 8: Decent Work and Economic Growth** – Fosters innovation and entrepreneurship, which can drive economic growth and job creation. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Promotes creative approaches to innovation in industries and infrastructure development. 4. **Goal 10: Reduced Inequalities** – Encourages inclusive thinking that seeks to address disparities and promote equity. 5. **Goal 11: Sustainable Cities and Communities** – Inspires creative solutions for urban development and community resilience. 6. **Goal 12: Responsible Consumption and Production** – Fosters innovative ideas for sustainable practices and resource management. 7. **Goal 17: Partnerships for the Goals** – Emphasizes collaborative approaches and partnerships to tackle complex global issues. These goals reflect how creative thinking can lead to innovative solutions that contribute to sustainable development across various sectors. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120703 | Manajemen Pemasaran Pertanian | Agricultural Marketing Management | The Agricultural Marketing Management course explores strategies and practices for effectively marketing agricultural products. It covers key concepts such as market analysis, pricing strategies, distribution channels, and promotional techniques specific to the agricultural sector. Students learn to assess consumer behavior, understand market trends, and develop marketing plans that enhance the competitiveness of agricultural goods. The course emphasizes the role of technology and digital marketing in agriculture, equipping students with the skills to navigate the complexities of agricultural markets and improve product visibility and sales. | 1. **Goal 2: Zero Hunger** – Addresses food security and the importance of efficient marketing strategies to ensure food reaches consumers effectively. 2. **Goal 1: No Poverty** – Enhances the income of farmers and agricultural producers through better marketing practices and access to markets. 3. **Goal 8: Decent Work and Economic Growth** – Promotes sustainable economic growth by supporting the agricultural sector and creating job opportunities. 4. **Goal 10: Reduced Inequalities** – Focuses on equitable access to markets for smallholder farmers and marginalized groups, promoting inclusivity in agricultural marketing. 5. **Goal 12: Responsible Consumption and Production** – Encourages sustainable marketing practices that promote responsible consumption of agricultural products. 6. **Goal 13: Climate Action** – Incorporates strategies for marketing environmentally sustainable agricultural practices and products. 7. **Goal 17: Partnerships for the Goals** – Emphasizes collaboration between stakeholders in the agricultural value chain to enhance market access and sustainability. These goals reflect how agricultural marketing management plays a crucial role in promoting sustainability, economic development, and social equity within the agricultural sector. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120803 | Komunikasi dan Penyuluhan Pertanian | Agricultural Communication and Extension | The Agricultural Communication and Extension course focuses on effective communication strategies and methods for disseminating agricultural knowledge and practices. It covers topics such as community engagement, information dissemination, and the role of extension services in rural development. Students learn to develop educational materials, conduct workshops, and utilize various media channels to reach diverse audiences. The course emphasizes the importance of building relationships with farmers and stakeholders to facilitate the adoption of sustainable agricultural practices, preparing students for careers in agricultural extension, outreach, and communication. | 1. **Goal 2: Zero Hunger** – Promotes food security by enhancing communication strategies that disseminate agricultural knowledge and best practices to farmers. 2. **Goal 1: No Poverty** – Aims to improve livelihoods by providing farmers with information that enhances productivity and access to markets. 3. **Goal 4: Quality Education** – Supports educational initiatives in agriculture, fostering knowledge sharing and capacity building in rural communities. 4. **Goal 8: Decent Work and Economic Growth** – Encourages sustainable agricultural practices that contribute to economic growth and job creation in rural areas. 5. **Goal 10: Reduced Inequalities** – Focuses on inclusive communication strategies that ensure marginalized groups have access to agricultural information and resources. 6. **Goal 12: Responsible Consumption and Production** – Promotes sustainable agricultural practices through effective communication and extension services. 7. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaboration among stakeholders, including farmers, extension agents, and policymakers, to achieve sustainable agricultural development. These goals illustrate how effective agricultural communication and extension services can contribute to food security, poverty reduction, and sustainable development in the agricultural sector. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120903 | Manajemen Sumber Daya Manusia | Human Resource Management | The Human Resource Management course focuses on the strategic management of an organization’s workforce. It covers key topics such as recruitment and selection, employee development, performance management, compensation and benefits, and labor relations. Students learn to navigate the complexities of HR policies and practices, fostering a positive organizational culture and ensuring compliance with employment laws. The course emphasizes the role of HR in enhancing employee engagement and organizational effectiveness, equipping students with the skills necessary for careers in HR management and organizational development. | 1. **SDG 3: Good Health and Well-being** HRM covers employee well-being, workplace safety, and mental health initiatives, all of which contribute to this goal. 2. **SDG 4: Quality Education** HRM focuses on employee training, development, and lifelong learning opportunities, helping to ensure continuous access to quality education within organizations. 3. **SDG 5: Gender Equality** HRM often includes policies and practices that promote gender equality in the workplace, such as gender-sensitive hiring, pay equity, and creating inclusive work environments. 4. **SDG 8: Decent Work and Economic Growth** A core focus of HRM is ensuring decent work conditions, fair wages, job creation, and sustainable economic growth. This is a key area of overlap between HRM and the SDGs. 5. **SDG 10: Reduced Inequalities** HRM plays a role in reducing inequalities within organizations through fair recruitment practices, non-discriminatory policies, and diversity and inclusion programs. 6. **SDG 16: Peace, Justice, and Strong Institutions** HRM contributes to building ethical institutions by promoting strong governance, anti-corruption measures, and ethical decision-making processes within organizations. These SDGs reflect HRM’s emphasis on fostering sustainable, equitable, and productive workplaces, directly contributing to broader social and economic development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110503 | Pengembangan Keterampilan Profesional | Professional Skills Development | The Professional Skills Development course focuses on enhancing essential skills needed for success in the workplace. It covers topics such as communication, teamwork, leadership, time management, and critical thinking. Through interactive activities, workshops, and real-world scenarios, students develop practical skills that improve their employability and workplace effectiveness. The course also emphasizes self-assessment and personal branding, helping students identify their strengths and areas for growth. By the end, participants are better prepared to navigate professional environments and advance their careers. | 1. **SDG 4: Quality Education** This course focuses on equipping students with essential skills such as communication, leadership, teamwork, and problem-solving, which contribute to their professional development and lifelong learning, aligning with the goal of promoting inclusive and quality education for all. 2. **SDG 5: Gender Equality** Professional skills development often includes training in diversity, inclusion, and gender sensitivity, empowering students to create and maintain workplaces that support gender equality and equal opportunities for all. 3. **SDG 8: Decent Work and Economic Growth** By helping individuals acquire the skills necessary for effective job performance, leadership, and innovation, this course supports the goal of promoting sustained, inclusive, and sustainable economic growth, as well as full and productive employment for all. 4. **SDG 10: Reduced Inequalities** Professional skills development typically emphasizes the importance of inclusive and fair practices in the workplace, helping to reduce inequalities based on socioeconomic background, gender, race, and other factors. 5. **SDG 9: Industry, Innovation, and Infrastructure** The course may touch on skills related to innovation, adaptability, and digital literacy, which are essential for contributing to sustainable industries and infrastructure in the modern economy. 6. **SDG 17: Partnerships for the Goals** The development of collaboration and networking skills, often included in professional skills development, is key to forming partnerships that drive progress on global sustainability goals. These SDGs reflect the course’s aim to prepare students for professional environments where they can contribute to sustainable and equitable development. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110602 | Dasar-Dasar Agronomi | Basics of Agronomy | The Basics of Agronomy course provides an introduction to the science and practice of crop production and soil management. It covers fundamental concepts such as plant physiology, soil properties, crop rotation, pest management, and sustainable agricultural practices. Students learn about the factors affecting crop yield and quality, as well as the environmental impacts of agriculture. The course combines theoretical knowledge with practical applications, preparing students for further studies in agronomy, agricultural science, or related fields, and equipping them with the skills necessary for effective crop management. | 1. **SDG 2: Zero Hunger** Agronomy is directly related to improving agricultural productivity and ensuring sustainable food systems, which are crucial for ending hunger and achieving food security. 2. **SDG 12: Responsible Consumption and Production** Agronomy focuses on sustainable farming practices, resource management, and the efficient use of inputs like water, fertilizers, and land, promoting responsible consumption and production. 3. **SDG 13: Climate Action** Agronomy studies include sustainable land use, soil health, and crop management techniques that mitigate climate change impacts, such as reducing greenhouse gas emissions and improving carbon sequestration in agricultural systems. 4. **SDG 15: Life on Land** Agronomy plays a critical role in the sustainable management of land, combating desertification, and halting land degradation and biodiversity loss through sustainable farming practices and conservation of natural resources. 5. **SDG 6: Clean Water and Sanitation** Efficient water management practices in agriculture, such as irrigation techniques, water conservation, and soil moisture management, contribute to ensuring clean water availability and sustainable water use. 6. **SDG 3: Good Health and Well-being** By improving the quality of crops and promoting sustainable farming practices, agronomy supports better nutrition, contributing to the health and well-being of populations. 7. **SDG 8: Decent Work and Economic Growth** Sustainable agronomy practices also contribute to agricultural sector growth by promoting productive employment and sustainable economic growth, especially in rural communities. 8. **SDG 14: Life Below Water** While primarily focused on land, agronomy also considers practices that prevent agricultural runoff and pollutants from affecting aquatic ecosystems, helping to protect marine life. These SDGs reflect the central role that agronomy plays in fostering sustainable agriculture, food security, and environmental conservation. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110702 | Dasar-Dasar Manajemen | Management Basics | The Management Basics course introduces students to fundamental concepts and principles of management in organizational settings. It covers key topics such as planning, organizing, leading, and controlling, as well as decision-making and strategic thinking. Students learn about various management styles, team dynamics, and the importance of communication and motivation in the workplace. Through case studies and practical exercises, the course emphasizes the application of management theories to real-world scenarios, preparing students for entry-level management roles and further studies in business administration. | 1. **SDG 8: Decent Work and Economic Growth** A Management Basics course teaches principles related to creating efficient, productive, and sustainable work environments. It covers business growth strategies that promote full employment, decent work, and economic growth. 2. **SDG 9: Industry, Innovation, and Infrastructure** Management basics involve learning about business operations, innovation, and developing strategies to improve industrial processes. This goal focuses on sustainable infrastructure and fostering innovation, both of which are relevant to foundational management skills. 3. **SDG 12: Responsible Consumption and Production** The course may include topics on resource management, sustainability, and ethical business practices, which align with the goal of ensuring sustainable consumption and production patterns. 4. **SDG 5: Gender Equality** Many management courses emphasize diversity, inclusion, and gender-sensitive leadership. Students learn how to create and manage work environments that promote equal opportunities for all genders. 5. **SDG 10: Reduced Inequalities** Effective management includes fostering inclusive work cultures and addressing inequalities in the workplace. Topics like fair employment practices and equitable management are key to reducing inequalities. 6. **SDG 16: Peace, Justice, and Strong Institutions** Management Basics also covers governance, ethics, and leadership in organizations, which supports the building of just, accountable, and transparent institutions that contribute to peace and justice. 7. **SDG 4: Quality Education** Through management education, students are empowered with skills and knowledge that contribute to lifelong learning and capacity-building, improving the quality of education and training in organizations. These SDGs are relevant to the skills and knowledge gained in management courses, which focus on developing responsible leaders and sustainable business strategies. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110803 | Dasar-Dasar Agribisnis | Agribusiness Basics | The Agribusiness Basics course provides an overview of the key principles and practices within the agribusiness sector. It covers topics such as the agricultural supply chain, market analysis, financial management, and the role of technology in agriculture. Students learn about the economic factors influencing agricultural production and marketing, as well as sustainability and policy issues. The course combines theoretical knowledge with practical applications, preparing students for careers in agribusiness management, entrepreneurship, and agricultural policy. | 1. **SDG 2: Zero Hunger** Agribusiness focuses on improving the efficiency of food production, distribution, and access, which is directly related to reducing hunger and promoting food security. 2. **SDG 8: Decent Work and Economic Growth** Agribusiness development supports economic growth, job creation, and improved livelihoods, especially in rural areas, contributing to sustainable economic growth and decent work opportunities. 3. **SDG 12: Responsible Consumption and Production** Agribusiness emphasizes sustainable farming, processing, and distribution practices, helping ensure responsible production and consumption in agricultural supply chains. 4. **SDG 9: Industry, Innovation, and Infrastructure** Agribusiness covers innovations in farming technology, supply chain management, and infrastructure development, all of which support sustainable industrial growth in the agricultural sector. 5. **SDG 13: Climate Action** Many agribusiness models promote climate-smart agriculture, which addresses issues related to climate change by improving resource efficiency, reducing greenhouse gas emissions, and adopting sustainable practices. 6. **SDG 15: Life on Land** Agribusiness courses often focus on sustainable land management, including the conservation of biodiversity, prevention of land degradation, and responsible use of natural resources. 7. **SDG 17: Partnerships for the Goals** Agribusiness thrives on partnerships between farmers, businesses, governments, and international organizations, which are key to achieving global sustainability goals. 8. **SDG 5: Gender Equality** Agribusiness initiatives often include strategies to empower women in agriculture by promoting equal opportunities in business ownership, leadership, and participation in agricultural markets. These SDGs reflect the critical role agribusiness plays in advancing sustainable agriculture, food security, and economic development, making it a vital component of achieving global sustainability goals. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110903 | Dasar-Dasar Akuntansi | Accounting Basics | The Accounting Basics course introduces students to fundamental accounting principles and practices. It covers key concepts such as the accounting cycle, financial statements, bookkeeping, and budgeting. Students learn to record, analyze, and interpret financial transactions, gaining a solid understanding of how to prepare income statements, balance sheets, and cash flow statements. The course emphasizes the importance of accounting in business decision-making and compliance, equipping students with essential skills for further studies in accounting, finance, or business administration. | 1. **SDG 8: Decent Work and Economic Growth** Accounting is fundamental to managing financial resources effectively, promoting sustainable economic growth, and supporting businesses in creating productive employment opportunities. 2. **SDG 12: Responsible Consumption and Production** Accounting practices contribute to responsible consumption and production by helping organizations track and manage resources efficiently, ensuring transparency and sustainability in financial reporting and resource management. 3. **SDG 16: Peace, Justice, and Strong Institutions** Good accounting practices foster transparency, accountability, and strong governance in both public and private institutions, which are essential for reducing corruption and building strong, just, and accountable institutions. 4. **SDG 9: Industry, Innovation, and Infrastructure** Through accurate financial reporting and resource management, accounting supports the growth of sustainable industries and the development of infrastructure, fostering innovation and economic resilience. 5. **SDG 10: Reduced Inequalities** Accounting plays a role in promoting equitable access to financial resources and ensuring that wealth is distributed fairly within organizations and society, helping to reduce income and wealth inequalities. 6. **SDG 17: Partnerships for the Goals** Accounting facilitates collaboration and partnerships by ensuring financial transparency and trust among different stakeholders, whether in businesses, non-profits, or governments, which is crucial for achieving the SDGs. These SDGs reflect the broad impact that accounting can have on fostering ethical financial management, economic sustainability, and inclusive growth across various sectors. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02111004 | Ilmu Ekonomi | Production Management | The Production Management course focuses on the principles and practices involved in effectively managing production processes within various industries. It covers key topics such as production planning, inventory management, quality control, supply chain management, and process optimization. Students learn to analyze production systems, implement efficient workflows, and utilize tools like Lean and Six Sigma to enhance productivity. The course emphasizes the importance of aligning production strategies with organizational goals, preparing students for roles in operations management, manufacturing, and industrial engineering. | 1. **SDG 8: Decent Work and Economic Growth** Production management focuses on optimizing production processes, improving efficiency, and increasing productivity, which contribute to sustained economic growth, full employment, and decent work opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** This course promotes innovation in production processes, supports the development of sustainable industries, and contributes to building resilient infrastructure, fostering sustainable industrialization. 3. **SDG 12: Responsible Consumption and Production** A major focus of production management is improving resource efficiency and reducing waste, which directly aligns with the goal of ensuring sustainable consumption and production patterns. 4. **SDG 13: Climate Action** Production management often involves adopting eco-friendly and energy-efficient technologies, reducing emissions, and implementing sustainable practices in manufacturing, all of which help address climate change. 5. **SDG 7: Affordable and Clean Energy** Some production management courses explore energy-efficient production methods and the use of renewable energy sources in manufacturing processes, contributing to the goal of ensuring access to affordable, reliable, and sustainable energy. 6. **SDG 6: Clean Water and Sanitation** In production management, there is often a focus on minimizing water use and managing wastewater effectively, particularly in industries where water is a critical resource, supporting the goal of sustainable water use. 7. **SDG 15: Life on Land** Sustainable production practices, including responsible sourcing of raw materials and reducing land degradation through better waste management, contribute to the conservation of terrestrial ecosystems. 8. **SDG 11: Sustainable Cities and Communities** Efficient and sustainable production practices can contribute to sustainable urban development by supporting local industries and reducing environmental impacts, helping build sustainable communities. These SDGs highlight the role of production management in fostering innovation, sustainability, and responsible use of resources, which are essential for sustainable economic and industrial growth. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120103 | Manajemen Produksi | Production Management | The Production Management course focuses on the principles and practices essential for overseeing and optimizing production processes in various industries. It covers key topics such as production planning, scheduling, inventory control, quality assurance, and supply chain management. Students learn to analyze production systems, implement efficiency improvements, and utilize methodologies like Lean and Six Sigma to enhance productivity and reduce waste. The course emphasizes strategic decision-making and resource allocation, preparing students for careers in operations management, manufacturing, and industrial processes. | 1. **SDG 8: Decent Work and Economic Growth** Production management focuses on improving productivity, optimizing operations, and creating efficient processes that contribute to sustained economic growth and the creation of decent work opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** The course promotes innovation in production processes, supports sustainable industrial practices, and emphasizes building resilient infrastructure, which are critical for sustainable industrialization and fostering innovation. 3. **SDG 12: Responsible Consumption and Production** A core element of production management is ensuring the efficient use of resources and minimizing waste in production processes, aligning with the goal of sustainable consumption and production patterns. 4. **SDG 13: Climate Action** The course covers practices that reduce environmental impact, including the adoption of energy-efficient technologies and sustainable production methods, which contribute to reducing greenhouse gas emissions and mitigating climate change. 5. **SDG 7: Affordable and Clean Energy** Production management often involves improving energy efficiency and implementing renewable energy sources in manufacturing processes, helping industries move toward affordable, reliable, and sustainable energy use. 6. **SDG 6: Clean Water and Sanitation** Efficient water management is a key consideration in production processes, especially in industries where water is a critical resource. Managing water use and reducing wastewater contributes to this goal. 7. **SDG 15: Life on Land** Sustainable production practices, such as responsible sourcing of raw materials and waste management, help prevent land degradation and promote the conservation of terrestrial ecosystems. 8. **SDG 11: Sustainable Cities and Communities** Efficient production practices can contribute to urban sustainability by supporting local economies, reducing industrial pollution, and fostering sustainable communities through responsible manufacturing. These SDGs reflect how production management plays a crucial role in advancing sustainable industrial practices, resource efficiency, and innovation, all of which are vital for global sustainability. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133520 | Praktek Dunia Usaha/ Dunia Industri | Practices in the Business World/Industrial World | The Practices in the Business World/Industrial World course explores real-world applications of business concepts and industrial practices. It covers key areas such as operational strategies, management techniques, marketing approaches, and financial practices within various sectors. Students engage in case studies, industry projects, and guest lectures from professionals to understand current trends and challenges in the business and industrial environments. The course emphasizes critical thinking, problem-solving, and the application of theoretical knowledge to practical situations, preparing students for successful careers in diverse fields. | 1. **SDG 8: Decent Work and Economic Growth** The course addresses business practices that foster sustainable economic growth, productive employment, and decent work environments, contributing to inclusive growth across industries. 2. **SDG 9: Industry, Innovation, and Infrastructure** It emphasizes the importance of innovation, sustainable industrial practices, and developing resilient infrastructure, promoting sustainable industrialization and fostering innovation in the business world. 3. **SDG 12: Responsible Consumption and Production** Business and industrial practices that focus on resource efficiency, waste reduction, and sustainable production methods align with this goal, aiming to ensure responsible consumption and production patterns. 4. **SDG 13: Climate Action** The course may include strategies for reducing the environmental impact of industrial activities, adopting energy-efficient technologies, and implementing climate-friendly business models, contributing to climate action. 5. **SDG 10: Reduced Inequalities** Ethical business practices promote equal opportunities and reduce inequalities within companies and across industries, focusing on fair wages, non-discrimination, and inclusive employment policies. 6. **SDG 5: Gender Equality** Business and industrial practices that promote gender equality in leadership, employment, and decision-making contribute to SDG 5, focusing on equal opportunities and diversity in the workplace. 7. **SDG 16: Peace, Justice, and Strong Institutions** Ethical business practices, transparency, and good governance are key components of strong institutions, contributing to justice, accountability, and reducing corruption in the business world. 8. **SDG 17: Partnerships for the Goals** The course may emphasize collaboration and partnerships between businesses, industries, governments, and other stakeholders to achieve broader sustainability goals, aligning with this goal. These SDGs reflect how the course integrates sustainability, ethical practices, and innovation into real-world business and industrial contexts, preparing students to contribute to sustainable and responsible industrial growth. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02121403 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course provides an in-depth exploration of the principles and practices involved in starting and managing a new business venture. It covers key topics such as opportunity identification, business planning, funding strategies, marketing, and scaling operations. Students learn to develop a business model, assess market viability, and create a comprehensive business plan. The course also emphasizes the importance of innovation, risk management, and resilience in entrepreneurship. Through case studies and practical projects, students gain the skills and mindset necessary to launch and sustain successful enterprises. | 1. **SDG 8: Decent Work and Economic Growth** Entrepreneurship fosters job creation and economic development by encouraging innovation, which leads to sustained economic growth and the creation of decent work opportunities. 2. **SDG 9: Industry, Innovation, and Infrastructure** Entrepreneurship emphasizes the importance of innovation in developing new products, services, and business models, supporting sustainable industrialization and fostering resilient infrastructure. 3. **SDG 12: Responsible Consumption and Production** Entrepreneurial ventures often focus on sustainable practices, including resource efficiency, waste reduction, and ethical sourcing, which align with the goal of ensuring responsible consumption and production patterns. 4. **SDG 10: Reduced Inequalities** Many entrepreneurial initiatives aim to empower marginalized communities, support inclusive business models, and reduce inequalities by providing equal access to opportunities for all individuals. 5. **SDG 5: Gender Equality** Entrepreneurship courses often highlight the importance of promoting women’s entrepreneurship and empowering women to start and grow businesses, which is critical for achieving gender equality. 6. **SDG 4: Quality Education** Entrepreneurial education equips students with essential skills and knowledge to launch and manage businesses, supporting the goal of inclusive and equitable quality education and promoting lifelong learning opportunities. 7. **SDG 13: Climate Action** Entrepreneurs are increasingly focused on creating solutions that address climate change, such as developing green technologies and sustainable business practices, contributing to climate action. 8. **SDG 17: Partnerships for the Goals** The course may emphasize the importance of collaboration and building partnerships among businesses, governments, and other stakeholders to achieve sustainable development goals. 9. **SDG 11: Sustainable Cities and Communities** Entrepreneurial initiatives can contribute to the development of sustainable cities by promoting local businesses, innovative solutions to urban challenges, and responsible community engagement. These SDGs highlight the critical role that entrepreneurship plays in driving innovation, economic growth, and sustainability, preparing students to become responsible and impactful business leaders. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02120403 | Ekonomi Pertanian dan Sumberdaya Alam | Agricultural and Natural Resource Economics | The Agricultural and Natural Resource Economics course examines the economic principles and practices that govern the use and management of agricultural and natural resources. It covers key topics such as resource allocation, market dynamics, environmental impacts, and policy analysis. Students learn to assess the economic factors influencing agricultural production, land use, and resource conservation. The course emphasizes the role of economic theories in addressing issues like sustainability, food security, and rural development, preparing students for careers in agricultural policy, environmental economics, and resource management. | 1. **Goal 2: Zero Hunger** – This goal focuses on ending hunger, achieving food security, and promoting sustainable agriculture. The course likely covers topics like agricultural productivity, food systems, and resource management. 2. **Goal 12: Responsible Consumption and Production** – This involves ensuring sustainable consumption and production patterns, which can include discussions on resource use efficiency, waste reduction, and sustainable practices in agriculture. 3. **Goal 13: Climate Action** – Agricultural practices significantly impact and are impacted by climate change. The course may explore the economics of climate resilience and adaptation in agricultural systems. 4. **Goal 15: Life on Land** – This goal emphasizes the sustainable management of forests, combating desertification, and halting biodiversity loss. The course may address land use, resource management, and conservation economics. 5. **Goal 8: Decent Work and Economic Growth** – The course may examine how agricultural and natural resource sectors contribute to economic growth and job creation, particularly in rural areas. 6. **Goal 6: Clean Water and Sanitation** – Sustainable management of water resources is critical in agriculture, and the course may discuss water economics and the impact of agricultural practices on water quality. By integrating these goals, the course can help students understand the intersection of economics, agriculture, and sustainability. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110102 | Matematika Ekonomi | Economic Mathematics | The Economic Mathematics course focuses on applying mathematical concepts and techniques to solve problems in economics and finance. It covers topics such as linear algebra, calculus, optimization, and statistical analysis, emphasizing their relevance to economic modeling and decision-making. Students learn to formulate and analyze economic problems mathematically, use mathematical tools for forecasting and data interpretation, and develop quantitative skills necessary for advanced economic analysis. The course prepares students for further studies in economics, finance, and quantitative research fields, enhancing their analytical and problem-solving abilities. | 1. **Goal 1: No Poverty** – Economic mathematics can be used to analyze poverty reduction strategies and assess their effectiveness. 2. **Goal 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained economic growth and decent work. Economic mathematics helps in modeling economic growth, labor markets, and productivity. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Courses may cover mathematical modeling related to industrial economics, infrastructure development, and technological innovation. 4. **Goal 12: Responsible Consumption and Production** – Economic models can be used to analyze consumption patterns and the sustainability of production processes. 5. **Goal 13: Climate Action** – Mathematical techniques can help in modeling the economic impacts of climate change and evaluating mitigation strategies. 6. **Goal 10: Reduced Inequalities** – Economic mathematics can analyze income distribution and inequality, providing insights into policies that promote equity. By incorporating these goals, a course in Economic Mathematics can equip students with tools to address complex economic and social challenges in line with the SDGs. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110203 | Sosiologi Pertanian | Agricultural Sociology | The Agricultural Sociology course examines the social dynamics and relationships within agricultural communities and the broader agricultural system. It explores topics such as rural development, farmer behavior, land use, and the impact of agricultural policies on society. Students learn about the cultural, economic, and political factors influencing agricultural practices and community interactions. The course emphasizes the importance of social research methods and theory in understanding issues like food security, sustainability, and rural-urban migration. By analyzing case studies, students gain insights into the role of social structures in shaping agricultural practices and policies. | 1. **Goal 2: Zero Hunger** – This goal emphasizes sustainable agriculture and food security. Agricultural sociology examines food systems, access to resources, and the social dimensions of hunger. 2. **Goal 1: No Poverty** – The course may explore the relationship between agricultural practices and poverty reduction, focusing on rural communities and their livelihoods. 3. **Goal 10: Reduced Inequalities** – Agricultural sociology often investigates issues of inequality in access to resources, land, and opportunities within agricultural contexts. 4. **Goal 12: Responsible Consumption and Production** – The course may address sustainable practices in agriculture and how social factors influence consumption patterns. 5. **Goal 15: Life on Land** – This goal focuses on sustainable land management and biodiversity. Agricultural sociology can explore the social impacts of land use practices and conservation efforts. 6. **Goal 13: Climate Action** – The course might examine how agricultural communities are affected by climate change and the social aspects of adaptation and resilience. 7. **Goal 8: Decent Work and Economic Growth** – Agricultural sociology can discuss labor dynamics in the agricultural sector, including working conditions and economic opportunities for rural populations. By addressing these goals, a course in Agricultural Sociology can provide insights into the complex interactions between society, agriculture, and sustainability. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110302 | Dasar-Dasar Perlindungan Tanaman | Plant Protection Basics | The Plant Protection Basics course provides an introduction to the principles and practices of protecting plants from pests, diseases, and environmental stressors. It covers key topics such as integrated pest management (IPM), disease identification, pest biology, and the use of chemical and biological control methods. Students learn to assess plant health, implement protective measures, and understand the environmental impact of different control strategies. The course emphasizes the importance of sustainable practices in plant protection, preparing students for careers in agriculture, horticulture, and environmental science. | 1. **Goal 2: Zero Hunger** – This goal focuses on ending hunger and achieving food security. Effective plant protection is essential for maintaining crop yields and ensuring a stable food supply. 2. **Goal 12: Responsible Consumption and Production** – The course may cover sustainable practices in pest and disease management, emphasizing the importance of responsible use of chemicals and techniques that minimize environmental impact. 3. **Goal 13: Climate Action** – Plant protection strategies can be influenced by climate change, and the course might explore adaptive measures for managing plant health in changing environmental conditions. 4. **Goal 15: Life on Land** – This goal emphasizes the sustainable management of terrestrial ecosystems. Plant protection plays a crucial role in maintaining biodiversity and ecosystem health. 5. **Goal 3: Good Health and Well-being** – Plant protection practices can impact public health, especially concerning pesticide use and its effects on ecosystems and human health. 6. **Goal 8: Decent Work and Economic Growth** – The course may discuss the economic aspects of plant protection in agriculture, including the impacts on employment and livelihoods in farming communities. By addressing these SDGs, a course in Plant Protection Basics can highlight the importance of sustainable practices in agriculture and their broader social and environmental implications. |
| PERTANIAN | AGRIBISNIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23G02110402 | Dasar-Dasar Ilmu Tanah | Fundamentals of Soil Science | The Basics of Soil Science course provides an introduction to the fundamental principles of soil science and its importance in agriculture and environmental management. It covers topics such as soil formation, classification, physical and chemical properties, and soil fertility. Students learn about soil conservation, management practices, and the role of soil in ecosystems and food production. The course emphasizes practical applications through laboratory work and field studies, equipping students with the knowledge needed for careers in agriculture, environmental science, and land management. | 1. **Goal 2: Zero Hunger** – Healthy soils are essential for productive agriculture, which is crucial for achieving food security and ending hunger. 2. **Goal 6: Clean Water and Sanitation** – Soil health plays a significant role in water quality and availability. The course may cover the relationship between soil management and water resources. 3. **Goal 12: Responsible Consumption and Production** – Sustainable soil management practices can promote responsible use of land and resources, minimizing waste and enhancing productivity. 4. **Goal 15: Life on Land** – This goal emphasizes the importance of managing terrestrial ecosystems. Soil science contributes to understanding and preserving biodiversity and ecosystem health. 5. **Goal 13: Climate Action** – Soils are a critical component of the global carbon cycle. The course may explore soil’s role in carbon sequestration and its impact on climate change mitigation. 6. **Goal 3: Good Health and Well-being** – Healthy soils contribute to nutritious food production, which is essential for public health. 7. **Goal 8: Decent Work and Economic Growth** – The course may discuss the economic implications of soil health and sustainable land management, including impacts on agricultural productivity and rural livelihoods. By covering these goals, a course in Fundamentals of Soil Science can provide valuable insights into the interconnectedness of soil health, agriculture, and sustainability. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131502 | Berfikir kritis dan kreatif | Critical and creative thinking | The course “Think Critically and Creatively” focuses on developing essential skills for effective problem-solving and decision-making. Students learn to analyze information, evaluate arguments, and approach challenges with innovative thinking. Through various activities, such as group discussions, case studies, and creative exercises, participants enhance their ability to think outside the box while also applying logical reasoning. The course encourages collaboration and fosters an environment where diverse perspectives are valued, ultimately preparing students for real-world applications in various fields. | 1. **SDG 4: Quality Education** – Emphasizing the importance of developing critical and creative thinking skills as fundamental components of education, enhancing learners’ ability to analyze, evaluate, and create. 2. **SDG 10: Reduced Inequality** – Encouraging diverse perspectives and inclusive thinking, which can help address social inequalities and promote equity. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting critical thinking as a means to foster informed citizenship, debate, and active participation in democratic processes. 4. **SDG 12: Responsible Consumption and Production** – Encouraging innovative thinking to address sustainability challenges and promote responsible practices in consumption and production. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fostering creativity to drive innovation and problem-solving in various fields, including technology and infrastructure development. These goals highlight the significance of critical and creative thinking in education and its role in fostering informed, innovative, and socially responsible citizens. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132702 | Pengembangan Teknologi Farmasetika | Pharmaceutics Technology Development | The course “Pharmaceutical Technology Development” explores the processes involved in the design, formulation, and production of pharmaceutical products. Students learn about drug delivery systems, formulation science, and the regulatory landscape affecting pharmaceutical development. The curriculum includes topics such as the principles of drug action, stability testing, and quality assurance. Through hands-on laboratory work and case studies, students gain practical experience in developing and optimizing pharmaceutical formulations. This course prepares students for careers in pharmaceutical research, development, and manufacturing, emphasizing innovation and compliance with industry standards. | 1. **SDG 3: Good Health and Well-being** – Focused on the development of effective pharmaceuticals and drug delivery systems, which are essential for improving health outcomes and access to medications. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing innovation in pharmaceutical technology and the development of efficient manufacturing processes. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the production of pharmaceuticals, including waste reduction and environmentally friendly manufacturing processes. 4. **SDG 4: Quality Education** – Highlighting the importance of education and training in pharmaceutical sciences, promoting skilled professionals in the field. 5. **SDG 10: Reduced Inequality** – Considering access to essential medicines and the importance of developing affordable drug formulations for underserved populations. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between academic institutions, industry, and health organizations to drive innovation and improve access to medications. These goals underscore the role of pharmaceutics technology in enhancing healthcare and promoting sustainable practices within the pharmaceutical industry. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01140101 | Seminar Skripsi I : Proposal | Seminar Tesis I: Proposal | The course “Thesis Seminar I: Proposal” guides students in developing a comprehensive research proposal for their thesis project. Participants learn about the fundamentals of academic research, including literature reviews, research methodologies, and ethical considerations. The seminar includes workshops and discussions that help students refine their research questions, objectives, and study designs. By the end of the course, students will have a well-structured proposal that outlines their intended research, preparing them for the next stages of their academic journey. This course fosters critical thinking and effective communication skills essential for successful thesis development. | 1. **SDG 4: Quality Education** – Emphasizing the importance of research skills, critical thinking, and academic writing in developing a robust thesis proposal. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Encouraging ethical research practices and the importance of transparency in academic work, contributing to stronger institutions. 3. **SDG 10: Reduced Inequality** – Promoting inclusive research that addresses social inequalities or focuses on marginalized communities, fostering equitable outcomes. 4. **SDG 17: Partnerships for the Goals** – Highlighting collaboration with peers, faculty, and potentially external stakeholders to develop well-rounded research proposals. 5. **SDG 3: Good Health and Well-being** – If the proposals focus on health-related topics, contributing to advancements in healthcare and public health research. These goals illustrate the significance of developing strong research proposals in promoting quality education, ethical practices, and social equity in academic research. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01140201 | Seminar Skripsi II : Hasil | Thesis Seminar II: Results | The course “Thesis Seminar II: Results” focuses on analyzing, interpreting, and presenting the results of students’ research projects. Building on the proposal developed in the previous seminar, students engage in data analysis techniques relevant to their fields. They learn how to effectively communicate their findings through written reports and oral presentations. The seminar encourages peer feedback and collaborative discussions, fostering a supportive environment for refining research outcomes. By the end of the course, students will have a polished presentation of their research results, preparing them for successful thesis defense and publication opportunities. | 1. **SDG 4: Quality Education** – Emphasizing the importance of research, critical analysis, and presentation skills in disseminating findings effectively. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Fostering ethical research practices and transparency in reporting results, contributing to the integrity of academic work. 3. **SDG 10: Reduced Inequality** – Encouraging research that addresses social issues, aiming to highlight inequalities and propose solutions through the results presented. 4. **SDG 3: Good Health and Well-being** – If the research focuses on health-related topics, the findings may contribute to advancements in health outcomes and public health initiatives. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration and feedback during the presentation of results, which can enhance the research impact through interdisciplinary insights. These goals underscore the role of presenting research findings in advancing education, promoting ethical practices, and addressing societal challenges. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01140303 | Skripsi | Thesis | The course “Thesis” involves the independent research and writing of a substantial academic paper that contributes to the student’s field of study. Guided by a faculty advisor, students formulate a research question, conduct comprehensive literature reviews, and employ appropriate methodologies to gather and analyze data. The course emphasizes critical thinking, academic writing, and ethical research practices. Students present their findings and defend their work before a committee, demonstrating their mastery of the subject and their ability to engage with scholarly discourse. Successful completion of the thesis is often a requirement for graduation in many graduate programs. | 1. **SDG 4: Quality Education** – Emphasizing research skills, critical thinking, and academic rigor, essential for producing high-quality scholarly work. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting ethical research practices, integrity, and transparency in the research process, contributing to strong academic institutions. 3. **SDG 10: Reduced Inequality** – Encouraging research that explores social disparities, aiming to identify and propose solutions to inequalities in various contexts. 4. **SDG 3: Good Health and Well-being** – If the thesis focuses on health-related topics, it can contribute to advancements in healthcare, public health, and well-being. 5. **SDG 17: Partnerships for the Goals** – Highlighting collaboration with advisors, peers, and possibly external organizations, enhancing the research’s relevance and impact. 6. **SDG 12: Responsible Consumption and Production** – If the thesis addresses topics related to sustainability or resource management, contributing to responsible practices. These goals reflect the broader impact of thesis research on education, societal issues, and ethical standards in academia. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01140401 | Ujian Skripsi | Thesis Examination | The course “Thesis Examination” involves the formal evaluation of a student’s completed thesis by a committee of faculty members. During this process, students present their research findings and methodologies, followed by a question-and-answer session where committee members assess the depth of understanding and the quality of the work. The examination evaluates not only the thesis itself but also the student’s ability to articulate and defend their research. This course culminates in a final decision regarding the acceptance of the thesis, marking a critical step in the student’s academic journey toward graduation. | 1. **SDG 4: Quality Education** – Focused on the evaluation of research quality and academic rigor, ensuring that students meet high educational standards. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting transparency and integrity in the examination process, which strengthens academic institutions and governance. 3. **SDG 10: Reduced Inequality** – Encouraging fair evaluation practices that provide equal opportunities for all students, regardless of their background. 4. **SDG 3: Good Health and Well-being** – If the thesis topics relate to health, the examination can contribute to advancing knowledge and practices that improve health outcomes. 5. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between students, faculty, and external examiners, fostering a network of academic and professional relationships. These goals underscore the significance of the thesis examination process in maintaining educational quality, promoting equity, and ensuring ethical practices within academic institutions. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132002 | Kimia Medisinal | Medicinal Chemistry | The course “Medicinal Chemistry” explores the design, synthesis, and development of pharmaceutical compounds. Students learn about the chemical properties of drugs, their biological interactions, and the principles of drug action. The curriculum covers topics such as structure-activity relationships, pharmacokinetics, and the processes involved in drug discovery and development. Through lectures, laboratory work, and case studies, students gain insights into how medicinal chemists contribute to the creation of new therapeutic agents. This course prepares students for careers in pharmaceutical research, drug development, and related fields, emphasizing the integration of chemistry with biology and medicine. | 1. **SDG 3: Good Health and Well-being** – Focused on the discovery, development, and optimization of pharmaceuticals to improve health outcomes and address various diseases. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing innovation in drug design and development processes, fostering advancements in the pharmaceutical industry. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the synthesis and production of medicinal compounds, including minimizing waste and environmental impact. 4. **SDG 4: Quality Education** – Promoting education in scientific principles, research methodologies, and critical thinking necessary for careers in pharmaceuticals and healthcare. 5. **SDG 10: Reduced Inequality** – Considering the development of affordable medicines and addressing healthcare disparities, ensuring access to essential drugs for underserved populations. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaborations between academia, industry, and healthcare organizations to advance medicinal chemistry research and application. These goals illustrate the critical role of medicinal chemistry in enhancing healthcare, promoting sustainable practices, and fostering innovation in the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132102 | Biofarmasetika | Biopharmaceuticals | The course “Biopharmaceuticals” focuses on the study and development of biologically derived drugs, including proteins, antibodies, and nucleic acids. Students learn about the principles of biopharmaceutical development, including the processes of discovery, characterization, and production of biopharmaceuticals. Key topics include bioprocessing, formulation strategies, regulatory considerations, and quality control. Through lectures and practical laboratory work, students explore the unique challenges and innovations in the field, such as biosimilars and personalized medicine. This course prepares students for careers in biotechnology, pharmaceuticals, and related industries, emphasizing the intersection of biology, chemistry, and medicine. | 1. **SDG 3: Good Health and Well-being** – Focused on the development of biopharmaceuticals that can treat diseases and improve health outcomes. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing innovation in biopharmaceutical development and the technology used in manufacturing and delivery systems. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in the production of biopharmaceuticals, including reducing waste and ensuring environmentally friendly processes. 4. **SDG 4: Quality Education** – Promoting education in biopharmaceutical sciences, including research methodologies and regulatory frameworks. 5. **SDG 10: Reduced Inequality** – Considering equitable access to biopharmaceuticals, particularly for underserved populations and developing countries. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between academic institutions, industry, and healthcare providers to drive research and development in biopharmaceuticals. These goals underscore the significance of biopharmaceuticals in advancing healthcare, promoting sustainable practices, and fostering innovation in the pharmaceutical industry. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132202 | Dasar Farmasi Klinik | Basics of Clinical Pharmacy | The course “Basics of Clinical Pharmacy” introduces students to the principles and practices of clinical pharmacy in healthcare settings. It covers key topics such as pharmacotherapy, medication management, patient counseling, and the role of pharmacists in interdisciplinary healthcare teams. Students learn to assess patient needs, interpret medical histories, and develop individualized treatment plans. Emphasis is placed on critical thinking, communication skills, and the application of pharmacological knowledge in real-world scenarios. This course prepares students for practical roles in clinical environments, enhancing their ability to contribute to patient care and improve therapeutic outcomes. | 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all. Clinical pharmacy directly contributes to this by optimizing medication use and improving patient care. 2. **SDG 4: Quality Education** – As a course in higher education, it promotes quality education and lifelong learning opportunities in the field of pharmacy. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in pharmaceutical practices and the development of new therapies, which can enhance healthcare delivery systems. 4. **SDG 17: Partnerships for the Goals** – Emphasizes collaboration among stakeholders in healthcare, including pharmacists, healthcare providers, and patients. By integrating these goals, the course can help future pharmacists understand their role in achieving broader health and sustainability objectives. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132302 | Bioanalisis | Bioanalysis | The course “Bioanalysis” focuses on the techniques and methodologies used to analyze biological samples for the presence of drugs, metabolites, and biomolecules. Students learn about various bioanalytical methods, including chromatography, mass spectrometry, and immunoassays, as well as their applications in pharmacokinetics, toxicology, and clinical research. The curriculum emphasizes sample preparation, data interpretation, and regulatory considerations. Through hands-on laboratory experience and case studies, students develop the skills necessary to conduct bioanalytical assessments in research and clinical settings, preparing them for careers in pharmaceuticals, biotechnology, and healthcare. | 1. **SDG 3: Good Health and Well-Being** – Focuses on developing analytical methods to assess drug efficacy and safety, contributing to improved health outcomes and patient care. 2. **SDG 4: Quality Education** – Provides education and training in bioanalytical techniques, equipping students with essential skills for careers in healthcare, research, and pharmaceuticals. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in analytical methods and technologies, supporting advancements in the pharmaceutical and biotechnology sectors. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the use of analytical resources and methods, emphasizing the importance of responsible laboratory practices. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between academic institutions, industry, and regulatory bodies to enhance bioanalytical practices and ensure high standards in testing and quality assurance. These connections underscore the course’s significance in advancing health, education, sustainability, and innovation in the field of bioanalysis. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132401 | Praktikum Bioanalisis | Bioanalysis Practicum | The course “Bioanalysis Practicum” provides hands-on experience in bioanalytical techniques and methodologies used in the analysis of biological samples. Students engage in practical lab work, applying skills learned in theoretical courses to real-world scenarios. The practicum covers various techniques such as chromatography, mass spectrometry, and immunoassays, focusing on sample preparation, data collection, and result interpretation. Emphasis is placed on good laboratory practices and regulatory compliance. This course aims to enhance students’ technical proficiency and problem-solving abilities, preparing them for careers in pharmaceuticals, clinical research, and biotechnology. | 1. **SDG 3: Good Health and Well-being** – Bioanalysis is critical for drug development and monitoring therapeutic efficacy, directly contributing to health outcomes. 2. **SDG 4: Quality Education** – The course promotes quality education by equipping students with practical skills and knowledge necessary for bioanalytical methods. 3. **SDG 9: Industry, Innovation, and Infrastructure** – It supports innovation in analytical techniques and technologies that can improve healthcare and pharmaceutical research. 4. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable practices in laboratory settings and the responsible use of resources in scientific research. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academia, industry, and healthcare sectors to enhance bioanalytical methods and applications. These connections help students understand the broader impact of their work in bioanalysis on health and sustainability. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132502 | Radiofarmasi | Radiofarmasi | The course “Radiopharmacy” focuses on the study and application of radioactive substances in the preparation and use of radiopharmaceuticals for diagnostic and therapeutic purposes. Students learn about the principles of radioactivity, radiochemical synthesis, quality control, and safety protocols associated with handling radioactive materials. The curriculum includes topics such as the use of radiopharmaceuticals in imaging techniques like PET and SPECT, as well as their applications in targeted therapies. Through lectures and practical laboratory experiences, students gain the knowledge and skills necessary for careers in nuclear medicine, biomedical research, and radiopharmaceutical development. | 1. **SDG 3: Good Health and Well-being** – Radiopharmacy plays a crucial role in diagnostics and treatment, particularly in cancer care and imaging, which directly supports health outcomes. 2. **SDG 4: Quality Education** – The course provides education and training in a specialized area of pharmacy, contributing to the development of skilled professionals. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on advancements in medical imaging and therapies, promoting innovation in the healthcare sector. 4. **SDG 12: Responsible Consumption and Production** – Encourages the responsible use and disposal of radioactive materials in line with safety and environmental standards. 5. **SDG 17: Partnerships for the Goals** – Promotes collaboration among healthcare professionals, researchers, and regulatory bodies in the field of radiopharmacy. These connections emphasize the importance of radiopharmacy in advancing health and sustainability initiatives. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01132602 | Bioteknologi Farmasi | Pharmaceutical Biotechnology | The course “Pharmaceutical Biotechnology” explores the application of biotechnological techniques in the development and production of pharmaceuticals. Students learn about the principles of molecular biology, genetic engineering, and cell culture, focusing on how these methods are used to create biopharmaceuticals such as monoclonal antibodies, vaccines, and recombinant proteins. The curriculum covers topics such as drug design, manufacturing processes, and regulatory frameworks specific to biopharmaceuticals. Through lectures, case studies, and laboratory work, students gain a comprehensive understanding of the biotechnological innovations driving advancements in drug development and therapeutic interventions. This course prepares students for careers in biotechnology, pharmaceuticals, and related fields. | 1. **SDG 3: Good Health and Well-Being** – Focuses on developing innovative therapies and medicines to improve health outcomes and access to healthcare. 2. **SDG 4: Quality Education** – Emphasizes the importance of education and training in biotechnology, equipping students with the skills needed for the industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages research and development in biotechnology, promoting sustainable industrialization and innovation. 4. **SDG 12: Responsible Consumption and Production** – Addresses sustainable practices in pharmaceutical manufacturing, including waste management and resource efficiency. 5. **SDG 17: Partnerships for the Goals** – Highlights collaboration between universities, industries, and governments to advance biotechnology research and its applications. These connections help students understand the broader impact of their work in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131302 | Pengembangan & Validasi Metode Analisis | Development & Validation of Analysis Methods | The course “Development & Validation of Analytical Methods” focuses on the principles and practices involved in creating and validating analytical techniques used in pharmaceuticals and related fields. Students learn about method development processes, including selecting appropriate techniques, optimizing conditions, and conducting experiments to ensure accuracy and precision. The curriculum covers regulatory guidelines for method validation, such as specificity, linearity, accuracy, precision, and robustness. Through practical laboratory sessions and case studies, students gain hands-on experience in developing, testing, and validating analytical methods, preparing them for roles in quality control, research, and regulatory compliance in the pharmaceutical industry. | 1. **SDG 3: Good Health and Well-Being** – Analytical methods are crucial in pharmaceuticals and healthcare for ensuring the safety and efficacy of medicines. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on improving industrial processes and fostering innovation through the development of reliable analytical techniques. 3. **SDG 12: Responsible Consumption and Production** – Encourages the development of methods that minimize waste and ensure the sustainable use of resources in various industries. 4. **SDG 4: Quality Education** – Provides students with essential skills and knowledge in analytical methodologies, promoting higher education and research capabilities. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academia, industry, and regulatory bodies to develop robust and validated analytical methods. These goals underscore the importance of quality and sustainability in research and industry practices. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131402 | Statistik dan Komputasi | Statistics and Computing | The course “Statistics and Computing” provides students with a foundational understanding of statistical methods and their applications in data analysis, particularly in scientific research and industry. The curriculum covers key concepts such as descriptive statistics, probability theory, inferential statistics, and hypothesis testing. Students also learn to use statistical software for data management, analysis, and visualization. Emphasis is placed on practical applications, including designing experiments and interpreting results. By the end of the course, students will be equipped with the statistical knowledge and computational skills necessary to analyze data effectively, making it relevant for various fields, including healthcare, engineering, and social sciences. | 1. **SDG 4: Quality Education** – Promotes the importance of data literacy and statistical methods in education, enhancing students’ analytical skills. 2. **SDG 3: Good Health and Well-Being** – Utilizes statistical methods to analyze health data, improve health outcomes, and inform public health decisions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports innovation by providing tools for data analysis and modeling, which are essential for industry advancements. 4. **SDG 12: Responsible Consumption and Production** – Enables better data analysis for sustainability practices and resource management in various sectors. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration among researchers, policymakers, and industries to use data-driven approaches for addressing global challenges. These connections highlight the role of statistics and computing in driving informed decision-making and sustainable practices across various fields. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131502 | Farmakoterapi II | Pharmacotherapy II | The course “Pharmacotherapy II” builds on foundational pharmacotherapy concepts, focusing on advanced pharmacological treatments for a variety of complex health conditions. Students explore therapeutic strategies for managing chronic diseases, infectious diseases, and specialty populations, including pediatrics and geriatrics. The curriculum emphasizes evidence-based medicine, drug interactions, and the principles of personalized medicine. Through case studies, discussions, and collaborative learning, students develop critical thinking skills necessary for assessing patient needs and making informed therapeutic decisions. This course prepares students for clinical practice, enhancing their ability to contribute to patient care through effective medication management and collaboration within healthcare teams. | 1. **SDG 3: Good Health and Well-Being** – Focuses on optimizing drug therapies to improve patient outcomes and enhance the overall quality of healthcare. 2. **SDG 4: Quality Education** – Provides advanced education on pharmacotherapy, equipping students with the knowledge and skills needed for effective clinical practice. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug development and application, promoting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Addresses the importance of using medications responsibly and minimizing waste in pharmaceutical practices. 5. **SDG 17: Partnerships for the Goals** – Highlights the collaboration between healthcare providers, researchers, and policymakers in optimizing pharmacotherapy and improving healthcare systems. These goals emphasize the course’s contribution to improving health outcomes and promoting sustainable practices in the healthcare sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131602 | Teknologi Farmasi Sediaan Steril | Sterile Preparation Pharmaceutical Technology | The course “Sterile Preparation Pharmaceutical Technology” focuses on the principles and techniques involved in the preparation of sterile pharmaceutical products. Students learn about aseptic techniques, contamination control, and the regulatory requirements for sterile manufacturing. The curriculum covers various dosage forms, including injectables, ophthalmics, and infusions, emphasizing the importance of quality assurance and good manufacturing practices (GMP). Through hands-on laboratory experiences, students gain practical skills in compounding sterile preparations and understanding the challenges associated with maintaining sterility. This course prepares students for careers in pharmaceutical production, quality control, and pharmacy practice, emphasizing safety and efficacy in sterile product development. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the preparation of sterile products, which are essential for patient safety and effective healthcare delivery. 2. **SDG 4: Quality Education** – Provides specialized training in sterile techniques and pharmaceutical practices, enhancing the educational foundation for future healthcare professionals. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages advancements in sterile preparation techniques and technologies, promoting innovation in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of efficient and sustainable practices in the preparation and handling of sterile products to minimize waste. 5. **SDG 17: Partnerships for the Goals** – Highlights collaboration among academia, healthcare providers, and the pharmaceutical industry to ensure the safety and efficacy of sterile preparations. These connections underscore the course’s relevance in promoting health and safety standards in pharmaceuticals. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131701 | PraktikumTeknologi Farmasi Sediaan Steril | Sterile Preparation Pharmaceutical Technology Practicum | The course “Sterile Preparation Pharmaceutical Technology Practicum” provides hands-on training in the techniques and processes for preparing sterile pharmaceutical products. Students engage in practical exercises that emphasize aseptic techniques, equipment operation, and contamination prevention in a controlled laboratory environment. The practicum covers the preparation of various sterile dosage forms, including injectables and infusions, while adhering to industry standards and regulatory guidelines. Through this immersive experience, students develop the skills necessary to ensure quality and safety in sterile compounding. This course prepares students for professional roles in pharmaceutical manufacturing, compounding pharmacies, and quality assurance within the healthcare sector. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the critical role of sterile preparation in ensuring safe and effective healthcare products, directly impacting patient safety and health outcomes. 2. **SDG 4: Quality Education** – Provides hands-on training and practical experience, enhancing students’ skills and knowledge in sterile preparation techniques and pharmaceutical practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the application of innovative technologies and best practices in sterile preparation, contributing to advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the preparation and handling of sterile products, aiming to minimize waste and ensure resource efficiency. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between educational institutions, healthcare facilities, and the pharmaceutical industry to ensure high standards in sterile preparation. These goals highlight the course’s significance in enhancing skills, promoting safety, and supporting sustainable practices in the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131802 | Farmakognosi Bahari | Marine Pharmacognosy | The course “Marine Pharmacognosy” explores the study of bioactive compounds derived from marine organisms and their potential applications in pharmaceuticals. Students learn about the diversity of marine life, including algae, sponges, and marine invertebrates, and the extraction and characterization of natural products from these sources. The curriculum covers topics such as the pharmacological properties of marine compounds, their mechanisms of action, and the process of drug discovery from marine sources. Through lectures, laboratory work, and case studies, students gain insights into the therapeutic potential of marine biodiversity and its role in developing novel treatments for various health conditions. This course prepares students for careers in drug research, biotechnology, and conservation of marine resources. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the discovery of bioactive compounds from marine organisms that can lead to new pharmaceuticals and therapies, improving health outcomes. 2. **SDG 14: Life Below Water** – Emphasizes the sustainable use and conservation of marine resources, promoting research and practices that protect marine biodiversity. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug discovery and development using marine resources, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Advocates for sustainable practices in the collection and use of marine resources, ensuring responsible consumption and minimizing environmental impact. 5. **SDG 4: Quality Education** – Provides students with knowledge and skills in marine pharmacognosy, fostering education and research in this specialized field. These connections highlight the course’s role in promoting health, sustainability, and innovation through the exploration of marine biodiversity. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131902 | Kosmetologi | Cosmetologists | The course “Cosmetologists” provides comprehensive training in beauty and personal care, focusing on techniques and skills necessary for a career in the cosmetology industry. Students learn about hair cutting, styling, coloring, skincare, makeup application, and nail care. The curriculum covers foundational theory, safety practices, and client consultation skills, along with hands-on practical experiences in salons and spas. Emphasis is placed on understanding various products and treatments, as well as the latest trends in beauty and aesthetics. This course prepares students for state licensing exams and equips them for diverse roles in the beauty industry, including hairstylists, estheticians, and makeup artists. | 1. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of personal care and wellness, promoting mental and physical well-being through beauty and self-care practices. 2. **SDG 4: Quality Education** – Provides vocational training and education in cosmetology, equipping students with essential skills and knowledge for their careers. 3. **SDG 12: Responsible Consumption and Production** – Encourages the use of sustainable and ethically sourced products in beauty practices, promoting environmentally friendly practices in the industry. 4. **SDG 5: Gender Equality** – Often empowers women in the workforce, providing opportunities for entrepreneurship and professional development in a predominantly female industry. 5. **SDG 8: Decent Work and Economic Growth** – Supports job creation and economic growth by training individuals for careers in cosmetology, contributing to the economy. These goals reflect the broader impact of cosmetology education on health, sustainability, and economic empowerment. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130602 | Isolasi Senyawa Bioaktif | Isolation of Bioactive Compounds | The course “Isolation of Bioactive Compounds” focuses on the techniques and methodologies used to extract and purify biologically active substances from natural sources, such as plants, fungi, and marine organisms. Students learn about various extraction methods, including solvent extraction, chromatography, and distillation, as well as the principles of bioactivity screening and characterization. The curriculum emphasizes the importance of bioactive compounds in pharmaceuticals, nutraceuticals, and functional foods. Through practical laboratory sessions and case studies, students gain hands-on experience in isolating and analyzing these compounds, preparing them for careers in research, pharmaceuticals, and biotechnology. | 1. **SDG 3: Good Health and Well-Being** – Focuses on discovering and isolating compounds that can lead to new therapeutic agents and improve health outcomes. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the pharmaceutical and biotechnology sectors by exploring new bioactive compounds for drug development. 3. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the extraction and use of natural resources, ensuring minimal environmental impact during the isolation process. 4. **SDG 14: Life Below Water** – Supports research on marine and aquatic organisms, emphasizing the conservation and sustainable use of marine biodiversity. 5. **SDG 4: Quality Education** – Provides essential training and knowledge in techniques for isolating bioactive compounds, fostering education in the fields of chemistry and pharmacognosy. These connections highlight the course’s role in advancing health, innovation, sustainability, and education through the study of bioactive compounds. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130701 | Praktikum Isolasi Senyawa Bioaktif | Practical Isolation of Bioactive Compounds | The course “Practical Isolation of Bioactive Compounds” offers hands-on experience in the extraction and purification of bioactive substances from natural sources. Students engage in laboratory techniques such as solvent extraction, chromatography, and spectroscopy, focusing on methods to isolate compounds from plants, fungi, and marine organisms. The curriculum emphasizes practical applications, including sample preparation, method optimization, and bioactivity assessment. Through guided experiments and collaborative projects, students develop technical skills and critical thinking necessary for identifying and characterizing bioactive compounds. This course prepares students for careers in research, pharmaceuticals, and natural product development, highlighting the significance of bioactive compounds in health and wellness. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the practical applications of isolating bioactive compounds that can lead to the development of new medications and health products. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the pharmaceutical and biotechnology sectors, supporting the development of new techniques and products. 3. **SDG 12: Responsible Consumption and Production** – Promotes sustainable extraction methods and the responsible use of natural resources, emphasizing environmental stewardship. 4. **SDG 14: Life Below Water** – Supports research into marine biodiversity, highlighting the importance of conserving aquatic ecosystems while isolating bioactive compounds from marine organisms. 5. **SDG 4: Quality Education** – Provides hands-on experience and training in laboratory techniques for isolating bioactive compounds, contributing to the education of future scientists and researchers. These goals underline the course’s importance in promoting health, sustainability, innovation, and education through practical applications in bioactive compound research. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130802 | Fitomedisin | Phytomedicine | The course “Phytomedicine” explores the study and application of medicinal plants and their extracts in the treatment of diseases. Students learn about the pharmacological properties, therapeutic uses, and safety profiles of various phytochemicals derived from plants. The curriculum covers topics such as herbal formulation, dosage forms, and the regulatory aspects of herbal medicine. Emphasis is placed on the scientific evaluation of traditional remedies and the integration of phytomedicine into modern healthcare practices. Through lectures, laboratory work, and case studies, students gain insights into the potential of plant-based therapies and their role in holistic health. This course prepares students for careers in herbal medicine, pharmacognosy, and complementary therapies. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the use of plant-based medicines for treating various health conditions, promoting holistic and natural approaches to health care. 2. **SDG 12: Responsible Consumption and Production** – Encourages sustainable harvesting and use of medicinal plants, promoting practices that minimize environmental impact. 3. **SDG 15: Life on Land** – Highlights the conservation of plant biodiversity and ecosystems, ensuring the sustainable use of terrestrial ecosystems for medicinal purposes. 4. **SDG 4: Quality Education** – Provides education and training in the field of phytomedicine, equipping students with knowledge about herbal therapies and their applications. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of new phytopharmaceuticals and encourages innovation in the field of herbal medicine. These connections emphasize the course’s role in advancing health, sustainability, education, and the responsible use of natural resources. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130902 | Farmakoterapi I | Pharmacotherapy I | The course “Pharmacotherapy I” introduces students to the principles of pharmacotherapy and its application in managing various health conditions. Students learn about drug classifications, mechanisms of action, and therapeutic effects, as well as the pharmacokinetics and pharmacodynamics of medications. The curriculum emphasizes evidence-based practice, patient assessment, and medication management for common diseases, such as hypertension, diabetes, and infections. Through case studies and interactive discussions, students develop critical thinking skills necessary for evaluating treatment options and optimizing patient care. This course lays the foundation for advanced pharmacotherapy courses and prepares students for clinical practice in pharmacy and healthcare settings. | 1. **SDG 3: Good Health and Well-Being** – Focuses on optimizing medication use for the treatment of diseases, enhancing patient care, and improving health outcomes. 2. **SDG 4: Quality Education** – Provides foundational knowledge and skills in pharmacotherapy, preparing students for careers in healthcare and pharmacy. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the understanding of drug development and therapeutic innovations, promoting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Addresses the importance of responsible prescribing practices and the ethical use of medications to minimize waste and promote sustainability. 5. **SDG 17: Partnerships for the Goals** – Highlights collaboration among healthcare providers, educators, and researchers to improve pharmacotherapy practices and enhance patient care. These goals underscore the course’s contribution to health improvement, education, and responsible practices in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131002 | Farmakokinetika | Pharmacokinetics | The course “Pharmacokinetics” focuses on the study of how drugs are absorbed, distributed, metabolized, and excreted in the body. Students learn the fundamental principles that govern the pharmacokinetic processes, including factors affecting drug bioavailability, half-life, clearance, and volume of distribution. The curriculum covers mathematical modeling and the application of pharmacokinetic concepts in clinical settings, emphasizing their importance in dosing regimens and therapeutic drug monitoring. Through lectures, problem-solving exercises, and case studies, students develop the skills needed to apply pharmacokinetic principles in optimizing drug therapy and ensuring patient safety. This course is essential for careers in pharmacy, clinical research, and pharmacology. | 1. **SDG 3: Good Health and Well-Being** – Focuses on understanding how drugs are absorbed, distributed, metabolized, and excreted in the body, which is essential for optimizing therapeutic outcomes and improving patient care. 2. **SDG 4: Quality Education** – Provides foundational knowledge and skills in pharmacokinetics, equipping students for careers in healthcare, pharmacy, and research. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages advancements in drug development and formulation, promoting innovation in the pharmaceutical industry through a deeper understanding of drug behavior. 4. **SDG 12: Responsible Consumption and Production** – Highlights the importance of understanding dosing regimens and minimizing adverse effects, promoting the responsible use of medications. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration among researchers, healthcare providers, and the pharmaceutical industry to improve drug delivery and therapeutic efficacy. These connections illustrate the course’s significance in advancing health, education, and sustainable practices within the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131101 | Praktikum Farmakokinetika | Pharmacokinetics Practicum | The course “Pharmacokinetics Practicum” provides hands-on experience in applying pharmacokinetic principles through laboratory and computational techniques. Students engage in practical exercises involving the collection and analysis of pharmacokinetic data, including drug concentration measurements and interpretation of pharmacokinetic parameters. The curriculum emphasizes the use of software tools for modeling and simulation of drug behavior in the body. Through case studies and real-world scenarios, students learn to design dosing regimens and therapeutic drug monitoring strategies. This practicum enhances students’ understanding of pharmacokinetics and prepares them for roles in clinical pharmacy, research, and pharmaceutical development. | 1. **SDG 3: Good Health and Well-Being** – Emphasizes practical applications of pharmacokinetics in optimizing drug therapy and enhancing patient outcomes through better understanding of drug behavior. 2. **SDG 4: Quality Education** – Provides hands-on experience and training in pharmacokinetic techniques, equipping students with essential skills for their future careers in healthcare and research. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug development and formulation by applying pharmacokinetic principles in practical settings, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Focuses on the importance of responsible medication use and dosing regimens to minimize waste and ensure efficacy, promoting sustainable practices in healthcare. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between academic institutions, healthcare providers, and the pharmaceutical industry to enhance drug delivery systems and therapeutic strategies. These goals highlight the course’s relevance in improving health outcomes, promoting education, and supporting sustainable practices in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01131202 | Metodologi Penelitian | Research methodology | The course “Research Methodology” provides students with a comprehensive understanding of the principles and techniques used in conducting research across various fields. Students learn about the research process, including problem formulation, literature review, study design, data collection methods, and data analysis. The curriculum covers both qualitative and quantitative research methodologies, as well as ethical considerations and research reporting. Through practical exercises and projects, students develop critical thinking and analytical skills necessary for designing and executing research studies. This course prepares students for advanced research projects, theses, and careers in academia, industry, and public health. | 1. **SDG 4: Quality Education** – Focuses on developing critical thinking and research skills, providing students with the tools needed for effective learning and inquiry. 2. **SDG 3: Good Health and Well-Being** – Encourages research in healthcare and medicine, leading to evidence-based practices and improvements in health outcomes. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports innovation through rigorous research practices that can lead to advancements in various fields, including technology and industry. 4. **SDG 12: Responsible Consumption and Production** – Promotes research into sustainable practices and methods for resource management, encouraging responsible use of materials and energy. 5. **SDG 17: Partnerships for the Goals** – Emphasizes the importance of collaboration in research efforts, fostering partnerships between academic institutions, industries, and communities to address global challenges. These connections illustrate the course’s significance in advancing education, health, sustainability, and collaborative research practices. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122702 | Tumbuhan Racun dan Pestisida | Poisonous Plants and Pesticides | The course “Poisonous Plants and Pesticides” examines the chemical compounds found in plants that can be toxic to humans, animals, and the environment, as well as the use and effects of pesticides in agriculture and horticulture. Students learn about the identification of poisonous plants, their mechanisms of toxicity, and the symptoms of poisoning. The curriculum also covers the regulation, application, and safety concerns related to pesticides, including their environmental impact and resistance issues. Through lectures, case studies, and fieldwork, students gain practical knowledge of plant toxicology and pesticide management, preparing them for careers in agriculture, environmental science, and public health. | 1. **SDG 3: Good Health and Well-Being** – Examines the health impacts of poisonous plants and pesticides, promoting awareness and understanding of toxicity and safety in human health. 2. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable practices in the use of pesticides and the management of plant toxins, encouraging responsible consumption and agricultural practices. 3. **SDG 15: Life on Land** – Addresses the conservation and sustainable use of terrestrial ecosystems, including the impact of pesticides on biodiversity and the role of plants in ecosystems. 4. **SDG 4: Quality Education** – Provides education on the identification and effects of poisonous plants and pesticides, fostering knowledge in botany, toxicology, and environmental science. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between researchers, agricultural sectors, and public health organizations to develop safer practices and improve understanding of plant toxins and pesticide use. These connections highlight the course’s relevance in promoting health, sustainability, education, and environmental stewardship. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122801 | Kajian Pustaka Farmasi | Pharmacy Library Review | The course “Pharmacy Library Review” focuses on developing information literacy skills specific to the field of pharmacy. Students learn how to effectively utilize library resources, including databases, journals, and online repositories, to access current and relevant pharmaceutical literature. The curriculum covers research techniques, citation management, and critical appraisal of scientific studies. Emphasis is placed on navigating both traditional and digital library tools to support evidence-based practice and clinical decision-making. Through hands-on activities and assignments, students enhance their ability to locate, evaluate, and apply information in their pharmacy studies and future practice. This course is essential for fostering lifelong learning and research skills in the pharmaceutical profession. | 1. **SDG 4: Quality Education** – Supports the development of information literacy skills, essential for effective research and learning in pharmacy and healthcare. 2. **SDG 3: Good Health and Well-Being** – Enhances access to reliable information on medications and health, empowering pharmacy students to provide better patient care. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes the use of digital resources and technologies in research, supporting innovation in pharmaceutical education and practice. 4. **SDG 12: Responsible Consumption and Production** – Encourages the responsible use of resources and access to information that supports sustainable practices in the pharmacy profession. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between libraries, educational institutions, and healthcare organizations to improve access to information and resources in pharmacy. These connections emphasize the course’s role in enhancing education, health, and access to information in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130102 | Analisis Farmasi | Pharmaceutical Analysis | The course “Pharmaceutical Analysis” focuses on the methods and techniques used to analyze the composition and quality of pharmaceutical products. Students learn about various analytical techniques, including chromatography, spectroscopy, and titration, and their applications in the pharmaceutical industry. The curriculum emphasizes the principles of method development, validation, and regulatory compliance. Through hands-on laboratory sessions, students gain practical experience in performing analyses, interpreting data, and ensuring the accuracy and reliability of results. This course prepares students for careers in quality control, pharmaceutical research, and regulatory affairs, highlighting the importance of analytical skills in ensuring the safety and efficacy of medications. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the importance of analytical methods in ensuring the safety, efficacy, and quality of pharmaceuticals, which directly impacts patient health. 2. **SDG 4: Quality Education** – Provides essential training in analytical techniques, fostering skills necessary for careers in pharmaceutical sciences and healthcare. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in analytical methodologies and technologies, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Promotes practices that ensure accurate testing and quality control, leading to responsible use of pharmaceutical resources and reduction of waste. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between academic institutions, regulatory bodies, and the pharmaceutical industry to enhance the quality of pharmaceutical products. These connections underscore the course’s significance in advancing health, education, and sustainable practices in the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130201 | Praktikum Analisis Farmasi | Pharmaceutical Analysis Practicum | The course “Pharmaceutical Analysis Practicum” provides hands-on experience in the analytical techniques used to assess pharmaceutical products. Students engage in practical laboratory work, applying methods such as chromatography, spectroscopy, and titration to analyze active ingredients and assess product quality. The curriculum emphasizes good laboratory practices, data interpretation, and method validation in compliance with industry standards. Through guided experiments and real-world case studies, students develop technical skills and critical thinking necessary for quality control and research roles in the pharmaceutical industry. This practicum enhances students’ understanding of pharmaceutical analysis and prepares them for careers in laboratory settings and regulatory affairs. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the practical application of analytical techniques to ensure the safety, efficacy, and quality of pharmaceutical products, impacting patient health outcomes. 2. **SDG 4: Quality Education** – Provides hands-on experience and training in pharmaceutical analysis, enhancing students’ practical skills and knowledge necessary for their careers in healthcare and pharmacy. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the development and application of innovative analytical methodologies, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of quality control and accurate testing, promoting responsible use of pharmaceutical resources and minimizing waste. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between educational institutions, industry, and regulatory bodies to ensure high standards in pharmaceutical analysis and product quality. These connections highlight the course’s role in promoting health, education, and sustainable practices within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130302 | Teknologi Farmasi Sediaan Cair dan Semi Padat | Pharmaceutical Technology for Liquid and Semi-Solid Dosages | The course “Pharmaceutical Technology for Liquid and Semi-Solid Dosages” focuses on the formulation, development, and production of liquid and semi-solid pharmaceutical products, such as solutions, suspensions, creams, and gels. Students learn about the principles of formulation science, including excipient selection, stability considerations, and manufacturing processes. The curriculum covers key topics like viscosity, rheology, and the physicochemical properties of formulations. Through practical laboratory sessions, students gain hands-on experience in preparing and evaluating these dosage forms, emphasizing quality control and regulatory compliance. This course prepares students for careers in pharmaceutical development, production, and quality assurance, highlighting the importance of technology in drug formulation. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the formulation and production of effective liquid and semi-solid dosage forms, which are essential for patient care and therapeutic effectiveness. 2. **SDG 4: Quality Education** – Provides specialized knowledge and skills related to pharmaceutical formulation and technology, equipping students for careers in the pharmaceutical industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug formulation technologies, enhancing the pharmaceutical industry’s capacity to develop new and effective products. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the manufacturing of pharmaceuticals, emphasizing efficient use of resources and waste reduction. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between academia, industry, and regulatory bodies to ensure high standards in pharmaceutical development and safety. These connections illustrate the course’s relevance in advancing health, education, sustainability, and innovation within the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130401 | Praktikum Teknologi Farmasi Sediaan Cair dan Semi Pada | Pharmaceutical Technology Practicum for Liquid and Semi-Solid Preparations | The course “Pharmaceutical Technology Practicum for Liquid and Semi-Solid Preparations” provides hands-on training in the formulation and production of liquid and semi-solid pharmaceutical products, such as syrups, suspensions, creams, and gels. Students engage in practical laboratory activities that emphasize the principles of formulation science, including the selection of excipients, stability testing, and quality assurance processes. The curriculum includes the preparation, evaluation, and optimization of these dosage forms, focusing on good manufacturing practices (GMP) and regulatory compliance. This practicum enhances students’ technical skills and prepares them for careers in pharmaceutical development, production, and quality control within the industry. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the practical aspects of formulating and producing liquid and semi-solid dosage forms that enhance patient care and therapeutic effectiveness. 2. **SDG 4: Quality Education** – Provides hands-on training and experiential learning in pharmaceutical technology, equipping students with essential skills for their careers in the pharmaceutical industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the application of innovative technologies and practices in the formulation and production processes, promoting advancements in the pharmaceutical sector. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable manufacturing practices, including resource efficiency and waste reduction in the production of pharmaceutical products. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between educational institutions, industry partners, and regulatory bodies to ensure high standards in pharmaceutical practices and safety. These connections highlight the course’s role in promoting health, education, sustainability, and innovation in pharmaceutical technology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01130502 | Farmakologi II | Pharmacology II | The course “Pharmacology II” builds on foundational pharmacology concepts, focusing on the advanced study of drug actions, mechanisms, and therapeutic uses. Students explore various drug classes, including cardiovascular agents, anti-infectives, analgesics, and central nervous system drugs. The curriculum covers pharmacokinetics and pharmacodynamics, drug interactions, and the principles of personalized medicine. Through case studies and interactive discussions, students develop critical thinking skills necessary for assessing drug therapy and managing complex patient cases. This course prepares students for clinical practice, emphasizing the application of pharmacological knowledge in optimizing patient care and therapeutic outcomes. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the understanding of drug mechanisms, therapeutic effects, and safety profiles, which are critical for improving patient care and health outcomes. 2. **SDG 4: Quality Education** – Provides advanced education in pharmacological principles, equipping students with the knowledge and skills necessary for careers in healthcare and research. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug development and research, supporting advancements in the pharmaceutical industry and therapeutic interventions. 4. **SDG 12: Responsible Consumption and Production** – Promotes awareness of responsible drug use and the importance of minimizing adverse effects and waste in pharmacological practices. 5. **SDG 17: Partnerships for the Goals** – Highlights the significance of collaboration between researchers, healthcare providers, and pharmaceutical industries to improve drug therapies and health outcomes. These connections illustrate the course’s contribution to advancing health, education, and sustainable practices within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122001 | Praktikum Farmakologi I | Internship Pharmacology I | The course “Internship Pharmacology I” provides students with practical experience in a clinical or research setting, allowing them to apply pharmacological concepts in real-world scenarios. During the internship, students work under the supervision of professionals in hospitals, pharmaceutical companies, or research institutions, gaining exposure to various aspects of pharmacology, including drug development, clinical trials, and patient care. The curriculum emphasizes the integration of theoretical knowledge with hands-on practice, promoting skills in data collection, analysis, and patient assessment. Through this experience, students develop professional competencies and prepare for future careers in pharmacology, pharmacy, or healthcare, enhancing their understanding of the drug therapy process. | 1. **SDG 3: Good Health and Well-Being** – Provides practical experience in pharmacology that enhances understanding of drug actions, safety, and therapeutic applications, directly impacting patient care. 2. **SDG 4: Quality Education** – Offers hands-on learning opportunities that reinforce theoretical knowledge, preparing students for professional careers in healthcare and pharmacology. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages engagement with the pharmaceutical industry, promoting innovation and practical applications of pharmacological principles in real-world settings. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of responsible drug usage and awareness of pharmacological impacts on health and the environment. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between academic institutions, healthcare facilities, and the pharmaceutical industry, enhancing the overall quality of education and practice in pharmacology. These connections underscore the internship’s role in enhancing health, education, and sustainable practices within the field of pharmacology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122102 | Analisis Pangan & perbekalan Farmasi | Food Analysis & Pharmaceutical supplies | The course “Food Analysis & Pharmaceutical Supplies” provides an overview of analytical techniques used to assess the quality and safety of food and pharmaceutical products. Students learn about the chemical, microbiological, and physical properties of these products, focusing on methods such as chromatography, spectrophotometry, and sensory analysis. The curriculum emphasizes regulatory compliance, quality control, and the importance of accurate testing in both industries. Through hands-on laboratory experience and case studies, students develop practical skills in conducting analyses and managing supply chains. This course prepares students for careers in quality assurance, regulatory affairs, and analytical laboratories in the food and pharmaceutical sectors. | 1. **SDG 3: Good Health and Well-Being** – Focuses on ensuring the safety and quality of food and pharmaceuticals, which is critical for public health. 2. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in food production and pharmaceutical supply chains, encouraging efficient resource use and waste reduction. 3. **SDG 4: Quality Education** – Provides essential training in analytical techniques, equipping students with skills necessary for careers in food science and pharmaceutical industries. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages advancements in analytical methodologies and technologies that can improve food and pharmaceutical quality control. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between academia, industry, and regulatory bodies to ensure high standards in food safety and pharmaceutical supplies. These connections illustrate the course’s relevance in promoting health, sustainability, and innovation in food and pharmaceutical sectors. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122202 | Biokimia Klinik | Clinical Biochemistry | The course “Clinical Biochemistry” focuses on the biochemical processes and compounds relevant to human health and disease. Students learn about the analysis of biological fluids, such as blood and urine, to diagnose and monitor diseases. The curriculum covers key topics, including enzyme function, metabolic pathways, and the role of biomarkers in clinical practice. Students also explore laboratory techniques, such as chromatography and mass spectrometry, used for biochemical analysis. Through case studies and practical laboratory work, students develop skills in interpreting lab results and understanding their clinical significance. This course prepares students for careers in clinical laboratories, healthcare, and research, emphasizing the role of biochemistry in patient care. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the biochemical basis of health and disease, improving diagnostic methods and therapeutic interventions for better patient care. 2. **SDG 4: Quality Education** – Provides foundational knowledge and skills in biochemistry, equipping students for careers in healthcare, research, and laboratory sciences. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in diagnostic technologies and biochemical methods, contributing to advancements in healthcare and industry practices. 4. **SDG 12: Responsible Consumption and Production** – Promotes responsible practices in the use of biochemical materials and resources, emphasizing sustainability in laboratory operations. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between educational institutions, healthcare providers, and research organizations to enhance the quality of clinical biochemistry practices and research. These connections highlight the course’s significance in advancing health, education, sustainability, and innovation within the healthcare sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122301 | Praktikum Biokimia Klinik | Clinical Biochemistry Practicum | The course “Clinical Biochemistry Practicum” provides hands-on training in the laboratory techniques and analytical methods used in clinical biochemistry. Students engage in practical exercises involving the analysis of biological samples, such as blood and urine, to measure biochemical markers relevant to diagnosis and disease management. The curriculum emphasizes good laboratory practices, quality control, and data interpretation skills. Through guided laboratory work and real-world case studies, students gain experience in using equipment and technologies like spectrophotometry and chromatography. This practicum prepares students for professional roles in clinical laboratories, enhancing their understanding of the biochemical basis of health and disease. | 1. **SDG 3: Good Health and Well-Being** – Emphasizes practical skills in biochemical analysis that directly impact diagnostics and treatment, enhancing patient care and health outcomes. 2. **SDG 4: Quality Education** – Provides hands-on training and experience in clinical biochemistry techniques, fostering essential skills for future healthcare professionals. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the application of innovative techniques and technologies in clinical settings, contributing to advancements in laboratory practices and healthcare delivery. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable laboratory practices, including efficient use of resources and waste management in biochemical analyses. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among educational institutions, healthcare facilities, and research organizations to ensure high standards in clinical biochemistry practices. These connections underscore the practicum’s role in advancing health, education, sustainability, and innovation within the healthcare sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122402 | Obat Tradisional | Traditional medicine | The course “Traditional Medicine” explores the principles, practices, and cultural significance of traditional healing systems from around the world. Students learn about various modalities, including herbal medicine, acupuncture, Ayurveda, and indigenous healing practices. The curriculum examines the historical context, theoretical frameworks, and efficacy of these approaches, as well as their integration into modern healthcare. Emphasis is placed on understanding the role of traditional medicine in promoting health, preventing disease, and addressing cultural beliefs about health and illness. Through lectures, case studies, and discussions, students gain insights into the value of traditional practices and their potential contributions to holistic healthcare. This course prepares students for careers in complementary and alternative medicine, public health, and global health initiatives. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the role of traditional medicine in providing healthcare solutions and improving health outcomes, particularly in communities relying on these practices. 2. **SDG 4: Quality Education** – Educates students about traditional healing practices, promoting understanding and appreciation of diverse medical systems. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable harvesting and ethical sourcing of medicinal plants, promoting responsible practices in traditional medicine. 4. **SDG 15: Life on Land** – Emphasizes the conservation of biodiversity and the sustainable use of natural resources, highlighting the importance of traditional knowledge in maintaining ecosystems. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between traditional healers, healthcare professionals, and academic institutions to integrate traditional practices into broader healthcare systems. These connections illustrate the course’s relevance in promoting health, education, sustainability, and the integration of traditional knowledge into modern healthcare. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122502 | Undang-Undang dan Etika Kesehatan | Health Law and Ethics | The course “Health Law and Ethics” examines the legal and ethical frameworks that govern healthcare practice and public health policy. Students explore key topics such as patient rights, informed consent, confidentiality, and the regulation of healthcare providers and institutions. The curriculum also addresses issues related to bioethics, including end-of-life decisions, reproductive rights, and resource allocation. Through case studies and discussions, students analyze real-world scenarios to understand the complexities of legal and ethical dilemmas in healthcare. This course prepares students for careers in healthcare administration, policy, and law, emphasizing the importance of ethical decision-making in promoting patient welfare and public health. | 1. **SDG 3: Good Health and Well-Being** – Examines legal and ethical frameworks that protect patient rights, ensure access to healthcare, and promote overall health and well-being. 2. **SDG 4: Quality Education** – Provides education on health law and ethical principles, equipping students with critical knowledge for careers in healthcare, law, and policy. 3. **SDG 10: Reduced Inequalities** – Addresses issues related to healthcare access, discrimination, and equity, promoting fair treatment and justice in health systems. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of legal frameworks and ethical standards in healthcare, supporting the rule of law and accountability in health practices. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration among healthcare professionals, legal experts, and policymakers to improve health systems and address ethical challenges in healthcare delivery. These connections highlight the course’s significance in promoting health, education, equity, and strong institutional frameworks within the healthcare sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01122602 | Farmasi Sosial dan farmako-ekonomi | Social Pharmacy and pharmaco-economics | The course “Social Pharmacy and Pharmaco-economics” explores the intersection of pharmacy practice, social sciences, and economic principles in the healthcare system. Students learn about the role of pharmacists in public health, patient education, and community engagement. The curriculum covers topics such as medication adherence, health disparities, and the social determinants of health. In addition, students study pharmaco-economics, which involves evaluating the cost-effectiveness of pharmaceutical therapies and their impact on healthcare budgets. Through case studies and discussions, students develop critical thinking skills necessary for addressing the economic and social challenges in pharmacy practice. This course prepares students for careers in clinical pharmacy, public health, and health policy, emphasizing the importance of understanding the broader context of medication use and access. | 1. **SDG 3: Good Health and Well-Being** – Focuses on improving healthcare access and outcomes by evaluating the effectiveness, safety, and value of medications within populations. 2. **SDG 4: Quality Education** – Provides students with the knowledge and skills necessary to understand the social aspects of pharmacy practice and the economic evaluation of healthcare interventions. 3. **SDG 10: Reduced Inequalities** – Addresses disparities in access to medications and healthcare services, promoting equitable healthcare solutions for diverse populations. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of rational drug use and cost-effective practices in the pharmaceutical industry, promoting sustainability. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between healthcare providers, policymakers, and communities to improve health outcomes and promote effective medication use. These connections highlight the course’s role in advancing health, education, equity, and responsible practices within the pharmacy and healthcare sectors. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121302 | Patofisiologi | Pathophysiology | The course “Pathophysiology” focuses on the study of the functional changes in the body that occur as a result of disease or injury. Students learn about the mechanisms underlying various diseases, including genetic, biochemical, and environmental factors. The curriculum covers major body systems and the pathophysiological processes associated with common conditions such as diabetes, cardiovascular disease, and infections. Emphasis is placed on understanding how these processes affect homeostasis and contribute to clinical manifestations. Through lectures, case studies, and discussions, students develop the ability to link pathophysiological concepts to patient care and treatment strategies, preparing them for careers in healthcare, nursing, and research. | 1. **SDG 3: Good Health and Well-Being** – Focuses on understanding the biological mechanisms of disease, which is essential for improving diagnosis, treatment, and prevention strategies. 2. **SDG 4: Quality Education** – Provides foundational knowledge for students in healthcare and related fields, equipping them with the skills necessary for effective practice. 3. **SDG 10: Reduced Inequalities** – Addresses health disparities by studying the pathophysiology of various diseases that disproportionately affect certain populations, promoting equitable health solutions. 4. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance understanding and treatment of diseases. These connections illustrate the course’s significance in advancing health, education, and equity in healthcare. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121402 | Kimia Fisika | Physical Chemistry | The course “Physical Chemistry” explores the principles and concepts that govern the physical behavior of chemical systems. Students learn about key topics such as thermodynamics, kinetics, quantum chemistry, and statistical mechanics. The curriculum emphasizes the relationship between physical properties and chemical processes, including reaction rates, equilibria, and the energy changes involved in chemical reactions. Through theoretical discussions and practical laboratory experiments, students develop a deeper understanding of how physical chemistry applies to real-world scenarios, such as drug formulation and material science. This course prepares students for advanced studies in chemistry, biochemistry, and related fields, equipping them with analytical skills essential for research and industry applications. | 1. **SDG 3: Good Health and Well-Being** – Contributes to the understanding of drug interactions and mechanisms at the molecular level, which is crucial for developing effective pharmaceuticals and improving health outcomes. 2. **SDG 4: Quality Education** – Provides foundational knowledge in chemistry, equipping students with critical scientific skills applicable in various fields, including healthcare and research. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in chemical processes and materials, supporting advancements in industries such as pharmaceuticals, energy, and materials science. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in chemical production and the efficient use of resources, emphasizing the importance of minimizing waste and environmental impact. 5. **SDG 13: Climate Action** – Supports research and understanding of chemical processes that contribute to climate change, encouraging the development of sustainable alternatives and mitigation strategies. These connections highlight the course’s relevance in promoting health, education, sustainability, and innovation in scientific practices. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121502 | Teknologi Farmasi Sediaan Padat | Solid Dosage Pharmaceutical Technology | The course “Solid Dosage Pharmaceutical Technology” focuses on the formulation, development, and manufacturing processes of solid dosage forms, such as tablets, capsules, and powders. Students learn about the principles of formulation science, including excipient selection, compression techniques, and coating processes. The curriculum covers quality control measures, stability testing, and regulatory requirements specific to solid dosage forms. Through practical laboratory sessions, students gain hands-on experience in the preparation and evaluation of these products, emphasizing good manufacturing practices (GMP). This course prepares students for careers in pharmaceutical development, production, and quality assurance, highlighting the importance of technology in creating effective and safe solid medications. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the formulation and production of solid dosage forms (e.g., tablets and capsules) that are essential for effective medication delivery and patient care. 2. **SDG 4: Quality Education** – Provides students with essential knowledge and practical skills in pharmaceutical technology, preparing them for careers in the pharmaceutical industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the development and manufacturing processes of solid dosage forms, supporting advancements in the pharmaceutical sector. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the production of solid dosage forms, including waste reduction and efficient resource utilization. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between academia, industry, and regulatory bodies to ensure high standards in pharmaceutical practices and product quality. These connections underscore the course’s significance in advancing health, education, sustainability, and innovation within the pharmaceutical industry. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121601 | Praktikum Teknol. Farmasi Sediaan Padat | Technological Practicum. Solid Dosage Pharmacy | The course “Technological Practicum: Solid Dosage Pharmacy” provides hands-on training in the formulation and production of solid dosage forms, such as tablets and capsules. Students engage in practical laboratory exercises that emphasize techniques for mixing, granulation, compression, and coating. The practicum focuses on good manufacturing practices (GMP), quality control, and regulatory compliance throughout the production process. Students also learn to evaluate the physical and chemical properties of solid dosage forms, ensuring their efficacy and safety. This practicum prepares students for professional roles in pharmaceutical manufacturing, quality assurance, and research and development, enhancing their technical skills and understanding of solid dosage technology. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the practical skills required to formulate and produce solid dosage forms, which are critical for effective medication delivery and patient health. 2. **SDG 4: Quality Education** – Provides hands-on experience in pharmaceutical technology, equipping students with essential skills for careers in the pharmaceutical industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the application of innovative technologies and methods in the manufacturing of solid dosage forms, supporting advancements in the pharmaceutical sector. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable manufacturing practices in solid dosage production, emphasizing resource efficiency and waste management. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between educational institutions, pharmaceutical companies, and regulatory agencies to ensure high-quality practices in the production of solid dosage forms. These connections highlight the practicum’s role in enhancing health, education, sustainability, and innovation within the pharmaceutical industry. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121702 | Fitokimia | Phytochemicals | The course “Phytochemicals” explores the study of bioactive compounds produced by plants, focusing on their chemical properties, biological activities, and potential health benefits. Students learn about the classification of phytochemicals, including alkaloids, flavonoids, terpenoids, and phenolic compounds, as well as their roles in plant defense and human health. The curriculum covers extraction methods, analytical techniques for phytochemical analysis, and the mechanisms by which these compounds exert their effects. Through laboratory experiments and case studies, students gain hands-on experience in isolating and characterizing phytochemicals, as well as evaluating their pharmacological potential. This course prepares students for careers in pharmacognosy, herbal medicine, and natural product research. | 1. **SDG 3: Good Health and Well-Being** – Explores the health benefits of phytochemicals, including their roles in disease prevention and treatment, thereby promoting overall health. 2. **SDG 4: Quality Education** – Provides knowledge and research skills related to phytochemistry, equipping students for careers in healthcare, agriculture, and research. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in the sourcing and use of plant-based resources, promoting ethical consumption. 4. **SDG 15: Life on Land** – Emphasizes the importance of biodiversity and the conservation of plant species, highlighting their ecological and medicinal significance. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between researchers, healthcare professionals, and agricultural sectors to enhance the understanding and application of phytochemicals. These connections illustrate the course’s relevance in promoting health, education, sustainability, and biodiversity conservation. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121801 | Praktikum Fitokimia | Phytochemistry Practicum | The course “Phytochemistry Practicum” provides hands-on experience in the isolation, identification, and analysis of phytochemicals from plant sources. Students engage in practical laboratory techniques, including extraction methods, chromatography, and spectroscopy, to study the chemical properties and biological activities of various phytochemicals. The curriculum emphasizes safety protocols, proper laboratory practices, and data interpretation. Through guided experiments and projects, students develop skills in characterizing plant compounds and assessing their potential health benefits. This practicum prepares students for careers in pharmacognosy, herbal medicine, and natural product research, enhancing their understanding of the role of phytochemicals in health and disease. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the practical application of phytochemical knowledge in exploring the health benefits and therapeutic potentials of plant compounds. 2. **SDG 4: Quality Education** – Provides hands-on experience and skills in phytochemical analysis and research methods, preparing students for careers in fields such as pharmacology and agriculture. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in the extraction and use of phytochemicals, promoting ethical and responsible sourcing of plant materials. 4. **SDG 15: Life on Land** – Highlights the importance of plant biodiversity and conservation, emphasizing the role of phytochemicals in maintaining healthy ecosystems. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between academia, industry, and environmental organizations to enhance research and application of phytochemicals in various sectors. These connections illustrate the practicum’s significance in advancing health, education, sustainability, and biodiversity conservation. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121902 | Farmakologi I | Pharmacology I | The course “Pharmacology I” introduces students to the fundamental concepts of pharmacology, including drug classifications, mechanisms of action, and therapeutic uses. Students learn about the pharmacokinetics (absorption, distribution, metabolism, and excretion) and pharmacodynamics (effects and mechanisms) of various drug classes. The curriculum covers essential topics such as drug interactions, side effects, and the principles of safe medication use. Through lectures, case studies, and discussions, students develop a solid understanding of how drugs affect the body and the clinical implications for patient care. This course lays the groundwork for advanced pharmacology studies and prepares students for careers in pharmacy, healthcare, and research. | 1. **SDG 3: Good Health and Well-Being** – Focuses on understanding drug actions, mechanisms, and therapeutic uses, which are essential for improving health outcomes and patient care. 2. **SDG 4: Quality Education** – Provides foundational knowledge in pharmacology, equipping students with the necessary skills and understanding for careers in healthcare, research, and pharmaceutical industries. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug development and research, supporting advancements in the pharmaceutical industry and therapeutic approaches. 4. **SDG 12: Responsible Consumption and Production** – Promotes awareness of rational drug use, emphasizing the importance of minimizing waste and ensuring effective use of medications. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between educational institutions, healthcare providers, and the pharmaceutical industry to improve drug therapies and health outcomes. These connections underscore the course’s significance in advancing health, education, and sustainable practices in pharmacology and healthcare. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120601 | Praktikum Biokimia | Biochemistry Practicum | The course “Biochemistry Practicum” provides hands-on training in laboratory techniques used to study biomolecules and biochemical processes. Students engage in practical experiments that include protein purification, enzyme activity assays, and nucleic acid analysis. The curriculum emphasizes good laboratory practices, safety protocols, and data analysis skills. Through guided experiments, students learn to use various laboratory instruments and techniques, gaining insights into the practical applications of biochemistry in research and clinical settings. This practicum enhances students’ technical skills and prepares them for careers in biochemistry, molecular biology, and biotechnology, fostering a deeper understanding of the biochemical basis of life. | 1. **SDG 3: Good Health and Well-Being** – Provides practical experience in understanding biochemical processes related to health and disease, supporting advancements in diagnostics and therapies. 2. **SDG 4: Quality Education** – Offers hands-on training in biochemistry techniques, equipping students with essential skills for careers in healthcare, research, and biotechnology. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the application of innovative biochemistry methods and technologies, fostering advancements in the pharmaceutical and biotechnology industries. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in laboratory work, including efficient resource use and waste management in biochemical experiments. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration between academic institutions, research organizations, and industry to enhance biochemistry research and applications. These connections highlight the practicum’s role in advancing health, education, sustainability, and innovation in the field of biochemistry. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120702 | Imunologi | Immunology | The course “Immunology” explores the complex mechanisms of the immune system and its role in health and disease. Students learn about the components of the immune system, including cells, tissues, and molecules, as well as the processes of immune response, tolerance, and memory. The curriculum covers topics such as innate and adaptive immunity, immunological disorders, vaccines, and immunotherapy. Through lectures, laboratory experiments, and case studies, students gain a comprehensive understanding of how the immune system protects against pathogens and contributes to disease processes. This course prepares students for careers in healthcare, research, and biotechnology, emphasizing the importance of immunology in clinical applications and public health. | 1. **SDG 3: Good Health and Well-Being** – Focuses on understanding immune responses, which is essential for developing vaccines and treatments for infectious diseases, allergies, and autoimmune disorders. 2. **SDG 4: Quality Education** – Provides foundational knowledge in immunological concepts, equipping students for careers in healthcare, research, and biotechnology. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages advancements in immunological research and technologies, supporting innovation in diagnostics and therapeutic approaches. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in research and laboratory work, emphasizing the responsible use of resources and minimizing waste. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between academic institutions, healthcare providers, and research organizations to enhance immunology research and public health initiatives. These connections illustrate the course’s relevance in advancing health, education, sustainability, and innovation in immunology and healthcare. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120802 | Kewirausahaan | Entrepreneurship | The course “Entrepreneurship” explores the principles and practices of starting and managing a new business. Students learn about the entrepreneurial process, including idea generation, market research, business planning, financing, and operational management. The curriculum emphasizes critical skills such as opportunity recognition, risk assessment, and innovation. Through case studies, group projects, and guest lectures from entrepreneurs, students gain practical insights into the challenges and rewards of entrepreneurship. This course prepares students for careers in startup ventures, small business management, and corporate innovation, fostering a mindset of creativity and resilience in the business environment. | 1. **SDG 8: Decent Work and Economic Growth** – Promotes the creation of jobs and economic opportunities through new ventures and innovation, fostering sustainable economic growth. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation and the development of sustainable business practices, contributing to resilient infrastructure and industry advancements. 3. **SDG 4: Quality Education** – Provides students with knowledge and skills in entrepreneurship, empowering them to turn ideas into viable businesses. 4. **SDG 10: Reduced Inequalities** – Supports inclusive entrepreneurship by encouraging diverse perspectives and participation from underrepresented groups, helping to reduce economic inequalities. 5. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of sustainable business practices, promoting responsible consumption and environmentally friendly production methods. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between entrepreneurs, government, and other stakeholders to support sustainable development and innovation. These connections highlight the course’s role in fostering economic growth, innovation, and sustainability in various sectors. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120902 | Kultur Jaringan Tumbuhan | Plant Tissue Culture | The course “Plant Tissue Culture” focuses on the techniques and principles involved in growing and manipulating plant cells, tissues, and organs in a controlled laboratory environment. Students learn about the methods of micropropagation, callus culture, and organogenesis, as well as the role of plant hormones in growth regulation. The curriculum covers sterile techniques, medium formulation, and the application of tissue culture in plant breeding, conservation, and biotechnology. Through hands-on laboratory sessions, students gain practical experience in culturing plant tissues and analyzing growth responses. This course prepares students for careers in agriculture, horticulture, and biotechnology, emphasizing the importance of tissue culture in modern plant science. | 1. **SDG 2: Zero Hunger** – Supports the propagation of disease-free, high-yield plant varieties, contributing to food security and agricultural productivity. 2. **SDG 3: Good Health and Well-Being** – Facilitates the production of medicinal plants and phytochemicals through tissue culture, promoting health and well-being. 3. **SDG 4: Quality Education** – Provides essential knowledge and practical skills in plant biotechnology, preparing students for careers in agriculture and research. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices through the efficient use of resources and the conservation of plant species. 5. **SDG 15: Life on Land** – Emphasizes the conservation of biodiversity and the sustainable use of terrestrial ecosystems by preserving and propagating endangered plant species. 6. **SDG 17: Partnerships for the Goals** – Fosters collaboration between research institutions, agricultural sectors, and communities to enhance knowledge and application of tissue culture techniques. These connections illustrate the course’s relevance in promoting sustainable agriculture, biodiversity conservation, and health through plant biotechnology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121002 | Mikrobiologi Analisis | Analytical Microbiology | The course “Analytical Microbiology” focuses on the techniques and methods used to analyze microorganisms in various environments, including clinical, industrial, and environmental settings. Students learn about microbiological methods such as culture techniques, microscopy, and molecular biology tools like PCR and sequencing. The curriculum covers topics such as microbial identification, enumeration, and the assessment of microbial quality in food, water, and pharmaceuticals. Emphasis is placed on the importance of analytical microbiology in public health, quality control, and research. Through laboratory exercises and case studies, students gain practical skills in applying analytical techniques to real-world problems, preparing them for careers in microbiology, biotechnology, and public health. | 1. **SDG 3: Good Health and Well-Being** – Focuses on diagnosing and understanding microbial pathogens, contributing to public health, disease prevention, and treatment. 2. **SDG 4: Quality Education** – Provides foundational knowledge and practical skills in microbiological techniques, preparing students for careers in healthcare, research, and biotechnology. 3. **SDG 6: Clean Water and Sanitation** – Addresses the importance of microbial analysis in water quality testing, contributing to safe drinking water and sanitation efforts. 4. **SDG 12: Responsible Consumption and Production** – Promotes the study of microbial processes in food production and safety, emphasizing the importance of sustainable practices in agriculture and food industries. 5. **SDG 15: Life on Land** – Highlights the role of microbiology in soil health and ecosystem functioning, supporting biodiversity conservation and sustainable land management. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, healthcare providers, and research organizations to enhance understanding and management of microbial challenges. These connections illustrate the course’s significance in advancing health, education, sustainability, and environmental management through analytical microbiology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121101 | Praktikum Mikrobiologi Analisis | Analytical Microbiology Practicum | The course “Analytical Microbiology Practicum” provides hands-on experience in the techniques used for the analysis and identification of microorganisms. Students engage in practical laboratory work, employing methods such as culturing, microscopy, and molecular techniques like PCR and ELISA. The curriculum emphasizes sterile techniques, data collection, and interpretation of results in assessing microbial quality in various samples, including food, water, and clinical specimens. Through guided experiments and real-world applications, students develop critical skills in microbial analysis and quality control. This practicum prepares students for careers in microbiology, biotechnology, and environmental science, highlighting the significance of analytical microbiology in public health and safety. | 1. **SDG 3: Good Health and Well-Being** – Provides hands-on experience in diagnosing and analyzing microbial pathogens, contributing to improved public health and disease management. 2. **SDG 4: Quality Education** – Offers practical training in microbiological techniques, equipping students with essential skills for careers in healthcare, research, and industry. 3. **SDG 6: Clean Water and Sanitation** – Focuses on microbial analysis related to water quality testing, promoting efforts for safe drinking water and sanitation practices. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes safe and sustainable practices in food microbiology, ensuring food safety and quality in production processes. 5. **SDG 15: Life on Land** – Highlights the role of microorganisms in soil health and ecosystem functioning, supporting biodiversity and sustainable land management. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, industry, and public health organizations to enhance microbial analysis and its applications. These connections underscore the practicum’s role in advancing health, education, sustainability, and environmental management through practical applications of analytical microbiology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01121202 | Farmakognosi Analisis | Pharmacognosy Analysis | The course “Pharmacognosy Analysis” focuses on the study and evaluation of natural products derived from plants, fungi, and other organisms that have medicinal properties. Students learn about various analytical techniques used to identify, isolate, and characterize bioactive compounds, including chromatography, spectroscopy, and mass spectrometry. The curriculum covers topics such as phytochemical screening, quality control, and the pharmacological effects of natural products. Through laboratory work and case studies, students gain hands-on experience in conducting pharmacognosy analyses and assessing the therapeutic potential of herbal medicines. This course prepares students for careers in pharmaceutical research, herbal medicine, and quality assurance, emphasizing the importance of natural products in modern therapeutics. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the analysis of natural products and their therapeutic properties, contributing to the development of safe and effective medicines. 2. **SDG 4: Quality Education** – Provides students with essential knowledge and practical skills in pharmacognosy, preparing them for careers in healthcare, research, and the pharmaceutical industry. 3. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable sourcing and use of natural resources, promoting ethical practices in the extraction and production of herbal medicines. 4. **SDG 15: Life on Land** – Supports the conservation of biodiversity by studying and promoting the use of medicinal plants, which is crucial for sustainable land management. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, industry, and indigenous communities to enhance research and sustainable practices in pharmacognosy. These connections illustrate the course’s relevance in promoting health, education, sustainability, and biodiversity conservation through the study of pharmacognosy. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111501 | Praktikum Farmasetika Dasar | Basic Pharmacy Practicum | The course “Basic Pharmacy Practicum” provides students with hands-on experience in fundamental pharmacy practice skills. Students engage in activities related to medication preparation, dispensing, and patient communication under the supervision of licensed pharmacists. The curriculum emphasizes essential topics such as prescription processing, inventory management, and drug information services. Through practical exercises and role-playing scenarios, students develop competencies in providing pharmaceutical care, counseling patients, and ensuring medication safety. This practicum prepares students for future clinical experiences and careers in pharmacy, enhancing their understanding of the pharmacy profession and its role in healthcare. | 1. **SDG 3: Good Health and Well-Being** – Provides hands-on experience in pharmacy practice, contributing to the safe and effective use of medications, enhancing patient care and health outcomes. 2. **SDG 4: Quality Education** – Offers practical training that complements theoretical knowledge, equipping students with essential skills for a career in pharmacy and healthcare. 3. **SDG 10: Reduced Inequalities** – Promotes equitable access to medications and healthcare services, emphasizing the role of pharmacists in addressing health disparities. 4. **SDG 12: Responsible Consumption and Production** – Encourages awareness of rational drug use and responsible practices in medication management, promoting sustainability in pharmacy operations. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration among pharmacy students, healthcare professionals, and community organizations to improve health outcomes and promote effective medication use. These connections highlight the practicum’s significance in advancing health, education, and equity in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111602 | Toksikologi | Toxicology | The course “Toxicology” explores the study of harmful effects of chemicals, drugs, and biological agents on living organisms. Students learn about the principles of toxicology, including dose-response relationships, mechanisms of toxicity, and the various factors influencing toxicity, such as exposure routes and individual susceptibility. The curriculum covers topics such as environmental toxicology, forensic toxicology, and the assessment of chemical risks to human health and the environment. Through lectures, case studies, and laboratory work, students gain practical insights into toxicological assessments and methods for detecting and evaluating toxic substances. This course prepares students for careers in healthcare, environmental science, and regulatory affairs, emphasizing the importance of understanding toxicological principles in public health and safety. | 1. **SDG 3: Good Health and Well-Being** – Focuses on understanding the effects of toxic substances on human health, contributing to the prevention, diagnosis, and treatment of poisoning and exposure-related conditions. 2. **SDG 4: Quality Education** – Provides foundational knowledge in toxicology, equipping students with essential skills for careers in healthcare, research, and environmental science. 3. **SDG 6: Clean Water and Sanitation** – Addresses the impact of toxic substances on water quality, promoting efforts to ensure safe drinking water and sanitation practices. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of understanding the toxicological impacts of chemicals and pollutants, promoting safe and responsible use of substances in various industries. 5. **SDG 15: Life on Land** – Explores the effects of pollutants on terrestrial ecosystems, supporting conservation efforts and the sustainable management of land resources. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, regulatory agencies, and industry to improve toxicological research and public health initiatives. These connections highlight the course’s relevance in promoting health, education, sustainability, and environmental protection through the study of toxicology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120102 | Farmasi Fisika | Physics Pharmacy | The course “Physics Pharmacy” focuses on the application of physical principles to pharmaceutical science. Students learn about topics such as thermodynamics, fluid dynamics, and the mechanics of drug formulation and delivery systems. The curriculum covers the physical properties of drugs, including solubility, stability, and interaction with biological systems. Emphasis is placed on understanding the physical processes involved in drug absorption, distribution, metabolism, and excretion. Through lectures, problem-solving exercises, and laboratory experiments, students develop a solid foundation in the physical sciences as they relate to pharmacy practice. This course prepares students for careers in pharmaceutical development, formulation science, and quality control, highlighting the importance of physics in optimizing drug therapies. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the physical principles behind drug formulation and delivery systems, contributing to the development of effective pharmaceuticals and improving health outcomes. 2. **SDG 4: Quality Education** – Provides foundational knowledge in physics as it applies to pharmacy, equipping students with essential skills for careers in pharmaceutical sciences and healthcare. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug formulation and delivery technologies, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the production and use of pharmaceuticals, promoting efficient resource management and minimizing waste. 5. **SDG 17: Partnerships for the Goals** – Fosters collaboration between academic institutions, pharmaceutical companies, and research organizations to enhance the application of physics in pharmacy. These connections illustrate the course’s relevance in advancing health, education, sustainability, and innovation within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120201 | Praktikum Farmasi Fisika | Pharmacy Physics Practicum | The course “Pharmacy Physics Practicum” provides hands-on experience in applying physical principles to pharmacy-related topics. Students engage in practical laboratory exercises that cover essential areas such as drug formulation, stability testing, and the physical properties of pharmaceutical substances. The curriculum emphasizes the use of laboratory equipment and techniques to analyze the behavior of drugs in various formulations. Students learn to apply concepts from physics, such as fluid dynamics and thermodynamics, to real-world pharmaceutical problems. This practicum enhances students’ understanding of the physical aspects of pharmacy and prepares them for careers in pharmaceutical development, quality control, and formulation science. | 1. **SDG 3: Good Health and Well-Being** – Provides practical experience in applying physical principles to drug formulation and delivery, contributing to the development of effective healthcare solutions. 2. **SDG 4: Quality Education** – Offers hands-on training in physics as it relates to pharmacy, equipping students with essential skills for careers in pharmaceutical sciences and healthcare. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in the design and optimization of pharmaceutical products and technologies, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the manufacturing and application of pharmaceuticals, emphasizing resource efficiency and waste reduction. 5. **SDG 17: Partnerships for the Goals** – Supports collaboration among academic institutions, industry, and research organizations to enhance practical applications of physics in pharmacy. These connections highlight the practicum’s role in advancing health, education, sustainability, and innovation within the pharmaceutical sector. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120302 | Dasar Sintesis Obat | Basics of Drug Synthesis | The course “Basics of Drug Synthesis” introduces students to the fundamental principles and techniques involved in the synthesis of pharmaceutical compounds. Students learn about organic chemistry concepts, reaction mechanisms, and the various strategies used in drug development. The curriculum covers the synthesis of key drug classes, including small molecules and biologics, as well as considerations for scalability and purity. Through lectures and laboratory exercises, students gain hands-on experience in synthetic methods, characterization techniques, and problem-solving related to drug synthesis. This course prepares students for careers in pharmaceutical chemistry, research and development, and drug manufacturing, emphasizing the importance of synthesis in the drug discovery process. | 1. **SDG 3: Good Health and Well-Being** – Focuses on the principles of drug design and synthesis, contributing to the development of new pharmaceuticals that improve health outcomes. 2. **SDG 4: Quality Education** – Provides foundational knowledge and practical skills in organic chemistry and drug development, preparing students for careers in pharmaceuticals and healthcare. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages innovation in drug synthesis techniques and technologies, supporting advancements in the pharmaceutical industry. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in drug synthesis, emphasizing the importance of minimizing waste and using environmentally friendly methods. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, industry, and research organizations to enhance drug development processes and innovations. These connections illustrate the course’s relevance in promoting health, education, sustainability, and innovation in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120401 | Praktikum Dasar Sintesis Obat | Basic Practicum of Drug Synthesis | The course “Basic Practicum of Drug Synthesis” provides hands-on experience in the techniques and methodologies used for synthesizing pharmaceutical compounds. Students engage in laboratory activities that focus on practical skills, including reaction setup, purification, and characterization of synthesized drugs. The curriculum emphasizes safe laboratory practices, proper documentation, and analytical techniques such as chromatography and spectroscopy to assess product purity and identity. Through guided experiments, students develop a foundational understanding of synthetic pathways and the challenges associated with drug synthesis. This practicum prepares students for careers in pharmaceutical research, development, and quality control, reinforcing the importance of practical skills in the field of drug synthesis. | 1. **Goal 3: Good Health and Well-being** – This goal is central to the course, as it focuses on the development of new pharmaceuticals that improve health outcomes and address medical needs. 2. **Goal 12: Responsible Consumption and Production** – The practicum emphasizes sustainable practices in the synthesis of drugs, promoting environmentally friendly methods and efficient resource use. 3. **Goal 4: Quality Education** – The course provides hands-on experience in drug synthesis techniques, enhancing students’ practical skills and knowledge in pharmaceutical sciences. 4. **Goal 9: Industry, Innovation, and Infrastructure** – The course fosters innovation in drug development and synthesis, which is crucial for advancements in the pharmaceutical industry. 5. **Goal 17: Partnerships for the Goals** – Collaboration with industry and research institutions can enhance the development of new drugs and foster knowledge sharing. 6. **Goal 2: Zero Hunger** – While indirectly related, advances in drug synthesis can also support agricultural biotechnology and the development of agrochemicals that contribute to food security. These goals highlight the significance of the Basic Practicum of Drug Synthesis in promoting health, education, sustainability, and innovation within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01120502 | Biokimia | Biochemistry | The course “Biochemistry” explores the chemical processes and substances that occur within living organisms. Students learn about the structure and function of biomolecules, including proteins, nucleic acids, carbohydrates, and lipids. The curriculum covers essential topics such as metabolic pathways, enzymatic activity, and the role of biochemistry in cellular processes and disease mechanisms. Through lectures, discussions, and laboratory experiments, students gain insights into techniques for analyzing biomolecules and understanding their biochemical interactions. This course provides a solid foundation for students pursuing careers in biochemistry, molecular biology, biotechnology, and related fields, emphasizing the relevance of biochemistry in health, medicine, and research. | 1. **Goal 3: Good Health and Well-being** – Biochemistry is fundamental to understanding the molecular basis of health and disease, contributing to medical research, drug development, and disease prevention. 2. **Goal 4: Quality Education** – The course enhances scientific literacy and education in biochemistry, preparing students for careers in research, healthcare, and biotechnology. 3. **Goal 12: Responsible Consumption and Production** – Understanding biochemical processes can lead to more sustainable practices in food production, waste management, and resource utilization. 4. **Goal 2: Zero Hunger** – Biochemistry plays a role in agricultural biotechnology, improving crop yields and nutritional value, which is vital for food security. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Advances in biochemistry drive innovation in various industries, including pharmaceuticals, agriculture, and environmental science. 6. **Goal 15: Life on Land** – Biochemical research can contribute to conservation efforts and the sustainable management of ecosystems by understanding metabolic processes in plants and animals. These goals highlight the importance of Biochemistry in promoting health, education, sustainability, and innovation across multiple sectors. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110802 | Mikrobiologi Farmasi Dasarc | Basic Pharmaceutical Microbiology Practicum | The course “Basic Pharmaceutical Microbiology Practicum” offers hands-on training in microbiological techniques relevant to the pharmaceutical industry. Students engage in practical laboratory exercises focused on the identification, cultivation, and analysis of microorganisms that impact pharmaceutical products and processes. The curriculum covers essential skills such as sterile techniques, microbial assays, and contamination control methods. Emphasis is placed on understanding microbial quality control and the role of microbiology in ensuring the safety and efficacy of pharmaceutical products. Through guided experiments and real-world applications, students develop competencies necessary for careers in pharmaceutical microbiology, quality assurance, and regulatory affairs. | 1. **Goal 3: Good Health and Well-being** – The course focuses on understanding microorganisms relevant to human health, ensuring the safety and efficacy of pharmaceuticals, and preventing infections. 2. **Goal 12: Responsible Consumption and Production** – The practicum emphasizes quality control in pharmaceutical production, promoting sustainable practices and the responsible use of resources. 3. **Goal 4: Quality Education** – The course provides practical training in microbiological techniques, enhancing students’ skills and knowledge essential for careers in pharmaceuticals and healthcare. 4. **Goal 6: Clean Water and Sanitation** – Microbiology is crucial in monitoring and ensuring the microbial quality of water used in pharmaceuticals, impacting public health. 5. **Goal 9: Industry, Innovation, and Infrastructure** – The course supports advancements in microbiological techniques that drive innovation in pharmaceutical development and manufacturing processes. 6. **Goal 17: Partnerships for the Goals** – Collaboration between educational institutions, industry, and healthcare can enhance research and application in pharmaceutical microbiology. These goals highlight the significance of the Basic Pharmaceutical Microbiology Practicum in promoting health, education, sustainability, and innovation within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110901 | Praktikum Mikrobiologi Farmasi Dasar | Basic Pharmaceutical Microbiology Practicum | Basic Pharmaceutical Microbiology Practicum is a hands-on course that focuses on the role of microorganisms in pharmaceuticals. Students engage in laboratory activities to learn techniques for isolating, identifying, and characterizing bacteria, fungi, and viruses relevant to drug development and safety. The course covers topics such as microbial contamination, sterilization methods, and the principles of antimicrobial testing. Through practical exercises, students gain experience in aseptic techniques, culture methods, and quality control processes, preparing them for careers in pharmaceutical microbiology, quality assurance, and regulatory compliance. This practicum reinforces theoretical knowledge with essential lab skills needed in the pharmaceutical industry. | 1. **Goal 3: Good Health and Well-being** – This goal is central to pharmaceutical microbiology, as it focuses on understanding microorganisms that affect human health, ensuring the safety and efficacy of pharmaceuticals. 2. **Goal 12: Responsible Consumption and Production** – The practicum emphasizes the importance of microbiological quality control in the production of pharmaceuticals, promoting sustainable and responsible manufacturing practices. 3. **Goal 4: Quality Education** – The practicum provides hands-on experience and training in microbiological techniques, enhancing students’ skills and knowledge in the pharmaceutical sciences. 4. **Goal 6: Clean Water and Sanitation** – Microbiology plays a critical role in ensuring water quality and sanitation, which is essential for public health and pharmaceutical production. 5. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding microbial processes can drive innovation in pharmaceuticals, biotechnology, and healthcare industries. 6. **Goal 17: Partnerships for the Goals** – Collaborations between academia, industry, and healthcare organizations can enhance research and development in pharmaceutical microbiology. These goals highlight the importance of the Basic Pharmaceutical Microbiology Practicum in promoting health, education, sustainability, and innovation within the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111002 | Kimia Analisis | Analytical Chemistry | Analytical Chemistry is the branch of chemistry focused on the qualitative and quantitative analysis of chemical compounds. This course covers fundamental principles and techniques used to identify and measure substances in various samples, including pharmaceuticals, environmental materials, and biological samples. Topics include instrumental methods (such as chromatography, spectroscopy, and electrochemical analysis), as well as classical techniques like titration and gravimetry. Students learn about data interpretation, method validation, and the application of analytical methods in research and industry. The course emphasizes critical thinking and problem-solving skills, preparing students for careers in research, quality assurance, and regulatory affairs. | 1. **Goal 3: Good Health and Well-being** – Analytical chemistry is vital for ensuring the safety and efficacy of pharmaceuticals, food products, and environmental health, thereby contributing to public health. 2. **Goal 12: Responsible Consumption and Production** – The course focuses on techniques to analyze consumer products and environmental samples, promoting sustainable practices and responsible resource management. 3. **Goal 4: Quality Education** – The course provides essential knowledge and skills in analytical techniques, fostering education in the sciences and preparing students for careers in various fields. 4. **Goal 6: Clean Water and Sanitation** – Analytical chemistry is crucial for monitoring water quality, ensuring safe drinking water, and assessing the impact of contaminants on public health. 5. **Goal 9: Industry, Innovation, and Infrastructure** – The course supports advancements in analytical techniques and technologies that drive innovation across industries, including pharmaceuticals, food safety, and environmental monitoring. 6. **Goal 15: Life on Land** – Analytical methods are used to assess and monitor the impact of pollutants on terrestrial ecosystems, supporting conservation and sustainable land use practices. These goals highlight the significance of Analytical Chemistry in promoting health, sustainability, education, and innovation within the scientific and industrial communities. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111101 | Praktikum Kimia Analisis | Analytical Chemistry Practical | Analytical Chemistry Practical is a hands-on course that focuses on the techniques and methods used to analyze chemical substances. Students engage in laboratory experiments to learn about quantitative and qualitative analysis, including methods such as spectroscopy, chromatography, titration, and mass spectrometry. The course emphasizes the application of these techniques to real-world problems, including the analysis of pharmaceuticals, environmental samples, and food products. Through practical exercises, students develop skills in data interpretation, instrument operation, and experimental design, preparing them for careers in research, quality control, and various industrial applications in chemistry and related fields. | 1. **Goal 3: Good Health and Well-being** – Analytical chemistry is essential in pharmaceutical analysis, ensuring the safety and efficacy of medications and contributing to public health. 2. **Goal 12: Responsible Consumption and Production** – The course emphasizes techniques for analyzing environmental samples and consumer products, promoting sustainability and responsible practices. 3. **Goal 4: Quality Education** – Practical experience in analytical techniques fosters skills and knowledge in students, enhancing education in the sciences. 4. **Goal 6: Clean Water and Sanitation** – Analytical chemistry plays a crucial role in testing water quality and ensuring safe drinking water, supporting public health and environmental protection. 5. **Goal 9: Industry, Innovation, and Infrastructure** – The course can contribute to advancements in analytical techniques and technologies that drive innovation in various industries. 6. **Goal 15: Life on Land** – Analytical methods are used to assess the impact of pollutants on ecosystems, supporting conservation efforts and sustainable land management. These goals highlight the role of Analytical Chemistry Practical in promoting health, sustainability, education, and innovation within the scientific community. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111202 | Farmakognosi | Pharmacognosy | Pharmacognosy is the study of natural products, particularly those derived from plants, animals, and minerals, and their medicinal properties. This course explores the chemical, biological, and pharmacological aspects of these substances, focusing on their identification, extraction, and therapeutic uses. Topics include the classification of medicinal plants, phytochemistry, and the role of natural products in drug development. Students learn about traditional medicine practices, modern pharmacotherapy, and the regulatory aspects of herbal products. The course combines theoretical knowledge with practical skills, preparing students for careers in pharmacy, herbal medicine, and pharmaceutical research. | 1. **Goal 3: Good Health and Well-being** – Pharmacognosy focuses on the study of medicinal plants and natural products, contributing to the development of pharmaceuticals that improve health outcomes. 2. **Goal 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in the harvesting and use of botanical resources, promoting environmentally responsible approaches in the pharmaceutical industry. 3. **Goal 15: Life on Land** – Pharmacognosy involves understanding plant biodiversity and conservation, contributing to the sustainable management of terrestrial ecosystems and the protection of endangered species. 4. **Goal 4: Quality Education** – The course provides essential education and training in the identification, extraction, and utilization of medicinal plants, fostering knowledge in the field. 5. **Goal 10: Reduced Inequalities** – By exploring traditional knowledge related to medicinal plants, the course can empower marginalized communities and promote equitable access to healthcare resources. 6. **Goal 17: Partnerships for the Goals** – Collaboration with local communities, researchers, and organizations can enhance sustainable practices and knowledge sharing in the field of pharmacognosy. These goals highlight the importance of Pharmacognosy in promoting health, sustainability, and education in the context of natural products and herbal medicine. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111301 | Praktikum Farmakognosi | Pharmacognosy Practicum | Pharmacognosy Practicum is a hands-on course focused on the study of natural products and their medicinal uses. It involves practical exercises in identifying, extracting, and analyzing bioactive compounds from various plant and marine sources. Students engage in techniques such as chromatography, microscopy, and pharmacological testing to explore the therapeutic properties of natural substances. The course emphasizes the importance of traditional medicine, herbal remedies, and the role of natural products in modern pharmacotherapy. Through laboratory work and field studies, students gain practical skills in the isolation and characterization of compounds, preparing them for careers in pharmaceutical sciences, herbal medicine, and research. | 1. **Goal 3: Good Health and Well-being** – This goal is fundamental to pharmacognosy, focusing on the study and use of medicinal plants and natural products to improve health outcomes. 2. **Goal 12: Responsible Consumption and Production** – The practicum emphasizes sustainable harvesting and use of plant resources, promoting environmentally friendly practices in the pharmaceutical industry. 3. **Goal 15: Life on Land** – Pharmacognosy involves understanding plant biodiversity and conservation, contributing to the sustainable management of terrestrial ecosystems. 4. **Goal 4: Quality Education** – The practicum provides hands-on experience and education in pharmacognosy, enhancing skills and knowledge related to medicinal plants. 5. **Goal 10: Reduced Inequalities** – Exploring traditional knowledge about medicinal plants can empower local communities and promote equitable access to health resources. 6. **Goal 17: Partnerships for the Goals** – Collaboration with local communities and researchers can enhance sustainable practices and knowledge sharing in the field of pharmacognosy. These goals highlight the role of Pharmacognosy Practicum in promoting health, sustainability, and education in the context of natural products and medicinal plants. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01111402 | Farmasetika Dasar | Basic Pharmaceutics | Basic Pharmaceutics is a foundational course in pharmacy education that focuses on the principles and practices of drug formulation and delivery. It covers topics such as the physical and chemical properties of drugs, dosage forms, and the processes involved in the formulation of pharmaceuticals. Students learn about the formulation of solid, liquid, and semi-solid dosage forms, as well as factors affecting drug stability and bioavailability. The course also addresses regulatory considerations and quality control in the pharmaceutical industry. Overall, it provides essential knowledge for understanding how medications are designed and produced for safe and effective patient use. | 1. **Goal 3: Good Health and Well-being** – This goal is central to pharmaceutics, focusing on the formulation, delivery, and effectiveness of medications to improve health outcomes. 2. **Goal 4: Quality Education** – The course provides essential knowledge and skills in pharmaceutical sciences, contributing to the education of future pharmacists and healthcare professionals. 3. **Goal 12: Responsible Consumption and Production** – Understanding pharmaceutical manufacturing processes promotes sustainable practices in drug production and resource management. 4. **Goal 10: Reduced Inequalities** – Ensuring access to safe and effective medications is crucial for reducing health disparities and promoting equitable healthcare. 5. **Goal 17: Partnerships for the Goals** – Collaboration between academia, industry, and healthcare providers is essential for advancing pharmaceutical research and improving health outcomes. These goals underscore the importance of Basic Pharmaceutics in fostering health, education, and sustainable practices in the pharmaceutical field. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110102 | Botani Farmasi | Pharmaceutical Botany | Pharmaceutical Botany is a course that explores the study of plants used in medicine, focusing on their classification, anatomy, and pharmacological properties. Students learn about the identification and characterization of medicinal plants, including their active compounds and mechanisms of action. The course covers topics such as plant taxonomy, ecology, and the role of plants in traditional and modern medicine. Emphasis is placed on the importance of botanical knowledge in drug discovery, herbal medicine, and pharmacognosy. Through lectures and laboratory work, students develop skills in plant identification and analysis, as well as an understanding of the therapeutic potential of various plant species. By the end of the course, students are equipped with foundational knowledge essential for careers in pharmacy, herbal medicine, and related fields. | 1. **Goal 3: Good Health and Well-being** – This goal is fundamental to pharmaceutical botany, focusing on the identification and use of medicinal plants to improve health outcomes. 2. **Goal 12: Responsible Consumption and Production** – The course emphasizes sustainable harvesting and responsible use of botanical resources, promoting environmentally friendly practices. 3. **Goal 15: Life on Land** – Pharmaceutical botany involves the study of plant biodiversity, conservation, and the sustainable management of terrestrial ecosystems. 4. **Goal 4: Quality Education** – The course provides essential education and training in botany and pharmacognosy, fostering knowledge in plant-based medicine. 5. **Goal 10: Reduced Inequalities** – Exploring traditional knowledge and practices related to medicinal plants can empower marginalized communities and promote equitable access to healthcare. 6. **Goal 17: Partnerships for the Goals** – Collaboration with local communities, researchers, and organizations can enhance sustainable practices and knowledge sharing in the field of botany. These goals highlight the role of Pharmaceutical Botany in promoting health, sustainability, and education within the context of plant-based medicine. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110201 | Praktikum Botani Farmasi | Pharmaceutical Botany Practicum | Pharmaceutical Botany Practicum is a hands-on course that focuses on the study of medicinal plants and their applications in pharmacy and healthcare. Students learn to identify, classify, and analyze various plant species that are used for their therapeutic properties. The practicum includes fieldwork, where students collect plant samples, and laboratory sessions for examining plant morphology, phytochemistry, and extraction techniques. Emphasis is placed on understanding the active compounds in plants, their mechanisms of action, and their role in traditional and modern medicine. By the end of the course, students develop practical skills in botanical research and gain insights into the importance of plants in pharmacology and drug development. | 1. **Goal 3: Good Health and Well-being** – This goal is central to the study of pharmaceutical botany, as it focuses on the discovery and use of plant-based medicines to improve health outcomes. 2. **Goal 12: Responsible Consumption and Production** – The practicum emphasizes sustainable practices in the harvesting and use of botanical resources, promoting environmentally responsible methods. 3. **Goal 15: Life on Land** – Understanding plant biodiversity and conservation is crucial for sustainable use of plant resources, contributing to the preservation of ecosystems. 4. **Goal 4: Quality Education** – The practicum provides hands-on learning experiences, enhancing knowledge and skills in botany and pharmacognosy. 5. **Goal 17: Partnerships for the Goals** – Collaboration with local communities, researchers, and industries in the field of botany can promote sustainable practices and knowledge sharing. These goals highlight the importance of Pharmaceutical Botany Practicum in promoting health, sustainability, and education in the life sciences. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110302 | Biologi Sel | Cell Biology | Cell Biology is a course that explores the structure, function, and processes of cells, the fundamental units of life. It covers key topics such as cell theory, cell organelles, membrane dynamics, cellular metabolism, and signaling pathways. Students learn about the differences between prokaryotic and eukaryotic cells, as well as the molecular mechanisms underlying cell division, differentiation, and communication. The course often includes laboratory work, where students engage in microscopy, cell culture, and experiments to observe cellular processes in action. By the end of the course, students gain a comprehensive understanding of cellular biology and its relevance to fields such as genetics, biotechnology, and medicine. | 1. **Goal 3: Good Health and Well-being** – Understanding cellular mechanisms is essential for advancing medical research, disease treatment, and health improvement. 2. **Goal 4: Quality Education** – The study of cell biology contributes to scientific literacy and education in the life sciences, fostering future researchers and healthcare professionals. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Advances in cell biology can lead to innovations in biotechnology and pharmaceutical industries, driving economic growth and development. 4. **Goal 12: Responsible Consumption and Production** – Research in cell biology can support sustainable practices in biotechnology and agriculture, contributing to responsible production methods. 5. **Goal 17: Partnerships for the Goals** – Collaborative research efforts in cell biology often involve partnerships between academic institutions, industry, and healthcare organizations. These goals underscore the significance of cell biology in promoting health, education, and sustainable innovation in science and technology. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110404 | Ilmu Dasar Farmasi | Basic Pharmacy Science | Basic Pharmacy Science is a course that introduces students to the fundamental principles of pharmacology, pharmaceutical chemistry, and the practice of pharmacy. It covers key topics such as drug formulation, mechanisms of drug action, pharmacokinetics, and pharmacodynamics. Students learn about various dosage forms, routes of administration, and the processes involved in drug development and regulation. The course also emphasizes the importance of patient safety, medication management, and ethical considerations in pharmacy practice. Through lectures and practical exercises, students develop a foundational understanding of how medications work, their effects on the human body, and the role of pharmacists in healthcare. By the end of the course, students are prepared for further study in pharmacy or related health sciences. | 1. **Goal 3: Good Health and Well-being** – This goal is central to pharmacy science, focusing on improving health outcomes, safe medication practices, and promoting public health. 2. **Goal 4: Quality Education** – Pharmacy education contributes to building a knowledgeable healthcare workforce, promoting continuous learning and professional development. 3. **Goal 1: No Poverty** – Access to medications and healthcare services is essential for reducing poverty, as health plays a critical role in economic stability and productivity. 4. **Goal 10: Reduced Inequalities** – Pharmacy science addresses disparities in access to medications and healthcare services, promoting equity in health outcomes. 5. **Goal 12: Responsible Consumption and Production** – Understanding the principles of pharmaceutical manufacturing and waste management supports sustainable practices in the pharmaceutical industry. 6. **Goal 17: Partnerships for the Goals** – Collaboration among pharmacists, healthcare providers, and communities is essential for achieving health-related SDGs. These goals highlight the importance of pharmacy science in promoting health, education, and equitable access to healthcare resources. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110502 | Anatomi Fisiologi Manusia | Human Physiology Anatomy | Human Physiology Anatomy is a course that explores the structure and function of the human body. It covers the major organ systems, including the muscular, skeletal, cardiovascular, respiratory, digestive, nervous, and endocrine systems. Students learn about the relationships between anatomical structures and their physiological functions, emphasizing how these systems work together to maintain homeostasis. The course typically includes lectures, visual aids, and laboratory components where students can study models, dissections, and imaging techniques. By the end of the course, students gain a comprehensive understanding of human anatomy and physiology, which is essential for careers in healthcare, medicine, and related fields. | 1. **SDG 3: Good Health and Well-being** – Focused on understanding the human body’s functions and structures, which is essential for healthcare, disease prevention, and improving health outcomes. 2. **SDG 4: Quality Education** – Emphasizing comprehensive education in the life sciences, equipping students with critical knowledge necessary for careers in health and medicine. 3. **SDG 10: Reduced Inequality** – Supporting equitable access to health education and informing practices that can reduce health disparities. 4. **SDG 5: Gender Equality** – Considering physiological and anatomical differences across genders, which is crucial for developing gender-sensitive healthcare practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting ethical practices in medical education and research, contributing to the integrity of healthcare systems. These goals reflect the course’s role in enhancing health education, promoting well-being, and addressing inequalities in health services. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110601 | Praktikum Anatomi Fisiologi Manusia | Human Physiology Anatomy Practicum | Human Physiology Anatomy Practicum is a hands-on course that provides students with practical experience in studying human anatomy and physiology. Students engage in laboratory work, using models, dissections, and imaging techniques to explore the structure and function of the human body. The course covers key systems, including muscular, skeletal, circulatory, respiratory, and nervous systems, allowing students to observe and understand how these systems interact and maintain homeostasis. Emphasis is placed on the application of anatomical knowledge to physiological processes and clinical practices. By the end of the practicum, students are equipped with the skills to conduct anatomical examinations and appreciate the complexities of human physiology in health and disease contexts. | 1. **SDG 3: Good Health and Well-being** – Focused on understanding human physiology and anatomy, which is essential for healthcare, disease prevention, and improving overall health outcomes. 2. **SDG 4: Quality Education** – Emphasizing hands-on learning and practical skills in physiology and anatomy, enhancing students’ educational experiences and competencies. 3. **SDG 10: Reduced Inequality** – Supporting equitable access to healthcare education and training, which can help address disparities in health services and outcomes. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting ethical standards and practices in healthcare and research, contributing to stronger health institutions and systems. 5. **SDG 5: Gender Equality** – Exploring physiological and anatomical differences across genders, which can inform healthcare practices and policies for better health equity. These goals highlight the significance of studying human physiology and anatomy in advancing health education, promoting well-being, and addressing health disparities. |
| FARMASI | FARMASI – S1 | Kurikulum Sarjana K-23 | 2023 | 23N01110702 | Kimia Organik | Organic Chemistry | Organic Chemistry is a course that focuses on the structure, properties, reactions, and synthesis of organic compounds, which primarily contain carbon. Students learn about the fundamental concepts of organic chemistry, including functional groups, stereochemistry, reaction mechanisms, and spectroscopy. The course covers key topics such as alkanes, alkenes, alkynes, aromatic compounds, and various functional groups like alcohols, acids, and amines. Through lectures, laboratory experiments, and problem-solving exercises, students develop practical skills in synthesizing and analyzing organic compounds. By the end of the course, students gain a solid understanding of organic chemistry principles and their applications in fields such as medicine, biochemistry, and materials science. | 1. **SDG 3: Good Health and Well-being** – Providing foundational knowledge for drug design and development, including the synthesis of pharmaceuticals and understanding biochemical processes. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizing the role of organic chemistry in developing new materials, chemicals, and technologies that drive innovation in various industries. 3. **SDG 12: Responsible Consumption and Production** – Addressing sustainable practices in chemical synthesis, including green chemistry principles that minimize environmental impact and waste. 4. **SDG 4: Quality Education** – Promoting education in scientific methods and critical thinking, essential for understanding complex chemical systems and processes. 5. **SDG 13: Climate Action** – Exploring the role of organic compounds in environmental chemistry, including the development of alternative energy sources and materials that mitigate climate change effects. 6. **SDG 10: Reduced Inequality** – Considering the importance of organic chemistry in developing affordable and accessible materials and medicines, particularly in underserved regions. These goals highlight the importance of organic chemistry in advancing health, promoting sustainable practices, and supporting innovation across various sectors. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133220 | Kepemimpinan dan Karakter Bela Negara | Leadership and National Defense Character | “University Leadership and National Defense Character” typically refers to the principles and qualities that educational institutions promote to prepare students for leadership roles, particularly in the context of national security and defense. | 1. **SDG 4: Quality Education** – The course fosters skills in leadership, ethics, and critical thinking, essential for personal and professional development. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Leadership training in national defense can enhance governance, promote peace, and strengthen institutions, contributing to stability and security. 3. **SDG 3: Good Health and Well-Being** – Effective leadership in defense contexts can improve mental and physical health outcomes for personnel and promote community well-being. 4. **SDG 10: Reduced Inequalities** – Leadership courses can address issues of equity and inclusion, promoting diverse representation and reducing disparities in defense and security sectors. 5. **SDG 17: Partnerships for the Goals** – Leadership training often emphasizes collaboration and partnerships, essential for effective national and international security efforts. By integrating these themes, a course on Leadership and National Defense Character can equip students with the skills and values necessary to contribute to sustainable development and peace-building initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131802 | Hukum Administrasi Internasional | International Administrative Law | “International Administrative Law” refers to the body of law that governs the activities of international organizations and their interactions with member states and individuals. It encompasses the rules, principles, and procedures that regulate administrative functions at the international level. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – This course is fundamental in understanding the frameworks that govern international organizations, promoting accountability, transparency, and the rule of law. 2. **SDG 4: Quality Education** – The course enhances legal literacy and critical thinking, providing students with essential knowledge about international governance and administrative practices. 3. **SDG 10: Reduced Inequalities** – By examining the administrative processes of international organizations, the course can highlight issues of equity and fairness in decision-making, promoting inclusivity. 4. **SDG 17: Partnerships for the Goals** – Understanding international administrative law fosters collaboration and partnerships among nations and organizations, essential for achieving global goals. 5. **SDG 5: Gender Equality** – The course may address gender-related issues in international administrative practices, promoting gender equality and empowerment within international organizations. By addressing these themes, a course on International Administrative Law can equip students with the skills and knowledge to navigate and influence global governance structures effectively. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131902 | Hukum Kehutanan | Forestry Law | “Forestry Law” refers to the legal framework governing the management, conservation, and use of forest resources. It encompasses national and international laws, regulations, and policies that address issues related to forests, biodiversity, and land use. | 1. **SDG 15: Life on Land** – The course directly relates to sustainable forest management, conservation of biodiversity, and combating desertification and deforestation. 2. **SDG 13: Climate Action** – Understanding forestry law is essential for addressing climate change through forest conservation and sustainable land use practices that enhance carbon sequestration. 3. **SDG 4: Quality Education** – The course promotes legal literacy and awareness of environmental policies, educating students about the importance of sustainable practices in forestry. 4. **SDG 12: Responsible Consumption and Production** – Forestry law can help regulate sustainable practices in timber production, promoting responsible consumption of forest resources. 5. **SDG 10: Reduced Inequalities** – The course can explore the social and economic impacts of forestry laws on local communities, promoting equitable access to resources and benefits derived from forests. 6. **SDG 16: Peace, Justice, and Strong Institutions** – By focusing on legal frameworks, the course can enhance governance, accountability, and the rule of law in the management of forest resources. By addressing these themes, a course on Forestry Law can equip students with the knowledge and skills needed to promote sustainable development and effective environmental governance. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02132004 | Magang | Apprenticeship | The course “Apprenticeship” combines theoretical learning with practical, hands-on experience in a specific trade or profession. It typically involves a structured program where students gain skills under the guidance of experienced professionals while also attending classroom instruction. Key components include technical training, safety protocols, and industry standards. Students learn to apply their knowledge in real-world settings, preparing them for certification and employment in their chosen field. The course emphasizes the importance of mentorship, skill development, and the integration of academic knowledge with practical application, fostering a strong foundation for career readiness. | 1. **SDG 4: Quality Education** – Apprenticeships provide practical, hands-on learning opportunities that enhance educational outcomes and skills development. 2. **SDG 8: Decent Work and Economic Growth** – Apprenticeships promote job readiness and career opportunities, contributing to economic growth and the development of a skilled workforce. 3. **SDG 10: Reduced Inequalities** – By providing training and employment opportunities, apprenticeships can help reduce disparities in access to careers, particularly for marginalized groups. 4. **SDG 5: Gender Equality** – Programs can focus on encouraging women and underrepresented groups to enter trades and technical fields, promoting gender equity in the workforce. 5. **SDG 17: Partnerships for the Goals** – Successful apprenticeship programs often involve collaboration between educational institutions, businesses, and communities, fostering partnerships that support sustainable development. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Apprenticeships contribute to the development of skilled professionals in various industries, supporting innovation and enhancing infrastructure. By addressing these themes, a course on Apprenticeship can equip students with the skills and knowledge to contribute to sustainable development and workforce readiness. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02140102 | Seminar Usulan Penelitian | Research Proposal Seminar | The “Research Proposal Seminar” course is designed to guide students in developing and refining their research proposals for academic projects or theses. Participants learn about the key components of a strong proposal, including problem identification, literature review, research methodology, and ethical considerations. The seminar often includes workshops and peer reviews, encouraging collaboration and feedback. Students present their proposals, engage in discussions, and receive constructive critiques to enhance their research design. By the end of the course, students are expected to produce a comprehensive, well-structured proposal that is ready for approval by faculty or research committees. | 1. **SDG 4: Quality Education** – The course enhances students’ research skills, critical thinking, and ability to formulate and articulate research questions, contributing to higher education quality. 2. **SDG 3: Good Health and Well-Being** – If proposals focus on health-related topics, the course can contribute to better health outcomes through research that informs public health policies and practices. 3. **SDG 10: Reduced Inequalities** – Research proposals that address social issues can help identify and analyze disparities, informing strategies aimed at promoting equity and inclusion. 4. **SDG 12: Responsible Consumption and Production** – Proposals that explore sustainable practices can contribute to understanding and improving resource management and environmental sustainability. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Research on governance, justice, and social structures can inform policies and contribute to building strong institutions and promoting peace. 6. **SDG 17: Partnerships for the Goals** – The seminar encourages collaboration among students and faculty, fostering partnerships that enhance research impact and outreach. By integrating these themes, a course on Research Proposal Seminar can equip students with essential skills to conduct meaningful research that supports sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02140202 | Ujian Akhir Sarjana | Bachelor’s Final Examination | The “Bachelor’s Final Examination” course serves as a capstone experience for undergraduate students, assessing their comprehensive knowledge and skills acquired throughout their degree program. It typically includes a series of assessments, such as written exams, practical demonstrations, or project presentations, depending on the field of study. The course emphasizes critical thinking, problem-solving, and the ability to integrate and apply learned concepts in a real-world context. Students often prepare by reviewing key materials and may receive guidance on exam strategies. Successfully completing this course is essential for graduation and marks the culmination of their academic journey. | 1. **SDG 4: Quality Education** – The final examination assesses students’ knowledge and skills, ensuring that they meet educational standards and are prepared for their future careers. 2. **SDG 8: Decent Work and Economic Growth** – Successfully completing a bachelor’s program enhances employability and equips students with skills relevant to the job market, contributing to economic growth. 3. **SDG 10: Reduced Inequalities** – Providing equitable access to quality education and examination opportunities helps reduce disparities among different student groups. 4. **SDG 12: Responsible Consumption and Production** – If students undertake projects related to sustainability or resource management, their work can contribute to understanding and promoting sustainable practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – The examination process can emphasize ethical standards, integrity, and accountability in education, which are crucial for building strong institutions. 6. **SDG 17: Partnerships for the Goals** – Collaborative projects or presentations as part of the examination can foster partnerships between students, faculty, and industry professionals. By addressing these themes, a Bachelor’s Final Examination course can ensure that students are equipped not only with academic knowledge but also with the skills and values necessary to contribute to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02140304 | Tugas Akhir | Thesis | The “Thesis” course involves the development and completion of a substantial research project that contributes to the student’s field of study. It requires students to identify a research question, conduct a literature review, design a methodology, and analyze data. Throughout the course, students work closely with a faculty advisor who provides guidance and feedback. The final product is a written document that presents the research findings and demonstrates the student’s ability to engage in scholarly inquiry. This course not only develops research and writing skills but also prepares students for future academic or professional endeavors by emphasizing critical thinking and independent study. | 1. **SDG 4: Quality Education** – The thesis process enhances critical thinking, research skills, and academic writing, contributing to the overall quality of education. 2. **SDG 3: Good Health and Well-Being** – Theses that focus on health-related topics can contribute valuable insights to public health, medical research, and wellness initiatives. 3. **SDG 10: Reduced Inequalities** – Research addressing social, economic, or environmental inequalities can inform policies and strategies aimed at promoting equity and inclusion. 4. **SDG 12: Responsible Consumption and Production** – Theses that explore sustainability, resource management, or environmental impact can contribute to understanding and promoting sustainable practices. 5. **SDG 13: Climate Action** – Research focused on climate change, environmental protection, or sustainability initiatives can directly support efforts to combat climate change. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Theses exploring governance, justice, and social structures can inform policies that promote peace, justice, and strong institutions. 7. **SDG 17: Partnerships for the Goals** – Collaborative research projects or interdisciplinary theses can foster partnerships between academia, industry, and community organizations. By addressing these themes, a Thesis course can equip students with the knowledge and skills to conduct meaningful research that supports sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131102 | Hukum Pidana Korupsi dan Tindak Pidana Pencucian Uang | Criminal Law on Corruption and Money Laundering | The course “Criminal Law on Corruption and Money Laundering” explores the legal frameworks and mechanisms addressing corruption and money laundering within national and international contexts. Students study relevant laws, case precedents, and enforcement practices related to these crimes. The course covers topics such as the definitions and types of corruption, the processes of laundering illicit funds, and the impact of these activities on society and the economy. Through case studies and practical scenarios, students learn to analyze legal issues, understand regulatory compliance, and evaluate anti-corruption strategies. This course aims to equip students with the knowledge and skills necessary to navigate and combat these complex legal challenges. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – This course directly relates to promoting the rule of law, combating corruption, and ensuring accountability in governance, which are essential for building strong institutions. 2. **SDG 10: Reduced Inequalities** – By addressing corruption and its impact on inequality, the course can highlight the importance of equitable access to resources and opportunities for all individuals. 3. **SDG 3: Good Health and Well-Being** – Corruption can negatively affect public health systems and access to healthcare, so understanding these issues can contribute to better health outcomes. 4. **SDG 4: Quality Education** – The course promotes awareness of ethical standards and legal frameworks, enhancing the educational foundation for future professionals in law and governance. 5. **SDG 17: Partnerships for the Goals** – Combating corruption often requires collaboration between governments, civil society, and international organizations, promoting partnerships that support sustainable development. 6. **SDG 12: Responsible Consumption and Production** – Understanding the mechanisms of corruption can inform policies and practices that promote transparency and accountability in resource management. By addressing these themes, a course on Criminal Law regarding Corruption and Money Laundering can equip students with the knowledge and skills to contribute to the fight against corruption and support sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131202 | Hukum Tata Ruang | Spatial Law | The course “Spatial Law” examines the legal frameworks governing the use, management, and regulation of space, including outer space and geospatial technologies. It covers international treaties, national legislation, and policy issues related to satellite communications, space exploration, and environmental concerns in outer space. Students explore topics such as property rights in space, space traffic management, and the implications of emerging technologies like drones and geographic information systems (GIS). The course emphasizes the intersection of law, technology, and public policy, preparing students to address legal challenges in an increasingly interconnected and technologically advanced world. | 1. **SDG 11: Sustainable Cities and Communities** – Spatial law encompasses regulations and policies related to urban planning, land use, and infrastructure development, promoting sustainable urban environments. 2. **SDG 15: Life on Land** – The course may address land rights, resource management, and environmental protection, contributing to the sustainable use of terrestrial ecosystems. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding spatial law enhances governance, land tenure security, and equitable access to resources, supporting the rule of law and strong institutions. 4. **SDG 3: Good Health and Well-Being** – Proper spatial planning can impact public health, ensuring access to green spaces, clean air, and safe living environments. 5. **SDG 13: Climate Action** – The course may cover regulations related to land use and development that are crucial for mitigating climate change and adapting to its impacts. 6. **SDG 10: Reduced Inequalities** – Spatial law can address issues of equity in land distribution and access to resources, promoting social justice and reducing disparities. By addressing these themes, a course on Spatial Law can equip students with the knowledge and skills necessary to navigate complex legal frameworks that influence sustainable development and environmental stewardship. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131302 | Hukum Administrasi Pertanahan | Land Administration Law | The course “Land Administration Law” focuses on the legal principles and regulatory frameworks governing land tenure, use, and management. It explores topics such as property rights, land registration systems, zoning laws, and environmental regulations. Students learn about the roles of various stakeholders, including government agencies, private entities, and communities, in land administration. The course also examines issues related to land disputes, sustainable land use, and the impact of land policies on economic development and social equity. Through case studies and practical applications, students gain insights into the complexities of land administration and its significance in urban planning and resource management. | 1. **SDG 11: Sustainable Cities and Communities** – Land administration is crucial for effective urban planning, land use, and sustainable community development. 2. **SDG 15: Life on Land** – The course may focus on land management practices that protect ecosystems, biodiversity, and sustainable land use. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding land rights and administration enhances governance, promotes the rule of law, and ensures equitable access to land resources. 4. **SDG 3: Good Health and Well-Being** – Proper land administration contributes to safe housing, access to green spaces, and overall community well-being. 5. **SDG 10: Reduced Inequalities** – The course can address issues related to land tenure security, helping to reduce inequalities in land ownership and access to resources. 6. **SDG 12: Responsible Consumption and Production** – Land administration plays a role in promoting sustainable land use practices and responsible resource management. 7. **SDG 13: Climate Action** – Effective land administration can support climate change mitigation and adaptation strategies by managing land resources sustainably. By addressing these themes, a course on Land Administration Law can equip students with the knowledge and skills necessary to promote sustainable land use and equitable resource management. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131402 | Hukum Perusahaan | Company Law | Company Law, often referred to as Corporate Law, is a field of study that examines the legal framework governing the formation, operation, and dissolution of companies. | 1. **SDG 8: Decent Work and Economic Growth** – Company law governs corporate practices, promoting responsible business operations and contributing to economic growth and job creation. 2. **SDG 12: Responsible Consumption and Production** – The course can cover corporate governance and sustainability practices, encouraging companies to adopt responsible production and consumption patterns. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding company law enhances transparency, accountability, and ethical business practices, supporting the rule of law and strong institutions. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Company law facilitates the establishment and growth of businesses, promoting innovation and infrastructure development. 5. **SDG 10: Reduced Inequalities** – Discussions on corporate social responsibility (CSR) can highlight the role of companies in addressing social inequalities and promoting inclusive growth. 6. **SDG 5: Gender Equality** – Company law can address issues related to gender representation in corporate leadership and governance, promoting equality in the workplace. By addressing these themes, a course on Company Law can equip students with the knowledge and skills to navigate corporate legal frameworks while contributing to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131502 | Hukum Perikanan | Fisheries Law | Fisheries Law is a specialized field of study that focuses on the legal frameworks governing the management, conservation, and use of fishery resources. | 1. **SDG 14: Life Below Water** – The course directly relates to the sustainable management and conservation of marine resources, promoting the protection of ocean ecosystems. 2. **SDG 12: Responsible Consumption and Production** – Fisheries law encompasses regulations aimed at ensuring sustainable fishing practices and responsible consumption of marine resources. 3. **SDG 3: Good Health and Well-Being** – Sustainable fisheries contribute to food security and nutrition, supporting the health and well-being of communities that rely on fish as a primary food source. 4. **SDG 16: Peace, Justice, and Strong Institutions** – The governance of fisheries often involves legal frameworks that promote transparency, accountability, and enforcement of regulations. 5. **SDG 10: Reduced Inequalities** – Effective fisheries law can address issues related to equitable access to marine resources, benefiting marginalized fishing communities and promoting social equity. 6. **SDG 13: Climate Action** – Understanding the impacts of climate change on fisheries is crucial for developing adaptive management strategies and promoting resilience in marine ecosystems. By addressing these themes, a course on Fisheries Law can equip students with the knowledge and skills necessary to promote sustainable practices and contribute to the protection of marine resources. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131602 | Hukum Pengadaan Barang dan Jasa | Law on Procurement of Goods and Services | The course on Law on Procurement of Goods and Services focuses on the legal principles and regulations governing the procurement processes in both public and private sectors. | 1. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable procurement practices, promoting the responsible use of resources and minimizing environmental impact. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding procurement law supports transparency, accountability, and good governance in public and private sector contracting. 3. **SDG 8: Decent Work and Economic Growth** – Effective procurement processes can stimulate economic growth by ensuring fair competition and supporting local businesses, contributing to job creation. 4. **SDG 10: Reduced Inequalities** – Procurement law can address issues of equity and access, ensuring that marginalized groups have opportunities to participate in procurement processes. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Procurement laws often promote innovation and the development of sustainable infrastructure through strategic sourcing and partnerships. 6. **SDG 17: Partnerships for the Goals** – The course may highlight the importance of collaboration between governments, businesses, and civil society in achieving effective procurement outcomes. By addressing these themes, a course on Law on Procurement of Goods and Services can equip students with the knowledge and skills to contribute to sustainable procurement practices and promote broader development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131702 | Hukum Perbendaharaan Negara | State Treasury Law | The course on State Treasury Law focuses on the legal principles and regulations governing the management of public finances and state treasury functions. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding state treasury law promotes transparency, accountability, and good governance in public financial management. 2. **SDG 8: Decent Work and Economic Growth** – Effective treasury management is crucial for economic stability, supporting fiscal policies that foster job creation and economic growth. 3. **SDG 12: Responsible Consumption and Production** – The course may emphasize the importance of responsible financial management in public spending, promoting sustainability in government operations. 4. **SDG 17: Partnerships for the Goals** – State treasury law often involves collaboration between various government entities and stakeholders, highlighting the importance of partnerships in financial governance. 5. **SDG 10: Reduced Inequalities** – Proper management of state finances can help ensure equitable allocation of resources and funding for social programs that address inequalities. 6. **SDG 3: Good Health and Well-Being** – Fiscal policies influenced by treasury law can impact funding for healthcare services and public health initiatives, contributing to overall community well-being. By addressing these themes, a course on State Treasury Law can equip students with the knowledge and skills to contribute to effective public financial management and support sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130402 | Etika dan TanggungJawab Profesi | Ethics and Professional Responsibility | The course on Ethics and Professional Responsibility explores the moral principles and ethical standards that guide professional conduct across various fields, including law, business, healthcare, and public service. | 1. **SDG 4: Quality Education** – The course promotes ethical literacy and critical thinking, essential for fostering a culture of integrity in educational and professional settings. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing ethics in professional conduct supports accountability, transparency, and the rule of law, strengthening institutions. 3. **SDG 10: Reduced Inequalities** – The course can address issues of fairness and equity in professional practices, promoting inclusive policies and practices that benefit marginalized groups. 4. **SDG 5: Gender Equality** – Discussions on professional ethics can highlight the importance of gender equity in the workplace, advocating for equal opportunities and representation. 5. **SDG 8: Decent Work and Economic Growth** – Upholding ethical standards in the workplace contributes to a positive work environment, promoting decent work conditions and economic growth. 6. **SDG 3: Good Health and Well-Being** – Ethical considerations in healthcare and professional conduct can impact the quality of care and promote well-being within communities. By integrating these themes, a course on Ethics and Professional Responsibility can equip students with the knowledge and values necessary to navigate professional environments while contributing to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130502 | Teori dan Perancangan kontrak Publik | Theory and Design of Public Contracts | The course “Theory and Design of Public Contracts” typically explores the legal, economic, and practical aspects of public procurement and contract management. It covers the principles of contract theory, the regulatory frameworks governing public contracts, and best practices for designing and implementing contracts in the public sector. Key topics might include risk allocation, performance measurement, negotiation strategies, and the impact of public contracts on policy objectives. The course often emphasizes real-world case studies to illustrate challenges and solutions in public contracting. | 1. **SDG 8: Decent Work and Economic Growth** – Understanding public contracts fosters fair competition and supports local economies, contributing to job creation and economic development. 2. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable procurement practices, ensuring that public contracts promote environmentally responsible goods and services. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Public contracts must adhere to principles of transparency and accountability, supporting good governance and the rule of law in public administration. 4. **SDG 10: Reduced Inequalities** – The design of public contracts can address social inequalities by ensuring equitable access to opportunities for marginalized groups. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Public contracts often involve infrastructure projects, and a focus on innovative design can enhance development and sustainability. 6. **SDG 17: Partnerships for the Goals** – Public contracts often require collaboration between government entities, private sectors, and civil society, fostering partnerships that support collective goals. By addressing these themes, a course on Theory and Design of Public Contracts can equip students with the skills to create effective, equitable, and sustainable public contracts that support broader development objectives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130602 | Teori dan Perancangan Peraturan | Theory and Regulatory Design | The course “Theory and Regulatory Design” typically explores the frameworks and principles that guide the creation and implementation of regulations in various fields, such as economics, environmental policy, and public health. It examines the theoretical foundations of regulation, including concepts like market failure, public interest, and behavioral economics. Students analyze existing regulatory frameworks, the role of government in regulation, and the impact of regulations on society and the economy. The course may also cover methods for designing effective regulatory policies, assessing their outcomes, and understanding the challenges of enforcement and compliance. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding regulatory frameworks promotes transparency, accountability, and the rule of law, essential for strong governance. 2. **SDG 4: Quality Education** – The course fosters critical thinking and analytical skills related to regulatory policies, contributing to informed decision-making in various sectors. 3. **SDG 8: Decent Work and Economic Growth** – Effective regulatory design supports fair competition and economic development, fostering environments that promote decent work. 4. **SDG 12: Responsible Consumption and Production** – Regulatory frameworks can ensure sustainable practices in production and consumption, promoting responsible resource management. 5. **SDG 9: Industry, Innovation, and Infrastructure** – The course can focus on how regulations can stimulate innovation and support the development of sustainable infrastructure. 6. **SDG 10: Reduced Inequalities** – Regulatory design can address issues of equity and access, ensuring that marginalized communities are considered in policy-making. 7. **SDG 13: Climate Action** – Effective regulations are crucial for implementing climate policies, promoting sustainability, and addressing climate change impacts. By addressing these themes, a course on Theory and Regulatory Design can equip students with the knowledge and skills to create effective regulations that support sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130702 | Teori dan Perancangan Keputusan | Decision Theory and Design | The course “Decision Theory and Design” focuses on the principles and methodologies that underpin decision-making processes in uncertain environments. It explores various decision-making frameworks, including normative and descriptive theories, to understand how individuals and organizations make choices. Students learn about tools such as utility theory, risk analysis, and multi-criteria decision analysis. The course also examines the design of decision-making systems and processes, emphasizing the importance of data, preferences, and cognitive biases. By applying theoretical concepts to real-world scenarios, students develop skills to improve decision quality in diverse contexts, including business, public policy, and personal choices. | 1. **SDG 4: Quality Education** – The course promotes critical thinking and analytical skills, which are essential for making informed decisions in various fields. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Effective decision-making frameworks can enhance governance, accountability, and transparency in institutional practices. 3. **SDG 3: Good Health and Well-Being** – Decision theory can be applied to healthcare settings, improving health outcomes through better resource allocation and policy-making. 4. **SDG 8: Decent Work and Economic Growth** – Decision design can optimize organizational practices, leading to improved productivity and economic growth. 5. **SDG 12: Responsible Consumption and Production** – Decision frameworks can guide sustainable practices in resource management and production processes. 6. **SDG 10: Reduced Inequalities** – The course can address decision-making processes that promote equity and inclusivity, ensuring that marginalized voices are considered. 7. **SDG 13: Climate Action** – Decision theory can be applied to environmental policies, helping to develop strategies for climate change mitigation and adaptation. By addressing these themes, a course on Decision Theory and Design can equip students with the skills to make effective decisions that support sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130802 | Hukum Acara Peradilan Pajak | Tax Court Procedure Law | The course “Tax Court Procedure Law” provides an in-depth examination of the legal procedures and rules governing tax disputes in tax courts. It covers topics such as the jurisdiction of tax courts, the process for filing petitions, evidentiary standards, and the roles of various parties involved, including taxpayers, attorneys, and government representatives. Students learn about key legal principles, case law, and procedural rules that guide tax litigation. The course may also address strategies for effective representation in tax disputes and the implications of court decisions on tax policy. By the end of the course, students should be well-equipped to navigate the complexities of tax court procedures and understand their practical applications. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding tax court procedures enhances the rule of law and promotes fair and transparent legal processes in tax administration. 2. **SDG 8: Decent Work and Economic Growth** – Efficient tax systems are vital for funding public services and infrastructure, contributing to economic stability and growth. 3. **SDG 10: Reduced Inequalities** – Tax law and procedures can play a role in addressing income inequality through progressive taxation and equitable enforcement. 4. **SDG 17: Partnerships for the Goals** – The course may cover collaborations between government agencies, taxpayers, and legal professionals in ensuring effective tax compliance and dispute resolution. 5. **SDG 12: Responsible Consumption and Production** – Understanding tax incentives and regulations can support sustainable business practices and responsible resource management. 6. **SDG 3: Good Health and Well-Being** – Tax revenues often fund public health services, and effective tax law ensures that these resources are available for community health initiatives. By addressing these themes, a course on Tax Court Procedure Law can equip students with the knowledge and skills to contribute to a fair and effective tax system that supports broader development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130902 | Praktikum HAN | HAN Practicum | The “HAN Practicum” course typically involves hands-on, practical experience in a specific field of study, often related to health, applied sciences, or social services. Students engage in real-world projects, internships, or clinical placements that allow them to apply theoretical knowledge in professional settings. The course emphasizes skill development, critical thinking, and reflection on practice. Students often work under the supervision of experienced professionals, gaining insights into the dynamics of their chosen field. The practicum is designed to bridge the gap between academic learning and practical application, preparing students for future careers or advanced studies. | I1. **SDG 3: Good Health and Well-Being** – The practicum directly contributes to improving health outcomes by providing students with hands-on experience in healthcare settings, enhancing their ability to deliver quality care. 2. **SDG 4: Quality Education** – The practicum reinforces the importance of experiential learning, helping students apply theoretical knowledge in practical settings and improving educational quality in health professions. 3. **SDG 5: Gender Equality** – The course may address issues related to gender in healthcare, promoting equitable access to health services for all genders and advocating for women’s health. 4. **SDG 10: Reduced Inequalities** – Practicum experiences can focus on underserved populations, addressing health disparities and promoting equitable access to healthcare services. 5. **SDG 17: Partnerships for the Goals** – Collaboration with healthcare institutions, community organizations, and other stakeholders is often a key component of the practicum, fostering partnerships that enhance health services. 6. **SDG 11: Sustainable Cities and Communities** – The practicum can involve community health initiatives that promote sustainable practices and address health challenges in urban settings. By addressing these themes, a HAN Practicum course can equip students with the skills and knowledge necessary to contribute to sustainable health practices and improve overall community well-being. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02131002 | Hukum dan Kebijakan Publik | Law and Public Policy | The “Law and Public Policy” course examines the interplay between legal frameworks and public policy decisions. It explores how laws are created, interpreted, and enforced, and how these processes affect social issues, governance, and the implementation of public policies. Students analyze case studies, statutory frameworks, and regulatory practices to understand the role of law in shaping policy outcomes. The course also addresses topics such as the influence of interest groups, judicial decisions, and the ethical considerations involved in policy-making. By the end of the course, students gain insights into the challenges and strategies involved in aligning legal principles with effective public policy. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on the role of law in shaping effective public policies, promoting governance, transparency, and accountability. 2. **SDG 4: Quality Education** – Understanding the legal frameworks that underpin education policy supports equitable access to quality education and informs policy-making processes. 3. **SDG 8: Decent Work and Economic Growth** – Public policy significantly impacts labor markets, economic growth, and employment opportunities, fostering decent work conditions. 4. **SDG 10: Reduced Inequalities** – The course can address policies aimed at reducing social and economic inequalities, advocating for marginalized groups and promoting inclusivity. 5. **SDG 12: Responsible Consumption and Production** – Legal frameworks that govern environmental policy and resource management contribute to sustainable consumption and production patterns. 6. **SDG 3: Good Health and Well-Being** – The intersection of law and public health policies informs regulations that promote health outcomes and access to healthcare services. 7. **SDG 17: Partnerships for the Goals** – The course may emphasize the importance of collaboration between government, civil society, and the private sector in effective policy-making. By addressing these themes, a course on Law and Public Policy can equip students with the knowledge and skills to influence and implement policies that support sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02122002 | Hukum Perizinan | Licensing Law | The “Licensing Law” course focuses on the legal principles and regulatory frameworks governing various types of licenses in sectors such as business, healthcare, entertainment, and professional services. Students explore the purpose and process of obtaining licenses, the rights and responsibilities of licensees, and the enforcement of licensing regulations. The course also examines issues related to compliance, administrative procedures, and the consequences of licensing violations. Through case studies and practical applications, students develop a comprehensive understanding of how licensing impacts economic activity, public safety, and consumer protection. This course prepares students for careers in legal practice, regulatory agencies, or compliance roles. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Licensing law promotes regulatory compliance and accountability, supporting transparency and the rule of law in various industries. 2. **SDG 8: Decent Work and Economic Growth** – By regulating licenses for businesses, this area of law fosters fair competition and supports economic development and job creation. 3. **SDG 12: Responsible Consumption and Production** – Licensing laws can promote sustainable practices in industries, ensuring that businesses adhere to environmental and safety standards. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Licensing encourages innovation by providing a framework for intellectual property rights, which can stimulate new technologies and infrastructure development. 5. **SDG 10: Reduced Inequalities** – The course can address how licensing practices can either mitigate or exacerbate inequalities, emphasizing equitable access to licensing opportunities. 6. **SDG 4: Quality Education** – Licensing requirements in professions can enhance educational standards, ensuring that practitioners meet certain qualifications and competencies. By addressing these themes, a course on Licensing Law can equip students with the knowledge and skills to navigate legal frameworks that support sustainable and equitable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02122102 | Hukum Acara Pidana | Criminal Procedure Law | The “Criminal Procedure Law” course examines the rules and processes governing the enforcement of criminal law. It covers the stages of criminal proceedings, including arrest, search and seizure, interrogation, trial, and appeals. Students study constitutional protections, such as the Fourth, Fifth, and Sixth Amendments, and how they shape the rights of defendants and the obligations of law enforcement. The course also addresses the roles of various participants in the criminal justice system, including police, prosecutors, defense attorneys, and judges. Through case law analysis and practical scenarios, students gain a deeper understanding of procedural safeguards and the challenges within the criminal justice system. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on the legal frameworks that ensure fair trials, due process, and the protection of individual rights, essential for justice and rule of law. 2. **SDG 10: Reduced Inequalities** – Understanding criminal procedure can highlight issues of inequality in the legal system, addressing how marginalized groups are treated and promoting equitable access to justice. 3. **SDG 3: Good Health and Well-Being** – The course can address the implications of criminal law on public health, including issues related to mental health and rehabilitation of offenders. 4. **SDG 4: Quality Education** – Educating future legal professionals about criminal procedure contributes to a well-informed justice system, enhancing the quality of legal education and practice. 5. **SDG 5: Gender Equality** – The course may explore how criminal procedure intersects with gender issues, such as domestic violence and discrimination within the justice system. 6. **SDG 1: No Poverty** – Examining how criminal justice policies can impact poverty and socio-economic conditions can lead to discussions on reforming systems to reduce the negative effects on disadvantaged populations. By addressing these themes, a course on Criminal Procedure Law can equip students with the knowledge and skills to promote justice and contribute to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02122202 | Hukum Acara Perdata | Civil Procedure Law | The “Civil Procedure Law” course focuses on the rules and processes that govern civil litigation in the legal system. It covers the stages of a civil lawsuit, including pleadings, discovery, trial, and appeals. Students learn about jurisdiction, venue, and the roles of parties involved in civil cases, such as plaintiffs, defendants, and judges. The course also addresses key concepts like summary judgment, motions, and the rules of evidence. Through case studies and practical exercises, students gain insight into how civil procedures impact access to justice, the resolution of disputes, and the enforcement of rights. This foundational knowledge is essential for careers in litigation, dispute resolution, and legal practice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the importance of fair legal processes, access to justice, and the rule of law in civil disputes, which are essential for building strong institutions. 2. **SDG 10: Reduced Inequalities** – Understanding civil procedure can highlight issues related to access to justice for marginalized groups, advocating for equitable treatment in the legal system. 3. **SDG 3: Good Health and Well-Being** – The course may address the impact of civil disputes on mental health and well-being, especially in cases involving family law, housing, and consumer rights. 4. **SDG 4: Quality Education** – Teaching civil procedure contributes to a comprehensive legal education, equipping future lawyers with the skills needed to navigate the civil justice system effectively. 5. **SDG 5: Gender Equality** – The course can explore how civil procedure affects gender-related issues, such as domestic violence and discrimination in civil claims. 6. **SDG 1: No Poverty** – Examining civil law’s impact on economic rights, property disputes, and consumer protection can lead to discussions on how the legal system can help alleviate poverty. By addressing these themes, a course on Civil Procedure Law can equip students with the knowledge and skills to promote justice and support sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02122302 | Hukum Lingkungan | Environmental Law | The “Environmental Law” course examines the legal frameworks and regulations that govern environmental protection and natural resource management. It covers key statutes, treaties, and case law related to issues such as pollution control, land use, biodiversity conservation, and climate change. Students analyze the roles of various governmental agencies, the impact of international agreements, and the relationship between environmental law and public policy. The course also explores legal mechanisms for enforcement, compliance, and litigation, as well as emerging trends in environmental justice and sustainability. By the end of the course, students develop a comprehensive understanding of the legal challenges and solutions related to environmental issues. | 1. **SDG 13: Climate Action** – The course covers legal frameworks and policies aimed at mitigating climate change and promoting resilience. 2. **SDG 15: Life on Land** – Environmental law focuses on the protection of ecosystems, biodiversity, and sustainable land management practices. 3. **SDG 14: Life Below Water** – The course addresses laws related to marine conservation, pollution control, and sustainable fisheries management. 4. **SDG 12: Responsible Consumption and Production** – Environmental law promotes sustainable resource management and waste reduction, encouraging responsible consumption practices. 5. **SDG 3: Good Health and Well-Being** – The relationship between environmental quality and public health is explored, emphasizing the importance of clean air, water, and safe environments. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Effective environmental governance and enforcement of laws support justice and accountability in environmental matters. 7. **SDG 11: Sustainable Cities and Communities** – The course may discuss urban planning laws and regulations that promote sustainable development in cities. By addressing these themes, a course on Environmental Law can equip students with the knowledge and skills to advocate for and implement policies that support sustainable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130102 | Judicial Review | Judicial Review | The “Judicial Review” course focuses on the principles and practices that govern the review of government actions by the judiciary. It examines the legal framework and constitutional basis for judicial review, including landmark cases and the role of courts in interpreting laws and protecting individual rights. Students explore the standards and procedures for challenging administrative actions, legislative decisions, and executive powers. The course also discusses the balance between judicial authority and democratic governance, as well as the implications of judicial review on public policy and governance. Through case analysis and critical discussions, students gain a deeper understanding of the judiciary’s role in upholding the rule of law and ensuring accountability in government. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on the role of judicial review in upholding the rule of law, ensuring accountability, and protecting individual rights against arbitrary governance. 2. **SDG 10: Reduced Inequalities** – Understanding judicial review can highlight how courts can protect the rights of marginalized groups and promote equitable treatment under the law. 3. **SDG 4: Quality Education** – Teaching judicial review contributes to legal education by fostering critical thinking and analytical skills necessary for interpreting and applying constitutional and administrative law. 4. **SDG 3: Good Health and Well-Being** – The course may address judicial review in the context of health policies, particularly in cases where government actions impact public health and welfare. 5. **SDG 5: Gender Equality** – Judicial review can play a significant role in addressing gender discrimination and promoting equality through the examination of laws and policies. 6. **SDG 1: No Poverty** – The course can explore how judicial review impacts social justice and access to resources for disadvantaged communities. By addressing these themes, a course on Judicial Review can equip students with the knowledge and skills to enhance the effectiveness of legal systems and promote sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130202 | Hukum Keuangan Negara | State Financial Law | The “State Financial Law” course explores the legal frameworks governing the financial operations of state governments, including budgeting, taxation, public finance, and fiscal policy. It examines the principles of financial accountability, transparency, and regulation in the public sector. Students learn about the constitutional and statutory provisions that shape state financial management, the roles of various agencies, and the relationship between state and federal financial laws. The course also addresses issues like debt issuance, financial audits, and the legal implications of financial decision-making. Through case studies and practical applications, students develop a comprehensive understanding of the legal aspects of state finance and its impact on governance and public policy. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the importance of transparency, accountability, and the rule of law in state financial management and public budgeting processes. 2. **SDG 8: Decent Work and Economic Growth** – Understanding state financial law supports sound fiscal policies that promote economic stability, growth, and the creation of decent work opportunities. 3. **SDG 10: Reduced Inequalities** – The course can address how financial laws influence resource allocation and public spending, ensuring equitable access to services for marginalized communities. 4. **SDG 12: Responsible Consumption and Production** – Discussions on public spending can highlight sustainable practices in government procurement and resource management. 5. **SDG 3: Good Health and Well-Being** – State financial law is crucial for funding public health services and initiatives, impacting community health outcomes. 6. **SDG 17: Partnerships for the Goals** – The course may explore the role of partnerships between government entities, civil society, and international organizations in effective financial governance. By addressing these themes, a course on State Financial Law can equip students with the knowledge and skills to contribute to effective public financial management and support broader development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02130302 | Hukum Kelembagaan Negara | State Institutional Law | The “State Institutional Law” course examines the legal frameworks governing state institutions, including their structures, functions, and interactions within the broader governmental system. It explores constitutional provisions, statutory regulations, and administrative practices that define the roles of various state entities, such as legislatures, executive agencies, and judicial bodies. Students study the principles of administrative law, accountability, and the separation of powers, as well as the rights of citizens in relation to state institutions. The course may also cover topics like regulatory compliance, public administration, and the impact of institutional law on governance and public policy. Through case studies and practical analysis, students gain insights into the legal mechanisms that shape state institutions and their operations. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on the legal frameworks governing state institutions, promoting accountability, transparency, and the rule of law. 2. **SDG 4: Quality Education** – By exploring institutional structures and governance, the course contributes to a better understanding of educational policies and practices within state institutions. 3. **SDG 10: Reduced Inequalities** – Discussions on the functioning of state institutions can highlight issues of representation and equity, advocating for the rights of marginalized groups. 4. **SDG 5: Gender Equality** – The course may address how state institutions can promote gender equality and protect the rights of women and other gender minorities. 5. **SDG 8: Decent Work and Economic Growth** – Understanding the role of state institutions in economic policy and labor rights can contribute to promoting decent work conditions. 6. **SDG 17: Partnerships for the Goals** – The course may examine how collaboration among various state institutions and civil society can enhance governance and policy implementation. By addressing these themes, a course on State Institutional Law can equip students with the knowledge and skills to contribute to effective governance and sustainable development initiatives. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121302 | Hukum Konstitusi | Constitutional Law | The “Constitutional Law” course provides an in-depth study of the principles and interpretations of a nation’s constitution, focusing on its structure, functions, and the rights it protects. Students explore key concepts such as the separation of powers, federalism, and the Bill of Rights, along with landmark Supreme Court cases that have shaped constitutional doctrine. The course examines the role of the judiciary in interpreting the constitution, the limits of governmental power, and the protection of individual rights. Through case law analysis and theoretical discussions, students develop a comprehensive understanding of constitutional principles and their application in contemporary legal and political contexts. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on the foundational principles of justice, the rule of law, and the protection of individual rights, essential for strong democratic institutions. 2. **SDG 10: Reduced Inequalities** – Understanding constitutional protections can highlight issues related to social justice and the rights of marginalized groups, promoting equitable treatment under the law. 3. **SDG 4: Quality Education** – The course enhances legal education by fostering critical thinking about constitutional principles, rights, and the role of government in society. 4. **SDG 5: Gender Equality** – Discussions on constitutional rights can address gender discrimination and promote equality for women and gender minorities. 5. **SDG 3: Good Health and Well-Being** – The course may explore how constitutional rights impact access to healthcare and public health policies, emphasizing the importance of health as a fundamental right. 6. **SDG 1: No Poverty** – Examining the intersection of constitutional law and socioeconomic rights can lead to discussions on how the law can address poverty and inequality. By addressing these themes, a course on Constitutional Law can equip students with the knowledge and skills to advocate for justice and contribute to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121402 | Metode Penelitian dan Penulisan Hukum | Legal Research and Writing Methods | The “Legal Research and Writing Methods” course equips students with essential skills for conducting legal research and producing clear, persuasive legal documents. It covers the methods and tools used to find legal authorities, including statutes, case law, regulations, and secondary sources. Students learn how to analyze legal issues, develop effective research strategies, and synthesize findings into coherent legal arguments. The course also emphasizes legal writing techniques, including drafting memoranda, briefs, and other legal documents. Through practical exercises and feedback, students gain proficiency in both research and writing, preparing them for success in legal practice and academia. | 1. **SDG 4: Quality Education** – The course enhances students’ research and writing skills, which are essential for effective legal education and practice, promoting high-quality legal scholarship. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Proficient legal research and writing contribute to a well-functioning justice system, supporting transparency, accountability, and the rule of law. 3. **SDG 10: Reduced Inequalities** – The ability to conduct thorough legal research can empower students to address issues of inequality and advocate for marginalized communities in their legal writings. 4. **SDG 5: Gender Equality** – The course can explore gender-related legal issues, equipping students to research and write effectively on topics that promote gender equality and women’s rights. 5. **SDG 3: Good Health and Well-Being** – Legal writing on health policies and rights can contribute to discussions on public health law, impacting community well-being. 6. **SDG 12: Responsible Consumption and Production** – Research and writing on environmental laws and policies can promote sustainable practices and responsible resource management. By addressing these themes, a course on Legal Research and Writing Methods can equip students with essential skills that support effective advocacy and contribute to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121502 | Hukum Kewenangan dan Diskresi | Law of Authority and Discretion | The “Law of Authority and Discretion” course examines the legal principles governing the exercise of authority and discretion by public officials and institutions. It focuses on the balance between granting officials the power to make decisions and ensuring accountability and transparency in their actions. Students explore concepts such as the rule of law, delegation of authority, and the limits of discretion, along with relevant case law and statutory frameworks. The course also addresses the implications of discretionary decisions on individual rights and public policy. Through case studies and practical examples, students gain insights into the challenges and legal considerations involved in the exercise of authority in various governmental and regulatory contexts. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the principles of accountability and transparency in the exercise of authority and discretion, which are vital for upholding the rule of law. 2. **SDG 10: Reduced Inequalities** – Discussions may focus on how the exercise of discretion can affect marginalized groups, advocating for equitable treatment in decision-making processes. 3. **SDG 4: Quality Education** – Understanding the legal frameworks governing authority enhances critical thinking and analytical skills, contributing to high-quality legal education. 4. **SDG 5: Gender Equality** – The course may explore how authority and discretion can intersect with issues of gender discrimination, promoting fairness and equality in decision-making. 5. **SDG 3: Good Health and Well-Being** – The application of authority in health-related contexts (e.g., public health law) can significantly impact community health outcomes. 6. **SDG 12: Responsible Consumption and Production** – Examining regulatory authority over environmental policies can foster discussions on sustainable practices and responsible resource management. By addressing these themes, a course on the Law of Authority and Discretion can equip students with the understanding necessary to advocate for just and equitable governance while contributing to broader sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121602 | Hukum Acara PTUN | PTUN Procedural Law | The “PTUN Procedural Law” course focuses on the procedural aspects of administrative law, particularly in the context of the Administrative Court (Pengadilan Tata Usaha Negara, or PTUN) in Indonesia. It examines the rules and processes governing disputes between individuals and public authorities, including the filing of complaints, judicial review of administrative decisions, and the roles of parties involved. Students learn about the legal framework that underpins PTUN procedures, including relevant statutes, case law, and administrative principles. The course also addresses the principles of fairness, transparency, and accountability in administrative decision-making. Through case studies and practical exercises, students develop a comprehensive understanding of PTUN procedural law and its application in resolving administrative disputes. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course focuses on ensuring access to justice in administrative disputes, promoting accountability and transparency in public administration. 2. **SDG 10: Reduced Inequalities** – Understanding procedural law can help address inequities in how administrative decisions impact marginalized groups, advocating for fair treatment in administrative processes. 3. **SDG 4: Quality Education** – Teaching PTUN procedural law enhances legal education by equipping students with skills necessary for navigating administrative justice systems. 4. **SDG 3: Good Health and Well-Being** – The course may cover administrative decisions related to public health, impacting community health outcomes and access to services. 5. **SDG 5: Gender Equality** – The course can address how administrative law intersects with gender issues, promoting equitable outcomes in administrative decisions. 6. **SDG 1: No Poverty** – Discussions may focus on how administrative procedures affect social welfare policies and the rights of low-income individuals. By addressing these themes, a course on PTUN Procedural Law can equip students with the knowledge and skills to promote justice and enhance governance while supporting sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121702 | Hukum Pelayanan Publik | Public Service Law | The “Public Service Law” course explores the legal principles and frameworks governing public service delivery and the obligations of public authorities. It examines topics such as administrative law, public accountability, and the rights of citizens in relation to public services. Students learn about the regulatory frameworks that ensure fairness, transparency, and efficiency in the provision of services like healthcare, education, and transportation. The course also addresses issues of compliance, dispute resolution, and the role of various stakeholders in public service management. Through case studies and practical analysis, students gain insights into the legal challenges and considerations in effectively delivering public services and ensuring citizens’ rights are upheld. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – The course emphasizes the principles of accountability, transparency, and rule of law in public administration, which are essential for effective governance. 2. **SDG 10: Reduced Inequalities** – Understanding public service law can highlight issues related to equitable access to public services and the protection of rights for marginalized populations. 3. **SDG 4: Quality Education** – The course can explore the legal frameworks that ensure quality education and access to educational resources within public service. 4. **SDG 5: Gender Equality** – Discussions may focus on how public service laws promote gender equality in employment, representation, and access to services. 5. **SDG 3: Good Health and Well-Being** – The course can cover laws governing public health services and policies, impacting community health outcomes. 6. **SDG 8: Decent Work and Economic Growth** – Examining labor laws and regulations within public service can foster discussions on fair employment practices and economic development. By addressing these themes, a course on Public Service Law can equip students with the understanding and skills necessary to advocate for effective public administration and contribute to sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121802 | Hukum Administrasi Kepegawaian | Personnel Administration Law | The “Personnel Administration Law” course focuses on the legal principles and regulations governing the management of public sector personnel. It examines topics such as employment law, hiring practices, disciplinary procedures, and employee rights within government agencies. Students explore relevant statutes, case law, and policies that shape personnel administration, including issues of equal employment opportunity, labor relations, and workplace discrimination. The course also addresses the ethical and practical challenges in personnel management, as well as the role of human resources in fostering a fair and effective work environment. Through case studies and practical exercises, students develop a comprehensive understanding of the legal frameworks that guide personnel administration in the public sector. | 1. **SDG 8: Decent Work and Economic Growth** – The course focuses on labor rights, fair employment practices, and the development of a productive workforce, contributing to economic growth and decent work conditions. 2. **SDG 10: Reduced Inequalities** – Understanding personnel administration law can highlight issues of equity in hiring, promotion, and workplace treatment, advocating for equal opportunities for marginalized groups. 3. **SDG 4: Quality Education** – The course can emphasize the importance of training and development in personnel management, contributing to a skilled and knowledgeable workforce. 4. **SDG 5: Gender Equality** – Discussions may focus on policies related to gender equity in the workplace, addressing discrimination and promoting equal representation in personnel decisions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – The course addresses the legal frameworks governing personnel practices, ensuring accountability and transparency in public and private institutions. 6. **SDG 3: Good Health and Well-Being** – Personnel administration law can include discussions on workplace health and safety regulations, contributing to employee well-being. By addressing these themes, a course on Personnel Administration Law can equip students with the knowledge and skills to promote fair and effective human resource practices while supporting sustainable development goals. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121902 | Hukum dan HAM | Law and Human Rights | A university course on Law and Human Rights typically explores the legal frameworks that protect individual rights and freedoms at both national and international levels. Students examine key human rights treaties, conventions, and case law, as well as the role of various institutions in upholding these rights. The course may cover topics such as civil liberties, social justice, discrimination, and the impact of law on marginalized communities. Through case studies and theoretical discussions, students learn to critically analyze the effectiveness of legal systems in promoting and protecting human rights globally. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal directly relates to human rights, emphasizing the need for effective, accountable institutions and promoting the rule of law. 2. **Goal 10: Reduced Inequalities** – This SDG focuses on reducing inequality within and among countries, which is a central theme in human rights law. 3. **Goal 5: Gender Equality** – Human rights courses often address issues of gender equality and the rights of women and marginalized groups. 4. **Goal 4: Quality Education** – The right to education and equitable access to quality education are important topics in human rights discussions. 5. **Goal 1: No Poverty** – Understanding the intersection of human rights and economic status is crucial for addressing poverty and its impacts on vulnerable populations. 6. **Goal 3: Good Health and Well-being** – This goal encompasses the right to health, which is often discussed in the context of human rights. These goals emphasize the interconnectedness of law, human rights, and sustainable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120602 | Perbandingan HAN | HAN Comparison | A university course on HAN (Human-Animal Nexus) Comparison typically examines the complex relationships between humans and animals across various cultures and contexts. Students analyze different perspectives on animal welfare, rights, and ethics, exploring how these views influence policy, social behavior, and environmental sustainability. The course may cover comparative studies of human-animal interactions in areas such as agriculture, companionship, conservation, and research. Through interdisciplinary approaches, students develop a deeper understanding of the social, cultural, and legal frameworks that shape the human-animal bond. | 1. **Goal 2: Zero Hunger** – This goal focuses on ending hunger, achieving food security, and improving nutrition, which are central themes in nutrition studies. 2. **Goal 3: Good Health and Well-being** – This goal emphasizes ensuring healthy lives and promoting well-being for all, closely tied to health and nutrition. 3. **Goal 4: Quality Education** – Education about health and nutrition practices can be crucial for promoting well-being and informed decision-making. 4. **Goal 10: Reduced Inequalities** – This goal addresses disparities in health and nutrition access, highlighting the importance of equity in health outcomes. 5. **Goal 12: Responsible Consumption and Production** – Sustainable practices in food systems and nutrition can be covered under this goal. 6. **Goal 13: Climate Action** – The impacts of climate change on health and nutrition may also be explored, particularly how environmental factors influence food security and health. These goals highlight the interdisciplinary nature of health, anthropology, and nutrition, emphasizing their role in sustainable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120702 | Budaya Birokrasi | Bureaucratic Culture | A university course on Bureaucratic Culture explores the norms, values, and practices that characterize bureaucratic organizations. It examines how these cultural elements influence decision-making, communication, and organizational behavior within governmental and institutional settings. Students study theories of bureaucracy, including the historical development of bureaucratic systems and their impact on efficiency and accountability. The course may also address the challenges of navigating bureaucracy, such as resistance to change, the role of hierarchy, and the implications for public policy and administration. Through case studies and discussions, students gain insights into the dynamics of bureaucratic culture and its effects on society. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting effective, accountable institutions and fostering inclusive decision-making processes, which are central to understanding bureaucratic culture. 2. **Goal 10: Reduced Inequalities** – Bureaucratic culture can influence how policies are implemented and may address issues of fairness and equity within organizations. 3. **Goal 5: Gender Equality** – Understanding bureaucratic culture can help examine how gender dynamics and inequalities are reflected in organizational structures and practices. 4. **Goal 8: Decent Work and Economic Growth** – The culture within bureaucracies can affect job satisfaction, employee well-being, and overall organizational performance. 5. **Goal 4: Quality Education** – Exploring bureaucratic culture may include discussions on educational institutions and how bureaucracy impacts learning environments. These goals highlight the role of bureaucratic culture in shaping effective governance and promoting social equity and justice. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120802 | Hukum Pengawasan | Surveillance Law | A university course on Surveillance Law examines the legal frameworks and ethical considerations surrounding surveillance practices by governments and private entities. Students explore topics such as privacy rights, data protection, and the balance between security and civil liberties. The course covers relevant legislation, case law, and international standards, focusing on issues like electronic surveillance, facial recognition, and the implications of emerging technologies. Through critical analysis and case studies, students assess the societal impacts of surveillance and engage in debates about accountability, transparency, and the future of privacy in a digitally interconnected world. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of promoting the rule of law and ensuring access to justice, which includes discussions about privacy rights and government accountability in surveillance practices. 2. **Goal 10: Reduced Inequalities** – Surveillance can disproportionately affect marginalized communities, making this goal relevant in terms of addressing inequalities in how surveillance is implemented and enforced. 3. **Goal 3: Good Health and Well-being** – Surveillance practices can impact public health, particularly in monitoring health crises or tracking disease spread, raising ethical and legal considerations. 4. **Goal 4: Quality Education** – Discussions may include the role of surveillance in educational settings, particularly concerning student privacy and academic freedom. 5. **Goal 5: Gender Equality** – Surveillance laws can affect women and marginalized genders in specific ways, making this goal relevant in discussions about privacy and discrimination. These SDGs highlight the complexities of surveillance law and its implications for justice, equality, and individual rights. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120902 | Hukum Ketenagakerjaan | Employment Law | A university course on Employment Law covers the legal principles governing the employer-employee relationship. Students explore key topics such as labor rights, workplace discrimination, wage and hour laws, employee benefits, and termination procedures. The course examines relevant legislation, including the Fair Labor Standards Act, the Americans with Disabilities Act, and various labor relations statutes. Through case studies and legal analysis, students learn how to navigate employment disputes, understand employee rights, and assess the implications of employment law on both individuals and organizations. The course also discusses current trends and challenges in the evolving landscape of work. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is directly related to employment law, focusing on promoting sustained, inclusive economic growth and ensuring decent working conditions. 2. **Goal 5: Gender Equality** – Employment law often addresses issues such as equal pay, discrimination, and workplace rights for all genders, making this goal particularly relevant. 3. **Goal 10: Reduced Inequalities** – This goal emphasizes the importance of addressing inequalities in employment, including discrimination based on race, gender, disability, and other factors. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Employment law contributes to the promotion of fair and just workplaces, ensuring that rights are upheld and conflicts are resolved through legal frameworks. 5. **Goal 4: Quality Education** – Discussions around employment law may include the importance of education and training in securing employment and advancing careers. These goals underscore the role of employment law in fostering equitable labor practices and promoting social justice. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121002 | Asas-Asas Umum Pemerintahan yang Baik | General Principles of Good Government | A university course on General Principles of Good Government explores the fundamental concepts and practices that contribute to effective and ethical governance. Students examine principles such as accountability, transparency, rule of law, citizen participation, and equity. The course analyzes various governance models, both democratic and authoritarian, and assesses their impacts on societal outcomes. Through case studies and comparative analysis, students learn about best practices in public administration, policy-making, and service delivery. The course also emphasizes the importance of good governance in promoting social justice, economic development, and sustainable practices in diverse contexts. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting effective, accountable institutions and the rule of law, which are central to the principles of good governance. 2. **Goal 10: Reduced Inequalities** – Good governance principles emphasize fairness and inclusivity, addressing inequalities in access to services and opportunities. 3. **Goal 17: Partnerships for the Goals** – Effective governance often involves collaboration between various stakeholders, including government, civil society, and the private sector. 4. **Goal 5: Gender Equality** – Good governance includes promoting gender equity and ensuring that women’s voices are heard in decision-making processes. 5. **Goal 4: Quality Education** – Education is a key component of informed citizenship and governance, promoting understanding of rights and responsibilities. These goals highlight the importance of good governance in achieving sustainable development and fostering social equity. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121102 | Kewirausahaan | Entrepreneurship | A university course on Entrepreneurship focuses on the principles and practices of starting and managing a new business venture. Students learn about the entrepreneurial process, including idea generation, business planning, financing, marketing, and growth strategies. The course covers key concepts such as innovation, risk management, and market analysis, along with the legal and ethical considerations of entrepreneurship. Through case studies, practical exercises, and guest lectures from entrepreneurs, students gain insights into real-world challenges and opportunities. By the end of the course, students develop the skills necessary to identify business opportunities and create sustainable ventures in various industries. | 1. **Goal 8: Decent Work and Economic Growth** – This goal emphasizes promoting sustained economic growth and decent employment, directly linked to entrepreneurial activities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurship drives innovation and the development of sustainable industries and infrastructure, making this goal particularly relevant. 3. **Goal 1: No Poverty** – Entrepreneurship can contribute to poverty alleviation by creating jobs and economic opportunities in communities. 4. **Goal 10: Reduced Inequalities** – Encouraging entrepreneurship among marginalized groups can help reduce inequalities in access to economic opportunities. 5. **Goal 4: Quality Education** – Education plays a vital role in fostering entrepreneurial skills and mindset, which is often a focus in entrepreneurship courses. 6. **Goal 12: Responsible Consumption and Production** – Sustainable entrepreneurship encourages responsible business practices and the development of sustainable products and services. These goals illustrate the role of entrepreneurship in driving economic development and addressing social and environmental challenges. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02121202 | Hukum Pajak | Tax Law | A university course on Tax Law examines the legal framework governing taxation, including the principles, policies, and regulations that dictate how taxes are assessed, collected, and enforced. Students explore various types of taxes, such as income, corporate, property, and sales taxes, as well as international tax issues and compliance requirements. The course delves into tax planning strategies, the role of tax authorities, and the implications of tax law on individuals and businesses. Through case studies and practical applications, students learn to analyze tax regulations, navigate complex tax issues, and understand the broader economic and social impacts of taxation. | 1. **Goal 8: Decent Work and Economic Growth** – Tax policies play a significant role in fostering economic growth and ensuring decent work, influencing investment and job creation. 2. **Goal 10: Reduced Inequalities** – Tax law is crucial for addressing income inequality and ensuring that wealth is distributed fairly through progressive taxation and social programs. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Effective tax systems are fundamental for transparent governance, accountability, and the rule of law, which are central to good governance. 4. **Goal 1: No Poverty** – Tax revenues fund essential services and social safety nets that help alleviate poverty and support vulnerable populations. 5. **Goal 12: Responsible Consumption and Production** – Tax policies can promote sustainable practices by incentivizing environmentally friendly behaviors and discouraging harmful activities. These goals highlight the critical role of tax law in promoting social equity, economic development, and sustainable governance. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110804 | Hukum Internasional | International Law | A university course on International Law explores the legal principles and frameworks that govern relations between sovereign states and other international actors. Students examine key topics such as treaties, customary international law, human rights, international humanitarian law, and the law of the sea. The course analyzes the role of international organizations, such as the United Nations, and addresses issues like conflict resolution, trade law, and environmental agreements. Through case studies and discussions, students develop critical thinking skills to assess legal disputes, understand the complexities of global governance, and evaluate the effectiveness of international law in addressing contemporary challenges. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to international law, which seeks to promote peaceful societies, justice, and effective institutions at both national and international levels. 2. **Goal 10: Reduced Inequalities** – International law addresses issues of inequality between nations and within societies, focusing on human rights and equitable treatment. 3. **Goal 5: Gender Equality** – International law often encompasses treaties and conventions aimed at promoting gender equality and protecting women’s rights globally. 4. **Goal 3: Good Health and Well-being** – International law includes frameworks for global health governance, such as responses to pandemics and health crises. 5. **Goal 1: No Poverty** – International law can influence global economic policies, trade agreements, and development assistance aimed at reducing poverty. 6. **Goal 13: Climate Action** – International legal frameworks address climate change and environmental protection, promoting cooperative action among countries. 7. **Goal 4: Quality Education** – International law includes provisions for the right to education and efforts to ensure access to quality education for all. These goals underscore the comprehensive impact of international law on promoting peace, justice, and sustainable development globally. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110904 | Hukum Administrasi Negara | State Administrative Law | A university course on State Administrative Law examines the legal principles governing the actions of state administrative agencies and the regulations they create. Students learn about the structure and function of these agencies, focusing on their authority to make rules, enforce regulations, and adjudicate disputes. The course covers topics such as the Administrative Procedure Act, due process rights, and judicial review of agency actions. Through case studies and practical applications, students explore the balance between governmental power and individual rights, as well as the mechanisms for accountability and transparency in state governance. This course equips students with the knowledge to navigate and understand the regulatory landscape at the state level. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to administrative law, which promotes the rule of law, transparency, and accountability in government actions. 2. **Goal 10: Reduced Inequalities** – State administrative law can address inequalities in access to government services and fair treatment in administrative processes. 3. **Goal 5: Gender Equality** – Administrative law often includes provisions for ensuring gender equality in public administration and addressing discrimination. 4. **Goal 4: Quality Education** – Administrative law can impact educational policies and governance, ensuring fair access to quality education. 5. **Goal 1: No Poverty** – Effective administrative law can contribute to the equitable distribution of resources and services that help alleviate poverty. These goals highlight the role of state administrative law in fostering good governance, social equity, and sustainable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120102 | P.I.P Hukum Laut | P.I.P Law of the Sea | A university course on P.I.P (Public International Law) Law of the Sea focuses on the legal frameworks governing maritime activities and the rights and responsibilities of states in oceanic territories. Students explore key topics such as territorial waters, exclusive economic zones (EEZs), the continental shelf, and the legal status of navigational routes. The course also addresses issues like maritime security, environmental protection, and the management of marine resources, including fisheries and minerals. Through analysis of treaties, case law, and contemporary disputes, students gain a comprehensive understanding of how international law regulates interactions on the seas and promotes cooperation among nations in managing shared oceanic resources. | 1. **Goal 14: Life Below Water** – This goal directly addresses the conservation and sustainable use of the oceans, seas, and marine resources, which is a core focus of the Law of the Sea. 2. **Goal 16: Peace, Justice, and Strong Institutions** – The Law of the Sea involves international treaties and agreements that promote cooperation and dispute resolution among nations regarding maritime issues. 3. **Goal 10: Reduced Inequalities** – Effective governance of marine resources can help reduce inequalities among nations, particularly in resource-rich areas. 4. **Goal 13: Climate Action** – The Law of the Sea includes provisions related to the impacts of climate change on marine environments and coastal communities. 5. **Goal 12: Responsible Consumption and Production** – Sustainable management of marine resources, as outlined in the Law of the Sea, supports responsible consumption and production practices. These goals highlight the Law of the Sea’s role in promoting sustainable development, environmental protection, and international cooperation. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120203 | Hukum Agraria | Agrarian Law | A university course on Agrarian Law examines the legal principles and regulations governing land use, agriculture, and rural development. Students explore topics such as land tenure systems, agricultural policies, property rights, and environmental considerations related to farming practices. The course also addresses issues of land reform, agrarian reform movements, and the rights of farmers and agricultural workers. Through case studies and comparative analysis, students learn about the challenges and opportunities in agrarian law, focusing on the balance between economic development, sustainability, and social justice in rural communities. This course equips students with the knowledge to analyze and engage with critical issues in agriculture and land management. | 1. **Goal 2: Zero Hunger** – Agrarian law directly relates to food security, land rights, and agricultural practices that can enhance food production and sustainability. 2. **Goal 1: No Poverty** – By addressing land rights and access to resources, agrarian law can contribute to poverty alleviation, particularly in rural areas. 3. **Goal 5: Gender Equality** – Agrarian law often examines the rights of women in agriculture and land ownership, promoting gender equity in access to resources. 4. **Goal 10: Reduced Inequalities** – This goal focuses on addressing inequalities in land ownership and access to agricultural resources, which is a key aspect of agrarian law. 5. **Goal 13: Climate Action** – Agrarian practices and land use regulations can play a significant role in climate change mitigation and adaptation strategies. 6. **Goal 12: Responsible Consumption and Production** – Sustainable agricultural practices promoted by agrarian law align with responsible consumption and production goals. These goals underscore the importance of agrarian law in promoting sustainable agricultural development, social equity, and environmental stewardship. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120303 | Hukum Tata Negara | Constitutional law | A university course on Constitutional Law explores the fundamental principles and frameworks that govern a nation’s constitution. Students examine the structure of government, the separation of powers, and the roles of different branches in upholding constitutional principles. Key topics include individual rights and liberties, judicial review, federalism, and the interpretation of constitutional provisions. The course analyzes landmark Supreme Court cases and significant legal doctrines, allowing students to understand the evolving nature of constitutional law. Through discussions and case studies, students gain insights into the impact of constitutional law on society, governance, and public policy, as well as the ongoing debates surrounding constitutional interpretation. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to constitutional law, which establishes the framework for governance, the rule of law, and the protection of fundamental rights. 2. **Goal 10: Reduced Inequalities** – Constitutional law often addresses issues of equality and non-discrimination, promoting equal rights and opportunities for all individuals. 3. **Goal 5: Gender Equality** – Many constitutions include provisions aimed at promoting gender equality and protecting women’s rights, making this goal particularly relevant. 4. **Goal 3: Good Health and Well-being** – Constitutional law can impact public health policies and access to healthcare, ensuring the right to health is protected. 5. **Goal 4: Quality Education** – The right to education is often enshrined in constitutional frameworks, promoting access to quality education for all. 6. **Goal 1: No Poverty** – Constitutions may contain provisions aimed at reducing poverty and ensuring social welfare. These goals highlight the essential role of constitutional law in promoting human rights, social justice, and democratic governance. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120402 | Hukum Administrasi Pemerintah Daerah | Local Government Administrative Law | A university course on Local Government Administrative Law focuses on the legal principles and regulations governing the actions and operations of local government entities. Students explore the structure of local governments, including municipalities and counties, and their authority to enact ordinances, regulations, and policies. The course covers topics such as administrative procedures, public participation, due process rights, and the judicial review of local government actions. Through case studies and practical applications, students examine the balance between local autonomy and state authority, as well as the role of local governance in addressing community needs and issues. This course equips students with a comprehensive understanding of the legal frameworks that shape local governance and administration. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting effective, accountable institutions at all levels, which is central to local government administrative law. 2. **Goal 11: Sustainable Cities and Communities** – Local government plays a critical role in urban planning, infrastructure development, and community services, directly impacting sustainable urban environments. 3. **Goal 10: Reduced Inequalities** – Local administrative law can address issues of equity in access to local government services and ensure fair treatment for all community members. 4. **Goal 1: No Poverty** – Effective local governance can contribute to poverty alleviation through the provision of essential services and support programs. 5. **Goal 4: Quality Education** – Local governments are often responsible for educational policies and funding, making this goal relevant to discussions in the course. 6. **Goal 5: Gender Equality** – Local administrative law may include provisions to promote gender equity in local governance and decision-making processes. These goals underscore the importance of local government administrative law in promoting good governance, social equity, and sustainable community development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02120502 | Negara Hukum dan Demokrasi | Rule of Law and Democracy | A university course on Rule of Law and Democracy examines the essential principles that underpin democratic governance and the legal frameworks that ensure accountability and justice. Students explore the concept of the rule of law, including its significance in protecting individual rights, maintaining order, and preventing abuse of power. The course addresses the interrelationship between law and democratic institutions, such as legislatures, courts, and civil society. Topics may include electoral processes, human rights, judicial independence, and mechanisms for safeguarding democracy. Through case studies and discussions, students analyze contemporary challenges to the rule of law and democracy, gaining insights into the importance of these principles for fostering stable, just, and equitable societies. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is directly related to the rule of law, emphasizing the importance of effective, accountable institutions and access to justice for all. 2. **Goal 10: Reduced Inequalities** – Promoting democracy and the rule of law helps ensure that all individuals, regardless of background, have equal rights and opportunities. 3. **Goal 5: Gender Equality** – The course may address the importance of women’s rights and participation in democratic processes, highlighting the role of law in promoting gender equality. 4. **Goal 3: Good Health and Well-being** – A strong rule of law can contribute to better governance in health systems and equitable access to healthcare. 5. **Goal 4: Quality Education** – Education about the rule of law and democratic principles is essential for fostering informed and engaged citizens. 6. **Goal 1: No Poverty** – Strong legal frameworks can support social protection and economic opportunities, contributing to poverty reduction. These goals highlight the essential connection between rule of law, democracy, and sustainable development, emphasizing the need for fair governance and respect for human rights. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110104 | Pengantar Ilmu Hukum | Introduction to Legal Science | A university course on Introduction to Legal Science provides an overview of the fundamental concepts, principles, and methodologies used in the study of law. Students explore the nature of legal systems, the sources of law (such as statutes, case law, and regulations), and the various branches of law, including civil, criminal, and administrative law. The course emphasizes critical thinking and analytical skills, teaching students how to interpret legal texts, engage with legal reasoning, and apply legal principles to real-world scenarios. Through discussions, case studies, and practical exercises, students gain a foundational understanding of the legal profession, the role of law in society, and the processes of legal research and writing. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to the study of legal science, emphasizing the importance of the rule of law, access to justice, and effective legal institutions. 2. **Goal 10: Reduced Inequalities** – Understanding legal frameworks helps address issues of equality and non-discrimination, promoting fair treatment under the law. 3. **Goal 5: Gender Equality** – Legal science often includes discussions on the role of law in promoting gender equality and protecting women’s rights. 4. **Goal 4: Quality Education** – The course contributes to the education of future legal professionals, fostering an understanding of legal principles and their application. 5. **Goal 1: No Poverty** – Legal frameworks can support social welfare policies and economic opportunities, contributing to poverty alleviation. 6. **Goal 3: Good Health and Well-being** – Legal science may cover health law and policies that protect the rights of individuals within health systems. These goals illustrate the foundational role of legal science in promoting justice, equity, and sustainable development within society. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110203 | Ilmu Negara | State Science | A university course on State Science explores the theoretical and practical aspects of governance, political systems, and the functioning of state institutions. Students study the nature and role of the state in society, examining concepts such as sovereignty, authority, and legitimacy. The course covers topics including political theory, public administration, policy analysis, and the interplay between state and civil society. Through comparative studies of different governance models and case analyses, students learn to assess the effectiveness of state mechanisms in addressing social, economic, and political issues. This course equips students with a comprehensive understanding of how states operate and their impact on citizens and communities. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal focuses on promoting effective governance, the rule of law, and accountable institutions, which are central to the study of state science. 2. **Goal 10: Reduced Inequalities** – Understanding the structure and function of the state helps address inequalities in access to resources, services, and political participation. 3. **Goal 5: Gender Equality** – State science often examines the role of the state in promoting gender equality and protecting women’s rights within governance structures. 4. **Goal 4: Quality Education** – This goal relates to the importance of education in understanding state functions and promoting civic engagement. 5. **Goal 1: No Poverty** – State policies and governance play a crucial role in addressing poverty and implementing social welfare programs. 6. **Goal 3: Good Health and Well-being** – State science may cover health policies and the role of government in ensuring access to healthcare and public health. These goals highlight the importance of state science in fostering effective governance, social equity, and sustainable development within societies. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110303 | Pengantar Hukum Indonesia | Introduction to Indonesian Law | A university course on Introduction to Indonesian Law provides an overview of the legal system and frameworks governing Indonesia. Students explore the historical, cultural, and social contexts that shape Indonesian law, including the influence of customary law (adat), colonial legacies, and Islamic law. The course covers key legal concepts, institutions, and areas of law such as civil law, criminal law, administrative law, and human rights. Through case studies and discussions, students gain insights into contemporary legal issues and the challenges faced by the Indonesian legal system. This course serves as a foundational understanding for those interested in pursuing further studies in Indonesian law or engaging with legal matters in the region. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to the study of law, emphasizing the importance of the rule of law, access to justice, and effective legal institutions in Indonesia. 2. **Goal 10: Reduced Inequalities** – Understanding Indonesian law can address issues of social and economic inequalities, ensuring fair treatment and access to legal resources for all citizens. 3. **Goal 5: Gender Equality** – The course may explore laws related to gender rights and equality, focusing on the protection of women’s rights within the Indonesian legal framework. 4. **Goal 4: Quality Education** – Education about the legal system is essential for fostering informed and engaged citizens, promoting legal literacy in society. 5. **Goal 1: No Poverty** – Indonesian law plays a role in implementing social policies and programs aimed at poverty alleviation and economic development. 6. **Goal 13: Climate Action** – Indonesian law often includes environmental regulations and policies, particularly relevant in discussions about sustainable resource management and climate change. These goals illustrate how the study of Indonesian law contributes to fostering justice, equity, and sustainable development within the country. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110403 | Ilmu Administrasi Negara | State Administration Science | A university course on State Administration Science examines the principles, theories, and practices of public administration within the context of governmental operations. Students explore the organization and functioning of state institutions, focusing on topics such as public policy formulation, implementation, and evaluation. The course addresses issues of governance, accountability, bureaucratic behavior, and the role of public servants. Through case studies and comparative analysis, students learn about the challenges and best practices in state administration, including the impact of technology and citizen engagement. This course equips students with the knowledge and skills necessary to understand and improve the efficiency and effectiveness of public administration in various governmental settings. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal emphasizes the importance of effective governance, accountability, and the rule of law, which are central themes in state administration. 2. **Goal 10: Reduced Inequalities** – Understanding state administration helps address inequalities in public service delivery and promotes equitable access to resources. 3. **Goal 5: Gender Equality** – Courses may explore how state administration can promote gender equity and the inclusion of women’s perspectives in governance. 4. **Goal 11: Sustainable Cities and Communities** – State administration plays a crucial role in urban planning, infrastructure development, and community services, contributing to sustainable urban environments. 5. **Goal 1: No Poverty** – Effective administration can lead to improved social services and economic opportunities, helping to alleviate poverty. 6. **Goal 4: Quality Education** – State administration involves policies related to education governance and ensuring access to quality education for all. These goals highlight the role of State Administration Science in promoting good governance, social equity, and sustainable development. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110501 | Ko-Kurikuler | Co-Curricular | A university course on Co-Curricular Activities focuses on the importance of extracurricular involvement in enhancing the overall educational experience of students. The course examines various co-curricular programs, such as student organizations, clubs, sports, and community service initiatives, and their impact on personal development, leadership skills, and social engagement. Students explore the role of co-curricular activities in fostering teamwork, communication, and critical thinking. The course may also cover strategies for organizing and managing co-curricular events, as well as assessing their effectiveness in achieving educational goals. Overall, this course emphasizes the value of holistic education and the integration of academic and co-curricular experiences in personal and professional growth. | 1. **Goal 4: Quality Education** – Co-curricular activities enhance the educational experience, promoting holistic development and lifelong learning. 2. **Goal 10: Reduced Inequalities** – These activities can provide opportunities for all students, promoting inclusivity and reducing disparities in participation and engagement. 3. **Goal 5: Gender Equality** – Co-curricular programs can empower students of all genders and promote equality through various initiatives and activities. 4. **Goal 3: Good Health and Well-being** – Many co-curricular activities focus on mental and physical health, encouraging well-being and healthy lifestyles among students. 5. **Goal 11: Sustainable Cities and Communities** – Co-curricular initiatives often involve community engagement and social responsibility, fostering a sense of belonging and active citizenship. 6. **Goal 17: Partnerships for the Goals** – Co-curricular activities can promote collaboration between students, faculty, and community organizations, fostering partnerships for sustainable development. These goals underscore the role of co-curricular activities in supporting personal growth, social responsibility, and community engagement within the educational framework. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110603 | Hukum Pidana | Criminal law | A university course on Criminal Law explores the legal principles and frameworks governing crimes and their punishments. Students examine key concepts such as the nature of criminal behavior, elements of specific offenses, and defenses available in criminal cases. The course covers various types of crimes, including violent crimes, property crimes, and white-collar offenses, as well as procedural aspects of the criminal justice system, such as arrest, trial, and sentencing. Through case studies and legal analysis, students learn to apply criminal law concepts to real-world situations, understand the role of law enforcement, and critically assess the impact of criminal law on society. This course provides a foundational understanding for those interested in careers in law, law enforcement, or social justice. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – This goal is central to criminal law, emphasizing the importance of effective legal frameworks, access to justice, and the rule of law in maintaining peace and security. 2. **Goal 10: Reduced Inequalities** – Criminal law addresses issues of inequality in the justice system, including discrimination and fair treatment under the law for all individuals. 3. **Goal 5: Gender Equality** – The course may explore laws related to gender-based violence and the protection of women’s rights, highlighting the importance of gender-sensitive legal frameworks. 4. **Goal 3: Good Health and Well-being** – Criminal law can intersect with public health issues, such as drug laws and policies affecting mental health, influencing community well-being. 5. **Goal 1: No Poverty** – Effective criminal law can help address the root causes of crime, contributing to social stability and poverty reduction. 6. **Goal 13: Climate Action** – Emerging areas of criminal law, such as environmental crimes, relate to the legal frameworks addressing climate change and environmental protection. These goals highlight the crucial role of criminal law in promoting justice, equity, and sustainable development within society. |
| HUKUM | HUKUM ADMINISTRASI NEGARA – S1 | Kurikulum Sarjana K-23 | 2023 | 23B02110703 | Hukum Perdata | Civil law | A university course on Civil Law examines the legal principles and frameworks that govern private disputes between individuals, organizations, and entities. Students explore key areas such as contract law, tort law, property law, and family law, focusing on the rights and obligations of parties involved in civil matters. The course covers legal concepts such as liability, damages, and remedies, as well as the processes of civil litigation and alternative dispute resolution. Through case studies and practical applications, students learn to analyze civil cases, develop legal arguments, and understand the implications of civil law on everyday life. This course provides a comprehensive foundation for those pursuing careers in law, business, or related fields. | 1. **Goal 16: Peace, Justice, and Strong Institutions** – Civil law plays a vital role in upholding individual rights, ensuring access to justice, and resolving disputes peacefully, contributing to strong institutions. 2. **Goal 10: Reduced Inequalities** – Civil law addresses issues of inequality in civil rights, property rights, and access to legal remedies, promoting equitable treatment for all individuals. 3. **Goal 5: Gender Equality** – This course often explores laws related to family, inheritance, and property rights, focusing on promoting gender equality and protecting women’s rights. 4. **Goal 3: Good Health and Well-being** – Civil law can impact health-related issues, including medical malpractice and patient rights, influencing overall well-being. 5. **Goal 4: Quality Education** – Understanding civil law is essential for informed citizenship and can promote legal literacy within communities. 6. **Goal 1: No Poverty** – Civil law addresses property rights and contracts, which can be crucial for economic opportunities and poverty alleviation. These goals highlight the significance of civil law in fostering justice, equality, and sustainable development within society. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133620 | Pengembangan Karakter Humanis | Humanistic Character Development | Humanistic Character Development is a course that focuses on the cultivation of personal and interpersonal skills essential for holistic growth and ethical decision-making. Students explore concepts from humanistic psychology, including self-awareness, empathy, emotional intelligence, and moral reasoning. The course encourages reflection on values, beliefs, and behaviors, fostering a deeper understanding of oneself and others. Through discussions, experiential learning activities, and community engagement, students develop the skills needed to navigate personal and professional relationships effectively. This course aims to empower students to become compassionate leaders and responsible citizens, emphasizing the importance of character in both individual and societal contexts. | 1. **Quality Education (Goal 4)**: The course promotes holistic education, emphasizing critical thinking, emotional intelligence, and ethical decision-making, contributing to overall educational development. 2. **Reduced Inequalities (Goal 10)**: Discussions may address social justice, inclusivity, and the importance of understanding diverse perspectives to promote equity within communities. 3. **Gender Equality (Goal 5)**: The course can explore issues of gender and empowerment, fostering awareness of gender dynamics and promoting equality and respect in personal and social interactions. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Emphasizing ethical behavior and social responsibility can contribute to building strong institutions and fostering a culture of peace and justice in society. 5. **Sustainable Cities and Communities (Goal 11)**: The course may encourage students to engage with their communities and contribute to sustainable practices, promoting active citizenship and community development. 6. **Partnerships for the Goals (Goal 17)**: Highlighting the importance of collaboration and mutual respect can foster partnerships among individuals and organizations to achieve common goals. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01140103 | Keterampilan Klinik 1 | Clinical Skills 1 | A university course titled Clinical Skills 1 focuses on foundational clinical competencies essential for healthcare practice. It typically covers basic patient assessment techniques, communication skills, and procedural skills relevant to various medical settings. Students engage in hands-on practice through simulations, role-playing, and supervised clinical experiences. The course aims to build confidence and proficiency in performing physical examinations, taking patient histories, and understanding ethical considerations in patient care. Emphasis is placed on developing effective interpersonal skills and a patient-centered approach to healthcare. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of the course is likely to be on improving health outcomes through effective clinical practices, patient care, and disease prevention. 2. **Quality Education (Goal 4)**: The course promotes hands-on learning and skill development, enhancing educational opportunities for future healthcare professionals. 3. **Reduced Inequalities (Goal 10)**: Training in clinical skills can help address healthcare disparities by preparing professionals to provide care to diverse populations and underserved communities. 4. **Gender Equality (Goal 5)**: Discussions may include gender-sensitive healthcare practices, addressing specific health needs of different genders and promoting equity in healthcare delivery. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare providers, patients, and communities can highlight the importance of teamwork and partnerships in delivering effective health care. 6. **Sustainable Cities and Communities (Goal 11)**: If the course addresses community health practices, it can contribute to building healthier and more sustainable communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01140203 | Keterampilan Klinik 2 | Clinical Skills 2 | Clinical Skills 2 builds on the foundational skills acquired in Clinical Skills 1, focusing on more advanced clinical techniques and specialized assessments. The course often covers topics such as diagnostic procedures, management of acute and chronic conditions, and the integration of clinical reasoning in patient care. Students engage in hands-on practice through simulations and clinical placements, emphasizing teamwork and interdisciplinary collaboration. Emphasis is placed on refining communication skills, cultural competence, and ethical decision-making in diverse healthcare settings, preparing students for more complex patient interactions and responsibilities. | 1. **Good Health and Well-Being (Goal 3)**: The course focuses on enhancing health outcomes through improved clinical skills, patient care, and effective health interventions. 2. **Quality Education (Goal 4)**: By advancing practical skills and knowledge in healthcare, the course contributes to the overall educational development of future healthcare professionals. 3. **Reduced Inequalities (Goal 10)**: Training in clinical skills can help address disparities in healthcare by preparing professionals to effectively serve diverse and underserved populations. 4. **Gender Equality (Goal 5)**: The course may include components on gender-sensitive health care, addressing the unique health needs of different genders and promoting equity in treatment. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing teamwork among healthcare professionals and collaboration with patients and communities can highlight the importance of partnerships in delivering comprehensive care. 6. **Sustainable Cities and Communities (Goal 11)**: If the course includes community health initiatives, it can contribute to building healthier communities and addressing public health challenges. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01140303 | Keterampilan Klinik 3 | Clinical Skills 3 | Clinical Skills 3 further advances students’ competencies in clinical practice, focusing on integrating and applying knowledge in real-world scenarios. This course typically emphasizes complex patient assessments, management of multifaceted health issues, and critical thinking in clinical decision-making. Students engage in advanced simulations and supervised clinical experiences, often working in interdisciplinary teams. Topics may include emergency care, chronic disease management, and specialized interventions. The course aims to enhance students’ confidence, professionalism, and ability to provide patient-centered care, preparing them for independent practice and future clinical challenges. | 1. **Good Health and Well-Being (Goal 3)**: The course emphasizes improving health outcomes through advanced clinical skills, patient assessment, and treatment protocols. 2. **Quality Education (Goal 4)**: By building on previous clinical skills, the course enhances the education and training of future healthcare professionals, fostering their practical competencies. 3. **Reduced Inequalities (Goal 10)**: Training in clinical skills can help address healthcare disparities, preparing students to effectively serve diverse populations and marginalized communities. 4. **Gender Equality (Goal 5)**: The course may incorporate discussions on gender-sensitive healthcare practices, ensuring equitable treatment and addressing the specific health needs of different genders. 5. **Partnerships for the Goals (Goal 17)**: Highlighting collaboration among healthcare teams, patients, and community resources emphasizes the importance of teamwork in delivering effective care. 6. **Sustainable Cities and Communities (Goal 11)**: If the course involves community-based clinical practice, it can contribute to improving public health and promoting sustainable healthcare practices in local communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01140403 | Keterampilan Klinik 4 | Clinical Skills 4 | Clinical Skills 4 is an advanced course designed to refine and integrate clinical competencies in preparation for professional practice. Building on previous courses, it emphasizes complex clinical scenarios, advanced diagnostic techniques, and treatment planning. Students engage in extensive hands-on practice through high-fidelity simulations and real clinical settings, focusing on critical thinking and effective decision-making. Key topics often include managing acute care situations, understanding health systems, and navigating ethical dilemmas. The course aims to enhance leadership skills, promote interdisciplinary collaboration, and ensure students are prepared for the demands of clinical practice and patient care. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus is on improving health outcomes through advanced clinical skills, patient management, and effective treatment strategies. 2. **Quality Education (Goal 4)**: The course enhances the practical education of healthcare professionals, equipping them with the necessary skills and knowledge for effective clinical practice. 3. **Reduced Inequalities (Goal 10)**: Training in clinical skills can help address health disparities, preparing students to provide care to diverse populations and underserved communities. 4. **Gender Equality (Goal 5)**: The course may include components on gender-sensitive healthcare practices, ensuring equitable treatment and addressing specific health needs based on gender. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing teamwork among healthcare professionals, collaboration with patients, and engagement with community resources highlights the importance of interdisciplinary cooperation in healthcare delivery. 6. **Sustainable Cities and Communities (Goal 11)**: If the course includes elements of community health practice, it can contribute to improving public health and promoting sustainable healthcare practices within communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01140502 | Pembentukan & Pengembangan Karakter Dokter IV (P2KD IV) | Formation & Character Development of Doctor IV (P2KD IV) | The course Formation & Character Development of Doctor IV (P2KD IV) focuses on the holistic development of medical students, integrating ethical, professional, and personal growth aspects crucial for effective medical practice. Building on earlier courses, it emphasizes advanced topics in professionalism, leadership, and resilience in healthcare. Students engage in reflective practices, mentorship, and community service, fostering empathy and cultural competence. The course often includes discussions on the social determinants of health, ethical challenges, and the importance of self-care. Ultimately, P2KD IV aims to prepare students to embody the values and characteristics of a compassionate and effective physician. | 1. **Good Health and Well-Being (Goal 3)**: The course emphasizes the importance of ethical and compassionate care, fostering a commitment to improving health outcomes for patients. 2. **Quality Education (Goal 4)**: It contributes to the educational development of future doctors by integrating character formation with medical training, enhancing both professional and personal competencies. 3. **Reduced Inequalities (Goal 10)**: The focus on character development can promote awareness of social determinants of health and the importance of equitable care for all patients, regardless of their background. 4. **Gender Equality (Goal 5)**: The course may include discussions on gender sensitivity in healthcare, fostering understanding and respect for diverse patient needs and rights. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: By emphasizing ethical behavior and professionalism, the course helps develop future healthcare leaders committed to justice and strong healthcare systems. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration and teamwork among healthcare providers fosters the importance of partnerships in delivering effective patient care and improving health outcomes. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131103 | Forensik dan Medikolegal | Forensics and Medicolegal | The Forensics and Medicolegal course explores the intersection of medicine, law, and forensic science. It covers topics such as the role of medical professionals in legal investigations, the principles of forensic pathology, and the collection and analysis of evidence. Students learn about legal standards, ethical considerations, and the procedures involved in criminal and civil cases. Through case studies and practical applications, the course aims to develop skills in critical thinking, problem-solving, and effective communication in a medicolegal context. This course prepares students to understand and contribute to the legal aspects of healthcare and forensic investigations. | 1. **Good Health and Well-Being (Goal 3)**: The course may address the health implications of forensic practices, including mental health considerations for victims and the broader community. 2. **Quality Education (Goal 4)**: It enhances educational opportunities in forensic science and law, promoting critical thinking and specialized knowledge in the field. 3. **Reduced Inequalities (Goal 10)**: By focusing on equitable access to justice and forensic services, the course can address disparities in the legal system and promote fair treatment for all individuals. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: The course is directly related to strengthening justice systems, understanding legal processes, and ensuring accountability in forensic investigations. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among forensic professionals, law enforcement, and the legal system highlights the importance of partnerships in achieving justice and effective investigations. 6. **Gender Equality (Goal 5)**: If the course covers issues such as gender-based violence and the role of forensic evidence in addressing these cases, it can promote awareness and understanding of gender dynamics in the legal context. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131202 | Akupunktur | Acupuncture | The Acupuncture course introduces students to the principles and practices of acupuncture as a form of traditional Chinese medicine. It covers the theoretical foundations, including the concept of Qi (energy flow), meridian systems, and the balance of yin and yang. Students learn various acupuncture techniques, point locations, and treatment protocols for addressing a range of health issues. The course often includes hands-on practice, safety protocols, and ethical considerations in acupuncture practice. Additionally, it explores the integration of acupuncture with Western medical approaches, preparing students for clinical applications in holistic health care. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of the course is on promoting health and wellness through acupuncture, addressing various physical and mental health issues. 2. **Quality Education (Goal 4)**: The course provides specialized education and training in acupuncture, enhancing the knowledge and skills of practitioners. 3. **Reduced Inequalities (Goal 10)**: By promoting alternative therapies like acupuncture, the course can contribute to diverse healthcare options and address health disparities in access to care. 4. **Gender Equality (Goal 5)**: If the course addresses specific health concerns related to gender, it can promote understanding and awareness of women’s health issues within the context of acupuncture. 5. **Sustainable Cities and Communities (Goal 11)**: The emphasis on holistic and preventive healthcare practices can contribute to healthier communities and promote sustainable health practices. 6. **Partnerships for the Goals (Goal 17)**: Collaboration between traditional and modern medicine can be emphasized, highlighting the importance of integrative approaches in healthcare. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131302 | Manajemen Nyeri | Pain Management | The Pain Management course focuses on the comprehensive assessment and treatment of pain across various clinical contexts. It covers the biological, psychological, and social dimensions of pain, exploring both acute and chronic pain management strategies. Students learn about pharmacological interventions, physical therapies, psychological approaches, and alternative modalities. The course emphasizes the importance of a multidisciplinary approach, patient-centered care, and effective communication in developing individualized pain management plans. Through case studies and practical applications, students gain skills in assessing pain, implementing interventions, and evaluating treatment outcomes, preparing them for effective practice in diverse healthcare settings. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of the course is on improving health outcomes by effectively managing pain, which is essential for overall well-being. 2. **Quality Education (Goal 4)**: The course provides specialized education and training for healthcare professionals in pain assessment and management, enhancing their knowledge and skills. 3. **Reduced Inequalities (Goal 10)**: Addressing pain management can help reduce health disparities by providing effective treatment options for diverse populations, including marginalized groups. 4. **Gender Equality (Goal 5)**: The course may explore gender differences in pain perception and management, promoting awareness of specific health needs and considerations for different genders. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare providers, patients, and interdisciplinary teams can highlight the importance of partnerships in effective pain management. 6. **Sustainable Cities and Communities (Goal 11)**: By promoting effective pain management strategies, the course can contribute to enhancing the quality of life within communities and supporting healthier populations. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131402 | Manajemen Kesehatan dan RS | Health and Hospital Management | The Health and Hospital Management course provides an overview of the principles and practices essential for managing healthcare organizations. It covers topics such as healthcare policy, financial management, strategic planning, and quality improvement. Students learn about the organizational structure of hospitals and health systems, workforce management, and regulatory compliance. The course emphasizes leadership skills, effective communication, and the use of data for decision-making. Through case studies and real-world applications, students develop a comprehensive understanding of the challenges and best practices in health management, preparing them for roles in administration, policy, and healthcare delivery. | 1. **Good Health and Well-Being (Goal 3)**: The course emphasizes the importance of effective health management in improving health outcomes and ensuring access to quality healthcare services. 2. **Quality Education (Goal 4)**: It provides specialized education and training for future healthcare leaders and managers, enhancing their knowledge and skills in health management. 3. **Reduced Inequalities (Goal 10)**: The course can address health disparities by promoting equitable access to healthcare services and resources for all populations, including marginalized groups. 4. **Gender Equality (Goal 5)**: Discussions may focus on gender-sensitive health management practices and the importance of addressing gender-specific health needs within healthcare systems. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration between healthcare organizations, policymakers, and community stakeholders can highlight the importance of partnerships in achieving effective health management. 6. **Sustainable Cities and Communities (Goal 11)**: The course may explore how health management practices can contribute to the sustainability of healthcare systems within communities, promoting overall public health. 7. **Decent Work and Economic Growth (Goal 8)**: Effective health management contributes to a strong healthcare workforce and can drive economic growth by improving health outcomes and productivity. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131502 | Manajemen Pendidikan Kedokteran | Medical Education Management | The Medical Education Management course focuses on the principles and practices involved in the administration and improvement of medical education programs. It covers curriculum development, assessment strategies, faculty development, and accreditation processes. Students learn about educational theory, instructional design, and the integration of technology in medical training. The course emphasizes leadership and management skills necessary for effective program administration, as well as strategies for fostering a positive learning environment. Through case studies and collaborative projects, students develop the ability to analyze and enhance medical education systems, preparing them for leadership roles in academic medicine and healthcare training institutions. | 1. **Quality Education (Goal 4)**: The course emphasizes the importance of effective medical education, promoting high standards of training for healthcare professionals and ensuring continuous learning opportunities. 2. **Good Health and Well-Being (Goal 3)**: By training competent healthcare providers, the course contributes to improved health outcomes and the overall effectiveness of healthcare systems. 3. **Reduced Inequalities (Goal 10)**: Discussions may focus on equitable access to medical education and training opportunities, particularly for underrepresented or marginalized groups. 4. **Gender Equality (Goal 5)**: The course can address gender equity in medical education, exploring the challenges and opportunities for women and other gender minorities in healthcare professions. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration between educational institutions, healthcare organizations, and communities can highlight the importance of partnerships in enhancing medical education. 6. **Decent Work and Economic Growth (Goal 8)**: High-quality medical education contributes to a skilled workforce, supporting economic growth and sustainable development in the healthcare sector. 7. **Sustainable Cities and Communities (Goal 11)**: The course may explore how effective medical education management can promote public health initiatives and improve healthcare delivery in urban and rural communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131602 | Skripsi | Thesis | The Thesis course is a capstone experience for students to conduct independent research on a specific topic within their field of study. It guides students through the process of formulating research questions, designing methodologies, and collecting and analyzing data. Emphasis is placed on critical thinking, scholarly writing, and the ability to articulate findings effectively. Students receive mentorship from faculty advisors and participate in workshops on research ethics, presentation skills, and academic publishing. The course culminates in the submission of a written thesis and often includes a defense presentation, showcasing the student’s contribution to knowledge in their discipline. | 1. **Quality Education (Goal 4)**: The thesis process promotes critical thinking, research skills, and academic rigor, contributing to the overall quality of education. 2. **Good Health and Well-Being (Goal 3)**: If the thesis focuses on health-related topics, it can directly contribute to improving health outcomes or addressing health disparities. 3. **Reduced Inequalities (Goal 10)**: Research that examines social, economic, or health inequalities can contribute to understanding and addressing disparities within communities. 4. **Gender Equality (Goal 5)**: Theses that explore gender issues or women’s rights can promote awareness and contribute to efforts toward gender equality. 5. **Sustainable Cities and Communities (Goal 11)**: Research on urban development, sustainability, and community health can provide insights for creating more resilient and inclusive communities. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: If the thesis addresses issues related to governance, justice, or human rights, it can contribute to promoting peace and strong institutions. 7. **Partnerships for the Goals (Goal 17)**: Theses that involve collaborative research or community engagement can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the thesis topic, research questions, and methodologies employed throughout the course. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131702 | Komunikasi pada profesi kedokteran | Communication in the medical profession | The Communication in the Medical Profession course focuses on the essential communication skills required for effective interactions in healthcare settings. It covers topics such as patient-provider communication, empathetic listening, and conveying complex medical information clearly. Students learn to navigate difficult conversations, including delivering bad news and addressing patient concerns. The course also emphasizes interdisciplinary communication and collaboration among healthcare teams. Through role-playing, case studies, and reflective practices, students develop the ability to foster trust, enhance patient engagement, and improve health outcomes, preparing them for effective communication in diverse clinical contexts. | 1. **Good Health and Well-Being (Goal 3)**: Effective communication is essential for delivering quality healthcare, improving patient outcomes, and ensuring informed consent. 2. **Quality Education (Goal 4)**: The course enhances educational practices by teaching students the skills necessary for clear and compassionate communication with patients and colleagues. 3. **Reduced Inequalities (Goal 10)**: Training in communication can help address barriers to access and understanding in diverse populations, promoting equity in healthcare delivery. 4. **Gender Equality (Goal 5)**: Discussions may include the importance of gender-sensitive communication practices, addressing specific health needs and concerns related to different genders. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Effective communication in healthcare contributes to building trust, transparency, and accountability within healthcare systems. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing teamwork and collaboration among healthcare professionals can enhance interdisciplinary communication, which is crucial for effective patient care. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130404 | Kedokteran Tropis | Tropical Medicine | The Tropical Medicine course examines the diseases prevalent in tropical and subtropical regions, focusing on their causes, transmission, and management. It covers a range of topics, including infectious diseases such as malaria, dengue fever, and leprosy, as well as non-communicable diseases affected by tropical environments. Students learn about epidemiology, prevention strategies, and treatment protocols, with an emphasis on public health approaches. The course may also explore the impact of socio-economic factors and health systems in tropical settings. Through case studies and field experiences, students gain a comprehensive understanding of the challenges and solutions in tropical medicine, preparing them for work in global health and underserved communities. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus is on understanding and addressing health challenges specific to tropical diseases, improving health outcomes for affected populations. 2. **Quality Education (Goal 4)**: The course provides specialized education on tropical medicine, enhancing knowledge and skills for healthcare professionals working in affected areas. 3. **Reduced Inequalities (Goal 10)**: By addressing diseases that disproportionately affect low-income populations, the course contributes to efforts to reduce health disparities and improve access to care. 4. **Gender Equality (Goal 5)**: Discussions may include the impact of tropical diseases on different genders and the importance of gender-sensitive health interventions. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare providers, governments, and organizations can highlight the importance of partnerships in addressing global health challenges. 6. **Sustainable Cities and Communities (Goal 11)**: The course may explore how environmental factors and urbanization affect the prevalence of tropical diseases, contributing to public health strategies. 7. **Climate Action (Goal 13)**: Understanding the impact of climate change on the emergence and spread of tropical diseases can be an important component of the curriculum. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130502 | Bioinformatika | Bioinformatics | The Bioinformatics course explores the application of computational tools and techniques to analyze biological data, particularly in genomics and proteomics. Students learn about algorithms, data structures, and statistical methods used to interpret large datasets, such as DNA sequences and protein structures. The course covers topics like sequence alignment, molecular modeling, and systems biology, emphasizing the integration of biological knowledge with computational skills. Hands-on experience with bioinformatics software and databases is often included, enabling students to conduct their own analyses. Ultimately, the course prepares students for careers in research, healthcare, and biotechnology by equipping them with the skills to address complex biological questions through computational methods. | 1. **Good Health and Well-Being (Goal 3)**: Bioinformatics plays a crucial role in medical research, drug discovery, and personalized medicine, contributing to improved health outcomes. 2. **Quality Education (Goal 4)**: The course enhances educational opportunities in data science and biology, equipping students with essential skills for future careers in the field. 3. **Reduced Inequalities (Goal 10)**: Bioinformatics can help address health disparities by enabling research on diseases that disproportionately affect certain populations, facilitating equitable healthcare solutions. 4. **Sustainable Cities and Communities (Goal 11)**: Applications of bioinformatics in environmental monitoring and sustainability can contribute to healthier urban ecosystems and communities. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration between researchers, healthcare professionals, and policymakers can highlight the importance of partnerships in advancing bioinformatics research and applications. 6. **Life Below Water (Goal 14)** and **Life on Land (Goal 15)**: Bioinformatics can be used in biodiversity studies, conservation efforts, and understanding ecological impacts, supporting the sustainable management of natural resources. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130602 | Skripsi 1 (Proposal) | Thesis 1 (Proposal) | The Thesis 1 (Proposal) course guides students in developing a comprehensive research proposal as the foundation for their thesis project. It focuses on identifying a research question, conducting a literature review, and formulating a clear methodology. Students learn to outline the significance and objectives of their study, establish timelines, and consider ethical considerations. The course emphasizes critical thinking and scholarly writing, providing opportunities for feedback from peers and faculty. By the end of the course, students are expected to submit a well-structured proposal that serves as a roadmap for their research, preparing them for the subsequent phases of their thesis work. | 1. **Quality Education (Goal 4)**: The process of developing a thesis proposal enhances critical thinking, research skills, and academic rigor, contributing to the overall quality of education. 2. **Good Health and Well-Being (Goal 3)**: If the proposals focus on health-related topics, they can contribute to improving health outcomes or addressing public health issues. 3. **Reduced Inequalities (Goal 10)**: Proposals that explore social, economic, or health inequalities can help address disparities within communities and promote equity. 4. **Gender Equality (Goal 5)**: Theses that examine gender issues or women’s rights can raise awareness and contribute to efforts toward gender equality. 5. **Sustainable Cities and Communities (Goal 11)**: Research proposals focusing on urban development, sustainability, or community health can provide insights for creating more resilient and inclusive communities. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Proposals that address governance, justice, or human rights issues can promote peace and strengthen institutions. 7. **Partnerships for the Goals (Goal 17)**: Proposals that involve collaborative research or community engagement can highlight the importance of partnerships in achieving sustainable development. The specific SDGs addressed will depend on the topics chosen by students and the research questions they formulate in their proposals. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130702 | Pembentukan & Pengembangan Karakter Dokter III (P2KD III) | Formation & Character Development of Doctor III (P2KD III) | The Formation & Character Development of Doctor III (P2KD III) course focuses on advancing the personal and professional development of medical students. Building on previous courses, it emphasizes key aspects such as ethical decision-making, communication skills, and resilience in the medical field. Students engage in reflective practices, mentorship, and discussions on the social responsibilities of healthcare professionals. The course encourages the cultivation of empathy, cultural competence, and professionalism, preparing students to navigate the complexities of patient care and healthcare systems. Ultimately, P2KD III aims to foster the qualities necessary for compassionate and effective medical practice. | 1. **Good Health and Well-Being (Goal 3)**: The course emphasizes the importance of ethical practice and compassionate care, which are crucial for improving health outcomes and patient well-being. 2. **Quality Education (Goal 4)**: It focuses on developing well-rounded healthcare professionals by integrating character formation with medical training, thereby enhancing educational quality. 3. **Reduced Inequalities (Goal 10)**: The course can promote awareness of health disparities and encourage future doctors to provide equitable care to all patients, regardless of their background. 4. **Gender Equality (Goal 5)**: Discussions may include gender-sensitive approaches in healthcare, addressing specific health needs and promoting respect for diverse patient populations. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: By fostering ethical behavior and professionalism, the course helps cultivate future healthcare leaders committed to justice and strong healthcare systems. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration and teamwork in healthcare can highlight the importance of interdisciplinary partnerships for effective patient care. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130804 | Kegawatdaruratan dan Traumatologi | Emergency and Traumatology | The Emergency and Traumatology course focuses on the assessment, management, and treatment of acute medical conditions and traumatic injuries. It covers essential topics such as triage, life-saving interventions, and emergency response protocols. Students learn to recognize and address common emergencies, including cardiac arrest, respiratory distress, and trauma from accidents or violence. The course emphasizes hands-on skills through simulations and practical scenarios, enabling students to practice techniques like CPR, wound management, and immobilization. Additionally, it addresses the psychological aspects of trauma and the importance of teamwork in emergency settings, preparing students for effective practice in high-pressure environments. | 1. **Good Health and Well-Being (Goal 3)**: The course focuses on providing immediate medical care and improving outcomes for patients in emergency and trauma situations, directly impacting health and well-being. 2. **Quality Education (Goal 4)**: It offers specialized training in emergency medicine and trauma care, enhancing the skills and knowledge of healthcare professionals. 3. **Reduced Inequalities (Goal 10)**: Addressing the needs of vulnerable populations during emergencies can help reduce health disparities and promote equitable access to care. 4. **Sustainable Cities and Communities (Goal 11)**: The course may cover topics related to urban planning and emergency preparedness, contributing to the resilience of communities in the face of disasters. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Effective emergency response and trauma care are essential for maintaining social stability and ensuring justice in healthcare delivery during crises. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare providers, emergency services, and community organizations highlights the importance of partnerships in effective emergency management. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130904 | Kedokteran Komunitas | Community Medicine | The Community Medicine course focuses on the health of populations and the social, economic, and environmental factors that influence health outcomes. It covers topics such as epidemiology, public health principles, preventive medicine, and health promotion strategies. Students learn to assess community health needs, design interventions, and evaluate public health programs. The course emphasizes the importance of community engagement, cultural competence, and the role of healthcare systems in addressing health disparities. Through fieldwork, case studies, and collaborative projects, students gain practical skills in community assessment and advocacy, preparing them for roles in public health and community-oriented healthcare settings. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus is on improving health outcomes for communities through preventive care, health promotion, and management of community health issues. 2. **Reduced Inequalities (Goal 10)**: The course emphasizes addressing health disparities and promoting equitable access to healthcare services for marginalized and vulnerable populations. 3. **Quality Education (Goal 4)**: It may include educational initiatives aimed at increasing health literacy and empowering communities to take charge of their health. 4. **Gender Equality (Goal 5)**: The course can address specific health needs and concerns related to gender, promoting gender-sensitive health interventions and awareness. 5. **Sustainable Cities and Communities (Goal 11)**: Community medicine often involves understanding the social determinants of health in urban planning and community development, contributing to healthier environments. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare providers, community organizations, and local governments highlights the importance of partnerships in achieving health goals. 7. **Climate Action (Goal 13)**: Discussions may include the impact of environmental factors on community health and strategies to address climate-related health issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01131003 | Siklus Hidup | Life cycle | The Life Cycle course examines the various stages of human development from conception through old age, focusing on physical, psychological, and social changes. It covers key concepts such as growth, maturation, and aging, exploring how these factors influence health and well-being at each life stage. Topics may include prenatal development, childhood development, adolescence, adulthood, and gerontology. The course emphasizes the interaction between individual development and environmental influences, including family, culture, and socioeconomic factors. Through case studies and research projects, students gain insights into developmental theories and their application in healthcare and social services, preparing them for work in diverse settings that address life cycle-related issues. | 1. **Good Health and Well-Being (Goal 3)**: If the course includes topics on the health impacts of products throughout their life cycles, it can contribute to understanding and improving public health. 2. **Quality Education (Goal 4)**: The course enhances knowledge and skills related to sustainable practices and life cycle assessment, promoting educational opportunities in these areas. 3. **Responsible Consumption and Production (Goal 12)**: A significant focus of life cycle analysis is on promoting sustainable consumption and production patterns, addressing waste reduction, and resource efficiency. 4. **Climate Action (Goal 13)**: Understanding the life cycle of products can help identify ways to reduce carbon footprints and mitigate climate change impacts. 5. **Sustainable Cities and Communities (Goal 11)**: The course may explore sustainable urban development practices and how life cycle approaches can improve community resilience and sustainability. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among stakeholders, including industry, government, and academia, can highlight the importance of partnerships in achieving sustainability goals. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121202 | Manajemen Bencana | Disaster Management | The Disaster Management course focuses on the principles and practices involved in preparing for, responding to, and recovering from disasters and emergencies. It covers various types of disasters, including natural disasters (like earthquakes and floods) and man-made crises (such as industrial accidents and terrorist attacks). Students learn about risk assessment, emergency planning, resource management, and the roles of various organizations in disaster response. The course emphasizes the importance of community engagement, resilience-building, and effective communication during emergencies. Through case studies and simulations, students develop critical thinking and problem-solving skills, preparing them to effectively manage disaster situations in diverse settings. | 1. **Good Health and Well-Being (Goal 3)**: Effective disaster management is crucial for ensuring health and safety during emergencies, minimizing health risks, and promoting recovery. 2. **Sustainable Cities and Communities (Goal 11)**: The course emphasizes building resilient communities, focusing on urban planning, infrastructure, and strategies to enhance community preparedness for disasters. 3. **Climate Action (Goal 13)**: Understanding the impacts of climate change on disaster frequency and intensity is essential, and the course may address adaptation and mitigation strategies. 4. **Reduced Inequalities (Goal 10)**: Disaster management aims to address vulnerabilities and promote equitable support for marginalized communities during crises. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among governments, NGOs, and communities is key to effective disaster response and recovery efforts. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Strong institutions are vital for effective disaster management, including governance, legal frameworks, and community trust. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121302 | Statistik Lanjut | Advanced Statistics | The Advanced Statistics course delves into complex statistical methods and techniques used for data analysis in research. It covers topics such as multivariate analysis, regression models, hypothesis testing, and Bayesian statistics. Students learn to apply advanced statistical software for data manipulation and interpretation, focusing on real-world applications in fields like healthcare, social sciences, and business. The course emphasizes the importance of selecting appropriate statistical methods, understanding underlying assumptions, and effectively communicating results. Through hands-on projects and data analysis exercises, students develop the skills needed to conduct sophisticated statistical analyses and contribute to evidence-based decision-making in their respective disciplines. | 1. **Quality Education (Goal 4)**: The course enhances quantitative skills and analytical thinking, promoting a strong foundation in research methods and data analysis. 2. **Good Health and Well-Being (Goal 3)**: Advanced statistical methods are crucial in public health research, helping analyze health data and evaluate the effectiveness of health interventions. 3. **Reduced Inequalities (Goal 10)**: Statistical analysis can help identify and understand disparities in health, education, and economic opportunities, informing policies to address inequalities. 4. **Sustainable Cities and Communities (Goal 11)**: Data analysis is important for urban planning, resource management, and assessing community needs and vulnerabilities. 5. **Partnerships for the Goals (Goal 17)**: Emphasizing the importance of data collaboration among researchers, governments, and organizations can help drive informed decision-making. 6. **Climate Action (Goal 13)**: Statistical methods can be used to analyze environmental data, assess climate change impacts, and inform sustainability initiatives. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121402 | Penelitian Kualitatif | Qualitative Research | The Qualitative Research course introduces students to the principles and methodologies of qualitative research, focusing on understanding human behavior and social phenomena through non-numeric data. It covers various qualitative methods, such as interviews, focus groups, ethnography, and content analysis. Students learn to design qualitative studies, collect and analyze qualitative data, and interpret findings within social and cultural contexts. The course emphasizes ethical considerations, reflexivity, and the importance of participant perspectives. Through hands-on projects and discussions, students develop skills in conducting qualitative research and gain insights into how qualitative methods can complement quantitative approaches in various fields. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and research skills, enhancing the ability to conduct in-depth studies that contribute to educational development. 2. **Good Health and Well-Being (Goal 3)**: Qualitative research can be used to explore health behaviors, patient experiences, and the social determinants of health, informing public health strategies and interventions. 3. **Reduced Inequalities (Goal 10)**: By focusing on marginalized groups and their experiences, qualitative research can help identify and address social and economic inequalities. 4. **Gender Equality (Goal 5)**: The course may explore gender dynamics and issues, contributing to a deeper understanding of gender-related challenges and promoting equality. 5. **Sustainable Cities and Communities (Goal 11)**: Qualitative research can inform urban planning and community development by capturing the needs and perspectives of local residents. 6. **Peace, Justice, and Strong Institutions (Goal 16)**: Understanding community experiences and perceptions can help inform policies and practices that promote justice and strengthen institutions. 7. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration with communities and stakeholders can highlight the importance of participatory research approaches in achieving sustainable development. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121502 | Metodologi Penelitian | Research methodology | The Research Methodology course provides a comprehensive overview of the principles and practices of conducting research across various disciplines. It covers key topics such as formulating research questions, designing studies, selecting appropriate methodologies, and understanding sampling techniques. Students learn about both quantitative and qualitative research methods, data collection and analysis, and the ethical considerations involved in research. The course emphasizes the importance of critical thinking and the ability to evaluate existing research. Through practical assignments and case studies, students gain hands-on experience in developing research proposals and conducting literature reviews, preparing them for future academic and professional research endeavors. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and research skills, providing students with the tools needed for effective inquiry and knowledge generation. 2. **Good Health and Well-Being (Goal 3)**: Research methodology is crucial for health research, enabling the design and evaluation of interventions that improve health outcomes. 3. **Reduced Inequalities (Goal 10)**: Methodologies that emphasize equity and inclusivity can help address disparities in health, education, and economic opportunities through well-designed research. 4. **Gender Equality (Goal 5)**: Research methods can be tailored to explore gender issues, contributing to a better understanding of gender dynamics and promoting equality. 5. **Sustainable Cities and Communities (Goal 11)**: Effective research methodologies can inform urban planning and community development, ensuring that research addresses the needs of diverse populations. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaborative research approaches can highlight the importance of partnerships in generating knowledge that supports sustainable development. 7. **Peace, Justice, and Strong Institutions (Goal 16)**: Research that investigates governance, justice, and social issues can contribute to stronger institutions and promote peace. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130104 | Neurologi | Neurology | The Neurology course focuses on the structure and function of the nervous system, including the brain, spinal cord, and peripheral nerves. It covers a wide range of topics, such as neuroanatomy, neurophysiology, and the pathophysiology of neurological disorders. Students learn to recognize and diagnose common neurological conditions, including strokes, epilepsy, neurodegenerative diseases, and multiple sclerosis. The course emphasizes clinical skills, including patient assessment and diagnostic techniques like neuroimaging. Through case studies and clinical exposure, students develop a comprehensive understanding of neurological health, treatment options, and the multidisciplinary approach needed for effective patient care in neurology. | 1. **Good Health and Well-Being (Goal 3)**: Neurology directly impacts health by focusing on the diagnosis, treatment, and prevention of neurological conditions, thereby improving health outcomes. 2. **Quality Education (Goal 4)**: The course enhances knowledge and skills in neurology, contributing to the education of healthcare professionals and advancing medical education. 3. **Reduced Inequalities (Goal 10)**: Addressing neurological disorders often involves understanding disparities in access to care and treatment, promoting equitable health solutions for all populations. 4. **Gender Equality (Goal 5)**: The course may explore gender differences in neurological disorders and treatment responses, promoting a more inclusive understanding of brain health. 5. **Partnerships for the Goals (Goal 17)**: Collaborations between researchers, healthcare providers, and organizations can enhance neurological research and improve patient care. 6. **Sustainable Cities and Communities (Goal 11)**: Neurology can address public health initiatives that promote mental health and neurological well-being in urban settings. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130203 | Psikiatri | Psychiatry | The Psychiatry course explores the diagnosis, treatment, and management of mental health disorders. It covers a range of topics, including the biological, psychological, and social factors that contribute to mental health conditions. Students learn about various psychiatric disorders, such as depression, anxiety, schizophrenia, and personality disorders, along with therapeutic approaches, including psychotherapy and pharmacotherapy. The course emphasizes the importance of patient-centered care, ethical considerations, and cultural competence in psychiatric practice. Through case studies, clinical placements, and discussions, students develop skills in mental health assessment, treatment planning, and effective communication, preparing them for roles in psychiatric and mental health settings. | 1. **Good Health and Well-Being (Goal 3)**: Psychiatry is directly linked to improving mental health outcomes, addressing mental illnesses, and promoting overall well-being. 2. **Quality Education (Goal 4)**: The course provides education and training for healthcare professionals, enhancing knowledge and skills in mental health care and treatment. 3. **Reduced Inequalities (Goal 10)**: Addressing mental health disparities, particularly in underserved populations, helps promote equity in access to mental health services. 4. **Gender Equality (Goal 5)**: Psychiatry often explores gender differences in mental health issues, advocating for gender-sensitive approaches to treatment and support. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Mental health is essential for community stability and justice; understanding psychiatric issues can contribute to stronger societal frameworks. 6. **Partnerships for the Goals (Goal 17)**: Collaborative efforts among mental health professionals, community organizations, and policymakers are vital for improving mental health systems and services. 7. **Sustainable Cities and Communities (Goal 11)**: The course may address mental health as a component of community health, focusing on urban environments and their impact on mental well-being. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01130305 | Sistem Indera | Sensory System | The Sensory System course examines the structure and function of the sensory organs and pathways involved in processing sensory information. It covers the five primary senses—sight, hearing, taste, smell, and touch—along with the physiological mechanisms underlying sensory perception. Students explore topics such as sensory receptor types, signal transduction, neural pathways, and the integration of sensory information in the brain. The course also addresses the impact of sensory disorders on health and well-being. Through laboratory exercises and case studies, students gain a practical understanding of sensory system function and its relevance to various fields, including medicine, psychology, and neuroscience. | 1. **Good Health and Well-Being (Goal 3)**: The course directly addresses health by focusing on the sensory systems (vision, hearing, taste, touch, and smell), their disorders, and the implications for overall health and quality of life. 2. **Quality Education (Goal 4)**: The course enhances knowledge in the fields of biology, medicine, and neuroscience, providing essential education for healthcare professionals. 3. **Reduced Inequalities (Goal 10)**: Understanding sensory impairments can inform strategies to address disparities in healthcare access and improve support for individuals with sensory disabilities. 4. **Gender Equality (Goal 5)**: Exploring how sensory disorders may differ by gender can promote a more inclusive approach to treatment and support services. 5. **Sustainable Cities and Communities (Goal 11)**: The course may cover how urban design impacts sensory experiences and well-being, contributing to healthier community environments. 6. **Partnerships for the Goals (Goal 17)**: Collaborative research and healthcare initiatives that focus on sensory health can enhance outcomes and foster innovation. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120504 | Keterampilan Diagnostik Dasar | Basic Diagnostic Skills | The Basic Diagnostic Skills course introduces students to fundamental techniques and practices for assessing patient health and diagnosing medical conditions. It covers essential topics such as patient history-taking, physical examination methods, and basic diagnostic tests. Students learn to conduct thorough assessments, interpret findings, and recognize normal versus abnormal signs and symptoms. The course emphasizes effective communication skills, professionalism, and the importance of patient-centered care. Through hands-on practice in clinical simulations and peer assessments, students develop the foundational skills necessary for accurate diagnosis and effective healthcare delivery in various clinical settings. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus of the course is to enhance health outcomes by equipping students with essential diagnostic skills that improve patient care and treatment accuracy. 2. **Quality Education (Goal 4)**: The course contributes to the education and training of healthcare professionals, fostering critical thinking and practical skills essential for effective healthcare delivery. 3. **Reduced Inequalities (Goal 10)**: By improving diagnostic skills, healthcare professionals can provide better care to underserved populations, addressing health disparities and promoting equity. 4. **Partnerships for the Goals (Goal 17)**: Emphasizing teamwork and interdisciplinary approaches in diagnostic practices can highlight the importance of collaboration in healthcare settings. 5. **Sustainable Cities and Communities (Goal 11)**: Effective diagnostic skills can contribute to community health initiatives and public health assessments, supporting healthier urban environments. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120602 | Dasar-dasar teknik komunikasi I | Basics of communication engineering I | The Basics of Communication Engineering I course provides an introduction to the fundamental principles and concepts of communication systems. It covers topics such as signal processing, modulation techniques, transmission media, and noise in communication channels. Students learn about different types of communication systems, including analog and digital systems, as well as key components like transmitters, receivers, and antennas. The course emphasizes the theoretical foundations of communication engineering while incorporating practical applications and examples. Through hands-on projects and simulations, students gain essential skills for analyzing and designing communication systems, laying the groundwork for more advanced studies in the field. | 1. **Industry, Innovation and Infrastructure (Goal 9)**: The course supports the development of robust communication systems, fostering innovation and building resilient infrastructure essential for economic growth. 2. **Quality Education (Goal 4)**: By teaching foundational concepts in communication engineering, the course contributes to the education and skill development of future engineers and technologists. 3. **Reduced Inequalities (Goal 10)**: Improved communication technologies can help bridge the digital divide, providing access to information and services for underserved communities. 4. **Sustainable Cities and Communities (Goal 11)**: Effective communication systems are vital for urban planning, smart city initiatives, and improving public services and community engagement. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between educational institutions, industry, and governments can enhance research and development in communication technologies. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120702 | Pembentukan & Pengembangan Karakter Dokter II ( P2KD II) | Formation & Character Development of Doctor II (P2KD II) | The Formation & Character Development of Doctor II (P2KD II) course focuses on enhancing the personal and professional qualities essential for effective medical practice. Building on the foundations laid in P2KD I, this course emphasizes ethical decision-making, professionalism, and communication skills within the healthcare context. Students engage in reflective practices, mentorship, and discussions on the importance of empathy, cultural competence, and teamwork in patient care. The course aims to develop students’ understanding of their roles and responsibilities as future physicians, fostering the qualities necessary for compassionate and responsible medical practice. Through various activities and assessments, students are encouraged to cultivate a strong ethical framework and commitment to lifelong learning. | 1. **Good Health and Well-Being (Goal 3)**: By emphasizing the importance of ethics and professionalism in medical practice, the course contributes to improved healthcare outcomes and patient well-being. 2. **Quality Education (Goal 4)**: The course enhances medical education by integrating character development with clinical training, fostering well-rounded healthcare professionals. 3. **Reduced Inequalities (Goal 10)**: Promoting values of equity and inclusivity in healthcare can help address disparities in access to care and improve health outcomes for marginalized populations. 4. **Gender Equality (Goal 5)**: The course may explore gender-sensitive approaches in healthcare, ensuring that future doctors are aware of and responsive to diverse patient needs. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Developing strong ethical foundations in medical practice contributes to justice and integrity within healthcare systems and institutions. 6. **Partnerships for the Goals (Goal 17)**: Emphasizing collaboration among healthcare professionals, educators, and communities can enhance the effectiveness of healthcare delivery. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120804 | Reproduksi | Reproduction | The Reproduction course explores the biological, physiological, and hormonal processes involved in human reproduction. It covers topics such as reproductive anatomy, gametogenesis, fertilization, pregnancy, and childbirth. Students learn about reproductive health, contraceptive methods, and the management of reproductive disorders. The course also addresses ethical and social implications related to reproductive technologies and family planning. Through lectures, discussions, and case studies, students gain a comprehensive understanding of reproductive biology and its significance in healthcare, preparing them for future roles in obstetrics, gynecology, and related fields. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses reproductive health issues, family planning, maternal health, and the prevention of sexually transmitted infections, contributing to overall health and well-being. 2. **Quality Education (Goal 4)**: The course may include educational components related to sexual and reproductive health, promoting informed decision-making and awareness. 3. **Gender Equality (Goal 5)**: It focuses on reproductive rights and health, empowering individuals to make choices about their bodies and reproductive lives, thus promoting gender equality. 4. **Reduced Inequalities (Goal 10)**: Addressing disparities in access to reproductive health services can help promote equity and improve health outcomes for underserved populations. 5. **Partnerships for the Goals (Goal 17)**: Collaboration with healthcare providers, community organizations, and policymakers is essential for promoting reproductive health initiatives and programs. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120904 | Urogenitalia | Urogenitalia | The Urogenitalia course focuses on the anatomy, physiology, and pathology of the urogenital system, encompassing both the urinary and reproductive systems. It covers topics such as renal function, fluid and electrolyte balance, male and female reproductive anatomy, and common urogenital disorders. Students learn about diagnostic techniques, treatment options, and surgical interventions related to conditions like urinary tract infections, kidney diseases, and reproductive health issues. The course emphasizes clinical skills, including patient assessment and history-taking, and integrates case studies to enhance understanding of the urogenital system’s role in overall health. This prepares students for future practice in urology, obstetrics, gynecology, and related medical fields. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus is on understanding and promoting health in the urogenital system, addressing conditions and diseases that affect this area. 2. **Quality Education (Goal 4)**: The course enhances knowledge and skills in urology and reproductive health, contributing to the education of healthcare professionals. 3. **Gender Equality (Goal 5)**: The course may address gender-specific health issues related to the urogenital system, promoting awareness and equitable healthcare practices. 4. **Reduced Inequalities (Goal 10)**: By focusing on urogenital health, the course can help address disparities in access to healthcare services, particularly for marginalized populations. 5. **Partnerships for the Goals (Goal 17)**: Collaboration among healthcare providers, researchers, and community organizations can enhance the understanding and treatment of urogenital health issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121004 | Gastroenterohepatologi | Gastroenterohepatology | The Gastroenterohepatology course focuses on the study of the gastrointestinal (GI) tract and liver, exploring their anatomy, physiology, and pathophysiology. It covers a wide range of topics, including digestive processes, common gastrointestinal disorders (such as inflammatory bowel disease, liver diseases, and gastrointestinal cancers), and diagnostic and therapeutic interventions. Students learn about diagnostic tools like endoscopy and imaging, as well as treatment approaches including pharmacological therapies and surgical options. The course emphasizes the importance of a multidisciplinary approach to managing GI and liver diseases, integrating clinical case studies and practical experiences to prepare students for careers in gastroenterology, hepatology, and related medical fields. | 1. **Good Health and Well-Being (Goal 3)**: The primary focus is on understanding, diagnosing, and treating conditions affecting the gastrointestinal and hepatic systems, which are crucial for overall health. 2. **Quality Education (Goal 4)**: The course contributes to the education and training of healthcare professionals in gastroenterology and hepatology, enhancing their knowledge and skills. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to gastrointestinal and liver health services, the course can promote equitable healthcare practices for underserved populations. 4. **Gender Equality (Goal 5)**: Understanding gender differences in gastrointestinal and liver diseases can lead to more effective and tailored healthcare interventions. 5. **Partnerships for the Goals (Goal 17)**: Collaboration among healthcare providers, researchers, and organizations can enhance research, treatment, and education in gastroenterohepatology. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives related to nutrition and gastrointestinal health can contribute to healthier communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01121104 | Endokrin dan Metabolisme | Endocrine and Metabolism | The Endocrine and Metabolism course explores the structure and function of the endocrine system, focusing on hormone production, regulation, and the metabolic processes influenced by these hormones. It covers key topics such as the roles of major endocrine glands (like the pituitary, thyroid, adrenal glands, and pancreas), hormonal signaling pathways, and the physiological effects of hormones on growth, metabolism, and homeostasis. Students learn about endocrine disorders, including diabetes, thyroid dysfunction, and metabolic syndrome, as well as diagnostic and therapeutic approaches. Through case studies and practical applications, the course prepares students to understand and manage conditions related to endocrine and metabolic health in clinical settings. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses critical aspects of hormonal balance and metabolic processes, focusing on conditions such as diabetes, obesity, and thyroid disorders, which are vital for health management. 2. **Quality Education (Goal 4)**: It enhances knowledge and skills in endocrinology and metabolism, contributing to the education of healthcare professionals and fostering informed practice. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to care for metabolic and endocrine disorders, the course promotes equity in healthcare services for underserved populations. 4. **Gender Equality (Goal 5)**: Understanding how endocrine and metabolic issues can differ by gender can lead to better-targeted healthcare interventions and support. 5. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives focusing on nutrition, physical activity, and metabolic health can improve community well-being and reduce the prevalence of metabolic disorders. 6. **Partnerships for the Goals (Goal 17)**: Collaboration among healthcare providers, researchers, and community organizations can enhance the understanding, prevention, and treatment of endocrine and metabolic disorders. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110802 | Biomedik 5 (Biomedik Sistem Urogenitalia dan Sistem Gastroenterohepatologi) | Biomedicine 5 (Biomedicine Urogenital System and Gastroenterohepatology System) | The Biomedicine 5 course focuses on the urogenital and gastroenterohepatology systems, examining their structure, function, and associated medical conditions. It covers the anatomy and physiology of the urinary and reproductive systems, as well as the gastrointestinal tract and liver. Students explore common disorders such as urinary tract infections, liver diseases, inflammatory bowel disease, and gastrointestinal cancers. The course emphasizes the underlying biochemical and physiological mechanisms of these conditions, diagnostic techniques, and treatment options. Through lectures, case studies, and practical sessions, students gain a comprehensive understanding of how these systems interact with overall health, preparing them for clinical practice in fields such as urology, gastroenterology, and hepatology. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses critical aspects of health related to the urogenital and gastrointestinal systems, focusing on prevention, diagnosis, and treatment of associated diseases. 2. **Quality Education (Goal 4)**: It enhances medical education by providing students with essential knowledge and skills related to biomedicine, particularly in the areas of urogenital and gastroenterological health. 3. **Reduced Inequalities (Goal 10)**: By focusing on these critical health areas, the course can help address disparities in healthcare access and treatment for urogenital and gastrointestinal conditions. 4. **Gender Equality (Goal 5)**: Understanding the specific health issues related to the urogenital system can promote awareness and better healthcare practices for all genders. 5. **Partnerships for the Goals (Goal 17)**: Collaboration among healthcare professionals, researchers, and organizations can enhance the understanding and treatment of urogenital and gastroenterological health issues. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives related to nutrition, sanitation, and health education can improve community health outcomes related to the gastrointestinal and urogenital systems. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110904 | Mekanisme Dasar Penyakit | Basic Mechanisms of Disease | The Basic Mechanisms of Disease course introduces students to the fundamental biological and pathological processes underlying various diseases. It covers essential concepts such as inflammation, cellular injury, apoptosis, and the immune response, as well as the mechanisms of infectious diseases, genetic disorders, and chronic conditions. Students learn to analyze how these mechanisms contribute to disease progression and impact overall health. The course emphasizes critical thinking and the integration of basic science with clinical applications, preparing students to understand the etiology, pathophysiology, and potential treatment strategies for a wide range of diseases. Through lectures, discussions, and case studies, students gain a solid foundation for further study in medicine and healthcare. | 1. **Good Health and Well-Being (Goal 3)**: The course directly addresses the mechanisms of diseases, promoting better understanding and management of health conditions to improve overall health outcomes. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals by providing foundational knowledge about disease processes, which is essential for effective medical practice. 3. **Reduced Inequalities (Goal 10)**: Understanding disease mechanisms can help identify and address health disparities, promoting equitable healthcare access and treatment. 4. **Gender Equality (Goal 5)**: The course may explore how certain diseases affect different genders differently, contributing to a more nuanced understanding of health care needs. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research and healthcare initiatives can be fostered by understanding disease mechanisms, enhancing treatment approaches and public health strategies. 6. **Sustainable Cities and Communities (Goal 11)**: Insights from the course can inform public health initiatives aimed at preventing disease outbreaks and promoting healthier environments. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01111001 | Pembentukan & Pengembangan Karakter Dokter I (P2KD I) | Formation & Character Development of Doctor I (P2KD I) | The Formation & Character Development of Doctor I (P2KD I) course is designed to lay the foundation for the personal and professional growth of medical students. It emphasizes the importance of ethical principles, professionalism, and effective communication in healthcare. Students engage in reflective practices, discussions on the physician’s role in society, and the development of empathy and cultural competence. The course encourages self-awareness and fosters the qualities necessary for compassionate patient care. Through various activities, including mentorship and community engagement, P2KD I prepares students to become responsible and ethical healthcare professionals committed to lifelong learning and improvement in their practice. | 1. **Good Health and Well-Being (Goal 3)**: By instilling values of empathy, ethics, and professionalism, the course contributes to better healthcare practices and patient outcomes. 2. **Quality Education (Goal 4)**: The course enhances the education and training of medical students, focusing on the importance of character development alongside technical skills. 3. **Reduced Inequalities (Goal 10)**: Promoting inclusivity and cultural competency in medical practice can help address disparities in healthcare access and treatment. 4. **Gender Equality (Goal 5)**: The course may explore gender sensitivity in healthcare, fostering an understanding of diverse patient needs and promoting equitable treatment. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: Developing strong ethical foundations in medical practice contributes to justice, integrity, and trust in healthcare institutions. 6. **Partnerships for the Goals (Goal 17)**: Encouraging collaboration among healthcare professionals and community stakeholders can enhance healthcare delivery and education. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120104 | Imunologi dan Hematologi | Immunology and Hematology | The Immunology and Hematology course focuses on the study of the immune system and blood-related disorders. It covers essential topics in immunology, including the components of the immune system, immune responses, and the mechanisms of autoimmune diseases and allergies. In hematology, students learn about blood components, hematopoiesis, and disorders such as anemia, leukemia, and clotting disorders. The course emphasizes the interplay between the immune system and hematologic conditions, exploring diagnostic techniques and treatment options. Through lectures, laboratory work, and case studies, students develop a comprehensive understanding of how immunological and hematological processes affect overall health and disease management. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses critical aspects of immune function and blood health, focusing on the prevention, diagnosis, and treatment of diseases such as infections, autoimmune disorders, and hematological conditions. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals, enhancing their knowledge and skills in immunology and hematology. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to diagnostic and therapeutic options for immune and blood disorders, the course promotes equitable healthcare practices. 4. **Gender Equality (Goal 5)**: The course may explore how immune and hematological disorders can affect different genders, contributing to more tailored healthcare approaches. 5. **Partnerships for the Goals (Goal 17)**: Collaborative research and clinical practices in immunology and hematology can enhance understanding and treatment options, benefiting patient care and public health. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives related to immunization and blood health can improve community well-being and disease prevention. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120204 | Muskuloskeletal | Musculoskeletal | The Musculoskeletal course focuses on the anatomy, physiology, and pathology of the musculoskeletal system, which includes bones, joints, muscles, tendons, and ligaments. It covers topics such as movement mechanics, injury mechanisms, common musculoskeletal disorders (like osteoarthritis, fractures, and tendonitis), and diagnostic techniques including imaging and physical examination. Students learn about treatment options, including conservative management, physical therapy, and surgical interventions. The course emphasizes the importance of understanding biomechanics and rehabilitation in maintaining musculoskeletal health. Through lectures, practical sessions, and case studies, students gain the knowledge and skills necessary to assess and manage musculoskeletal conditions in clinical settings. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses conditions affecting the musculoskeletal system, such as arthritis, osteoporosis, and injuries, focusing on prevention, diagnosis, and treatment to improve overall health. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals by providing essential knowledge about musculoskeletal health and disorders. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to musculoskeletal care and rehabilitation services, the course promotes equity in healthcare access. 4. **Gender Equality (Goal 5)**: The course may explore how musculoskeletal disorders can differ between genders, helping to inform more effective treatment and prevention strategies. 5. **Partnerships for the Goals (Goal 17)**: Collaborative efforts among healthcare providers, researchers, and community organizations can enhance the understanding and management of musculoskeletal conditions. 6. **Sustainable Cities and Communities (Goal 11)**: Promoting musculoskeletal health through community programs can contribute to healthier, more active populations and reduce the burden of related diseases. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120304 | Kardiovaskular | Cardiovascular | The Cardiovascular course explores the structure, function, and pathology of the cardiovascular system, including the heart, blood vessels, and related disorders. It covers key topics such as the physiology of blood circulation, cardiac conduction, and the mechanisms of diseases like hypertension, coronary artery disease, heart failure, and arrhythmias. Students learn about diagnostic tools, such as electrocardiograms (ECGs) and echocardiography, as well as treatment modalities, including pharmacological interventions and surgical procedures. The course emphasizes the importance of preventive cardiology and lifestyle factors affecting cardiovascular health. Through lectures, practical exercises, and case studies, students gain a comprehensive understanding of cardiovascular health and disease management. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses cardiovascular diseases, which are leading causes of morbidity and mortality worldwide, focusing on prevention, diagnosis, and treatment. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals, enhancing their understanding of cardiovascular health and diseases. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to cardiovascular care, the course promotes equity in healthcare, particularly for underserved populations. 4. **Gender Equality (Goal 5)**: The course may explore how cardiovascular diseases manifest differently in various genders, informing tailored treatment approaches. 5. **Partnerships for the Goals (Goal 17)**: Collaborative efforts among healthcare professionals, researchers, and community organizations can enhance cardiovascular health initiatives and improve patient outcomes. 6. **Sustainable Cities and Communities (Goal 11)**: Community health programs focused on promoting heart-healthy lifestyles and preventive measures can contribute to overall community well-being. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01120404 | Respirasi | Respiration | The Respiration course focuses on the anatomy, physiology, and pathology of the respiratory system. It covers key topics such as the mechanics of breathing, gas exchange, and the regulation of respiration. Students learn about common respiratory disorders, including asthma, chronic obstructive pulmonary disease (COPD), pneumonia, and lung cancer, along with their diagnostic and therapeutic approaches. The course emphasizes the importance of pulmonary function tests, imaging techniques, and treatment modalities, including pharmacotherapy and respiratory therapies. Through lectures, practical sessions, and case studies, students develop a comprehensive understanding of respiratory health and the management of respiratory conditions in clinical practice. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses respiratory diseases such as asthma, COPD, and infections, focusing on prevention, diagnosis, and treatment to improve health outcomes. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals, enhancing their knowledge and skills related to respiratory health. 3. **Reduced Inequalities (Goal 10)**: By addressing disparities in access to respiratory care and treatments, the course promotes equity in healthcare access for underserved populations. 4. **Gender Equality (Goal 5)**: The course may explore how respiratory conditions can differ between genders, informing more effective and tailored healthcare strategies. 5. **Partnerships for the Goals (Goal 17)**: Collaborative initiatives among healthcare providers, researchers, and public health organizations can enhance respiratory health promotion and disease management. 6. **Sustainable Cities and Communities (Goal 11)**: Community health programs focused on air quality and respiratory health can contribute to healthier living environments and reduce respiratory illnesses. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110102 | Kesehatan Masyarakat | Public health | The Public Health course provides an overview of the principles and practices aimed at protecting and improving the health of populations. It covers key topics such as epidemiology, health promotion, disease prevention, and health policy. Students learn about the social, economic, and environmental factors that influence public health outcomes, as well as strategies for addressing health disparities. The course emphasizes the importance of data analysis and research in informing public health interventions. Through case studies, community assessments, and collaborative projects, students gain practical skills in designing and implementing public health programs, preparing them for careers in health policy, community health, and epidemiology. | 1. **Good Health and Well-Being (Goal 3)**: This is the primary goal addressed, as the course focuses on improving health outcomes, reducing health disparities, and promoting overall well-being. 2. **Quality Education (Goal 4)**: The course contributes to the education and training of public health professionals, equipping them with the knowledge and skills necessary for effective practice. 3. **Reduced Inequalities (Goal 10)**: Public health initiatives often aim to reduce health disparities among different populations, promoting equitable access to healthcare services. 4. **Gender Equality (Goal 5)**: The course may address women’s health issues, reproductive health, and gender-specific health challenges, promoting gender-sensitive approaches to public health. 5. **Sustainable Cities and Communities (Goal 11)**: Public health programs often focus on creating healthier environments through urban planning, sanitation, and access to clean water and air. 6. **Partnerships for the Goals (Goal 17)**: Collaboration with various stakeholders, including government, NGOs, and communities, is essential for effective public health strategies and interventions. 7. **Zero Hunger (Goal 2)**: Public health also encompasses nutrition and food security, addressing issues related to malnutrition and access to healthy food. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110203 | Biomedik 1 (Dasar-dasar Sel dan Jaringan Tubuh manusia) | Biomedicine 1 (Basics of Cells and Tissues of the Human Body) | The Biomedicine 1 course focuses on the fundamentals of cells and tissues in the human body. It covers key topics such as cell structure, function, and metabolism, as well as the various types of tissues, including epithelial, connective, muscle, and nervous tissue. Students learn about the processes of cell division, tissue regeneration, and the interrelationships between different cell types and tissues. The course emphasizes the importance of understanding cellular and tissue biology as a foundation for further studies in health and medicine. Through lectures, laboratory exercises, and practical demonstrations, students gain insights into the cellular mechanisms that underpin human physiology and disease. | 1. **Good Health and Well-Being (Goal 3)**: This goal is directly addressed as the course provides essential knowledge about human cells and tissues, which is fundamental to understanding health and disease. 2. **Quality Education (Goal 4)**: The course contributes to the education and training of future healthcare professionals, providing the foundational knowledge necessary for advanced studies in biomedicine and healthcare. 3. **Reduced Inequalities (Goal 10)**: By ensuring all students have access to a strong foundational education in biomedicine, the course promotes equity in healthcare education and future practice. 4. **Partnerships for the Goals (Goal 17)**: Collaboration between educators, researchers, and healthcare providers can enhance the understanding of human biology and its implications for health. 5. **Sustainable Cities and Communities (Goal 11)**: A better understanding of human biology can inform public health initiatives and policies that promote healthier living environments. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110303 | Biomedik 2 (Biomedik Sistem Musculoskeletal dan Integumentum) | Biomedicine 2 (Biomedicine of the Musculoskeletal and Integumentary System) | The Biomedicine 2 course focuses on the biomedicine of the musculoskeletal and integumentary systems. It covers the anatomy, physiology, and pathology of bones, joints, muscles, skin, and associated structures. Students learn about the mechanisms of movement, the healing processes of musculoskeletal injuries, and common disorders such as arthritis, fractures, and skin conditions. The course emphasizes the interrelationship between these systems and overall health. Through lectures, practical sessions, and case studies, students develop a comprehensive understanding of how musculoskeletal and integumentary health impacts physical function and well-being, preparing them for clinical practice in related fields. | 1. **Good Health and Well-Being (Goal 3)**: This goal is directly addressed as the course focuses on understanding diseases and conditions affecting the musculoskeletal and integumentary systems, promoting health and wellness. 2. **Quality Education (Goal 4)**: The course contributes to the education and training of healthcare professionals, providing essential knowledge needed for diagnosing and treating musculoskeletal and skin-related disorders. 3. **Reduced Inequalities (Goal 10)**: By ensuring equitable access to education and understanding of these systems, the course promotes fair healthcare practices, particularly in underserved populations. 4. **Gender Equality (Goal 5)**: The course may explore how conditions affecting the musculoskeletal and integumentary systems can differ by gender, leading to more tailored healthcare approaches. 5. **Partnerships for the Goals (Goal 17)**: Collaboration among healthcare providers, researchers, and community organizations can enhance understanding and treatment options for musculoskeletal and integumentary health issues. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives focused on physical activity, injury prevention, and skin health can contribute to healthier communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110403 | Biomedik 3 (Biomedik Sistem Saraf dan Sistem Endokrin) | Biomedicine 3 (Nervous System and Endocrine System Biomedicine) | The Biomedicine 3 course focuses on the biomedicine of the nervous and endocrine systems. It covers the anatomy and physiology of the central and peripheral nervous systems, including neural signaling, sensory processing, and motor function. Students explore the endocrine system’s role in hormone regulation, metabolism, and homeostasis, examining major glands such as the pituitary, thyroid, and adrenal glands. The course also addresses common disorders affecting these systems, such as neurological diseases, endocrine disorders, and their clinical implications. Through lectures, laboratory work, and case studies, students gain a comprehensive understanding of how the nervous and endocrine systems interact and contribute to overall health and disease management. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses critical health issues related to the nervous and endocrine systems, focusing on the prevention, diagnosis, and treatment of related diseases and disorders. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals by providing essential knowledge about the complexities of the nervous and endocrine systems. 3. **Reduced Inequalities (Goal 10)**: By ensuring all students gain knowledge in these vital areas, the course promotes equitable access to healthcare education and future practices, particularly for marginalized groups. 4. **Gender Equality (Goal 5)**: The course may explore how disorders of the nervous and endocrine systems can affect individuals differently based on gender, leading to more personalized healthcare approaches. 5. **Partnerships for the Goals (Goal 17)**: Collaborative efforts among healthcare providers, researchers, and organizations can enhance understanding and treatment of nervous and endocrine system disorders. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives that promote mental health and well-being, as well as endocrine health, can contribute to healthier communities. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110502 | Keterampilan Belajar | Study Skills | The Study Skills course focuses on developing effective strategies for academic success and lifelong learning. It covers essential topics such as time management, critical thinking, note-taking techniques, and active reading strategies. Students learn how to set achievable goals, prepare for exams, and conduct research effectively. The course emphasizes the importance of self-assessment and reflection in improving study habits and enhancing overall academic performance. Through interactive activities, group discussions, and practical exercises, students build a personalized toolkit of skills that support their learning process and help them navigate the demands of their academic programs successfully. | 1. **Quality Education (Goal 4)**: This goal is directly addressed as the course aims to improve educational outcomes by equipping students with effective study techniques, critical thinking, and time management skills. 2. **Reduced Inequalities (Goal 10)**: By providing all students with the tools to succeed academically, the course helps to promote equity in education and reduces disparities in academic achievement. 3. **Gender Equality (Goal 5)**: Ensuring that all students, regardless of gender, have access to effective study skills can contribute to improved educational outcomes for all. 4. **Partnerships for the Goals (Goal 17)**: The course may encourage collaboration among peers and faculty, fostering a supportive learning environment that enhances educational success. 5. **Good Health and Well-Being (Goal 3)**: Developing effective study skills can reduce academic stress and anxiety, contributing to better mental health and overall well-being for students. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110603 | Bioetik, Humaniora dan Filsafat | Bioethics, Humanities and Philosophy | The Bioethics, Humanities, and Philosophy course explores the ethical, philosophical, and cultural dimensions of healthcare and biomedical practices. It covers key topics such as moral theories, ethical dilemmas in medicine, patient autonomy, and the role of healthcare professionals in ethical decision-making. Students engage with philosophical texts and case studies that highlight the intersection of science, ethics, and human values. The course encourages critical thinking and discussion about contemporary issues in healthcare, such as reproductive rights, end-of-life care, and health equity. Through interdisciplinary approaches, students develop a deeper understanding of the moral implications of medical practice and the importance of empathy and compassion in patient care. | 1. **Good Health and Well-Being (Goal 3)**: The course addresses ethical considerations in health care, public health policies, and biomedical research, promoting a more equitable and just health system. 2. **Quality Education (Goal 4)**: By providing critical thinking and ethical reasoning skills, the course contributes to the education of students in understanding complex moral dilemmas in health and medicine. 3. **Reduced Inequalities (Goal 10)**: The course may explore issues related to health disparities, access to care, and social justice, promoting equity in healthcare and addressing systemic inequalities. 4. **Gender Equality (Goal 5)**: Discussions on bioethics often include gender-related issues, such as reproductive rights and healthcare access, fostering gender-sensitive approaches in health care. 5. **Peace, Justice, and Strong Institutions (Goal 16)**: By promoting ethical frameworks and discussions about rights and justice in healthcare, the course contributes to building more just and trustworthy institutions. 6. **Partnerships for the Goals (Goal 17)**: The interdisciplinary nature of the course encourages collaboration among fields like medicine, philosophy, and social sciences, fostering comprehensive approaches to health issues. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| KEDOKTERAN | PENDIDIKAN DOKTER – S1 | Kurikulum Sarjana K-23 | 2023 | 23C01110702 | Biomedik 4 (Biomedik Sistem Indera, Cardiovascular, Respirasi, dan Imunologi) | Biomedicine 4 (Sense System Biomedicine, Cardiovascular, Respiration, and Immunology) | The Biomedicine 4 course covers the biomedicine of the sensory systems, cardiovascular system, respiratory system, and immunology. It explores the anatomy and physiology of each system, focusing on how they function and interact to maintain overall health. Students study sensory processing, cardiovascular dynamics, respiratory mechanics, and the immune response, along with common disorders affecting these systems, such as heart disease, asthma, and autoimmune conditions. The course emphasizes the clinical implications of these systems and their role in disease management. Through lectures, practical sessions, and case studies, students gain a comprehensive understanding of how these systems contribute to human physiology and the pathophysiology of various diseases. | 1. **Good Health and Well-Being (Goal 3)**: The course directly addresses health issues related to the sense systems, cardiovascular health, respiratory function, and immunology, focusing on disease prevention, diagnosis, and treatment. 2. **Quality Education (Goal 4)**: It contributes to the education and training of healthcare professionals, providing essential knowledge necessary for understanding complex biomedical concepts. 3. **Reduced Inequalities (Goal 10)**: By promoting equitable access to knowledge about these vital health systems, the course can help reduce disparities in healthcare access and treatment. 4. **Gender Equality (Goal 5)**: The course may explore how diseases affecting these systems can present differently based on gender, leading to more tailored healthcare approaches. 5. **Partnerships for the Goals (Goal 17)**: The course encourages collaboration among healthcare providers, researchers, and public health professionals to enhance understanding and improve patient outcomes. 6. **Sustainable Cities and Communities (Goal 11)**: Public health initiatives focusing on promoting healthy lifestyles and environments can help prevent diseases related to these systems. The specific SDGs addressed will depend on the course content and the themes emphasized throughout the curriculum. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131302 | Pemecahan Masalah | Solution to problem | A “Solution to Problem” university course typically teaches problem-solving techniques using analytical and creative approaches. Students learn how to identify, analyze, and develop solutions to real-world issues, often through case studies and projects. The course covers critical thinking, decision-making frameworks, and sometimes includes interdisciplinary methods depending on the field of study. | 1. **Quality Education (Goal 4)**: This course emphasizes critical thinking, analytical skills, and creativity, all of which are essential for effective problem-solving and lifelong learning. 2. **Decent Work and Economic Growth (Goal 8)**: By developing problem-solving skills, students become more adaptable and resourceful in the workforce, enhancing their employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Effective problem-solving is crucial in driving innovation and improving processes across various industries, leading to better infrastructure and technological advancements. 4. **Sustainable Cities and Communities (Goal 11)**: Problem-solving skills can be applied to address challenges in urban planning, resource management, and community development, contributing to sustainable solutions. 5. **Good Health and Well-Being (Goal 3)**: Problem-solving approaches are vital in healthcare, from improving patient care to optimizing resource allocation in medical facilities. By equipping students with strong problem-solving skills, this course prepares them to tackle a variety of global challenges associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01140204 | Ilmu Psikologi & Kedokteran Gigi Paliatif | Psychology & Palliative Dentistry | “Psychology & Palliative Dentistry” is a course that integrates psychological principles with palliative dental care. It focuses on understanding patient behavior, emotions, and mental health in the context of managing dental conditions, particularly in patients with serious or terminal illnesses. The course covers communication skills, pain management, and how to provide compassionate care to improve the patient’s quality of life during dental treatment. | 1. **Good Health and Well-Being (Goal 3)**: This course directly addresses health outcomes by focusing on psychological support and pain management in palliative care, improving the quality of life for patients with serious illnesses. 2. **Quality Education (Goal 4)**: By integrating psychology and dentistry, the course enhances educational practices and training for healthcare professionals, promoting a comprehensive understanding of patient care. 3. **Reduced Inequalities (Goal 10)**: Understanding psychological aspects in dental care can help address disparities in access to dental services, ensuring that all patients receive compassionate and equitable care. 4. **Partnerships for the Goals (Goal 17)**: Collaborating across disciplines (psychology, dentistry, and healthcare) can lead to innovative approaches in palliative care and support networks for patients and their families. By equipping students with knowledge in both psychology and palliative dentistry, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01140303 | Epidemiologi, Manajemen & Kebijakan Kesehatan | Epidemiology, Management & Health Policy | “Epidemiology, Management & Health Policy” is a course that explores the study of disease patterns (epidemiology) and how they influence healthcare management and policy decisions. Students learn to analyze public health data, understand healthcare systems, and develop strategies to manage health programs effectively. The course covers topics such as disease prevention, healthcare regulations, and policy-making to improve public health outcomes. | 1. **Good Health and Well-Being (Goal 3)**: The course focuses on understanding disease patterns, health interventions, and policies, contributing to improved health outcomes and healthcare systems. 2. **Quality Education (Goal 4)**: By educating students about epidemiological methods and health policy, the course promotes informed decision-making and critical thinking skills essential for public health professionals. 3. **Reduced Inequalities (Goal 10)**: The course addresses health disparities and promotes equitable access to healthcare services, ensuring that marginalized populations receive appropriate care. 4. **Sustainable Cities and Communities (Goal 11)**: Effective health management and policy are crucial for developing resilient health systems in urban areas, contributing to overall community health and sustainability. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between health sectors, policymakers, and communities is vital for implementing effective health policies and interventions, fostering partnerships for better health outcomes. By equipping students with knowledge in epidemiology and health policy management, this course prepares them to address significant public health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01140402 | Mata Kuliah Wajib Pilihan: Marine Technology/Dental Photography | Compulsory Elective Course: Marine Technology/Dental Photography | A “Compulsory Elective Course: Marine Technology/Dental Photography” allows students to choose between two specialized subjects. | 1. **Life Below Water (Goal 14)**: Courses focusing on marine technology often cover the sustainable management and protection of marine ecosystems, addressing issues like pollution, overfishing, and biodiversity loss. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Marine technology can drive innovation in shipping, marine resource management, and renewable energy (such as ocean energy), contributing to sustainable industrial development. 3. **Sustainable Cities and Communities (Goal 11)**: Knowledge in marine technology can support coastal management and the development of sustainable urban areas near water bodies. ### Dental Photography 1. **Good Health and Well-Being (Goal 3)**: Dental photography is essential for documenting and improving dental practices, enhancing patient care, and supporting educational efforts in dentistry. 2. **Quality Education (Goal 4)**: Incorporating photography into dental education improves teaching methods and student engagement, enhancing learning outcomes in healthcare. 3. **Reduced Inequalities (Goal 10)**: By improving documentation and communication in dental practices, dental photography can help ensure that quality care is provided across diverse populations. ### Combined Course Focus If the course combines both marine technology and dental photography, it may also emphasize interdisciplinary approaches to problem-solving, innovation, and education, aligning with: – **Partnerships for the Goals (Goal 17)**: Encouraging collaboration across different fields (e.g., marine science and healthcare) can foster innovative solutions to complex challenges. By equipping students with skills in both marine technology and dental photography, this course prepares them to contribute to a variety of global challenges associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01140504 | Skripsi | Thesis | A “Thesis” course involves independent research where students explore a specific topic in-depth under the guidance of a faculty advisor. The course requires students to design a research project, gather and analyze data, and present their findings in a written thesis. It typically concludes with a formal defense or presentation. The thesis demonstrates the student’s ability to conduct scholarly research and is often a requirement for graduation in many degree programs. | 1. **Quality Education (Goal 4)**: Engaging in thesis work promotes critical thinking, research skills, and academic rigor, all of which contribute to a high-quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Research conducted in a thesis can lead to innovative solutions, technological advancements, or policy recommendations that support economic growth and job creation. 3. **Reduced Inequalities (Goal 10)**: A thesis addressing issues of social justice, health disparities, or access to education can contribute to reducing inequalities in society. 4. **Sustainable Cities and Communities (Goal 11)**: Research focused on urban development, environmental sustainability, or community health can inform policies and practices that promote sustainable urban living. 5. **Climate Action (Goal 13)**: Theses that explore environmental issues, climate change mitigation, or sustainable practices can contribute valuable insights to global climate action efforts. 6. **Partnerships for the Goals (Goal 17)**: Collaborative research projects involving multiple stakeholders or interdisciplinary approaches can foster partnerships that enhance the impact of the research. By equipping students with the skills to conduct rigorous research and explore relevant topics, a thesis course prepares them to address various global challenges associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130304 | Biomekanik dan Pergerakan Gigi | Biomechanics and Tooth Movement | “Biomechanics and Tooth Movement” is a course that explores the mechanical principles behind the movement of teeth, particularly in orthodontics. It covers topics like force application, stress, strain, and how these factors influence dental tissues during orthodontic treatment. Students learn how to apply biomechanical concepts to design effective treatment plans for tooth alignment and correction. | 1. **Good Health and Well-Being (Goal 3)**: This course directly contributes to improving oral health and overall well-being by understanding the mechanics of tooth movement, which is essential for effective orthodontic treatments. 2. **Quality Education (Goal 4)**: By providing a comprehensive understanding of biomechanics in dentistry, the course enhances educational outcomes for future dental professionals, promoting a deeper knowledge of oral health. 3. **Reduced Inequalities (Goal 10)**: Understanding tooth movement and biomechanics can help develop equitable orthodontic treatments, ensuring access to effective dental care for diverse populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in biomechanical research can lead to innovative dental practices and technologies, improving treatment methods and patient outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health contributes to the overall health of communities, and a better understanding of tooth movement can enhance public health initiatives related to dental care. By equipping students with knowledge in biomechanics and its application in dentistry, this course prepares them to address important health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130107 | Endodontik & Terapi | Endodontics & Therapy | “Endodontics & Therapy” is a course focused on diagnosing and treating diseases of the dental pulp and tissues surrounding the roots of teeth. It covers root canal therapy, pain management, and techniques to save infected or damaged teeth. Students learn about advanced endodontic procedures and materials used in therapy, as well as the biological principles underlying tooth preservation. | 1. **Good Health and Well-Being (Goal 3)**: This course is directly focused on dental health, specifically the diagnosis and treatment of diseases affecting the dental pulp and surrounding tissues, contributing to improved oral health outcomes. 2. **Quality Education (Goal 4)**: By providing in-depth knowledge and practical skills in endodontics, the course enhances the educational experience for dental students, ensuring they are well-equipped to provide high-quality care. 3. **Reduced Inequalities (Goal 10)**: Understanding and addressing dental issues related to endodontics can help ensure equitable access to necessary treatments, particularly for underserved populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in endodontic techniques and technologies can lead to innovative treatment options and improved dental infrastructure, enhancing patient care. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health through effective endodontic therapy contributes to the overall health of communities, supporting public health initiatives. By equipping students with expertise in endodontics and therapy, this course prepares them to tackle important health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130203 | Maloklusi | Malocclusion | The “Malocclusion” course focuses on the diagnosis, classification, and treatment of misaligned teeth and jaws. Students learn about different types of malocclusions (such as overbite, underbite, and crowding), their causes, and the impact on oral health. The course also covers orthodontic treatment methods to correct these issues and improve dental function and aesthetics. | 1. **Good Health and Well-Being (Goal 3)**: Understanding malocclusion and its impact on oral health contributes to improved dental care and overall well-being, addressing issues such as pain, chewing difficulties, and aesthetic concerns. 2. **Quality Education (Goal 4)**: The course enhances the educational experience for dental students, providing them with essential knowledge and skills related to diagnosing and treating malocclusion. 3. **Reduced Inequalities (Goal 10)**: By addressing malocclusion, the course can help ensure that all individuals, regardless of socioeconomic status, have access to orthodontic care and treatment options. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in orthodontic techniques and technologies related to malocclusion can lead to innovative treatment approaches and improved dental infrastructure. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health and addressing malocclusion contributes to the overall health of communities, supporting public health initiatives aimed at improving dental care access. By equipping students with knowledge about malocclusion, this course prepares them to tackle important health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130307 | Bedah Oromaksillofasial | Oromaxillofacial Surgery | “Oromaxillofacial Surgery” is a course that covers the surgical treatment of conditions affecting the mouth, jaws, face, and neck. It includes topics like facial trauma, jaw reconstruction, tumor removal, and corrective surgery for congenital defects. Students learn about surgical techniques, patient care, and the management of complex oral and facial conditions. The course combines both clinical practice and theoretical knowledge in oral and maxillofacial surgery. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on surgical techniques and treatments for conditions affecting the jaw, face, and neck, directly contributing to improved health outcomes and quality of life for patients. 2. **Quality Education (Goal 4)**: By providing comprehensive training in oromaxillofacial surgical techniques, the course enhances the educational experience for future surgeons, ensuring they are well-prepared to provide high-quality care. 3. **Reduced Inequalities (Goal 10)**: Access to specialized surgical care can be limited in some communities. The course emphasizes the importance of providing equitable surgical treatment to underserved populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in surgical techniques, technologies, and patient care practices in oromaxillofacial surgery can lead to innovations that improve healthcare delivery and outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Improving oral and facial health through surgical interventions contributes to the overall health and well-being of communities, supporting public health initiatives. By equipping students with knowledge and skills in oromaxillofacial surgery, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130404 | Etik, Hukum & Forensik Kedokteran Gigi | Ethics, Law & Forensic Dentistry | “Ethics, Law & Forensic Dentistry” is a course that explores the ethical, legal, and forensic aspects of dental practice. It covers professional conduct, patient rights, legal responsibilities, and the role of dentists in forensic investigations, such as identifying human remains or analyzing bite marks. Students learn about the ethical decision-making process, relevant laws governing dental practice, and the application of dental knowledge in legal and criminal cases. | 1. **Good Health and Well-Being (Goal 3)**: This course addresses ethical practices in dentistry and the role of forensic dentistry in identifying victims and providing justice, contributing to public health and safety. 2. **Quality Education (Goal 4)**: By integrating ethics and law into dental education, the course enhances the understanding of professional responsibilities and legal standards among future dental practitioners. 3. **Reduced Inequalities (Goal 10)**: Understanding legal and ethical frameworks in dentistry helps ensure that all individuals receive fair treatment and access to dental care, regardless of background or circumstance. 4. **Peace, Justice and Strong Institutions (Goal 16)**: Forensic dentistry plays a crucial role in the justice system, helping to ensure accountability and justice in legal cases, thus promoting strong institutions. 5. **Partnerships for the Goals (Goal 17)**: Collaborations between dental professionals, legal experts, and law enforcement can enhance the effectiveness of forensic investigations, fostering partnerships that support public health and safety. By equipping students with knowledge in ethics, law, and forensic dentistry, this course prepares them to navigate complex issues in healthcare and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130506 | Gigi Tiruan Lepasan | Removable Dentures | “Removable Dentures” is a course focused on the design, fabrication, and fitting of removable dental prostheses for patients with missing teeth. Students learn about different types of dentures, including complete and partial dentures, as well as the materials and techniques used in their construction. The course also covers patient assessment, treatment planning, and adjustments to ensure comfort and functionality for the wearer. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on the design, fabrication, and fitting of removable dentures, directly impacting patients’ oral health, functionality, and quality of life. 2. **Quality Education (Goal 4)**: By providing comprehensive training in removable denture techniques, the course enhances the educational experience for dental students, ensuring they are well-equipped to provide effective patient care. 3. **Reduced Inequalities (Goal 10)**: Teaching students about removable dentures emphasizes the importance of providing equitable dental care options for individuals who may not have access to more complex dental treatments. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in materials and techniques for removable dentures contribute to innovations in dental practice and improve patient outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Providing effective denture solutions promotes oral health in communities, contributing to overall public health and community well-being. By equipping students with knowledge and skills in removable dentures, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01130703 | Metode Penelitian & Biostatistik | Research Methods & Biostatistics | “Research Methods & Biostatistics” is a course that provides students with the skills needed to design, conduct, and analyze research in health sciences. It covers various research methodologies, data collection techniques, and statistical tools used to interpret health data. Students learn to apply biostatistical methods to analyze trends, evaluate clinical outcomes, and draw valid conclusions from research studies, preparing them for future research endeavors or evidence-based practice. | 1. **Good Health and Well-Being (Goal 3)**: Understanding research methods and biostatistics is crucial for designing and analyzing health-related studies, leading to improved public health outcomes and evidence-based practices. 2. **Quality Education (Goal 4)**: The course enhances students’ skills in critical thinking, research design, and data analysis, providing a strong foundation for academic and professional success in various fields. 3. **Reduced Inequalities (Goal 10)**: Proficient use of biostatistics in research can help identify health disparities and inform interventions aimed at reducing inequalities in healthcare access and outcomes. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Research methods and biostatistics are essential for driving innovation in healthcare and public health practices, contributing to the development of effective interventions and policies. 5. **Partnerships for the Goals (Goal 17)**: Collaboration among researchers, healthcare professionals, and policymakers is essential for implementing research findings effectively, fostering partnerships that enhance health outcomes. By equipping students with essential research and statistical skills, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01140106 | Gigi Tiruan Cekat | Fixed Dentures | “Fixed Dentures” is a course focused on the design, fabrication, and placement of fixed dental prostheses, such as crowns and bridges, to restore function and aesthetics for patients with missing or damaged teeth. Students learn about various materials, techniques, and clinical procedures involved in creating and fitting fixed dentures. The course emphasizes patient assessment, treatment planning, and the principles of occlusion and dental aesthetics to ensure optimal outcomes. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on the design, fabrication, and fitting of fixed dentures, which significantly impact patients’ oral health, functionality, and quality of life. 2. **Quality Education (Goal 4)**: By providing comprehensive training in fixed denture techniques, the course enhances the educational experience for dental students, ensuring they are equipped to deliver high-quality dental care. 3. **Reduced Inequalities (Goal 10)**: Understanding fixed denture solutions can help address access to dental care, ensuring equitable treatment options for patients from diverse backgrounds. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in materials and technologies related to fixed dentures contribute to innovations in dental practices, improving patient outcomes and care efficiency. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health through effective fixed denture solutions contributes to the overall health of communities, supporting public health initiatives focused on improving dental care access. By equipping students with knowledge and skills in fixed dentures, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120106 | Penyakit Jaringan Lunak | Soft Tissue Diseases | “Soft Tissue Diseases” is a course that explores various conditions affecting the soft tissues of the oral cavity, including gums, mucosa, and connective tissues. Students learn about the etiology, diagnosis, and management of diseases such as periodontal disease, oral infections, and lesions. The course also covers the underlying biological mechanisms, treatment modalities, and the importance of patient education in maintaining oral health. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on the diagnosis, treatment, and management of soft tissue diseases, directly contributing to improved oral and overall health outcomes for patients. 2. **Quality Education (Goal 4)**: By providing in-depth knowledge about soft tissue conditions, the course enhances the educational experience for dental and healthcare students, preparing them to provide high-quality care. 3. **Reduced Inequalities (Goal 10)**: Addressing soft tissue diseases involves understanding disparities in access to care, helping to ensure that all individuals receive appropriate diagnosis and treatment, regardless of socioeconomic status. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in the understanding and treatment of soft tissue diseases can lead to innovations in clinical practices, improving patient care and outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health through effective management of soft tissue diseases contributes to the overall health of communities, supporting public health initiatives aimed at improving access to dental care. By equipping students with knowledge about soft tissue diseases, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120206 | Pencegahan & Perawatan Gigi Anak | Children’s Dental Prevention & Care | “Children’s Dental Prevention & Care” is a course focused on the unique dental needs of children and the principles of preventive dentistry. It covers topics such as oral hygiene practices, nutritional guidance, and the prevention of dental caries and other oral diseases in pediatric patients. Students learn about the various stages of dental development, behavioral management techniques, and strategies for educating children and their parents about maintaining oral health for lifelong benefits. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on promoting oral health among children, preventing dental diseases, and ensuring proper dental care, which is essential for their overall health and well-being. 2. **Quality Education (Goal 4)**: By educating future dental professionals about preventive care and treatment strategies for children, the course enhances their ability to provide effective and compassionate care. 3. **Reduced Inequalities (Goal 10)**: Addressing children’s dental health can help ensure that all children, regardless of background, have access to necessary dental care and prevention strategies, promoting equity in health. 4. **Sustainable Cities and Communities (Goal 11)**: Promoting children’s oral health contributes to healthier communities, emphasizing the importance of public health initiatives aimed at improving overall community well-being. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between dental professionals, educators, and public health organizations can enhance efforts in promoting children’s dental health and prevention programs. By equipping students with knowledge and skills in children’s dental prevention and care, this course prepares them to tackle important health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120306 | Penyakit Periodontal | Periodontal Disease | “Periodontal Disease” is a course that focuses on the study of diseases affecting the supporting structures of the teeth, including the gums and bone. Students learn about the etiology, diagnosis, and management of various periodontal conditions, such as gingivitis and periodontitis. The course covers treatment modalities, including non-surgical and surgical approaches, as well as preventive measures to maintain periodontal health. Emphasis is placed on the connection between periodontal disease and overall systemic health. | 1. **Good Health and Well-Being (Goal 3)**: The course focuses on the prevention, diagnosis, and treatment of periodontal disease, directly impacting oral health and overall well-being. 2. **Quality Education (Goal 4)**: By providing comprehensive training on periodontal disease, the course enhances the educational foundation for dental students, preparing them to deliver effective care. 3. **Reduced Inequalities (Goal 10)**: Understanding periodontal disease and its risk factors can help ensure equitable access to preventive care and treatment, addressing disparities in oral health. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in periodontal research and treatment techniques contribute to innovations in dental care, improving patient outcomes and care efficiency. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting periodontal health is essential for community well-being, supporting public health initiatives aimed at improving overall health and quality of life. By equipping students with knowledge and skills related to periodontal disease, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120407 | Penyakit Jaringan Keras Gigi | Dental Hard Tissue Diseases | “Dental Hard Tissue Diseases” is a course that explores conditions affecting the hard tissues of the teeth, including enamel, dentin, and cementum. Students learn about the etiology, diagnosis, and management of various hard tissue diseases, such as dental caries, enamel hypoplasia, and dentinogenesis imperfecta. The course emphasizes the biological and chemical processes involved in these conditions, treatment options, and preventive strategies to maintain dental health and integrity. | 1. **Good Health and Well-Being (Goal 3)**: The course focuses on the prevention, diagnosis, and treatment of diseases affecting dental hard tissues, directly impacting oral health and overall well-being. 2. **Quality Education (Goal 4)**: By providing comprehensive training on dental hard tissue diseases, the course enhances the educational experience for dental students, preparing them for effective clinical practice. 3. **Reduced Inequalities (Goal 10)**: Understanding dental hard tissue diseases can help address disparities in dental care access, ensuring that all individuals receive necessary treatments and preventive measures. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in research and technology related to dental hard tissue diseases can lead to innovative treatment options and improved dental care practices. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health through the management of dental hard tissue diseases contributes to the overall health of communities, supporting public health initiatives focused on improving access to dental care. By equipping students with knowledge and skills in dental hard tissue diseases, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120503 | Ilmu Kedokteran Gigi Komunitas | Community Dentistry | “Community Dentistry” is a course that focuses on promoting oral health at the community level. It covers topics such as public health principles, preventive dentistry, and the socio-economic factors influencing dental health. Students learn about the design and implementation of community-based dental programs, oral health education, and strategies for addressing disparities in access to dental care. The course emphasizes collaboration with public health organizations to improve community health outcomes and enhance awareness of preventive measures. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on promoting oral health at the community level, addressing prevention, treatment, and health education to improve overall health outcomes. 2. **Quality Education (Goal 4)**: By educating future dental professionals about community-based approaches to dentistry, the course enhances their ability to provide effective care tailored to the needs of diverse populations. 3. **Reduced Inequalities (Goal 10)**: Community dentistry emphasizes the importance of providing equitable access to dental care and preventive services, aiming to reduce health disparities among different socioeconomic groups. 4. **Sustainable Cities and Communities (Goal 11)**: The course promotes the integration of oral health into community health initiatives, contributing to the overall health and well-being of urban and rural populations. 5. **Partnerships for the Goals (Goal 17)**: Community dentistry often involves collaboration with public health organizations, schools, and community groups to implement effective health promotion strategies. By equipping students with knowledge and skills in community dentistry, this course prepares them to address significant public health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120607 | Bedah Minor | Minor Surgery | “Minor Surgery” is a course that provides training in basic surgical techniques for the management of minor surgical procedures in a clinical setting. Students learn about indications, techniques, and post-operative care related to procedures such as tooth extractions, biopsies, and soft tissue surgeries. The course emphasizes patient assessment, infection control, anesthesia administration, and complications management, preparing students to perform minor surgical interventions safely and effectively in their future dental practices. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on the skills and techniques necessary for performing minor surgical procedures, which are essential for improving patient outcomes and overall health. 2. **Quality Education (Goal 4)**: By providing comprehensive training in minor surgical techniques, the course enhances the educational experience for future healthcare professionals, ensuring they are equipped to deliver effective care. 3. **Reduced Inequalities (Goal 10)**: Teaching minor surgery techniques can help improve access to surgical care in underserved communities, ensuring that more individuals receive necessary treatments. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in minor surgical techniques and tools can lead to innovations in healthcare delivery, improving efficiency and patient safety. 5. **Sustainable Cities and Communities (Goal 11)**: Effective minor surgical care contributes to community health, supporting public health initiatives aimed at improving overall well-being. By equipping students with knowledge and skills in minor surgery, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01120702 | PMW & Riset | PMW & Research | “PMW & Research” (likely referring to “Patient Management and Wellness” and Research) is a course that focuses on the integration of patient management practices with research methodologies in healthcare. Students learn about strategies for promoting patient wellness, effective communication, and the role of research in improving patient care outcomes. The course covers research design, data analysis, and the application of findings to enhance patient management strategies, emphasizing evidence-based practice in clinical settings. | 1. **Good Health and Well-Being (Goal 3)**: This course focuses on preventive healthcare strategies and wellness promotion, directly contributing to improved health outcomes and disease prevention. 2. **Quality Education (Goal 4)**: By teaching research methods related to preventive medicine and wellness, the course enhances students’ critical thinking and analytical skills, preparing them for effective practice in the field. 3. **Reduced Inequalities (Goal 10)**: Research in preventive medicine can help identify health disparities and develop targeted interventions to ensure equitable access to healthcare services. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in research can lead to innovative approaches in preventive medicine, improving healthcare delivery and outcomes. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between researchers, healthcare providers, and community organizations can enhance the impact of preventive health initiatives and wellness programs. By equipping students with knowledge and skills in preventive medicine and research, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110102 | Study Skills & IT MPI | Study Skills & IT MPI | “Study Skills & IT MPI” is a course designed to enhance students’ academic skills and proficiency in information technology, particularly in the context of medical and dental education. The course covers essential study techniques, time management, and effective learning strategies to support academic success. Additionally, it focuses on the use of IT tools and resources, such as databases, electronic health records, and software applications relevant to medical and dental practice. The goal is to equip students with the skills necessary for effective study and efficient use of technology in their future careers. | 1. **Quality Education (Goal 4)**: The course focuses on enhancing study skills and IT proficiency, essential for academic success and lifelong learning, contributing to high-quality education. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: By equipping students with IT skills relevant to management and planning, the course fosters innovation and improves the infrastructure of educational and professional environments. 3. **Reduced Inequalities (Goal 10)**: Improving study skills and IT literacy can help bridge gaps in educational access, ensuring that all students have the tools they need to succeed academically. 4. **Partnerships for the Goals (Goal 17)**: Collaboration between educational institutions and technology providers can enhance the effectiveness of teaching and learning, fostering partnerships that support educational initiatives. 5. **Decent Work and Economic Growth (Goal 8)**: Proficiency in IT and management skills prepares students for the workforce, enhancing employability and contributing to economic growth. By equipping students with essential study and IT skills, this course prepares them to face academic challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110204 | Biomedik | Biomedicine | “Biomedicine” is a course that explores the application of biological and physiological principles to the study of health and disease. It covers topics such as human anatomy, biochemistry, genetics, and microbiology, emphasizing their relevance to medical practices and research. Students learn about disease mechanisms, diagnostic techniques, and therapeutic interventions. The course prepares students for careers in healthcare, research, and related fields by providing a solid foundation in the biological sciences as they relate to medicine and public health. | 1. **Good Health and Well-Being (Goal 3)**: Biomedicine focuses on understanding diseases, developing treatments, and improving healthcare outcomes, directly contributing to better health for individuals and populations. 2. **Quality Education (Goal 4)**: The course provides a strong educational foundation in biomedical sciences, enhancing students’ knowledge and skills necessary for careers in healthcare and research. 3. **Reduced Inequalities (Goal 10)**: Research in biomedicine can help address health disparities by developing treatments and interventions that are accessible to underserved populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in biomedicine often lead to innovative healthcare solutions and technologies, improving medical infrastructure and patient care. 5. **Partnerships for the Goals (Goal 17)**: Collaborations between academic institutions, healthcare organizations, and the biotechnology industry can enhance research efforts and improve health outcomes. By equipping students with knowledge and skills in biomedicine, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110304 | Ilmu Kedokteran Dasar | Basic Medical Sciences | “Basic Medical Sciences” is a foundational course that covers the essential principles of the biological and physical sciences relevant to medicine. It typically includes topics such as anatomy, physiology, biochemistry, microbiology, and pharmacology. Students gain an understanding of the structure and function of the human body, the biochemical processes that sustain life, and the mechanisms of disease. This course prepares students for advanced studies in clinical medicine and healthcare by providing the necessary scientific knowledge and context for understanding human health and disease. | 1. **Good Health and Well-Being (Goal 3)**: This course provides foundational knowledge about human biology, physiology, and pathology, directly impacting health outcomes and disease prevention. 2. **Quality Education (Goal 4)**: By offering comprehensive education in medical sciences, the course enhances students’ understanding and prepares them for advanced studies and careers in healthcare. 3. **Reduced Inequalities (Goal 10)**: A strong foundation in medical sciences can help address disparities in healthcare access and outcomes, ensuring all individuals receive quality medical care. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Knowledge gained from basic medical sciences contributes to innovations in medical research and healthcare practices, improving infrastructure and care delivery. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between educational institutions and healthcare organizations can enhance research and practical applications of medical science, benefiting public health initiatives. By equipping students with essential knowledge in basic medical sciences, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110404 | Imunologi & Mikrobiologi | Immunology & Microbiology | “Immunology & Microbiology” is a course that explores the immune system’s functions and the role of microorganisms in health and disease. Students learn about the types of pathogens (such as bacteria, viruses, and fungi), the body’s immune responses, and how these interactions can lead to infections or immune disorders. The course includes laboratory techniques for studying microbes and immune responses, equipping students with practical skills for research or clinical applications. Overall, it prepares students for careers in healthcare, research, and public health related to infectious diseases and immunological health. | 1. **Good Health and Well-Being (Goal 3)**: Understanding immune responses and microbial interactions is crucial for developing vaccines, therapies, and public health strategies to combat infectious diseases. 2. **Quality Education (Goal 4)**: The course enhances students’ knowledge and skills in critical areas of health science, preparing them for careers in healthcare, research, and public health. 3. **Reduced Inequalities (Goal 10)**: Research in immunology and microbiology can help address health disparities by informing strategies for equitable access to vaccines and treatments in underserved populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in immunological and microbiological research can lead to innovations in diagnostics, therapeutics, and public health interventions. 5. **Partnerships for the Goals (Goal 17)**: Collaboration between academic institutions, healthcare organizations, and industry can enhance research efforts and improve health outcomes related to infectious diseases. By equipping students with knowledge and skills in immunology and microbiology, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110505 | Anatomi & Embriologi Gigi | Dental Anatomy & Embryology | “Dental Anatomy & Embryology” is a course that focuses on the structure, development, and morphology of teeth and oral structures. Students learn about the anatomical features of different types of teeth, the processes of tooth development from embryonic stages, and the histological aspects of dental tissues. The course emphasizes the importance of understanding dental anatomy for clinical practice, including tooth identification, occlusion, and the relationship between dental structures and overall oral health. This foundational knowledge is crucial for students pursuing careers in dentistry and oral health. | 1. **Good Health and Well-Being (Goal 3)**: Understanding dental anatomy and embryological development is essential for diagnosing and treating oral health issues, contributing to overall health and well-being. 2. **Quality Education (Goal 4)**: This course provides foundational knowledge critical for dental students, enhancing their understanding of oral structures and developmental processes necessary for effective clinical practice. 3. **Reduced Inequalities (Goal 10)**: A strong grasp of dental anatomy and embryology can help address disparities in dental care by informing equitable treatment approaches for diverse populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Knowledge gained in this course can inform advancements in dental practices and technologies, leading to improved diagnostic and treatment methods. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting oral health through effective understanding of dental anatomy supports community health initiatives, contributing to the overall well-being of populations. By equipping students with knowledge in dental anatomy and embryology, this course prepares them to address significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110605 | Ilmu Bahan dan Teknologi Kedokteran Gigi | Materials Science and Dentistry Technology | “Materials Science and Dentistry Technology” is a course that explores the various materials used in dental practice and their properties, applications, and implications for patient care. Students learn about the composition and characteristics of dental materials such as metals, ceramics, composites, and polymers, as well as their behavior under different conditions. The course emphasizes the selection, manipulation, and application of these materials in restorative and prosthetic dentistry, including their impact on treatment outcomes. Additionally, students gain insights into the latest advancements in dental technology and material innovations, preparing them for practical applications in clinical settings. | 1. **Good Health and Well-Being (Goal 3)**: Understanding materials science is crucial for developing safe and effective dental materials and technologies, directly impacting patient care and health outcomes. 2. **Quality Education (Goal 4)**: The course enhances students’ knowledge and skills in both materials science and dental technology, preparing them for careers in dental innovation and practice. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in materials science lead to the development of innovative dental technologies and practices, improving the effectiveness and efficiency of dental treatments. 4. **Reduced Inequalities (Goal 10)**: By focusing on the development of affordable and accessible dental materials, the course can contribute to reducing inequalities in dental care access and quality. 5. **Sustainable Cities and Communities (Goal 11)**: Promoting the use of sustainable materials and technologies in dentistry supports community health initiatives and enhances the overall quality of life. By equipping students with knowledge in materials science and dental technology, this course prepares them to tackle significant health challenges and contribute to various global objectives associated with these SDGs. |
| PENDIDIKAN DOKTER GIGI | PENDIDIKAN DOKTER GIGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23J01110704 | Ilmu Kedokteran Klinik | Clinical Medicine | “Clinical Medicine” is a course that provides an in-depth understanding of the principles and practices involved in diagnosing and treating medical conditions. Students learn about various clinical disciplines, including internal medicine, surgery, pediatrics, and psychiatry, with a focus on patient assessment, history taking, and clinical examination techniques. The course emphasizes evidence-based practice, diagnostic reasoning, and the management of acute and chronic illnesses. Through case studies and practical experiences, students develop critical thinking and clinical skills essential for effective patient care in diverse healthcare settings. | 1. **Good Health and Well-Being (Goal 3)**: Clinical Medicine is fundamentally aimed at diagnosing, treating, and preventing illnesses, directly contributing to improved health outcomes and overall well-being. 2. **Quality Education (Goal 4)**: The course provides comprehensive medical education and training, equipping students with the knowledge and skills necessary for effective clinical practice. 3. **Reduced Inequalities (Goal 10)**: By focusing on inclusive healthcare practices and understanding health disparities, the course aims to promote equitable access to medical care for all populations. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Advances in clinical practices, research, and technologies are integral to improving healthcare delivery and patient outcomes. 5. **Partnerships for the Goals (Goal 17)**: Clinical Medicine often involves collaboration between healthcare providers, researchers, and community organizations to enhance health services and promote public health initiatives. By preparing students to address complex health challenges, this course contributes to various global objectives associated with these SDGs. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130202 | Manajemen Kegiatan | Activity Management | The course “Activity Management” focuses on the planning, organization, and execution of activities within various contexts, such as business, events, or community programs. It covers the principles and techniques necessary for effectively managing resources, timelines, and stakeholder engagement to ensure the successful delivery of activities. Students learn about project management methodologies, risk assessment, budgeting, and performance evaluation. Key topics may include event planning, team coordination, communication strategies, and the use of technology to enhance activity management. The course emphasizes practical applications and real-world case studies, equipping students with the skills needed to lead and manage diverse activities in dynamic environments. | 1. SDG 8: Decent Work and Economic Growth – The course often focuses on managing activities that contribute to economic development, promoting sustainable business practices, and creating decent jobs. 2. SDG 4: Quality Education – Activity management involves planning and organizing educational programs and workshops, emphasizing the importance of quality education and lifelong learning. 3. SDG 11: Sustainable Cities and Communities – The course may cover topics related to community development and urban planning, focusing on creating inclusive, safe, and sustainable environments for all. 4. SDG 3: Good Health and Well-being – Activity management can include organizing health-related programs and initiatives that promote physical and mental well-being within communities. 5. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable practices in managing events and activities, focusing on resource efficiency and reducing waste. 6. SDG 17: Partnerships for the Goals – Effective activity management often involves collaboration with various stakeholders, including community organizations, businesses, and government agencies, fostering partnerships for sustainable development. These SDGs highlight the role of Activity Management in promoting economic growth, education, health, and sustainability within communities. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142703 | Sistem Informasi Manajemen | Management Information Systems | The course “Management Information Systems” (MIS) focuses on the study of systems and technologies used to collect, process, store, and disseminate information in organizations. It examines how information systems support decision-making, improve efficiency, and enhance organizational effectiveness. Students learn about various components of MIS, including database management, information technology infrastructure, software applications, and data analysis techniques. Key topics may include systems development life cycle (SDLC), enterprise resource planning (ERP), customer relationship management (CRM), cybersecurity, and the impact of emerging technologies on business processes. The course emphasizes the strategic role of information systems in achieving organizational goals and the importance of aligning technology with business needs. | 1. SDG 9: Industry, Innovation, and Infrastructure – MIS focuses on the use of technology and data management to drive innovation and improve infrastructure, contributing to efficient and sustainable industrial practices. 2. SDG 8: Decent Work and Economic Growth – By optimizing business processes and improving decision-making through information systems, MIS supports economic growth and the creation of decent jobs. 3. SDG 4: Quality Education – The course often includes training on information systems that enhance educational practices and administrative efficiencies in educational institutions. 4. SDG 12: Responsible Consumption and Production – MIS can promote sustainable business practices by improving resource management, reducing waste, and facilitating responsible consumption through better data analysis. 5. SDG 11: Sustainable Cities and Communities – Information systems are crucial for smart city initiatives, helping to manage urban services, transportation, and community engagement effectively. 6. SDG 17: Partnerships for the Goals – MIS often emphasizes collaboration between organizations and stakeholders, leveraging technology for partnerships that drive sustainable development. These SDGs reflect the importance of Management Information Systems in promoting innovation, efficiency, and sustainable practices across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142803 | Marketing in Digital Era | Marketing in the Digital Era | The course “Marketing in the Digital Era” explores the strategies and tools used in modern digital marketing. It examines how digital technologies have transformed marketing practices, consumer behavior, and business models. Students learn about various digital marketing channels, including social media, email, search engine optimization (SEO), content marketing, and online advertising. Key topics may include data analytics, customer engagement, brand management, and the ethical considerations of digital marketing. The course emphasizes the importance of creating integrated marketing campaigns that leverage digital platforms to reach and engage target audiences effectively. Students also gain practical skills in using digital marketing tools and measuring campaign performance to drive business success in the digital landscape. | 1. SDG 8: Decent Work and Economic Growth – The course can contribute to economic growth by teaching effective marketing strategies that support business development and job creation. 2. SDG 12: Responsible Consumption and Production – Digital marketing can promote sustainable practices by encouraging responsible consumer behavior and promoting eco-friendly products and services. 3. SDG 9: Industry, Innovation, and Infrastructure – The course often emphasizes the role of technology and innovation in marketing, helping businesses leverage digital tools for growth and efficiency. 4. SDG 4: Quality Education – By providing knowledge about digital marketing strategies, the course supports educational goals and enhances skills relevant to the job market. 5. SDG 10: Reduced Inequality – Digital marketing can help small businesses and marginalized communities reach wider audiences, promoting inclusivity and reducing economic disparities. 6. SDG 17: Partnerships for the Goals – Successful marketing strategies often involve collaboration with various stakeholders, including influencers, businesses, and community organizations, to amplify messages and reach target audiences effectively. These SDGs highlight the role of digital marketing in fostering economic development, promoting sustainability, and enhancing educational opportunities. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142903 | Integrated marketing communication | Integrated marketing communications | The course “Integrated Marketing Communications” (IMC) focuses on the strategic coordination of various marketing communication channels to deliver a unified message to consumers. It examines how organizations can effectively combine advertising, public relations, sales promotion, direct marketing, and digital marketing to create cohesive marketing campaigns. Students learn about the importance of brand consistency, audience targeting, and message alignment across different platforms. Key topics may include campaign planning, media strategy, measurement and evaluation of communication effectiveness, and the role of storytelling in marketing. The course emphasizes the importance of integrating communication efforts to enhance brand awareness, customer engagement, and overall marketing effectiveness. | 1. SDG 8: Decent Work and Economic Growth – IMC supports economic growth by equipping students with skills to create effective marketing strategies that enhance business performance and job creation. 2. SDG 12: Responsible Consumption and Production – The course can promote sustainable practices by encouraging businesses to communicate their commitment to sustainability and responsible consumption. 3. SDG 4: Quality Education – By teaching the principles of integrated communications, the course enhances students’ knowledge and skills, contributing to quality education and professional development. 4. SDG 10: Reduced Inequality – Effective IMC can help marginalized groups access markets and promote inclusive messaging, reducing inequalities in marketing outreach and representation. 5. SDG 9: Industry, Innovation, and Infrastructure – IMC emphasizes the role of innovative communication strategies in building strong brands and enhancing market presence, driving industry growth. 6. SDG 17: Partnerships for the Goals – IMC often involves collaboration with various stakeholders, including media, community organizations, and influencers, to create cohesive marketing strategies. These SDGs highlight the importance of Integrated Marketing Communications in fostering economic development, promoting sustainable practices, and enhancing educational outcomes. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142003 | Manajemen Kompensasi | Compensation Management | Compensation Management is a course that explores the strategies and practices related to employee compensation and benefits within organizations. It covers key topics such as salary structures, incentive programs, benefits administration, and legal considerations in compensation. Students learn to design and implement effective compensation systems that align with organizational goals, motivate employees, and ensure equity. The course also examines the role of compensation in talent acquisition and retention, as well as the impact of market trends and economic factors. Practical case studies and assessments often enhance understanding, preparing students for careers in human resources and organizational management. | 1. SDG 8: Decent Work and Economic Growth – This goal is central to compensation management, focusing on fair and equitable pay practices that support economic growth and enhance employee satisfaction. 2. SDG 10: Reduced Inequality – Effective compensation management helps address wage disparities and promotes equity in pay, contributing to reduced inequalities within the workplace. 3. SDG 4: Quality Education – By providing knowledge and skills related to compensation systems and strategies, the course supports professional development in human resources and management fields. 4. SDG 3: Good Health and Well-being – Compensation packages often include benefits related to health and wellness, influencing employee well-being and overall job satisfaction. 5. SDG 5: Gender Equality – The course can address issues related to pay equity between genders, promoting practices that help eliminate gender-based wage gaps. 6. SDG 17: Partnerships for the Goals – Compensation management often involves collaboration between various stakeholders, including management, employees, and labor unions, to create fair compensation systems. These SDGs highlight the importance of Compensation Management in fostering fair labor practices, promoting equity, and enhancing overall workplace satisfaction and productivity. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142103 | Performance Appraisal | Performance Appraisal | Performance Appraisal is a course that examines the methods and practices used to evaluate employee performance within organizations. It covers key concepts such as appraisal systems, feedback mechanisms, and performance metrics. Students learn how to design and implement effective performance appraisal processes that align with organizational goals and promote employee development. The course also addresses the challenges of bias, legal considerations, and the role of performance appraisals in talent management and career development. Through case studies and practical assignments, students gain skills in conducting appraisals, providing constructive feedback, and fostering a culture of continuous improvement in the workplace | 1. SDG 8: Decent Work and Economic Growth – Effective performance appraisal systems contribute to employee development, productivity, and organizational growth, supporting economic development. 2. SDG 10: Reduced Inequality – A well-structured appraisal process can promote fairness and transparency in evaluations, helping to reduce biases and inequalities in the workplace. 3. SDG 4: Quality Education – The course provides insights into performance management techniques that enhance employees’ skills and knowledge, contributing to lifelong learning and professional development. 4. SDG 3: Good Health and Well-being – Performance appraisals can influence employee well-being by identifying areas for improvement and supporting professional growth, which can enhance job satisfaction. 5. SDG 5: Gender Equality – The course can address the importance of equitable appraisal processes that ensure fair evaluations and opportunities for all employees, regardless of gender. 6. SDG 17: Partnerships for the Goals – Effective performance appraisal often involves collaboration between management and employees, fostering a culture of open communication and shared goals. These SDGs highlight the role of Performance Appraisal in promoting fair workplace practices, supporting employee development, and contributing to organizational success. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142203 | Manajemen Proyek | Project Management | Project Management is a course that focuses on the principles and practices involved in planning, executing, and closing projects effectively. It covers key topics such as project scope, scheduling, budgeting, risk management, and stakeholder communication. Students learn to use various project management methodologies, tools, and techniques, including Agile and Waterfall approaches. The course emphasizes leadership, teamwork, and problem-solving skills necessary for successful project delivery. Through practical case studies and hands-on projects, students develop the ability to manage resources, track progress, and adapt to changing circumstances, preparing them for careers in project management across various industries. | 1. SDG 8: Decent Work and Economic Growth – Project management skills contribute to effective resource utilization, efficient workflows, and the successful completion of projects, which drive economic growth and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Project management is crucial for planning and executing projects that improve infrastructure and foster innovation in various industries. 3. SDG 11: Sustainable Cities and Communities – Effective project management is essential for urban planning and sustainable development projects, ensuring that communities are resilient and well-organized. 4. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable project practices, including resource management, waste reduction, and efficient processes. 5. SDG 4: Quality Education – Project management education helps develop skills that are essential for successful careers, promoting quality education and lifelong learning opportunities. 6. SDG 17: Partnerships for the Goals – Project management often involves collaboration with diverse stakeholders, fostering partnerships that enhance project outcomes and support sustainable development goals. These SDGs highlight the importance of Project Management in driving economic development, fostering innovation, and promoting sustainability across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142303 | Supply Chain Management | Supply Chain Management | Supply Chain Management is a course that explores the design, implementation, and optimization of supply chains in a global context. It covers key topics such as logistics, inventory management, procurement, and demand forecasting. Students learn how to manage the flow of goods, information, and finances from suppliers to consumers, emphasizing efficiency and sustainability. The course also addresses challenges like risk management and the impact of technology on supply chains. Through case studies and practical exercises, students develop analytical and problem-solving skills essential for coordinating complex supply chain operations, preparing them for careers in logistics, operations, and supply chain management. | 1. SDG 8: Decent Work and Economic Growth – Effective supply chain management contributes to economic development by optimizing operations, enhancing efficiency, and creating job opportunities across various sectors. 2. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in sourcing, production, and distribution, promoting responsible use of resources and reducing waste throughout the supply chain. 3. SDG 9: Industry, Innovation, and Infrastructure – Supply chain management is critical for developing robust infrastructures and fostering innovation in processes and technologies to improve efficiency. 4. SDG 13: Climate Action – The course may cover strategies for minimizing the environmental impact of supply chain activities, including reducing carbon footprints and implementing sustainable logistics practices. 5. SDG 11: Sustainable Cities and Communities – Effective supply chains contribute to urban sustainability by ensuring efficient delivery of goods and services, enhancing quality of life in communities. 6. SDG 17: Partnerships for the Goals – Supply chain management often involves collaboration among various stakeholders, including suppliers, manufacturers, and distributors, fostering partnerships that drive sustainable practices. These SDGs highlight the significance of Supply Chain Management in promoting economic growth, sustainability, and responsible practices in global trade. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142403 | Statistical Process Control (SPC) | Statistical Process Control (SPC) | Statistical Process Control (SPC) is a course that focuses on the use of statistical methods to monitor and control processes in various industries. It covers key concepts such as control charts, process capability analysis, and quality improvement techniques. Students learn how to collect and analyze data to identify variations in processes and make informed decisions to enhance quality and efficiency. The course emphasizes the importance of continuous improvement and the role of SPC in achieving organizational goals. Through practical applications and case studies, students develop skills in data analysis and problem-solving, preparing them for careers in quality management, operations, and manufacturing | 1. SDG 8: Decent Work and Economic Growth – SPC improves process efficiency and quality in manufacturing and services, leading to enhanced productivity and economic growth, and contributing to decent work conditions. 2. SDG 12: Responsible Consumption and Production – By minimizing waste and optimizing resource use, SPC promotes sustainable practices in production processes, encouraging responsible consumption. 3. SDG 9: Industry, Innovation, and Infrastructure – SPC is essential for quality management in industries, supporting innovation and the development of robust infrastructures through improved processes. 4. SDG 3: Good Health and Well-being – In sectors like healthcare, SPC can enhance service delivery and product quality, directly impacting patient safety and overall well-being. 5. SDG 4: Quality Education – The course itself contributes to quality education by providing students with essential skills in data analysis, quality control, and process improvement. 6. SDG 17: Partnerships for the Goals – Implementing SPC often involves collaboration among various teams and stakeholders within organizations to improve quality and efficiency. These SDGs reflect the importance of Statistical Process Control in enhancing quality, promoting sustainability, and driving economic growth across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142503 | Manajemen Strategi Sektor Publik | Public Sector Strategic Management | Public Sector Strategic Management is a course that explores the unique challenges and practices of strategic management within government and nonprofit organizations. It covers key topics such as policy formulation, resource allocation, performance measurement, and stakeholder engagement. Students learn how to develop and implement strategies that align with public sector goals and address community needs. The course emphasizes the importance of accountability, transparency, and collaboration in the public sector. Through case studies and practical projects, students gain insights into strategic planning processes, enabling them to effectively contribute to the management and improvement of public services and programs. | 1. SDG 16: Peace, Justice, and Strong Institutions – This goal is central to public sector management, focusing on promoting effective, accountable, and transparent institutions at all levels. 2. SDG 11: Sustainable Cities and Communities – Strategic management in the public sector is crucial for urban planning and sustainable community development, ensuring cities are inclusive and resilient. 3. SDG 8: Decent Work and Economic Growth – Effective strategic management can enhance public sector efficiency, leading to improved service delivery, job creation, and economic growth. 4. SDG 4: Quality Education – The course may emphasize leadership and management training for public sector professionals, contributing to quality education and capacity building. 5. SDG 17: Partnerships for the Goals – Public sector strategic management often involves collaboration with various stakeholders, including NGOs, private sector partners, and community organizations, to achieve sustainable development goals. 6. SDG 12: Responsible Consumption and Production – The course can address sustainable resource management practices within the public sector, promoting efficiency and responsible use of public resources. These SDGs highlight the role of Public Sector Strategic Management in fostering effective governance, sustainable development, and community resilience. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02142603 | Kewirausahaan Sosial | Social Entrepreneurship | Social Entrepreneurship is a course that focuses on the principles and practices of creating social value through innovative business solutions. It explores how entrepreneurs address social, environmental, and community issues while achieving financial sustainability. Students learn about the lifecycle of social ventures, including idea generation, business modeling, funding, and impact assessment. The course emphasizes ethical decision-making, stakeholder engagement, and the measurement of social impact. Through case studies and practical projects, students develop skills in problem-solving, strategic planning, and resource mobilization, preparing them for careers in social enterprises, nonprofits, and community-focused initiatives. | 1. SDG 1: No Poverty – Social entrepreneurship often focuses on innovative solutions to alleviate poverty and improve livelihoods in underserved communities. 2. SDG 8: Decent Work and Economic Growth – The course emphasizes creating sustainable jobs and promoting economic growth through socially responsible business practices. 3. SDG 10: Reduced Inequality – Social entrepreneurs often work to address social and economic inequalities, promoting inclusivity and equal opportunities for marginalized groups. 4. SDG 3: Good Health and Well-being – Many social enterprises aim to improve health outcomes by providing access to healthcare services, education, and wellness programs. 5. SDG 4: Quality Education – Social entrepreneurship can focus on educational initiatives that provide quality learning opportunities and skills development, particularly for disadvantaged populations. 6. SDG 12: Responsible Consumption and Production – The course may cover sustainable business practices that promote responsible consumption and production patterns. 7. SDG 17: Partnerships for the Goals – Social entrepreneurs often collaborate with various stakeholders, including governments, NGOs, and communities, to achieve social impact. These SDGs highlight the significant role of social entrepreneurship in driving positive social change, fostering economic development, and promoting sustainability. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141303 | Manajemen Keuangan Sektor Publik | Public Sector Financial Management | Public Sector Financial Management is a course that examines the principles and practices of managing financial resources within government and nonprofit organizations. It covers key topics such as budgeting, financial reporting, resource allocation, and performance measurement. Students learn about the regulatory frameworks and policies that govern public finance, as well as the tools and techniques used to ensure accountability and transparency. The course emphasizes the importance of strategic financial planning and management in achieving organizational goals and serving the public interest. | 1. SDG 16: Peace, Justice, and Strong Institutions – Effective financial management is essential for building accountable and transparent public institutions, promoting good governance. 2. SDG 8: Decent Work and Economic Growth – Sound financial management supports economic growth by ensuring efficient allocation of resources and effective budgeting, leading to job creation and improved public services. 3. SDG 11: Sustainable Cities and Communities – Financial management plays a crucial role in urban planning and infrastructure development, contributing to sustainable community growth and resilience. 4. SDG 4: Quality Education – The course may cover funding mechanisms for education, helping to ensure that financial resources are effectively allocated to enhance educational outcomes. 5. SDG 12: Responsible Consumption and Production – Public financial management can promote sustainable resource use and accountability in government spending, encouraging responsible consumption. 6. SDG 17: Partnerships for the Goals – Effective financial management often involves collaboration with various stakeholders, including public agencies, NGOs, and the private sector, to achieve development objectives. These SDGs underscore the importance of Public Sector Financial Management in fostering transparency, sustainability, and effective governance in public institutions. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141403 | Manajemen Penjualan | Sales Management | Sales Management is a course that focuses on the strategies, techniques, and practices involved in managing a sales team and driving sales performance. It covers key topics such as sales planning, forecasting, recruitment, training, and performance evaluation. Students learn how to develop effective sales strategies, manage customer relationships, and utilize data-driven approaches to enhance sales productivity. The course also emphasizes the importance of communication, negotiation skills, and ethical considerations in sales. Through case studies and practical projects, students gain insights into the sales process and develop leadership skills, preparing them for careers in sales management and business development. | 1. SDG 8: Decent Work and Economic Growth – Effective sales management contributes to business growth, job creation, and economic development through enhanced sales strategies and practices. 2. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable selling practices, promoting products and services that are environmentally friendly and ethically produced. 3. SDG 9: Industry, Innovation, and Infrastructure – Sales management involves understanding market needs and promoting innovative products, which can drive industry growth and improve infrastructure. 4. SDG 10: Reduced Inequality – By focusing on inclusive sales strategies, the course can help businesses reach underserved markets, promoting economic opportunities for marginalized groups. 5. SDG 4: Quality Education – The course contributes to quality education by equipping students with essential skills in sales techniques, customer relationship management, and negotiation. 6. SDG 17: Partnerships for the Goals – Sales management often involves collaboration with various stakeholders, including marketing, supply chain, and customer service, fostering partnerships that enhance business success. These SDGs highlight the role of Sales Management in driving economic growth, promoting sustainable practices, and enhancing educational outcomes. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141503 | Pemasaran Global | Global Marketing | Global Marketing is a course that explores the strategies and practices involved in marketing products and services across international borders. It covers key topics such as market entry strategies, cultural considerations, global branding, and digital marketing in a global context. Students learn to analyze global markets, understand consumer behavior in different regions, and adapt marketing strategies to diverse cultural and economic environments. The course emphasizes the challenges and opportunities of operating in a global marketplace, including competition and regulatory issues. Through case studies and practical projects, students develop skills in strategic planning and execution, preparing them for careers in international marketing and global business. | 1. SDG 8: Decent Work and Economic Growth – Global marketing strategies can stimulate economic growth by expanding market access for businesses and creating job opportunities in diverse regions. 2. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable marketing practices, encouraging companies to promote environmentally friendly products and responsible consumption. 3. SDG 9: Industry, Innovation, and Infrastructure – Global marketing fosters innovation by encouraging businesses to develop new products and services that meet diverse market needs, supporting industry growth. 4. SDG 10: Reduced Inequality – Effective global marketing can help reach underserved markets, promoting economic opportunities and reducing disparities between different regions. 5. SDG 4: Quality Education – The course provides knowledge and skills in global marketing strategies, contributing to quality education and professional development in the field. 6. SDG 17: Partnerships for the Goals – Global marketing often involves collaboration with international partners, stakeholders, and communities, fostering partnerships that enhance market effectiveness and social impact. These SDGs reflect the importance of Global Marketing in promoting economic development, sustainability, and inclusive practices in the global marketplace. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141603 | Riset dan Analisa Pasar | Market Research and Analysis | Market Research and Analysis is a course that focuses on the techniques and methodologies used to gather and analyze data about markets, consumers, and competitors. It covers key topics such as research design, data collection methods (both qualitative and quantitative), survey development, and statistical analysis. Students learn how to interpret research findings to inform marketing strategies, identify market trends, and assess consumer preferences. The course emphasizes the importance of data-driven decision-making and the ethical considerations involved in research. Through hands-on projects and case studies, students develop practical skills in conducting market research and presenting actionable insights, preparing them for careers in marketing, consulting, and business analysis. | 1. SDG 8: Decent Work and Economic Growth – Market research helps businesses understand consumer needs and trends, driving economic growth and job creation by improving product offerings and services. 2. SDG 12: Responsible Consumption and Production – The course may emphasize research methods that assess consumer preferences for sustainable products, promoting responsible consumption practices. 3. SDG 9: Industry, Innovation, and Infrastructure – Market research supports innovation by providing insights that drive the development of new products and services, enhancing industry competitiveness. 4. SDG 10: Reduced Inequality – By analyzing diverse market segments, the course can help businesses reach underserved populations, promoting equitable access to products and services. 5. SDG 4: Quality Education – The course enhances students’ skills in data analysis, critical thinking, and strategic decision-making, contributing to quality education in business disciplines. 6. SDG 17: Partnerships for the Goals – Effective market research often involves collaboration with various stakeholders, including businesses, communities, and organizations, fostering partnerships that enhance market strategies. These SDGs highlight the role of Market Research and Analysis in driving economic development, promoting sustainability, and improving educational outcomes in the business field. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141703 | Service, Hospitality, and Tourism Marketing | Service, Hospitality, and Tourism Marketing | Service, Hospitality, and Tourism Marketing is a course that explores marketing strategies specific to the service industries, including hospitality and tourism. It covers key topics such as customer experience management, branding, market segmentation, and promotional tactics tailored for service-based businesses. Students learn about the unique challenges of marketing intangible products, the importance of relationship management, and the role of technology in enhancing service delivery. The course also examines trends in consumer behavior and the impact of cultural differences on marketing strategies. Through case studies and practical assignments, students develop skills in creating effective marketing plans and campaigns for service organizations, preparing them for careers in hospitality, tourism, and service marketing. | 1. SDG 8: Decent Work and Economic Growth – This course promotes economic growth through the development of marketing strategies that enhance job creation and employment opportunities in the service and tourism sectors. 2. SDG 12: Responsible Consumption and Production – It emphasizes sustainable practices in marketing, encouraging businesses to promote eco-friendly services and responsible consumption in tourism. 3. SDG 11: Sustainable Cities and Communities – The course can focus on marketing strategies that support sustainable tourism and community development, ensuring that tourism benefits local populations. 4. SDG 9: Industry, Innovation, and Infrastructure – By promoting innovative service offerings and experiences, the course contributes to the growth and competitiveness of the hospitality and tourism industries. 5. SDG 10: Reduced Inequality – Effective marketing can help promote inclusive tourism initiatives that reach underserved communities, enhancing economic opportunities for all. 6. SDG 17: Partnerships for the Goals – Collaboration with local businesses, governments, and communities is often essential in service and tourism marketing, fostering partnerships that enhance sustainable practices. These SDGs highlight the significance of Service, Hospitality, and Tourism Marketing in promoting economic development, sustainability, and community well-being in the tourism sector. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141803 | Perencanaan Sumber Daya Manusia | Human Resources Planning | Human Resources Planning is a course that focuses on the strategic process of forecasting and aligning an organization’s human resource needs with its business objectives. It covers key topics such as workforce analysis, talent acquisition, succession planning, and skills development. Students learn how to assess current workforce capabilities, identify gaps, and develop strategies to attract and retain talent. The course emphasizes the importance of aligning HR planning with organizational goals and adapting to changes in the labor market. Through case studies and practical projects, students gain insights into effective HR planning processes, preparing them for careers in human resource management and organizational development. | 1. SDG 8: Decent Work and Economic Growth – Effective human resources planning ensures that organizations can attract and retain talent, promoting job creation and fostering economic growth. 2. SDG 4: Quality Education – The course may focus on workforce development, skills training, and continuous learning, contributing to a skilled labor force and lifelong learning opportunities. 3. SDG 10: Reduced Inequality – Human resources planning can promote diversity and inclusion in the workplace, helping to reduce inequalities and ensure equitable opportunities for all employees. 4. SDG 5: Gender Equality – The course can address strategies for achieving gender parity in the workplace, promoting policies that support women’s advancement in various roles. 5. SDG 16: Peace, Justice, and Strong Institutions – By fostering fair labor practices and ethical workforce management, human resources planning contributes to the development of strong, accountable institutions. 6. SDG 17: Partnerships for the Goals – Collaboration between organizations and educational institutions is often emphasized in human resources planning to align workforce skills with industry needs. These SDGs highlight the importance of Human Resources Planning in fostering economic development, promoting equality, and supporting sustainable organizational practices. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141903 | Knowledge Management | Knowledge Management | Knowledge Management is a course that explores the processes and practices involved in capturing, sharing, and utilizing knowledge within organizations. It covers key topics such as knowledge creation, retention, transfer, and the role of technology in facilitating knowledge management systems. Students learn how to develop strategies to enhance organizational learning, improve decision-making, and foster innovation through effective knowledge sharing. The course emphasizes the importance of culture, leadership, and collaboration in creating a knowledge-driven environment. Through case studies and practical assignments, students gain insights into implementing knowledge management initiatives, preparing them for careers in management, consulting, and organizational development. | 1. SDG 4: Quality Education – Knowledge management promotes effective learning processes and knowledge sharing, contributing to quality education and lifelong learning opportunities. 2. SDG 8: Decent Work and Economic Growth – By facilitating innovation and efficient use of knowledge within organizations, knowledge management can enhance productivity and drive economic growth. 3. SDG 9: Industry, Innovation, and Infrastructure – Knowledge management supports innovation in industries by encouraging the sharing of ideas, best practices, and technological advancements. 4. SDG 16: Peace, Justice, and Strong Institutions – Effective knowledge management fosters transparency and accountability in institutions, supporting the development of strong governance practices. 5. SDG 10: Reduced Inequality – By promoting access to knowledge and information, the course can help reduce inequalities in opportunities and resources across different communities. 6. SDG 17: Partnerships for the Goals – Knowledge management often involves collaboration and partnerships between organizations, communities, and stakeholders, enhancing collective impact. These SDGs highlight the role of Knowledge Management in promoting sustainable development, fostering innovation, and enhancing organizational effectiveness. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140603 | Komunikasi Bisnis | Business Communication | Business Communication is a course that focuses on the essential communication skills required in a professional business environment. It covers key topics such as written communication, oral presentations, nonverbal communication, and interpersonal skills. Students learn how to effectively convey information, craft professional documents (such as reports, emails, and proposals), and engage in constructive dialogue with colleagues and clients. The course emphasizes the importance of clarity, persuasion, and audience awareness in business communication. Through practical exercises and case studies, students develop their ability to communicate effectively across various platforms and situations, preparing them for successful careers in diverse business settings. | 1. SDG 8: Decent Work and Economic Growth – Effective communication skills are essential for fostering a productive work environment, driving economic growth, and enhancing job opportunities. 2. SDG 4: Quality Education – The course promotes the development of essential communication skills, contributing to quality education and lifelong learning. 3. SDG 10: Reduced Inequality – Business communication strategies can help ensure that diverse voices are heard within organizations, promoting inclusivity and reducing inequality. 4. SDG 5: Gender Equality – Effective communication is vital for advocating for gender equality in the workplace and ensuring that women’s perspectives and contributions are recognized. 5. SDG 17: Partnerships for the Goals – Strong communication skills facilitate collaboration and partnerships among various stakeholders, enhancing cooperation towards shared goals. 6. SDG 16: Peace, Justice, and Strong Institutions – Effective communication contributes to transparency and accountability in organizations, fostering trust and strong governance. These SDGs highlight the significance of Business Communication in promoting effective organizational practices, fostering inclusivity, and supporting sustainable development. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140703 | Retailing | Retailing | Retailing is a course that examines the principles and practices of selling goods and services directly to consumers. It covers key topics such as retail strategy, store management, merchandising, customer service, and the impact of e-commerce on the retail landscape. Students learn about the retail supply chain, inventory management, and marketing techniques specific to retail environments. The course also explores consumer behavior and trends shaping the retail industry. Through case studies and practical projects, students develop skills in strategic planning, problem-solving, and operational management, preparing them for careers in retail management, marketing, and business development. | 1. SDG 8: Decent Work and Economic Growth – Retailing plays a significant role in job creation and economic development, contributing to local and national economies. 2. SDG 12: Responsible Consumption and Production – The course often emphasizes sustainable retail practices, encouraging businesses to promote eco-friendly products and reduce waste. 3. SDG 9: Industry, Innovation, and Infrastructure – Retailing involves innovative strategies and technologies that can enhance customer experience and improve supply chain efficiency. 4. SDG 10: Reduced Inequality – By focusing on inclusive marketing and accessible retail strategies, the course can help address inequalities in access to products and services. 5. SDG 11: Sustainable Cities and Communities – Retailing contributes to urban development and community planning, and the course may cover sustainable practices that benefit local communities. 6.SDG 17: Partnerships for the Goals – Collaboration with suppliers, communities, and other stakeholders is vital in retailing, fostering partnerships that enhance sustainability and business success. These SDGs highlight the importance of Retailing in driving economic growth, promoting sustainability, and supporting community development. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140803 | Pasar Keuangan | Financial Markets | Financial Markets is a course that explores the structure, functions, and dynamics of various financial markets, including equity, debt, foreign exchange, and derivatives markets. It covers key concepts such as market efficiency, trading mechanisms, investment strategies, and the role of financial institutions. Students learn how financial markets operate, how prices are determined, and the factors influencing market behavior. The course also addresses risk management, regulatory frameworks, and the impact of macroeconomic factors on financial markets. Through case studies and practical exercises, students develop analytical skills necessary for making informed investment decisions, preparing them for careers in finance, investment banking, and asset management. | 1. SDG 8: Decent Work and Economic Growth – Financial markets play a crucial role in facilitating investment, creating jobs, and driving economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – The course may explore how financial markets support infrastructure development and innovation through capital allocation. 3. SDG 10: Reduced Inequality – Access to financial markets can promote economic opportunities and wealth distribution, helping to reduce inequalities. 4. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable investing practices and the role of financial markets in promoting responsible business practices. 5. SDG 17: Partnerships for the Goals – Financial markets often require collaboration between various stakeholders, including governments, businesses, and investors, to achieve sustainable development goals. 6. SDG 16: Peace, Justice, and Strong Institutions – A well-functioning financial market contributes to economic stability and the establishment of strong institutions that support governance and transparency. These SDGs reflect the significance of Financial Markets in promoting economic development, sustainability, and inclusive growth. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140903 | Manajemen Risiko | Risk Management | Risk Management is a course that focuses on identifying, assessing, and mitigating risks in various organizational contexts. It covers key topics such as risk assessment techniques, risk analysis frameworks, and the development of risk management strategies. Students learn to evaluate financial, operational, and strategic risks, as well as the regulatory and ethical considerations involved in managing risks. The course emphasizes the importance of proactive risk management in decision-making and organizational resilience. Through case studies and practical applications, students develop skills in creating risk management plans and implementing effective risk mitigation strategies, preparing them for careers in risk management, compliance, and business continuity planning. | 1. SDG 8: Decent Work and Economic Growth – Effective risk management contributes to organizational stability and resilience, fostering economic growth and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – The course may cover how risk management supports innovation by identifying and mitigating potential challenges in industries and infrastructure projects. 3. SDG 12: Responsible Consumption and Production – Risk management can promote sustainable practices by assessing and minimizing environmental and social risks associated with production and consumption. 4. SDG 11: Sustainable Cities and Communities – Understanding risks in urban planning and development helps create safer and more resilient communities. 5. SDG 10: Reduced Inequality – Risk management practices can address inequalities by ensuring that vulnerable populations are considered in risk assessments and management strategies. 6. SDG 16: Peace, Justice, and Strong Institutions – Strong risk management frameworks contribute to governance, accountability, and the overall effectiveness of institutions. 7. SDG 17: Partnerships for the Goals – Collaboration among stakeholders is often essential in risk management, fostering partnerships to enhance resilience and achieve sustainable outcomes. These SDGs highlight the importance of Risk Management in promoting stability, sustainability, and inclusive practices across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141003 | Analisis Informasi Keuangan | Financial Information Analysis | Financial Information Analysis is a course that focuses on evaluating and interpreting financial data to support decision-making in organizations. It covers key topics such as financial statement analysis, ratio analysis, and cash flow assessment. Students learn to analyze the financial health of businesses by examining income statements, balance sheets, and cash flow statements. The course emphasizes the importance of understanding financial metrics, trends, and valuation techniques. Through case studies and practical exercises, students develop skills in assessing investment opportunities, conducting risk assessments, and making informed financial recommendations, preparing them for careers in finance, investment analysis, and corporate financial management. | 1. SDG 8: Decent Work and Economic Growth – Analyzing financial information helps organizations make informed decisions that drive growth and create jobs. 2. SDG 9: Industry, Innovation, and Infrastructure – The course may focus on how financial analysis supports investment in innovative projects and infrastructure development. 3. SDG 10: Reduced Inequality – By understanding financial performance, businesses can develop strategies to promote equitable practices and ensure fair access to resources. 4. SDG 12: Responsible Consumption and Production – Financial analysis can guide companies in adopting sustainable practices and making responsible decisions regarding resource use. 5. SDG 17: Partnerships for the Goals – Effective financial information analysis often involves collaboration between various stakeholders, including businesses, investors, and policymakers, to align financial strategies with sustainable development goals. 6. SDG 16: Peace, Justice, and Strong Institutions – Transparent financial analysis supports governance and accountability in organizations, contributing to the development of strong institutions. These SDGs highlight the significance of Financial Information Analysis in promoting sustainable economic practices and fostering informed decision-making. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141103 | Manajemen Keuangan Internasional | International Financial Management | International Financial Management is a course that examines financial decision-making in a global context. It covers key topics such as foreign exchange markets, international capital budgeting, risk management, and the impact of international economic factors on financial strategies. Students learn how to analyze and manage currency risks, assess international investment opportunities, and navigate the complexities of global financial markets. The course emphasizes the importance of understanding cultural differences and regulatory environments when making financial decisions across borders. Through case studies and practical applications, students develop skills necessary for managing financial resources in multinational corporations, preparing them for careers in international finance, investment banking, and global business management | 1. SDG 8: Decent Work and Economic Growth – International financial management plays a crucial role in facilitating cross-border investments, which can drive economic growth and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – The course may cover how international finance supports infrastructure projects and innovation across different countries and regions. 3. SDG 10: Reduced Inequality – Understanding international finance can help businesses operate in diverse markets, promoting equitable access to resources and opportunities. 4. SDG 12: Responsible Consumption and Production – The course can emphasize sustainable financial practices, encouraging investments that align with environmental and social responsibility. 5. SDG 17: Partnerships for the Goals – International financial management often involves collaboration between various stakeholders, including governments, businesses, and international organizations, to achieve sustainable development objectives. 6. SDG 16: Peace, Justice, and Strong Institutions – Strong international financial systems contribute to governance and stability, fostering trust and transparency in financial transactions. These SDGs highlight the importance of International Financial Management in promoting sustainable economic development and facilitating global cooperation. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02141203 | Manajemen Keuangan Syariah | Sharia Financial Management | Sharia Financial Management is a course that focuses on financial practices and principles aligned with Islamic law (Sharia). It covers key topics such as the prohibition of interest (riba), risk-sharing, ethical investment, and the various financial instruments compliant with Sharia, such as Sukuk (Islamic bonds) and Murabaha (cost-plus financing). Students learn to analyze and develop financial strategies that adhere to Islamic ethical standards while addressing the financial needs of individuals and organizations. The course emphasizes the integration of financial management concepts with Islamic principles, promoting responsible and sustainable financial practices. Through case studies and practical applications, students prepare for careers in Islamic banking, finance, and investment. | 1. SDG 8: Decent Work and Economic Growth – Sharia finance promotes ethical investment practices and can drive economic growth while providing fair employment opportunities. 2. SDG 10: Reduced Inequality – Sharia financial principles often emphasize equitable distribution of wealth and risk-sharing, contributing to reducing economic inequalities. 3. SDG 12: Responsible Consumption and Production – Sharia finance prohibits investments in harmful industries (like alcohol and gambling), promoting responsible business practices and sustainable consumption. 4. SDG 17: Partnerships for the Goals – Collaborative efforts between financial institutions, businesses, and communities are essential in Sharia finance to achieve sustainable development objectives. 5. SDG 16: Peace, Justice, and Strong Institutions – Sharia financial management supports ethical governance and transparency in financial transactions, contributing to stronger institutions. 6. SDG 4: Quality Education – The course can emphasize the importance of financial literacy and education in understanding Islamic finance principles, promoting informed decision-making. These SDGs reflect the significance of Sharia Financial Management in promoting ethical financial practices and supporting sustainable economic development. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130703 | Seminar Manajemen Operasional | Operational Management Seminar | Operational Management Seminar is a course designed to provide an in-depth exploration of advanced topics in operational management. It typically involves a combination of theoretical frameworks, case studies, and practical applications to address current challenges in operations. Key topics may include process optimization, supply chain management, quality control, and the impact of technology on operations. Students engage in discussions, presentations, and group projects to analyze real-world operational issues and develop strategic solutions. The seminar format encourages active participation and critical thinking, preparing students for leadership roles in operations and supply chain management across various industries. | 1. SDG 8: Decent Work and Economic Growth – Effective operational management enhances productivity and efficiency, contributing to economic growth and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – The course often explores how operational management supports innovation and the development of robust infrastructure in various industries. 3. SDG 12: Responsible Consumption and Production – Operational management emphasizes sustainable practices in production and resource use, promoting efficiency and reducing waste. 4. SDG 11: Sustainable Cities and Communities – The seminar may cover topics related to supply chain management and urban operations, contributing to the sustainability of communities. 5. SDG 10: Reduced Inequality – By focusing on inclusive operational strategies, the course can help organizations address disparities and promote equitable practices. 6. SDG 17: Partnerships for the Goals – Operational management often involves collaboration among various stakeholders, enhancing partnerships that contribute to achieving sustainability goals. These SDGs highlight the importance of Operational Management in promoting efficiency, sustainability, and economic growth across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130803 | Seminar Manajemen Strategi dan Kewirausahaan | Strategic Management and Entrepreneurship Seminar | Strategic Management and Entrepreneurship Seminar is a course that delves into the intersection of strategic management practices and entrepreneurial principles. It focuses on advanced topics such as business model innovation, competitive analysis, strategic planning, and the role of entrepreneurship in driving organizational growth. Through case studies, discussions, and collaborative projects, students analyze real-world challenges faced by startups and established companies alike. The seminar format encourages active engagement, critical thinking, and the application of strategic frameworks to entrepreneurial ventures. Students develop skills in strategic decision-making and entrepreneurial thinking, preparing them for leadership roles in both startups and established organizations. | 1. SDG 8: Decent Work and Economic Growth – The course focuses on strategies that foster entrepreneurship, innovation, and economic growth, contributing to job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Entrepreneurship is often linked to innovation and the development of infrastructure, essential for industry growth and competitiveness. 3. SDG 10: Reduced Inequality – Strategic management can address inequalities by promoting inclusive business practices and supporting diverse entrepreneurs. 4. SDG 12: Responsible Consumption and Production – The seminar may explore sustainable business strategies that promote responsible resource use and production practices. 5. SDG 17: Partnerships for the Goals – Successful entrepreneurship often relies on partnerships and collaboration among various stakeholders, fostering cooperative efforts towards sustainable development. 6. SDG 4: Quality Education – The course can emphasize the importance of education and skill development in fostering entrepreneurial mindsets and capabilities. These SDGs highlight the significance of Strategic Management and Entrepreneurship in driving sustainable economic development and fostering innovation. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140106 | Skripsi | Thesis | Thesis is a course that involves independent research on a specific topic within a student’s field of study, culminating in a comprehensive written document. This course allows students to demonstrate their ability to conduct rigorous research, analyze data, and contribute original insights to their discipline. Students work closely with a faculty advisor to develop their research question, methodology, and framework for their thesis. The course typically includes milestones such as proposal development, literature reviews, and final presentations. Through this process, students enhance their critical thinking, writing, and presentation skills, preparing them for academic or professional careers that require in-depth knowledge and research capabilities. | 1. SDG 4: Quality Education – The thesis process promotes advanced learning, critical thinking, and research skills, contributing to quality education. 2. SDG 9: Industry, Innovation, and Infrastructure – Research in various fields often leads to innovations and improvements in industry practices and infrastructure. 3. SDG 13: Climate Action – Theses in environmental science, sustainability, or related fields may focus on climate change, promoting actions for mitigation and adaptation. 4. SDG 3: Good Health and Well-being – Research in health sciences can contribute to better health outcomes and the understanding of public health issues. 5. SDG 10: Reduced Inequality – Theses that explore social issues, economic disparities, or marginalized communities can contribute to reducing inequalities. 6. SDG 12: Responsible Consumption and Production – Research on sustainable practices can promote responsible resource use and reduce environmental impact. 7. SDG 17: Partnerships for the Goals – Collaborative research efforts often involve partnerships between academia, industry, and community organizations. The specific SDGs covered will vary widely based on the individual thesis topic and discipline. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140202 | Publikasi Karya Ilmiah | Publication of Scientific Works | Publication of Scientific Works is a course designed to equip students with the skills and knowledge necessary for publishing research in academic and professional settings. It covers key topics such as the structure and formatting of scientific papers, the peer review process, ethical considerations in publishing, and strategies for selecting appropriate journals. Students learn how to effectively communicate their research findings, manage the submission process, and respond to reviewer feedback. The course emphasizes the importance of clear writing, critical thinking, and the dissemination of knowledge. Through workshops and practical exercises, students gain hands-on experience in preparing their work for publication, preparing them for successful academic and research careers. | 1. SDG 4: Quality Education – Promotes the dissemination of knowledge and research findings, enhancing education and learning opportunities. 2. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation by sharing research results that can lead to advancements in various industries and infrastructure development. 3. SDG 13: Climate Action – Scientific publications often address climate-related research, helping to inform policies and actions for climate mitigation and adaptation. 4. SDG 3: Good Health and Well-being – Research in health sciences contributes to improved health outcomes and better understanding of health issues through published works. 6. SDG 10: Reduced Inequality – Research publications that focus on social justice, equity, and marginalized communities can contribute to reducing inequalities. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among researchers, institutions, and stakeholders to promote knowledge sharing and achieve sustainable development goals. These SDGs highlight the importance of publishing scientific works in fostering education, innovation, and informed decision-making across various fields. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140303 | Teknik Proyeksi Bisnis | Business Projection Techniques | Business Projection Techniques is a course that focuses on methods and tools used to forecast future business performance and financial outcomes. It covers key topics such as quantitative and qualitative forecasting methods, trend analysis, scenario planning, and financial modeling. Students learn how to analyze historical data, identify patterns, and develop projections for sales, expenses, and other key performance indicators. The course emphasizes the importance of accuracy and reliability in projections for effective decision-making and strategic planning. Through practical exercises and case studies, students gain skills in using statistical software and other tools to create actionable business forecasts, preparing them for roles in finance, consulting, and strategic management. | 1. SDG 8: Decent Work and Economic Growth – Business projections help organizations plan for growth and create jobs, contributing to economic development. 2. SDG 9: Industry, Innovation, and Infrastructure – Effective projection techniques support strategic planning and innovation within industries, fostering infrastructure development. 3. SDG 12: Responsible Consumption and Production – Understanding business projections can lead to more sustainable practices in resource use and production processes. 4. SDG 10: Reduced Inequality – By analyzing market trends and opportunities, businesses can develop strategies that promote inclusive practices and equitable access to resources. 5. SDG 17: Partnerships for the Goals – Collaboration among stakeholders is essential in business forecasting, encouraging partnerships that enhance sustainable development efforts. 6. SDG 4: Quality Education – The course promotes learning and skill development in projection techniques, contributing to better educational outcomes in business management. These SDGs highlight the relevance of Business Projection Techniques in fostering sustainable economic growth and informed decision-making. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140403 | Manajemen Koperasi dan UKM | Cooperative and SME Management | Cooperative and SME Management is a course that explores the principles and practices involved in managing cooperatives and small to medium-sized enterprises (SMEs). It covers key topics such as organizational structures, governance, financial management, marketing strategies, and the unique challenges faced by cooperatives and SMEs. Students learn about the cooperative business model, including member engagement and profit-sharing, as well as the importance of SMEs in economic development and job creation. The course emphasizes practical skills in strategic planning, operational management, and community engagement. Through case studies and projects, students develop a comprehensive understanding of how to effectively manage and grow cooperatives and SMEs, preparing them for careers in entrepreneurship, management, and community development. | 1. SDG 8: Decent Work and Economic Growth – SMEs are significant contributors to job creation and economic development, promoting inclusive economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – The course may emphasize how cooperatives and SMEs drive innovation and support the development of sustainable infrastructure. 3. SDG 10: Reduced Inequality – Cooperatives often focus on equitable distribution of resources and benefits, helping to reduce economic disparities within communities. 4. SDG 12: Responsible Consumption and Production – SMEs can promote sustainable business practices, encouraging responsible resource use and environmentally friendly production. 5. SDG 1: No Poverty – Supporting cooperatives and SMEs can lead to poverty alleviation by providing livelihoods and enhancing community resilience. 6. SDG 17: Partnerships for the Goals – Collaboration among cooperatives, SMEs, and other stakeholders is essential for achieving sustainable development objectives. These SDGs underscore the importance of Cooperative and SME Management in promoting sustainable economic practices and enhancing community well-being. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02140503 | Manajemen Perbankan dan Lembaga Keuangan | Banking and Financial Institution Management | Banking and Financial Institution Management is a course that explores the principles and practices involved in managing banks and other financial institutions. It covers key topics such as regulatory frameworks, risk management, asset-liability management, and financial product offerings. Students learn about the functions of various financial institutions, including commercial banks, investment banks, credit unions, and insurance companies, as well as the impact of economic factors on their operations. The course emphasizes the importance of strategic decision-making, compliance, and customer relationship management in the financial sector. Through case studies and practical applications, students develop skills necessary for effective management in banking and financial services, preparing them for careers in finance, investment, and risk management. | 1. SDG 8: Decent Work and Economic Growth – The course focuses on how financial institutions drive economic growth, provide jobs, and support stable financial systems. 2. SDG 9: Industry, Innovation, and Infrastructure – Banking and financial institutions play a critical role in funding infrastructure projects and supporting innovation in various industries. 3. SDG 10: Reduced Inequality – Financial institutions can promote inclusive access to financial services, helping to reduce economic disparities and support underserved communities. 4. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable financing practices, encouraging responsible investment and lending that align with environmental and social governance. 5. SDG 17: Partnerships for the Goals – Collaboration between financial institutions, businesses, and governments is essential for fostering partnerships that contribute to sustainable development. 6. SDG 3: Good Health and Well-being – By promoting financial stability, banks can support health initiatives and contribute to overall community well-being. These SDGs highlight the crucial role of Banking and Financial Institution Management in promoting sustainable economic development and fostering social equity. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121503 | Studi Kelayakan Bisnis | Business Feasibility Study | Business Feasibility Study is a course that focuses on assessing the viability of a business idea or project before its implementation. It covers key topics such as market analysis, financial projections, operational planning, and risk assessment. Students learn to evaluate various factors that contribute to the feasibility of a business, including market demand, competitive landscape, technical requirements, and funding sources. The course emphasizes the importance of thorough research and analysis in making informed business decisions. Through practical projects and case studies, students develop skills in conducting feasibility studies, preparing them for roles in entrepreneurship, business development, and strategic planning. | 1. SDG 8: Decent Work and Economic Growth – Conducting feasibility studies helps identify viable business opportunities that can lead to job creation and economic development. 2. SDG 9: Industry, Innovation, and Infrastructure – The course emphasizes the assessment of innovative business ideas and their potential to contribute to industry growth and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Feasibility studies can incorporate sustainability assessments, promoting responsible resource use and environmentally friendly practices. 4. SDG 10: Reduced Inequality – By evaluating business ideas that target underserved markets or communities, feasibility studies can help reduce economic disparities. 5. SDG 1: No Poverty – Viable business plans developed through feasibility studies can lead to entrepreneurship that alleviates poverty by providing livelihoods. 6. SDG 17: Partnerships for the Goals – Collaboration with stakeholders, including investors and community members, is often essential in feasibility studies, fostering partnerships that support sustainable development. These SDGs highlight the importance of Business Feasibility Studies in promoting sustainable economic practices and contributing to overall community well-being. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130103 | Manajemen Mutu | Quality Management | Quality Management is a course that focuses on the principles and practices of ensuring that products and services meet or exceed customer expectations. It covers key topics such as quality assurance, quality control, continuous improvement methodologies (like Six Sigma and Total Quality Management), and the role of standards and certifications (such as ISO). Students learn how to implement quality management systems, analyze performance metrics, and foster a culture of quality within organizations. The course emphasizes the importance of customer satisfaction and operational efficiency. Through case studies and practical applications, students develop skills in problem-solving, process improvement, and team collaboration, preparing them for careers in quality management and operational excellence across various industries. | 1. SDG 8: Decent Work and Economic Growth – Quality management practices enhance organizational efficiency and effectiveness, contributing to economic growth and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Quality management supports innovation in products and services, helping industries improve processes and infrastructure. 3. SDG 12: Responsible Consumption and Production – The course emphasizes sustainable practices in production and service delivery, promoting resource efficiency and waste reduction. 4. SDG 3: Good Health and Well-being – In sectors like healthcare, quality management is crucial for ensuring safe and effective services, directly impacting public health outcomes. 5. SDG 10: Reduced Inequality – Implementing quality management systems can help ensure that all stakeholders receive equitable treatment and benefits, reducing disparities. 6. SDG 17: Partnerships for the Goals – Quality management often involves collaboration between different departments and stakeholders to achieve common quality objectives, fostering partnerships for improvement. These SDGs reflect the critical role of Quality Management in promoting sustainability, efficiency, and equity across various sectors. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130203 | Manajemen Perubahan dan Inovasi | Change and Innovation Management | Change and Innovation Management is a course that explores the strategies and processes for managing organizational change and fostering innovation. It covers key topics such as the theories of change management, the role of leadership in driving change, and techniques for promoting a culture of innovation. Students learn to identify opportunities for change, assess the impact of new initiatives, and develop strategies to implement and sustain change effectively. The course emphasizes the importance of adaptability, stakeholder engagement, and communication in the change process. Through case studies and practical projects, students develop skills in strategic planning, problem-solving, and managing resistance, preparing them for roles in leadership, project management, and organizational development. | 1. SDG 8: Decent Work and Economic Growth – Effective change and innovation management can drive economic growth by fostering new business models and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – The course emphasizes the importance of innovation in industry and how it contributes to developing sustainable infrastructure. 3. SDG 10: Reduced Inequality – By promoting inclusive innovation practices, the course can address inequalities in access to resources and opportunities. 4. SDG 12: Responsible Consumption and Production – Change management strategies can encourage sustainable practices within organizations, promoting responsible resource use and reducing waste. 5. SDG 13: Climate Action – Innovation management often involves developing solutions to environmental challenges, contributing to climate change mitigation and adaptation efforts. 6. SDG 17: Partnerships for the Goals – The course may emphasize collaboration among various stakeholders, fostering partnerships that enhance innovation and drive sustainable development. These SDGs highlight the relevance of Change and Innovation Management in fostering sustainable practices and promoting economic and social development. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130303 | Metode Penelitian Bisnis | Business Research Methods | Business Research Methods is a course that introduces students to the methodologies and techniques used to conduct research in a business context. It covers key topics such as research design, data collection methods (both qualitative and quantitative), survey development, and data analysis. Students learn to formulate research questions, choose appropriate research methods, and interpret findings to inform business decisions. The course emphasizes ethical considerations in research and the importance of critical thinking in evaluating research quality. Through practical assignments and case studies, students gain hands-on experience in designing and conducting research projects, preparing them for roles in market research, business analysis, and strategic planning. | 1. SDG 4: Quality Education – The course promotes research skills and critical thinking, enhancing educational outcomes and fostering informed decision-making. 2. SDG 8: Decent Work and Economic Growth – By equipping students with research methodologies, the course contributes to improved business practices that can lead to economic growth and job creation. 3. SDG 9: Industry, Innovation, and Infrastructure – Business research can drive innovation and help assess infrastructure needs, supporting the development of sustainable industries. 4. SDG 12: Responsible Consumption and Production – Research methods can be applied to analyze consumer behavior and promote sustainable business practices. 5. SDG 10: Reduced Inequality – The course can address issues of inequality through research focused on marginalized communities and equitable business practices. 6. SDG 17: Partnerships for the Goals – Collaborative research projects often involve partnerships among businesses, academic institutions, and communities, fostering collective efforts toward sustainable development. These SDGs highlight the importance of Business Research Methods in promoting informed decision-making, innovation, and sustainable business practices. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130403 | Seminar Manajemen Keuangan | Financial Management Seminar | Financial Management Seminar is a course that provides an in-depth exploration of advanced topics in financial management. It covers critical areas such as corporate finance, investment analysis, capital budgeting, risk management, and financial strategy. Students engage in discussions, case studies, and presentations to analyze real-world financial challenges faced by organizations. The seminar format encourages active participation, allowing students to apply theoretical concepts to practical scenarios and develop their analytical and decision-making skills. This course prepares students for leadership roles in finance by enhancing their ability to think critically about financial issues and develop effective financial strategies. | 1. SDG 8: Decent Work and Economic Growth – The course focuses on financial management practices that promote economic stability and growth, contributing to job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Effective financial management supports investments in innovation and infrastructure, driving industry growth and development. 3. SDG 10: Reduced Inequality – Financial management strategies can promote inclusive access to financial services, helping to reduce economic disparities. 4. SDG 12: Responsible Consumption and Production – The seminar may emphasize sustainable financial practices, encouraging responsible resource management and investment decisions. 5. SDG 17: Partnerships for the Goals – Collaboration with stakeholders, including businesses, governments, and non-profits, is essential for effective financial management and achieving sustainable development goals. 6. SDG 3: Good Health and Well-being – Sound financial management in healthcare organizations can improve service delivery and public health outcomes. These SDGs illustrate the relevance of Financial Management Seminar in fostering sustainable economic practices and promoting social equity. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130503 | Manajemen Pemasaran | Marketing Management | Marketing Management is a course that focuses on the strategic planning, implementation, and evaluation of marketing activities within organizations. It covers key topics such as market research, consumer behavior, product development, pricing strategies, promotional tactics, and distribution channels. Students learn how to create and manage marketing plans that align with organizational goals and respond to market dynamics. The course emphasizes the importance of data-driven decision-making and the role of digital marketing in today’s business landscape. Through case studies and practical projects, students develop skills in strategic thinking, creativity, and effective communication, preparing them for careers in marketing, brand management, and business development. | 1. SDG 8: Decent Work and Economic Growth – Effective marketing strategies contribute to business growth and job creation, driving economic development. 2. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable marketing practices, promoting ethical consumption and encouraging companies to adopt responsible production methods. 3. SDG 9: Industry, Innovation, and Infrastructure – Marketing management supports innovation by helping businesses effectively communicate new products and services to the market. 4. SDG 10: Reduced Inequality – Marketing strategies can be designed to reach underserved communities, promoting inclusive access to products and services. 5. SDG 3: Good Health and Well-being – Marketing management in healthcare can promote awareness of health services and products, contributing to public health initiatives. 6. SDG 17: Partnerships for the Goals – Collaboration with various stakeholders, including NGOs and community organizations, can enhance marketing efforts that support sustainable development. These SDGs highlight the role of Marketing Management in promoting sustainable practices, driving economic growth, and fostering social equity. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02130603 | Seminar Manajemen Sumber Daya Manusia | Human Resources Management Seminar | Human Resources Management Seminar is a course that provides an in-depth examination of advanced topics in human resources management (HRM). It covers key areas such as talent acquisition, employee development, performance management, compensation and benefits, and organizational behavior. Students engage in discussions, case studies, and presentations to analyze contemporary HR challenges and best practices within various organizational contexts. The seminar format encourages active participation, allowing students to apply theoretical concepts to real-world HR scenarios and develop their critical thinking and problem-solving skills. This course prepares students for leadership roles in human resources by enhancing their understanding of strategic HRM and its impact on organizational success. | 1. Goal 4: Quality Education – Emphasizing the importance of education and training in HR practices. 2. Goal 5: Gender Equality – Focusing on diversity and inclusion in the workplace, promoting equal opportunities for all genders. 3. Goal 8: Decent Work and Economic Growth – Highlighting fair labor practices, employee rights, and promoting sustainable economic growth through responsible HR practices. 4. Goal 10: Reduced Inequalities – Addressing issues of inequality in the workplace and advocating for equitable treatment of all employees. 5. Goal 16: Peace, Justice, and Strong Institutions – Supporting ethical practices in HR, promoting transparent and accountable institutions. These connections can vary depending on the specific curriculum and focus areas of the seminar. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120803 | Penganggaran Perusahaan | Corporate Budgeting | Corporate Budgeting is a course that focuses on the processes and techniques involved in developing and managing budgets within organizations. It covers key topics such as budget planning, forecasting, variance analysis, and performance measurement. Students learn how to create different types of budgets (operating, capital, cash flow) and understand the role of budgeting in strategic planning and resource allocation. The course emphasizes the importance of aligning budgets with organizational goals and the use of budgeting as a tool for decision-making and financial control. Through case studies and practical exercises, students develop skills in financial analysis and reporting, preparing them for careers in finance, accounting, and corporate management. | 1. Goal 8: Decent Work and Economic Growth – Emphasizing sustainable economic growth through effective financial management and responsible budgeting practices. 2. Goal 9: Industry, Innovation, and Infrastructure – Focusing on investment in infrastructure and innovation, which can be guided by sound budgeting principles. 3. Goal 12: Responsible Consumption and Production – Encouraging sustainable budgeting practices that consider resource allocation and environmental impact. 4. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and partnerships in achieving financial objectives and sustainable outcomes. These connections can vary based on the specific content and focus of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120903 | Kewirausahaan | Entrepreneurship | Entrepreneurship is a course that explores the principles and practices of starting and managing new ventures. It covers key topics such as opportunity recognition, business planning, funding sources, market analysis, and growth strategies. Students learn about the entrepreneurial process, including idea development, market validation, and scaling a business. The course emphasizes the importance of innovation, risk management, and adaptability in the entrepreneurial journey. Through case studies, guest lectures, and practical projects, students gain insights into real-world challenges faced by entrepreneurs and develop skills in business strategy, critical thinking, and problem-solving, preparing them for careers in startups, venture capital, and business development. | 1. Goal 8: Decent Work and Economic Growth – Encouraging job creation and fostering economic growth through innovative business practices. 2. Goal 9: Industry, Innovation, and Infrastructure – Promoting innovation and sustainable industrialization, with a focus on developing new products and services. 3. Goal 12: Responsible Consumption and Production – Teaching entrepreneurs to consider sustainable practices in their business models and resource use. 4. Goal 10: Reduced Inequalities – Encouraging inclusive entrepreneurship that provides opportunities for marginalized groups. 5. Goal 4: Quality Education – Highlighting the importance of education and training for aspiring entrepreneurs to build skills and knowledge. 6. Goal 17: Partnerships for the Goals – Promoting collaboration among entrepreneurs, governments, and organizations to achieve sustainable development. These connections can vary depending on the specific focus of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121003 | Perilaku Konsumen | Consumer Behavior | Consumer Behavior is a course that examines the psychological, social, and cultural factors influencing the decision-making processes of consumers. It covers key topics such as perception, motivation, attitudes, decision-making processes, and the impact of social influences on purchasing behavior. Students learn to analyze consumer needs and preferences, as well as the implications for marketing strategy and product development. The course emphasizes the importance of understanding consumer behavior in creating effective marketing campaigns and enhancing customer satisfaction. Through case studies, research projects, and practical applications, students develop skills in analyzing market trends and consumer insights, preparing them for careers in marketing, market research, and brand management. | 1. Goal 12: Responsible Consumption and Production – Focusing on promoting sustainable consumption patterns and understanding consumer choices that impact the environment. 2. Goal 4: Quality Education – Educating students about consumer rights, ethical consumption, and the psychological aspects of purchasing decisions. 3. Goal 10: Reduced Inequalities – Exploring how consumer behavior can address disparities and promote inclusivity in markets. 4. Goal 8: Decent Work and Economic Growth – Examining how consumer behavior influences economic growth and the demand for ethical labor practices. 5. Goal 13: Climate Action – Highlighting the role of consumers in driving demand for sustainable products and services that address climate change. These connections may vary based on the specific content and focus of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121103 | Teori Pengambilan Keputusan | Decision Making Theory | Decision Making Theory is a course that explores the processes and principles involved in making informed decisions in various contexts. It covers key topics such as rational decision-making models, behavioral biases, risk assessment, and the impact of uncertainty on choices. Students learn to analyze different decision-making frameworks, including quantitative and qualitative approaches, and how to apply them to real-world scenarios. The course emphasizes critical thinking, problem-solving, and the role of ethics in decision-making. Through case studies, simulations, and practical exercises, students develop skills in evaluating alternatives, making strategic decisions, and understanding the psychological factors that influence choices, preparing them for roles in management, consulting, and strategic planning. | 1. Goal 4: Quality Education – Providing students with critical thinking and analytical skills necessary for effective decision-making in various contexts. 2. Goal 8: Decent Work and Economic Growth – Helping future leaders and managers make informed decisions that foster sustainable economic growth and decent work conditions. 3. Goal 9: Industry, Innovation, and Infrastructure – Supporting innovation and strategic decision-making in developing robust industries and infrastructure. 4. Goal 12: Responsible Consumption and Production – Encouraging decisions that prioritize sustainable practices and resource management. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing ethical decision-making and transparency in governance and institutional contexts. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121203 | Kepemimpinan | Leadership | Leadership is a course that explores the theories, styles, and practices of effective leadership in various organizational contexts. It covers key topics such as leadership theories (transformational, transactional, servant leadership), team dynamics, communication skills, and ethical decision-making. Students learn to identify their own leadership styles and develop skills in motivating and influencing others, managing change, and fostering a positive organizational culture. The course emphasizes the importance of emotional intelligence, conflict resolution, and strategic thinking in leadership roles. Through case studies, group discussions, and practical exercises, students enhance their leadership capabilities, preparing them for management positions and leadership roles in diverse settings. | 1. Goal 4: Quality Education – Developing leadership skills that foster learning environments and promote educational opportunities. 2. Goal 5: Gender Equality – Encouraging inclusive leadership practices that promote gender equality and empower women in leadership roles. 3. Goal 8: Decent Work and Economic Growth – Fostering ethical leadership that drives economic growth and supports decent work conditions. 4. Goal 10: Reduced Inequalities – Promoting leadership that addresses inequalities and advocates for marginalized communities. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing the importance of ethical and transparent leadership in building strong institutions and promoting justice. 6. Goal 17: Partnerships for the Goals – Highlighting the role of collaborative leadership in fostering partnerships to achieve sustainable development. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121303 | Riset Operasi | Operations Research | Operations Research is a course that focuses on the application of analytical methods to help make better decisions in complex organizations. It covers key topics such as optimization techniques, simulation, linear programming, queuing theory, and decision analysis. Students learn to formulate problems mathematically and use various tools and models to analyze and solve them, aiming to improve efficiency and effectiveness in operations. The course emphasizes real-world applications across industries, including supply chain management, production planning, and resource allocation. Through case studies and practical projects, students develop skills in critical thinking, problem-solving, and quantitative analysis, preparing them for careers in operations management, logistics, and business analysis. | 1. Goal 8: Decent Work and Economic Growth – Utilizing optimization techniques to improve efficiency and productivity in various industries, fostering economic growth and decent work conditions. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development of innovative solutions and efficient systems in manufacturing and infrastructure. 3. Goal 12: Responsible Consumption and Production – Helping organizations optimize resource use and minimize waste through effective decision-making processes. 4. Goal 13: Climate Action – Applying operations research methods to analyze and develop strategies for reducing environmental impact and promoting sustainability. 5. Goal 17: Partnerships for the Goals – Encouraging collaboration between organizations and stakeholders to improve processes and achieve sustainable outcomes. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02121403 | Manajemen Strategi | Strategy Management | Strategic Management is a course that focuses on the formulation, implementation, and evaluation of strategies that organizations use to achieve their long-term goals. It covers key topics such as competitive analysis, resource allocation, strategic planning frameworks, and performance measurement. Students learn to assess internal and external environments using tools like SWOT analysis and Porter’s Five Forces. The course emphasizes the importance of aligning strategies with organizational vision and adapting to market changes. Through case studies, group projects, and strategic simulations, students develop critical thinking and analytical skills necessary for effective decision-making, preparing them for leadership roles in various industries. | 1. Goal 8: Decent Work and Economic Growth – Focusing on strategies that promote sustainable economic growth and create job opportunities. 2. Goal 9: Industry, Innovation, and Infrastructure – Encouraging innovative strategies that drive industrial growth and improve infrastructure. 3. Goal 10: Reduced Inequalities – Addressing how strategic decisions can promote inclusivity and reduce inequalities within organizations and communities. 4. Goal 12: Responsible Consumption and Production – Developing strategies that emphasize sustainable practices and responsible resource management. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing ethical strategic decision-making that strengthens governance and institutional integrity. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and partnerships in achieving strategic objectives and sustainable development. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120103 | Manajemen Keuangan | Financial management | Financial Management is a course that explores the principles and practices of managing an organization’s financial resources. It covers key topics such as financial planning, budgeting, capital structure, investment analysis, and risk management. Students learn to analyze financial statements, assess investment opportunities, and make informed decisions regarding financing and resource allocation. The course emphasizes the importance of aligning financial strategies with overall business goals and the impact of external economic factors. Through case studies and practical applications, students develop analytical and decision-making skills essential for careers in finance, accounting, and corporate management. | 1. Goal 8: Decent Work and Economic Growth – Focusing on effective financial management practices that promote sustainable economic growth and job creation. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting investment decisions that drive innovation and improve infrastructure development. 3. Goal 10: Reduced Inequalities – Examining financial practices that promote equitable access to resources and opportunities. 4. Goal 12: Responsible Consumption and Production – Encouraging sustainable financial practices that consider environmental impact and resource efficiency. 5. Goal 17: Partnerships for the Goals – Highlighting the role of finance in fostering collaborations and partnerships to achieve sustainable development objectives. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120203 | Manajemen Sumber Daya Manusia | Human Resource Management | Human Resource Management (HRM) is a course that focuses on the strategic management of an organization’s workforce. It covers key topics such as recruitment and selection, training and development, performance management, compensation and benefits, and employee relations. Students learn about the role of HR in shaping organizational culture, enhancing employee engagement, and ensuring compliance with labor laws. The course emphasizes the importance of aligning HR practices with business objectives to drive organizational performance. Through case studies, role-playing, and practical assignments, students develop skills in HR planning, conflict resolution, and effective communication, preparing them for careers in human resources and organizational development. | 1. Goal 4: Quality Education – Emphasizing the importance of training and development within organizations to enhance employee skills and knowledge. 2. Goal 5: Gender Equality – Promoting diversity and inclusion in the workplace, focusing on equal opportunities for all genders. 3. Goal 8: Decent Work and Economic Growth – Advocating for fair labor practices, employee rights, and fostering a positive work environment that supports economic growth. 4. Goal 10: Reduced Inequalities – Addressing workplace inequalities and implementing policies that promote equity and inclusion for all employees. 5. Goal 16: Peace, Justice, and Strong Institutions – Supporting ethical practices in HR, including transparency, accountability, and conflict resolution. 6. Goal 3: Good Health and Well-being – Promoting employee well-being and mental health initiatives as part of HR practices. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120303 | Manajemen Pemasaran | Marketing Management | Marketing Management is a course that explores the strategic and operational aspects of marketing within organizations. It covers key topics such as market research, consumer behavior, product development, pricing strategies, promotion, and distribution channels. Students learn how to create and implement effective marketing plans that align with organizational goals and respond to market dynamics. The course emphasizes the importance of data-driven decision-making and the role of digital marketing in contemporary business practices. Through case studies, projects, and practical applications, students develop skills in strategic thinking, creativity, and analytical problem-solving, preparing them for careers in marketing, brand management, and business development. | 1. Goal 4: Quality Education – Fostering understanding of marketing principles that can contribute to consumer education and awareness. 2. Goal 8: Decent Work and Economic Growth – Encouraging effective marketing strategies that drive business growth and job creation. 3. Goal 9: Industry, Innovation, and Infrastructure – Promoting innovative marketing approaches that support the development of new products and services. 4. Goal 10: Reduced Inequalities – Examining how marketing practices can address and promote inclusivity for diverse consumer groups. 5. Goal 12: Responsible Consumption and Production – Advocating for sustainable marketing practices that encourage responsible consumption and raise awareness of sustainability issues. 6. Goal 17: Partnerships for the Goals – Highlighting the role of collaboration in marketing strategies that support sustainable development initiatives. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120403 | Manajemen Operaisonal | Operational Management | Operational Management is a course that focuses on the processes and practices involved in efficiently managing an organization’s operations. It covers key topics such as process design, quality control, supply chain management, inventory management, and production planning. Students learn to analyze operational systems and implement strategies to improve efficiency and effectiveness. The course emphasizes the importance of aligning operations with overall business objectives and enhancing customer satisfaction. Through case studies, simulations, and practical projects, students develop problem-solving and analytical skills essential for optimizing operations, preparing them for careers in operations management, logistics, and supply chain management. | 1. Goal 8: Decent Work and Economic Growth – Focusing on optimizing operations to enhance productivity and create sustainable job opportunities. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting efficient processes that promote innovation and the development of robust infrastructure. 3. Goal 12: Responsible Consumption and Production – Encouraging sustainable operational practices that minimize waste and promote resource efficiency. 4. Goal 13: Climate Action – Implementing operational strategies that reduce environmental impact and support climate resilience. 5. Goal 17: Partnerships for the Goals – Emphasizing collaboration among stakeholders to improve operational efficiency and achieve sustainability objectives. These connections can vary based on the specific content and focus of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120503 | Ekonomi Manajerial | Managerial Economics | Managerial Economics is a course that applies economic theory and principles to managerial decision-making. It covers key topics such as demand analysis, production and cost functions, pricing strategies, market structures, and risk analysis. Students learn to use economic tools to evaluate business scenarios, forecast market trends, and make informed decisions regarding resource allocation and strategic planning. The course emphasizes the importance of understanding both microeconomic and macroeconomic factors that affect business operations. Through case studies and practical applications, students develop analytical skills and a strategic mindset, preparing them for leadership roles in various | 1. Goal 8: Decent Work and Economic Growth – Analyzing economic factors that drive business decisions, which can promote sustainable growth and job creation. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting strategic decision-making that fosters innovation and infrastructure development. 3. Goal 10: Reduced Inequalities – Examining economic policies and practices that can address inequalities and promote inclusive growth. 4. Goal 12: Responsible Consumption and Production – Encouraging the evaluation of economic impacts on resource allocation and sustainability. 5. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and strategic alliances in achieving economic objectives and sustainable development. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120603 | Hukum dan Etika Bisnis | Business Law and Ethics | Business Law and Ethics is a course that examines the legal and ethical principles governing business operations. It covers key topics such as contracts, corporate governance, intellectual property, consumer protection, and employment law, as well as ethical frameworks for decision-making in business contexts. Students learn about the legal environment in which businesses operate and the implications of legal decisions on organizational strategy. The course emphasizes the importance of ethical conduct and corporate social responsibility, preparing students to navigate complex legal issues while upholding ethical standards. Through case studies, discussions, and practical assignments, students develop critical thinking and problem-solving skills essential for responsible business practice. | 1. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing the importance of legal frameworks and ethical practices in promoting justice, accountability, and effective governance. 2. Goal 8: Decent Work and Economic Growth – Exploring labor laws and ethical business practices that support fair treatment and decent working conditions. 3. Goal 10: Reduced Inequalities – Addressing issues of discrimination and promoting equitable practices within legal and business frameworks. 4. Goal 12: Responsible Consumption and Production – Encouraging ethical business practices that consider the environmental and social impacts of production and consumption. 5. Goal 17: Partnerships for the Goals – Highlighting the role of ethical collaboration and partnerships in achieving sustainable development. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02120703 | Perilaku Organisasi | Organizational Behavior | Organizational Behavior is a course that explores the impact of individual and group behavior on organizational effectiveness. It covers key topics such as motivation, leadership, team dynamics, communication, and organizational culture. Students learn to analyze how behavior within organizations influences performance, employee satisfaction, and overall organizational success. The course emphasizes the importance of understanding psychological and sociological concepts to foster a positive work environment and manage change effectively. Through case studies, group discussions, and practical applications, students develop skills in assessing organizational issues and implementing strategies to enhance collaboration and productivity, preparing them for leadership and management roles. | 1. Goal 4: Quality Education – Fostering learning and development within organizations to enhance employee skills and knowledge. 2. Goal 5: Gender Equality – Promoting inclusive workplace cultures and addressing gender dynamics to ensure equal opportunities for all employees. 3. Goal 8: Decent Work and Economic Growth – Focusing on creating positive work environments that enhance productivity, job satisfaction, and overall economic growth. 4. Goal 10: Reduced Inequalities – Exploring ways to reduce workplace inequalities and foster diversity and inclusion. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing ethical behavior, conflict resolution, and effective leadership to build strong organizational cultures. 6. Goal 3: Good Health and Well-being – Promoting employee well-being and mental health through supportive organizational practices. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130302 | Strategi Negosiasi | Negotiation Strategy | Negotiation Strategy is a course that focuses on the principles and techniques of effective negotiation in various contexts, including business, law, and personal interactions. It covers key topics such as negotiation styles, tactics, conflict resolution, and the psychological aspects of negotiation. Students learn to prepare for negotiations, develop persuasive communication skills, and create win-win solutions. The course emphasizes the importance of understanding the interests and motivations of all parties involved. Through simulations, role-playing exercises, and case studies, students gain practical experience in negotiating effectively, enhancing their problem-solving and interpersonal skills, and preparing them for roles in management, sales, and dispute resolution. | 1. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing negotiation skills that promote conflict resolution, dialogue, and collaboration in various contexts. 2. Goal 8: Decent Work and Economic Growth – Enhancing negotiation techniques that can lead to fair labor practices and productive workplace agreements. 3. Goal 10: Reduced Inequalities – Fostering negotiation strategies that advocate for equitable solutions and address disparities in various settings. 4. Goal 17: Partnerships for the Goals – Highlighting the importance of negotiation in forming effective partnerships and collaborations to achieve sustainable development objectives. 5. Goal 5: Gender Equality – Encouraging negotiation practices that promote gender equity and empower underrepresented voices in discussions. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130902 | Kewirausahaan Rintisan | Startup Entrepreneurship | Startup Entrepreneurship is a course that focuses on the unique challenges and opportunities involved in launching and managing new ventures. It covers key topics such as idea generation, market validation, business model development, funding strategies, and scaling operations. Students learn about the entrepreneurial process, including how to create a business plan, pitch to investors, and navigate the startup ecosystem. The course emphasizes practical skills such as risk assessment, agility in decision-making, and innovative thinking. Through case studies, guest lectures from entrepreneurs, and hands-on projects, students gain insights into the dynamics of startup environments and develop the tools necessary for successfully launching and growing their own businesses. | 1. Goal 8: Decent Work and Economic Growth – Encouraging the creation of new businesses that generate jobs and drive economic growth. 2. Goal 9: Industry, Innovation, and Infrastructure – Fostering innovation through the development of new products and services that enhance industry and infrastructure. 3. Goal 10: Reduced Inequalities – Promoting inclusive entrepreneurship by supporting diverse founders and addressing barriers faced by underrepresented groups. 4. Goal 12: Responsible Consumption and Production – Encouraging sustainable business practices that consider environmental impacts and promote responsible consumption. 5. Goal 4: Quality Education – Providing education and training for aspiring entrepreneurs to equip them with the skills needed to succeed. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and networking in the startup ecosystem to achieve broader goals. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131202 | Pengambilan Keputusan | Decision-making | Decision-Making is a course that explores the processes and techniques involved in making effective decisions in various contexts. It covers key topics such as decision theories, risk assessment, behavioral biases, and analytical tools for evaluating options. Students learn to identify and structure problems, gather and analyze relevant information, and apply quantitative and qualitative methods to make informed choices. The course emphasizes the importance of critical thinking and ethical considerations in decision-making. Through case studies, simulations, and group discussions, students develop practical skills in evaluating alternatives and implementing decisions, preparing them for leadership roles in business and other fields. | 1. Goal 4: Quality Education – Fostering critical thinking and analytical skills that enhance decision-making capabilities in various contexts. 2. Goal 8: Decent Work and Economic Growth – Supporting effective decision-making processes that drive business success and contribute to economic growth. 3. Goal 9: Industry, Innovation, and Infrastructure – Encouraging strategic decision-making that promotes innovation and the development of robust infrastructure. 4. Goal 10: Reduced Inequalities – Examining how decision-making can address inequalities and promote inclusivity within organizations and communities. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing ethical decision-making and transparency, which are essential for building strong institutions and governance. 6. Goal 12: Responsible Consumption and Production – Encouraging decisions that prioritize sustainability and responsible resource use. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131004 | Kewirausahaan Rintisan | Startup Entrepreneurship | Startup Entrepreneurship is a course that focuses on the fundamentals of launching and managing new business ventures. It covers key topics such as idea generation, market research, business model development, funding options, and scaling strategies. Students learn about the entrepreneurial process, including how to create a viable business plan, pitch to investors, and navigate the challenges of the startup ecosystem. The course emphasizes practical skills such as risk management, innovation, and adaptability in a dynamic environment. Through case studies, workshops, and interactions with successful entrepreneurs, students gain valuable insights and tools to effectively launch and grow their own startups. | 1. Goal 8: Decent Work and Economic Growth – Promoting the creation of new businesses that generate jobs and stimulate economic growth. 2. Goal 9: Industry, Innovation, and Infrastructure – Fostering innovation through the development of startups that introduce new products and services. 3. Goal 10: Reduced Inequalities – Supporting diverse entrepreneurs and addressing barriers to entry for underrepresented groups in the startup ecosystem. 4. Goal 12: Responsible Consumption and Production – Encouraging sustainable business practices that consider environmental impacts and promote responsible resource use. 5. Goal 4: Quality Education – Providing education and training to equip aspiring entrepreneurs with the skills necessary for success. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and networking in the startup environment to achieve broader sustainable development objectives. These connections can vary depending on the specific content and focus of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02110103 | Pengantar Manajemen | Introduction to Management | Introduction to Management is a foundational course that provides an overview of the principles and practices of management in organizations. It covers key topics such as planning, organizing, leading, and controlling, along with the roles and responsibilities of managers at various levels. Students learn about different management theories, organizational structures, decision-making processes, and the importance of effective communication and teamwork. The course emphasizes the skills necessary for successful management, including problem-solving, critical thinking, and strategic planning. Through case studies and group projects, students develop a practical understanding of management concepts, preparing them for further studies in business and management careers. | 1. Goal 4: Quality Education – Emphasizing the importance of management education in developing skills and knowledge essential for effective leadership. 2. Goal 8: Decent Work and Economic Growth – Focusing on management practices that enhance productivity and promote sustainable economic growth. 3. Goal 9: Industry, Innovation, and Infrastructure – Encouraging management strategies that foster innovation and the development of efficient systems and infrastructure. 4. Goal 10: Reduced Inequalities – Addressing the role of management in promoting diversity, equity, and inclusion within organizations. 5. Goal 12: Responsible Consumption and Production – Instilling awareness of sustainable management practices that consider resource efficiency and environmental impact. 6. Goal 16: Peace, Justice, and Strong Institutions – Highlighting the importance of ethical management practices and governance in building strong institutions. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02110203 | Pengantar Bisnis | Introduction to Business | Introduction to Business is a foundational course that provides an overview of the key concepts, functions, and practices of the business world. It covers essential topics such as entrepreneurship, management, marketing, finance, and operations. Students learn about the various types of business organizations, the role of ethics and social responsibility in business, and the impact of globalization on contemporary business practices. The course emphasizes critical thinking and practical skills through case studies, group discussions, and real-world applications. By the end of the course, students gain a broad understanding of how businesses operate and the challenges they face, preparing them for further studies in business and related fields | 1. Goal 4: Quality Education – Providing foundational knowledge and skills essential for understanding business principles and practices. 2. Goal 8: Decent Work and Economic Growth – Fostering awareness of how businesses create jobs and contribute to economic development. 3. Goal 9: Industry, Innovation, and Infrastructure – Encouraging understanding of the role of businesses in driving innovation and building infrastructure. 4. Goal 10: Reduced Inequalities – Highlighting the importance of inclusive business practices that promote equity and accessibility for diverse populations. 5. Goal 12: Responsible Consumption and Production – Teaching sustainable business practices that consider environmental impacts and promote responsible consumption. 6. Goal 17: Partnerships for the Goals – Emphasizing the role of collaboration and partnerships in achieving business objectives and supporting sustainable development. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | MANAJEMEN – S1 | Kurikulum Sarjana K-23 | 2023 | 23A02110303 | Bisnis Internasional | International Business | International Business is a course that examines the complexities and dynamics of conducting business across national borders. It covers key topics such as global trade theories, international marketing, foreign direct investment, cross-cultural management, and the impact of economic and political factors on international business operations. Students learn about the strategies companies use to enter and compete in global markets, as well as the challenges associated with cultural differences, regulatory environments, and global supply chains. The course emphasizes the importance of understanding international business practices and ethical considerations. Through case studies, group projects, and discussions, students develop the skills necessary for successful careers in global business environments. | 1. Goal 8: Decent Work and Economic Growth – Examining how international trade and investment create jobs and stimulate economic growth across countries. 2. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the role of businesses in promoting innovation and developing sustainable infrastructure in a global context. 3. Goal 10: Reduced Inequalities – Addressing how international business practices can promote equitable economic development and reduce disparities between nations. 4. Goal 12: Responsible Consumption and Production – Encouraging sustainable practices in international trade and business operations to minimize environmental impacts. 5. Goal 17: Partnerships for the Goals – Highlighting the importance of international partnerships and collaborations in achieving sustainable development objectives. 6. Goal 4: Quality Education – Promoting global knowledge exchange and capacity building through international business education. These connections may vary based on the specific focus and content of the course. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02133420 | Pengembangan dan Penguatan Kewirausahaan | Entrepreneurship Development and Strengthening | The course “Entrepreneurship Development and Strengthening” focuses on fostering entrepreneurial skills and enhancing the capabilities of aspiring entrepreneurs. It covers key topics such as business planning, innovation management, market analysis, and financing strategies. Students learn to identify opportunities, develop viable business models, and implement strategies for growth and sustainability. The course often includes case studies, practical workshops, and mentorship to help students apply theoretical concepts to real-world scenarios, ultimately aiming to empower them to successfully launch and manage their own ventures. | 1. Decent Work and Economic Growth (Goal 8): These courses promote entrepreneurship as a means to create jobs, drive innovation, and stimulate economic growth. 2. Quality Education (Goal 4): They provide students with essential knowledge and skills related to business development, management, and innovation, enhancing educational opportunities. 3. Reduced Inequalities (Goal 10): By empowering individuals from diverse backgrounds to start their own businesses, these courses can promote economic inclusivity and help reduce disparities. 4. Sustainable Cities and Communities (Goal 11): Entrepreneurs often address local challenges with innovative solutions, contributing to sustainable development and community resilience. 5. Partnerships for the Goals (Goal 17): The courses may encourage collaboration between students, local businesses, and community organizations, fostering partnerships that support entrepreneurial ventures. These courses equip students with the tools and mindset needed to develop and strengthen entrepreneurial initiatives, promoting sustainable and inclusive economic growth. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01140101 | Seminar | Seminar | A university seminar is a small, interactive class format that emphasizes discussion, critical thinking, and in-depth exploration of a specific topic. Typically involving fewer students than a lecture, seminars encourage active participation, allowing students to engage with the material and each other. They often include presentations, debates, and collaborative projects, fostering a deeper understanding of the subject matter. Seminars are common in advanced undergraduate and graduate programs, promoting a more personalized learning experience. | 1. Quality Education (Goal 4): Seminars often promote active learning and critical discussion, enhancing students’ understanding of complex topics and encouraging collaborative learning. 2. Reduced Inequalities (Goal 10): If focused on social issues, seminars can foster discussions about equity, inclusion, and the importance of diverse perspectives in various fields. 3. Gender Equality (Goal 5): Seminars that explore gender issues can promote awareness and critical engagement with topics related to gender representation and equality. 4. Peace, Justice, and Strong Institutions (Goal 16): Discussions in seminars can facilitate dialogue about social justice, ethics, and governance, contributing to informed citizenship and community engagement. 5. Partnerships for the Goals (Goal 17): Seminars may encourage collaboration among students, faculty, and community members, fostering partnerships that enhance learning and social impact. These courses often provide a platform for in-depth exploration of significant topics, encouraging students to engage critically and collaboratively with pressing societal issues. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01140204 | Skripsi Peternakan | Animal Husbandry Thesis | A university thesis in Animal Husbandry involves original research on topics related to the breeding, care, and management of livestock and poultry. Students typically explore aspects such as animal genetics, nutrition, health, welfare, and sustainable farming practices. The thesis includes a literature review, methodology, data analysis, and conclusions, contributing to the field’s knowledge base. This work prepares students for careers in agriculture, research, or academia, demonstrating their ability to conduct independent research and address real-world challenges in animal production. | 1. Zero Hunger (Goal 2): Research in animal husbandry contributes to sustainable food production systems, improving food security and nutrition. 2. Decent Work and Economic Growth (Goal 8): These programs can enhance livelihoods in agricultural communities, supporting economic growth through sustainable farming practices. 3. Sustainable Cities and Communities (Goal 11): By promoting sustainable agricultural practices, students can contribute to resilient local food systems and community well-being. 4. Responsible Consumption and Production (Goal 12): Research may focus on sustainable livestock management, waste reduction, and resource efficiency in animal production. 5. Climate Action (Goal 13): Studies may address the environmental impact of animal husbandry, exploring ways to mitigate greenhouse gas emissions and promote climate-smart practices. These courses provide students with the knowledge and skills to address critical challenges in animal husbandry, contributing to sustainability and food security. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130403 | Produksi Ternak Unggas | Poultry Production | University Poultry Production programs focus on the science and management of raising birds for meat (broilers) and eggs (layers). Students learn about various aspects, including breeding, nutrition, health management, biosecurity, and welfare practices. The curriculum often includes hands-on experience with poultry facilities and laboratories, emphasizing sustainable practices and efficient production techniques. Graduates are prepared for careers in agriculture, research, and agribusiness, contributing to the poultry industry’s development and addressing challenges such as food security and environmental sustainability. | 1. Zero Hunger (Goal 2): Poultry production plays a crucial role in food security, providing a significant source of protein and essential nutrients. 2. Decent Work and Economic Growth (Goal 8): The poultry industry supports livelihoods through job creation in farming, processing, and distribution sectors. 3. Sustainable Cities and Communities (Goal 11): Sustainable poultry practices can contribute to local food systems and improve access to nutritious food in urban areas. 4. Responsible Consumption and Production (Goal 12): Courses often emphasize sustainable practices in poultry farming, including waste management and resource efficiency. 5. Climate Action (Goal 13): Research may focus on reducing the environmental impact of poultry production, such as minimizing greenhouse gas emissions and promoting sustainable feed practices. These courses equip students with the knowledge and skills necessary to enhance poultry production sustainably, addressing critical issues related to food security and environmental impact. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130503 | Industri pakan (Industri dan Praktek Pengolahan Pakan) | Feed industry (Feed Processing Industry and Practices) | University programs focused on the Feed Industry, specifically Feed Processing Industry and Practices, cover the production, formulation, and quality control of animal feed. Students learn about the nutritional needs of various livestock species, feed ingredient sourcing, processing techniques, and feed formulation software. The curriculum often includes topics such as feed safety, regulations, and the impact of feed on animal health and performance. Practical experience may involve working in labs or industry settings, preparing students for careers in animal nutrition, feed manufacturing, and agricultural consulting. This knowledge is essential for promoting sustainable and efficient livestock production. | 1. Zero Hunger (Goal 2): Understanding feed processing contributes to efficient livestock production, enhancing food security and nutrition through improved animal health and productivity. 2. Decent Work and Economic Growth (Goal 8): The feed industry creates jobs in manufacturing, distribution, and agriculture, supporting economic development in rural areas. 3. Responsible Consumption and Production (Goal 12): Courses often focus on sustainable feed practices, including efficient resource use, waste reduction, and the development of environmentally friendly feed ingredients. 4. Climate Action (Goal 13): Research may explore ways to reduce the carbon footprint of feed production and promote sustainable practices that mitigate environmental impact. 5. Life on Land (Goal 15): Sustainable feed practices can help protect terrestrial ecosystems by promoting responsible sourcing of feed ingredients and minimizing land degradation. These courses equip students with the knowledge and skills to contribute to a sustainable feed industry, addressing critical issues related to food security, environmental impact, and economic development. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130603 | Teknologi Peng. Limbah/Sisa HT | Peng Technology. HT Waste/Remaining | University programs focused on Peng Technology, specifically regarding HT Waste or high-temperature waste management, explore innovative methods for handling and processing waste materials generated from various industries. Students study the principles of waste treatment, recycling, and resource recovery, with an emphasis on thermal technologies like pyrolysis and gasification. The curriculum includes environmental impact assessments, sustainability practices, and the development of technologies to convert waste into usable energy or materials. This field prepares graduates for careers in environmental management, waste management, and renewable energy sectors, addressing critical issues related to waste disposal and resource efficiency. | 1. Responsible Consumption and Production (Goal 12): The course may address waste management practices, promoting resource efficiency and reducing waste generation in agricultural and production processes. 2. Climate Action (Goal 13): Research on waste management technologies can focus on minimizing greenhouse gas emissions and promoting sustainable practices that mitigate environmental impacts. 3. Zero Hunger (Goal 2): Efficient use of resources and waste reduction in agricultural production can contribute to increased food security by maximizing output while minimizing losses. 4. Sustainable Cities and Communities (Goal 11): Effective waste management technologies can enhance urban sustainability by reducing waste-related issues and improving local food systems. 5. Life on Land (Goal 15): Sustainable management of agricultural waste can help protect terrestrial ecosystems, prevent land degradation, and promote biodiversity. These courses equip students with the knowledge and skills to address sustainability challenges related to technology and waste management in agricultural and production contexts. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130703 | Manajemen Pemasaran Produk Peternakan dan Perilaku Konsumen | Livestock Product Marketing Management and Consumer Behavior | University programs in Livestock Product Marketing Management and Consumer Behavior focus on the strategies and practices involved in marketing animal products, such as meat, dairy, and eggs. Students explore market analysis, pricing strategies, branding, and distribution channels specific to the livestock industry. The curriculum also examines consumer behavior, including factors that influence purchasing decisions and trends in food preferences. Through case studies and practical projects, students learn to develop effective marketing plans and understand the dynamics between producers and consumers. This knowledge equips graduates for careers in marketing, sales, and management within the agricultural sector, addressing the challenges of promoting livestock products in a competitive market. | 1. Zero Hunger (Goal 2): Understanding marketing strategies for livestock products can enhance food security by improving access to nutritious food and promoting efficient distribution channels. 2. Decent Work and Economic Growth (Goal 8): Effective marketing management supports the growth of the livestock industry, creating jobs and fostering economic development in rural areas. 3. Responsible Consumption and Production (Goal 12): The course may focus on sustainable marketing practices that promote responsible consumption of livestock products and encourage ethical production methods. 4. Climate Action (Goal 13): By analyzing consumer behavior, the course can address the demand for sustainable and environmentally friendly livestock products, contributing to reduced greenhouse gas emissions. 5. Partnerships for the Goals (Goal 17): Collaboration between producers, marketers, and consumers can be emphasized to foster partnerships that enhance the livestock supply chain and promote sustainable practices. These courses equip students with essential knowledge in marketing and consumer behavior, helping to drive sustainability and growth within the livestock industry. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130803 | Manajemen Keuangan Usaha Peternakan | Livestock Business Financial Management | University programs in Livestock Business Financial Management focus on the financial principles and practices essential for managing livestock enterprises. Students learn about budgeting, cost analysis, financial planning, and investment strategies tailored to the livestock sector. The curriculum includes topics such as risk management, credit analysis, and market trends affecting livestock prices. By analyzing real-world case studies, students gain practical skills in financial decision-making and resource allocation. This training prepares graduates for careers in agricultural finance, management, and consulting, equipping them to enhance the profitability and sustainability of livestock operations. | 1. Decent Work and Economic Growth (Goal 8): These courses provide essential financial management skills that can enhance the viability and profitability of livestock businesses, contributing to job creation and economic development in rural areas. 2. Zero Hunger (Goal 2): Effective financial management in livestock businesses can lead to increased productivity and efficiency, ultimately supporting food security by ensuring a stable supply of animal products. 3. Quality Education (Goal 4): The course equips students with practical skills and knowledge in financial planning, budgeting, and investment analysis, enhancing their educational experience and career prospects. 4. Responsible Consumption and Production (Goal 12): Financial management practices can promote sustainability by encouraging investments in efficient production methods and resource management within the livestock sector. 5. Partnerships for the Goals (Goal 17): Financial management strategies may emphasize the importance of collaboration between stakeholders in the livestock industry, fostering partnerships that enhance financial sustainability and community resilience. These courses prepare students to effectively manage financial resources in the livestock industry, contributing to sustainable development and economic growth. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130902 | Pengawasan Mutu Industri Peternakan | Quality Control of the Livestock Industry | University programs in Quality Control of the Livestock Industry focus on ensuring the safety, quality, and sustainability of animal products. Students study various quality assurance practices, including livestock handling, processing standards, and regulatory compliance. The curriculum covers topics such as food safety, animal welfare, traceability, and risk assessment. Through hands-on experiences and laboratory work, students learn to implement quality control measures that enhance product integrity and meet consumer expectations. This training prepares graduates for careers in quality assurance, regulatory affairs, and management within the livestock sector, emphasizing the importance of maintaining high standards in food production. | 1. Zero Hunger (Goal 2): Ensuring quality control in livestock production helps improve food safety and nutrition, contributing to food security and the availability of safe animal products. 2. Decent Work and Economic Growth (Goal 8): Effective quality control practices can enhance the efficiency and profitability of livestock businesses, supporting economic growth and job creation in rural communities. 3. Responsible Consumption and Production (Goal 12): Courses may focus on sustainable practices in the livestock industry, promoting responsible production methods and reducing waste. 4. Good Health and Well-Being (Goal 3): Quality control is essential for food safety, helping to prevent foodborne illnesses and ensuring the health and well-being of consumers. 5. Partnerships for the Goals (Goal 17): Quality control processes often require collaboration among producers, regulators, and consumers, fostering partnerships that enhance the overall integrity of the livestock supply chain. These courses equip students with the knowledge and skills to implement quality control measures that support sustainability, food safety, and economic viability in the livestock industry. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01131002 | Studi Kelayakan Proyek Peternakan | Livestock Project Feasibility Study | University programs focused on Livestock Project Feasibility Study equip students with the skills to assess the viability of livestock-related ventures. Students learn to analyze factors such as market demand, cost analysis, resource availability, and potential risks associated with livestock projects. The curriculum covers methodologies for conducting feasibility studies, including financial modeling, business planning, and environmental considerations. By evaluating real-world scenarios, students develop the ability to make informed recommendations and strategies for successful project implementation. This training prepares graduates for roles in agricultural consulting, project management, and entrepreneurship within the livestock industry. | 1. Zero Hunger (Goal 2): Conducting feasibility studies helps assess the viability of livestock projects that can contribute to food security and improve access to nutritious animal products. 2. Decent Work and Economic Growth (Goal 8): Feasibility studies can identify opportunities for investment and development in the livestock sector, fostering economic growth and job creation in rural areas. 3. Quality Education (Goal 4): These courses provide students with essential skills in project planning, financial analysis, and risk assessment, enhancing their educational experience and career readiness. 4. Responsible Consumption and Production (Goal 12): Feasibility studies often emphasize sustainable practices, evaluating the environmental and social impacts of livestock projects to promote responsible production methods. 5. Climate Action (Goal 13): Assessing the potential environmental impacts of livestock projects can inform strategies to mitigate greenhouse gas emissions and promote sustainable practices. 6. Partnerships for the Goals (Goal 17): Successful livestock projects often require collaboration among various stakeholders, including farmers, investors, and local communities, fostering partnerships that enhance project outcomes. These courses equip students with the knowledge and skills necessary to evaluate and develop sustainable livestock projects that support economic and social development. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121702 | Nutrisi Ternak Ruminansia | Ruminant Animal Nutrition | University programs in Ruminant Animal Nutrition focus on the dietary needs and feeding practices of ruminant species, such as cattle, sheep, and goats. Students study the digestive physiology of these animals, nutrient requirements, feed formulation, and the role of forage and grains in their diets. The curriculum also covers topics like feed efficiency, supplementation strategies, and the impact of nutrition on animal health and productivity. Practical experiences may include lab work and field studies to assess feeding practices. This knowledge prepares graduates for careers in animal nutrition, livestock management, and agricultural consulting, ensuring optimal health and productivity in ruminant populations. | 1. Zero Hunger (Goal 2): Proper nutrition for ruminant animals is essential for maximizing productivity and food security, contributing to a stable supply of meat, milk, and other animal products. 2. Decent Work and Economic Growth (Goal 8): Understanding ruminant nutrition can enhance the efficiency and profitability of livestock operations, supporting economic growth and job creation in the agricultural sector. 3. Responsible Consumption and Production (Goal 12): The course may emphasize sustainable feeding practices that minimize waste and environmental impact, promoting responsible livestock production. 4. Climate Action (Goal 13): Research on ruminant nutrition can address ways to reduce methane emissions from livestock, contributing to climate change mitigation efforts. 5. Good Health and Well-Being (Goal 3): Ensuring proper nutrition for ruminants contributes to animal health, which in turn supports public health by providing safe and nutritious food products. These courses equip students with the knowledge and skills to optimize ruminant nutrition, enhancing productivity and sustainability in livestock production systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121801 | Praktek Nutrisi Ruminansia dan Non Ruminansia | Ruminant and Non-Ruminant Nutrition Practices | University programs in Ruminant and Non-Ruminant Nutrition Practices focus on the nutritional management of both types of livestock. Students explore the dietary requirements, digestive physiology, and feeding strategies for ruminants (like cattle and sheep) and non-ruminants (such as pigs and poultry). The curriculum covers topics such as feed formulation, nutrient utilization, supplementation, and the impact of nutrition on growth, reproduction, and overall health. Students engage in practical experiences, including lab work and field assessments, to apply their knowledge in real-world settings. This training prepares graduates for careers in animal nutrition, livestock management, and agricultural consulting, emphasizing effective feeding practices for diverse animal species. | 1. Zero Hunger (Goal 2): Understanding the nutritional needs of both ruminant and non-ruminant animals is crucial for maximizing food production and security, ensuring a stable supply of animal products. 2. Decent Work and Economic Growth (Goal 8): These courses enhance the efficiency and profitability of livestock operations, supporting economic growth and job creation in the agricultural sector. 3. Responsible Consumption and Production (Goal 12): The curriculum may focus on sustainable feeding practices that minimize waste and promote the efficient use of resources in animal production. 4. Climate Action (Goal 13): By exploring nutritional strategies to reduce greenhouse gas emissions, such as methane from ruminants, these courses contribute to climate change mitigation efforts. 5. Good Health and Well-Being (Goal 3): Ensuring optimal nutrition for both ruminants and non-ruminants supports animal health and productivity, which is essential for public health through the provision of safe and nutritious food. 6. Life on Land (Goal 15): Sustainable nutrition practices can promote responsible land use and management, contributing to the preservation of ecosystems and biodiversity. These courses provide students with the knowledge and skills to implement effective and sustainable nutrition practices for livestock, enhancing overall productivity and sustainability in the industry. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121902 | Inovasi Produk Hasil Ternak | Livestock Product Innovation | University programs in Livestock Product Innovation focus on developing and implementing new products and technologies within the livestock sector. Students learn about product development processes, market research, and consumer trends related to meat, dairy, and other animal products. The curriculum covers areas such as food science, sustainability, processing techniques, and quality assurance. Through projects and collaborations with industry stakeholders, students explore innovative solutions to enhance product quality, safety, and marketability. This training prepares graduates for careers in product development, marketing, and management within the livestock industry, fostering innovation to meet evolving consumer demands. | 1. Zero Hunger (Goal 2): Innovations in livestock products can enhance food security by improving the availability, quality, and nutritional value of animal-derived foods. 2. Decent Work and Economic Growth (Goal 8): Livestock product innovation can drive economic growth by creating new markets, job opportunities, and enhancing the competitiveness of the livestock sector. 3. Responsible Consumption and Production (Goal 12): These courses often focus on developing sustainable practices in livestock production, promoting efficient resource use and minimizing waste. 4. Climate Action (Goal 13): Innovations may include strategies to reduce the environmental impact of livestock production, such as lowering greenhouse gas emissions and promoting sustainable farming practices. 5. Good Health and Well-Being (Goal 3): Improved livestock products can contribute to better nutrition and health outcomes for consumers, ensuring the safety and quality of food. 6. Partnerships for the Goals (Goal 17): Innovation often requires collaboration between various stakeholders, including researchers, farmers, and industry leaders, fostering partnerships that enhance the development and dissemination of new products. These courses equip students with the knowledge and skills to drive innovation in the livestock sector, contributing to sustainability, economic development, and food security. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01122003 | Manajemen Agribisnis dan Kelembagaan Peternakan | Agribusiness Management and Animal Husbandry Institutions | University programs in Agribusiness Management and Animal Husbandry Institutions integrate the principles of business management with agricultural practices, particularly in livestock production. Students study topics such as financial management, marketing, supply chain logistics, and strategic planning specific to the agribusiness sector. The curriculum also covers animal husbandry practices, including breeding, nutrition, and health management. Through practical experiences, case studies, and internships, students gain insights into the operational aspects of animal husbandry institutions. This training prepares graduates for leadership roles in agricultural businesses, cooperatives, and government agencies, equipping them to enhance productivity and sustainability in the livestock industry. | 1. Zero Hunger (Goal 2): Effective management in agribusiness and animal husbandry enhances food production and security, ensuring a stable supply of nutritious food. 2. Decent Work and Economic Growth (Goal 8): These courses prepare students to create and manage sustainable agribusinesses, supporting economic growth and job creation in rural areas. 3. Quality Education (Goal 4): The curriculum provides students with essential management and technical skills related to agribusiness and animal husbandry, enhancing their educational experience. 4. Responsible Consumption and Production (Goal 12): Focus on sustainable practices in agribusiness and animal husbandry can promote efficient resource use and minimize environmental impacts. 5. Partnerships for the Goals (Goal 17): These courses may emphasize the importance of collaboration among various stakeholders, including farmers, businesses, and government agencies, to enhance the effectiveness of agribusiness strategies. 6. Climate Action (Goal 13): By addressing sustainable practices and innovations in animal husbandry, the course can contribute to reducing the environmental impact of agricultural activities. These courses equip students with the skills and knowledge needed to effectively manage agribusinesses and animal husbandry institutions, contributing to sustainability, economic development, and food security. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130103 | Metode dan Rancangan Penelitian | Research Methods and Design | University programs in Research Methods and Design focus on equipping students with the skills to conduct scientific research effectively. The curriculum covers various research methodologies, including qualitative, quantitative, and mixed methods, as well as techniques for data collection, analysis, and interpretation. Students learn to formulate research questions, design experiments or surveys, and ensure ethical considerations in research. Practical components often involve developing research proposals and conducting studies. This training prepares graduates for careers in academia, industry, and government, enabling them to contribute to evidence-based practices and advancements in their fields of study. | 1. Quality Education (Goal 4): These courses enhance students’ research skills, critical thinking, and analytical abilities, which are essential for academic and professional success. 2. Reduced Inequalities (Goal 10): Research methods can be applied to study and address social inequalities, promoting awareness and solutions to disparity issues. 3. Gender Equality (Goal 5): Courses may focus on methodologies that consider gender dynamics, helping to ensure that research reflects diverse perspectives and contributes to gender equity. 4. Peace, Justice, and Strong Institutions (Goal 16): Research methods are vital for evidence-based policy-making and governance, supporting transparency, accountability, and informed decision-making. 5. Partnerships for the Goals (Goal 17): Research often requires collaboration across disciplines and sectors, fostering partnerships that enhance knowledge sharing and collective problem-solving. These courses equip students with essential skills for conducting research that can inform and support sustainable development initiatives across various fields. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130203 | Produksi Ternak Perah | Dairy Livestock Production | University programs in Dairy Livestock Production focus on the principles and practices involved in managing dairy farms and producing milk and dairy products. Students learn about animal husbandry, nutrition, breeding, health management, and dairy processing. The curriculum includes practical training in milking techniques, herd management, and quality assurance, emphasizing sustainable practices and animal welfare. Additionally, students explore economic aspects, market trends, and regulations impacting the dairy industry. This comprehensive training prepares graduates for careers in dairy management, agribusiness, and research, contributing to the efficiency and sustainability of dairy production systems. | 1. Zero Hunger (Goal 2): Dairy production plays a vital role in food security by providing a consistent source of nutritious food, such as milk and dairy products. 2. Decent Work and Economic Growth (Goal 8): The dairy industry supports livelihoods through job creation in farming, processing, and distribution, contributing to economic development. 3. Quality Education (Goal 4): These courses provide essential knowledge and skills related to dairy management, animal health, and production practices, enhancing educational opportunities for students. 4. Responsible Consumption and Production (Goal 12): The curriculum often emphasizes sustainable practices in dairy farming, promoting efficient resource use, waste reduction, and environmental stewardship. 5. Climate Action (Goal 13): Research and practices may focus on reducing the environmental impact of dairy production, including strategies to minimize greenhouse gas emissions. 6. Good Health and Well-Being (Goal 3): Dairy products are an important source of essential nutrients, and proper production practices can ensure food safety and health benefits for consumers. These courses equip students with the knowledge and skills necessary to enhance dairy production sustainably, addressing critical issues related to food security, environmental impact, and economic development. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01130303 | Produksi Ternak Potong | Beef Livestock Production | University programs in Beef Livestock Production focus on the science and management of raising cattle for meat production. Students learn about breeding, nutrition, health management, and sustainable practices specific to beef cattle. The curriculum includes hands-on training in animal handling, pasture management, and feedlot operations, as well as topics like meat quality and market trends. Students also explore economic considerations and regulatory standards affecting the beef industry. This comprehensive education prepares graduates for careers in beef production management, agribusiness, and related fields, equipping them to enhance productivity and sustainability within the industry. | 1. Zero Hunger (Goal 2): Beef production contributes to food security by providing a significant source of protein and essential nutrients in diets around the world. 2. Decent Work and Economic Growth (Goal 8): The beef industry supports numerous jobs in farming, processing, and distribution, fostering economic development in rural areas. 3. Quality Education (Goal 4): These courses offer essential knowledge in animal husbandry, nutrition, and management practices, enhancing students’ educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable practices in beef production can promote efficient resource use, waste reduction, and responsible animal management. 5. Climate Action (Goal 13): Courses may focus on strategies to reduce the environmental impact of beef production, such as minimizing greenhouse gas emissions and improving feed efficiency. 6. Good Health and Well-Being (Goal 3): Proper beef production practices ensure the safety and nutritional quality of meat, contributing to public health through the provision of safe food sources. These courses equip students with the skills and knowledge necessary to enhance beef production sustainably, addressing key issues related to food security, environmental sustainability, and economic development. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121003 | Livestock engineering | Livestock engineering | University programs in Livestock Engineering focus on the application of engineering principles to improve livestock production systems. Students study topics such as facility design, animal housing, waste management, and environmental control systems tailored to livestock operations. The curriculum emphasizes the integration of technology in areas like automation, feeding systems, and biosecurity measures. Through hands-on projects and research, students learn to design and optimize systems that enhance animal welfare, productivity, and sustainability. This training prepares graduates for careers in agricultural engineering, farm management, and consulting, contributing to the advancement of efficient and sustainable livestock practices. | 1. Zero Hunger (Goal 2): Livestock engineering plays a crucial role in optimizing animal production systems, improving efficiency, and ensuring a stable supply of animal products, contributing to food security. 2. Decent Work and Economic Growth (Goal 8): This field supports job creation and economic development by advancing technology and engineering solutions in the livestock industry. 3. Quality Education (Goal 4): Courses provide students with the technical knowledge and skills necessary for careers in livestock engineering, fostering innovation and expertise in the field. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable engineering practices can lead to improved resource efficiency and waste reduction in livestock operations. 5. Climate Action (Goal 13): Livestock engineering can contribute to climate change mitigation through the development of technologies that reduce greenhouse gas emissions and promote sustainable practices. 6. Life on Land (Goal 15): Sustainable livestock engineering practices can help protect ecosystems and promote biodiversity by optimizing land use and animal management. These courses equip students with the knowledge and skills to implement innovative engineering solutions that enhance the sustainability and productivity of livestock systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121103 | Bioteknologi Produksi Ternak | Animal Production Biotechnology | University programs in Animal Production Biotechnology focus on the application of biotechnological methods to enhance livestock production and health. Students study techniques such as genetic engineering, reproductive technologies (like artificial insemination and embryo transfer), and molecular biology to improve traits like growth rates, disease resistance, and reproductive efficiency in animals. The curriculum also covers ethical considerations, regulatory frameworks, and the impact of biotechnology on animal welfare and sustainability. Through laboratory work and research projects, students gain practical skills in applying biotechnological innovations. This training prepares graduates for careers in research, biotechnology firms, and agricultural industries, fostering advancements in animal production. | 1. Zero Hunger (Goal 2): Biotechnology can enhance animal production efficiency, improve disease resistance, and increase the yield of animal products, contributing to food security. 2. Decent Work and Economic Growth (Goal 8): Innovations in biotechnology can drive economic growth in the agricultural sector, creating jobs and supporting rural economies. 3. Quality Education (Goal 4): Courses provide students with knowledge and skills in biotechnological methods and applications, fostering innovation and research in animal production. 4. Responsible Consumption and Production (Goal 12): Biotechnology can promote sustainable practices by improving feed efficiency, reducing waste, and optimizing resource use in animal production systems. 5. Climate Action (Goal 13): Research in animal production biotechnology can focus on reducing the environmental impact of livestock farming, including strategies to lower greenhouse gas emissions. 6. Life on Land (Goal 15): Biotechnological advancements can support sustainable land use and biodiversity conservation by improving livestock management practices. These courses equip students with the tools and understanding needed to apply biotechnological solutions to enhance the sustainability and productivity of animal production systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121202 | Ilmu Ternak Perah | Dairy Animal Science | University programs in Dairy Animal Science focus on the study of dairy cattle and the science behind milk production. Students explore topics such as animal breeding, nutrition, reproduction, health management, and milk processing. The curriculum combines theoretical knowledge with practical applications, including hands-on experiences in managing dairy herds and understanding dairy farm operations. Students also learn about sustainable practices, industry trends, and the economics of dairy production. This comprehensive education prepares graduates for careers in dairy management, agribusiness, research, and extension services, equipping them to contribute to the efficiency and sustainability of the dairy industry. | 1. Zero Hunger (Goal 2): Dairy production is a critical source of nutrition, providing essential proteins, vitamins, and minerals, thereby contributing to food security. 2. Decent Work and Economic Growth (Goal 8): The dairy industry supports numerous jobs in farming, processing, and distribution, fostering economic growth in rural areas. 3. Quality Education (Goal 4): These courses provide essential knowledge in dairy management, animal health, and nutrition, enhancing students’ educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Focus on sustainable dairy practices promotes efficient resource use, waste reduction, and environmentally friendly production methods. 5. Climate Action (Goal 13): Research may address strategies to reduce the carbon footprint of dairy production, such as improving feed efficiency and promoting sustainable farming practices. 6. Good Health and Well-Being (Goal 3): Ensuring high standards of animal health and welfare contributes to safe and nutritious dairy products, supporting public health. 7. Life on Land (Goal 15): Sustainable dairy practices can help protect terrestrial ecosystems and promote biodiversity through responsible land and resource management. These courses equip students with the skills and knowledge necessary to enhance the sustainability and productivity of dairy production systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121302 | Ilmu Ternak Potong | Beef Animal Science | University programs in Beef Animal Science focus on the management and production of cattle raised for meat. Students study topics such as animal genetics, nutrition, breeding, health management, and beef processing. The curriculum emphasizes both theoretical principles and practical skills, including herd management, pasture utilization, and meat quality assessment. Students also explore sustainable production practices, market trends, and the economic aspects of beef production. Through hands-on experiences and research projects, graduates are prepared for careers in beef cattle management, agribusiness, research, and extension services, contributing to the efficiency and sustainability of the beef industry. | 1. Zero Hunger (Goal 2): Beef production provides a significant source of protein and essential nutrients, contributing to global food security. 2. Decent Work and Economic Growth (Goal 8): The beef industry creates jobs across various sectors, including farming, processing, and distribution, supporting economic development in rural areas. 3. Quality Education (Goal 4): These courses equip students with knowledge in beef production systems, animal nutrition, and herd management, enhancing their educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable beef production practices promotes efficient resource use, waste reduction, and responsible animal husbandry. 5. Climate Action (Goal 13): Research may focus on strategies to mitigate the environmental impact of beef production, such as reducing greenhouse gas emissions and improving pasture management. 6. Good Health and Well-Being (Goal 3): Ensuring high standards of animal welfare and food safety contributes to the provision of safe, nutritious beef products for consumers. 7. Life on Land (Goal 15): Sustainable practices in beef production can help preserve ecosystems and promote biodiversity through responsible land management. These courses prepare students to enhance the sustainability and productivity of beef production systems, addressing critical issues related to food security and environmental stewardship. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121402 | Ilmu Ternak Unggas | Poultry Science | University programs in Poultry Science focus on the study and management of poultry, including chickens, turkeys, ducks, and other birds raised for meat and eggs. Students learn about avian biology, nutrition, breeding, health management, and production systems. The curriculum combines theoretical knowledge with practical applications, covering topics such as poultry housing, biosecurity, and food safety. Hands-on experiences may include working in labs or poultry farms to develop skills in flock management and production efficiency. This education prepares graduates for careers in poultry production, agribusiness, research, and extension services, contributing to the advancement and sustainability of the poultry industry. | 1. Zero Hunger (Goal 2): Poultry production provides a significant source of affordable and nutritious food, contributing to global food security and improved diets. 2. Decent Work and Economic Growth (Goal 8): The poultry industry supports numerous jobs in farming, processing, and distribution, fostering economic development, particularly in rural areas. 3. Quality Education (Goal 4): These courses provide essential knowledge in poultry management, nutrition, and health, enhancing students’ educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Focus on sustainable practices in poultry production promotes efficient resource use, waste reduction, and environmentally friendly methods. 5. Climate Action (Goal 13): Research may explore strategies to reduce the environmental impact of poultry production, including efforts to minimize greenhouse gas emissions and improve sustainability. 6. Good Health and Well-Being (Goal 3): Ensuring high standards of animal welfare and food safety contributes to the provision of safe, nutritious poultry products for consumers. 7. Life on Land (Goal 15): Sustainable poultry production practices can help protect ecosystems and promote biodiversity through responsible management of land and resources. These courses equip students with the skills and knowledge necessary to enhance the sustainability and efficiency of poultry production systems, addressing key issues related to food security and environmental impact. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121502 | Produksi Ternak Kambing/domba | Goat/sheep livestock production | University programs in Goat and Sheep Livestock Production focus on the management and production of goats and sheep for meat, milk, wool, and other products. Students learn about breeding, nutrition, health management, and sustainable production practices specific to these animals. The curriculum emphasizes practical skills, including pasture management, animal husbandry techniques, and flock health assessments. Additionally, students explore market trends and economic factors affecting the small ruminant industry. Through hands-on experiences and field studies, graduates are prepared for careers in sheep and goat farming, agribusiness, research, and extension services, contributing to the efficiency and sustainability of these livestock sectors. | 1. Zero Hunger (Goal 2): Goat and sheep production provides a valuable source of meat, milk, and fiber, contributing to food security and nutritional diversity. 2. Decent Work and Economic Growth (Goal 8): The goat and sheep industries create jobs in farming, processing, and related sectors, fostering economic development, particularly in rural areas. 3. Quality Education (Goal 4): These courses equip students with knowledge in breeding, nutrition, health management, and sustainable practices, enhancing their educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable livestock practices promotes efficient resource use, waste reduction, and environmentally friendly production methods. 5. Climate Action (Goal 13): Research may address ways to mitigate the environmental impact of goat and sheep production, such as improving feed efficiency and reducing greenhouse gas emissions. 6. Good Health and Well-Being (Goal 3): Ensuring high standards of animal welfare and food safety supports the provision of safe and nutritious products for consumers. 7. Life on Land (Goal 15): Sustainable practices in goat and sheep production can contribute to land management and biodiversity conservation through responsible grazing practices. These courses prepare students to enhance the sustainability and productivity of goat and sheep production systems, addressing important issues related to food security and environmental stewardship. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01121602 | Nutrisi Ternak Non Ruminansia | Non-Ruminant Animal Nutrition | University programs in Non-Ruminant Animal Nutrition focus on the dietary management and nutritional requirements of non-ruminant species, such as pigs, poultry, and fish. Students study the digestive physiology of these animals, along with feed formulation, nutrient utilization, and the impact of nutrition on growth, reproduction, and overall health. The curriculum includes topics such as ingredient selection, feed processing, and the role of supplements in diet optimization. Practical experiences often involve laboratory work and field studies to assess feeding practices. This education prepares graduates for careers in animal nutrition, livestock management, and agribusiness, emphasizing effective and sustainable feeding strategies for non-ruminant species. | 1. Zero Hunger (Goal 2): Understanding the nutritional needs of non-ruminant animals (like pigs and poultry) is essential for maximizing food production and ensuring food security. 2. Decent Work and Economic Growth (Goal 8): The course prepares students for careers in the agricultural sector, supporting economic growth and job creation in livestock production and related industries. 3. Quality Education (Goal 4): These courses provide essential knowledge in animal nutrition, feed formulation, and health management, enhancing students’ educational and professional skills. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable feeding practices promotes efficient resource use, waste reduction, and environmentally friendly production methods. 5. Climate Action (Goal 13): Research may focus on strategies to minimize the environmental impact of non-ruminant production, including reducing greenhouse gas emissions and improving feed efficiency. 6. Good Health and Well-Being (Goal 3): Ensuring optimal nutrition for non-ruminant animals contributes to animal health, which in turn supports public health through the provision of safe and nutritious food products. 7. Life on Land (Goal 15): Sustainable nutrition practices can help improve land use and promote biodiversity conservation in animal agriculture. These courses equip students with the skills and knowledge necessary to implement effective and sustainable nutrition strategies for non-ruminant livestock, addressing key issues related to food security, environmental sustainability, and animal welfare. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120303 | Ilmu Lingkungan Ternak | Animal Environmental Science | University programs in Animal Environmental Science focus on the interactions between livestock production and the environment. Students study topics such as environmental impacts of animal agriculture, waste management, air and water quality, and sustainable practices. The curriculum includes principles of ecology, animal welfare, and resource management, emphasizing strategies to minimize negative environmental effects while maintaining productive livestock systems. Through practical experiences and research projects, students learn to develop solutions that balance animal production needs with environmental sustainability. This training prepares graduates for careers in environmental management, policy-making, and agricultural consulting, promoting sustainable practices in the livestock industry. | 1. Zero Hunger (Goal 2): Understanding the environmental impacts of animal production can help optimize systems for food security while minimizing resource use. 2. Responsible Consumption and Production (Goal 12): Emphasis on sustainable practices in animal agriculture promotes efficient resource use, waste management, and environmentally friendly production methods. 3. Climate Action (Goal 13): The course may focus on strategies to reduce the carbon footprint of animal production, including methods to lower greenhouse gas emissions from livestock. 4. Life on Land (Goal 15): Sustainable management of livestock systems can help preserve ecosystems, promote biodiversity, and maintain healthy land use practices. 5. Good Health and Well-Being (Goal 3): Understanding the relationship between animal health, environmental health, and public health is crucial for promoting safe and nutritious food. 6. Partnerships for the Goals (Goal 17): Collaboration among stakeholders, including farmers, researchers, and policymakers, is often emphasized to develop effective strategies for sustainable animal production. These courses equip students with the knowledge and skills necessary to address the environmental challenges associated with animal production, promoting sustainability and resilience in agriculture. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120403 | Ilmu kesehatan Ternak | Animal health science | University programs in Animal Health Science focus on the study of animal health and disease prevention, diagnosis, and treatment. Students learn about veterinary medicine principles, animal physiology, microbiology, parasitology, and pharmacology. The curriculum emphasizes disease management, biosecurity, and nutrition’s role in animal health. Students also gain practical experience through laboratory work, clinical rotations, and field studies, allowing them to apply their knowledge in real-world settings. This education prepares graduates for careers in veterinary medicine, animal health management, and research, equipping them to promote animal welfare and public health through effective disease control and prevention strategies. | 1. Zero Hunger (Goal 2): Understanding the environmental impacts of animal production can help optimize systems for food security while minimizing resource use. 2. Responsible Consumption and Production (Goal 12): Emphasis on sustainable practices in animal agriculture promotes efficient resource use, waste management, and environmentally friendly production methods. 3. Climate Action (Goal 13): The course may focus on strategies to reduce the carbon footprint of animal production, including methods to lower greenhouse gas emissions from livestock. 4. Life on Land (Goal 15): Sustainable management of livestock systems can help preserve ecosystems, promote biodiversity, and maintain healthy land use practices. 5. Good Health and Well-Being (Goal 3): Understanding the relationship between animal health, environmental health, and public health is crucial for promoting safe and nutritious food. 6. Partnerships for the Goals (Goal 17): Collaboration among stakeholders, including farmers, researchers, and policymakers, is often emphasized to develop effective strategies for sustainable animal production. These courses equip students with the knowledge and skills necessary to address the environmental challenges associated with animal production, promoting sustainability and resilience in agriculture. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120502 | Ilmu Bahan pakan | Science of feed ingredients | University programs in the Science of Feed Ingredients focus on the study of various components used in animal feed and their nutritional properties. Students learn about different feed ingredients, including grains, protein sources, vitamins, and minerals, as well as their roles in animal nutrition and health. The curriculum covers topics such as feed formulation, ingredient quality assessment, and the impact of feed on animal performance and product quality. Through laboratory work and practical experiences, students gain skills in analyzing feed composition and developing balanced diets for various livestock species. This education prepares graduates for careers in animal nutrition, feed manufacturing, and agribusiness, emphasizing the importance of high-quality feed in sustainable animal production. | 1. Zero Hunger (Goal 2): Understanding feed ingredients is crucial for optimizing animal nutrition, which directly impacts food production and security. 2. Responsible Consumption and Production (Goal 12): Emphasis on sustainable sourcing and utilization of feed ingredients promotes efficient resource use and minimizes waste in animal agriculture. 3. Climate Action (Goal 13): Research may focus on developing feed ingredients that reduce the environmental impact of livestock production, including lowering greenhouse gas emissions. 4. Good Health and Well-Being (Goal 3): Proper nutrition of livestock ensures animal health, which contributes to the safety and nutritional quality of animal products for consumers. 5. Decent Work and Economic Growth (Goal 8): Knowledge of feed science supports careers in the agricultural sector, enhancing productivity and economic viability in livestock production. 6. Life on Land (Goal 15): Sustainable feed ingredient practices can contribute to land management and biodiversity conservation through responsible sourcing and land use. These courses equip students with the expertise needed to improve feed formulation and animal nutrition, addressing critical issues related to food security, sustainability, and environmental stewardship. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120603 | Teknologi Pengolahan Pakan | Feed Processing Technology | University programs in Feed Processing Technology focus on the techniques and technologies used in the production and processing of animal feed. Students learn about various processing methods, such as grinding, pelleting, extrusion, and conditioning, as well as their impact on feed quality and nutritional value. The curriculum covers topics like feed formulation, ingredient handling, quality control, and regulatory standards. Through practical experiences and laboratory work, students develop skills in optimizing feed production processes to enhance efficiency and safety. This education prepares graduates for careers in feed manufacturing, quality assurance, and animal nutrition, contributing to the advancement of the feed industry. | 1. Zero Hunger (Goal 2): Optimizing feed processing enhances the nutritional quality and availability of animal feed, directly contributing to food security by improving livestock productivity. 2. Responsible Consumption and Production (Goal 12): Emphasis on sustainable processing methods promotes efficient use of resources, waste reduction, and environmentally friendly practices in feed production. 3. Climate Action (Goal 13): Research in feed processing may focus on methods that minimize the environmental impact of feed production, including strategies to reduce greenhouse gas emissions. 4. Good Health and Well-Being (Goal 3): Ensuring high-quality feed contributes to the health and welfare of livestock, which in turn supports the production of safe and nutritious food for consumers. 5. Decent Work and Economic Growth (Goal 8): The feed processing industry creates jobs and supports economic development in agriculture and related sectors. 6. Life on Land (Goal 15): Sustainable feed processing practices can help in conserving natural resources and promoting biodiversity through responsible sourcing of feed ingredients. These courses equip students with the technical knowledge and skills necessary to innovate and improve feed processing practices, addressing key issues related to food security, sustainability, and environmental impact. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120703 | Tata Laksana Padang Penggembalaan Peternakan Rakyat | Management of People’s Livestock Grazing Pastures | University programs in the Management of People’s Livestock Grazing Pastures focus on sustainable practices for managing pastureland used for grazing livestock. Students learn about pasture ecology, forage production, animal behavior, and the principles of rotational grazing. The curriculum emphasizes the importance of maintaining soil health, biodiversity, and ecosystem services while optimizing forage availability for livestock. Practical experiences often include field studies, monitoring pasture conditions, and developing management plans. This education prepares graduates for careers in agricultural management, ranching, and land conservation, equipping them to promote sustainable grazing practices that benefit both livestock and the environment. | 1. Zero Hunger (Goal 2): Effective pasture management enhances livestock productivity, contributing to food security and the availability of animal-based nutrition. 2. Decent Work and Economic Growth (Goal 8): Proper management of grazing pastures supports livelihoods for communities dependent on livestock, fostering economic growth in rural areas. 3. Responsible Consumption and Production (Goal 12): Emphasis on sustainable grazing practices promotes efficient use of land and resources, reduces overgrazing, and encourages environmental stewardship. 4. Climate Action (Goal 13): Research may focus on grazing management practices that mitigate climate change impacts, such as promoting carbon sequestration in pasturelands. 5. Life on Land (Goal 15): Sustainable management of grazing pastures helps preserve ecosystems, protect biodiversity, and maintain healthy land use practices. 6. Good Health and Well-Being (Goal 3): Healthy pastures support animal health, which in turn contributes to the production of safe and nutritious food for communities. These courses equip students with the skills and knowledge necessary to manage grazing systems sustainably, addressing critical issues related to food security, environmental health, and community livelihoods. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120803 | Teknologi Hasil Ternak | Animal Products Technology | University programs in Animal Products Technology focus on the science and technology involved in the processing and production of animal-derived products, such as meat, dairy, and eggs. Students learn about food safety, quality assurance, processing methods, and regulatory standards. The curriculum covers aspects such as product formulation, preservation techniques, and the nutritional value of animal products. Hands-on experiences often include laboratory work and field trips to processing facilities, allowing students to apply theoretical knowledge in practical settings. This education prepares graduates for careers in food technology, quality control, and product development within the animal products industry, promoting innovation and safety in food production. | 1. Zero Hunger (Goal 2): This course focuses on optimizing the production and processing of animal products, which contributes to food security and the availability of nutritious food. 2. Good Health and Well-Being (Goal 3): Ensuring the safety and quality of animal products is essential for public health, making this goal relevant to the course content. 3. Decent Work and Economic Growth (Goal 8): The animal products industry supports jobs in production, processing, and distribution, contributing to economic development. 4. Responsible Consumption and Production (Goal 12): Emphasis on sustainable practices in the processing and distribution of animal products promotes efficient resource use and waste reduction. 5. Climate Action (Goal 13): Research in this field may address strategies to reduce the environmental impact of animal product processing, such as minimizing greenhouse gas emissions. 6. Life on Land (Goal 15): Sustainable practices in animal production and processing can help preserve ecosystems and promote biodiversity. These courses equip students with the knowledge and skills necessary to enhance the safety, quality, and sustainability of animal products, addressing key issues related to food security and environmental impact. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120902 | Perencanaan Pembangunan Peternakan | Livestock Development Planning | University programs in Livestock Development Planning focus on the strategic management and planning of livestock production systems to enhance productivity and sustainability. Students learn about agricultural economics, policy analysis, and resource management, as well as the socio-economic factors influencing livestock farming. The curriculum covers topics such as project planning, risk assessment, and the evaluation of livestock production systems. Through case studies and practical projects, students develop skills in creating and implementing effective development plans that address local needs and promote sustainable practices. This education prepares graduates for careers in agricultural development, policy-making, and extension services, equipping them to support the growth and sustainability of the livestock sector. | 1. Zero Hunger (Goal 2): Effective livestock development planning aims to enhance food security by increasing the productivity and sustainability of livestock systems. 2. Decent Work and Economic Growth (Goal 8): This field supports the development of rural economies by creating jobs and fostering sustainable livelihoods through improved livestock management. 3. Quality Education (Goal 4): Courses often include training on best practices, policy development, and planning strategies, equipping students with essential skills for the livestock sector. 4. Responsible Consumption and Production (Goal 12): Focus on sustainable livestock practices encourages efficient resource use, waste reduction, and environmentally friendly production methods. 5. Climate Action (Goal 13): Planning may incorporate strategies to mitigate the environmental impact of livestock production, addressing climate change and promoting sustainable practices. 6. Life on Land (Goal 15): Sustainable livestock development contributes to the conservation of ecosystems and biodiversity through responsible land management practices. 7. Partnerships for the Goals (Goal 17): Effective livestock development planning often involves collaboration among various stakeholders, including farmers, government agencies, and NGOs, to achieve sustainable outcomes. These courses prepare students to implement effective and sustainable livestock development strategies, addressing key issues related to food security, economic growth, and environmental sustainability. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110803 | Pemuliaan Ternak | Livestock Breeding | University programs in Livestock Breeding focus on the principles and practices of improving livestock genetics for enhanced productivity and performance. Students study topics such as animal genetics, reproductive technologies, breeding strategies, and selection methods. The curriculum emphasizes both theoretical knowledge and practical applications, including pedigree analysis and genetic evaluation. Students also explore ethical considerations and the impact of breeding decisions on animal welfare and sustainability. Through hands-on experiences and research projects, graduates are prepared for careers in animal breeding, genetic consulting, and livestock management, contributing to the advancement of livestock production through improved genetic traits. | 1. Goal 2: Zero Hunger – By improving livestock breeds, the course can contribute to food security and sustainable agriculture. 2. Goal 12: Responsible Consumption and Production – It promotes sustainable practices in livestock breeding and management. 3. Goal 15: Life on Land – Enhancing livestock breeding can help in maintaining biodiversity and sustainable land use. 4. Goal 3: Good Health and Well-being – Animal health and welfare are crucial for ensuring safe food products and public health. 5. Goal 13: Climate Action – Sustainable breeding practices can mitigate the impact of livestock on climate change. These goals highlight the interconnectedness of agriculture, sustainability, and social responsibility, all of which can be integral to a livestock breeding curriculum. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110903 | Ilmu Nutrisi Ternak | Animal Nutrition Science | University programs in Animal Nutrition Science focus on the study of dietary requirements and feeding practices for various livestock species. Students learn about the nutritional composition of feed ingredients, digestion and metabolism, and the impact of nutrition on animal health, growth, and reproduction. The curriculum covers topics such as feed formulation, nutrient deficiencies, and the role of supplements. Practical experiences often include laboratory work, feeding trials, and field studies, allowing students to apply their knowledge in real-world scenarios. This education prepares graduates for careers in animal nutrition, livestock management, research, and agribusiness, emphasizing the importance of effective feeding strategies for sustainable animal production. | 1. Goal 2: Zero Hunger – Optimizing animal nutrition can enhance food production and security. 2. Goal 3: Good Health and Well-being – Proper nutrition contributes to the health of both animals and humans, ensuring safe food supplies. 3. Goal 12: Responsible Consumption and Production – The course can promote sustainable feeding practices and resource management. 4. Goal 13: Climate Action – By improving feed efficiency and reducing waste, better nutrition can lower the environmental impact of livestock. 5. Goal 15: Life on Land – Sustainable animal nutrition can help maintain biodiversity and promote healthier ecosystems. These goals emphasize the role of animal nutrition in fostering sustainable agricultural practices and improving food systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01111002 | Ilmu Tanaman Pakan | Forage Crop Science | University programs in Forage Crop Science focus on the study and management of forage plants used for livestock grazing and feed. Students learn about plant biology, agronomy, and the cultivation practices of various forage species, including grasses and legumes. The curriculum covers topics such as forage quality, pest management, soil health, and the nutritional value of forages for livestock. Practical experiences may include fieldwork, laboratory analyses, and the development of pasture management plans. This education prepares graduates for careers in agronomy, livestock management, and agricultural research, emphasizing the role of forages in sustainable livestock production and environmental stewardship. | 1. Goal 2: Zero Hunger – Improving forage crops can enhance livestock nutrition and food security. 2. Goal 12: Responsible Consumption and Production – Promotes sustainable agricultural practices in forage production and utilization. 3. Goal 13: Climate Action – Sustainable forage management can help mitigate climate change impacts through carbon sequestration and reduced greenhouse gas emissions. 4. Goal 15: Life on Land – Encourages biodiversity and ecosystem health through the cultivation of diverse forage species. 5. Goal 3: Good Health and Well-being – Healthy forages contribute to animal health, which in turn supports human nutrition. These goals highlight the importance of forage crops in sustainable agriculture and their role in improving food systems and environmental health. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01111102 | Dasar Teknologi HT | Basic HT Technology | University programs in Basic HT (High-Temperature) Technology focus on the principles and applications of high-temperature processes used in various industries, including food processing, materials science, and energy production. Students learn about thermodynamics, heat transfer, and the design and operation of high-temperature equipment. The curriculum covers topics such as thermal treatment processes, safety considerations, and efficiency optimization. Practical experiences often include laboratory work and hands-on projects that allow students to apply theoretical knowledge to real-world scenarios. This education prepares graduates for careers in engineering, research, and technology development, emphasizing the importance of high-temperature technologies in industrial applications. | 1. Goal 3: Good Health and Well-being – High throughput technologies can accelerate research in health, drug discovery, and disease prevention. 2. Goal 9: Industry, Innovation, and Infrastructure – Emphasizes the development and application of innovative technologies in various fields, including biotechnology and agriculture. 3. Goal 12: Responsible Consumption and Production – Supports efficient and sustainable production processes through advanced technological methods. 4. Goal 4: Quality Education – Promotes knowledge and skills in modern technologies, contributing to educational advancements in science and technology. 5. Goal 17: Partnerships for the Goals – Encourages collaboration across sectors and disciplines, facilitating advancements in research and technology. These goals reflect the potential of high throughput technologies to drive innovation, improve health outcomes, and promote sustainable practices across various industries. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01111202 | Penyuluhan dan Komunikasi | Extension and Communication | University programs in Extension and Communication focus on the dissemination of knowledge and technology in agriculture and community development. Students learn effective communication strategies, educational methodologies, and outreach techniques to engage diverse audiences. The curriculum covers topics such as program planning, public speaking, multimedia communication, and community needs assessment. Students often participate in practical experiences, including internships and fieldwork, to develop skills in organizing workshops, creating educational materials, and fostering collaboration among stakeholders. This education prepares graduates for careers in extension services, agricultural education, and community outreach, equipping them to promote sustainable practices and improve the quality of life in rural and agricultural communities. | 1. Goal 2: Zero Hunger – Facilitates knowledge transfer and agricultural practices that enhance food security and sustainable agriculture. 2. Goal 4: Quality Education – Promotes education and capacity building through effective communication and extension services. 3. Goal 10: Reduced Inequalities – Addresses issues of equity by reaching marginalized communities and ensuring access to information and resources. 4. Goal 12: Responsible Consumption and Production – Encourages sustainable practices through outreach and awareness campaigns. 5. Goal 17: Partnerships for the Goals – Fosters collaboration among stakeholders, including governments, NGOs, and communities, to achieve development objectives. These goals highlight the importance of effective communication and extension services in promoting sustainable development and improving livelihoods. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120102 | Sistem Industri Peternakan | Animal Husbandry Industrial System | University programs in Animal Husbandry Industrial Systems focus on the integration of animal production practices within an industrial framework. Students learn about the management of livestock operations, production efficiency, and the technologies used in large-scale animal husbandry. The curriculum covers topics such as supply chain management, facility design, animal welfare, and biosecurity measures. Students also explore the economic aspects of animal husbandry, including marketing and consumer behavior. Practical experiences often involve field studies and internships in industrial livestock operations. This education prepares graduates for careers in agribusiness, livestock management, and consulting, equipping them to enhance productivity and sustainability within the animal husbandry sector. | 1. Goal 2: Zero Hunger – Focuses on improving livestock production systems to enhance food security and nutrition. 2. Goal 3: Good Health and Well-being – Promotes animal health and welfare, which contributes to public health through safe food supplies. 3. Goal 12: Responsible Consumption and Production – Encourages sustainable practices in animal husbandry, reducing waste and improving resource efficiency. 4. Goal 13: Climate Action – Addresses the environmental impacts of livestock production and promotes practices that reduce greenhouse gas emissions. 5. Goal 15: Life on Land – Supports biodiversity and sustainable land use practices within animal husbandry systems. These goals emphasize the role of sustainable animal husbandry in enhancing food systems, promoting health, and protecting the environment. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01120203 | Ilmu Reproduksi Ternak | Animal Reproduction Science | University programs in Animal Reproduction Science focus on the biological and technological aspects of animal reproduction. Students study topics such as reproductive physiology, breeding techniques, and reproductive technologies like artificial insemination, embryo transfer, and cloning. The curriculum emphasizes both theoretical knowledge and practical skills, including reproductive health assessments and management of breeding programs. Students also explore ethical considerations and advancements in reproductive research. Through laboratory work and field experiences, graduates are prepared for careers in veterinary medicine, animal breeding, and reproductive management, contributing to the efficiency and sustainability of livestock production. | 1. Goal 2: Zero Hunger – Enhancing reproductive efficiency in livestock can improve food security and agricultural productivity. 2. Goal 3: Good Health and Well-being – Focuses on animal health and welfare, which are essential for ensuring safe food supplies and overall public health. 3. Goal 12: Responsible Consumption and Production – Promotes sustainable breeding practices and efficient use of resources in animal production systems. 4. Goal 15: Life on Land – Supports biodiversity through improved genetic management and conservation practices in livestock breeding. 5. Goal 13: Climate Action – Efficient reproductive strategies can help in adapting livestock production to changing environmental conditions. These goals highlight the importance of animal reproduction science in promoting sustainable agriculture and improving food systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110102 | Statistik Peternakan | Livestock Statistics | University programs in Livestock Statistics focus on the application of statistical methods and data analysis techniques specific to the livestock industry. Students learn to collect, analyze, and interpret data related to animal production, breeding, health, and market trends. The curriculum covers topics such as descriptive statistics, inferential statistics, experimental design, and statistical software applications. Practical experiences often include projects that involve real-world livestock data, enabling students to develop skills in data-driven decision-making. This education prepares graduates for careers in agricultural research, livestock management, and policy analysis, equipping them to contribute to evidence-based practices in the livestock sector. | 1. Goal 2: Zero Hunger – Provides data analysis and insights that can improve livestock production systems and food security. 2. Goal 3: Good Health and Well-being – Supports health monitoring of livestock populations, contributing to food safety and public health. 3. Goal 12: Responsible Consumption and Production – Facilitates the assessment of resource use and efficiency in livestock production. 4. Goal 17: Partnerships for the Goals – Enhances collaboration through data sharing and research, improving decision-making and policy development in the livestock sector. 5. Goal 15: Life on Land – Helps monitor and manage livestock impacts on ecosystems, promoting sustainable land use practices. These goals highlight the role of statistical analysis in enhancing sustainable practices and informing policy in livestock production. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110202 | Genetika Peternakan | Animal Husbandry Genetics | University programs in Animal Husbandry Genetics focus on the principles and applications of genetics in livestock production. Students study the genetic basis of traits related to growth, reproduction, disease resistance, and overall performance in various animal species. The curriculum covers topics such as breeding strategies, genetic evaluation, molecular genetics, and biotechnology applications in animal husbandry. Students gain practical skills through laboratory work and field studies, enabling them to apply genetic principles to improve livestock populations. This education prepares graduates for careers in animal breeding, genetic consulting, and research, contributing to the advancement of sustainable and efficient livestock production practices. | 1. Goal 2: Zero Hunger – Enhances livestock productivity and food security through improved breeding practices. 2. Goal 3: Good Health and Well-being – Focuses on the health and welfare of livestock, contributing to safe food supplies and public health. 3. Goal 12: Responsible Consumption and Production – Promotes sustainable genetic practices that enhance resource efficiency and reduce environmental impact. 4. Goal 15: Life on Land – Supports biodiversity conservation through the management and preservation of genetic resources in livestock. 5. Goal 13: Climate Action – Aids in developing livestock breeds that are resilient to climate change and more efficient in resource use. These goals emphasize the importance of genetics in promoting sustainable animal husbandry and enhancing food systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110303 | Fisiologi Ternak | Animal Physiology | University programs in Animal Physiology focus on the biological functions and processes of animals, exploring how their bodies respond to various internal and external stimuli. Students study topics such as metabolic processes, hormonal regulation, muscle function, and the physiology of different organ systems. The curriculum often includes hands-on laboratory work and field studies to observe physiological responses in real-world settings. By understanding the principles of animal physiology, students learn how these processes impact health, growth, reproduction, and behavior. This education prepares graduates for careers in veterinary medicine, animal research, and agricultural science, contributing to improved animal welfare and productivity. | 1. Goal 2: Zero Hunger – Understanding animal physiology can improve livestock health and productivity, enhancing food security. 2. Goal 3: Good Health and Well-being – Focuses on the physiological processes that impact animal health, contributing to food safety and human health. 3. Goal 12: Responsible Consumption and Production – Promotes sustainable practices by improving animal welfare and resource efficiency in production systems. 4. Goal 13: Climate Action – Investigates how animals respond to environmental stressors, which can inform management practices that reduce emissions and improve resilience. 5. Goal 15: Life on Land – Supports the understanding of physiological adaptations that can help in biodiversity conservation and sustainable land use. These goals highlight the role of animal physiology in advancing sustainable agricultural practices and improving food systems. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110402 | Mikrobiologi Hewan | Animal Microbiology | University programs in Animal Microbiology focus on the study of microorganisms that affect animal health and production. Students learn about the roles of bacteria, viruses, fungi, and parasites in animal diseases, as well as their impact on livestock health, nutrition, and productivity. The curriculum covers topics such as microbial physiology, immunology, disease prevention, and biosecurity measures. Practical experiences often include laboratory work involving microbial culture, identification, and antimicrobial sensitivity testing. This education prepares graduates for careers in veterinary medicine, animal health management, and research, equipping them to address challenges related to animal diseases and improve overall livestock health and productivity. | 1. Goal 2: Zero Hunger – Understanding microbial interactions in livestock can enhance animal health and productivity, contributing to food security. 2. Goal 3: Good Health and Well-being – Focuses on the role of microbes in animal health, disease prevention, and food safety, which impacts public health. 3. Goal 12: Responsible Consumption and Production – Promotes sustainable practices by managing microbial populations to improve animal welfare and reduce waste. 4. Goal 13: Climate Action – Investigates microbial contributions to greenhouse gas emissions in livestock systems, aiding in mitigation strategies. 5. Goal 15: Life on Land – Supports the understanding of microbial ecosystems and their role in maintaining soil and animal health, promoting biodiversity. These goals highlight the importance of animal microbiology in enhancing sustainable agricultural practices and improving health outcomes. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110503 | Biokimia Peternakan | Animal Husbandry Biochemistry | University programs in Animal Husbandry Biochemistry focus on the chemical processes and substances that occur in livestock, emphasizing their roles in nutrition, metabolism, and overall health. Students study topics such as metabolic pathways, enzyme function, and the biochemical composition of feed ingredients. The curriculum often covers the impact of biochemistry on animal growth, reproduction, and disease resistance. Practical experiences typically include laboratory work involving biochemical assays and analysis of animal tissues and fluids. This education prepares graduates for careers in animal nutrition, veterinary science, and research, equipping them to apply biochemistry principles to enhance livestock production and health. | 1. Goal 2: Zero Hunger – Understanding biochemical processes can enhance livestock productivity and efficiency, contributing to food security. 2. Goal 3: Good Health and Well-being – Focuses on the biochemical basis of animal health, nutrition, and disease resistance, impacting both animal and human health. 3. Goal 12: Responsible Consumption and Production – Promotes sustainable practices by improving feed efficiency and reducing waste through biochemistry. 4. Goal 13: Climate Action – Investigates metabolic processes that can influence greenhouse gas emissions, aiding in the development of more sustainable animal husbandry practices. 5. Goal 15: Life on Land – Supports biodiversity through the understanding of biochemical pathways that affect animal reproduction and health, contributing to sustainable land use. These goals emphasize the role of biochemistry in enhancing animal husbandry practices and promoting sustainability in agriculture. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110602 | Sosiologi Peternakan | Sociology of Animal Husbandry | University programs in the Sociology of Animal Husbandry explore the social, cultural, and economic factors influencing livestock production and animal agriculture. Students study the relationships between farmers, animals, and society, examining issues such as animal welfare, rural development, and the impact of agricultural practices on communities. The curriculum covers topics like agricultural policy, ethical considerations, and the roles of various stakeholders in the livestock industry. Through research projects and fieldwork, students gain insights into the social dynamics that shape animal husbandry practices. This education prepares graduates for careers in agricultural policy, rural development, and community outreach, promoting sustainable and socially responsible practices in the livestock sector. | 1. Goal 2: Zero Hunger – Explores social factors affecting food production and distribution, contributing to food security and sustainable agriculture. 2. Goal 3: Good Health and Well-being – Examines the societal impacts of animal husbandry practices on health, welfare, and nutrition. 3. Goal 10: Reduced Inequalities – Investigates how social structures influence access to resources, technologies, and education in animal husbandry. 4. Goal 12: Responsible Consumption and Production – Analyzes consumer behavior and societal attitudes toward sustainable practices in animal agriculture. 5. Goal 17: Partnerships for the Goals – Highlights the importance of collaboration among stakeholders in the agricultural sector to achieve sustainable development goals. These goals illustrate the intersection of social dynamics and animal husbandry, emphasizing the need for a holistic approach to sustainable agricultural practices. |
| PETERNAKAN | PETERNAKAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23I01110702 | UU Peternakan dan Animal Walfare | Livestock and Animal Welfare Law | University programs in Livestock and Animal Welfare Law focus on the legal frameworks and regulations governing the treatment and welfare of livestock and other animals. Students explore various aspects of animal rights, welfare standards, and the ethical considerations surrounding livestock management. The curriculum covers legislation at local, national, and international levels, including the responsibilities of producers, handlers, and regulatory bodies. Additionally, students examine case studies and current issues related to animal welfare in agricultural practices. This training prepares graduates for careers in legal advocacy, policy-making, and animal welfare organizations, equipping them to promote humane practices in the livestock industry. | 1. Goal 2: Zero Hunger – Promotes sustainable livestock practices that enhance food security while ensuring animal welfare. 2. Goal 3: Good Health and Well-being – Focuses on the legal frameworks that protect animal health and welfare, contributing to safe food production and public health. 3. Goal 12: Responsible Consumption and Production – Encourages ethical practices in livestock management and promotes responsible consumption of animal products. 4. Goal 15: Life on Land – Supports biodiversity and sustainable land use by ensuring humane treatment of livestock and promoting healthy ecosystems. 5. Goal 16: Peace, Justice, and Strong Institutions – Highlights the importance of effective governance and legal systems in enforcing animal welfare standards. These goals underscore the role of law in promoting ethical and sustainable practices in livestock production and animal welfare. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131602 | Kreativitas Solutif | Solution Creativity | The Solution Creativity course focuses on fostering innovative thinking and problem-solving skills across various contexts. Students explore creative processes and techniques, learning to approach challenges from multiple perspectives. The course covers methods such as brainstorming, design thinking, and critical analysis, emphasizing the importance of collaboration and interdisciplinary approaches. Students engage in hands-on projects and real-world scenarios to practice generating and evaluating creative solutions. Emphasis is placed on developing a mindset that embraces experimentation, adaptability, and resilience in the face of challenges. This course prepares students for careers in fields that require innovative thinking, such as business, design, engineering, and entrepreneurship. | SDG 4: Quality Education – Encourages innovative thinking and problem-solving skills, essential for educational development and lifelong learning. SDG 9: Industry, Innovation, and Infrastructure – Promotes innovation and creative solutions that can lead to advancements in various industries and improve infrastructure. SDG 8: Decent Work and Economic Growth – Supports entrepreneurship and the creation of new job opportunities through innovative solutions and business ideas. SDG 10: Reduced Inequalities – Encourages the development of creative solutions that address social issues and inequalities, promoting inclusivity and equal opportunities. SDG 17: Partnerships for the Goals – Fosters collaboration and teamwork, essential for generating creative solutions to complex global challenges. By integrating these SDGs into the curriculum, the course can prepare students to harness their creativity in ways that contribute to sustainable development and positive social impact. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130902 | Sejarah Seni Indonesia – Jepang | History of Indonesian – Japanese Art | The History of Indonesian-Japanese Art course explores the artistic traditions and cultural exchanges between Indonesia and Japan throughout history. Students examine key artistic movements, styles, and significant works from both countries, considering influences such as religion, trade, and colonialism. The course covers various forms of art, including painting, sculpture, textiles, and traditional crafts, highlighting the unique characteristics and cultural contexts of each region. Emphasis is placed on understanding the historical relationships that shaped artistic practices and the contemporary relevance of these connections. Through lectures, discussions, and analysis of artworks, students gain insights into the rich artistic heritage and cultural dialogues between Indonesia and Japan. | SDG 4: Quality Education – Promotes understanding of cultural heritage and artistic practices, enhancing education in the arts and humanities. SDG 11: Sustainable Cities and Communities – Encourages appreciation for cultural diversity and heritage, fostering sustainable communities through art and cultural exchange. SDG 10: Reduced Inequalities – Supports the exploration of marginalized voices and narratives in art history, promoting inclusivity and representation in cultural studies. SDG 16: Peace, Justice, and Strong Institutions – Highlights the role of art in promoting dialogue, understanding, and reconciliation between cultures. SDG 17: Partnerships for the Goals – Encourages collaboration between artists, educators, and cultural institutions to promote intercultural understanding and artistic collaboration. By integrating these SDGs into the curriculum, the course can foster a deeper appreciation of cultural heritage and encourage sustainable practices in the arts. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08131002 | Kajian Industri Jepang | Japanese Industrial Studies | The Japanese Industrial Studies course examines the development, structure, and global impact of Japan’s industrial sector. Students explore key industries, including manufacturing, technology, and services, and analyze Japan’s unique approaches to production, management, and innovation. The course covers historical trends, economic policies, and the influence of cultural factors on industrial practices. Emphasis is placed on Japan’s role in the global economy, technological advancements, and sustainable practices. Through case studies, industry visits, and research projects, students develop a comprehensive understanding of Japan’s industrial landscape and its implications for global trade and economic development, preparing them for careers in business, economics, and international relations. | SDG 8: Decent Work and Economic Growth – Examines Japan’s industrial practices, innovation, and economic growth, contributing to understanding sustainable economic development. SDG 9: Industry, Innovation, and Infrastructure – Focuses on Japan’s advancements in technology and industrial infrastructure, promoting sustainable industrialization and innovation. SDG 4: Quality Education – Provides insights into industrial practices and education systems in Japan, fostering a comprehensive understanding of vocational and technical training. SDG 10: Reduced Inequalities – Explores how industrial policies can address economic disparities within and between countries, promoting inclusive growth. SDG 17: Partnerships for the Goals – Encourages collaboration between Japanese industries and global partners to share knowledge and best practices in sustainable development. By integrating these SDGs into the curriculum, the course can prepare students to understand and contribute to sustainable industrial practices and economic development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08131102 | Bahasa Jepang Pariwisata | Japanese Tourism | The Japanese Tourism course explores the cultural, economic, and social dimensions of tourism in Japan. Students examine key attractions, destinations, and trends within the Japanese tourism industry, including traditional practices, modern developments, and sustainable tourism initiatives. The course covers topics such as hospitality management, cultural heritage, and the impact of tourism on local communities and the environment. Emphasis is placed on understanding the experiences of domestic and international travelers, as well as the role of tourism in promoting cultural exchange. Through case studies, field trips, and project work, students gain insights into the complexities of tourism in Japan, preparing them for careers in tourism management, hospitality, and cultural studies. | SDG 8: Decent Work and Economic Growth – Examines the tourism sector’s contribution to economic growth, job creation, and sustainable employment in Japan. SDG 12: Responsible Consumption and Production – Focuses on promoting sustainable tourism practices that minimize environmental impact and encourage responsible consumption. SDG 11: Sustainable Cities and Communities – Explores how tourism can contribute to sustainable urban development and the preservation of cultural heritage in Japanese cities. SDG 10: Reduced Inequalities – Discusses the potential for tourism to promote inclusivity and provide opportunities for marginalized communities in rural and urban areas. SDG 17: Partnerships for the Goals – Encourages collaboration between government, private sector, and local communities to develop sustainable tourism strategies. By integrating these SDGs into the curriculum, the course can prepare students to contribute to sustainable tourism practices that enhance both economic and cultural development in Japan. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08131202 | Bahasa Jepang Bisnis | Business Japanese | The Business Japanese course focuses on developing language skills and cultural competencies essential for effective communication in Japanese business settings. Students learn specialized vocabulary, phrases, and etiquette relevant to various professional contexts, including negotiations, meetings, and correspondence. The course emphasizes practical applications, such as writing business emails, giving presentations, and participating in discussions. Additionally, students explore cultural norms and practices that influence business interactions in Japan. Through role-playing, case studies, and real-world scenarios, students enhance their proficiency in both spoken and written Japanese, preparing them for careers in international business, trade, and diplomacy. | SDG 4: Quality Education – Provides language skills and cultural understanding necessary for effective communication in the business environment, enhancing educational opportunities. SDG 8: Decent Work and Economic Growth – Equips students with language and cultural proficiency that can enhance employability in international business contexts, contributing to economic growth. SDG 10: Reduced Inequalities – Promotes inclusivity by preparing students from diverse backgrounds to participate in global business, reducing barriers to employment. SDG 17: Partnerships for the Goals – Fosters international collaboration and understanding between Japanese and global businesses, promoting partnerships that support sustainable development. SDG 9: Industry, Innovation, and Infrastructure – Encourages students to understand Japan’s innovative business practices and contribute to global industry advancements. By integrating these SDGs into the curriculum, the course can prepare students to engage effectively in international business while promoting sustainable practices and cultural understanding. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08131302 | Seminar Proposal | Proposal Seminar | The Proposal Seminar course is designed to guide students in developing and refining research proposals in their chosen fields of study. Students learn the essential components of a research proposal, including defining research questions, conducting literature reviews, and selecting appropriate methodologies. The course emphasizes critical thinking and peer feedback, encouraging students to present their proposals and engage in constructive discussions. Through workshops and presentations, students gain skills in articulating their research ideas clearly and effectively, preparing them for future academic projects or grant applications. This course is crucial for those planning to undertake thesis work or research initiatives in their disciplines. | Quality Education (SDG 4): Emphasizing the importance of inclusive and equitable quality education and promoting lifelong learning opportunities. Gender Equality (SDG 5): Focusing on gender equity in education and research, ensuring equal opportunities for all genders. Decent Work and Economic Growth (SDG 8): Discussing how education contributes to economic development and decent employment. Reduced Inequalities (SDG 10): Addressing educational access and equity for marginalized groups. Partnerships for the Goals (SDG 17): Highlighting the importance of collaboration between institutions, governments, and communities in achieving sustainable development. Depending on the focus of the seminar, other goals like Climate Action (SDG 13) or Sustainable Cities and Communities (SDG 11) might also be relevant. The integration of SDGs into academic curricula can promote awareness and engagement among students regarding global challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08140106 | SKRIPSI | THESIS | The Thesis course involves the independent research and writing of a comprehensive academic project on a specific topic within a student’s field of study. Guided by a faculty advisor, students formulate a research question, conduct a literature review, gather and analyze data, and present their findings in a formal thesis document. The course emphasizes critical thinking, methodological rigor, and effective communication. Students also prepare for a thesis defense, where they present their work to a committee and respond to questions. This course is essential for students pursuing advanced degrees, equipping them with skills in research, analysis, and academic writing. | Quality Education (SDG 4): Research might explore educational methodologies, access to education, or the impact of education on communities. Gender Equality (SDG 5): Theses may investigate issues related to gender in various fields, such as the workplace, education, or health. Reduced Inequalities (SDG 10): Research can address disparities in access to resources, opportunities, or social justice. Sustainable Cities and Communities (SDG 11): Theses may focus on urban development, sustainability practices, or community resilience. Climate Action (SDG 13): Topics could include environmental sustainability, climate change impacts, or policy responses. Partnerships for the Goals (SDG 17): Research might evaluate collaborative approaches to solving complex global challenges. Ultimately, the specific SDGs covered will depend on the individual thesis topics and research areas chosen by students. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130202 | Semiotika | Semiotics | The Semiotics course explores the study of signs, symbols, and their meanings in various contexts, including language, culture, art, and media. Students learn about key theories and concepts developed by influential semioticians, such as Ferdinand de Saussure and Roland Barthes. The course covers the relationships between signifiers (the form of a sign) and signifieds (the concept it represents), as well as the role of context in meaning-making. Through analysis of texts, images, and cultural artifacts, students develop critical thinking skills and a deeper understanding of how meaning is constructed and communicated. This course is valuable for those interested in linguistics, media studies, cultural studies, and communication. | Quality Education (SDG 4): Semiotics can enhance understanding of communication in education, promoting critical thinking and literacy. Gender Equality (SDG 5): Analyzing how semiotic systems shape and reflect gender norms and identities in various media. Reduced Inequalities (SDG 10): Examining how semiotic practices influence social stratification and the representation of marginalized groups. Sustainable Cities and Communities (SDG 11): Exploring the role of signs and symbols in urban environments, community identity, and public spaces. Peace, Justice, and Strong Institutions (SDG 16): Investigating the semiotics of law, governance, and civic discourse, and how they contribute to social stability. Partnerships for the Goals (SDG 17): Understanding how semiotic analysis can facilitate dialogue and collaboration across cultures and disciplines. These connections can help students appreciate how semiotic theory applies to real-world issues and the broader context of sustainable development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130302 | Komposisi bahasa Jepang | Japanese composition | The Japanese Composition course focuses on developing students’ writing skills in Japanese across various genres and contexts. Students learn to express ideas clearly and effectively, practicing techniques for crafting essays, reports, and creative pieces. The course emphasizes grammar, vocabulary, and stylistic elements, encouraging students to refine their voice and tone. Through peer reviews and instructor feedback, students engage in the revision process to enhance their writing quality. Emphasis is also placed on understanding the cultural nuances of Japanese writing and the importance of audience awareness. This course prepares students for academic writing and professional communication in Japanese, fostering greater fluency and confidence in their writing abilities. | Quality Education (SDG 4): Focusing on developing writing skills, critical thinking, and literacy in both Japanese language and culture. Gender Equality (SDG 5): Exploring gender representation in literature and composition, and how language shapes gender identities and roles. Reduced Inequalities (SDG 10): Examining how language and composition can address social issues, inequalities, and representation of marginalized voices in Japanese society. Cultural Diversity (related to SDG 16): Understanding the importance of cultural expression and the role of language in preserving and promoting cultural heritage. Partnerships for the Goals (SDG 17): Encouraging collaboration through writing, such as co-authorship or intercultural exchange projects. These connections can enhance students’ understanding of the broader implications of their writing and its impact on society and culture. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130402 | Terjemahan Jepang-Indonesia | Japanese-Indonesian translation | The Japanese-Indonesian Translation course focuses on developing skills for translating texts between Japanese and Indonesian. Students explore various types of texts, including literary works, technical documents, and cultural materials, while learning about the nuances of both languages. The course covers translation techniques, cultural contexts, and the challenges of conveying meaning accurately. Emphasis is placed on improving vocabulary, grammar, and comprehension in both languages, as well as developing critical thinking skills for effective translation. Through practical exercises and peer feedback, students gain hands-on experience, preparing them for careers in translation, interpretation, and cross-cultural communication. | Quality Education (SDG 4): Enhancing language skills, literacy, and cross-cultural communication, which are essential for effective translation. Gender Equality (SDG 5): Exploring how translation can reflect and challenge gender norms and representation in both cultures. Reduced Inequalities (SDG 10): Addressing issues of accessibility in language, ensuring that diverse voices and perspectives are represented in translated materials. Decent Work and Economic Growth (SDG 8): Examining the role of translation in facilitating international trade, business, and collaboration between Japan and Indonesia. Cultural Diversity (related to SDG 16): Promoting understanding and appreciation of cultural differences through translation, which helps preserve and promote cultural heritage. Partnerships for the Goals (SDG 17): Encouraging collaboration between Japan and Indonesia in various fields through effective communication and translation. These connections can help students recognize the broader implications of translation work and its impact on society, culture, and sustainable development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130502 | Sastra Populer Jepang | Japanese Popular Literature | The Japanese Popular Literature course explores the diverse genres and themes of contemporary Japanese literature, focusing on works that resonate with a broad audience. Students examine key authors, literary movements, and cultural contexts that have shaped popular narratives, including manga, light novels, and genre fiction. The course emphasizes analysis of storytelling techniques, character development, and societal reflections found within these texts. Through readings, discussions, and multimedia presentations, students gain insights into the cultural significance of popular literature in Japan. This course is valuable for those interested in literature, cultural studies, and media, fostering an appreciation for the dynamics of storytelling in contemporary society. | Quality Education (SDG 4): Promoting literacy and critical thinking through the study of literature, as well as understanding cultural context and narrative techniques. Gender Equality (SDG 5): Analyzing representations of gender in popular literature, including how characters and narratives reflect or challenge gender norms. Reduced Inequalities (SDG 10): Exploring themes of social class, marginalization, and representation of diverse voices within popular literature. Sustainable Cities and Communities (SDG 11): Examining how popular literature reflects urban experiences and community dynamics in contemporary Japan. Peace, Justice, and Strong Institutions (SDG 16): Investigating how literature addresses social issues, justice, and the role of narrative in shaping public discourse. Partnerships for the Goals (SDG 17): Encouraging cross-cultural understanding and collaboration through the study of popular literature in translation and its global impact. By connecting these SDGs to the study of Japanese popular literature, students can gain insights into how narratives shape and reflect societal values and challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130602 | Sastra Bandingan Indonesia – Jepang | Comparative Literature Indonesia – Japan | The Comparative Literature Indonesia-Japan course explores the literary traditions and narratives of Indonesia and Japan, focusing on the interplay between their respective cultures and literatures. Students analyze key texts from both countries, examining themes, styles, and historical contexts that shape literary expression. The course emphasizes comparative analysis, allowing students to draw connections and contrasts between Indonesian and Japanese literature, including poetry, novels, and folklore. Through discussions, critical essays, and research projects, students develop a deeper understanding of how literature reflects and influences cultural identity, social issues, and artistic movements. This course is valuable for those interested in literary studies, cultural exchange, and translation. | Quality Education (SDG 4): Enhancing literacy, critical thinking, and intercultural understanding through the study of literary texts from both cultures. Gender Equality (SDG 5): Analyzing gender representations and issues in literature from Indonesia and Japan, fostering discussions on gender roles and equality. Reduced Inequalities (SDG 10): Exploring themes of social justice, representation, and the voices of marginalized groups in both literary traditions. Cultural Diversity (related to SDG 16): Promoting appreciation for cultural differences and similarities through comparative analysis of literary works, contributing to cultural preservation and understanding. Partnerships for the Goals (SDG 17): Encouraging collaboration between Indonesian and Japanese authors, scholars, and translators to foster mutual understanding and cultural exchange. Sustainable Cities and Communities (SDG 11): Examining how literature reflects urban life, community dynamics, and environmental issues in both countries. By connecting these SDGs to the study of comparative literature, students can better understand the cultural, social, and political contexts that shape literary expression in Indonesia and Japan. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130702 | Wacana Kejepangan dan Media | Japanese Discourse and the Media | The Japanese Discourse and the Media course examines the relationship between language, discourse, and media in Japanese society. Students explore how language is used in various media forms, including television, newspapers, social media, and advertising, analyzing the impact of discourse on public opinion and cultural narratives. The course covers topics such as media representation, rhetorical strategies, and the role of language in shaping identity and social issues. Through critical analysis of media texts and discussions, students develop an understanding of the dynamics of communication in contemporary Japan. This course is valuable for those interested in linguistics, media studies, and cultural communication. | Quality Education (SDG 4): Promoting media literacy and critical analysis of discourse in various media forms, enhancing students’ understanding of communication. Gender Equality (SDG 5): Examining gender representation in media discourse, exploring how media shapes perceptions of gender roles and identities. Reduced Inequalities (SDG 10): Analyzing how media discourse reflects and influences social inequalities, including issues related to race, class, and marginalized groups. Peace, Justice, and Strong Institutions (SDG 16): Investigating the role of media in shaping public discourse on justice, governance, and civic engagement, as well as promoting accountability. Partnerships for the Goals (SDG 17): Encouraging collaboration between media organizations, educational institutions, and communities to promote responsible discourse and communication practices. Sustainable Cities and Communities (SDG 11): Exploring how media representations influence perceptions of urban life, community issues, and sustainability in Japan. By connecting these SDGs to the study of discourse and media, students can gain insights into the powerful role of media in shaping societal narratives and influencing public opinion. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130802 | Bahasa dan Budaya Jepang | Japanese Language and Culture | The Japanese Language and Culture course provides an integrated approach to learning the Japanese language while exploring the cultural contexts that shape its use. Students develop foundational language skills in speaking, listening, reading, and writing, while also engaging with cultural topics such as traditions, social norms, and historical influences. The course emphasizes practical communication skills and cultural fluency, using a variety of resources, including literature, film, and media. Through discussions, projects, and immersive activities, students gain insights into the complexities of Japanese culture and its impact on language. This course is ideal for those interested in enhancing their language proficiency alongside a deeper understanding of Japanese society and its cultural practices. | Quality Education (Goal 4): The course promotes language skills and cultural understanding, contributing to inclusive and equitable education. Reduced Inequalities (Goal 10): Learning about Japanese culture can foster appreciation for diversity and promote inclusivity. Sustainable Cities and Communities (Goal 11): Understanding Japan’s urbanization, environmental policies, and community practices can encourage sustainable development. Partnerships for the Goals (Goal 17): Cultural exchange and collaboration can help build partnerships across nations. Gender Equality (Goal 5): Exploring gender roles within Japanese culture can promote discussions around equality and women’s rights. By engaging with these themes, the course can contribute to a broader understanding of sustainability and cultural awareness. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121202 | Kritik Sastra Jepang | Japanese Literary Criticism | The Japanese Literary Criticism course explores the theories and methodologies used to analyze and interpret Japanese literature. Students examine key concepts and movements in literary criticism, including historical, cultural, and social contexts that have shaped critical thought in Japan. The course covers a range of critical perspectives, such as feminism, postcolonialism, and psychoanalysis, and applies these frameworks to various literary works, from classical to contemporary literature. Through readings, discussions, and analytical essays, students develop critical thinking skills and a deeper understanding of the dynamics between literature and society in Japan. This course is valuable for those interested in literary studies, cultural criticism, and the complexities of narrative interpretation. | Quality Education (Goal 4): The course fosters critical thinking, analytical skills, and an appreciation for literature, contributing to quality education. Reduced Inequalities (Goal 10): Analyzing diverse literary voices can promote understanding of social issues, contributing to discussions on equity and representation. Gender Equality (Goal 5): Examining gender representation in literature can highlight issues related to gender roles and equality. Cultural Diversity (Goal 16): Engaging with various literary traditions promotes respect for cultural diversity and encourages peaceful, inclusive societies. Partnerships for the Goals (Goal 17): Collaborating with other disciplines or institutions can foster interdisciplinary approaches and cultural exchanges. Through these connections, the course can contribute to a deeper understanding of literature’s role in society and its potential for social change. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121302 | Analisis Wacana Jepang | Japanese Discourse Analysis | The Japanese Discourse Analysis course focuses on the study of language use in context within Japanese communication. Students learn various analytical frameworks to examine spoken and written discourse, exploring aspects such as pragmatics, speech acts, politeness strategies, and conversational structures. The course emphasizes the role of culture and social norms in shaping discourse patterns, as well as the implications for understanding meaning and interaction in Japanese society. Through analysis of real-life conversations, media texts, and literary works, students develop critical skills in interpreting language and context. This course is ideal for those interested in linguistics, communication studies, and cultural analysis. | Quality Education (Goal 4): The course enhances critical thinking and analytical skills, contributing to quality education in language and communication. Reduced Inequalities (Goal 10): Analyzing discourse can reveal power dynamics and social inequalities, fostering a deeper understanding of diverse perspectives. Gender Equality (Goal 5): Examining discourse around gender in Japanese contexts can highlight issues related to gender representation and equality. Sustainable Cities and Communities (Goal 11): Discourse analysis can be applied to urban contexts, exploring how language shapes community identities and sustainability practices. Peace, Justice, and Strong Institutions (Goal 16): Understanding discourse can inform approaches to conflict resolution and promote inclusive dialogue within societies. By engaging with these themes, the course can provide insights into the complexities of communication and its impact on social dynamics. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121402 | Sosiopragmatik Bahasa Jepang | Sociopragmatics of the Japanese Language | The Sociopragmatics of the Japanese Language course explores the intersection of language use, social context, and cultural norms in Japanese communication. Students examine how factors such as social hierarchy, politeness, and contextual cues influence language choices and interactions. The course covers key concepts like speech acts, deixis, and politeness strategies, analyzing their implications for understanding meaning and social relationships in Japanese society. Through discussions, case studies, and practical exercises, students develop skills in interpreting sociopragmatic phenomena and gain insights into the complexities of communication in Japan. This course is valuable for those interested in linguistics, intercultural communication, and sociolinguistics. | Quality Education (Goal 4): The course enhances understanding of language use in social contexts, promoting critical thinking and communication skills. Reduced Inequalities (Goal 10): By exploring how language reflects and shapes social hierarchies and inequalities, the course fosters awareness of diverse social issues. Gender Equality (Goal 5): Analyzing sociopragmatic elements can uncover how language is used to negotiate gender roles and power dynamics in Japanese society. Sustainable Cities and Communities (Goal 11): Understanding language use in urban settings can contribute to discussions on community identity and cohesion. Peace, Justice, and Strong Institutions (Goal 16): Sociopragmatics can inform practices around effective communication, conflict resolution, and fostering inclusive dialogue. Through these connections, the course can illuminate the interplay between language, society, and culture, contributing to broader discussions on sustainability and social justice. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121502 | Metode Pengajaran Bahasa Jepang | Japanese Language Teaching Methods | The Japanese Language Teaching Methods course focuses on effective strategies and techniques for teaching Japanese as a second language. Students explore various pedagogical approaches, including communicative language teaching, task-based learning, and immersion strategies. The course covers curriculum design, lesson planning, assessment methods, and the use of technology in language instruction. Emphasis is placed on understanding learner needs and cultural factors that impact language acquisition. Through practical workshops, peer teaching, and reflective practice, students develop the skills necessary to create engaging and effective language learning environments. This course prepares future educators for careers in language teaching and curriculum development in diverse educational settings. | Quality Education (Goal 4): The course directly promotes effective teaching strategies and language acquisition, contributing to inclusive and quality education. Reduced Inequalities (Goal 10): By training educators to use inclusive teaching methods, the course can help address disparities in language education access. Gender Equality (Goal 5): Incorporating gender-sensitive teaching practices can promote equity in language learning environments. Sustainable Cities and Communities (Goal 11): Teaching methods that emphasize community engagement can foster connections between language learners and their communities. Partnerships for the Goals (Goal 17): Collaborating with educational institutions and organizations can enhance teaching methods and promote cultural exchange. By addressing these goals, the course can contribute to developing effective, equitable, and culturally responsive language education practices. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121602 | Hubungan Indonesia-Jepang | Indonesia-Japan Relations | The Indonesia-Japan Relations course examines the historical, political, economic, and cultural interactions between Indonesia and Japan. Students explore key events and developments that have shaped the bilateral relationship, including trade, investment, diplomacy, and cultural exchange. The course covers topics such as Japan’s role in Indonesia’s modernization, cooperation in regional security, and the impact of historical narratives on contemporary relations. Emphasis is placed on understanding the complexities of these interactions and the influence of social and cultural factors. Through discussions, case studies, and research projects, students gain insights into the significance of Indonesia-Japan relations in the context of Southeast Asia and the broader Asia-Pacific region. This course is valuable for those interested in international relations, Asian studies, and diplomacy. | Quality Education (Goal 4): The course promotes understanding of international relations and cultural exchange, contributing to quality education. Reduced Inequalities (Goal 10): Analyzing the economic and social ties between Indonesia and Japan can highlight issues of equity and development. Sustainable Cities and Communities (Goal 11): Exploring urban development, environmental cooperation, and sustainable practices can inform discussions about sustainable communities. Partnerships for the Goals (Goal 17): The course can foster collaboration and partnerships between Indonesia and Japan, promoting mutual understanding and cooperation. Peace, Justice, and Strong Institutions (Goal 16): Understanding diplomatic relations and conflict resolution strategies can contribute to peace-building efforts. By addressing these goals, the course can provide insights into the complexities of bilateral relations and their implications for sustainable development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121702 | Kajian Lintas Budaya Jepang | Japanese Cross-Cultural Studies | The Japanese Cross-Cultural Studies course explores the interactions and exchanges between Japanese culture and other cultures around the world. Students examine themes such as identity, globalization, and cultural hybridity, analyzing how cultural elements are adapted and transformed in different contexts. The course covers various aspects of Japanese culture, including literature, art, media, and social practices, and how these intersect with global influences. Emphasis is placed on critical thinking and comparative analysis, encouraging students to understand the complexities of cultural exchange and the implications for cultural identity. Through discussions, research projects, and presentations, students develop a deeper appreciation for the richness of cross-cultural dynamics in Japan and beyond. This course is ideal for those interested in cultural studies, anthropology, and international relations. | Quality Education (Goal 4): The course fosters critical thinking and intercultural competence, enhancing educational quality and accessibility. Reduced Inequalities (Goal 10): Exploring cultural differences and social structures can promote understanding of diversity and equity within and between societies. Gender Equality (Goal 5): Analyzing gender roles and representation in Japanese culture can contribute to discussions on gender equality and empowerment. Sustainable Cities and Communities (Goal 11): Investigating cultural practices and their impact on urban life can inform sustainable community development. Peace, Justice, and Strong Institutions (Goal 16): Understanding cross-cultural dynamics can enhance dialogue and cooperation, contributing to peace-building efforts. Partnerships for the Goals (Goal 17): The course can encourage collaboration between cultures and institutions, fostering partnerships for sustainable development. By engaging with these themes, the course can provide valuable insights into the interplay between culture, society, and sustainability. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08130102 | Metode Penelitian (Linguistik-Sejarah Budaya-Sastra) | Research Methods (Linguistics-Cultural-Historical-Literary) | The Research Methods (Linguistics-Cultural-Historical-Literary) course provides students with a comprehensive overview of methodologies used in the interdisciplinary study of linguistics, culture, history, and literature. Students learn to formulate research questions, conduct literature reviews, and select appropriate qualitative and quantitative research methods. The course emphasizes critical analysis and the integration of diverse theoretical frameworks, enabling students to investigate topics such as language use, cultural narratives, historical contexts, and literary texts. Through hands-on projects, presentations, and collaborative research, students develop essential skills in data collection, analysis, and interpretation. This course prepares students for advanced research projects and careers in academia, cultural studies, and related fields. | Quality Education (Goal 4): The course develops critical research skills, promoting higher education quality and academic rigor. Reduced Inequalities (Goal 10): By encouraging diverse methodologies, the course can highlight and address social inequalities in language and culture. Gender Equality (Goal 5): Research methods can be applied to explore gender representation and issues within linguistic and cultural contexts. Sustainable Cities and Communities (Goal 11): Historical and cultural research can inform sustainable urban development and community practices. Peace, Justice, and Strong Institutions (Goal 16): Research methods can contribute to understanding historical injustices and promote dialogue around social issues. Partnerships for the Goals (Goal 17): Collaborative research approaches can foster partnerships across disciplines and cultures, enhancing knowledge sharing. Through these connections, the course can contribute to a comprehensive understanding of the interplay between research methodologies and sustainable development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120504 | Pengantar Linguistik Jepang | Introduction to Japanese Linguistics | The Introduction to Japanese Linguistics course provides a foundational understanding of the structure and function of the Japanese language. Students explore key areas such as phonetics, phonology, morphology, syntax, and semantics, as well as sociolinguistic aspects like language variation and politeness. The course emphasizes both theoretical concepts and practical applications, encouraging students to analyze linguistic data and understand the unique features of Japanese. Through lectures, discussions, and hands-on exercises, students develop analytical skills and a deeper appreciation for the complexities of the Japanese language. This course is ideal for those interested in linguistics, language education, and Japanese studies. | Quality Education (Goal 4): The course enhances understanding of linguistics, promoting critical thinking and knowledge acquisition in language studies. Reduced Inequalities (Goal 10): Studying language can highlight issues of linguistic diversity and the importance of preserving minority languages, fostering inclusivity. Gender Equality (Goal 5): Exploring language use can reveal gender dynamics in communication and representation within Japanese society. Cultural Diversity (Goal 16): Understanding the linguistic aspects of culture promotes respect for diversity and can contribute to peaceful, inclusive societies. Partnerships for the Goals (Goal 17): Engaging with linguistics can encourage collaboration between different disciplines and cultural studies, promoting interdisciplinary partnerships. By addressing these goals, the course can provide insights into the role of language in society and its implications for sustainable development. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120602 | Pranata Masyarakat Jepang | Institutions of Japanese Society | The Institutions of Japanese Society course examines the key social, political, and cultural institutions that shape contemporary Japan. Students explore topics such as family structures, education systems, legal frameworks, and government institutions, analyzing their roles and impacts on Japanese society. The course also delves into historical developments that have influenced these institutions, as well as current challenges and changes they face. Emphasis is placed on understanding how these institutions interact with cultural norms and values, shaping social behavior and identity. Through discussions, case studies, and research projects, students gain insights into the complexities of Japanese society and the factors that contribute to its dynamics. This course is valuable for those interested in sociology, anthropology, and Japanese studies. | Quality Education (Goal 4): The course promotes understanding of social structures and institutions, contributing to comprehensive education on Japanese society. Reduced Inequalities (Goal 10): Examining various institutions (e.g., education, healthcare, labor) can reveal inequalities and encourage discussions on social justice. Gender Equality (Goal 5): Analyzing institutions related to gender roles and representation can foster awareness and discussions around gender equality in Japan. Sustainable Cities and Communities (Goal 11): Understanding urban and rural institutions can inform sustainable community development and policies. Peace, Justice, and Strong Institutions (Goal 16): Exploring governance and social institutions can contribute to discussions on justice, equity, and effective governance. Partnerships for the Goals (Goal 17): The course may foster collaboration with other disciplines, promoting interdisciplinary approaches to social issues. By engaging with these themes, the course can provide insights into the complexities of Japanese society and its institutions, contributing to broader discussions on sustainability and social justice. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120702 | Sejarah Jepang | History of Japan | The History of Japan course provides a comprehensive overview of Japan’s historical development from ancient times to the present. Students explore key periods, including the Jomon and Yayoi eras, the Heian period, the samurai era, the Meiji Restoration, and modern Japan. The course examines significant political, social, economic, and cultural transformations, as well as Japan’s interactions with neighboring countries and the world. Emphasis is placed on understanding historical narratives, primary sources, and historiographical debates. Through lectures, discussions, and research projects, students develop critical thinking skills and a deeper appreciation for the complexities of Japan’s history and its impact on contemporary society. This course is ideal for those interested in history, Asian studies, and cultural studies. | Quality Education (Goal 4): The course provides critical historical knowledge, promoting educational development and understanding of Japan’s cultural heritage. Reduced Inequalities (Goal 10): Studying historical contexts can illuminate issues of social inequality and contribute to discussions on equity and justice in Japanese society. Gender Equality (Goal 5): Analyzing historical narratives can reveal gender roles and changes over time, fostering discussions about women’s rights and gender equality. Sustainable Cities and Communities (Goal 11): Understanding historical development can inform current urban planning and sustainable community practices. Peace, Justice, and Strong Institutions (Goal 16): Exploring Japan’s historical events can provide insights into governance, conflict resolution, and the evolution of justice systems. Partnerships for the Goals (Goal 17): The course may encourage interdisciplinary approaches and collaborations with other areas of study, fostering partnerships. By addressing these themes, the course can enhance understanding of Japan’s historical complexities and their relevance to contemporary global issues. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120802 | Sastra Anak Jepang | Japanese Children’s Literature | The Japanese Children’s Literature course explores the rich tradition of literature created for children in Japan, from classic tales to contemporary works. Students examine key themes, genres, and styles, analyzing how cultural values, social issues, and historical contexts influence children’s narratives. The course includes a study of picture books, folk tales, novels, and poetry, as well as the role of illustrations in storytelling. Emphasis is placed on understanding the impact of children’s literature on identity formation and moral education. Through readings, discussions, and creative projects, students gain insights into the significance of children’s literature in Japanese culture and its evolution over time. This course is valuable for those interested in literature, education, and cultural studies. | Quality Education (Goal 4): The course promotes literacy, critical thinking, and appreciation for cultural diversity through literature. Reduced Inequalities (Goal 10): By exploring diverse voices in children’s literature, the course can address themes of social justice, representation, and inclusivity. Gender Equality (Goal 5): Analyzing gender roles and representations in Japanese children’s literature can highlight issues of gender equality and empower discussions on women’s rights. Sustainable Cities and Communities (Goal 11): Literature can reflect and critique urban and rural life in Japan, fostering discussions about sustainable living and community engagement. Partnerships for the Goals (Goal 17): Collaborating with local communities, authors, or illustrators can enhance learning experiences and promote cultural exchange. By exploring these themes, the course can contribute to a broader understanding of sustainability and social issues through the lens of literature. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120906 | Bahasa Jepang Terpadu IV | Integrated Japanese IV | The Integrated Japanese IV course is designed for students who have a solid foundation in the Japanese language and are ready to further develop their skills in speaking, listening, reading, and writing. Building on previous levels, this course emphasizes advanced vocabulary, grammar, and idiomatic expressions, with a focus on enhancing fluency and comprehension. Students engage in various activities, including discussions, presentations, and written assignments, to reinforce their language abilities in real-life contexts. Cultural elements are integrated throughout the course, providing insights into contemporary Japanese society. This course is ideal for students preparing for higher-level proficiency and seeking to deepen their understanding of both the language and culture. | Quality Education (Goal 4): The course contributes to quality education by enhancing language skills, critical thinking, and intercultural communication. Reduced Inequalities (Goal 10): Language learning can help bridge cultural and linguistic divides, promoting understanding and cooperation among diverse groups. Gender Equality (Goal 5): Discussions around gender in Japanese culture and media can raise awareness of gender issues and promote equality. Peace, Justice, and Strong Institutions (Goal 16): Understanding language and culture fosters dialogue and can contribute to peaceful interactions and conflict resolution. Partnerships for the Goals (Goal 17): Collaborative projects or exchanges with Japanese-speaking communities can enhance learning and promote partnerships. By incorporating these themes, the course can foster a more holistic understanding of global issues through language and cultural studies. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121004 | Bunpou 4 | Bunpou 4 | The Bunpou 4 course is designed for advanced learners of Japanese, focusing on complex grammatical structures and nuanced language use. Building on prior knowledge, students explore a variety of advanced grammatical concepts, including conditional forms, causative and passive constructions, and nuanced expressions of time and aspect. The course emphasizes practical application through exercises, discussions, and the analysis of authentic texts. Students engage in both written and spoken activities to reinforce their understanding and usage of advanced grammar in real-world contexts. This course is ideal for those looking to enhance their fluency and mastery of the Japanese language. | Quality Education (Goal 4): The course enhances language proficiency, critical thinking, and communication skills, contributing to quality education. Reduced Inequalities (Goal 10): By improving language skills, the course can help students engage more effectively in diverse environments, promoting inclusivity. Gender Equality (Goal 5): Analyzing gendered language and expressions in Japanese can raise awareness of gender issues and promote discussions about equality. Peace, Justice, and Strong Institutions (Goal 16): Mastery of language can facilitate better communication and understanding, contributing to peaceful interactions and stronger institutions. Partnerships for the Goals (Goal 17): Collaborative projects that involve language exchange or community engagement can foster partnerships and cultural exchange. Through these connections, the course can enrich students’ understanding of both language and its role in addressing global challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08121102 | Apresiasi Karya Sastra Jepang | Appreciation of Japanese Literary Works | The Appreciation of Japanese Literary Works course offers students a deep exploration of significant literary texts from Japan, spanning various genres and historical periods. Students analyze key themes, styles, and cultural contexts, engaging with works of poetry, fiction, drama, and essays by prominent authors. The course emphasizes critical reading and interpretation, encouraging students to consider the aesthetic, social, and historical dimensions of the texts. Discussions and assignments foster an appreciation for the intricacies of Japanese literature, its artistic expressions, and its reflections on Japanese culture and identity. This course is valuable for those interested in literature, cultural studies, and Japanese studies. | Quality Education (Goal 4): The course fosters critical thinking, literary analysis, and an appreciation for cultural and artistic expression, contributing to quality education. Reduced Inequalities (Goal 10): By exploring diverse voices and themes in Japanese literature, the course can highlight social issues and promote understanding of marginalized perspectives. Gender Equality (Goal 5): Analyzing representations of gender in literature can facilitate discussions about gender roles, equality, and empowerment. Sustainable Cities and Communities (Goal 11): Literature often reflects societal issues, urbanization, and community life, fostering discussions on sustainability and social cohesion. Peace, Justice, and Strong Institutions (Goal 16): Literary works can address themes of conflict, justice, and moral dilemmas, promoting dialogue and understanding. Partnerships for the Goals (Goal 17): Collaborative projects or discussions with authors, literary critics, or cultural organizations can enhance learning and promote cultural exchange. By integrating these themes, the course can deepen students’ understanding of literature’s role in reflecting and addressing global challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110802 | Hyouki 2 | Hyouki 2 | The Hyouki 2 course focuses on enhancing students’ reading and writing skills in Japanese through the study of various texts, including essays, articles, and literary works. Building on foundational knowledge, the course emphasizes comprehension, critical analysis, and the effective expression of ideas in writing. Students engage in discussions, summarize texts, and produce written assignments that reflect their understanding of content and language. The course also introduces advanced vocabulary and idiomatic expressions, fostering fluency and confidence in written communication. This course is ideal for learners seeking to improve their proficiency and develop a deeper appreciation for Japanese texts. | Quality Education (Goal 4): The course enhances language skills and communication abilities, contributing to quality education through a focus on phonetics and effective speech. Reduced Inequalities (Goal 10): Improving pronunciation can help non-native speakers communicate more effectively, fostering inclusivity and reducing linguistic barriers. Gender Equality (Goal 5): Discussions around language use and pronunciation can include gendered speech patterns, raising awareness of gender issues in communication. Peace, Justice, and Strong Institutions (Goal 16): Mastery of language and pronunciation can facilitate better communication in diverse contexts, contributing to dialogue and conflict resolution. Partnerships for the Goals (Goal 17): Collaborating with native speakers or community members for practice can promote cultural exchange and strengthen partnerships. Through these connections, the course can play a role in enhancing language proficiency while addressing broader social issues. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110902 | Budaya Populer Jepang | Japanese Popular Culture | The Japanese Popular Culture course examines the diverse aspects of contemporary Japanese culture, including media, fashion, music, film, anime, and manga. Students explore how these elements reflect and shape societal values, identity, and cultural trends in Japan. The course analyzes the influence of globalization and technology on Japanese pop culture, as well as its impact on global cultural exchanges. Through discussions, multimedia presentations, and research projects, students gain insights into the dynamics of popular culture in Japan and its significance in both local and international contexts. This course is ideal for those interested in cultural studies, media, and Japanese society. | Quality Education (Goal 4): The course provides insights into cultural studies, media literacy, and critical thinking, enhancing students’ understanding of contemporary cultural dynamics. Reduced Inequalities (Goal 10): By examining diverse representations within Japanese popular culture, the course can highlight social issues related to inequality, identity, and marginalization. Gender Equality (Goal 5): Analyzing gender roles and representations in anime, manga, and other cultural forms can foster discussions about gender equality and empowerment. Sustainable Cities and Communities (Goal 11): The course may explore themes related to urbanization, community identity, and social issues within the context of popular culture. Responsible Consumption and Production (Goal 12): Discussions on the consumption of media and cultural products can raise awareness about sustainability and ethical practices in the entertainment industry. Partnerships for the Goals (Goal 17): Collaborating with cultural institutions, artists, or communities can enhance learning experiences and promote cultural exchange. By engaging with these themes, the course can deepen students’ understanding of popular culture’s role in addressing global challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08111002 | Kapita Selekta Sastra Jepang | Japanese Literature Capita Selecta | The Japanese Literature Capita Selecta course provides a focused examination of selected significant works and authors within Japanese literature. Students delve into various genres and periods, exploring key themes, styles, and cultural contexts that define each text. The course emphasizes critical reading and analysis, encouraging students to engage with the literature in a way that highlights its impact on Japanese society and cultural identity. Through discussions, presentations, and research assignments, students enhance their understanding of literary movements and the broader implications of the works studied. This course is ideal for those looking to deepen their knowledge of Japanese literature and its critical significance. | Quality Education (Goal 4): The course promotes critical thinking and literary analysis, enhancing students’ understanding of literature and culture. Reduced Inequalities (Goal 10): By exploring works from diverse authors and perspectives, the course can highlight social issues related to inequality and representation. Gender Equality (Goal 5): Analyzing gender roles and themes in literature can foster discussions on gender equality and the representation of women and marginalized voices. Sustainable Cities and Communities (Goal 11): Literature often reflects societal dynamics, urbanization, and community issues, encouraging discussions about sustainability and social cohesion. Peace, Justice, and Strong Institutions (Goal 16): Literary works that address themes of conflict, justice, and moral dilemmas can promote understanding and dialogue. Partnerships for the Goals (Goal 17): Collaborating with local authors, literary critics, or cultural institutions can enhance learning and promote cultural exchange. By integrating these themes, the course can enrich students’ appreciation of literature while connecting to broader social issues and global challenges. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120106 | Bahasa Jepang Terpadu III | Integrated Japanese III | The Integrated Japanese III course is designed for students who have a solid foundation in the Japanese language and are ready to advance their skills further. The course focuses on enhancing proficiency in speaking, listening, reading, and writing through a variety of engaging materials and activities. Students study more complex grammar structures, expand their vocabulary, and practice practical language use in real-life situations. Cultural insights are integrated throughout the course, providing context for language learning. Through discussions, group work, and written assignments, students develop greater fluency and confidence, preparing them for more advanced language studies. This course is ideal for those seeking to deepen their understanding of Japanese language and culture. | Quality Education (Goal 4): The course enhances language proficiency, communication skills, and cultural understanding, contributing to quality education. Reduced Inequalities (Goal 10): By improving language skills, the course helps bridge cultural and linguistic divides, promoting inclusivity and social cohesion. Gender Equality (Goal 5): Discussions on gender representation in language and culture can raise awareness of gender issues and foster discussions about equality. Peace, Justice, and Strong Institutions (Goal 16): Mastery of language facilitates better communication and understanding, contributing to peaceful interactions and conflict resolution. Partnerships for the Goals (Goal 17): Engaging with local communities, language partners, or cultural organizations can enhance learning experiences and promote cultural exchange. Through these connections, the course can play a role in fostering language skills while addressing broader social issues. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120204 | Bunpou 3 | Bunpou 3 | The Bunpou 3 course focuses on intermediate-level Japanese grammar, expanding students’ understanding of sentence structure and grammatical forms. Building on previous knowledge, students learn to use a variety of grammatical constructs, including complex sentences, nuanced expressions, and advanced particles. The course emphasizes practical application through exercises, discussions, and the analysis of authentic texts. Students engage in both written and spoken activities to reinforce their understanding and usage of grammar in context. This course is ideal for learners aiming to refine their grammatical skills and enhance their overall proficiency in Japanese. | Quality Education (Goal 4): Fostering inclusive and equitable quality education and promoting lifelong learning opportunities. Reduced Inequalities (Goal 10): Addressing social and economic disparities through education and language access. Decent Work and Economic Growth (Goal 8): Skills development that can lead to better job opportunities in language-related fields. Partnerships for the Goals (Goal 17): Encouraging collaboration between institutions and communities to enhance educational outcomes. The specific content would depend on how the course integrates these themes, but those are some likely connections! |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120302 | Korespondensi Bahasa Jepang | Japanese Correspondence | The Japanese Correspondence course focuses on developing skills for effective written communication in Japanese, particularly in formal and business contexts. Students learn to compose various types of correspondence, including emails, letters, reports, and memos, emphasizing appropriate language, tone, and structure. The course covers key conventions of Japanese writing, including politeness levels and cultural nuances, to ensure that students can convey their messages clearly and respectfully. Through practical exercises, peer reviews, and real-world scenarios, students gain confidence in their writing abilities and enhance their overall proficiency in Japanese. This course is valuable for those preparing for careers in business, diplomacy, or any field requiring professional communication in Japanese. | Quality Education (Goal 4): Focusing on language learning as a means of fostering educational opportunities and promoting lifelong learning. Gender Equality (Goal 5): Exploring gender dynamics in communication and representation in the Japanese context. Reduced Inequalities (Goal 10): Discussing language barriers and access to education and resources for diverse populations. Cultural Diversity and Sustainable Cities (Goal 11): Examining how language and communication contribute to cultural understanding and community engagement. Partnerships for the Goals (Goal 17): Encouraging collaboration through language exchange programs or community initiatives. The specific connections would depend on the course content and objectives! |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08120402 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course provides an overview of the fundamental concepts and practices involved in starting and managing a business. Students learn about the entrepreneurial process, including opportunity identification, business planning, financing, marketing, and operations management. The course emphasizes practical skills through case studies, group projects, and interactions with entrepreneurs and industry experts. Students explore various business models and strategies, as well as the challenges and risks associated with entrepreneurship. By fostering creativity and critical thinking, this course prepares students to develop their own business ideas and understand the dynamics of the entrepreneurial ecosystem. It’s ideal for those interested in starting their own ventures or pursuing careers in business development and innovation. | Goal 8: Decent Work and Economic Growth – Encouraging sustainable economic growth, entrepreneurship, and job creation. Goal 9: Industry, Innovation, and Infrastructure – Fostering innovation and building resilient infrastructure. Goal 4: Quality Education – Promoting inclusive and equitable quality education and lifelong learning opportunities. Goal 12: Responsible Consumption and Production – Teaching sustainable business practices and ethical consumption. Goal 13: Climate Action – Addressing climate change through sustainable business strategies. Goal 5: Gender Equality – Promoting gender equality and empowering women in entrepreneurship. Courses may explore how entrepreneurial ventures can contribute to these goals through innovative solutions, sustainable practices, and social impact initiatives. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110104 | Bahasa Jepang Terpadu I | Integrated Japanese I | The Integrated Japanese I course is designed for beginners, focusing on the foundational skills of listening, speaking, reading, and writing in Japanese. Students learn essential vocabulary, basic grammar, and everyday expressions through interactive activities, dialogues, and cultural content. The course emphasizes practical communication, encouraging students to engage in simple conversations and understand basic written texts. Cultural insights are integrated throughout the curriculum to provide context for language learning. Through exercises, group work, and assessments, students build confidence in their language abilities and prepare for further studies in Japanese. This course is ideal for those looking to start their journey in learning the Japanese language. | Goal 4: Quality Education – Promoting inclusive and equitable quality education through language learning. Goal 10: Reduced Inequalities – Encouraging understanding and respect for cultural diversity, which can help reduce social inequalities. Goal 16: Peace, Justice, and Strong Institutions – Fostering cross-cultural communication and understanding, which can promote peace and cooperation. While the primary focus of such a course is language acquisition and cultural knowledge, it contributes to broader educational and social goals aligned with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110204 | Bunpou 1 | Bunpou 1 | The Bunpou 1 course introduces students to the foundational aspects of Japanese grammar, focusing on basic sentence structures and essential grammatical rules. Students learn to identify and use key particles, verb forms, and adjectives in simple sentences. The course emphasizes practical application through exercises, dialogues, and reading comprehension activities, helping students develop a solid understanding of how to construct sentences and convey meaning. Additionally, cultural contexts are integrated to enhance language learning. This course is ideal for beginners seeking to build their grammatical knowledge and improve their overall proficiency in Japanese. | Goal 4: Quality Education – Enhancing language skills contributes to accessible and inclusive quality education. Goal 10: Reduced Inequalities – Promoting language learning can help bridge cultural divides and reduce social inequalities. Goal 16: Peace, Justice, and Strong Institutions – Facilitating communication and understanding between cultures supports peaceful coexistence and cooperation. While the course’s main focus is on grammar and language proficiency, it contributes to broader educational and social objectives aligned with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110302 | Hyouki 1 | Hyouki 1 | The Hyouki 1 course focuses on developing students’ reading and writing skills in Japanese at the beginner level. Students learn to recognize and write essential kanji characters, alongside hiragana and katakana, while engaging with simple texts. The course emphasizes comprehension and expression, guiding students to summarize ideas and respond to written materials. Through practical exercises, discussions, and writing assignments, students build confidence in their ability to read and write basic Japanese. This course is ideal for those looking to establish a strong foundation in literacy and enhance their overall language skills. | Goal 4: Quality Education – Providing quality language education helps improve communication skills and promotes lifelong learning. Goal 10: Reduced Inequalities – Enhancing language proficiency can empower learners from diverse backgrounds, reducing barriers to communication and cultural exchange. Goal 16: Peace, Justice, and Strong Institutions – Improved communication fosters understanding and collaboration between cultures, supporting peaceful interactions. While the course primarily emphasizes phonetics and pronunciation, it contributes to broader educational and social goals consistent with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110402 | Japanalogi | Japanalogy | The Japanalogy course offers an interdisciplinary exploration of Japanese culture, society, and history, providing students with a comprehensive understanding of Japan’s unique identity. The course covers a wide range of topics, including language, literature, art, religion, and social practices, while also addressing contemporary issues such as globalization and technological advancements. Students engage with various materials, including texts, films, and art, to analyze cultural phenomena and their historical contexts. Through discussions, projects, and research, students develop critical thinking skills and a nuanced appreciation for Japan’s complexities. This course is ideal for those interested in cultural studies, Asian studies, and international relations. | Goal 4: Quality Education – Promoting inclusive and equitable access to quality education about Japan’s culture and society. Goal 10: Reduced Inequalities – Fostering understanding of cultural diversity and promoting equality through education about different perspectives. Goal 16: Peace, Justice, and Strong Institutions – Encouraging cross-cultural understanding, dialogue, and cooperation, which can contribute to peace and social cohesion. Goal 11: Sustainable Cities and Communities – Exploring Japan’s urban planning and community practices can provide insights into sustainable living and development. Goal 17: Partnerships for the Goals – Highlighting international collaboration and cultural exchange to address global challenges. Through its comprehensive study of Japan, the course supports educational and social goals aligned with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110502 | Pengantar Kesusastraan Jepang | Introduction to Japanese Literature | The Introduction to Japanese Literature course provides a foundational overview of key literary works and movements in Japanese literature from classical to contemporary times. Students explore various genres, including poetry, fiction, and drama, analyzing themes, styles, and cultural contexts. The course emphasizes critical reading and interpretation, encouraging students to understand how historical and social factors shape literary expression. Through discussions, readings, and written assignments, students develop an appreciation for the richness and diversity of Japanese literature. This course is ideal for those interested in literature, cultural studies, and Japanese studies. | Goal 4: Quality Education – Promoting critical thinking and appreciation for literature as a means of understanding culture and society. Goal 10: Reduced Inequalities – Exploring diverse voices in Japanese literature can highlight social issues and promote inclusivity. Goal 16: Peace, Justice, and Strong Institutions – Literature often addresses themes of justice, identity, and social change, fostering understanding and dialogue. Goal 11: Sustainable Cities and Communities – Literature can reflect the relationship between people and their environments, promoting discussions on sustainable living. Goal 17: Partnerships for the Goals – Encouraging cultural exchange and collaboration through the study of literature can build connections across communities. By examining literary works, the course contributes to broader educational and social objectives aligned with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110604 | Bahasa Jepang Terpadu II | Integrated Japanese II | Integrated Japanese II is typically a course designed for students who have completed an introductory level of Japanese. It focuses on enhancing language skills in speaking, listening, reading, and writing through a variety of engaging activities. Students delve deeper into grammar, vocabulary, and kanji, often using authentic materials like dialogues, texts, and cultural content to improve comprehension and fluency. The course may also emphasize cultural aspects of Japan to provide context and enrich the learning experience. Overall, it’s aimed at developing a more nuanced understanding of the language and its usage in real-life situations. | Goal 4: Quality Education – Enhancing language proficiency contributes to inclusive and equitable education. Goal 10: Reduced Inequalities – Promoting understanding and appreciation of cultural diversity helps reduce social inequalities. Goal 16: Peace, Justice, and Strong Institutions – Fostering cross-cultural communication and understanding supports peaceful coexistence and cooperation among diverse groups. While the primary focus is on language and cultural skills, the course supports broader educational and social goals aligned with the SDGs. |
| ILMU BUDAYA | SASTRA JEPANG – S1 | Kurikulum Sarjana K-23 | 2023 | 23F08110704 | Bunpou 2 | Bunpou 2 | Bunpou 2 is typically an intermediate-level course focusing on Japanese grammar. Building on foundational knowledge, the course delves into more complex grammatical structures and usage, enhancing students’ ability to construct sentences and understand nuanced expressions. It often includes exercises, readings, and dialogues that help reinforce the grammar points, alongside discussions on how these structures function in different contexts. By the end of the course, students are expected to demonstrate improved accuracy and fluency in their written and spoken Japanese. | Goal 4: Quality Education – Enhancing language education contributes to accessible, inclusive, and equitable quality learning opportunities. Goal 10: Reduced Inequalities – Improving language skills helps bridge communication gaps, fostering inclusivity and understanding among diverse populations. Goal 16: Peace, Justice, and Strong Institutions – Effective communication skills promote dialogue and understanding, which are essential for peaceful interactions and cooperation. While the course’s primary emphasis is on grammar and language structure, it supports broader educational and social objectives that align with the SDGs. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110102 | Pengantar Sosiologi | Introduction to Sociology | The Introduction to Sociology course provides a foundational understanding of the social structures, relationships, and processes that shape human behavior and society. It covers key topics such as culture, socialization, social institutions, inequality, and group dynamics. Students learn to analyze social phenomena using sociological theories and methodologies, exploring issues like race, gender, class, and deviance. The course encourages critical thinking and fosters an appreciation for diverse perspectives, preparing students for further studies in sociology, social sciences, and related fields. By the end, students will have a solid understanding of the social forces that influence individual and collective experiences. | 1. **SDG 1: No Poverty** – Examining the social structures and inequalities that contribute to poverty and how society can address these issues. 2. **SDG 3: Good Health and Well-Being** – Exploring the social determinants of health and how societal factors impact health outcomes and access to care. 3. **SDG 5: Gender Equality** – Analyzing gender roles, norms, and inequalities within society and their impact on individuals and communities. 4. **SDG 10: Reduced Inequalities** – Investigating social inequalities related to race, class, and ethnicity, and promoting social justice and equity. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding the role of social institutions in promoting justice, governance, and community well-being. These connections can be explored through discussions, case studies, and research projects that highlight the interplay between social structures and individual experiences. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03131202 | Manajemen SDM | HR Management | The Human Resource Management (HRM) course focuses on the strategies and practices involved in managing an organization’s workforce. It covers key topics such as recruitment and selection, employee training and development, performance management, compensation and benefits, and labor relations. Students learn about the legal and ethical aspects of HRM, as well as the importance of organizational culture and employee engagement. Through case studies and practical exercises, the course emphasizes the role of HR in achieving business goals and fostering a positive work environment. By the end, students will be equipped with the skills and knowledge necessary for effective human resource management in various organizational settings. | 1. **SDG 3: Good Health and Well-Being** – Focusing on employee well-being, workplace safety, and health programs that support a healthy workforce. 2. **SDG 8: Decent Work and Economic Growth** – Promoting fair labor practices, employee rights, and job satisfaction to foster a productive work environment. 3. **SDG 5: Gender Equality** – Addressing gender equity in the workplace, promoting diversity, and implementing policies that support women’s advancement. 4. **SDG 10: Reduced Inequalities** – Ensuring equitable treatment and opportunities for all employees, regardless of background or identity. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between HR departments, management, and external organizations to promote sustainable practices and social responsibility in the workplace. These connections can be explored through case studies, discussions on best practices, and projects that focus on developing inclusive and equitable HR policies. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03131302 | Jenis kelamin dan populasi | Gender and population | This course explores the intersections between gender and demographic trends, focusing on their implications for social policy and development. Students will analyze how gender influences factors such as fertility, migration, and population distribution. Discussions will also cover issues like gender inequality and the roles of women in society. | 1. **SDG 5: Gender Equality** – Examining gender roles, rights, and inequalities in various contexts, and advocating for gender equity in all areas of life. 2. **SDG 3: Good Health and Well-Being** – Exploring how gender impacts health outcomes, access to healthcare, and reproductive health services. 3. **SDG 1: No Poverty** – Investigating the relationship between gender, poverty, and economic opportunities, and how gender inequality perpetuates poverty. 4. **SDG 10: Reduced Inequalities** – Analyzing how population dynamics and gender intersect to create disparities in wealth, education, and health. 5. **SDG 4: Quality Education** – Emphasizing the importance of education in promoting gender equality and empowering individuals to make informed choices. These connections can be explored through discussions, case studies, and research projects that highlight the interplay between gender dynamics and population issues. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03140106 | Tesis dan Ujian Komprehensif | Thesis and Comprehensive Examination | As a capstone course, students are required to develop an in-depth research thesis and prepare for a comprehensive examination. This course aims to assess students’ understanding of sociology theories, methodologies, and issues. Students will work independently and under faculty supervision to complete a substantial research project. | 1. **SDG 4: Quality Education** – Emphasizing the importance of rigorous academic research and comprehensive assessments in higher education. 2. **SDG 3: Good Health and Well-Being** – Encouraging research that addresses health issues, public health policies, or interventions, contributing to improved health outcomes. 3. **SDG 10: Reduced Inequalities** – Supporting research that examines social disparities and seeks solutions to promote equity and inclusion. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovative research that can lead to advancements in various fields, including technology and healthcare. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaborative research efforts that involve multiple stakeholders, including academia, government, and non-profits. These connections can be explored through the research process, focusing on how the thesis work contributes to addressing global challenges and advancing knowledge in relevant fields. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03140202 | Pengantar Kriminologi | Introduction to Criminology | This course provides an understanding of criminology from a sociological perspective. Students will study theories that explain crime and criminal behavior, as well as the functions of the criminal justice system. Topics include social, economic, and cultural factors influencing crime rates, along with policies related to law enforcement. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Examining the causes of crime, the justice system, and the importance of effective institutions in promoting safety and justice. 2. **SDG 10: Reduced Inequalities** – Analyzing how social inequalities contribute to crime and the disproportionate impact of crime on marginalized communities. 3. **SDG 3: Good Health and Well-Being** – Exploring the relationship between crime, victimization, and mental health, as well as the health implications of crime on communities. 4. **SDG 5: Gender Equality** – Investigating issues related to gender-based violence, victimization, and the role of gender in criminal behavior. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among law enforcement, community organizations, and policymakers to develop effective crime prevention strategies. These connections can be explored through case studies, discussions on crime trends, and analyses of policies aimed at promoting justice and public safety. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03140302 | Kebijakan Kependudukan | Population Policy | This course analyzes various policies that affect population growth and distribution. Students will study issues related to family planning, migration, and health policies that impact demographics. The primary focus will be on how policies can address population challenges at local and global levels. | 1. **SDG 3: Good Health and Well-Being** – Addressing reproductive health, family planning, and policies that promote maternal and child health. 2. **SDG 1: No Poverty** – Examining how population policies can impact economic development and poverty reduction strategies. 3. **SDG 10: Reduced Inequalities** – Analyzing how population policies can address disparities in access to resources, healthcare, and education among different demographic groups. 4. **SDG 5: Gender Equality** – Focusing on the role of gender in population policies, including women’s rights, empowerment, and access to reproductive health services. 5. **SDG 11: Sustainable Cities and Communities** – Exploring how population policies influence urban planning, housing, and infrastructure development in rapidly growing areas. These connections can be explored through case studies, policy analyses, and discussions on the implications of population policies for sustainable development and community well-being. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130503 | Metode Penelitian Kualitatif | Qualitative Research Methods | This course emphasizes qualitative research techniques used in social studies. Students will learn about data collection methods such as in-depth interviews, observations, and document analysis. Skills in qualitative data analysis will also be emphasized, helping students understand the meanings behind the collected data. | 1. **SDG 3: Good Health and Well-Being** – Utilizing qualitative methods to explore health behaviors, patient experiences, and community health needs. 2. **SDG 10: Reduced Inequalities** – Investigating the experiences of marginalized populations to better understand and address social inequalities. 3. **SDG 5: Gender Equality** – Analyzing gender-related issues and perceptions to inform policies and programs that promote gender equity. 4. **SDG 4: Quality Education** – Employing qualitative research to assess educational practices, student experiences, and barriers to learning. 5. **SDG 17: Partnerships for the Goals** – Highlighting the role of qualitative methods in collaborative research efforts that involve stakeholders from various sectors. These connections can be explored through hands-on projects, interviews, focus groups, and discussions on the importance of context and narrative in understanding complex social phenomena. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130603 | Metode Penelitian Partisipatif | Participatory Research Methods | In this course, students will explore participatory approaches to research that involve community members in the research process. This method aims to enhance the relevance and impact of research findings. Students will learn techniques that promote collaboration and empower communities in data collection and analysis. | 1. **SDG 3: Good Health and Well-Being** – Engaging communities in health research to better understand their needs and co-develop effective health interventions. 2. **SDG 10: Reduced Inequalities** – Involving marginalized groups in the research process to ensure their voices are heard and their specific challenges are addressed. 3. **SDG 5: Gender Equality** – Promoting the inclusion of women and gender minorities in research to identify and address gender-related issues and inequities. 4. **SDG 11: Sustainable Cities and Communities** – Collaborating with communities to assess local needs and develop sustainable solutions for urban development. 5. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among researchers, community members, and organizations to foster ownership and ensure the relevance of research findings. These connections can be explored through community engagement projects, workshops, and discussions on the ethics and effectiveness of participatory approaches in research. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130702 | Seminar tentang Isu-isu Sosial Kontemporer | Seminar on Contemporary Social Issues | This seminar-style course discusses current social issues relevant to society. Students will engage in discussions, debates, and analyses of various topics, such as social justice, climate change, and technology. The goal is to develop critical thinking and a deep understanding of the challenges facing contemporary society. | 1. **SDG 1: No Poverty** – Addressing the causes and consequences of poverty, and exploring strategies for economic empowerment and support. 2. **SDG 3: Good Health and Well-Being** – Discussing public health challenges, access to healthcare, and the social determinants of health affecting communities. 3. **SDG 5: Gender Equality** – Examining issues related to gender inequality, violence against women, and the empowerment of marginalized genders. 4. **SDG 10: Reduced Inequalities** – Investigating social disparities related to race, class, and other factors, and promoting social justice initiatives. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focusing on human rights, social justice movements, and the role of institutions in addressing social issues. These connections can be explored through discussions, case studies, and guest speakers, providing a platform for critical analysis and engagement with pressing social challenges. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130802 | Sosiologi Kependudukan | Sociology of Population | This course examines population dynamics, including factors influencing fertility, mortality, and migration. Students will analyze demographic data and study the social implications of population changes on social and economic policies. Focus will also be given to issues such as aging populations and urbanization. | 1. **SDG 3: Good Health and Well-Being** – Examining how population dynamics influence health outcomes, access to healthcare, and reproductive health issues. 2. **SDG 1: No Poverty** – Analyzing the relationship between population growth, economic development, and poverty levels in different contexts. 3. **SDG 10: Reduced Inequalities** – Investigating how demographic factors such as age, gender, and ethnicity contribute to social inequalities and disparities. 4. **SDG 5: Gender Equality** – Exploring the implications of population policies on women’s rights, reproductive choices, and gender roles in society. 5. **SDG 11: Sustainable Cities and Communities** – Understanding urbanization trends, migration patterns, and their impact on community development and sustainability. These connections can be explored through demographic studies, case analyses, and discussions on the social implications of population changes and policies. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130902 | Sosiologi Organisasi | Sociology of Organisations | This course studies the structure, culture, and dynamics of organizations from a sociological perspective. Students will learn how organizations influence individual and group behavior, as well as how organizational culture shapes workplace experiences. Topics such as organizational change and conflict management will also be discussed. | 1. **SDG 8: Decent Work and Economic Growth** – Analyzing organizational structures, practices, and cultures that promote employee well-being and productivity. 2. **SDG 10: Reduced Inequalities** – Exploring how organizational policies and practices can address social inequalities within the workplace. 3. **SDG 5: Gender Equality** – Investigating gender dynamics within organizations, including issues of representation, leadership, and workplace equity. 4. **SDG 4: Quality Education** – Understanding the role of organizations in education systems and workforce training, contributing to skill development and lifelong learning. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Examining how organizations can foster transparency, accountability, and ethical practices in governance and operations. These connections can be explored through case studies, organizational analyses, and discussions on the social impact of organizations within various sectors. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03131002 | Sistem Usaha Kesejahteraan Sosial | Social Welfare Enterprise System | This course explores various systems and organizations that provide social welfare services. Students will study the policies and practices that support the well-being of individuals and communities. The focus will be on analyzing the effectiveness of social programs and the challenges faced in their implementation. | 1. **SDG 1: No Poverty** – Addressing the role of social welfare programs and enterprises in alleviating poverty and providing support to vulnerable populations. 2. **SDG 3: Good Health and Well-Being** – Exploring how social welfare systems contribute to health access and overall well-being in communities. 3. **SDG 10: Reduced Inequalities** – Analyzing how social welfare initiatives can reduce disparities in access to resources and opportunities. 4. **SDG 8: Decent Work and Economic Growth** – Investigating how social enterprises create jobs and promote economic development while addressing social issues. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between government, non-profit organizations, and the private sector in implementing effective social welfare programs. These connections can be explored through case studies, program evaluations, and discussions on the effectiveness and sustainability of social welfare enterprises in addressing societal needs. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03131102 | Perlindungan Anak dan Lansia | Child and Elder Protection | This course discusses policies and practices designed to protect vulnerable groups, including children and the elderly. Students will study issues related to abuse, neglect, and the fulfillment of basic rights. Discussions will include interdisciplinary approaches to protection and support for these groups. | 1. **SDG 3: Good Health and Well-Being** – Ensuring the health and well-being of vulnerable populations, including children and the elderly, by providing protection from abuse and neglect. 2. **SDG 5: Gender Equality** – Addressing issues of gender-based violence that affect children and elderly individuals, and promoting their rights and protections. 3. **SDG 10: Reduced Inequalities** – Focusing on the specific needs of marginalized or at-risk populations to ensure equitable protection and support services. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting legal frameworks and institutional support systems that protect the rights of children and the elderly. 5. **SDG 4: Quality Education** – Advocating for educational programs that raise awareness about the rights and protections of children and the elderly. These connections can be explored through policy analyses, case studies, and discussions on best practices in safeguarding vulnerable populations. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03122102 | Sosiologi Pendidikan | Sociology of Education | This course explores the relationship between education and society. Students will analyze how education influences social mobility, inequality, and the process of socialization. A focus on various educational systems in different social contexts will also be an important part of the learning experience. | 1. **SDG 4: Quality Education** – Examining the structures, policies, and practices that promote or hinder access to quality education for all. 2. **SDG 10: Reduced Inequalities** – Analyzing how educational systems contribute to social inequalities and the ways in which they can be reformed to promote equity. 3. **SDG 5: Gender Equality** – Exploring the gender dynamics within educational institutions and how they affect access to education and outcomes for different genders. 4. **SDG 3: Good Health and Well-Being** – Investigating the link between education, health outcomes, and the role of education in promoting health literacy. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among governments, communities, and educational institutions to enhance educational opportunities. These connections can be explored through case studies, policy analyses, and discussions on the impact of education on social change and individual development. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03122202 | Organisasi dan Administrasi Pekerja Sosial | Social Worker Organisation and Administration | This course provides an understanding of the managerial aspects of social work. Students will learn about program development, resource management, and the administration of social services. Discussions will also address the challenges faced by social organizations and strategies to improve their effectiveness. | 1. **SDG 3: Good Health and Well-Being** – Emphasizing the role of social workers in promoting mental health and well-being within communities through effective organizational practices. 2. **SDG 1: No Poverty** – Addressing how social services and administrative strategies can help alleviate poverty and provide support to vulnerable populations. 3. **SDG 10: Reduced Inequalities** – Focusing on the importance of equitable service delivery and organizational policies that address the needs of marginalized groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Highlighting the role of social work organizations in advocating for justice, human rights, and effective governance in social services. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration between social work organizations, government agencies, and community groups to enhance service delivery and outcomes. These connections can be explored through case studies, organizational assessments, and discussions on best practices in social work administration and management. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03122302 | Mobilitas Penduduk dan Urbanisasi | Population Mobility and Urbanisation | This course analyzes patterns of population mobility and urbanization worldwide. Students will explore the social, economic, and environmental impacts of urbanization, as well as the challenges faced by modern cities. Issues such as housing, transportation, and accessibility will be key focal points. | 1. **SDG 11: Sustainable Cities and Communities** – Examining how urbanization impacts city planning, infrastructure, and the sustainability of urban environments. 2. **SDG 3: Good Health and Well-Being** – Analyzing the health implications of urban migration, including access to healthcare and the impact of urban living conditions on health outcomes. 3. **SDG 1: No Poverty** – Investigating the relationship between population mobility, economic opportunities, and poverty reduction in urban areas. 4. **SDG 10: Reduced Inequalities** – Exploring how urbanization can exacerbate or alleviate social inequalities, particularly for marginalized populations. 5. **SDG 8: Decent Work and Economic Growth** – Focusing on labor migration trends and the role of urban economies in providing job opportunities for migrants. These connections can be explored through case studies, data analysis, and discussions on the challenges and opportunities presented by population mobility and urbanization. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130102 | Stratifikasi Sosial dan Mobilitas Sosial | Social Stratification and Social Mobility | This course examines social structures and stratification present in society. Students will analyze factors that influence social inequality and opportunities for mobility. Discussions will include issues such as social class, race, and gender within the context of stratification. | 1. **SDG 10: Reduced Inequalities** – Examining the factors that contribute to social stratification and how they perpetuate inequalities in wealth, education, and opportunity. 2. **SDG 1: No Poverty** – Analyzing the relationship between social class and poverty, and exploring strategies for upward mobility and economic empowerment. 3. **SDG 4: Quality Education** – Investigating how access to education varies by social class and its impact on social mobility. 4. **SDG 3: Good Health and Well-Being** – Exploring how social stratification affects health outcomes and access to healthcare services. 5. **SDG 5: Gender Equality** – Examining how gender interacts with social stratification, influencing opportunities and mobility for different genders. These connections can be explored through case studies, data analysis, and discussions on policies and practices aimed at promoting social equity and mobility. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130202 | Perencanaan Sosial | Social Planning | This course explores the processes involved in social planning, which includes policy and program development to enhance community well-being. Students will learn about needs assessment techniques and strategies for involving communities in the planning process. | 1. **SDG 1: No Poverty** – Focusing on the design and implementation of social programs aimed at reducing poverty and improving living conditions for vulnerable populations. 2. **SDG 3: Good Health and Well-Being** – Planning health services and interventions to ensure access to quality healthcare and improve public health outcomes. 3. **SDG 4: Quality Education** – Developing educational policies and programs that promote access to quality education for all demographics. 4. **SDG 10: Reduced Inequalities** – Addressing social inequalities through targeted planning and resource allocation to marginalized communities. 5. **SDG 11: Sustainable Cities and Communities** – Emphasizing the importance of urban planning and community development in creating sustainable and livable environments. These connections can be explored through case studies, project planning exercises, and discussions on effective strategies for social policy development and implementation. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130302 | Sosiologi Keluarga dan Gender | Sociology of Family and Gender | This course investigates family structures and dynamics, as well as gender roles in society. Students will explore issues related to traditional roles and changes within families, and the social impacts of different family models. | 1. **SDG 5: Gender Equality** – Examining the roles, responsibilities, and power dynamics within families and how they contribute to gender inequalities. 2. **SDG 3: Good Health and Well-Being** – Investigating the impact of family structures and gender roles on health outcomes, mental health, and well-being. 3. **SDG 10: Reduced Inequalities** – Analyzing how family dynamics and gender intersect with social class, race, and other factors to influence access to resources and opportunities. 4. **SDG 4: Quality Education** – Exploring the role of families in educational attainment and the gendered aspects of educational opportunities and outcomes. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Addressing issues of domestic violence and family law, emphasizing the importance of protecting the rights of all family members. These connections can be explored through case studies, discussions, and research projects that highlight the evolving nature of family structures and gender roles in contemporary society. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03130402 | Sosiologi Masyarakat Digital | Sociology of the Digital Society | This course examines the influence of digital technology on society. Students will analyze how social media, digital communication, and information technology affect social interactions, identities, and culture. | 1. **SDG 4: Quality Education** – Exploring the role of digital technology in education, including access to online learning and digital literacy. 2. **SDG 10: Reduced Inequalities** – Analyzing the digital divide and how access to technology affects social and economic opportunities for different groups. 3. **SDG 5: Gender Equality** – Investigating gender representation and issues of harassment in digital spaces, as well as how technology impacts gender roles. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Examining the implications of digital governance, data privacy, and the role of social media in shaping public discourse and activism. 5. **SDG 3: Good Health and Well-Being** – Considering the impact of digital technologies on mental health, social relationships, and overall well-being. These connections can be explored through case studies, discussions on current digital trends, and research projects that examine the social implications of technology in everyday life. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121402 | Sosiologi Politik | Political Sociology | This course discusses the interactions between society and politics. Students will study theories of power, political participation, and how social factors influence public policy and voting behavior. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Analyzing the role of political structures, governance, and institutions in promoting justice, accountability, and social order. 2. **SDG 10: Reduced Inequalities** – Examining how political power dynamics influence social inequalities and the distribution of resources and opportunities. 3. **SDG 3: Good Health and Well-Being** – Investigating the relationship between political decisions and public health policies, including access to healthcare services. 4. **SDG 5: Gender Equality** – Exploring how political representation and policies affect gender equity and women’s rights. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between various political actors, civil society, and communities in achieving sustainable development. These connections can be explored through case studies, political analyses, and discussions on contemporary political issues and their social implications. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121502 | Pengorganisasian Sosial dan Pengembangan Masyarakat | Social Organising and Community Development | This course explores strategies for organizing communities and supporting local development. Students will learn about organizing principles, community empowerment, and the role of social institutions in creating change. | 1. **SDG 1: No Poverty** – Focusing on grassroots organizing efforts aimed at reducing poverty and improving economic opportunities for marginalized communities. 2. **SDG 3: Good Health and Well-Being** – Addressing community health issues through collective action and the development of health programs tailored to local needs. 3. **SDG 10: Reduced Inequalities** – Promoting social justice and equity through community organizing efforts that empower marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – Emphasizing participatory planning and development processes that enhance urban livability and sustainability. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between community members, organizations, and governmental agencies in achieving developmental goals. These connections can be explored through case studies, practical organizing projects, and discussions on effective strategies for community engagement and empowerment. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121602 | Hubungan dan Konflik Antar Kelompok | Intergroup Relations and Conflict | This course examines the dynamics of intergroup relations, including the factors that lead to conflict and ways to achieve resolution. Students will learn about conflict theory, conflict resolution strategies, and the importance of dialogue between groups. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Examining the dynamics of conflict, peacebuilding, and the role of institutions in promoting social cohesion and justice. 2. **SDG 10: Reduced Inequalities** – Analyzing how intergroup relations contribute to social inequalities and exploring strategies to promote equity among different groups. 3. **SDG 5: Gender Equality** – Investigating the impact of gender on intergroup conflicts and the role of women in peacebuilding and conflict resolution. 4. **SDG 3: Good Health and Well-Being** – Exploring the psychological and social impacts of conflict on individuals and communities, and the importance of mental health in conflict resolution. 5. **SDG 4: Quality Education** – Emphasizing the role of education in fostering understanding, tolerance, and dialogue among different groups to prevent conflict. These connections can be explored through case studies, conflict analysis, and discussions on strategies for promoting intergroup harmony and effective conflict resolution. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121702 | Penilaian Dampak Sosial dan Lingkungan | Social and Environmental Impact Assessment | This course explores methods for assessing the social and environmental impacts of projects and policies. Students will learn about analytical techniques and how to engage stakeholders in the evaluation process. | 1. **SDG 11: Sustainable Cities and Communities** – Evaluating the impact of urban development projects on communities and ensuring sustainable practices in planning. 2. **SDG 13: Climate Action** – Assessing how projects contribute to or mitigate climate change, promoting strategies for environmental sustainability. 3. **SDG 3: Good Health and Well-Being** – Analyzing the health impacts of environmental changes and development projects on local populations. 4. **SDG 10: Reduced Inequalities** – Ensuring that assessments consider the effects on marginalized communities, promoting social equity in development processes. 5. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable resource use and waste management practices through thorough assessments. These connections can be explored through case studies, practical assessments, and discussions on the methodologies and ethical considerations involved in conducting impact assessments. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121803 | Metode Penelitian Kuantitatif | Quantitative Research Methods | This course focuses on techniques and methods in quantitative research, including data collection through surveys and statistical analysis. Students will learn how to apply these methods to answer social research questions. | 1. **SDG 3: Good Health and Well-Being** – Utilizing quantitative methods to analyze health data, evaluate interventions, and inform public health policies. 2. **SDG 4: Quality Education** – Assessing educational outcomes and effectiveness of programs through quantitative measures and statistical analysis. 3. **SDG 10: Reduced Inequalities** – Investigating social disparities using quantitative data to highlight inequalities and inform policies aimed at equity. 4. **SDG 8: Decent Work and Economic Growth** – Analyzing labor market trends, employment data, and economic indicators to support sustainable economic development. 5. **SDG 17: Partnerships for the Goals** – Using quantitative research to measure the effectiveness of collaborative initiatives and partnerships in achieving development goals. These connections can be explored through data analysis projects, statistical techniques, and discussions on the importance of quantitative research in addressing social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121902 | Sosiologi Pembangunan | Sociology of Development | This course studies the social and economic processes related to development. Students will analyze the challenges and opportunities in achieving sustainable and inclusive development in various contexts. | 1. **SDG 1: No Poverty** – Analyzing the structural causes of poverty and the effectiveness of development initiatives aimed at poverty alleviation. 2. **SDG 3: Good Health and Well-Being** – Examining the relationship between development policies and health outcomes in different communities. 3. **SDG 5: Gender Equality** – Investigating how development processes impact gender roles, rights, and empowerment in various contexts. 4. **SDG 10: Reduced Inequalities** – Exploring how development efforts can address social and economic inequalities within and between countries. 5. **SDG 11: Sustainable Cities and Communities** – Focusing on urban development, migration, and the sustainability of communities in the face of rapid change. These connections can be explored through case studies, critical analyses of development projects, and discussions on the social implications of development practices and policies. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03122002 | Sosiologi Bencana | Sociology of Disaster | This course examines the social dimensions of disasters, including their impacts on communities and how societies respond and recover. Students will explore mitigation policies and disaster planning. | 1. **SDG 11: Sustainable Cities and Communities** – Examining disaster preparedness, response, and recovery in urban settings to enhance community resilience. 2. **SDG 3: Good Health and Well-Being** – Analyzing the health impacts of disasters and the effectiveness of health interventions in disaster contexts. 3. **SDG 10: Reduced Inequalities** – Investigating how disasters disproportionately affect marginalized communities and exploring strategies for equitable recovery. 4. **SDG 13: Climate Action** – Addressing the relationship between climate change, disaster risk reduction, and sustainable development practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focusing on governance, policy frameworks, and institutional responses to disasters and emergencies. These connections can be explored through case studies, discussions on disaster response strategies, and analyses of social vulnerabilities and resilience in the face of disasters. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120702 | Kewirausahaan Sosial | Social Entrepreneurship | This course discusses the role of social entrepreneurship in creating innovative solutions to social problems. Students will learn about the principles of social enterprise and how they can drive positive change in society. | 1. **SDG 1: No Poverty** – Developing innovative solutions that address poverty through economic empowerment and sustainable livelihoods. 2. **SDG 3: Good Health and Well-Being** – Creating social ventures that improve health outcomes and access to healthcare services in underserved communities. 3. **SDG 4: Quality Education** – Fostering educational initiatives that enhance learning opportunities and skill development for marginalized groups. 4. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable business models that create jobs and stimulate economic growth while addressing social issues. 5. **SDG 10: Reduced Inequalities** – Focusing on enterprises that target social disparities and work to create equitable access to resources and opportunities. These connections can be explored through case studies of successful social enterprises, discussions on innovative business models, and analyses of the impact of social entrepreneurship on communities. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120802 | Sosiologi Agama | Sociology of Religion | This course explores the social aspects of religion, including its role in society, religious institutions, and the interplay between religion and culture. Students will analyze how religion influences social behavior and community dynamics. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Examining the role of religion in promoting peace, social cohesion, and conflict resolution within communities. 2. **SDG 10: Reduced Inequalities** – Analyzing how religious beliefs and institutions influence social inequalities and access to resources. 3. **SDG 3: Good Health and Well-Being** – Investigating the relationship between religious practices, mental health, and overall well-being in individuals and communities. 4. **SDG 5: Gender Equality** – Exploring how religious traditions impact gender roles, women’s rights, and gender-based inequalities. 5. **SDG 4: Quality Education** – Focusing on the educational roles of religious institutions and their impact on community education and socialization. These connections can be explored through case studies, discussions on religious practices, and analyses of the social implications of religion in contemporary society. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120902 | Sosiologi Kesehatan | Sociology of Health | This course studies the social determinants of health, healthcare systems, and the relationship between health, illness, and society. Students will examine how social factors influence health outcomes and access to care. | 1. **SDG 3: Good Health and Well-Being** – Examining social determinants of health, health disparities, and the impact of social structures on health outcomes. 2. **SDG 10: Reduced Inequalities** – Analyzing how social inequalities affect access to healthcare and health services among different populations. 3. **SDG 4: Quality Education** – Exploring the relationship between education and health, including health literacy and informed health decisions. 4. **SDG 5: Gender Equality** – Investigating gender differences in health experiences, access to care, and health outcomes. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focusing on the role of health policies, governance, and institutional responses in shaping health systems and outcomes. These connections can be explored through case studies, discussions on health policies, and analyses of the social factors influencing health and healthcare access. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121002 | Metode dan Praktikum Pekerjaan Sosial | Social Work Methods and Practicum | This application-focused course covers social work methods and provides practical experience in a social work setting. Students will learn about various interventions and practice skills in real-world contexts. | 1. **SDG 1: No Poverty** – Implementing social work interventions aimed at alleviating poverty and supporting economic stability for vulnerable populations. 2. **SDG 3: Good Health and Well-Being** – Providing services that promote mental health, substance abuse recovery, and overall well-being in communities. 3. **SDG 10: Reduced Inequalities** – Addressing social injustices and advocating for marginalized groups to ensure equitable access to resources and services. 4. **SDG 5: Gender Equality** – Supporting programs that empower women and address gender-based violence through social work practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Fostering community engagement and advocacy to promote justice, human rights, and effective social policies. These connections can be explored through practical experiences, case studies, and discussions on effective social work methods and their impact on individuals and communities. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121102 | Kesuburan dan Kematian | Fertility and Mortality | This course examines demographic trends related to fertility and mortality, including the factors influencing these rates and their social implications. Students will analyze data and discuss policies related to population health. | 1. **SDG 3: Good Health and Well-Being** – Investigating factors that influence fertility and mortality rates, including access to healthcare, maternal and child health, and reproductive health services. 2. **SDG 1: No Poverty** – Analyzing how socioeconomic conditions affect fertility and mortality, and the implications for poverty reduction strategies. 3. **SDG 5: Gender Equality** – Examining the role of gender in reproductive health, family planning, and how women’s rights impact fertility rates and maternal health outcomes. 4. **SDG 10: Reduced Inequalities** – Exploring disparities in fertility and mortality rates among different populations and how to address these inequalities through targeted interventions. 5. **SDG 4: Quality Education** – Understanding the relationship between education levels and reproductive choices, and the impact of education on health outcomes. These connections can be explored through data analysis, case studies, and discussions on policies aimed at improving health and reducing inequalities in fertility and mortality rates. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121203 | Teori Sosiologi II | Sociological Theory II | This course offers an in-depth exploration of advanced sociological theories and their application to understanding social phenomena. Students will engage with contemporary debates and theorists in the field. | 1. **SDG 10: Reduced Inequalities** – Analyzing theories that address social stratification, inequality, and the mechanisms of power in society. 2. **SDG 5: Gender Equality** – Exploring feminist theories and critiques of traditional sociological frameworks to understand gender dynamics and inequalities. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Examining theories related to social justice, governance, and the role of institutions in shaping societal norms and behaviors. 4. **SDG 3: Good Health and Well-Being** – Investigating how sociological theories explain health disparities, social determinants of health, and public health interventions. 5. **SDG 11: Sustainable Cities and Communities** – Applying urban sociology theories to understand the dynamics of urbanization, community development, and social change in urban settings. These connections can be explored through theoretical discussions, comparative analyses, and applications of sociological theories to contemporary social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03121302 | Statistik Sosial Lanjutan | Advanced Social Statistics | This course focuses on advanced statistical techniques and their application in sociological research. Students will learn about complex data analysis methods and how to interpret results effectively. | 1. **SDG 3: Good Health and Well-Being** – Utilizing statistical methods to analyze health data, evaluate public health interventions, and understand health disparities. 2. **SDG 4: Quality Education** – Assessing educational outcomes, program effectiveness, and the impact of educational policies through rigorous statistical analysis. 3. **SDG 10: Reduced Inequalities** – Investigating social inequalities and disparities using advanced statistical techniques to inform policy and advocacy efforts. 4. **SDG 8: Decent Work and Economic Growth** – Analyzing labor market trends, employment data, and economic indicators to support sustainable economic development. 5. **SDG 17: Partnerships for the Goals** – Enhancing collaboration between researchers, policymakers, and practitioners by providing robust data analysis to inform decision-making. These connections can be explored through data projects, statistical modeling, and discussions on the implications of statistical findings for social policy and practice. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110802 | Dasar-dasar Demografis | Demographic Basics | This course provides an introduction to demographic concepts, including population characteristics, distribution, and changes over time. Students will learn about key demographic indicators and their significance. | 1. **SDG 3: Good Health and Well-Being** – Understanding population dynamics and their impact on health services, maternal and child health, and public health planning. 2. **SDG 1: No Poverty** – Analyzing demographic trends to identify vulnerable populations and inform poverty alleviation strategies. 3. **SDG 4: Quality Education** – Investigating the relationship between demographics and educational access, enrollment rates, and outcomes across different communities. 4. **SDG 10: Reduced Inequalities** – Exploring how demographic factors, such as age, gender, and ethnicity, contribute to social inequalities and disparities. 5. **SDG 11: Sustainable Cities and Communities** – Examining urbanization patterns and population growth to inform sustainable urban planning and community development. These connections can be explored through data analysis, case studies, and discussions on the implications of demographic trends for social policies and programs. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120103 | Teori-teori Perubahan Sosial dan Pembangunan | Theories of Social Change and Development | This course studies theories explaining social change and development processes, including modernization and globalization. Students will analyze how these theories apply to real-world contexts and case studies. | 1. **SDG 1: No Poverty** – Examining theories that address structural causes of poverty and pathways for economic development and empowerment. 2. **SDG 3: Good Health and Well-Being** – Analyzing how social change theories inform health interventions and improvements in public health systems. 3. **SDG 4: Quality Education** – Investigating the role of education as a catalyst for social change and its impact on development outcomes. 4. **SDG 10: Reduced Inequalities** – Exploring theories that highlight social inequalities and propose strategies for promoting equity and justice in development. 5. **SDG 11: Sustainable Cities and Communities** – Understanding urbanization and community development through the lens of social change theories to promote sustainable practices. These connections can be explored through case studies, theoretical discussions, and analyses of successful development initiatives that illustrate the application of these theories in real-world contexts. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120203 | Pengantar Statistik Sosial | Introduction to Social Statistics | This course offers an overview of statistical methods used in social research, including descriptive and inferential statistics. Students will gain foundational skills in data analysis. | 1. **SDG 3: Good Health and Well-Being** – Analyzing health-related data to understand trends and inform public health policies and interventions. 2. **SDG 4: Quality Education** – Assessing educational outcomes and the effectiveness of programs through statistical analysis. 3. **SDG 10: Reduced Inequalities** – Using statistical methods to identify and analyze social disparities and inform strategies for promoting equity. 4. **SDG 8: Decent Work and Economic Growth** – Investigating employment data and economic indicators to support sustainable development initiatives. 5. **SDG 17: Partnerships for the Goals** – Enhancing collaboration by providing data-driven insights to inform decision-making and policy development. These connections can be explored through hands-on data analysis projects, basic statistical techniques, and discussions on the implications of statistical findings for social research and policy. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120303 | Metodologi Penelitian Sosial | Social Research Methodology | This comprehensive course covers research design, methods, and techniques used in social research, encompassing both qualitative and quantitative approaches. Students will learn how to conduct research effectively and ethically. | 1. **SDG 3: Good Health and Well-Being** – Utilizing research methods to investigate health issues, evaluate interventions, and inform public health policies. 2. **SDG 4: Quality Education** – Applying research methodologies to assess educational practices, outcomes, and the effectiveness of educational programs. 3. **SDG 10: Reduced Inequalities** – Employing qualitative and quantitative methods to explore social inequalities and develop strategies for addressing them. 4. **SDG 5: Gender Equality** – Investigating gender dynamics and issues through various research methods to inform policies aimed at promoting equality. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Using research to analyze governance, social justice, and the effectiveness of institutions in promoting community well-being. These connections can be explored through case studies, research design projects, and discussions on ethical considerations in conducting social research. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120403 | Teori Sosiologi II | Sociological Theory II | This course delves into advanced sociological theories and concepts, building on foundational theories learned in earlier courses. Students will explore contemporary theorists and debates, analyzing how these theories apply to current social phenomena and issues. | 1. **SDG 10: Reduced Inequalities** – Analyzing theories that explore social stratification, power dynamics, and the mechanisms that perpetuate inequality. 2. **SDG 5: Gender Equality** – Examining feminist theories and gender studies to understand the social constructs surrounding gender and their implications for equality. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Investigating theories related to social justice, conflict, and the role of institutions in maintaining social order and promoting justice. 4. **SDG 3: Good Health and Well-Being** – Exploring how sociological theories inform our understanding of health disparities and the social determinants of health. 5. **SDG 11: Sustainable Cities and Communities** – Applying urban sociology theories to understand the dynamics of urbanization, community development, and social change. These connections can be explored through theoretical discussions, critical analyses, and applications of sociological theories to contemporary social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120502 | Sosiologi Perkotaan | Urban Sociology | This course examines social relationships, structures, and issues in urban environments, focusing on urbanization and community dynamics. Students will analyze the challenges faced by urban areas and explore potential solutions. | 1. **SDG 11: Sustainable Cities and Communities** – Examining urbanization processes, sustainable development practices, and strategies for creating livable urban environments. 2. **SDG 10: Reduced Inequalities** – Analyzing how urban spaces can perpetuate social inequalities and exploring policies aimed at promoting equity in access to resources. 3. **SDG 3: Good Health and Well-Being** – Investigating the relationship between urban living conditions and health outcomes, including access to healthcare and public health initiatives. 4. **SDG 5: Gender Equality** – Exploring how urban design and planning impact gender dynamics and women’s safety and mobility in urban areas. 5. **SDG 8: Decent Work and Economic Growth** – Assessing the role of urban economies in providing job opportunities and promoting economic development. These connections can be explored through case studies, urban policy analyses, and discussions on the social, economic, and environmental challenges facing contemporary cities. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03120602 | Sosiologi Pedesaan dan Masyarakat Maritim | Rural Sociology and Maritime Society | This course studies social structures and issues in rural communities and maritime societies, including agricultural and fishing cultures. Students will explore the unique dynamics of these environments. | 1. **SDG 1: No Poverty** – Examining economic activities in rural areas and maritime communities, focusing on poverty alleviation strategies and sustainable livelihoods. 2. **SDG 2: Zero Hunger** – Investigating agricultural practices, food security, and the role of rural societies in ensuring sustainable food production. 3. **SDG 10: Reduced Inequalities** – Analyzing social inequalities within rural and maritime contexts, including access to resources, services, and opportunities. 4. **SDG 14: Life Below Water** – Exploring the sustainability of maritime societies, fisheries, and the impact of human activity on marine ecosystems. 5. **SDG 11: Sustainable Cities and Communities** – Understanding the dynamics of rural communities and their relationship with urban areas, including migration patterns and rural-urban linkages. These connections can be explored through case studies, discussions on community development, and analyses of social, economic, and environmental challenges faced by rural and maritime societies. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02130802 | Pengembangan Masyarakat | Community Development | This course examines strategies and practices for fostering community growth and resilience, emphasizing participation and empowerment. Students will learn about community engagement and collaborative approaches to development. | 1. **SDG 1: No Poverty** – Focusing on strategies to alleviate poverty through community empowerment, job creation, and sustainable livelihoods. 2. **SDG 3: Good Health and Well-Being** – Implementing health initiatives and promoting access to healthcare services within communities to improve overall health outcomes. 3. **SDG 4: Quality Education** – Enhancing educational opportunities and promoting community-based learning initiatives to foster lifelong learning. 4. **SDG 10: Reduced Inequalities** – Addressing social disparities and advocating for marginalized groups to ensure equitable access to resources and opportunities. 5. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable urban planning, community engagement, and resilience-building in response to environmental challenges. These connections can be explored through case studies, participatory approaches, and discussions on effective strategies for fostering community engagement and sustainable development. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110202 | Filsafat Ilmu Pengetahuan | Philosophy of Science | This course explores the philosophical foundations of scientific inquiry, including the nature of knowledge and the scientific method. Students will engage with key philosophical debates in the context of social research. | 1. **SDG 4: Quality Education** – Promoting critical thinking and scientific literacy as foundational skills in education, encouraging informed decision-making and understanding of scientific principles. 2. **SDG 3: Good Health and Well-Being** – Examining the ethical implications of scientific research in health and medicine, including issues related to medical practices, public health policies, and bioethics. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Analyzing the role of scientific inquiry and technological innovation in driving sustainable development and addressing societal challenges. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Investigating the role of science in informing policy decisions, governance, and the pursuit of social justice through evidence-based practices. 5. **SDG 12: Responsible Consumption and Production** – Exploring the ethical dimensions of scientific research related to environmental sustainability, resource management, and responsible production practices. These connections can be explored through discussions on the nature of scientific inquiry, ethical considerations in research, and the implications of scientific knowledge for policy and practice. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110302 | Dasar-dasar Logika | Fundamentals of Logic | This course provides an introduction to the principles of logical reasoning, including argument structure, validity, and critical thinking skills. Students will develop their analytical abilities through practical exercises. | 1. **SDG 4: Quality Education** – Enhancing critical thinking and reasoning skills, which are essential for effective learning and informed decision-making in various educational contexts. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting logical reasoning as a foundation for justice and ethical decision-making in governance, law, and public policy. 3. **SDG 3: Good Health and Well-Being** – Encouraging logical reasoning in evaluating health information, public health policies, and ethical considerations in medical practices. 4. **SDG 10: Reduced Inequalities** – Utilizing logical frameworks to analyze social issues and develop equitable solutions that address disparities within communities. 5. **SDG 12: Responsible Consumption and Production** – Applying logical reasoning to evaluate arguments surrounding sustainability, resource management, and responsible practices in production. These connections can be explored through exercises in formal and informal logic, discussions on argumentation, and applications of logical principles to real-world problems and debates. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110402 | Psikologi Sosial | Social Psychology | This course studies the interplay between individual behavior and social influences. Students will explore topics such as group dynamics, social perception, and identity, gaining insights into how social contexts shape attitudes and behaviors. | 1. **SDG 3: Good Health and Well-Being** – Exploring the impact of social factors on mental health, community well-being, and the effectiveness of health interventions. 2. **SDG 4: Quality Education** – Examining how social dynamics influence learning environments, student behavior, and educational outcomes. 3. **SDG 10: Reduced Inequalities** – Analyzing group dynamics, prejudice, and discrimination to develop strategies for promoting social equality and inclusion. 4. **SDG 5: Gender Equality** – Investigating gender roles, stereotypes, and social attitudes that affect gender equality and women’s empowerment. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding social influences on conflict, cooperation, and social justice initiatives within communities. These connections can be explored through experiments, case studies, and discussions on the implications of social psychological theories and research for addressing real-world social issues. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110502 | Bahasa Inggris untuk Sosiologi | English for Sociologist | Designed to enhance language skills specific to the field of sociology, this course focuses on academic writing, reading comprehension, and communication strategies. Students will engage with sociological texts and learn to articulate their ideas effectively in English. | 1. **SDG 4: Quality Education** – Enhancing language skills necessary for effective communication in academic and professional settings, contributing to educational equity. 2. **SDG 10: Reduced Inequalities** – Fostering critical reading and writing skills that enable sociologists to articulate issues of inequality and advocate for social change. 3. **SDG 3: Good Health and Well-Being** – Supporting clear communication in health-related research, policies, and community outreach efforts, improving public health literacy. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Equipping sociologists with the language tools to engage in discussions about social justice, governance, and policy-making. 5. **SDG 5: Gender Equality** – Promoting understanding and articulation of gender issues, enabling sociologists to contribute effectively to conversations about gender equality. These connections can be explored through writing assignments, presentations, and discussions on sociological topics, emphasizing the importance of language proficiency in sociological research and advocacy. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110602 | Sistem Sosial Budaya Indonesia | Indonesia’s Socio-Cultural System | This course examines the social and cultural structures of Indonesia, exploring its diverse ethnicities, traditions, and social dynamics. Students will analyze how historical, political, and economic factors shape contemporary Indonesian society. | 1. **SDG 1: No Poverty** – Examining how socio-cultural practices influence economic conditions and poverty alleviation efforts in diverse communities across Indonesia. 2. **SDG 4: Quality Education** – Understanding the impact of cultural values on education systems, access to education, and educational outcomes in Indonesia. 3. **SDG 5: Gender Equality** – Analyzing gender roles and cultural norms that affect women’s rights, empowerment, and participation in society. 4. **SDG 10: Reduced Inequalities** – Exploring how cultural diversity and social stratification contribute to inequalities and the efforts to promote inclusivity. 5. **SDG 11: Sustainable Cities and Communities** – Investigating the interplay between cultural heritage and sustainable community development, particularly in urban settings. These connections can be explored through case studies, discussions on cultural practices, and analyses of policies aimed at addressing social and cultural challenges in Indonesia. |
| ILMU SOSIAL DAN ILMU POLITIK | SOSIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23E03110702 | Ilmu Kesejahteraan Sosial | Social Welfare Science | This course explores the principles and practices of social welfare, focusing on policies and programs designed to support vulnerable populations. Students will study the social justice framework, welfare systems, and the impact of social policies on communities. | 1. **SDG 1: No Poverty** – Analyzing social welfare policies and programs aimed at poverty alleviation and economic support for vulnerable populations. 2. **SDG 3: Good Health and Well-Being** – Examining the relationship between social welfare services and health outcomes, including mental health and access to healthcare. 3. **SDG 4: Quality Education** – Investigating the role of social welfare in promoting educational access and support for disadvantaged groups. 4. **SDG 10: Reduced Inequalities** – Focusing on strategies to address social disparities and promote equity through social welfare initiatives. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding the governance and institutional frameworks that support effective social welfare systems and promote social justice. These connections can be explored through case studies, policy analyses, and discussions on the effectiveness of social welfare programs in addressing societal challenges. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02131702 | Inovasi dan Pemikiran Desain | Innovation and Design Thinking | This course focuses on the principles and processes of innovation and creative problem-solving. Students learn to apply design thinking methodologies, emphasizing empathy, ideation, prototyping, and testing. The course encourages an iterative approach to design, where students engage in hands-on projects to develop solutions that address real-world challenges. By fostering a collaborative environment, students enhance their critical thinking and creativity, preparing them to drive innovation in various fields. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focusing on fostering innovation and building resilient infrastructure to support sustainable industrialization. 2. SDG 4: Quality Education – Emphasizing the importance of creative problem-solving and critical thinking skills in educational contexts. 3. SDG 8: Decent Work and Economic Growth – Exploring how innovation can lead to job creation, sustainable economic growth, and improved working conditions. 4. SDG 11: Sustainable Cities and Communities – Investigating how design thinking can contribute to developing sustainable urban solutions and enhancing community well-being. 5. SDG 12: Responsible Consumption and Production – Analyzing design practices that promote sustainability, resource efficiency, and responsible consumption patterns. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between stakeholders, including businesses, communities, and governments, to drive innovation for sustainable development. These goals reflect the potential of innovation and design thinking to address complex global challenges and promote sustainable solutions across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07142102 | Rekayasa Kualitas | Quality Engineering | This course covers the principles and practices of quality management within engineering and manufacturing contexts. Students learn about statistical methods for quality control, process improvement, and the development of quality assurance systems. Key topics include Six Sigma, Total Quality Management (TQM), and tools for measuring and analyzing quality performance. The course emphasizes the importance of maintaining high-quality standards to enhance product reliability and customer satisfaction, equipping students with the skills to implement effective quality practices in various industries. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focusing on enhancing industrial processes and infrastructure through quality management and innovation. 2. SDG 12: Responsible Consumption and Production – Emphasizing sustainable practices in production processes, waste reduction, and resource efficiency. 3. SDG 3: Good Health and Well-Being – Ensuring quality in products and services, particularly in healthcare, to promote safety and improve health outcomes. 4. SDG 8: Decent Work and Economic Growth – Analyzing how quality management contributes to operational efficiency, workforce satisfaction, and economic development. 5. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between organizations, industries, and stakeholders to improve quality standards and practices. 6. SDG 11: Sustainable Cities and Communities – Exploring how quality engineering can enhance urban infrastructure and community resilience through effective design and management. These goals reflect the critical role of quality engineering in promoting sustainable practices and improving overall societal outcomes. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07142202 | Metaheuristik yang optimal | Optimal metaheuristics | This course introduces advanced optimization techniques, particularly metaheuristic algorithms like genetic algorithms and particle swarm optimization. Students will apply these techniques to complex engineering problems, learning how these algorithms function and how to optimize solutions. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focusing on optimizing processes and systems in industries through advanced algorithms and metaheuristic methods. 2. SDG 12: Responsible Consumption and Production – Applying optimization techniques to enhance resource efficiency and reduce waste in production processes. 3. SDG 7: Affordable and Clean Energy – Optimizing energy systems and resources to improve efficiency and promote sustainable energy solutions. 4. SDG 11: Sustainable Cities and Communities – Utilizing metaheuristic approaches to solve complex urban planning and transportation problems, contributing to sustainable city development. 5. SDG 8: Decent Work and Economic Growth – Enhancing decision-making processes in businesses and organizations through optimization, leading to improved economic performance. 6. SDG 3: Good Health and Well-Being – Applying optimization in healthcare settings, such as resource allocation and scheduling, to improve patient outcomes and operational efficiency. These goals reflect the impact of optimization techniques on various sectors, highlighting their relevance in promoting sustainability and improving efficiency across different applications. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07142303 | Analisis Desain Perusahaan | Company Design Analysis | The course “Company Design Analysis” focuses on the principles and methodologies used to evaluate and optimize the design and structure of companies and organizations. It covers topics such as organizational behavior, systems thinking, and strategic design frameworks. Students learn to analyze company processes, workflows, and structures to identify areas for improvement and innovation. The course emphasizes case studies and practical applications, equipping students with the skills to conduct design analyses that enhance efficiency, effectiveness, and adaptability within organizations. By the end, students are prepared to contribute to organizational development and management practices in various business settings. | 1. SDG 8: Decent Work and Economic Growth – Analyzing company structures and practices to promote fair labor conditions, economic growth, and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Focusing on innovative design and operational strategies that enhance productivity and infrastructure development. 3. SDG 12: Responsible Consumption and Production – Evaluating how companies can adopt sustainable practices in their design processes, reduce waste, and improve resource efficiency. 4. SDG 4: Quality Education – Exploring the importance of education and training in fostering skills relevant to company design and analysis. 5. SDG 17: Partnerships for the Goals – Highlighting the role of collaboration between companies, communities, and other stakeholders in achieving sustainable business practices. 6. SDG 11: Sustainable Cities and Communities – Considering the impact of company design on urban development and community well-being, including sustainable business practices. These goals reflect the importance of company design in fostering sustainable practices and promoting overall economic and social well-being. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D0712202 | Pemodelan sistem | System Modeling | This course teaches students how to create models representing complex systems, both through simulations and mathematical representations. Students learn to analyze system behavior and use models to predict future outcomes. | 1. SDG 8: Decent Work and Economic Growth – Analyzing company operations and structures to enhance productivity, efficiency, and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure – Focusing on modeling systems that promote innovation and improve industrial processes and infrastructure. 3. SDG 12: Responsible Consumption and Production – Evaluating company systems to identify opportunities for sustainable practices, waste reduction, and resource efficiency. 4. SDG 11: Sustainable Cities and Communities – Considering how company models can impact urban development and community engagement, promoting sustainable business practices. 5. SDG 3: Good Health and Well-Being – Applying modeling techniques to improve workplace safety, employee well-being, and health outcomes in organizational settings. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between businesses, stakeholders, and communities to achieve efficient and sustainable system models. These goals reflect the potential of system modeling in optimizing company operations and fostering sustainable practices across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07131303 | Simulasi Sistem Industri | Industrial System Simulation | The course “Industrial System Simulation” focuses on modeling and analyzing complex industrial processes and systems using simulation techniques. It covers topics such as discrete-event simulation, system dynamics, and stochastic processes. Students learn to create and evaluate simulation models to understand system behavior, optimize operations, and enhance decision-making in manufacturing, logistics, and supply chain management. The course emphasizes the use of simulation software and analytical tools, enabling students to apply their knowledge to real-world industrial scenarios. By the end, students are equipped with practical skills to improve system efficiency, reduce costs, and solve operational challenges in various industrial contexts. | 1. SDG 8: Decent Work and Economic Growth – Analyzing industrial systems to enhance productivity, efficiency, and job creation within organizations. 2. SDG 9: Industry, Innovation, and Infrastructure – Focusing on simulating industrial processes to promote innovation and improve infrastructure efficiency. 3. SDG 12: Responsible Consumption and Production – Evaluating simulations to identify opportunities for sustainable practices, waste reduction, and resource optimization in industrial operations. 4. SDG 11: Sustainable Cities and Communities – Considering the impact of industrial systems on urban environments and community well-being, promoting sustainable industrial practices. 5. SDG 3: Good Health and Well-Being – Applying simulation techniques to improve safety standards, health outcomes, and work conditions in industrial settings. 6. SDG 17: Partnerships for the Goals – Highlighting collaboration between industries, academic institutions, and communities to develop effective and sustainable industrial systems. These goals reflect the relevance of industrial system simulation in optimizing operations, promoting sustainability, and enhancing overall economic performance. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141402 | Manajemen Rantai Nilai | Value Chain Management | This course examines the components of the value chain and strategies to enhance efficiency from raw material procurement to customer delivery. Students will learn how each stage in the value chain can be improved to add value for customers. | 1. SDG 8: Decent Work and Economic Growth – Analyzing how effective value chain management can enhance productivity, create jobs, and drive economic growth. 2. SDG 12: Responsible Consumption and Production – Focusing on sustainable practices within the value chain to minimize waste, optimize resource use, and promote environmentally friendly production methods. 3. SDG 9: Industry, Innovation, and Infrastructure – Evaluating the role of innovation in improving value chain efficiency and competitiveness within various industries. 4. SDG 10: Reduced Inequalities – Investigating how value chain management can address disparities in income and access to resources among different stakeholders. 5. SDG 11: Sustainable Cities and Communities – Considering the impact of value chains on urban development, community engagement, and sustainable local economies. 6. SDG 17: Partnerships for the Goals – Highlighting the importance of collaboration between different stakeholders in the value chain, including suppliers, manufacturers, and consumers, to achieve sustainable development. These goals illustrate how effective value chain management can contribute to economic sustainability, social equity, and environmental responsibility. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141502 | Manufaktur Berkelanjutan | Sustainable Manufacturing | The course “Sustainable Manufacturing” explores practices and principles aimed at reducing the environmental impact of manufacturing processes while maintaining economic viability. It covers topics such as resource efficiency, waste reduction, life cycle assessment, and the integration of renewable energy in production systems. Students learn about sustainable materials, eco-design, and innovative manufacturing technologies that promote sustainability. The course emphasizes case studies and real-world applications, equipping students with the skills to implement sustainable practices in manufacturing settings. By the end, students are prepared to contribute to the development of environmentally responsible manufacturing strategies and practices in various industries. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focusing on innovative manufacturing processes that promote sustainability and enhance industrial efficiency. 2. SDG 12: Responsible Consumption and Production – Emphasizing practices that minimize waste, optimize resource use, and promote eco-friendly production methods. 3. SDG 7: Affordable and Clean Energy – Exploring the use of renewable energy sources and energy-efficient practices in manufacturing processes. 4. SDG 13: Climate Action – Investigating how sustainable manufacturing practices can reduce carbon emissions and mitigate climate change impacts. 5. SDG 8: Decent Work and Economic Growth – Analyzing how sustainable practices can lead to job creation and improve working conditions within the manufacturing sector. 6. SDG 11: Sustainable Cities and Communities – Considering the role of sustainable manufacturing in urban development and community resilience. 7. SDG 3: Good Health and Well-Being – Addressing health and safety standards in manufacturing environments to protect workers and communities. These goals reflect the critical role of sustainable manufacturing in promoting economic viability, social equity, and environmental responsibility. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141602 | Data Mining | Data Mining | This course teaches techniques for extracting meaningful patterns and insights from large datasets. Students will learn about algorithms, tools, and data mining applications across various fields, including marketing, healthcare, and social sciences. | 1. SDG 9: Industry, Innovation, and Infrastructure – Analyzing how data mining can enhance industrial processes and promote innovative solutions across various sectors. 2. SDG 3: Good Health and Well-Being – Applying data mining techniques to healthcare data to improve patient outcomes, optimize treatment protocols, and enhance public health initiatives. 3. SDG 11: Sustainable Cities and Communities – Utilizing data mining to analyze urban data for better city planning, traffic management, and resource allocation, contributing to sustainable urban development. 4. SDG 12: Responsible Consumption and Production – Exploring how data mining can be used to optimize supply chains and reduce waste in production processes. 5. SDG 10: Reduced Inequalities – Investigating how data analysis can identify disparities in access to resources and services, helping to inform policies aimed at reducing inequality. 6. SDG 4: Quality Education – Enhancing educational outcomes through the analysis of student data to identify trends, improve teaching methods, and personalize learning experiences. These goals highlight the potential of data mining in driving innovation, improving decision-making, and addressing complex social and environmental challenges. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141702 | Sistem dinamis | System Dinamic | The course “System Dynamics” focuses on the study of complex systems and their behavior over time. It covers concepts such as feedback loops, stock and flow diagrams, and modeling techniques used to understand and analyze dynamic interactions within systems. Students learn to apply system dynamics to various fields, including business, environmental science, and engineering, to simulate scenarios and evaluate the impact of different variables and policies. The course emphasizes practical applications through case studies and software tools, equipping students with the skills to design and analyze models that inform decision-making and strategic planning. By the end, students are prepared to tackle complex challenges in dynamic systems across various domains. | 1. SDG 9: Industry, Innovation, and Infrastructure – Analyzing complex systems within industries to improve processes, enhance innovation, and build resilient infrastructures. 2. SDG 3: Good Health and Well-Being – Applying system dynamics to healthcare systems to model patient flow, resource allocation, and public health interventions. 3. SDG 11: Sustainable Cities and Communities – Utilizing system dynamics to understand urban development challenges, traffic patterns, and resource management in cities. 4. SDG 12: Responsible Consumption and Production – Examining the interconnections between production systems and consumption patterns to promote sustainability and reduce waste. 5. SDG 13: Climate Action – Modeling the impacts of climate change on various systems and exploring strategies for mitigation and adaptation. 6. SDG 10: Reduced Inequalities – Investigating how system dynamics can highlight inequalities in resource distribution and inform policies to address these disparities. 7. SDG 17: Partnerships for the Goals – Emphasizing collaboration among stakeholders to model and analyze complex systems e. ffectively, leading to better decision-making. These goals reflect the applicability of system dynamics in addressing multifaceted challenges and promoting sustainable development across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141802 | Manufaktur Ramping dan Implementasi | Lean Manufacturing and Implementation | This course focuses on lean manufacturing principles aimed at reducing waste while maximizing productivity in manufacturing processes. Students will learn techniques such as 5S, Kaizen, and value stream mapping. | 1. SDG 9: Industry, Innovation, and Infrastructure – Lean manufacturing emphasizes efficiency and innovation in industrial processes, contributing to sustainable industrialization. 2. SDG 12: Responsible Consumption and Production – Lean principles focus on reducing waste and improving resource efficiency, promoting sustainable consumption and production patterns. 3. SDG 13: Climate Action – By optimizing processes and reducing waste, lean manufacturing can help lower carbon footprints and promote more sustainable practices. 4. SDG 8: Decent Work and Economic Growth – Lean practices often enhance productivity and can lead to better job satisfaction and working conditions, contributing to sustainable economic growth. 5. SDG 4: Quality Education – Courses on lean manufacturing can help educate students on sustainable practices in industry, preparing them to contribute to responsible production and innovation. By integrating these goals into the curriculum, such courses can promote a holistic understanding of sustainability in manufacturing contexts. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141902 | Pengukuran Biopotensial | Biopotential Measurement | The course on Biopotential Measurement typically covers the principles and techniques for measuring electrical signals generated by biological tissues. It explores various biopotential signals, such as electrocardiograms (ECG), electromyograms (EMG), and electroencephalograms (EEG). | 1. SDG 3: Good Health and Well-Being – Biopotential measurement techniques are often used in healthcare for monitoring and diagnosing various medical conditions, directly contributing to health improvement. 2. SDG 9: Industry, Innovation, and Infrastructure – The development and implementation of biopotential measurement technologies can drive innovation in medical devices and health monitoring systems. 3. SDG 4: Quality Education – Such a course contributes to quality education by providing students with essential knowledge and skills in biomedical engineering and health sciences. 4. SDG 10: Reduced Inequalities – Improved health monitoring and diagnostic tools can help reduce disparities in healthcare access and outcomes, particularly in underserved populations. 5. SDG 17: Partnerships for the Goals – Collaboration between academia, industry, and healthcare providers in the development and application of biopotential measurement technologies can foster partnerships aimed at advancing health solutions. By aligning with these SDGs, the course can emphasize the importance of biopotential measurement in promoting health and innovation in society. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07142002 | Hygine Industri | Hygine Industri | This course discusses hygiene practices in industrial settings, including compliance with regulations and the impact of hygiene on product quality and worker safety. Students will learn about procedures and standards that must be followed. | 1. SDG 3: Good Health and Well-Being – Industrial hygiene focuses on ensuring safe and healthy working environments, which directly impacts worker health and well-being. 2. SDG 8: Decent Work and Economic Growth – By promoting safe working conditions and preventing occupational hazards, industrial hygiene supports decent work and contributes to economic productivity. 3. SDG 12: Responsible Consumption and Production – This goal can be addressed through practices that minimize waste and promote safe handling of materials, contributing to sustainable industrial processes. 4. SDG 9: Industry, Innovation, and Infrastructure – The development and implementation of industrial hygiene practices and technologies can drive innovation in workplace safety and health management. 5. SDG 10: Reduced Inequalities – Ensuring that all workers have access to safe working environments can help reduce inequalities in occupational health outcomes. By integrating these goals, the course can emphasize the role of industrial hygiene in promoting a safer and healthier work environment, benefiting both individuals and society as a whole |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140702 | Manajemen Teknologi | Technology Management | Students explore the role of technology in organizations, studying how innovation management, technology assessment, and strategic planning can influence performance and competitiveness. | 1. SDG 9: Industry, Innovation, and Infrastructure – Technology management is critical for fostering innovation, developing infrastructure, and enhancing industrial capabilities. 2. SDG 8: Decent Work and Economic Growth – Effective management of technology can lead to increased productivity and job creation, contributing to sustainable economic growth. 3. SDG 4: Quality Education – Courses in technology management often focus on equipping students with the skills necessary for effective leadership and management in technology-driven industries. 4. SDG 12: Responsible Consumption and Production – Technology management includes promoting sustainable practices and efficiency, which can lead to responsible production methods. 5. SDG 17: Partnerships for the Goals – Collaboration between businesses, governments, and educational institutions in technology management can enhance partnerships for achieving sustainable development. By aligning with these SDGs, a Technology Management course can emphasize the importance of responsible technology use in promoting sustainable development and innovation. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140802 | Rekayasa Produktivitas | Productivity Engineering | This course focuses on the strategic management of technology within organizations. It covers key concepts such as technology assessment, innovation management, and the integration of new technologies into business processes. Students learn how to evaluate the impact of technology on organizational performance, develop strategies for technology adoption, and manage technology-related projects. The course also addresses challenges such as change management, the role of technology in competitive advantage, and the ethical implications of technological advancements. Practical case studies and real-world applications enhance students’ understanding of how to leverage technology effectively in various industries. | 1. SDG 8: Decent Work and Economic Growth – Productivity engineering focuses on improving efficiency and productivity in various industries, contributing to sustainable economic growth and decent work opportunities. 2. SDG 9: Industry, Innovation, and Infrastructure – The course promotes innovation in processes and systems that enhance industrial productivity and infrastructure development. 3. SDG 12: Responsible Consumption and Production – By emphasizing efficiency and waste reduction, productivity engineering supports sustainable consumption and production practices. 4. SDG 4: Quality Education – This course provides students with essential skills and knowledge in engineering and management, contributing to quality education and workforce development. 5. SDG 13: Climate Action – Improved productivity can lead to more efficient resource use and lower emissions, supporting efforts to combat climate change. By integrating these goals, a Productivity Engineering course can highlight the importance of enhancing productivity while promoting sustainability and responsible practices in industry. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140902 | Analisis Keuangan | Financial Analysis | This course provides students with the tools and techniques necessary for analyzing financial statements and assessing the financial health of organizations. Key topics include ratio analysis, cash flow analysis, and valuation methods. Students learn to interpret financial data, identify trends, and make informed decisions based on financial performance. The course also covers budgeting, forecasting, and investment analysis, equipping students with skills to evaluate investment opportunities and risk management strategies. Practical case studies and real-world applications help students develop a comprehensive understanding of financial analysis in both corporate and investment contexts. | 1. SDG 8: Decent Work and Economic Growth – Financial analysis supports sound decision-making in businesses and organizations, contributing to economic growth and the creation of decent jobs. 2. SDG 9: Industry, Innovation, and Infrastructure – Financial analysis is crucial for evaluating investments in infrastructure and innovation, helping drive sustainable industrialization. 3. SDG 12: Responsible Consumption and Production – Understanding financial implications can promote responsible resource use and sustainable business practices. 4. SDG 4: Quality Education – The course provides students with essential skills in financial literacy and analysis, contributing to quality education in finance and economics. 5. SDG 10: Reduced Inequalities – Financial analysis can help identify and address disparities in access to financial resources and investment opportunities, promoting more equitable economic growth. By aligning with these SDGs, a Financial Analysis course can emphasize the role of finance in fostering sustainable development and promoting responsible economic practices. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141002 | Tanggung Jawab Sosial Perusahaan | Corporate Social Responsibility | This course explores the concept and practices of corporate social responsibility, focusing on the ethical obligations of businesses to society. Students examine the impact of corporate activities on various stakeholders, including employees, customers, communities, and the environment. The course covers key topics such as sustainable business practices, social impact assessment, and stakeholder engagement strategies. Through case studies and real-world examples, students learn how companies can balance profitability with social and environmental responsibilities. The course also addresses the role of CSR in enhancing brand reputation and fostering long-term sustainability, preparing students to contribute to responsible business practices in their future careers. | 1. SDG 8: Decent Work and Economic Growth – CSR promotes fair labor practices and supports sustainable economic growth through responsible business practices. 2. SDG 12: Responsible Consumption and Production – CSR initiatives often focus on sustainable production methods, reducing waste, and encouraging responsible consumption. 3. SDG 13: Climate Action – Many CSR programs include commitments to environmental sustainability and reducing carbon footprints, supporting climate action. 4. SDG 5: Gender Equality – CSR can promote diversity and inclusion within organizations, supporting gender equality in the workplace. 5. SDG 10: Reduced Inequalities – CSR practices can help address social inequalities by supporting community development and fair business practices. 6. SDG 17: Partnerships for the Goals – CSR often involves collaboration with various stakeholders, including communities, governments, and NGOs, to achieve sustainable development goals. By aligning with these SDGs, a CSR course can emphasize the importance of ethical business practices in promoting sustainable development and social responsibility. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141102 | Manajemen Risiko | Risk Management | This course focuses on the identification, assessment, and mitigation of risks in various organizational contexts. Students learn key concepts and methodologies for analyzing potential risks, including financial, operational, strategic, and compliance risks. The curriculum covers risk assessment techniques, risk response strategies, and the development of risk management plans. Case studies and practical applications help students understand the importance of proactive risk management in decision-making processes. Additionally, the course explores regulatory requirements and industry standards related to risk management, equipping students with the skills needed to manage risks effectively and enhance organizational resilience. | 1. SDG 3: Good Health and Well-Being – Effective risk management practices are essential in healthcare settings to identify and mitigate risks to patient safety and overall health. 2. SDG 8: Decent Work and Economic Growth – Risk management helps organizations identify financial, operational, and reputational risks, promoting sustainable economic growth and decent working conditions. 3. SDG 9: Industry, Innovation, and Infrastructure – By assessing risks in projects and processes, risk management supports the development of resilient infrastructure and innovation. 4. SDG 11: Sustainable Cities and Communities – Risk management is crucial in urban planning and disaster preparedness, helping to create sustainable and resilient communities. 5. SDG 13: Climate Action – Understanding and managing risks related to climate change is vital for developing effective strategies to mitigate its impacts. 6. SDG 17: Partnerships for the Goals – Risk management often involves collaboration among various stakeholders, including governments, businesses, and communities, to address shared risks. By integrating these goals, a Risk Management course can highlight the importance of proactive risk assessment and mitigation in promoting sustainable development across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141202 | Manajemen Logistik | Logistics Management | This course provides an in-depth understanding of the principles and practices involved in logistics and supply chain management. Students learn about the planning, implementation, and control of the flow of goods and services, from raw material procurement to product delivery. Key topics include inventory management, transportation, warehousing, and distribution strategies. The course emphasizes the importance of optimizing logistics operations to enhance efficiency, reduce costs, and improve customer satisfaction. Through case studies and real-world scenarios, students develop practical skills in analyzing logistics systems, making data-driven decisions, and implementing effective logistics solutions within organizations. | 1. SDG 9: Industry, Innovation, and Infrastructure – Logistics management plays a critical role in optimizing supply chains, enhancing industrial processes, and improving infrastructure efficiency. 2. SDG 12: Responsible Consumption and Production – Effective logistics management can minimize waste and improve resource efficiency, promoting sustainable practices in production and consumption. 3. SDG 8: Decent Work and Economic Growth – Logistics management contributes to the creation of jobs and supports economic growth through efficient supply chain operations. 4. SDG 13: Climate Action – By focusing on optimizing transportation and reducing emissions in logistics processes, the course can promote practices that support climate action. 5. SDG 11: Sustainable Cities and Communities – Efficient logistics is essential for urban planning and development, ensuring that goods are transported sustainably within communities. 6. SDG 17: Partnerships for the Goals – Logistics often involves collaboration between various stakeholders, including suppliers, manufacturers, and distributors, fostering partnerships that can drive sustainable development. By aligning with these goals, a Logistics Management course can emphasize the importance of sustainable logistics practices in promoting efficiency and reducing environmental impact. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07141302 | Analisis Keputusan Multi-kriteria | Multi-criteria Decision Analysis | This course focuses on methodologies for making decisions that involve multiple, often conflicting criteria. Students learn to identify, evaluate, and prioritize options using various analytical techniques, such as weighted scoring, analytic hierarchy process (AHP), and compromise programming. The course covers both qualitative and quantitative approaches, equipping students with the skills to analyze complex decision-making scenarios in fields like engineering, business, and environmental management. Through case studies and practical applications, students gain experience in structuring decision problems, engaging stakeholders, and applying MCDA tools to support informed and balanced decision-making. | 1. SDG 3: Good Health and Well-Being – MCDA can be used to evaluate health interventions and policies, helping to make informed decisions that improve public health outcomes. 2. SDG 8: Decent Work and Economic Growth – By aiding in decision-making for resource allocation and project evaluation, MCDA can support sustainable economic growth and job creation. 3. SDG 9: Industry, Innovation, and Infrastructure – MCDA is essential in assessing various projects, technologies, and innovations, ensuring that decisions lead to sustainable industrial practices. 4. SDG 11: Sustainable Cities and Communities – The framework can help evaluate urban development projects, transportation systems, and infrastructure initiatives to promote sustainable community development. 5. SDG 12: Responsible Consumption and Production – MCDA can be applied to assess the sustainability of products and processes, promoting responsible consumption and production patterns. 6. SDG 13: Climate Action – The analysis can support decision-making in climate change mitigation and adaptation strategies by evaluating various options based on environmental impacts. 7. SDG 17: Partnerships for the Goals – MCDA encourages collaboration among stakeholders by integrating diverse criteria and perspectives into decision-making processes. By aligning with these goals, a course in Multi-Criteria Decision Analysis can emphasize the importance of structured decision-making in promoting sustainable development across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07131204 | Kerja Praktik | Practical Work | This course provides hands-on experience for students to apply theoretical knowledge in real-world industrial settings. Through internships, lab work, or project-based assignments, students engage directly with industry practices and processes. The course emphasizes skill development in areas such as problem-solving, teamwork, and communication, allowing students to work on actual projects and gain insights into the operational challenges faced by organizations. Regular reflections and assessments help students evaluate their learning experiences and connect them to their academic studies, preparing them for professional careers in their respective fields. | 1. SDG 4: Quality Education – Practical work enhances hands-on learning experiences, contributing to quality education and skills development. 2. SDG 8: Decent Work and Economic Growth – Engaging in practical work can prepare students for the workforce, fostering skills that promote decent jobs and economic growth. 3. SDG 9: Industry, Innovation, and Infrastructure – Practical work often involves real-world applications in industry, supporting innovation and infrastructure development. 4. SDG 12: Responsible Consumption and Production – If focused on sustainability practices, practical work can teach students about resource efficiency and responsible production methods. 5. SDG 13: Climate Action – Practical activities may involve projects related to environmental sustainability and climate resilience. 6. SDG 17: Partnerships for the Goals – Collaborations with industry, communities, or organizations during practical work can foster partnerships that support sustainable development. By aligning with these goals, a Practical Work course can emphasize the application of knowledge in real-world contexts, promoting sustainability and responsible practices. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130202 | Keselamatan Kesehatan Kerja dan Lingkungan | Occupational Health Safety and Environment | This course focuses on the principles and practices related to maintaining health and safety in the workplace, as well as protecting the environment. Students learn about relevant regulations, risk assessment techniques, and safety management systems. Key topics include hazard identification, accident prevention, ergonomic considerations, and environmental sustainability practices. The course emphasizes the importance of creating a safe and healthy work environment, promoting employee well-being, and minimizing the environmental impact of industrial activities. Through case studies and practical applications, students develop skills to implement effective health and safety programs and contribute to organizational compliance and sustainability efforts. | 1. SDG 3: Good Health and Well-Being – The primary focus of OHSE is to ensure the health and safety of workers, which directly contributes to overall well-being. 2. SDG 8: Decent Work and Economic Growth – Promoting safe and healthy work environments is essential for decent work conditions, enhancing productivity and economic growth. 3. SDG 9: Industry, Innovation, and Infrastructure – OHSE practices are crucial in industries to foster safer working conditions and to encourage innovative approaches to risk management. 4. SDG 12: Responsible Consumption and Production – The course may address environmental health and safety practices that promote sustainable production processes and reduce waste. 5. SDG 11: Sustainable Cities and Communities – By focusing on workplace safety and environmental impacts, OHSE contributes to creating healthier and more sustainable communities. 6. SDG 13: Climate Action – Understanding environmental risks and promoting sustainable practices in workplaces can contribute to climate action and resilience. 7. SDG 10: Reduced Inequalities – Ensuring equitable access to safe working conditions helps reduce inequalities in occupational health outcomes. By aligning with these goals, an OHSE course can emphasize the importance of safeguarding health and the environment in the context of sustainable development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140103 | Proyek Capstone | Capstone Project | The Capstone Project is a culminating experience that allows students to apply the knowledge and skills they have acquired throughout their academic program to a real-world problem or project. Students work individually or in teams to identify a relevant issue in their field of study, conduct research, and develop a comprehensive solution or plan. This project emphasizes critical thinking, problem-solving, and project management skills, as students must navigate the complexities of project execution, including planning, implementation, and evaluation. The Capstone Project culminates in a presentation where students showcase their findings and recommendations, demonstrating their ability to integrate and apply their learning in a professional context. | 1. SDG 4: Quality Education – Capstone projects often synthesize learning and provide practical applications, enhancing the quality of education and student skills. 2. SDG 8: Decent Work and Economic Growth – Projects may focus on solving real-world problems, contributing to economic growth and the development of viable business solutions. 3. SDG 9: Industry, Innovation, and Infrastructure – Many capstone projects involve developing innovative solutions or improving infrastructure in various industries. 4. SDG 11: Sustainable Cities and Communities – Projects may address urban development challenges, promoting sustainability in community planning and infrastructure. 5. SDG 12: Responsible Consumption and Production – Capstone projects can focus on sustainability practices, encouraging responsible production and consumption patterns. 6. SDG 13: Climate Action – Projects may aim to address climate change issues, developing strategies for mitigation or adaptation. 7. SDG 17: Partnerships for the Goals – Collaborative projects often involve partnerships with businesses, communities, or organizations, fostering teamwork and collective impact. By aligning with these goals, a Capstone Project course can emphasize the importance of applying knowledge and skills to promote sustainable development and address real-world challenges. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140202 | Analisis Data | Data Analytic | This course focuses on techniques and tools for analyzing and interpreting data to extract meaningful insights. Students learn foundational concepts in data analysis, including data collection, cleaning, and visualization. Key topics include statistical methods, predictive modeling, and data mining techniques. The course emphasizes the use of software tools and programming languages (such as Python or R) to analyze large datasets and communicate findings effectively. Through practical projects and case studies, students develop skills to make data-driven decisions and address real-world problems across various domains, preparing them for careers in data science, business analytics, and related fields. | 1. SDG 3: Good Health and Well-Being – Data analytics can be applied to healthcare data to improve patient outcomes, optimize resource allocation, and support public health initiatives. 2. SDG 8: Decent Work and Economic Growth – By analyzing labor market trends and economic data, analytics can contribute to informed decision-making that supports job creation and economic growth. 3. SDG 9: Industry, Innovation, and Infrastructure – Data analytics plays a crucial role in optimizing industrial processes, fostering innovation, and improving infrastructure management. 4. SDG 11: Sustainable Cities and Communities – Analytics can be used to analyze urban data for better city planning, traffic management, and resource allocation, promoting sustainable urban development. 5. SDG 12: Responsible Consumption and Production – Data analytics can help organizations track resource use and waste, supporting more sustainable production and consumption patterns. 6. SDG 13: Climate Action – Analyzing environmental data can help identify trends, assess impacts, and develop strategies for climate change mitigation and adaptation. 7. SDG 17: Partnerships for the Goals – Data analytics can facilitate collaboration between various stakeholders by providing insights that inform shared goals and partnerships. By aligning with these goals, a Data Analytics course can emphasize the importance of data-driven decision-making in promoting sustainable development across multiple sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140404 | Tugas Akhir | Final Project | The Final Project serves as a comprehensive assessment of students’ knowledge and skills acquired throughout their academic program. It typically involves the identification of a significant problem or topic within the student’s field of study, followed by extensive research and the development of a solution or innovative proposal. Students are expected to demonstrate critical thinking, project management, and analytical skills as they conduct their work. The project culminates in a formal presentation where students share their findings and methodologies, allowing them to showcase their ability to integrate theoretical concepts with practical applications. This experience prepares students for professional practice and reinforces their readiness for future careers or further academic pursuits. | 1. SDG 4: Quality Education – Final projects often integrate and apply knowledge gained throughout a program, enhancing the overall educational experience. 2. SDG 8: Decent Work and Economic Growth – Projects can address real-world problems, fostering innovative solutions that contribute to economic growth and job creation. 3. SDG 9: Industry, Innovation, and Infrastructure – Many final projects involve developing new technologies or improving processes, which can drive innovation and infrastructure development. 4. SDG 11: Sustainable Cities and Communities – Projects may focus on urban planning, community development, or sustainability initiatives that enhance the livability of cities. 5. SDG 12: Responsible Consumption and Production – Students may undertake projects that promote sustainable practices in production, resource use, or waste management. 6. SDG 13: Climate Action – Projects can explore strategies for climate change mitigation and adaptation, contributing to environmental sustainability. 7. SDG 17: Partnerships for the Goals – Collaborative projects often involve partnerships with organizations, businesses, or communities, fostering teamwork and collective impact. By aligning with these goals, a Final Project course can emphasize the application of academic knowledge to real-world challenges, promoting sustainable development and positive social impact. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140502 | Manajemen Pemasaran | Marketing Management | This course provides an in-depth understanding of marketing principles, strategies, and practices essential for successfully promoting products and services. Students explore key concepts such as market research, consumer behavior, segmentation, targeting, positioning, and the marketing mix (product, price, place, promotion). The course emphasizes the development of effective marketing strategies and campaigns, focusing on both traditional and digital marketing channels. Through case studies, group projects, and real-world applications, students learn to analyze market trends, evaluate competitive landscapes, and make data-driven marketing decisions. This course equips students with the skills necessary to develop and implement successful marketing initiatives in various organizational contexts. | 1. SDG 8: Decent Work and Economic Growth – Effective marketing strategies can drive business growth, create jobs, and support sustainable economic development. 2. SDG 12: Responsible Consumption and Production – Marketing can promote sustainable products and practices, encouraging consumers to make responsible choices. 3. SDG 9: Industry, Innovation, and Infrastructure – Marketing management often involves promoting innovative products and services, which can enhance industrial competitiveness and infrastructure. 4. SDG 11: Sustainable Cities and Communities – Marketing strategies can be developed to support sustainable urban development initiatives and community-focused programs. 5. SDG 13: Climate Action – Marketing campaigns can raise awareness about climate issues and promote environmentally friendly products and behaviors. 6. SDG 10: Reduced Inequalities – Inclusive marketing strategies can target underserved populations, helping to reduce inequalities in access to products and services. 7. SDG 17: Partnerships for the Goals – Collaborating with various stakeholders, such as NGOs and community organizations, can enhance the impact of marketing initiatives aimed at promoting sustainable development. By integrating these goals, a Marketing Management course can emphasize the role of ethical and sustainable marketing practices in fostering positive social and environmental outcomes. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140602 | Desain Eksperimen | Experiment Design | This course focuses on the principles and methodologies for designing experiments to test hypotheses and gather data effectively. Students learn about key concepts such as control groups, randomization, replication, and variable manipulation. The curriculum covers various experimental designs, including factorial designs, crossover designs, and observational studies, emphasizing the importance of statistical validity and reliability. Students are taught how to formulate research questions, develop experimental protocols, and analyze results using statistical methods. Through practical applications and case studies, the course prepares students to conduct rigorous experiments in fields such as science, engineering, and social sciences, ensuring they can draw meaningful conclusions from their research. | 1. SDG 3: Good Health and Well-Being – Experimental design is crucial in healthcare and clinical research to evaluate treatments, interventions, and public health initiatives, ultimately improving health outcomes. 2. SDG 4: Quality Education – The course fosters critical thinking and methodological skills, contributing to quality education in research methodologies and scientific inquiry. 3. SDG 9: Industry, Innovation, and Infrastructure – Experimental design can be applied in industrial settings to test new processes, products, and innovations, driving technological advancements. 4. SDG 12: Responsible Consumption and Production – Well-designed experiments can help evaluate the sustainability of products and processes, promoting responsible resource use and waste reduction. 5. SDG 13: Climate Action – Experimental design is used in environmental research to assess impacts, develop mitigation strategies, and understand climate change dynamics. 6. SDG 11: Sustainable Cities and Communities – Research projects focused on urban planning and development can benefit from robust experimental design to evaluate sustainability initiatives. 7. SDG 17: Partnerships for the Goals – Collaborative research projects often require effective experimental design, fostering partnerships among academia, industry, and communities. By aligning with these goals, a course in Experimental Design can highlight the importance of rigorous research methods in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130502 | Pemodelan Sistem | System Modelling | This course focuses on the techniques and methodologies used to create abstract representations of complex systems. Students learn how to identify system components, interactions, and behaviors, using tools such as flowcharts, diagrams, and mathematical models. Key topics include system dynamics, discrete event simulation, and control systems. The course emphasizes the importance of modeling for analyzing and optimizing system performance in various fields, including engineering, business, and environmental studies. Through practical projects and case studies, students gain hands-on experience in developing, validating, and interpreting models, preparing them to apply these skills in real-world scenarios and decision-making processes. | 1. SDG 9: Industry, Innovation, and Infrastructure – System modeling is essential for designing and optimizing industrial processes and infrastructure systems, promoting innovation and efficiency. 2. SDG 3: Good Health and Well-Being – In healthcare, system modeling can be used to improve health delivery systems, optimize resource allocation, and enhance patient care. 3. SDG 11: Sustainable Cities and Communities – System modeling can help analyze and improve urban systems, such as transportation, waste management, and energy use, contributing to sustainable urban development. 4. SDG 12: Responsible Consumption and Production – Modeling systems can assist in evaluating resource use and waste management practices, promoting sustainability in production and consumption. 5. SDG 13: Climate Action – System modeling can be used to assess environmental impacts, develop climate adaptation strategies, and optimize responses to climate change. 6. SDG 17: Partnerships for the Goals – Collaborative modeling efforts can bring together stakeholders from various sectors to address complex problems and enhance decision-making. By aligning with these goals, a course in System Modeling can emphasize the importance of understanding and optimizing complex systems to support sustainable development and address global challenges. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130603 | Penelitian Operasional II | Operational Research II | This advanced course builds on the foundations established in Operational Research I, delving deeper into quantitative methods for optimizing complex systems and decision-making processes. Students explore advanced topics such as nonlinear programming, stochastic models, game theory, and multi-objective optimization. The course emphasizes practical applications of these techniques in various fields, including logistics, finance, and supply chain management. Through case studies and hands-on projects, students learn to formulate optimization problems, apply appropriate methodologies, and interpret results to inform strategic decisions. The course prepares students for roles in operational analysis and decision support, equipping them with the skills to tackle complex real-world challenges. | 1. SDG 8: Decent Work and Economic Growth – Operational research techniques help optimize business processes and resource allocation, promoting efficiency and economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – The application of operational research can enhance industrial operations, drive innovation, and improve infrastructure management. 3. SDG 11: Sustainable Cities and Communities – Operational research methods can be used to solve urban planning problems, optimize transportation systems, and improve public services, contributing to sustainable urban development. 4. SDG 12: Responsible Consumption and Production – Techniques from operational research can help analyze and optimize supply chains, reducing waste and promoting sustainable practices in production. 5. SDG 13: Climate Action – Operational research can be applied to model and analyze environmental systems, helping to develop strategies for climate change mitigation and adaptation. 6. SDG 17: Partnerships for the Goals – Operational research often involves collaboration across sectors to tackle complex problems, fostering partnerships and collective decision-making. By aligning with these goals, an Operational Research II course can emphasize the role of analytical techniques in improving decision-making and promoting sustainable development across various fields. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130701 | Praktikum Sistem Manufaktur | Manufacturing Systems Practicum | This hands-on course provides students with practical experience in real-world manufacturing environments. Students engage in projects that involve analyzing and improving manufacturing processes, applying concepts learned in their coursework. Key activities may include process mapping, quality control assessments, and efficiency evaluations. The practicum emphasizes teamwork, problem-solving, and the use of industry-standard tools and techniques. By working closely with professionals in the field, students gain insights into the challenges and dynamics of modern manufacturing systems. This experiential learning opportunity prepares students for careers in manufacturing, production management, and industrial engineering, enhancing their understanding of theoretical concepts through practical application. | 1. SDG 9: Industry, Innovation, and Infrastructure – This course typically involves hands-on experience with manufacturing processes and technologies, promoting innovation and efficient industrial practices. 2. SDG 8: Decent Work and Economic Growth – By enhancing skills and knowledge in manufacturing systems, the course supports workforce development and contributes to economic growth. 3. SDG 12: Responsible Consumption and Production – The practicum often emphasizes sustainable manufacturing practices, resource efficiency, and waste reduction. 4. SDG 11: Sustainable Cities and Communities – Manufacturing systems can impact urban development; the course may explore sustainable practices that contribute to healthier communities. 5. SDG 13: Climate Action – Students can engage in projects focused on reducing the environmental impact of manufacturing processes, contributing to climate change mitigation efforts. 6. SDG 4: Quality Education – The hands-on nature of the practicum enhances practical learning, ensuring students acquire valuable skills and knowledge. By aligning with these goals, a Manufacturing Systems Practicum can emphasize the importance of sustainable practices in manufacturing and their broader implications for society and the environment. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130802 | Manajemen Rantai Pasokan | Supply Chain Management | This course provides a comprehensive overview of the principles and practices involved in managing supply chains effectively. Students learn about the flow of goods, information, and finances from suppliers to customers, covering key components such as procurement, production, distribution, and logistics. The course emphasizes the importance of strategic planning, collaboration, and technology in optimizing supply chain operations. Topics include demand forecasting, inventory management, supplier relationship management, and risk mitigation. Through case studies and real-world applications, students develop analytical and decision-making skills necessary for improving supply chain efficiency and responsiveness, preparing them for careers in logistics, operations, and supply chain management. | 1. SDG 8: Decent Work and Economic Growth – Effective supply chain management can enhance productivity and create jobs, contributing to sustainable economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – Supply chains are vital to industrial operations, and optimizing them fosters innovation and improves infrastructure efficiency. 3. SDG 12: Responsible Consumption and Production – The course can focus on sustainable supply chain practices, emphasizing waste reduction, resource efficiency, and responsible sourcing. 4. SDG 11: Sustainable Cities and Communities – Supply chain management can play a role in urban logistics, ensuring efficient distribution and contributing to sustainable community development. 5. SDG 13: Climate Action – The course may address strategies for reducing carbon footprints in supply chains, promoting practices that mitigate climate change impacts. 6. SDG 10: Reduced Inequalities – Effective supply chain strategies can help ensure fair access to goods and services across different communities, addressing inequalities. 7. SDG 17: Partnerships for the Goals – Supply chain management often involves collaboration with various stakeholders, including suppliers, manufacturers, and distributors, fostering partnerships that support sustainable development. By aligning with these goals, a Supply Chain Management course can emphasize the importance of sustainable practices in creating efficient and responsible supply networks. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130903 | Desain Tata Letak Fasilitas | Facility Layout Design | This course focuses on the principles and techniques involved in designing efficient facility layouts to optimize workflow, space utilization, and overall operational effectiveness. Students learn about different layout types—such as process, product, and fixed-position layouts—and their applications in various industries. The curriculum covers tools for analyzing layout efficiency, including simulation and flow analysis, as well as considerations for safety, ergonomics, and flexibility. Through case studies and practical projects, students gain hands-on experience in creating and evaluating facility layouts, preparing them to make informed design decisions that enhance productivity and support organizational goals. | 1. SDG 9: Industry, Innovation, and Infrastructure – Effective facility layout design is essential for optimizing industrial processes, improving efficiency, and fostering innovation within manufacturing and service environments. 2. SDG 8: Decent Work and Economic Growth – A well-designed facility layout can enhance workflow and productivity, contributing to economic growth and creating a better work environment. 3. SDG 12: Responsible Consumption and Production – The course may emphasize sustainable design practices that minimize waste and optimize resource use in facility operations. 4. SDG 11: Sustainable Cities and Communities – Facility design considerations can impact urban planning and community development, promoting sustainable practices in local environments. 5. SDG 13: Climate Action – Sustainable facility layouts can incorporate energy-efficient designs and practices, contributing to climate change mitigation efforts. 6. SDG 4: Quality Education – The course provides students with valuable skills in design and optimization, enhancing their education and preparing them for careers in various industries. By aligning with these goals, a Facility Layout Design course can highlight the importance of thoughtful design in promoting efficiency, sustainability, and positive impacts on communities and the environment. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07131002 | Manajemen Proyek | Project Management | This course provides a comprehensive overview of the principles, tools, and techniques essential for effectively managing projects from initiation to completion. Students learn about project planning, scheduling, budgeting, risk management, and stakeholder communication. Key methodologies such as Agile, Waterfall, and critical path method (CPM) are explored, along with the use of project management software. Through case studies and practical exercises, students develop skills in teamwork, problem-solving, and decision-making, preparing them to handle real-world project challenges. The course emphasizes the importance of aligning projects with organizational goals and delivering value to stakeholders, equipping students for careers in project management across various industries. | 1. SDG 8: Decent Work and Economic Growth – Emphasizes effective project management practices that enhance productivity, create jobs, and promote sustainable economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – Focuses on managing projects that foster innovation, improve industrial practices, and develop resilient infrastructure. 3. SDG 11: Sustainable Cities and Communities – Involves planning and managing projects aimed at urban development and infrastructure that contribute to sustainable and resilient communities. 4. SDG 12: Responsible Consumption and Production – Encourages the incorporation of sustainability practices into project management processes, minimizing waste and optimizing resource use. 5. SDG 13: Climate Action – Supports managing projects that address climate change and promote sustainable practices in various sectors. 6. SDG 4: Quality Education – Can include projects that aim to improve educational facilities, resources, and access to quality education. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration and stakeholder engagement in project management to achieve collective goals. These connections can be explored through case studies, project-based learning, and discussions that illustrate how effective project management contributes to achieving sustainability and addressing global challenges. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07131102 | Teknik Pemeliharaan & Keandalan | Maintenance & Reliability Engineering | This course focuses on the principles and practices of maintaining and ensuring the reliability of engineering systems and equipment. Students learn about maintenance strategies, including preventive, predictive, and corrective maintenance, as well as techniques for reliability analysis and failure mode effects analysis (FMEA). The curriculum emphasizes the importance of minimizing downtime, optimizing maintenance costs, and improving overall system performance. Through case studies and practical applications, students gain hands-on experience in developing maintenance plans, analyzing reliability data, and implementing best practices. This course prepares students for careers in maintenance management, reliability engineering, and operations within various industries, ensuring they can contribute to the efficient and effective management of assets. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on enhancing the reliability and efficiency of industrial systems and infrastructure through effective maintenance strategies and innovative practices. 2. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of maintaining equipment and systems to ensure safe working conditions and support productivity, contributing to economic growth. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable maintenance practices that extend the life of equipment, reduce waste, and promote efficient resource use in production processes. 4. SDG 7: Affordable and Clean Energy – Involves ensuring the reliability of energy systems and optimizing maintenance practices to support the integration of renewable energy sources. 5. SDG 13: Climate Action – Supports efforts to minimize environmental impacts through improved reliability and maintenance of systems, reducing emissions and waste. 6. SDG 3: Good Health and Well-being – Focuses on maintaining safe and reliable work environments, which contributes to the health and well-being of workers. 7. SDG 11: Sustainable Cities and Communities – Can include maintenance strategies for urban infrastructure that enhance sustainability and community resilience. These connections can be integrated into the course through case studies, practical applications, and discussions on the role of maintenance and reliability engineering in achieving sustainable development and improving operational efficiency. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121703 | Simulasi Sistem Industri | Industrial System Simulation | This course focuses on the use of simulation techniques to model and analyze industrial systems. Students learn how to create realistic simulations of processes, workflows, and operations to evaluate performance and optimize decision-making. The curriculum covers various simulation methodologies, including discrete-event simulation and Monte Carlo methods, along with software tools commonly used in the industry. Through practical projects and case studies, students gain experience in designing simulation models, running experiments, and interpreting results to identify bottlenecks and improve efficiency. This course equips students with valuable skills to tackle complex problems in manufacturing, logistics, and service industries, enhancing their ability to contribute to system optimization and strategic planning. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on simulating industrial processes to optimize operations, enhance efficiency, and foster innovation in manufacturing and service industries. 2. SDG 8: Decent Work and Economic Growth – Emphasizes improving productivity and creating safer, more efficient workplaces through simulation techniques that help in workforce planning and resource management. 3. SDG 12: Responsible Consumption and Production – Encourages the use of simulation to analyze and optimize resource use, reduce waste, and implement sustainable production practices. 4. SDG 7: Affordable and Clean Energy – Involves simulating energy systems to optimize energy consumption and integrate renewable energy sources effectively. 5. SDG 11: Sustainable Cities and Communities – Can include simulating urban systems and transportation networks to enhance sustainability and improve urban planning. 6. SDG 13: Climate Action – Supports modeling and simulation efforts to assess and mitigate the environmental impacts of industrial processes. 7. SDG 3: Good Health and Well-being – Involves simulating health systems or work environments to improve safety and efficiency, thereby enhancing worker and community health outcomes. These connections can be explored through practical projects, case studies, and discussions that demonstrate how simulation techniques can be applied to promote sustainability and improve industrial systems. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121803 | Perencanaan & Pengendalian Produksi | Production Planning & Control | This course provides an overview of the processes and techniques involved in planning and controlling production operations within manufacturing and service organizations. Students learn key concepts such as demand forecasting, capacity planning, inventory management, and scheduling. The curriculum emphasizes the importance of aligning production activities with organizational goals to optimize resource utilization and meet customer demand efficiently. Students explore various planning methodologies, including Just-in-Time (JIT) and Material Requirements Planning (MRP). Through case studies and practical exercises, students develop skills in analyzing production processes, making informed decisions, and implementing control systems, preparing them for roles in production management and operations. | 1. SDG 8: Decent Work and Economic Growth – Focuses on optimizing production processes to improve efficiency, productivity, and working conditions, contributing to economic growth. 2. SDG 9: Industry, Innovation, and Infrastructure – Emphasizes the importance of efficient production systems and innovation in manufacturing practices, enhancing industrial resilience. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable production practices, waste reduction, and resource efficiency in manufacturing processes. 4. SDG 7: Affordable and Clean Energy – Involves optimizing energy use in production processes, which can lead to reduced energy consumption and integration of renewable energy sources. 5. SDG 11: Sustainable Cities and Communities – Can include planning for sustainable manufacturing practices that benefit urban development and reduce environmental impact. 6. SDG 3: Good Health and Well-being – Focuses on ensuring safe and healthy working conditions through effective production planning and control. 7. SDG 13: Climate Action – Encourages practices that minimize emissions and environmental impacts in production processes. These goals can be integrated into the curriculum through case studies, projects, and discussions that illustrate the role of production planning and control in achieving sustainability and enhancing operational effectiveness. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121903 | Optimasi Matematika | Mathematics Optimasi | This course focuses on mathematical techniques for optimizing functions and making effective decisions in various fields. Students learn about key concepts in optimization, including linear programming, nonlinear programming, and integer programming. The curriculum covers both theoretical foundations and practical applications, emphasizing problem formulation, constraints, and objective functions. Students explore various solution methods, such as the simplex algorithm and gradient descent, as well as software tools used for optimization. Through case studies and practical exercises, students gain experience in applying optimization techniques to real-world problems in engineering, economics, and logistics, equipping them with valuable skills for decision-making and resource allocation. | 1. SDG 2: Zero Hunger – Optimization techniques can be applied in agriculture to improve crop yields, optimize resource use, and enhance food distribution systems. 2. SDG 7: Affordable and Clean Energy – Optimization methods are crucial in designing efficient energy systems, managing resources, and integrating renewable energy sources. 3. SDG 9: Industry, Innovation, and Infrastructure – Focuses on optimizing industrial processes, supply chains, and infrastructure development to enhance efficiency and sustainability. 4. SDG 12: Responsible Consumption and Production – Encourages the use of optimization to minimize waste and enhance resource efficiency in production processes. 5. SDG 13: Climate Action – Involves optimizing resource use and emissions reductions in various sectors to combat climate change. 6. SDG 11: Sustainable Cities and Communities – Optimization techniques can be used in urban planning, transportation systems, and infrastructure development to create sustainable and efficient cities. 7. SDG 3: Good Health and Well-being – Optimization can help in healthcare resource allocation, improving service delivery, and enhancing patient outcomes. These connections can be explored through real-world applications, case studies, and projects that demonstrate how optimization techniques contribute to sustainable development and efficiency across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130103 | Kontrol dan Jaminan Kualitas | Quality Control and Assurance | This course provides an in-depth understanding of the principles and practices essential for ensuring product and service quality within organizations. Students learn about quality management systems, statistical quality control techniques, and the importance of continuous improvement. Key topics include process capability, control charts, quality audits, and the implementation of quality standards such as ISO 9001. The course emphasizes the role of quality assurance in preventing defects and enhancing customer satisfaction. Through case studies and practical applications, students develop skills in analyzing quality data, conducting quality assessments, and implementing effective quality control measures, preparing them for careers in quality management and assurance across various industries. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on improving industry processes and enhancing the quality of products and services, fostering innovation and resilience in manufacturing and services. 2. SDG 12: Responsible Consumption and Production – Emphasizes sustainable production practices, minimizing waste, and ensuring that products meet quality standards to reduce environmental impact. 3. SDG 8: Decent Work and Economic Growth – Encourages practices that enhance efficiency and productivity while ensuring safe and fair working conditions, contributing to economic growth. 4. SDG 3: Good Health and Well-being – Addresses the importance of quality in products, particularly in healthcare and safety-related industries, ensuring that goods and services contribute to public health. 5. SDG 16: Peace, Justice, and Strong Institutions – Promotes transparency and accountability in processes and standards, which can improve trust and governance in organizations. 6.SDG 17: Partnerships for the Goals – Highlights the need for collaboration between organizations to share best practices and innovations in quality management. These connections can be explored through practical applications, case studies, and discussions on the role of quality assurance in achieving sustainability and improving overall organizational performance. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121202 | Ergonomi Industri | Industrial Ergonomics | This course focuses on the design and optimization of work environments to enhance human performance, safety, and comfort. Students learn about the principles of ergonomics and how to apply them to analyze and improve workplace systems, tools, and tasks. Key topics include human anatomy, biomechanics, cognitive ergonomics, and the assessment of physical and mental workload. The curriculum emphasizes the importance of designing workspaces that reduce the risk of injury, improve efficiency, and enhance employee well-being. Through practical projects and case studies, students gain hands-on experience in conducting ergonomic assessments and recommending design modifications, preparing them for careers in ergonomics, safety, and human factors engineering. | 1. SDG 3: Good Health and Well-being – Focuses on designing work environments and systems that promote worker health and reduce the risk of injuries and musculoskeletal disorders. 2. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of creating safe, healthy, and efficient work environments, which can enhance productivity and job satisfaction. 3. SDG 5: Gender Equality – Addresses the need for ergonomic designs that consider diverse user needs, promoting inclusivity and equitable work conditions for all genders. 4. SDG 10: Reduced Inequalities – Encourages the design of work systems that accommodate varying abilities and promote inclusivity, helping to reduce disparities in the workplace. 5. SDG 12: Responsible Consumption and Production – Involves designing ergonomic systems that optimize resource use and minimize waste, contributing to more sustainable production practices. 6. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration between ergonomists, employers, and workers to implement effective ergonomic solutions in industrial settings. These connections can be explored through practical applications, case studies, and discussions on the role of ergonomics in enhancing worker well-being and productivity while supporting sustainable practices. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130301 | Praktikum Perancangan Sistem Kerja yang Ergonomis | Practicum on Ergonomic Work System Design | This course provides hands-on experience in applying ergonomic principles to the design and improvement of work systems. Students engage in real-world projects that involve assessing existing work environments, tools, and tasks to identify ergonomic issues. They learn to apply techniques for optimizing workstation layouts, reducing physical strain, and enhancing overall productivity. Key activities include conducting ergonomic evaluations, utilizing measurement tools, and developing design recommendations based on best practices. Through collaboration with industry partners and practical applications, students gain valuable skills in creating safe and efficient work systems that promote employee health and well-being, preparing them for careers in ergonomics, occupational health, and human factors engineering. | 1. SDG 3: Good Health and Well-being – Focuses on designing work systems that promote health, safety, and well-being for workers, reducing the risk of injury and improving overall workplace health. 2. SDG 8: Decent Work and Economic Growth – Emphasizes creating safe and productive work environments, contributing to economic growth through improved worker efficiency and satisfaction. 3. SDG 5: Gender Equality – Addresses the need for inclusive design that considers diverse user needs, promoting gender-sensitive approaches in workplace ergonomics. 4. SDG 10: Reduced Inequalities – Encourages designing work systems that accommodate varying abilities and needs, promoting inclusivity in the workplace. 5. SDG 12: Responsible Consumption and Production – Involves developing ergonomic solutions that optimize resource use and reduce waste in the design and operation of work systems. 6. SDG 17: Partnerships for the Goals – Highlights collaboration between various stakeholders (e.g., designers, employers, and workers) to implement effective ergonomic practices. These goals can be integrated into the course through hands-on projects, case studies, and discussions about the impact of ergonomic design on health, productivity, and inclusivity in the workplace. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07130402 | Metodologi Penelitian | Research Methodology | This course introduces students to the systematic processes involved in conducting research across various disciplines. Students learn about the different research designs, including qualitative, quantitative, and mixed methods, as well as data collection techniques such as surveys, interviews, and experiments. Key topics include formulating research questions, hypothesis testing, sampling methods, and ethical considerations in research. The curriculum emphasizes the importance of critical analysis and interpretation of data, along with skills for effectively communicating research findings. Through practical assignments and projects, students gain hands-on experience in developing research proposals and conducting studies, equipping them with the necessary skills to undertake independent research in their fields of interest. | 1. SDG 4: Quality Education – Focuses on developing research skills, promoting evidence-based learning, and enhancing academic rigor. 2. SDG 10: Reduced Inequalities – Encourages research that addresses social inequalities, aiming to produce knowledge that informs equitable policies. 3. SDG 16: Peace, Justice, and Strong Institutions – Emphasizes the importance of ethical research practices, transparency, and accountability in generating reliable knowledge. 4. SDG 9: Industry, Innovation, and Infrastructure – Supports research in innovation and technology, fostering advancements that contribute to sustainable development. 5. SDG 17: Partnerships for the Goals – Highlights the role of collaborative research efforts among institutions, governments, and communities to achieve shared objectives. 6. SDG 12: Responsible Consumption and Production – Encourages research focused on sustainability practices and resource management. These connections can be explored through discussions on the ethical implications of research, the role of data in decision-making, and the impact of research on policy and practice related to sustainable development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121002 | Perencanaan & Perancangan Produk | Product Planning & Design | This course focuses on the processes involved in developing new products from conception to market launch. Students learn about market research, product design principles, and the importance of aligning product features with customer needs and preferences. The curriculum covers the entire product lifecycle, including ideation, prototyping, testing, and commercialization. Emphasis is placed on user-centered design, creativity, and collaboration across disciplines. Through case studies and hands-on projects, students gain practical experience in creating product specifications, conducting feasibility studies, and utilizing design tools. This course prepares students for careers in product management, design, and development across various industries, equipping them with the skills to bring innovative products to market successfully | 1. SDG 9: Industry, Innovation, and Infrastructure – Encourages innovation in product design and development, focusing on sustainable industrial practices. 2. SDG 12: Responsible Consumption and Production – Emphasizes sustainable product design, lifecycle assessment, and minimizing waste through circular economy principles. 3. SDG 11: Sustainable Cities and Communities – Can include designing products that contribute to sustainable urban living and community development. 4. SDG 3: Good Health and Well-being – Focuses on designing products that improve health outcomes or promote well-being. 5. SDG 13: Climate Action – Encourages consideration of environmental impacts in product design, aiming to reduce carbon footprints. 6. SDG 5: Gender Equality – Can involve designing products that address the needs of diverse users, promoting inclusivity and gender sensitivity. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration between designers, manufacturers, and stakeholders to achieve sustainability goals. These connections can be explored through project-based learning, case studies, and discussions on the implications of design choices on sustainability and social impact. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121102 | Otomasi Industri | Industrial Automation | This course explores the principles and technologies behind automating industrial processes to enhance efficiency, productivity, and safety. Students learn about various automation systems, including programmable logic controllers (PLCs), robotics, and sensor technologies. The curriculum covers the design, implementation, and maintenance of automated systems, emphasizing control theory, system integration, and real-time monitoring. Key topics include industrial networking, data acquisition, and human-machine interfaces (HMIs). Through hands-on labs and projects, students gain practical experience in programming automation equipment and troubleshooting systems. This course prepares students for careers in automation engineering, manufacturing, and systems integration, equipping them with the skills needed to drive innovation in modern industrial environments. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on building resilient infrastructure, promoting sustainable industrialization, and fostering innovation through automation technologies. 2. SDG 8: Decent Work and Economic Growth – Emphasizes the importance of advancing technology to improve productivity and economic growth while ensuring decent work conditions. 3. SDG 12: Responsible Consumption and Production – Covers efficient use of resources and sustainable production practices through automation and smart technologies. 4. SDG 7: Affordable and Clean Energy – Explores automation solutions for optimizing energy use and integrating renewable energy sources into industrial processes. 5. SDG 13: Climate Action – Addresses how automation can help reduce emissions and improve sustainability in industrial operations. 6. SDG 17: Partnerships for the Goals – Encourages collaboration between industries, academia, and governments to develop and implement automation technologies for sustainable development. These goals can be integrated into the curriculum through case studies, project work, and discussions on the impact of automation on sustainability and efficiency in industrial settings. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07140102 | Organisational Behaviour | Organisational Behaviour | This course examines the dynamics of human behavior within organizations, focusing on how individual, group, and organizational factors influence performance and decision-making. Students learn about key concepts such as motivation, leadership, team dynamics, communication, and organizational culture. The curriculum emphasizes the importance of understanding behavioral theories and applying them to improve workplace effectiveness and employee well-being. Through case studies, discussions, and practical exercises, students develop skills in analyzing organizational issues and implementing strategies for positive change. This course prepares students for careers in management, human resources, and organizational development, equipping them with the tools to foster a productive and harmonious work environment. | 1. SDG 4: Quality Education – Focuses on lifelong learning and the development of skills within organizations. 2. SDG 5: Gender Equality – Addresses issues of gender equality in the workplace, promoting women’s leadership and empowerment. 3. SDG 8: Decent Work and Economic Growth – Encourages fair labor practices, employee well-being, and productive work environments. 4. SDG 10: Reduced Inequalities – Examines organizational policies and practices that promote diversity and inclusion, reducing inequalities within and among organizations. 5. SDG 16: Peace, Justice, and Strong Institutions – Looks at ethical leadership, governance, and fostering a culture of trust and transparency within organizations. 6. SDG 17: Partnerships for the Goals – Encourages collaboration and partnerships within organizations and between organizations to achieve sustainability goals. These connections can be explored through topics like leadership, team dynamics, corporate culture, and ethical behavior in organizations. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121303 | Ekonomi dan Teknik Ekonomi | Economics and Engineering Economics | This course introduces students to the principles of economics as they relate to engineering and decision-making processes. Students learn about fundamental economic concepts, including supply and demand, market structures, and pricing strategies. The curriculum emphasizes engineering economics, focusing on cost analysis, financial evaluation, and the time value of money. Key topics include project feasibility studies, capital budgeting, and risk assessment in engineering projects. Through practical applications and case studies, students develop skills in making informed economic decisions that optimize resource allocation and project viability. This course prepares students for careers in engineering management, project finance, and strategic planning, equipping them with the analytical tools necessary for effective economic evaluation. | 1. SDG 4: Quality Education – Emphasizes the importance of providing quality education and promoting lifelong learning opportunities. 2. SDG 8: Decent Work and Economic Growth – Focuses on promoting sustained economic growth, higher levels of productivity, and decent work for all. 3. SDG 9: Industry, Innovation, and Infrastructure – Highlights the need for resilient infrastructure, inclusive and sustainable industrialization, and fostering innovation. 4. SDG 11: Sustainable Cities and Communities – Addresses the need for sustainable urban planning and management to make cities safe and sustainable. 5. SDG 12: Responsible Consumption and Production – Covers sustainable economic practices and the efficient use of resources. 6. SDG 13: Climate Action – Encourages taking urgent action to combat climate change and its impacts, often integrated into economic modeling and policy discussions. 7. SDG 17: Partnerships for the Goals – Focuses on strengthening partnerships to achieve the SDGs, relevant in collaborative projects and economic development initiatives. These goals can be woven into coursework through case studies, project work, and discussions on sustainable practices in economics and engineering. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121402 | Sistem Lingkungan Industri | Industrial Environmental System | This course explores the interaction between industrial operations and environmental sustainability. Students learn about the principles of environmental management, regulatory frameworks, and sustainable practices in industrial settings. Key topics include waste management, pollution prevention, resource conservation, and the assessment of environmental impacts associated with manufacturing processes. The curriculum emphasizes systems thinking, encouraging students to analyze the lifecycle of products and processes from an environmental perspective. Through case studies and practical projects, students gain hands-on experience in developing strategies for minimizing ecological footprints and enhancing sustainability within industries. This course prepares students for careers in environmental engineering, sustainability management, and regulatory compliance, equipping them with the knowledge to contribute to greener industrial practices. | 1. Goal 12: Responsible Consumption and Production – The course emphasizes sustainable resource management, waste reduction, and eco-friendly production practices. 2. Goal 9: Industry, Innovation, and Infrastructure – It promotes the development of innovative technologies and processes that minimize environmental impact while enhancing industrial productivity. 3. Goal 13: Climate Action – The course may address strategies for reducing greenhouse gas emissions and adapting industrial practices to mitigate climate change. 4. Goal 11: Sustainable Cities and Communities – By focusing on sustainable industrial practices, the course can contribute to the development of resilient urban environments. 5. Goal 3: Good Health and Well-Being – Understanding environmental systems can help mitigate pollution and promote healthier communities, leading to improved public health. 6. Goal 17: Partnerships for the Goals – Collaboration with industries and governmental organizations is often essential for implementing sustainable practices, fostering partnerships for sustainability. By integrating these goals, the course can equip students with the knowledge and skills to promote sustainability in industrial environments. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121503 | Statistika Industri | Statistics Industri | This course focuses on the application of statistical methods and techniques in industrial settings to improve processes and decision-making. Students learn about data collection, descriptive statistics, inferential statistics, and quality control methods specific to industrial applications. Key topics include process capability analysis, statistical process control (SPC), design of experiments (DOE), and reliability analysis. The curriculum emphasizes the importance of data-driven decision-making and the use of statistical software for analyzing real-world industrial data. Through practical assignments and case studies, students develop skills in interpreting statistical results and applying them to enhance product quality and operational efficiency. This course prepares students for careers in quality assurance, operations management, and data analysis within various industries. | 1. Goal 9: Industry, Innovation, and Infrastructure – Statistical methods are essential for improving processes, fostering innovation, and enhancing infrastructure efficiency in industrial settings. 2. Goal 8: Decent Work and Economic Growth – Statistics support data-driven decision-making that can lead to increased productivity, economic growth, and the creation of decent work opportunities. 3. Goal 12: Responsible Consumption and Production – Statistical analysis can help industries assess resource use and waste management, promoting sustainable production practices. 4. Goal 3: Good Health and Well-Being – In health-related industries, statistics are crucial for analyzing data related to public health, treatment effectiveness, and health service delivery. 5. Goal 17: Partnerships for the Goals – The course may involve collaboration with industry partners, enhancing knowledge sharing and cooperation for sustainable development initiatives. By focusing on these connections, the course can prepare students to apply statistical techniques in ways that support sustainable practices and contribute to global development goals. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07121601 | Praktikum Statistik Industri | Traineeship Statistics Industry | This course provides students with practical experience in applying statistical methods within industrial contexts. Through a structured internship or traineeship program, students work with industry professionals to analyze real-world data, solve statistical problems, and contribute to ongoing projects. The curriculum emphasizes hands-on learning, allowing students to utilize statistical software and techniques in areas such as quality control, production planning, and process optimization. Students also develop professional skills, including teamwork, communication, and problem-solving, while gaining insights into the practical challenges faced in industrial settings. This course prepares students for careers in data analysis, quality assurance, and operational research, equipping them with valuable experience and industry connections. | 1. Goal 9: Industry, Innovation, and Infrastructure – Statistical analysis is crucial for optimizing processes, improving product quality, and driving innovation in industrial settings. 2. Goal 8: Decent Work and Economic Growth – Statistics help organizations make informed decisions, enhancing productivity and creating decent work opportunities in the industry. 3. Goal 12: Responsible Consumption and Production – Statistical tools can aid in analyzing resource efficiency and sustainability metrics, promoting responsible consumption and minimizing waste. 4. Goal 3: Good Health and Well-Being – In industries such as healthcare, statistical analysis is vital for evaluating treatment effectiveness, managing public health data, and improving patient outcomes. 5. Goal 17: Partnerships for the Goals – The course may involve collaboration between industries and academic institutions, fostering partnerships for knowledge exchange and sustainable practices. Through practical applications of statistics in industry, this course can prepare students to contribute effectively to sustainable development and informed decision-making. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120303 | Material Teknik + Praktikum | Engineering Materials + Practicum | This course provides an in-depth exploration of the properties, selection, and applications of various engineering materials, including metals, polymers, ceramics, and composites. Students learn about the fundamental concepts of material science, such as microstructure, mechanical properties, and material behavior under different conditions. The practicum component involves hands-on laboratory work where students conduct experiments to test material properties, analyze data, and understand real-world applications. Key topics include material characterization techniques, failure analysis, and the impact of materials on design and manufacturing processes. This course equips students with the knowledge and practical skills necessary for careers in materials engineering, product development, and quality assurance, preparing them to make informed decisions about material selection in engineering projects. | 1. Goal 9: Industry, Innovation, and Infrastructure – Understanding materials is essential for developing innovative products and sustainable infrastructure, contributing to resilient industrial practices. 2. Goal 12: Responsible Consumption and Production – The course can focus on sustainable material selection and recycling processes, promoting responsible consumption and reducing waste. 3. Goal 7: Affordable and Clean Energy – Engineering materials play a key role in the development of energy-efficient technologies and renewable energy systems. 4. Goal 11: Sustainable Cities and Communities – Knowledge of materials is critical for urban development projects, including sustainable building materials and infrastructure solutions. 5. Goal 3: Good Health and Well-Being – In biomedical applications, understanding materials can lead to advancements in medical devices, implants, and biocompatible materials. By integrating theory and practical applications, this course can equip students with the knowledge to contribute to sustainable development through innovative material solutions. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120402 | Mekanika Teknik | Engineering Mechanics | This course introduces the fundamental principles of mechanics as they apply to engineering problems. Students study the behavior of solid bodies under various forces and conditions, covering topics such as statics, dynamics, and the mechanics of materials. Key concepts include equilibrium, motion, force analysis, and stress-strain relationships. The curriculum emphasizes problem-solving techniques and the application of mathematical principles to real-world engineering scenarios. Through theoretical lessons and practical exercises, students develop skills in analyzing structures, understanding material responses, and designing safe and effective systems. This course prepares students for further studies in engineering disciplines and careers in structural, mechanical, and civil engineering. | 1. Goal 9: Industry, Innovation, and Infrastructure – Engineering mechanics is fundamental in designing and analyzing structures and systems, contributing to resilient infrastructure and sustainable industrialization. 2. Goal 11: Sustainable Cities and Communities – The principles of mechanics are crucial in urban planning and transportation systems, promoting the development of safe and sustainable cities. 3. Goal 7: Affordable and Clean Energy – Engineering mechanics can be applied in the design of energy-efficient systems and renewable energy technologies. 4. Goal 12: Responsible Consumption and Production – Understanding mechanical principles helps optimize resource use and minimize waste in engineering processes and product design. 5. Goal 3: Good Health and Well-Being – Engineering mechanics is relevant in biomedical engineering applications, such as the design of medical devices and prosthetics. By emphasizing these connections, a course in Engineering Mechanics can help students see the role of engineering in addressing global challenges and advancing sustainability. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120503 | Teori Probabilitas | Theoretical Probabilitas | This course provides a comprehensive foundation in the principles and concepts of probability theory. Students learn about fundamental topics such as sample spaces, events, conditional probability, independence, and probability distributions. The curriculum covers discrete and continuous random variables, expectation, variance, and important distributions like the binomial, Poisson, and normal distributions. Emphasis is placed on understanding the mathematical framework behind probability and its applications in various fields, including engineering, finance, and statistics. Through problem-solving exercises and theoretical discussions, students develop critical thinking skills and the ability to apply probability concepts to real-world situations. This course prepares students for advanced studies in statistics, data analysis, and decision-making under uncertainty. | 1. Goal 3: Good Health and Well-Being – Probability is crucial in public health for assessing risks, understanding epidemiological models, and evaluating treatment effectiveness. 2. Goal 4: Quality Education – The course itself contributes to quality education by providing foundational knowledge in mathematics and statistics, which are essential in various disciplines. 3. Goal 9: Industry, Innovation, and Infrastructure – Probability theory is vital in optimizing processes and decision-making in industries, fostering innovation and efficiency. 4. Goal 12: Responsible Consumption and Production – Understanding probabilities can help in risk assessment and decision-making for sustainable production practices. 5. Goal 17: Partnerships for the Goals – Probability models can support collaborative research and data analysis, enhancing partnerships across sectors. By linking theoretical concepts to practical applications, students can appreciate how probability theory contributes to sustainable development and informed decision-making in various contexts. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120602 | Mekatronika | Mekatronics | This course integrates principles from mechanical engineering, electrical engineering, computer science, and control engineering to design and create intelligent systems and automated processes. Students learn about the design and application of mechatronic systems, including sensors, actuators, robotics, and embedded systems. Key topics include system modeling, control theory, and the development of software for automation and robotics applications. The curriculum emphasizes hands-on learning through projects and labs, where students gain practical experience in building and programming mechatronic devices. This course prepares students for careers in automation, robotics, and smart manufacturing, equipping them with the interdisciplinary skills needed to innovate in various technological fields. | 1. Goal 9: Industry, Innovation, and Infrastructure – Mechatronics promotes advanced manufacturing technologies and innovative practices, contributing to sustainable industrialization. 2. Goal 8: Decent Work and Economic Growth – By improving productivity and creating new job opportunities in high-tech fields, mechatronics supports economic growth. 3. Goal 12: Responsible Consumption and Production – Mechatronic systems can enhance resource efficiency and reduce waste in production processes, promoting sustainable practices. 4. Goal 7: Affordable and Clean Energy – Mechatronics can play a role in developing smart energy systems and technologies that enhance energy efficiency. 5. Goal 11: Sustainable Cities and Communities – Applications in automation and smart technologies can improve urban infrastructure and services, making cities more sustainable. By addressing these goals, a Mechatronics course can help students understand the impact of their work on sustainable development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120703 | Sistem Informasi Manajemen | Management Information System | This course focuses on the role of information systems in supporting and enhancing organizational decision-making and operations. Students learn about the design, implementation, and management of information systems, including data management, systems analysis, and software development. Key topics include database management, business intelligence, information security, and the impact of emerging technologies on businesses. The curriculum emphasizes the importance of aligning technology with business strategies to improve efficiency and competitiveness. Through case studies and practical projects, students gain skills in analyzing organizational needs, developing information systems solutions, and utilizing technology to drive business success. This course prepares students for careers in IT management, systems analysis, and business consulting, equipping them with the knowledge to effectively leverage information systems in various industries. | 1. Goal 4: Quality Education – MIS can enhance educational institutions’ management, leading to better learning outcomes through effective information systems. 2. Goal 8: Decent Work and Economic Growth – MIS promotes efficient business practices, supporting sustainable economic growth and decent work opportunities. 3. Goal 9: Industry, Innovation, and Infrastructure – The course typically focuses on technological innovation and developing resilient infrastructure through information systems. 4. Goal 12: Responsible Consumption and Production – MIS can help organizations manage resources efficiently and promote sustainable business practices. 5. Goal 17: Partnerships for the Goals – MIS often emphasizes collaboration and partnerships, fostering synergies between various stakeholders to achieve sustainability objectives. By integrating these SDGs into the curriculum, students can learn how information systems contribute to broader societal goals. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120803 | Perancangan Sistem Kerja & Ergonomi | Work System Design & Ergonomics | This course focuses on the principles of designing work systems that enhance productivity, safety, and employee well-being. Students learn about ergonomic theories and practices, emphasizing how to create work environments that fit the physical and cognitive needs of workers. Key topics include workstation design, task analysis, human factors, and the assessment of workplace safety. The curriculum combines theoretical knowledge with practical applications, encouraging students to conduct ergonomic assessments and develop improvement strategies for various work settings. Through projects and case studies, students gain hands-on experience in applying ergonomic principles to real-world challenges. This course prepares students for careers in ergonomics, occupational health, and human factors engineering, equipping them with the skills to design effective and safe work systems. | 1. SDG 3: Good Health and Well-being – Emphasizes the importance of designing work systems that promote employee health, safety, and well-being through ergonomic principles. 2. SDG 8: Decent Work and Economic Growth – Supports the creation of efficient and safe work environments that enhance productivity and job satisfaction, contributing to economic growth. 3. SDG 4: Quality Education – Promotes education and training in ergonomics and work system design, equipping students with skills to improve workplace conditions. 4. SDG 10: Reduced Inequalities – Focuses on designing inclusive work systems that accommodate diverse needs and abilities, promoting equity in the workplace. 5. SDG 11: Sustainable Cities and Communities – Encourages the design of work environments that contribute to sustainable urban development and community well-being. 6. SDG 17: Partnerships for the Goals – Highlights collaboration between academia, industry, and policymakers to promote ergonomic practices and improve work system designs. These SDGs reflect the significance of work system design and ergonomics in fostering healthy work environments, enhancing productivity, and promoting sustainable development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120903 | Penelitian Operasional I | Operational Research I | This course introduces students to the foundational concepts and techniques of operational research (OR) applied to decision-making and problem-solving in various fields. Students learn about optimization methods, including linear programming, integer programming, and network models. Key topics include formulating mathematical models, sensitivity analysis, and the use of software tools for solving OR problems. The curriculum emphasizes practical applications in areas such as resource allocation, production planning, and logistics. Through case studies and problem sets, students develop analytical skills and learn to apply OR techniques to optimize processes and improve organizational efficiency. This course prepares students for further studies in operational research and careers in fields such as management science, supply chain management, and data analytics. | 1. SDG 9: Industry, Innovation, and Infrastructure – Supports the use of operational research techniques to improve industrial processes, enhance infrastructure, and foster innovation. 2. SDG 12: Responsible Consumption and Production – Focuses on optimizing resource use and minimizing waste in production processes through effective decision-making models. 3. SDG 8: Decent Work and Economic Growth – Enhances productivity and efficiency in organizations, contributing to economic growth and job creation. 4. SDG 3: Good Health and Well-being – Applies operational research methods to optimize healthcare delivery, resource allocation, and decision-making in health systems. 5. SDG 11: Sustainable Cities and Communities – Uses modeling and analysis to improve urban planning, transportation systems, and resource management for sustainable community development. 6. SDG 13: Climate Action – Incorporates decision-making tools to address environmental challenges and promote sustainable practices in various sectors. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration among researchers, policymakers, and industry to enhance decision-making processes and operational efficiency. These SDGs illustrate the importance of operational research in optimizing processes, promoting sustainability, and improving decision-making across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07110103 | Menggambar Teknik + Praktikum | Engineering Drawing + Practicum | This course provides a comprehensive introduction to the principles and practices of engineering drawing, focusing on the creation and interpretation of technical diagrams and schematics. Students learn about various drawing techniques, including orthographic projection, isometric drawing, and dimensioning standards. The curriculum emphasizes the importance of precision and clarity in communicating design ideas and engineering concepts. | 1. SDG 4: Quality Education – Focuses on providing quality technical education and training in drawing and design skills essential for engineering and related fields. 2. SDG 9: Industry, Innovation, and Infrastructure – Promotes the importance of accurate engineering drawings in the development of infrastructure and innovative engineering solutions. 3. SDG 12: Responsible Consumption and Production – Encourages sustainable design practices and efficient resource use in engineering projects, which can be reflected in engineering drawings. 4. SDG 8: Decent Work and Economic Growth – Supports job creation and economic development by equipping students with essential skills for careers in engineering and manufacturing. 5. SDG 11: Sustainable Cities and Communities – Highlights the role of engineering design in urban planning and the development of sustainable infrastructure. 6. SDG 17: Partnerships for the Goals – Emphasizes collaboration between educational institutions, industry, and communities to enhance the quality and relevance of engineering education. These SDGs reflect the significance of engineering drawing in fostering technical skills, supporting sustainable practices, and contributing to economic development in various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07110202 | Pengantar Teknik Industri | Introduction to Industrial Engineering | This foundational course introduces students to the key concepts, principles, and practices of industrial engineering. Students learn about the role of industrial engineers in optimizing processes, improving efficiency, and enhancing productivity across various industries. The curriculum covers essential topics such as systems thinking, work design, quality control, operations management, and supply chain management. | 1. SDG 9: Industry, Innovation, and Infrastructure – Emphasizes the role of industrial engineering in promoting sustainable industrialization and enhancing infrastructure through innovative processes. 2. SDG 12: Responsible Consumption and Production – Focuses on efficient resource use, waste reduction, and sustainable production practices within industries. 3. SDG 8: Decent Work and Economic Growth – Supports job creation and economic development by improving productivity and efficiency in industrial processes. 4. SDG 4: Quality Education – Enhances technical education and skills development related to industrial engineering practices and methodologies. 5. SDG 13: Climate Action – Encourages the development of processes that minimize environmental impact, promoting sustainability in industrial operations. 6. SDG 1: No Poverty – By improving industrial efficiency and creating job opportunities, the course can contribute to poverty reduction efforts. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among various stakeholders, including industry, academia, and government, to promote sustainable practices and innovation. These SDGs illustrate the importance of industrial engineering in promoting efficiency, sustainability, and economic development across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07110302 | Proses Manufaktur | Manufacturing Process | This course explores the various methods and technologies used in the production of goods. Students learn about different manufacturing processes, including machining, forming, casting, welding, and additive manufacturing. The curriculum emphasizes the principles behind each process, their advantages and limitations, and the materials involved. | 1. SDG 9: Industry, Innovation, and Infrastructure – Promotes sustainable industrialization and innovation in manufacturing processes, enhancing infrastructure and technology. 2. SDG 12: Responsible Consumption and Production – Emphasizes sustainable production methods, resource efficiency, waste reduction, and environmentally friendly practices in manufacturing. 3. SDG 8: Decent Work and Economic Growth – Supports economic growth and job creation in the manufacturing sector by developing skills and promoting effective production techniques. 4. SDG 4: Quality Education – Enhances technical education and training in manufacturing processes, equipping students with practical skills and knowledge. 5. SDG 13: Climate Action – Encourages the adoption of sustainable manufacturing practices that minimize environmental impact and contribute to climate change mitigation. 6. SDG 1: No Poverty – By fostering skills development and job opportunities in manufacturing, the course can help reduce poverty levels in communities. 7. SDG 17: Partnerships for the Goals – Highlights the importance of collaboration between educational institutions and industry to promote sustainable practices and innovation in manufacturing. These SDGs reflect the importance of manufacturing education in fostering sustainable industrial practices, economic growth, and technical skills development. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07110401 | Praktikum Proses Manufaktur | Manufacturing Process Practicum | This course provides hands-on experience in various manufacturing processes, allowing students to apply theoretical concepts learned in the classroom to real-world scenarios. Students work in laboratory settings, where they engage in practical exercises involving machining, welding, casting, and other fabrication techniques. | 1. SDG 9: Industry, Innovation, and Infrastructure – Focuses on promoting sustainable industrialization, fostering innovation, and developing resilient infrastructure through hands-on experience in manufacturing processes. 2. SDG 12: Responsible Consumption and Production – Encourages sustainable practices in manufacturing, including resource efficiency, waste reduction, and environmentally friendly production methods. 3. SDG 8: Decent Work and Economic Growth – Supports job creation and economic development in the manufacturing sector by providing practical skills and training. 4. SDG 4: Quality Education – Enhances technical education and training, equipping students with the skills needed for the manufacturing industry. 5. SDG 13: Climate Action – Encourages the development of manufacturing processes that minimize environmental impact and promote sustainability in the face of climate change. 6. SDG 1: No Poverty – By fostering skills development in manufacturing, the course can contribute to poverty reduction through job creation and economic opportunity. 7. SDG 17: Partnerships for the Goals – Emphasizes collaboration between educational institutions, industry partners, and communities to promote sustainable manufacturing practices and innovation. These SDGs highlight the role of manufacturing process education in promoting sustainable industrial practices, economic development, and technical skills.1. 1 |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07110503 | Pemrograman Komputer + Praktikum | Computer Programming + Practicum | This course introduces students to the fundamentals of computer programming, covering essential concepts such as algorithms, data structures, and software development techniques. Students learn a programming language (often Python, Java, or C++) and engage in hands-on coding exercises to build problem-solving skills and gain practical experience. | 1. SDG 4: Quality Education – Promotes digital literacy and programming skills, essential for modern education and lifelong learning. 2. SDG 8: Decent Work and Economic Growth – Encourages job creation in the tech sector, fostering economic growth through programming skills and innovation. 3. SDG 9: Industry, Innovation, and Infrastructure – Supports advancements in technology and infrastructure development, promoting innovative solutions through programming. 4. SDG 12: Responsible Consumption and Production – Involves developing software solutions for efficient resource management and sustainable practices. 5. SDG 3: Good Health and Well-being – Applies programming skills in health informatics, improving healthcare delivery through technology. 6. SDG 10: Reduced Inequalities – Encourages equitable access to technology and programming education, promoting inclusivity in the digital economy. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among educational institutions, industries, and communities to enhance technology access and development. These SDGs reflect the importance of computer programming in fostering education, innovation, and sustainable development across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120103 | Aljabar Linier | Linear Algebra | This course provides an introduction to the fundamental concepts and techniques of linear algebra, focusing on the study of vectors, matrices, and linear transformations. Students learn key topics such as vector spaces, linear independence, basis and dimension, and eigenvalues and eigenvectors. | 1. SDG 4: Quality Education – Promotes mathematical literacy and critical thinking skills, essential for various academic and professional fields. 2. SDG 9: Industry, Innovation, and Infrastructure – Supports advancements in technology and engineering through mathematical modeling and optimization techniques. 3. SDG 3: Good Health and Well-being – Applies linear algebra in fields like medical imaging and biostatistics, contributing to healthcare advancements. 4. SDG 11: Sustainable Cities and Communities – Uses mathematical modeling to optimize urban planning, resource management, and transportation systems. 5. SDG 12: Responsible Consumption and Production – Involves optimization techniques for efficient resource allocation and production processes. 6. SDG 17: Partnerships for the Goals – Highlights collaboration in research and development across disciplines that rely on linear algebra for problem-solving. These SDGs illustrate the foundational role of linear algebra in promoting education, innovation, and sustainable practices across various sectors. |
| TEKNIK | TEKNIK INDUSTRI – S1 | Kurikulum Sarjana K-23 | 2023 | 23D07120202 | Analisis Estimasi Biaya | Cost estimation analysis | This course focuses on the principles and techniques used to estimate costs in various projects and industries. Students learn about different cost estimation methods, including parametric, analogous, and bottom-up estimating, as well as the factors influencing cost variability and accuracy. Key topics include budgeting, financial forecasting, and the analysis of direct and indirect costs. Students also explore tools and software commonly used for cost estimation, as well as best practices for presenting and communicating cost estimates to stakeholders. Through case studies and practical exercises, students gain hands-on experience in developing cost estimates for real-world projects, enhancing their analytical skills and decision-making abilities. This course prepares students for careers in project management, financial analysis, and engineering, equipping them with essential skills to manage costs effectively in diverse environments. | 1. SDG 8: Decent Work and Economic Growth – Promotes sustained economic growth through effective cost estimation and resource allocation, supporting job creation and sustainable economic development. 2. SDG 12: Responsible Consumption and Production – Encourages efficient resource use and cost-effective practices, promoting sustainability in production processes. 3. SDG 9: Industry, Innovation, and Infrastructure – Involves cost analysis in assessing the feasibility and sustainability of infrastructure projects, fostering innovation in cost management. 4. SDG 4: Quality Education – Emphasizes the importance of educational programs in teaching effective financial management and cost estimation techniques. 5. SDG 10: Reduced Inequalities – Supports equitable resource allocation by promoting fair cost estimation practices, ensuring marginalized communities are considered in project planning. 6. SDG 17: Partnerships for the Goals – Highlights collaboration among businesses, governments, and organizations in sharing best practices and improving cost estimation methodologies for sustainable projects. These SDGs reflect the importance of cost estimation analysis in promoting economic sustainability, efficient resource management, and responsible project planning. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132602 | Studi/Proyek Independen | Independent Studies/Projects | The “Independent Studies/Projects” course allows students to explore a specific topic of interest in depth, often outside the standard curriculum. This course typically encourages self-directed learning, where students design and conduct their own research or projects under the guidance of a faculty advisor. The focus can vary widely, including academic research, creative projects, or practical applications in a chosen field. Students are expected to demonstrate critical thinking, problem-solving, and project management skills. This course provides an opportunity for personalized learning and the development of expertise in a specific area of study. | 1. **Quality Education (Goal 4)**: This course encourages self-directed learning, critical thinking, and research skills, enhancing the educational experience and fostering academic growth. 2. **Reduced Inequalities (Goal 10)**: Independent studies can allow students to explore topics that address social and health disparities, promoting awareness and potential solutions. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Students may engage in projects that contribute to innovative practices, technologies, or policies, fostering advancements in various fields. 4. **Sustainable Cities and Communities (Goal 11)**: Projects focused on community issues can lead to solutions that improve local health, environment, or social structures. 5. **Partnerships for the Goals (Goal 17)**: Collaborative projects with external organizations or communities can enhance the impact of students’ work and promote partnerships for sustainable development. By facilitating independent research and project work, this course empowers students to contribute to various global objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134604 | Kecerdasan Buatan dan Robotika | Artificial Intelligence And Robotics | The course “Artificial Intelligence and Robotics” explores the principles and technologies behind AI and robotics, focusing on their applications in various fields. Students learn about machine learning, computer vision, natural language processing, and robot design and programming. The course combines theoretical concepts with practical projects, enabling students to design, build, and program robots while integrating AI algorithms. Topics may include autonomous systems, ethical considerations in AI, and the future of robotics. By the end of the course, students will have a foundational understanding of both AI and robotics, preparing them for careers or further study in these rapidly evolving fields. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: This course fosters innovation in technology and engineering, contributing to advancements in industrial processes and infrastructure development. 2. **Decent Work and Economic Growth (Goal 8)**: By preparing students for careers in AI and robotics, the course promotes economic growth and the development of a skilled workforce. 3. **Good Health and Well-Being (Goal 3)**: Applications of AI and robotics in healthcare, such as robotic surgery and diagnostics, can significantly improve patient care and health outcomes. 4. **Quality Education (Goal 4)**: The course enhances educational opportunities in emerging technologies, equipping students with the skills needed for future careers. 5. **Sustainable Cities and Communities (Goal 11)**: AI and robotics can play a key role in developing smart cities, improving urban planning, transportation, and resource management. 6. **Partnerships for the Goals (Goal 17)**: Collaborations between academia, industry, and government can enhance research and development in AI and robotics, driving progress toward sustainable solutions. By equipping students with knowledge and skills in these fields, this course prepares them to address significant global challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134704 | Sistem Tersemat | Embedded System | The course “Embedded Systems” focuses on the design and development of specialized computing systems that are integrated into larger devices and applications. Students learn about hardware and software components, including microcontrollers, sensors, and actuators. The curriculum covers topics such as system architecture, real-time operating systems, programming for embedded devices, and hardware-software integration. Through hands-on projects and labs, students gain practical experience in developing embedded applications for various industries, including automotive, healthcare, and consumer electronics. By the end of the course, learners will be equipped with the skills to design and implement embedded systems effectively. | A university course in Embedded Systems can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Industry, Innovation, and Infrastructure (Goal 9)**: The course fosters innovation in technology and engineering, contributing to advancements in smart technologies and infrastructure. 2. **Decent Work and Economic Growth (Goal 8)**: By preparing students for careers in embedded systems, the course promotes economic growth and the development of a skilled workforce in the tech industry. 3. **Sustainable Cities and Communities (Goal 11)**: Embedded systems are crucial for smart city initiatives, improving urban infrastructure, transportation, and energy management. 4. **Good Health and Well-Being (Goal 3)**: Applications of embedded systems in healthcare, such as medical devices and monitoring systems, can enhance patient care and health outcomes. 5. **Quality Education (Goal 4)**: The course provides essential skills and knowledge in a rapidly evolving field, preparing students for future careers in technology. 6. **Climate Action (Goal 13)**: Embedded systems can play a role in developing energy-efficient technologies and solutions for monitoring and managing environmental impacts. By equipping students with expertise in embedded systems, this course prepares them to address significant global challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134804 | Jaringan Sensor Nirkabel | Wireless Sensor Network | The course “Wireless Sensor Networks” explores the design, implementation, and applications of networks composed of spatially distributed sensor nodes that communicate wirelessly. Students learn about the principles of sensor network architecture, protocols, data collection, and energy-efficient communication. Topics may include network scalability, security issues, and real-world applications in fields such as environmental monitoring, smart cities, and industrial automation. Through hands-on projects and simulations, students gain practical experience in setting up and managing wireless sensor networks. By the end of the course, learners will have a solid understanding of the technologies and challenges involved in deploying and maintaining these systems. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: This course promotes innovation in communication technologies and infrastructure, contributing to advancements in various industries. 2. **Sustainable Cities and Communities (Goal 11)**: Wireless sensor networks can enhance smart city initiatives by improving urban planning, traffic management, and resource monitoring. 3. **Good Health and Well-Being (Goal 3)**: Applications in healthcare, such as remote patient monitoring and environmental sensing, can improve health outcomes and quality of care. 4. **Climate Action (Goal 13)**: Wireless sensor networks can be used for environmental monitoring, supporting efforts to track climate change and manage natural resources effectively. 5. **Quality Education (Goal 4)**: The course equips students with skills and knowledge in a critical area of technology, preparing them for careers in the rapidly evolving field of networking. 6. **Reduced Inequalities (Goal 10)**: By enabling data collection and monitoring in underserved areas, wireless sensor networks can help address disparities in access to resources and services. By providing expertise in wireless sensor networks, this course prepares students to tackle significant global challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134904 | Pemrograman Paralel | Parallel Programming | The course “Parallel Programming” focuses on the principles and techniques for developing software that can execute multiple processes simultaneously to improve performance and efficiency. Students learn about parallel algorithms, programming models, and the architectures that support parallelism, such as multicore processors and distributed systems. The curriculum covers popular parallel programming frameworks and languages, such as OpenMP, MPI, and CUDA. Through hands-on projects, students gain practical experience in designing and implementing parallel applications for various computational problems. By the end of the course, learners will have a solid understanding of how to leverage parallelism to enhance computational efficiency and solve complex problems. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: This course fosters innovation in computing and software development, enabling advancements in various industries through efficient processing and data handling. 2. **Decent Work and Economic Growth (Goal 8)**: By equipping students with skills in parallel programming, the course prepares them for careers in high-demand fields such as software development, data analysis, and artificial intelligence. 3. **Quality Education (Goal 4)**: The course enhances students’ technical expertise, contributing to their overall educational development in computer science and engineering. 4. **Climate Action (Goal 13)**: Parallel programming can be applied in simulations and modeling for climate research, allowing for more efficient data processing and analysis of environmental data. 5. **Sustainable Cities and Communities (Goal 11)**: Efficient processing techniques can improve the development of smart city technologies, optimizing resource management and urban planning. 6. **Partnerships for the Goals (Goal 17)**: Collaborative projects in parallel programming can promote partnerships between academia and industry, driving research and practical applications. By preparing students in parallel programming, this course enables them to contribute to various global objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12140102 | Seminar Hasil | Results Seminar | The “Results Seminar” course is designed for students to present and discuss their research findings or project outcomes in a collaborative academic setting. Participants prepare presentations that summarize their work, methodologies, and conclusions, allowing for peer feedback and constructive critique. The seminar encourages engagement and discussion, fostering an environment of academic discourse. Topics may vary widely based on students’ areas of study, and the course aims to enhance presentation skills, critical thinking, and the ability to articulate research findings effectively. By the end of the course, students will be better equipped to communicate their results to diverse audiences. | 1. **Quality Education (Goal 4)**: This course typically emphasizes critical thinking, research dissemination, and effective communication skills, enhancing the educational experience and preparing students for professional or academic pursuits. 2. **Good Health and Well-Being (Goal 3)**: If the seminar focuses on research related to health or social sciences, it can contribute to improved health outcomes and public health initiatives. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Presenting research results can drive innovation in various fields, encouraging the application of new ideas and technologies. 4. **Reduced Inequalities (Goal 10)**: Discussions around research findings can highlight social issues and disparities, fostering awareness and strategies to promote equity. 5. **Partnerships for the Goals (Goal 17)**: A results seminar often encourages collaboration between students, faculty, and industry professionals, promoting partnerships that enhance research and practical applications. By equipping students with skills to effectively present and discuss research findings, this course contributes to various global objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12140204 | Skripsi | Thesis | The “Thesis” course is a capstone project for students, typically in graduate programs, where they conduct original research or a comprehensive project in their field of study. Students work closely with a faculty advisor to define a research question, develop a methodology, and gather and analyze data. The course involves writing a detailed thesis document that outlines the research process, findings, and implications. Additionally, students often present their work in a formal defense before a committee. This course aims to develop critical thinking, research skills, and the ability to contribute to academic discourse, preparing students for future academic or professional endeavors. | 1. **Quality Education (Goal 4)**: The thesis process enhances critical thinking, research skills, and academic rigor, contributing to a high-quality educational experience. 2. **Good Health and Well-Being (Goal 3)**: If the thesis topic is related to health sciences or public health, it can directly contribute to knowledge that improves health outcomes and well-being. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Theses often focus on innovative solutions or research that can lead to advancements in various industries and infrastructure. 4. **Reduced Inequalities (Goal 10)**: Research conducted for a thesis can highlight social disparities and contribute to strategies aimed at promoting equity and inclusion. 5. **Partnerships for the Goals (Goal 17)**: The thesis process may involve collaboration with faculty, industry professionals, or community organizations, fostering partnerships that enhance research impact. By guiding students through the research and writing process, this course prepares them to address significant challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133902 | Topik Khusus Big Data | Special Topic Big Data | The course “Special Topic: Big Data” explores the concepts, tools, and techniques associated with managing and analyzing large datasets. Students learn about the challenges and opportunities presented by big data, including data storage, processing frameworks (such as Hadoop and Spark), and analytical methods. The curriculum covers topics like data mining, machine learning, data visualization, and real-world applications across various industries. Through hands-on projects and case studies, students gain practical experience in working with big data technologies and developing data-driven solutions. By the end of the course, learners will have a solid understanding of big data principles and their implications for decision-making and innovation. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Big data analytics drives innovation across various sectors, improving efficiency and effectiveness in industries such as healthcare, finance, and transportation. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in big data skills prepares students for high-demand jobs in data science and analytics, contributing to economic growth and workforce development. 3. **Good Health and Well-Being (Goal 3)**: Big data applications in healthcare can enhance disease prevention, patient care, and health outcomes through better data analysis and decision-making. 4. **Sustainable Cities and Communities (Goal 11)**: Big data can be used to improve urban planning, resource management, and sustainability efforts in cities. 5. **Climate Action (Goal 13)**: Analyzing large datasets related to environmental factors can support climate research and help develop strategies to combat climate change. 6. **Reduced Inequalities (Goal 10)**: Big data can help identify and analyze social disparities, enabling targeted interventions to promote equity and inclusion. By equipping students with expertise in big data, this course prepares them to tackle significant global challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134004 | Teknologi Virtualisasi dan Komputasi Awan | Virtualization Technology And Cloud Computing | The course “Virtualization Technology and Cloud Computing” examines the principles and practices of virtualization and cloud-based services. Students learn about the architecture of virtualized environments, including hypervisors, virtual machines, and containers. The curriculum covers various cloud models—public, private, and hybrid—and key services such as Infrastructure as a Service (IaaS) and Software as a Service (SaaS). Topics also include cloud security, resource management, and deployment strategies. Through hands-on labs and projects, students gain practical experience in setting up and managing virtualized systems and cloud infrastructure. By the end of the course, learners will have a comprehensive understanding of how virtualization and cloud computing can enhance scalability, efficiency, and flexibility in IT environments. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: This course fosters innovation in IT infrastructure, promoting the development of efficient and scalable technologies that enhance industry practices. 2. **Decent Work and Economic Growth (Goal 8)**: Knowledge in cloud computing and virtualization prepares students for careers in a growing field, contributing to job creation and economic development. 3. **Sustainable Cities and Communities (Goal 11)**: Cloud computing can support smart city initiatives by facilitating data management, resource optimization, and improved public services. 4. **Affordable and Clean Energy (Goal 7)**: Virtualization technologies can improve energy efficiency in data centers, supporting sustainability efforts and reducing carbon footprints. 5. **Quality Education (Goal 4)**: The course enhances technical skills in emerging technologies, preparing students for the workforce and advancing their educational experience. 6. **Partnerships for the Goals (Goal 17)**: Collaboration in cloud computing projects can foster partnerships between academia, industry, and government, driving research and development. By equipping students with skills in virtualization and cloud computing, this course prepares them to contribute to various global objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134104 | Analisis Data | Data Analysis | The course “Data Analysis” focuses on the techniques and tools used to interpret and draw conclusions from data. Students learn about statistical methods, data visualization, and software tools (such as Python, R, or Excel) for analyzing datasets. The curriculum covers topics like descriptive statistics, inferential statistics, hypothesis testing, and regression analysis. Through hands-on projects and case studies, learners gain practical experience in data cleaning, exploration, and interpretation. By the end of the course, students will be equipped to apply data analysis techniques to real-world problems, enabling informed decision-making in various fields. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Data analysis drives innovation across various sectors, enabling informed decision-making and improving processes in industries such as healthcare, finance, and manufacturing. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in data analysis prepare students for high-demand careers in data science and analytics, contributing to economic growth and job creation. 3. **Good Health and Well-Being (Goal 3)**: In healthcare, data analysis is crucial for understanding health trends, improving patient outcomes, and informing public health policies. 4. **Sustainable Cities and Communities (Goal 11)**: Data analysis can enhance urban planning and management by providing insights into resource use, transportation, and community needs. 5. **Climate Action (Goal 13)**: Analyzing environmental data can support climate research, enabling better understanding and strategies to address climate change. 6. **Reduced Inequalities (Goal 10)**: Data analysis can highlight social disparities and inform interventions aimed at promoting equity and inclusion. By equipping students with essential skills in data analysis, this course prepares them to address significant global challenges and contribute to various objectives associated with these SDGs. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134204 | Sistem Big Data | Big Data System | A course on Big Data Systems typically covers the concepts, technologies, and methodologies used to store, process, and analyze large volumes of data. | 1. **SDG 3: Good Health and Well-Being** – Big data can be used in healthcare for predictive analytics, improving patient care, and managing health resources. 2. **SDG 4: Quality Education** – Analyzing educational data can enhance learning outcomes and inform policy decisions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Big data drives innovation in various industries and supports the development of resilient infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Urban planning and management can benefit from big data analytics for transportation, waste management, and resource allocation. 5. **SDG 12: Responsible Consumption and Production** – Big data helps in optimizing supply chains and promoting sustainable consumption patterns. 6. **SDG 13: Climate Action** – Analyzing climate data can support efforts to combat climate change and promote environmental sustainability. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Big data can enhance transparency and accountability in governance. These connections illustrate how big data systems can contribute to addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134304 | Proyek RPL | RPL Project | An RPL (Recognition of Prior Learning) project typically involves assessing and acknowledging an individual’s existing skills and knowledge acquired through work experience, training, or other informal learning. | 1. **SDG 4: Quality Education** – RPL promotes inclusive and equitable quality education by recognizing skills and knowledge acquired outside formal settings, helping individuals access further education and training. 2. **SDG 5: Gender Equality** – RPL can empower marginalized groups, including women, by acknowledging their skills and enabling greater participation in the workforce. 3. **SDG 8: Decent Work and Economic Growth** – By recognizing prior learning, individuals can improve their employability and contribute to economic growth. 4. **SDG 10: Reduced Inequalities** – RPL helps reduce inequalities by providing opportunities for individuals from diverse backgrounds to gain qualifications and advance in their careers. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Effective RPL systems contribute to fairer and more transparent educational and employment practices. By linking RPL to these SDGs, the course can emphasize the importance of recognizing diverse learning pathways and supporting social and economic development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134404 | Visi Komputer | Computer Vision | Computer Vision is a field of artificial intelligence that enables machines to interpret and understand visual information from the world. It combines techniques from image processing, machine learning, and deep learning to analyze and make decisions based on visual data. | 1. **SDG 3: Good Health and Well-Being** – Computer vision is used in medical imaging and diagnostics, helping improve healthcare outcomes. 2. **SDG 4: Quality Education** – Technologies developed through computer vision can enhance educational tools and learning experiences, particularly in STEM fields. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Computer vision drives innovation in various industries, such as manufacturing, agriculture, and autonomous vehicles, enhancing infrastructure efficiency. 4. **SDG 11: Sustainable Cities and Communities** – Applications in urban planning, traffic management, and public safety contribute to smarter, more sustainable cities. 5. **SDG 13: Climate Action** – Computer vision can aid in environmental monitoring, such as analyzing satellite imagery for climate change impacts. 6. **SDG 16: Peace, Justice, and Strong Institutions** – It can be used for security and surveillance systems, contributing to safer communities and governance. By linking computer vision to these SDGs, the course can highlight its potential to address global challenges and foster sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12134504 | Data Science | Data Science | Data Science is an interdisciplinary field that combines statistics, mathematics, programming, and domain expertise to extract insights and knowledge from structured and unstructured data. It involves a range of techniques and methodologies to analyze data, make predictions, and inform decision-making. | 1. **SDG 3: Good Health and Well-Being** – Data science can enhance healthcare by enabling predictive analytics, personalized medicine, and efficient resource allocation. 2. **SDG 4: Quality Education** – Analyzing educational data can improve learning outcomes, tailor educational resources, and support informed policy decisions. 3. **SDG 8: Decent Work and Economic Growth** – Data science drives innovation and efficiency in various sectors, contributing to economic growth and job creation. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Data science facilitates advancements in industries through predictive maintenance, optimization, and enhanced decision-making. 5. **SDG 11: Sustainable Cities and Communities** – Data analytics can support urban planning, traffic management, and resource distribution, leading to more sustainable communities. 6. **SDG 12: Responsible Consumption and Production** – Data science can optimize supply chains and promote sustainable practices in production and consumption. 7. **SDG 13: Climate Action** – Data analysis aids in climate modeling, environmental monitoring, and assessing the impacts of climate change. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Data science can enhance transparency, accountability, and informed decision-making in governance and justice systems. By integrating these goals, a Data Science course can emphasize its role in addressing critical global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133202 | Topik Khusus IoT | LoT Special Topics | “LoT Special Topics” likely refers to specialized subjects within the field of the Internet of Things (IoT). | 1. **SDG 4: Quality Education** – Focuses on innovative teaching methods and technologies that enhance learning experiences and accessibility. 2. **SDG 5: Gender Equality** – Encourages inclusive technology practices that promote equal opportunities for all genders in tech fields. 3. **SDG 8: Decent Work and Economic Growth** – Explores how technology can create new job opportunities and improve workplace productivity. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Addresses the role of emerging technologies in driving innovation and building resilient infrastructure. 5. **SDG 10: Reduced Inequalities** – Discusses how technology can help bridge gaps and provide equitable access to resources and opportunities. 6. **SDG 12: Responsible Consumption and Production** – Examines sustainable tech practices and responsible use of resources in the tech industry. 7. **SDG 13: Climate Action** – Investigates technologies that address climate change and promote sustainability. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Explores the role of technology in enhancing governance, transparency, and civic engagement. By aligning with these goals, the course can highlight the impact of technology on society and its potential to drive positive change. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133302 | Topik Khusus Jaringan Komputer | Special Topics In Computer Networks | Special Topics in Computer Networks encompasses advanced and emerging areas within the field of networking. | 1. **SDG 4: Quality Education** – Enhances educational access and collaboration through improved networking technologies and online learning platforms. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on advancements in network technology that drive innovation and support resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** – Explores smart city technologies, such as IoT and networking solutions, to improve urban living conditions. 4. **SDG 13: Climate Action** – Investigates how networking technologies can contribute to environmental monitoring and data collection for climate action. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Examines secure communication networks that enhance transparency, governance, and civic engagement. 6. **SDG 17: Partnerships for the Goals** – Discusses collaborative technologies that enable partnerships across sectors for sustainable development initiatives. By linking these SDGs, the course can emphasize the crucial role of computer networks in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133402 | Topik Khusus Kecerdasan Buatan | Special Topic Of Artificial Intelligence | Special topics in Artificial Intelligence (AI) encompass a variety of advanced and emerging areas that reflect current trends and research directions. | 1. **SDG 3: Good Health and Well-Being** – AI applications in healthcare can improve diagnostics, personalize treatment, and enhance healthcare delivery. 2. **SDG 4: Quality Education** – AI can facilitate personalized learning experiences and improve educational resources and accessibility. 3. **SDG 8: Decent Work and Economic Growth** – AI drives innovation, creates new job opportunities, and enhances productivity across various industries. 4. **SDG 9: Industry, Innovation, and Infrastructure** – AI fosters advancements in technology and infrastructure, supporting smart manufacturing and automation. 5. **SDG 10: Reduced Inequalities** – AI can help identify and address social inequalities, providing tailored solutions for underserved communities. 6. **SDG 11: Sustainable Cities and Communities** – AI technologies can optimize urban planning, traffic management, and resource allocation in smart cities. 7. **SDG 12: Responsible Consumption and Production** – AI can enhance efficiency in production processes and promote sustainable consumption patterns. 8. **SDG 13: Climate Action** – AI models can analyze environmental data, aiding in climate research and the development of sustainable practices. 9. **SDG 16: Peace, Justice, and Strong Institutions** – AI can enhance governance, improve public safety through predictive analytics, and support transparency. 10. **SDG 17: Partnerships for the Goals** – AI fosters collaboration across sectors, enabling partnerships to tackle global challenges. By connecting these SDGs, the course can emphasize AI’s transformative potential in addressing critical global issues and promoting sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133502 | Topik Khusus Rekayasa Perangkat Lunak | Special Topics In Software Engineering | Special Topics in Software Engineering explore advanced concepts, emerging trends, and best practices in the field. | 1. **SDG 4: Quality Education** – Software engineering practices can enhance educational technologies, improve learning management systems, and support remote learning. 2. **SDG 8: Decent Work and Economic Growth** – The course can address how software development drives innovation, creates job opportunities, and boosts economic productivity. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on software solutions that support technological advancements and the development of resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Explores software solutions that promote inclusivity and accessibility, helping to bridge digital divides. 5. **SDG 11: Sustainable Cities and Communities** – Software engineering contributes to smart city initiatives, enhancing urban planning and resource management. 6. **SDG 12: Responsible Consumption and Production** – Discusses sustainable software development practices that minimize resource use and promote efficiency. 7. **SDG 13: Climate Action** – Covers software applications in environmental monitoring, data analysis for climate change, and promoting sustainable practices. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Examines software tools that enhance transparency, governance, and public engagement. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration through software solutions that foster partnerships across sectors to achieve sustainability goals. By linking these SDGs, the course can highlight the vital role of software engineering in addressing global challenges and contributing to sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133602 | Topik Khusus Sistem Komputer | Special Topics In Computer System | Students engaging with these special topics will develop a robust understanding of the complexities and innovations in computer systems, preparing them for careers in system design, architecture, and performance optimization. | 1. **SDG 4: Quality Education** – Focuses on enhancing educational technologies and systems that facilitate learning and access to information. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Explores advancements in computer systems that drive innovation and support the development of resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** – Investigates how computer systems contribute to smart city initiatives, urban planning, and resource management. 4. **SDG 12: Responsible Consumption and Production** – Covers sustainable computing practices, including energy-efficient systems and resource management. 5. **SDG 13: Climate Action** – Discusses the role of computer systems in environmental monitoring, data analysis for climate change, and promoting sustainable practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Examines how computer systems can enhance governance, transparency, and civic engagement. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration through computer systems that enable partnerships across sectors to tackle global challenges. By connecting these SDGs, the course can emphasize the importance of computer systems in addressing critical issues and fostering sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133702 | Sistem Terdistribusi | Distributed System | A Distributed System is a network of independent computers that appears to its users as a single coherent system. These systems work together to achieve a common goal, often sharing resources, processing power, and data across multiple locations. | 1. **SDG 4: Quality Education** – Distributed systems can support collaborative learning platforms and enhance access to educational resources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on the development of resilient infrastructures and innovative solutions in various industries through distributed computing technologies. 3. **SDG 11: Sustainable Cities and Communities** – Distributed systems can facilitate smart city applications, such as traffic management and urban resource optimization. 4. **SDG 12: Responsible Consumption and Production** – Promotes efficient resource usage and management through distributed computing, leading to more sustainable practices. 5. **SDG 13: Climate Action** – Distributed systems can aid in environmental monitoring and data analysis for climate change initiatives. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances transparency and accountability through decentralized systems and secure communication networks. 7. **SDG 17: Partnerships for the Goals** – Encourages collaborative frameworks and partnerships through distributed technologies to address global challenges. By linking these SDGs, the course can highlight the vital role of distributed systems in promoting sustainable development and addressing critical global issues. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133802 | Topik Khusus Robotik | Special Topics In Robotics | Special Topics in Robotics cover a range of advanced concepts, technologies, and applications in the field. | 1. **SDG 3: Good Health and Well-Being** – Robotics can enhance healthcare through surgical robots, rehabilitation devices, and assistive technologies for individuals with disabilities. 2. **SDG 4: Quality Education** – Robotics can be integrated into educational programs to promote STEM learning and engage students in hands-on technology projects. 3. **SDG 8: Decent Work and Economic Growth** – Robotics drives innovation in various industries, improving efficiency and creating new job opportunities. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on how robotics contributes to automation, smart manufacturing, and the development of resilient infrastructure. 5. **SDG 11: Sustainable Cities and Communities** – Robotics can aid in urban planning, waste management, and smart transportation systems to enhance urban living. 6. **SDG 12: Responsible Consumption and Production** – Examines sustainable practices in robotics design and manufacturing, promoting efficient resource use. 7. **SDG 13: Climate Action** – Robotics can assist in environmental monitoring, disaster response, and the development of sustainable practices. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Robotics can enhance security systems and disaster response, contributing to safer communities. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration between sectors to develop and implement robotic solutions for global challenges. By linking these SDGs, the course can highlight the significant impact of robotics on sustainable development and global challenges. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132502 | Simulasi dan Game Komputer | Computer Simulations And Games | Computer Simulations and Games is a field that encompasses the design, development, and analysis of both simulated environments and interactive gaming experiences. | 1. **SDG 3: Good Health and Well-Being** – Simulations and serious games can be used for medical training, public health education, and promoting mental well-being. 2. **SDG 4: Quality Education** – Educational games and simulations can enhance learning experiences, improve engagement, and provide interactive learning opportunities in various subjects. 3. **SDG 8: Decent Work and Economic Growth** – The gaming industry contributes to economic growth and job creation while also exploring skills development through game design. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Simulations can drive innovation in various industries, including engineering and technology, by providing virtual testing environments. 5. **SDG 11: Sustainable Cities and Communities** – Games and simulations can be used for urban planning and community engagement, helping to visualize and address local challenges. 6. **SDG 12: Responsible Consumption and Production** – Games can promote awareness of sustainable practices and encourage responsible consumption behaviors. 7. **SDG 13: Climate Action** – Simulations can model climate change scenarios and educate users on the impacts of their actions on the environment. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Serious games can foster civic engagement and promote understanding of governance and social justice issues. 9. **SDG 17: Partnerships for the Goals** – Collaborative games can facilitate partnerships and teamwork to solve global challenges and promote sustainability. By linking these SDGs, the course can emphasize the potential of simulations and games to address critical issues and contribute to sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132602 | Sistem Enterprise | Enterprise System | An Enterprise System refers to large-scale software solutions that support and integrate core business processes across an organization. These systems enable organizations to manage complex operations and data efficiently, enhancing collaboration and decision-making. | 1. **SDG 8: Decent Work and Economic Growth** – Enterprise systems enhance productivity, efficiency, and innovation in businesses, contributing to economic growth and job creation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on the role of enterprise systems in streamlining operations, supporting technological advancements, and building resilient infrastructure. 3. **SDG 10: Reduced Inequalities** – Enterprise systems can promote fair business practices and access to resources, helping to level the playing field for smaller enterprises and marginalized groups. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes efficient resource management and sustainable practices in enterprise operations, encouraging responsible consumption. 5. **SDG 13: Climate Action** – Enterprise systems can help organizations track and reduce their carbon footprint, improve sustainability efforts, and manage environmental impacts. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Supports transparent and accountable governance within organizations, enhancing integrity and trust in business practices. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between enterprises, NGOs, and governments to address global challenges through effective partnerships. By linking these SDGs, the course can highlight how enterprise systems contribute to sustainable business practices and broader societal goals. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132702 | Sistem Temu Kembali Informasi | Information Retrieval System | An Information Retrieval (IR) System is designed to store, retrieve, and manage information efficiently, enabling users to find relevant data from large collections, such as databases or the internet. | 1. **SDG 4: Quality Education** – Information retrieval systems improve access to educational resources and facilitate lifelong learning through efficient information access. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Enhances the ability to retrieve and analyze data, supporting innovation and development of information technologies across industries. 3. **SDG 10: Reduced Inequalities** – Promotes equitable access to information and resources, helping marginalized communities gain access to knowledge and opportunities. 4. **SDG 12: Responsible Consumption and Production** – Supports sustainable practices by providing tools for better information management and resource utilization. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances transparency and accountability by improving access to information in governance and public institutions. 6. **SDG 17: Partnerships for the Goals** – Facilitates collaboration by providing efficient information sharing and retrieval tools that support partnerships across sectors. By linking these SDGs, the course can emphasize the importance of information retrieval systems in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132802 | Sistem Transportasi Cerdas | Sistem Transportation System | A Transportation System refers to the integrated network of services, infrastructure, and vehicles used to move people and goods from one location to another. It encompasses various modes of transport and the technologies that support them. | 1. **SDG 11: Sustainable Cities and Communities** – Focuses on creating efficient, sustainable transportation networks that reduce congestion, enhance accessibility, and improve urban living conditions. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Examines the development and innovation of transportation infrastructure and technologies, promoting resilient and efficient systems. 3. **SDG 3: Good Health and Well-Being** – Addresses the health impacts of transportation systems, such as reducing air pollution and promoting active transportation options like walking and cycling. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable transportation practices that reduce resource consumption and environmental impact, such as electric vehicles and public transit systems. 5. **SDG 13: Climate Action** – Discusses the role of transportation systems in mitigating climate change through strategies like reducing emissions and promoting sustainable transport modes. 6. **SDG 10: Reduced Inequalities** – Aims to improve access to transportation for underserved communities, enhancing mobility and reducing social inequalities. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among government, private sector, and communities to develop integrated and sustainable transportation solutions. By linking these SDGs, the course can highlight the critical role of transportation systems in promoting sustainability and addressing global challenges. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132902 | Teknologi Aplikasi Bergerak | Mobile Application Technology | Mobile Application Technology encompasses the tools, platforms, and frameworks used to develop applications for mobile devices, such as smartphones and tablets. This field has grown significantly with the increasing reliance on mobile devices for communication, entertainment, productivity, and various services. | 1. **SDG 3: Good Health and Well-Being** – Mobile applications can improve healthcare access, support telemedicine, and promote wellness through health tracking and education tools. 2. **SDG 4: Quality Education** – Mobile technology facilitates access to educational resources and learning platforms, enhancing educational opportunities for diverse populations. 3. **SDG 5: Gender Equality** – Mobile apps can empower women by providing access to information, resources, and networks that promote gender equality and women’s rights. 4. **SDG 8: Decent Work and Economic Growth** – The mobile app industry creates jobs and drives economic growth, fostering innovation and entrepreneurship. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Encourages the development of mobile technologies that enhance infrastructure and promote innovative solutions across various sectors. 6. **SDG 10: Reduced Inequalities** – Mobile applications can bridge gaps in access to services and information, helping marginalized communities improve their quality of life. 7. **SDG 11: Sustainable Cities and Communities** – Mobile apps can support smart city initiatives by providing solutions for transportation, resource management, and community engagement. 8. **SDG 12: Responsible Consumption and Production** – Promotes the development of applications that encourage sustainable practices and responsible consumer behavior. 9. **SDG 13: Climate Action** – Mobile technology can be used for environmental monitoring, awareness, and promoting sustainable practices among users. By linking these SDGs, the course can emphasize the transformative potential of mobile application technology in addressing global challenges and fostering sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133002 | Teknologi Telekomunikasi | Telecommunication Technology | Telecommunication Technology encompasses the transmission of information over significant distances through electronic means. This field includes a wide array of technologies, systems, and protocols that enable communication, whether through voice, data, or multimedia. | 1. **SDG 4: Quality Education** – Telecommunications facilitate access to educational resources and remote learning, enhancing educational opportunities worldwide. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing resilient telecommunications infrastructure that supports innovation and technological advancement across various sectors. 3. **SDG 10: Reduced Inequalities** – Promotes equitable access to communication technologies, helping to bridge the digital divide and empower marginalized communities. 4. **SDG 11: Sustainable Cities and Communities** – Telecommunications support smart city initiatives by enabling efficient resource management, transportation systems, and community engagement. 5. **SDG 12: Responsible Consumption and Production** – Encourages the development of sustainable telecommunications practices and technologies that minimize environmental impact. 6. **SDG 13: Climate Action** – Telecommunications can enhance disaster response and environmental monitoring, supporting climate change mitigation efforts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Improves transparency and accountability through better communication channels and information dissemination in governance. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration and partnerships among governments, businesses, and civil society to address global challenges through improved communication technologies. By connecting these SDGs, the course can highlight the crucial role of telecommunications in fostering sustainable development and addressing societal challenges. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12133102 | Topik Khusus Cloud Computing | Special Topics Cloud Computing | Special Topics in Cloud Computing explore advanced concepts, emerging technologies, and best practices in the cloud computing landscape. | 1. **SDG 4: Quality Education** – Cloud computing facilitates access to educational resources and remote learning platforms, enhancing educational opportunities. 2. **SDG 8: Decent Work and Economic Growth** – Promotes innovation and entrepreneurship by providing scalable resources and infrastructure for startups and businesses. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient and efficient infrastructure that supports technological advancements and innovation across various sectors. 4. **SDG 10: Reduced Inequalities** – Cloud services can provide equitable access to technology and resources, helping to bridge the digital divide for underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – Supports smart city initiatives by enabling efficient data management and resource allocation through cloud technologies. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices by optimizing resource usage and promoting efficient operations in cloud environments. 7. **SDG 13: Climate Action** – Cloud computing can enhance environmental monitoring and data analysis, supporting initiatives aimed at combating climate change. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration and partnerships across sectors through cloud-based solutions that enable shared resources and joint initiatives. By linking these SDGs, the course can emphasize the transformative potential of cloud computing in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131802 | Komunikasi Antar Personal | Interpersonal Communication | Interpersonal Communication refers to the exchange of information, thoughts, and feelings between individuals. It is a vital aspect of human interaction, influencing relationships in personal, academic, and professional contexts. | 1. **SDG 4: Quality Education** – Effective communication skills enhance learning environments and facilitate better educational experiences, promoting active participation and engagement. 2. **SDG 5: Gender Equality** – Encourages open dialogue about gender issues, promotes understanding, and fosters environments where all voices are heard. 3. **SDG 10: Reduced Inequalities** – Supports the development of communication strategies that address and reduce social inequalities, fostering inclusion and understanding among diverse groups. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes conflict resolution, dialogue, and transparency in communication, which are essential for building peaceful and inclusive societies. 5. **SDG 17: Partnerships for the Goals** – Enhances collaboration and partnerships by improving communication skills necessary for effective teamwork and cooperation across sectors. By linking these SDGs, the course can highlight the importance of interpersonal communication in fostering understanding, collaboration, and social change. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131902 | Kriptografi | Cryptography | Cryptography is the science of securing information by transforming it into an unreadable format, ensuring that only authorized parties can access and understand it. It plays a crucial role in securing communications, protecting data, and ensuring privacy in various applications, including online banking, messaging, and data storage. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Cryptography is crucial for securing communications and transactions, enabling innovation and the development of robust digital infrastructures. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances security and trust in governance and institutions by protecting sensitive information and ensuring the integrity of data. 3. **SDG 10: Reduced Inequalities** – Promotes equitable access to secure communication technologies, helping to protect vulnerable populations from exploitation and cyber threats. 4. **SDG 4: Quality Education** – Encourages educational initiatives in cybersecurity and cryptography, fostering a knowledgeable workforce capable of addressing digital security challenges. 5. **SDG 17: Partnerships for the Goals** – Supports collaborative efforts in cybersecurity, as secure communication is vital for partnerships between governments, businesses, and civil society. By linking these SDGs, the course can emphasize the critical role of cryptography in ensuring security, privacy, and trust in our increasingly digital world. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132002 | Manajemen Pengelolaan Teknologi Informasi | Information Technology Management | Information Technology Management (IT Management) involves the strategic planning, implementation, and oversight of technology resources and systems within an organization to achieve business goals. It encompasses a broad range of responsibilities, including infrastructure management, software development, cybersecurity, and data management. | 1. **SDG 4: Quality Education** – IT management promotes effective use of technology in educational settings, enhancing learning experiences and access to information. 2. **SDG 8: Decent Work and Economic Growth** – Encourages the development of efficient IT strategies that drive innovation, productivity, and job creation in various industries. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building and managing robust IT infrastructures that support innovation and technological advancements across sectors. 4. **SDG 10: Reduced Inequalities** – Promotes equitable access to technology and information resources, helping to bridge the digital divide for underserved communities. 5. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable IT practices, including resource management and waste reduction in technology operations. 6. **SDG 13: Climate Action** – Encourages the adoption of green IT practices that reduce the carbon footprint of technology operations and promote sustainability. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances governance and accountability through effective information systems and data management. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration across sectors through technology, supporting partnerships and shared initiatives for sustainable development. By linking these SDGs, the course can highlight the importance of effective IT management in fostering sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132102 | Natural Language Processing | Natural Language Processing | Natural Language Processing (NLP) is a subfield of artificial intelligence and computational linguistics focused on the interaction between computers and human language. It aims to enable machines to understand, interpret, and respond to text and speech in a way that is both meaningful and useful. | 1. **SDG 4: Quality Education** – NLP technologies can enhance learning through personalized educational tools, language translation, and accessible content. 2. **SDG 5: Gender Equality** – NLP can be used to analyze and promote gender equality issues, ensuring diverse voices are represented in language data and applications. 3. **SDG 8: Decent Work and Economic Growth** – NLP drives innovation in various industries, creating job opportunities and enhancing productivity through automation and data analysis. 4. **SDG 10: Reduced Inequalities** – NLP can help bridge communication gaps for marginalized communities through translation services and accessibility tools. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances transparency and accountability by analyzing public discourse and sentiment, supporting informed decision-making in governance. 6. **SDG 17: Partnerships for the Goals** – NLP facilitates collaboration by enabling better communication and understanding among diverse stakeholders in global initiatives. By linking these SDGs, the course can highlight the transformative potential of NLP in addressing societal challenges and promoting sustainable development. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132202 | Pemrograman Visual | Visual Programming | Visual Programming is a programming paradigm that allows users to create programs by manipulating graphical elements rather than writing traditional code. This approach is particularly beneficial for beginners and non-programmers, as it provides a more intuitive way to understand programming concepts. | 1. **SDG 4: Quality Education** – Visual programming tools can enhance learning by making coding more accessible and engaging, particularly for beginners and younger students. 2. **SDG 5: Gender Equality** – Encourages participation in STEM fields among underrepresented groups by providing user-friendly programming environments that lower barriers to entry. 3. **SDG 8: Decent Work and Economic Growth** – Promotes skills development in technology and programming, contributing to job creation and economic growth in the tech sector. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supports innovation in software development and application design through intuitive programming methods that foster creativity. 5. **SDG 10: Reduced Inequalities** – Helps bridge the digital divide by enabling more people to engage in programming and technology, particularly in underserved communities. 6. **SDG 17: Partnerships for the Goals** – Facilitates collaboration and teamwork in projects, enhancing communication and problem-solving skills in diverse groups. By linking these SDGs, the course can emphasize the role of visual programming in promoting education, inclusivity, and innovation in technology. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132302 | Pengkodean dan Kompresi | Coding And Compression | Coding and Compression refers to techniques used in data representation and storage to optimize the efficiency of data transmission and storage. These concepts are crucial in computer science, telecommunications, and multimedia applications. | 1. **SDG 4: Quality Education** – Teaching coding skills enhances education and enables students to engage with technology, fostering a deeper understanding of digital tools. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing efficient coding techniques and compression methods that support technological advancements and robust infrastructure. 3. **SDG 10: Reduced Inequalities** – Provides skills that can help bridge the digital divide, empowering underserved communities with essential coding knowledge. 4. **SDG 12: Responsible Consumption and Production** – Efficient coding and compression methods contribute to resource optimization and sustainable practices in data storage and transmission. 5. **SDG 13: Climate Action** – By optimizing data transmission and storage, coding and compression can reduce energy consumption and the environmental impact of digital technologies. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration in developing innovative solutions and sharing knowledge in coding and data management across sectors. By linking these SDGs, the course can emphasize the importance of coding and compression in promoting sustainability, innovation, and inclusivity in technology. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12132402 | Rekayasa Web | Web Engineering | Web Engineering is the discipline that focuses on the design, development, and maintenance of web applications and websites. It combines principles from software engineering, web technologies, and user experience design to create robust, scalable, and user-friendly web solutions. | 1. **SDG 4: Quality Education** – Web engineering facilitates the development of educational platforms and resources, enhancing access to quality education through online learning. 2. **SDG 5: Gender Equality** – Encourages the creation of inclusive web applications that cater to diverse user needs, promoting gender equality in access to information and technology. 3. **SDG 8: Decent Work and Economic Growth** – Web development skills contribute to job creation and economic growth in the tech industry, driving innovation and entrepreneurship. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient and efficient web infrastructures that support technological advancement and innovation across various sectors. 5. **SDG 10: Reduced Inequalities** – Supports accessibility in web design, ensuring that marginalized communities can access information and services online. 6. **SDG 11: Sustainable Cities and Communities** – Web applications can facilitate smart city initiatives by improving communication and resource management within urban environments. 7. **SDG 12: Responsible Consumption and Production** – Encourages sustainable web practices, such as optimizing resource use and minimizing environmental impact in web hosting and development. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration through web technologies that enable communication and partnership across sectors for addressing global challenges. By linking these SDGs, the course can emphasize the vital role of web engineering in promoting sustainability, inclusivity, and innovation in the digital landscape. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131102 | Forensik Digital | Digital Forensics | Digital Forensics is the field focused on the identification, preservation, analysis, and presentation of digital evidence in a manner suitable for use in a court of law. It plays a crucial role in investigations involving cybercrime, data breaches, and other illicit activities that involve digital devices. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Digital forensics plays a crucial role in law enforcement, helping to investigate cybercrimes and ensuring accountability and justice. 2. **SDG 4: Quality Education** – Education in digital forensics enhances understanding of cybersecurity and digital evidence handling, fostering skills that are increasingly relevant in today’s digital world. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on securing digital infrastructures by investigating vulnerabilities and promoting best practices in data protection and cybersecurity. 4. **SDG 10: Reduced Inequalities** – Ensures equitable access to digital justice and protection, helping to safeguard the rights of individuals, especially in marginalized communities. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration among law enforcement, technology companies, and educational institutions to share knowledge and resources in fighting cybercrime. By linking these SDGs, the course can highlight the importance of digital forensics in promoting security, justice, and collaboration in the digital age. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131202 | Grafika Komputer | Computer Graphics | Computer Graphics is a field of computer science focused on the creation, manipulation, and representation of visual images and animations using computers. It encompasses a wide range of techniques and applications, from rendering realistic images to designing interactive 3D environments. | 1. **SDG 4: Quality Education** – Computer graphics can enhance educational tools and platforms, making learning more engaging and interactive through visual aids and simulations. 2. **SDG 8: Decent Work and Economic Growth** – The field drives innovation and job creation in industries such as gaming, film, virtual reality, and design, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Computer graphics are essential in developing advanced technologies and infrastructures, supporting innovation in various sectors, including entertainment and education. 4. **SDG 11: Sustainable Cities and Communities** – Graphics can be used in urban planning simulations and visualizations, helping to design more sustainable and efficient cities. 5. **SDG 12: Responsible Consumption and Production** – Promotes the creation of visualizations that raise awareness about sustainable practices and encourage responsible consumption. 6. **SDG 13: Climate Action** – Computer graphics can help model climate change scenarios and visualize environmental data, supporting efforts to address climate issues. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Visualization tools can enhance transparency and understanding in governance and public engagement, supporting informed decision-making. By linking these SDGs, the course can emphasize the impactful role of computer graphics in promoting education, innovation, sustainability, and social engagement. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131302 | Jaringan Multimedia | Multimedia Network | Multimedia Networks refer to the integration of various types of media—such as text, audio, video, and graphics—over communication networks to facilitate the delivery, streaming, and sharing of multimedia content. This field encompasses the design, implementation, and management of networks that support multimedia applications, emphasizing performance, quality of service (QoS), and user experience. | 1. **SDG 4: Quality Education** – Multimedia networks can enhance e-learning platforms, providing richer educational content through videos, interactive simulations, and collaborative tools. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing robust multimedia communication technologies that support innovation across various sectors, including entertainment and education. 3. **SDG 10: Reduced Inequalities** – Facilitates access to multimedia content for diverse audiences, helping bridge the digital divide and ensuring equitable access to information and resources. 4. **SDG 11: Sustainable Cities and Communities** – Supports smart city initiatives by enabling efficient communication systems that integrate multimedia content for urban planning and community engagement. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in the production and distribution of multimedia content, promoting awareness of responsible consumption. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances public engagement and transparency through multimedia communication tools, supporting informed dialogue and civic participation. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration across sectors by enabling effective multimedia communication that fosters partnerships and joint initiatives. By linking these SDGs, the course can emphasize the significant role of multimedia networks in promoting education, innovation, sustainability, and social engagement. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131402 | Kecerdasan Buatan Hybrid | Hybrid Artificial Intelligence | Hybrid Artificial Intelligence (AI) refers to the integration of different AI approaches and techniques to create systems that can leverage the strengths of each method. By combining various paradigms, such as symbolic AI, machine learning, and neural networks, hybrid AI aims to improve the capabilities, performance, and flexibility of intelligent systems. | 1. **SDG 4: Quality Education** – Hybrid AI can enhance educational tools, provide personalized learning experiences, and support accessible education through intelligent tutoring systems. 2. **SDG 8: Decent Work and Economic Growth** – The integration of AI in various industries can drive innovation, increase productivity, and create new job opportunities, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Hybrid AI promotes technological advancements and innovation across sectors, enhancing efficiency and resilience in infrastructure. 4. **SDG 10: Reduced Inequalities** – AI technologies can be designed to address social inequalities by providing better access to resources and services for marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – AI can optimize resource management and production processes, promoting sustainable practices in various industries. 6. **SDG 13: Climate Action** – Hybrid AI can assist in modeling climate change scenarios, optimizing energy usage, and supporting environmental monitoring efforts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – AI can enhance governance and public services through improved data analysis, transparency, and decision-making processes. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in AI research and development to address global challenges and promote sustainable solutions. By linking these SDGs, the course can highlight the transformative potential of hybrid AI in driving innovation, sustainability, and social progress. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131502 | Komputasi Biomedik | Biomedical Computing | Biomedical Computing is an interdisciplinary field that combines principles of computer science, engineering, and biology to address challenges in medicine and healthcare. It focuses on developing computational tools and methods to analyze biological data, improve patient care, and enhance medical research. | 1. **SDG 3: Good Health and Well-Being** – Focuses on using computational methods to improve healthcare, enhance medical research, and develop innovative solutions for disease diagnosis and treatment. 2. **SDG 4: Quality Education** – Supports educational initiatives in health informatics and computational biology, promoting the development of skills needed in the healthcare technology sector. 3. **SDG 8: Decent Work and Economic Growth** – Drives innovation in the biomedical industry, contributing to job creation and economic growth through advancements in healthcare technology. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Enhances the development of medical technologies and infrastructure, supporting research and innovation in biomedical fields. 5. **SDG 10: Reduced Inequalities** – Promotes equitable access to healthcare technologies and data, helping to improve health outcomes for underserved populations. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in the production and use of biomedical technologies, including waste management and resource optimization. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration between academia, industry, and healthcare providers to develop innovative biomedical solutions and share knowledge. By linking these SDGs, the course can emphasize the vital role of biomedical computing in enhancing health outcomes, promoting innovation, and addressing global health challenges. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131602 | Komputasi GPU | GPU Computing | GPU Computing refers to the use of Graphics Processing Units (GPUs) for general-purpose computing tasks beyond traditional graphics rendering. GPUs are highly parallelized processors designed to handle multiple tasks simultaneously, making them particularly effective for computationally intensive applications | 1. **SDG 4: Quality Education** – GPU computing can enhance educational tools, simulations, and research, improving learning experiences in various fields, especially in STEM. 2. **SDG 8: Decent Work and Economic Growth** – Drives innovation and efficiency in various industries, creating job opportunities in fields such as data science, machine learning, and graphics. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological advancements by enabling high-performance computing solutions that drive research and development across sectors. 4. **SDG 10: Reduced Inequalities** – Can help democratize access to computational resources, enabling more individuals and institutions, especially in developing regions, to engage in advanced computing tasks. 5. **SDG 12: Responsible Consumption and Production** – Promotes efficient resource usage in computational tasks, which can lead to reduced energy consumption and environmental impact. 6. **SDG 13: Climate Action** – GPU computing can enhance modeling and simulations for climate research, helping to analyze and predict climate change impacts more effectively. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaborations between academia, industry, and government in high-performance computing initiatives that address global challenges. By linking these SDGs, the course can emphasize the role of GPU computing in driving innovation, sustainability, and equitable access to advanced computational technologies. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131702 | Komputasi Pervasive | Pervasive Computing | Pervasive Computing, also known as ubiquitous computing, refers to the integration of computing technology into everyday objects and environments, making technology seamlessly available and accessible everywhere. The goal is to create intelligent systems that enhance user experience and interaction without requiring users to be aware of the underlying technology. | 1. **SDG 4: Quality Education** – Pervasive computing can enhance educational environments through smart classrooms and personalized learning experiences, making education more accessible. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on integrating computing technologies into everyday environments, promoting innovation in various sectors, including healthcare, transportation, and urban planning. 3. **SDG 10: Reduced Inequalities** – Supports the development of technologies that provide equitable access to services and information for marginalized communities, helping to bridge the digital divide. 4. **SDG 11: Sustainable Cities and Communities** – Encourages the development of smart city initiatives that utilize pervasive computing to improve urban living conditions, enhance resource management, and promote sustainability. 5. **SDG 12: Responsible Consumption and Production** – Promotes efficient use of resources through smart technologies that optimize consumption patterns in various applications, including energy management. 6. **SDG 13: Climate Action** – Pervasive computing can contribute to environmental monitoring and sustainable practices, helping to address climate change challenges through data collection and analysis. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration between various stakeholders, including governments, businesses, and communities, to develop integrated solutions that address global challenges. By linking these SDGs, the course can emphasize the transformative potential of pervasive computing in fostering innovation, sustainability, and inclusivity in everyday life. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130403 | Pemodelan dan Simulasi | Modelling And Simulation | Modeling and Simulation is a field that involves creating abstract representations (models) of real-world systems and using computational techniques to simulate their behavior over time. This approach helps in understanding complex systems, predicting outcomes, and making informed decisions in various domains such as engineering, science, economics, and social sciences. | 1. **SDG 4: Quality Education** – Enhances learning experiences by providing interactive simulations that help students understand complex concepts in various fields. 2. **SDG 8: Decent Work and Economic Growth** – Supports industries by enabling the simulation of processes and systems, improving efficiency, and driving innovation in sectors like manufacturing, healthcare, and finance. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing models that aid in the design and optimization of infrastructures, promoting technological advancements and resilience. 4. **SDG 11: Sustainable Cities and Communities** – Assists in urban planning and development through simulations that evaluate the impact of different scenarios on urban environments. 5. **SDG 12: Responsible Consumption and Production** – Helps in analyzing resource consumption patterns and optimizing production processes for sustainability. 6. **SDG 13: Climate Action** – Enables climate modeling and simulations to assess the impact of climate change and develop strategies for mitigation and adaptation. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration across disciplines and sectors to develop comprehensive models that address global challenges and inform policy decisions. By linking these SDGs, the course can emphasize the vital role of modeling and simulation in promoting innovation, sustainability, and informed decision-making across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130502 | Sistem Informasi | Information Systems | Information Systems (IS) is a multidisciplinary field that focuses on the collection, storage, processing, and dissemination of information to support decision-making and organizational processes. It encompasses technology, people, and processes, integrating them to enhance efficiency, communication, and strategic planning within organizations. | 1. **SDG 4: Quality Education** – Information systems facilitate access to educational resources and improve learning environments through data management and educational technologies. 2. **SDG 8: Decent Work and Economic Growth** – Information systems drive efficiency and innovation in businesses, creating job opportunities and fostering economic growth across sectors. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing and managing information infrastructures that support technological advancements and innovation in various industries. 4. **SDG 10: Reduced Inequalities** – Promotes equitable access to information and technology, helping to bridge the digital divide and empower underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – Supports smart city initiatives through data management and analysis, enhancing urban planning and resource management. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in data management and resource allocation, promoting efficiency in operations. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances transparency, accountability, and governance through effective information systems that improve data accessibility and decision-making. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among various stakeholders through integrated information systems that support shared initiatives and knowledge exchange. By linking these SDGs, the course can highlight the significant role of information systems in fostering innovation, sustainability, and social progress in various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130602 | Analisis Jejaring Sosial | Social Network Analysis | Social Network Analysis (SNA) is the study of social structures through the use of network and graph theory. It focuses on the relationships and interactions between individuals, groups, organizations, or even entire societies. By visualizing and analyzing these connections, SNA helps to uncover patterns, influences, and dynamics within social networks. | 1. **SDG 4: Quality Education** – Analyzing social networks can enhance educational initiatives by understanding how information and resources are shared among students and educators. 2. **SDG 8: Decent Work and Economic Growth** – Insights from social network analysis can drive innovation and efficiency in organizations, fostering collaboration and improving workplace dynamics. 3. **SDG 10: Reduced Inequalities** – Helps identify and address inequalities in access to resources and information, facilitating efforts to empower marginalized communities. 4. **SDG 11: Sustainable Cities and Communities** – Supports urban planning and community engagement by analyzing social interactions and networks within communities to foster inclusivity. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances understanding of social dynamics and communication patterns that can contribute to conflict resolution and the promotion of peaceful societies. 6. **SDG 17: Partnerships for the Goals** – Facilitates collaboration and networking among stakeholders in various fields, supporting partnerships that can address global challenges. By linking these SDGs, the course can emphasize the importance of social network analysis in promoting understanding, collaboration, and positive social change across different contexts. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130702 | Animasi dan Pemodelan 3D | Animation And 3D Modelling | Animation and 3D Modeling is a creative and technical field focused on creating moving images and visual representations of three-dimensional objects. This discipline encompasses the design, modeling, animation, and rendering of characters, environments, and scenes for various applications, including film, video games, virtual reality, and advertising. | 1. **SDG 4: Quality Education** – Animation and 3D modeling can enhance educational materials and e-learning platforms, making complex concepts more engaging and accessible. 2. **SDG 8: Decent Work and Economic Growth** – The creative industries, including animation and gaming, drive innovation and job creation, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological advancements in media, entertainment, and design, fostering innovation in various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages diverse representation in media and storytelling, helping to amplify voices from underrepresented communities. 5. **SDG 11: Sustainable Cities and Communities** – Can be used in urban planning and community engagement through visualizations that help communicate ideas and foster participation. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in the production of media content, including resource-efficient workflows and eco-friendly practices. 7. **SDG 13: Climate Action** – Animation can be a powerful tool for raising awareness about climate issues and promoting environmental conservation through impactful storytelling. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration across disciplines, encouraging partnerships between artists, technologists, and educators to create innovative solutions. By linking these SDGs, the course can highlight the transformative potential of animation and 3D modeling in promoting education, innovation, sustainability, and social change. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130802 | Augmented Reality | Augmented Reality | Augmented Reality (AR) is a technology that overlays digital information—such as images, sounds, and text—onto the real world, enhancing the user’s perception of their environment. By combining real-world views with virtual elements, AR creates interactive experiences that can be accessed through devices like smartphones, tablets, and AR glasses. | 1. **SDG 4: Quality Education** – AR can enhance learning experiences by providing interactive and immersive educational tools, making complex subjects more engaging and accessible. 2. **SDG 8: Decent Work and Economic Growth** – The AR industry drives innovation and creates job opportunities in sectors like gaming, education, healthcare, and marketing, contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – AR technologies promote innovation across various industries by improving product design, training processes, and customer engagement. 4. **SDG 10: Reduced Inequalities** – AR can provide equitable access to information and services, enhancing experiences for marginalized communities and making technology more inclusive. 5. **SDG 11: Sustainable Cities and Communities** – AR can assist in urban planning and community engagement, allowing citizens to visualize projects and interact with their environment in meaningful ways. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices by providing consumers with information about products and encouraging responsible choices through immersive experiences. 7. **SDG 13: Climate Action** – AR can raise awareness about climate change and environmental issues by visualizing data and scenarios, promoting informed decision-making and advocacy. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among technology developers, educators, and industry stakeholders to create innovative AR solutions that address global challenges. By linking these SDGs, the course can emphasize the significant role of augmented reality in enhancing education, driving innovation, and promoting sustainability and social engagement. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130902 | Bisnis IT | IT Business | IT Business refers to the intersection of information technology and business practices, focusing on how technology can drive efficiency, innovation, and competitive advantage within organizations. This field encompasses a range of activities, including the management of IT resources, strategic planning, project management, and the development of IT solutions that align with business objectives. | 1. **SDG 4: Quality Education** – Focuses on integrating IT into business education, promoting skills development that prepares students for the digital economy. 2. **SDG 8: Decent Work and Economic Growth** – Encourages entrepreneurship and innovation in the IT sector, contributing to job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Explores the role of IT in enhancing business processes, driving innovation, and improving infrastructure across various industries. 4. **SDG 10: Reduced Inequalities** – Promotes equitable access to technology and IT resources, helping to bridge the digital divide and empower marginalized communities. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable business practices through the responsible use of IT resources, focusing on efficiency and waste reduction. 6. **SDG 13: Climate Action** – Highlights the potential of IT solutions to address environmental challenges and promote sustainability in business operations. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration between businesses, governments, and educational institutions to foster innovation and share best practices in IT. By linking these SDGs, the course can emphasize the vital role of IT in driving sustainable business practices, fostering innovation, and promoting inclusive economic growth. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12131002 | Cyber Physical System | Cyber Physical System | Cyber-Physical Systems (CPS) are integrated systems that combine physical processes with computational resources and networking capabilities. These systems bridge the gap between the digital and physical worlds, enabling real-time monitoring, control, and automation of physical environments through embedded computing, sensors, and communication networks. | 1. **SDG 4: Quality Education** – CPS can enhance educational environments through smart classrooms and interactive learning tools, making education more engaging and accessible. 2. **SDG 8: Decent Work and Economic Growth** – CPS drive innovation and efficiency in industries like manufacturing, healthcare, and transportation, contributing to job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing resilient infrastructures and innovative solutions that integrate physical and digital systems for improved performance. 4. **SDG 10: Reduced Inequalities** – Supports equitable access to technology and services, helping to bridge the digital divide and empower underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – CPS can enhance smart city initiatives by improving urban infrastructure management, resource efficiency, and citizen engagement. 6. **SDG 12: Responsible Consumption and Production** – Encourages the optimization of resource usage and energy efficiency in production processes through intelligent systems. 7. **SDG 13: Climate Action** – CPS can contribute to environmental monitoring and management, helping to address climate change through data analysis and predictive modeling. 8. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among industry, academia, and government to develop integrated solutions that address global challenges. By linking these SDGs, the course can highlight the transformative potential of cyber-physical systems in promoting sustainability, innovation, and social progress across various sectors. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121203 | Rekayasa Perangkat Lunak | Software Engineering | Software Engineering is a comprehensive course that covers the principles and practices of designing, developing, and maintaining software systems. Students learn about the software development lifecycle, including requirements analysis, design, implementation, testing, and deployment. The curriculum typically includes methodologies such as Agile and Waterfall, as well as concepts like version control, project management, and software quality assurance. Through hands-on projects, students apply these principles to real-world scenarios, gaining skills in teamwork, problem-solving, and effective communication. This course prepares students for careers in software development, project management, and systems analysis, emphasizing both technical and interpersonal skills. | 1. **SDG 4: Quality Education** – Software engineering practices can enhance educational technologies and e-learning platforms, improving access to quality education. 2. **SDG 8: Decent Work and Economic Growth** – The software industry drives job creation and innovation, contributing significantly to economic growth and technological advancement. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing robust software solutions that support innovation across various sectors, improving infrastructure and services. 4. **SDG 10: Reduced Inequalities** – Promotes inclusive software design that considers accessibility, helping bridge the digital divide and empower marginalized communities. 5. **SDG 11: Sustainable Cities and Communities** – Software engineering can support smart city initiatives by developing applications that enhance urban living and resource management. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in software development, including efficient coding and resource management. 7. **SDG 13: Climate Action** – Software solutions can contribute to environmental monitoring and sustainability initiatives, aiding in climate change mitigation efforts. 8. **SDG 17: Partnerships for the Goals** – Fosters collaboration among software engineers, businesses, and governments to create innovative solutions that address global challenges. By linking these SDGs, the course can emphasize the important role of software engineering in promoting sustainability, innovation, and social impact across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121303 | Keamanan Digital | Digital Security | Digital Security is a course that focuses on the principles and practices of protecting digital information and systems from unauthorized access, cyber threats, and data breaches. Students learn about various security measures, including encryption, authentication, access control, and secure coding practices. The curriculum covers topics such as network security, risk management, incident response, and legal and ethical considerations in cybersecurity. Through hands-on labs and case studies, students gain practical experience in identifying vulnerabilities and implementing security solutions. This course prepares students for careers in information security, cybersecurity analysis, and risk assessment, emphasizing the importance of safeguarding digital assets in today’s technology-driven world. | 1. **SDG 4: Quality Education** – Enhances educational environments by teaching critical digital security skills, promoting safe online practices, and protecting student information. 2. **SDG 8: Decent Work and Economic Growth** – A robust digital security framework supports business operations, fostering trust and stability in the digital economy, which drives job creation and innovation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on protecting critical infrastructure and promoting secure technological advancements across various sectors. 4. **SDG 10: Reduced Inequalities** – Ensures equitable access to information and technology, protecting vulnerable communities from cyber threats and promoting digital inclusion. 5. **SDG 11: Sustainable Cities and Communities** – Enhances the security of smart city initiatives, ensuring that urban environments are safe and resilient against cyber threats. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Supports governance and rule of law by promoting transparency and accountability in digital security practices, helping to combat cybercrime. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among governments, businesses, and educational institutions to develop comprehensive security strategies and share knowledge. By linking these SDGs, the course can emphasize the critical role of digital security in promoting safety, trust, and resilience in an increasingly digital world. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121403 | Jaringan Komputer | Computer Network | Computer Network is a course that explores the principles, technologies, and protocols that enable communication between computers and devices. Students learn about network architecture, including the OSI and TCP/IP models, as well as various networking devices like routers, switches, and firewalls. The curriculum covers topics such as network design, configuration, security, and performance optimization. Through hands-on labs and projects, students gain practical experience in setting up and managing networks, troubleshooting connectivity issues, and implementing security measures. This course prepares students for careers in network administration, IT support, and network engineering, providing essential skills for the modern digital landscape. | 1. **SDG 4: Quality Education** – Facilitates the development of educational technologies and platforms that enhance access to information and learning resources. 2. **SDG 8: Decent Work and Economic Growth** – Supports the infrastructure needed for businesses to operate efficiently, fostering innovation and job creation in the tech industry. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building robust network infrastructures that enable technological advancements and improve connectivity across various sectors. 4. **SDG 10: Reduced Inequalities** – Promotes equitable access to network resources, helping bridge the digital divide and ensure that underserved communities can connect to information and services. 5. **SDG 11: Sustainable Cities and Communities** – Enhances smart city initiatives through improved communication networks that support urban planning, resource management, and citizen engagement. 6. **SDG 12: Responsible Consumption and Production** – Encourages efficient network management practices that optimize resource usage and reduce energy consumption. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Facilitates secure and reliable communication networks that are vital for governance, public safety, and law enforcement. 8. **SDG 17: Partnerships for the Goals** – Fosters collaboration among various stakeholders in the development and maintenance of networking solutions that address global challenges. By linking these SDGs, the course can emphasize the importance of computer networks in promoting connectivity, sustainability, and social progress across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121503 | Technopreneurship | Technopreneurship | “Technopreneurship” is a course that explores the intersection of technology and entrepreneurship, focusing on the process of creating and managing technology-driven businesses. The course covers essential topics such as identifying market opportunities, developing innovative products and services, business planning, and funding strategies for tech startups. Students learn about the role of technology in driving business growth and how to leverage emerging technologies to create competitive advantages. The course also emphasizes the importance of innovation, intellectual property, and scaling tech ventures. Through case studies, guest lectures from industry experts, and hands-on projects, students develop practical skills in launching and managing technology-based enterprises, preparing them for careers as entrepreneurs or leaders in tech-driven organizations. | 1. **SDG 4: Quality Education** – Encourages innovative educational approaches and the development of skills necessary for entrepreneurship in technology. 2. **SDG 8: Decent Work and Economic Growth** – Promotes job creation and economic growth through the establishment of technology-driven startups and businesses. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on fostering innovation in technology and building sustainable infrastructure to support new ventures. 4. **SDG 10: Reduced Inequalities** – Supports the development of inclusive business models that empower marginalized communities and promote equitable access to technology. 5. **SDG 11: Sustainable Cities and Communities** – Encourages the development of tech solutions that address urban challenges and improve the quality of life in cities. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in business, emphasizing the importance of responsible resource management and innovation. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between entrepreneurs, educational institutions, and industry to foster innovation and support sustainable development. By linking these SDGs, the course can highlight the role of technopreneurship in driving economic growth, innovation, and social impact while promoting sustainable practices. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130103 | Pemrograman Web | Web Programming | Web Programming is a university course that focuses on the skills and technologies needed to develop and maintain websites and web applications. | 1. **SDG 4: Quality Education** – Facilitates the development of educational platforms and resources, improving access to quality education through online learning environments. 2. **SDG 8: Decent Work and Economic Growth** – Supports job creation in the tech industry by equipping students with essential skills needed for web development and related fields. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes the development of innovative web applications that can improve services and infrastructure across various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages the creation of accessible websites and applications that cater to diverse user needs, helping to bridge the digital divide. 5. **SDG 11: Sustainable Cities and Communities** – Enables the development of web-based solutions that improve urban living, such as smart city applications and community engagement platforms. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable web practices, including efficient coding and resource management in web hosting and development. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration between developers, businesses, and organizations to create web solutions that address global challenges. By linking these SDGs, the course can emphasize the important role of web programming in fostering innovation, accessibility, and social impact in the digital age. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130203 | Pemrograman Mobile | Mobile Programming | The course “Mobile Programming” focuses on the development of applications for mobile devices, such as smartphones and tablets. Students learn about key concepts in mobile app design, user interface (UI) development, and programming frameworks for popular platforms like iOS and Android. The curriculum covers languages such as Swift, Kotlin, or Java, as well as tools and environments like Xcode and Android Studio. Through hands-on projects, learners gain practical experience in building, testing, and deploying mobile applications. By the end of the course, students will have a solid understanding of mobile programming principles and the skills necessary to create functional and user-friendly mobile apps. | 1. **SDG 4: Quality Education** – Facilitates the development of mobile applications that enhance educational experiences and provide access to learning resources, particularly in remote areas. 2. **SDG 8: Decent Work and Economic Growth** – Supports job creation in the tech industry by equipping students with skills in mobile app development, driving innovation and entrepreneurship. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes the creation of mobile solutions that improve services and infrastructure across various sectors, enhancing connectivity and efficiency. 4. **SDG 10: Reduced Inequalities** – Encourages the development of accessible mobile applications that cater to diverse populations, helping bridge the digital divide. 5. **SDG 11: Sustainable Cities and Communities** – Enables mobile applications that support urban planning, community engagement, and resource management, contributing to smarter cities. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in mobile app development, including efficient resource usage and eco-friendly design principles. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among developers, businesses, and organizations to create mobile solutions that address global challenges and foster innovation. By linking these SDGs, the course can highlight the significant role of mobile programming in promoting accessibility, innovation, and social impact in the digital landscape. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12130303 | Metode Penelitian | Research Methods | The course “Research Methods” provides students with the foundational knowledge and skills necessary to conduct systematic research in various fields. It covers key concepts such as research design, data collection techniques, qualitative and quantitative methods, and data analysis. Students learn how to formulate research questions, develop hypotheses, and evaluate existing literature. The curriculum emphasizes ethical considerations and the importance of rigorous methodology. Through practical exercises and project work, learners gain experience in designing and implementing research studies. By the end of the course, students will be equipped to carry out their own research projects and critically assess the research of others. | 1. **SDG 4: Quality Education** – Equips students with essential research skills that enhance learning and critical thinking, promoting a deeper understanding of various subjects. 2. **SDG 10: Reduced Inequalities** – Facilitates research that explores and addresses social inequalities, helping to inform policies and practices that promote equity. 3. **SDG 11: Sustainable Cities and Communities** – Encourages research focused on urban development, sustainability, and community engagement, contributing to better planning and resource management. 4. **SDG 12: Responsible Consumption and Production** – Supports studies that examine sustainable practices in consumption and production, fostering a better understanding of resource management. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances research on governance, social justice, and accountability, informing efforts to strengthen institutions and promote peace. 6. **SDG 17: Partnerships for the Goals** – Promotes collaborative research initiatives that involve multiple stakeholders, fostering partnerships that address global challenges. By linking these SDGs, the course can emphasize the vital role of research methods in informing policy, driving social change, and contributing to sustainable development across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120503 | Kecerdasan Buatan | Artificial Intelligence | The course “Artificial Intelligence” (AI) explores the principles and techniques used to create intelligent systems capable of performing tasks that typically require human intelligence. Students learn about key AI concepts, including machine learning, natural language processing, computer vision, and robotics. The curriculum covers algorithms, neural networks, and ethical considerations in AI applications. Through hands-on projects and case studies, learners gain practical experience in developing AI models and understanding their real-world implications. By the end of the course, students will have a foundational understanding of AI technologies and the ability to apply them in various domains, such as healthcare, finance, and automation. | 1. **SDG 4: Quality Education** – AI can enhance educational tools and personalized learning experiences, making education more accessible and effective. 2. **SDG 8: Decent Work and Economic Growth** – AI drives innovation and efficiency in various industries, creating job opportunities and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on developing AI technologies that promote innovation across sectors, improving processes and infrastructure. 4. **SDG 10: Reduced Inequalities** – AI can help address social inequalities by providing solutions that cater to underserved populations and improving access to resources. 5. **SDG 11: Sustainable Cities and Communities** – Supports smart city initiatives through AI applications that optimize urban planning, transportation, and resource management. 6. **SDG 12: Responsible Consumption and Production** – Encourages the use of AI to enhance efficiency and sustainability in production processes and resource management. 7. **SDG 13: Climate Action** – AI can contribute to climate research, environmental monitoring, and sustainable practices, aiding in efforts to combat climate change. 8. **SDG 16: Peace, Justice, and Strong Institutions** – AI can enhance governance and decision-making processes, improving transparency and accountability in institutions. 9. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among academia, industry, and government to leverage AI solutions for addressing global challenges. By linking these SDGs, the course can emphasize the transformative potential of AI in promoting sustainability, innovation, and social progress across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120602 | Teori Bahasa dan Otomata | Language And Automata Theory | Language and Automata Theory is a course that explores the foundational concepts of formal languages, automata, and computational theory. Students learn about different types of languages (regular, context-free, etc.) and the automata that recognize them, including finite automata, pushdown automata, and Turing machines. The course covers topics such as language parsing, grammar construction, and the relationship between language classes and computational complexity. Through theoretical discussions and problem-solving exercises, students gain a deeper understanding of the principles that underpin computer science, preparing them for advanced studies in algorithms, compilers, and artificial intelligence. | 1. **SDG 4: Quality Education** – Provides foundational knowledge in computational theory that enhances students’ understanding of computer science and related fields, fostering critical thinking and problem-solving skills. 2. **SDG 8: Decent Work and Economic Growth** – Supports the development of skills in algorithms and programming, which are essential for careers in technology and software development, driving economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Contributes to advancements in computer science and technology, particularly in areas like natural language processing, artificial intelligence, and automated systems. 4. **SDG 10: Reduced Inequalities** – By enhancing understanding of computational linguistics and language processing, the course can help develop tools that improve access to information for diverse populations. 5. **SDG 12: Responsible Consumption and Production** – Encourages efficient algorithm design and optimization techniques that can lead to more sustainable computing practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Supports the development of secure and reliable information systems, which are crucial for governance and the protection of civil rights. 7. **SDG 17: Partnerships for the Goals** – Promotes interdisciplinary collaboration by connecting theoretical knowledge with practical applications in various sectors, fostering partnerships for innovative solutions. By linking these SDGs, the course can highlight the relevance of Language and Automata Theory in advancing education, innovation, and social impact in the digital age. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120702 | Pemrograman Script | Script Programming | Script Programming is a course that introduces students to scripting languages and their applications in automating tasks, manipulating data, and enhancing software functionality. Students learn the fundamentals of programming concepts such as variables, control structures, functions, and error handling using languages like Python, JavaScript, or Ruby. The curriculum often emphasizes practical exercises, allowing students to develop scripts for web development, data analysis, and system administration. By the end of the course, students gain the skills needed to write efficient scripts that improve productivity and streamline processes, preparing them for roles in software development, automation, and data management. | 1. **SDG 4: Quality Education** – Enhances learning through the development of educational tools and interactive platforms that utilize scripting languages, making education more accessible and engaging. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential programming skills that are in high demand in the job market, fostering innovation and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of software solutions that improve business processes and infrastructure, promoting technological advancement across various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages the creation of accessible applications and tools that help bridge the digital divide, providing opportunities for underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – Enables the development of web and mobile applications that enhance urban living and community engagement, contributing to smarter cities. 6. **SDG 12: Responsible Consumption and Production** – Promotes efficient coding practices and resource management in software development, encouraging sustainable approaches to programming. 7. **SDG 17: Partnerships for the Goals** – Facilitates collaboration among developers, educators, and organizations to create innovative solutions that address global challenges. By linking these SDGs, the course can emphasize the role of Script Programming in driving innovation, accessibility, and social impact in the digital landscape. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120803 | Probabilitas dan Statistika | Probability And Statistics | The course “Probability and Statistics” introduces students to the foundational concepts and techniques used in the analysis of data and the assessment of uncertainty. Students learn about probability theory, random variables, probability distributions, and statistical inference. The curriculum covers descriptive statistics, hypothesis testing, confidence intervals, and regression analysis. Through practical applications and real-world examples, learners develop skills in data interpretation and statistical reasoning. By the end of the course, students will have a solid understanding of probability and statistical methods, equipping them to analyze data effectively in various fields such as science, business, and social sciences. | 1. **SDG 4: Quality Education** – Enhances critical thinking and analytical skills, providing students with the tools to interpret data and make informed decisions, thus improving educational outcomes. 2. **SDG 3: Good Health and Well-Being** – Supports public health research by enabling students to analyze health data, assess risks, and contribute to evidence-based healthcare practices. 3. **SDG 8: Decent Work and Economic Growth** – Equips students with quantitative skills that are vital for various industries, promoting data-driven decision-making and fostering economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Facilitates the analysis of data for technological advancements and infrastructure development, driving innovation across sectors. 5. **SDG 10: Reduced Inequalities** – Supports research that identifies and addresses disparities in access to resources and opportunities, helping to promote equity. 6. **SDG 11: Sustainable Cities and Communities** – Enables data analysis for urban planning and resource management, contributing to more sustainable and resilient communities. 7. **SDG 12: Responsible Consumption and Production** – Encourages the use of statistical methods to optimize resource usage and improve sustainability practices in production processes. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Aids in the analysis of data related to governance, crime, and social justice, helping to inform policies and improve institutional integrity. 9. **SDG 17: Partnerships for the Goals** – Promotes collaboration between researchers, policymakers, and organizations to use data effectively in addressing global challenges. By linking these SDGs, the course can emphasize the essential role of Probability and Statistics in informing policy, driving innovation, and contributing to sustainable development across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120902 | Manajemen Basis Data | Manajemen And Database | Manajemen and Database is a course that focuses on the integration of management principles with database systems to effectively store, retrieve, and manage data in organizations. Students learn about database design, data modeling, and the use of database management systems (DBMS). The course covers topics such as SQL for data manipulation, database security, and performance optimization, alongside management concepts like data governance and decision-making processes. Through practical projects, students gain hands-on experience in managing databases within a business context, preparing them for careers in data management, business analytics, and information systems. | 1. **SDG 4: Quality Education** – Supports the development of data management skills that enhance learning and research capabilities, promoting effective educational practices. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential skills for managing data in various industries, fostering job creation and driving economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes the effective use of database management systems to support innovation and improve operational efficiency in various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages the development of data-driven strategies to identify and address disparities, promoting equitable access to resources and opportunities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the use of data in urban planning and community development, helping to create sustainable and resilient urban environments. 6. **SDG 12: Responsible Consumption and Production** – Supports the implementation of data management practices that optimize resource usage and enhance sustainability in business operations. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Aids in the creation of transparent and accountable data management systems, enhancing governance and institutional integrity. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration among organizations to share data and best practices, fostering partnerships that address global challenges. By linking these SDGs, the course can emphasize the vital role of Management and Database in promoting efficiency, sustainability, and social impact across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121003 | Metode Komputasi Numerik | Numerical Computing Methods | Numerical Computing Methods is a course that focuses on the development and application of numerical techniques for solving mathematical problems using computers. Students learn about algorithms for numerical analysis, including methods for solving equations, interpolation, numerical integration, and optimization. The course emphasizes the importance of accuracy, stability, and efficiency in numerical computations. Through hands-on programming assignments and projects, students apply these methods to real-world problems in engineering, physics, and other fields. This course equips students with the skills needed to tackle complex numerical challenges and prepares them for careers in scientific computing, data analysis, and applied mathematics. | 1. **SDG 4: Quality Education** – Equips students with essential computational skills, enhancing their ability to solve complex problems and make informed decisions in various fields. 2. **SDG 3: Good Health and Well-Being** – Supports health-related research and modeling through numerical methods, aiding in the analysis of medical data and health outcomes. 3. **SDG 8: Decent Work and Economic Growth** – Fosters skills that are in high demand across industries, promoting innovation and efficiency in data analysis and computational modeling. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Facilitates advancements in engineering, technology, and scientific research by providing tools for simulation, modeling, and optimization. 5. **SDG 10: Reduced Inequalities** – Encourages research that identifies and addresses disparities through data analysis and modeling, promoting equity in resource allocation. 6. **SDG 11: Sustainable Cities and Communities** – Aids in urban planning and resource management by applying numerical methods to simulate and optimize urban systems. 7. **SDG 12: Responsible Consumption and Production** – Supports the development of efficient algorithms and models that optimize resource usage and promote sustainable practices in production processes. 8. **SDG 13: Climate Action** – Contributes to climate modeling and environmental studies, helping to analyze data related to climate change and its impacts. 9. **SDG 17: Partnerships for the Goals** – Encourages collaborative research initiatives that apply numerical methods to tackle complex global challenges. By linking these SDGs, the course can highlight the important role of Numerical Computing Methods in driving innovation, sustainability, and social progress across various disciplines. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12121103 | Sistem Operasi | Operating System | The course “Operating Systems” covers the fundamental concepts and design principles of operating systems, which manage computer hardware and software resources. Students learn about key topics such as process management, memory management, file systems, and system calls. The curriculum also explores concurrency, synchronization, and security mechanisms. Through practical exercises and projects, learners gain experience in working with different operating systems, including Windows, Linux, or Unix. By the end of the course, students will have a comprehensive understanding of how operating systems function and their role in enabling efficient and secure computing. | 1. **SDG 4: Quality Education** – Provides foundational knowledge about computer systems, enhancing students’ understanding of technology and promoting skills relevant to modern education. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential skills for careers in software development, system administration, and IT support, fostering job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of efficient and innovative computing solutions, enhancing infrastructure in various sectors. 4. **SDG 10: Reduced Inequalities** – Promotes the development of accessible computing solutions, ensuring that technology is available to underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the creation of operating systems that manage smart city technologies, improving urban infrastructure and services. 6. **SDG 12: Responsible Consumption and Production** – Encourages the design of efficient operating systems that optimize resource usage and reduce energy consumption. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Supports the development of secure and reliable operating systems that enhance data protection and privacy, contributing to good governance. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academia, industry, and government in developing and implementing operating systems that address global challenges. By linking these SDGs, the course can emphasize the role of Operating Systems in fostering innovation, sustainability, and social impact across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110604 | Algoritma dan Struktur Data | Algorithms And Data Structure | Algorithms and Data Structures is a foundational course that focuses on the design, analysis, and implementation of algorithms and the data structures used to organize and manage data efficiently. Students learn about various algorithmic techniques, such as sorting, searching, and recursion, as well as data structures like arrays, linked lists, trees, and graphs. The course emphasizes algorithm complexity, optimization, and the trade-offs between different data structures and algorithms. Through hands-on programming assignments, students develop problem-solving skills and the ability to choose appropriate algorithms and data structures for specific applications, preparing them for careers in software development, data science, and computer engineering. | 1. **SDG 4: Quality Education** – Enhances educational materials through multimedia resources, making learning more engaging and accessible for diverse learners. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with skills in multimedia production, opening opportunities for careers in creative industries and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports innovation in media and technology by fostering creativity in multimedia content creation, which can improve infrastructure in various sectors. 4. **SDG 10: Reduced Inequalities** – Promotes the development of inclusive multimedia content that addresses the needs of marginalized communities, improving access to information and services. 5. **SDG 11: Sustainable Cities and Communities** – Encourages the use of multimedia for urban planning and community engagement, helping to foster sustainable development in cities. 6. **SDG 12: Responsible Consumption and Production** – Advocates for sustainable practices in multimedia production, including resource-efficient design and environmentally friendly materials. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Utilizes multimedia to promote awareness and education on social justice issues, contributing to informed and engaged communities. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration between various stakeholders to produce multimedia content that addresses global challenges and fosters collective action. By linking these SDGs, the course can emphasize the role of Multimedia Basics in promoting education, creativity, and social impact across various domains. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110702 | Dasar Multimedia | Multimedia Basics | The course “Multimedia Basics” introduces students to the fundamental concepts and technologies involved in creating and managing multimedia content, including text, images, audio, video, and animation. Students learn about various multimedia formats, editing software, and production techniques. The curriculum covers topics such as design principles, storytelling, and the integration of different media types for effective communication. Through hands-on projects, learners gain practical experience in producing multimedia presentations and understanding the role of multimedia in fields like advertising, education, and entertainment. By the end of the course, students will have a foundational understanding of multimedia concepts and skills applicable to various creative industries. | 1. **SDG 4: Quality Education** – Enhances learning through multimedia resources, making education more engaging and accessible for diverse audiences. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with skills in multimedia production, opening career opportunities in creative industries and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Fosters innovation in technology and media, encouraging the development of new multimedia applications and content. 4. **SDG 10: Reduced Inequalities** – Promotes inclusive multimedia content that addresses the needs of marginalized communities, improving access to information and services. 5. **SDG 11: Sustainable Cities and Communities** – Supports urban development and community engagement through multimedia tools that foster participation and awareness. 6. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in multimedia creation, focusing on efficient use of resources and environmentally friendly production methods. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Utilizes multimedia for awareness campaigns on social justice issues, promoting informed and engaged communities. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration among various stakeholders to create multimedia content that addresses global challenges and fosters partnerships. By linking these SDGs, the course can highlight the importance of Multimedia Basics in promoting education, creativity, and social impact across various sectors. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110802 | Interaksi Manusia dan Komputer | Human And Computer Interaction | Human and Computer Interaction (HCI) is a course that examines the design and evaluation of user interfaces and the interactions between humans and computers. Students learn about principles of usability, user-centered design, and cognitive psychology to understand how people interact with technology. The curriculum typically includes topics such as interface design, prototyping, usability testing, and accessibility. Through hands-on projects, students develop skills in creating intuitive and effective user experiences, preparing them for careers in UX/UI design, software development, and related fields. The course emphasizes the importance of designing technology that meets users’ needs and enhances their overall experience. | 1. **SDG 4: Quality Education** – Enhances learning experiences through user-centered design, improving accessibility and engagement in educational technologies. 2. **SDG 5: Gender Equality** – Encourages the development of inclusive technologies that consider diverse user needs, promoting gender equality in tech design. 3. **SDG 8: Decent Work and Economic Growth** – Equips students with skills in designing user-friendly interfaces, fostering job opportunities in technology and improving productivity in workplaces. 4. **SDG 10: Reduced Inequalities** – Focuses on creating accessible technology for people with disabilities and underserved populations, helping to bridge the digital divide. 5. **SDG 11: Sustainable Cities and Communities** – Supports the design of smart city applications that enhance urban living and community engagement through intuitive interfaces. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable practices in technology design, encouraging efficient use of resources and minimizing waste. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Aids in developing transparent and user-friendly systems for governance and public services, enhancing civic engagement and accountability. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration between designers, developers, and users to create technologies that address global challenges effectively. By linking these SDGs, the course can highlight the crucial role of Human-Computer Interaction in promoting inclusivity, sustainability, and social impact in technology. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120103 | Aljabar Linear | Linear Aljabar | The course “Linear Algebra” covers the fundamental concepts and techniques related to vector spaces, linear transformations, and systems of linear equations. Students learn about topics such as matrices, determinants, eigenvalues, and eigenvectors. The curriculum emphasizes both theoretical understanding and practical applications of linear algebra in fields like engineering, physics, computer science, and economics. Through problem-solving and mathematical proofs, learners develop critical thinking and analytical skills. By the end of the course, students will have a solid foundation in linear algebra concepts and their relevance to various scientific and mathematical disciplines. | 1. **SDG 4: Quality Education** – Provides foundational knowledge in mathematical concepts, enhancing students’ problem-solving and analytical skills that are essential in various fields of study. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with skills applicable in data analysis, finance, engineering, and technology, fostering career opportunities and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports advancements in technology and engineering through the application of linear algebra in areas like optimization, machine learning, and computer graphics. 4. **SDG 10: Reduced Inequalities** – Encourages research and applications that identify and address disparities, promoting equitable access to resources and opportunities. 5. **SDG 11: Sustainable Cities and Communities** – Aids in urban planning and resource management through modeling and simulations that use linear algebra techniques. 6. **SDG 12: Responsible Consumption and Production** – Supports efficient resource management and optimization strategies in various industries, promoting sustainability. 7. **SDG 13: Climate Action** – Facilitates modeling and analysis in climate research, helping to understand and address environmental challenges. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Contributes to data analysis for governance, crime statistics, and social research, informing policies that promote justice and equity. 9. **SDG 17: Partnerships for the Goals** – Encourages collaborative research and interdisciplinary projects that apply linear algebra to address complex global challenges. By linking these SDGs, the course can highlight the essential role of Linear Algebra in driving innovation, sustainability, and social progress across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120202 | Basis Data | Database | The Database course focuses on the principles and practices of database design, management, and application. Students learn about database concepts, data modeling, relational database management systems (RDBMS), and SQL (Structured Query Language) for data manipulation and retrieval. The curriculum typically covers topics such as normalization, indexing, transaction management, and database security. Through hands-on projects, students gain practical experience in designing and implementing databases, as well as understanding their role in software applications and data-driven decision-making. This course prepares students for careers in data management, software development, and information systems. | 1. **SDG 4: Quality Education** – Enhances data management skills that improve educational resources and facilitate better learning environments through the effective organization of information. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential skills for managing and analyzing data, leading to job opportunities in various sectors and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation by teaching students how to create and manage databases that improve infrastructure and operational efficiency. 4. **SDG 10: Reduced Inequalities** – Promotes the development of data-driven solutions that address social inequalities and improve access to information for marginalized communities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the use of databases in urban planning and resource management, helping create smarter and more sustainable urban environments. 6. **SDG 12: Responsible Consumption and Production** – Encourages efficient data management practices that optimize resource use and promote sustainability in production processes. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Aids in the creation of transparent and accountable databases that enhance governance, data protection, and public administration. 8. **SDG 17: Partnerships for the Goals** – Encourages collaboration among organizations to share data and best practices, fostering partnerships that address global challenges. By linking these SDGs, the course can emphasize the vital role of Database Management in promoting efficiency, accessibility, and social impact across various sectors. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120303 | Arsitektur dan Organisasi Komputer | Computer Architecture And Organization | Computer Architecture and Organization is a course that explores the design and structure of computer systems. Students learn about the fundamental components of computers, including the central processing unit (CPU), memory hierarchy, input/output systems, and data paths. The course covers topics such as instruction sets, assembly language, and performance evaluation. Through practical assignments, students gain hands-on experience with computer organization concepts, enabling them to understand how hardware and software interact. This foundational knowledge prepares students for advanced studies in computer engineering, systems programming, and hardware design. | 1. **SDG 4: Quality Education** – Provides foundational knowledge in computer systems, enhancing students’ understanding of technology and promoting critical thinking and problem-solving skills. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential skills in computer hardware and systems design, opening career opportunities in the tech industry and contributing to economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports advancements in computing technology by teaching students about the design and optimization of computer systems, fostering innovation in various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages the development of accessible computing solutions that address the needs of diverse populations, improving access to technology. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the design of efficient computing systems that can be integrated into smart city initiatives, promoting sustainable urban development. 6. **SDG 12: Responsible Consumption and Production** – Promotes the development of energy-efficient computer architectures, reducing the environmental impact of technology production and usage. 7. **SDG 13: Climate Action** – Supports research and innovations in computing that contribute to environmental monitoring and climate modeling efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances the design of secure and reliable computing systems that support good governance and public administration. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academia, industry, and government in developing cutting-edge computer technologies that address global challenges. By linking these SDGs, the course can highlight the significant role of Computer Architecture and Organization in fostering innovation, sustainability, and social impact across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12120403 | Pemrograman Berorientasi Obyek | Object Oriented Programming | The course “Object-Oriented Programming” (OOP) introduces students to the principles and concepts of OOP, which is a programming paradigm centered around objects and classes. Students learn about key OOP concepts such as encapsulation, inheritance, polymorphism, and abstraction. The curriculum typically involves hands-on programming in a language that supports OOP, such as Java, C++, or Python. Through practical projects, learners apply these concepts to design and implement software solutions, focusing on code organization, reusability, and maintainability. By the end of the course, students will have a solid understanding of OOP principles and the ability to develop object-oriented applications. | 1. **SDG 4: Quality Education** – Enhances critical thinking and problem-solving skills through the study of OOP concepts, making learning more effective and engaging. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential programming skills that are highly sought after in the job market, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation by teaching students to design and implement scalable and maintainable software solutions, driving advancements in various sectors. 4. **SDG 10: Reduced Inequalities** – Encourages the development of inclusive software applications that can cater to diverse user needs, promoting access to technology for marginalized communities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the creation of applications for urban planning, transportation, and community engagement, contributing to smarter and more sustainable urban environments. 6. **SDG 12: Responsible Consumption and Production** – Promotes best practices in software development that lead to more efficient resource use and sustainable coding practices. 7. **SDG 13: Climate Action** – Supports the development of software tools for environmental monitoring, data analysis, and modeling related to climate change. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances the design of secure and reliable software systems that support good governance and public services. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration among software developers, researchers, and organizations to create solutions that address global challenges. By linking these SDGs, the course can emphasize the crucial role of Object-Oriented Programming in promoting innovation, sustainability, and social impact across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132704 | Studi/Proyek Independen | Independent Study/Project | Independent Study/Project is a course designed for students to engage in self-directed learning on a topic of their choice, typically within their major or field of interest. Under the guidance of a faculty advisor, students develop a proposal, set objectives, and carry out research, analysis, or a practical project. This course emphasizes critical thinking, self-motivation, and problem-solving skills, culminating in a final report or presentation. It allows students to explore topics in depth, gain hands-on experience, and apply theoretical knowledge in a real-world context, preparing them for future academic or professional endeavors. | 1. **SDG 4: Quality Education** – Encourages self-directed learning and critical thinking, allowing students to explore topics of interest and develop deeper knowledge in their fields. 2. **SDG 8: Decent Work and Economic Growth** – Supports the development of skills and competencies that enhance employability, innovation, and entrepreneurial ventures. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes research and projects that contribute to technological advancements and innovative solutions in various industries. 4. **SDG 10: Reduced Inequalities** – Encourages projects that address social issues and promote inclusivity, helping to identify and mitigate inequalities within communities. 5. **SDG 11: Sustainable Cities and Communities** – Supports projects focused on urban development, community engagement, and sustainability, fostering resilient cities. 6. **SDG 12: Responsible Consumption and Production** – Allows for exploration of sustainable practices and solutions that optimize resource use and promote responsible production methods. 7. **SDG 13: Climate Action** – Encourages projects that address environmental challenges, promoting awareness and solutions related to climate change. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supports research initiatives that explore governance, social justice, and community engagement, contributing to stronger institutions. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration with various stakeholders, fostering partnerships that can enhance the impact of projects and research. By linking these SDGs, the Independent Study/Project course can highlight the role of student-led initiatives in promoting innovation, social impact, and sustainability across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132806 | Studi/Proyek Independen | Independent Study/Project | Independent Study/Project is a flexible course that allows students to pursue a self-directed research project or study in a specific area of interest related to their academic discipline. Students work closely with a faculty advisor to define their objectives, develop a plan, and conduct research or practical work. The course emphasizes critical thinking, problem-solving, and self-discipline as students explore topics deeply, often culminating in a written report or presentation. This experience enhances students’ understanding of their field, prepares them for graduate studies, and builds valuable skills for future careers. | 1. **SDG 4: Quality Education** – Fosters self-directed learning, critical thinking, and in-depth exploration of topics, enhancing educational outcomes. 2. **SDG 8: Decent Work and Economic Growth** – Encourages the development of practical skills and competencies, promoting innovation and entrepreneurship. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports research and projects that contribute to technological advancements and innovative solutions. 4. **SDG 10: Reduced Inequalities** – Encourages projects that address social issues, helping to identify and mitigate inequalities in various contexts. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates projects focused on urban development, sustainability, and community engagement. 6. **SDG 12: Responsible Consumption and Production** – Allows exploration of sustainable practices and solutions for resource optimization. 7. **SDG 13: Climate Action** – Promotes projects that address environmental challenges and contribute to climate change mitigation. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supports research on governance, social justice, and community resilience. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration with various stakeholders, enhancing project impact and fostering partnerships. By linking these SDGs, the course can emphasize the significance of student-led initiatives in driving innovation, social change, and sustainability across diverse fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110203 | Dasar Pemrograman Komputer | Basic Of Computer Programming | The course “Basics of Computer Programming” introduces students to fundamental programming concepts and techniques. It covers basic programming constructs such as variables, data types, control structures (like loops and conditionals), functions, and algorithms. Students typically learn a programming language, such as Python, Java, or C++, through hands-on exercises and projects. The curriculum emphasizes problem-solving and logical thinking, encouraging students to write, test, and debug simple programs. By the end of the course, learners will have a foundational understanding of programming principles and the skills necessary to develop basic software applications. | 1. **SDG 4: Quality Education** – Enhances students’ problem-solving and critical thinking skills through the fundamentals of programming, making education more accessible and engaging. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential programming skills that are highly valued in the job market, fostering career opportunities and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation by introducing students to the principles of software development, which can lead to advancements in various industries. 4. **SDG 10: Reduced Inequalities** – Encourages the development of accessible software solutions, promoting inclusivity and bridging the digital divide. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the creation of applications that improve urban living and community engagement through technology. 6. **SDG 12: Responsible Consumption and Production** – Promotes best practices in coding that can lead to more efficient and sustainable software development. 7. **SDG 13: Climate Action** – Provides tools for developing applications that can aid in environmental monitoring and climate change solutions. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supports the development of transparent and reliable software systems that enhance governance and civic engagement. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration among students, educators, and industry professionals to create technology solutions that address global challenges. By linking these SDGs, the course can highlight the importance of computer programming in fostering innovation, sustainability, and social impact across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110102 | Pengantar Teknologi Informasi | Introduction To Information Technology | Introduction to Information Technology is a foundational course that provides an overview of the principles, tools, and applications of information technology in various fields. Students learn about computer systems, software applications, networking, databases, and the impact of IT on society and business. The course typically covers topics such as data management, cybersecurity, web technologies, and the basics of programming. Through hands-on projects and practical exercises, students develop skills in using technology effectively, preparing them for further studies or careers in IT, business, and related areas. | 1. **SDG 4: Quality Education** – Enhances understanding of technology and its applications, promoting digital literacy and improving educational outcomes. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with essential IT skills that are critical for employment in a technology-driven job market, fostering economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation by introducing students to IT concepts that drive advancements in various sectors. 4. **SDG 10: Reduced Inequalities** – Promotes the development of inclusive technology solutions, improving access to information and services for marginalized communities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the use of IT in urban planning and community engagement, contributing to smarter and more sustainable urban environments. 6. **SDG 12: Responsible Consumption and Production** – Encourages awareness of sustainable IT practices and responsible use of technology and resources. 7. **SDG 13: Climate Action** – Introduces tools and technologies that can be applied in environmental monitoring and climate change mitigation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supports the development of secure and reliable information systems that enhance governance and transparency. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration among students, educators, and industry professionals to leverage technology for addressing global challenges. By linking these SDGs, the course can highlight the vital role of Information Technology in fostering innovation, sustainability, and social impact across various fields. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110303 | Sistem Digital | Digital System | Digital System is a course that explores the principles and design of digital circuits and systems. Students learn about binary numbers, logic gates, combinational and sequential circuits, and the architecture of digital devices. The curriculum typically includes topics such as number representation, Boolean algebra, flip-flops, counters, and microcontrollers. Hands-on projects and simulations are often part of the course, allowing students to design and implement digital systems. This course lays the groundwork for further studies in computer engineering, electronics, and embedded systems. | 1. **SDG 4: Quality Education** – Provides foundational knowledge in digital technologies, enhancing students’ understanding of modern computing and its applications. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with skills relevant to the technology sector, fostering job opportunities and contributing to economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation through the design and implementation of digital systems that improve infrastructure and industrial processes. 4. **SDG 10: Reduced Inequalities** – Encourages the development of accessible digital solutions that address the needs of underserved populations, promoting digital inclusion. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the application of digital systems in urban planning, transportation, and community engagement, contributing to smarter, more sustainable cities. 6. **SDG 12: Responsible Consumption and Production** – Promotes efficient and sustainable practices in the design and operation of digital systems, reducing resource consumption and waste. 7. **SDG 13: Climate Action** – Supports the development of digital tools for environmental monitoring and data analysis, aiding in climate change mitigation and adaptation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances the design of secure and reliable digital systems that support good governance and public administration. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academia, industry, and government in developing digital solutions that address global challenges. By linking these SDGs, the course can emphasize the important role of Digital Systems in driving innovation, sustainability, and social impact across various sectors. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110403 | Dasar Listrik dan Elektronika | Basics Of Electricity And Electronics | Basics of Electricity and Electronics is an introductory course that covers fundamental concepts of electrical and electronic systems. Students learn about electrical principles, circuit theory, components like resistors, capacitors, and inductors, as well as the basics of alternating and direct current. The course typically includes hands-on experiments and practical applications, allowing students to design and analyze simple circuits. Topics may also cover semiconductor devices, amplifiers, and basic digital electronics. This foundational knowledge prepares students for further studies in engineering, technology, and related fields | 1. **SDG 4: Quality Education** – Provides foundational knowledge in electrical and electronic principles, enhancing technical skills and promoting scientific literacy. 2. **SDG 7: Affordable and Clean Energy** – Introduces concepts related to energy generation, efficiency, and sustainable energy technologies, promoting access to reliable and sustainable energy sources. 3. **SDG 8: Decent Work and Economic Growth** – Equips students with skills that are critical for careers in engineering, technology, and related fields, fostering job creation and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supports technological innovation through the understanding of electronic systems, contributing to advancements in various industries. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the application of electrical and electronic principles in smart city technologies, improving urban living and sustainability. 6. **SDG 12: Responsible Consumption and Production** – Promotes awareness of sustainable practices in the design and use of electronic devices, encouraging responsible consumption. 7. **SDG 13: Climate Action** – Supports the development of energy-efficient technologies and solutions for climate change mitigation and adaptation. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances understanding of the role of technology in governance, public safety, and infrastructure resilience. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, industry, and government to develop innovative solutions to electrical and electronic challenges. By linking these SDGs, the course can highlight the crucial role of electricity and electronics in promoting innovation, sustainability, and social impact across various sectors. |
| TEKNIK | TEKNIK INFORMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D12110503 | Matematika Diskrit | Discrete Mathematics | Discrete Mathematics is a branch of mathematics that deals with countable, distinct structures and is fundamental for computer science and information theory. The course typically covers topics such as set theory, graph theory, combinatorics, algorithms, and logic. Students learn to analyze and solve problems involving finite structures, which are crucial for programming, data structures, and network theory. The curriculum often includes proof techniques and applications in computer science, cryptography, and optimization, preparing students for careers in software development, data analysis, and research. | 1. **SDG 4: Quality Education** – Enhances critical thinking and problem-solving skills, providing foundational knowledge essential for advanced studies in mathematics, computer science, and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with analytical skills and techniques that are applicable in various industries, fostering employability and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports advancements in technology and innovation by applying discrete mathematics to areas such as algorithms, cryptography, and network theory. 4. **SDG 10: Reduced Inequalities** – Promotes the development of algorithms and solutions that can address social issues and improve access to information and services for underserved communities. 5. **SDG 11: Sustainable Cities and Communities** – Facilitates the application of mathematical models to urban planning, logistics, and resource management, contributing to smarter, more sustainable cities. 6. **SDG 12: Responsible Consumption and Production** – Encourages the use of optimization techniques in resource management and efficient production processes. 7. **SDG 13: Climate Action** – Supports modeling and analysis related to environmental issues, aiding in the development of strategies for climate change mitigation. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Enhances understanding of mathematical foundations in data security and cryptography, which are critical for secure communication and governance. 9. **SDG 17: Partnerships for the Goals** – Encourages collaborative projects and research that apply discrete mathematics to tackle complex global challenges. By linking these SDGs, the course can emphasize the importance of Discrete Mathematics in fostering innovation, sustainability, and social impact across various fields. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132406 | Magang/Praktek Kerja | Internship/Work Practice | An Internship/Work Practice course typically combines academic learning with practical experience in a professional setting. Students engage in internships related to their field of study, allowing them to apply theoretical knowledge, develop skills, and gain insights into industry practices. The course often includes reflective components, such as journals or reports, where students analyze their experiences. This course enhances employability, networking opportunities, and real-world understanding of career paths. | 1. **Goal 4: Quality Education** – Internships provide practical experience that enhances learning and skill development. 2. **Goal 8: Decent Work and Economic Growth** – Internships prepare students for the workforce and promote sustainable economic growth through hands-on experience. 3. **Goal 10: Reduced Inequalities** – Work practices can help address disparities by providing opportunities for underrepresented groups. 4. **Goal 12: Responsible Consumption and Production** – Internships in sustainable companies can promote practices that reduce environmental impact. 5. **Goal 17: Partnerships for the Goals** – Collaborations between universities and organizations can strengthen partnerships and drive sustainable development. The specific SDGs emphasized can vary widely based on the internship’s focus and the sector involved. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135802 | Aerodinamika | Aerodynamics | The Aerodynamics course explores the behavior of air as it interacts with solid objects, particularly aircraft and vehicles. It covers fundamental principles of fluid dynamics, including airflow patterns, lift, drag, and the effects of turbulence. Students learn to analyze and predict aerodynamic performance using both theoretical approaches and computational methods. The course often includes practical applications, such as wind tunnel testing and simulations, to understand how design influences flight and performance. This foundational knowledge is essential for careers in aerospace engineering, automotive design, and related fields. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Aerodynamics plays a critical role in the design and innovation of efficient transportation systems, including aircraft and vehicles. 2. **Goal 11: Sustainable Cities and Communities** – Understanding aerodynamics can help in designing urban environments that mitigate wind effects and improve building designs for safety and sustainability. 3. **Goal 12: Responsible Consumption and Production** – Courses may emphasize the development of more efficient vehicles and aircraft, reducing fuel consumption and minimizing environmental impact. 4. **Goal 13: Climate Action** – Aerodynamic research can contribute to advancements in reducing greenhouse gas emissions from transportation by improving efficiency. 5. **Goal 7: Affordable and Clean Energy** – Efficient aerodynamic designs can enhance the performance of renewable energy technologies, such as wind turbines. By focusing on these aspects, an aerodynamics course can contribute to achieving sustainable development through innovation and improved practices in various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135902 | Sel Surya Organik | Organic Solar Cells | The Organic Solar Cells course focuses on the principles, materials, and technologies behind organic photovoltaics (OPVs). Students explore the unique properties of organic materials used in solar cells, including polymers and small molecules, and examine the mechanisms of light absorption, charge generation, and transport. The course covers the design and fabrication of organic solar cells, as well as performance characterization and efficiency optimization. Additionally, it addresses current research trends and the potential for organic solar cells in sustainable energy applications. This course is essential for those interested in renewable energy, materials science, and nanotechnology. | 1. **Goal 7: Affordable and Clean Energy** – Organic solar cells contribute to the development of renewable energy sources, making solar power more accessible and affordable. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The research and development of organic solar cells promote innovation in sustainable technologies and materials. 3. **Goal 12: Responsible Consumption and Production** – Organic solar cells can be produced with less environmental impact compared to traditional solar cells, promoting sustainable production methods. 4. **Goal 13: Climate Action** – Advancements in organic solar technology help reduce greenhouse gas emissions by providing cleaner energy alternatives. 5. **Goal 11: Sustainable Cities and Communities** – Integrating organic solar cells into urban infrastructure can enhance energy efficiency and support sustainable urban development. These goals highlight the potential impact of organic solar cells on sustainable development and environmental stewardship. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02136002 | Kendaraan Listrik | Electric Vehicles | The Electric Vehicles course delves into the design, technology, and operation of electric vehicles (EVs). It covers key topics such as electric drive systems, battery technology, charging infrastructure, and energy management. Students explore the principles of electromagnetism and power electronics as they relate to EV performance and efficiency. The course also addresses environmental impacts, regulatory considerations, and market trends in the EV industry. Through hands-on projects and case studies, students gain practical experience and insights into the challenges and innovations driving the transition to electric mobility. | 1. **Goal 7: Affordable and Clean Energy** – EVs contribute to the shift towards cleaner energy sources, reducing reliance on fossil fuels. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The development and adoption of EV technology drive innovation in transportation and infrastructure. 3. **Goal 11: Sustainable Cities and Communities** – EVs promote sustainable urban mobility and can reduce pollution and traffic congestion in cities. 4. **Goal 12: Responsible Consumption and Production** – The course may emphasize sustainable production methods and lifecycle analysis of EVs, including battery production and recycling. 5. **Goal 13: Climate Action** – By reducing greenhouse gas emissions from the transportation sector, EVs contribute significantly to climate change mitigation efforts. These goals illustrate the broader impact of electric vehicles on sustainable development and environmental protection. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02136102 | Bio Mekanik | Bio Mechanic | The Biomechanics course examines the mechanical principles underlying human movement and biological systems. It integrates concepts from physics, engineering, and biology to analyze how forces interact with living organisms. Students study topics such as kinematics, kinetics, tissue mechanics, and the design of prosthetics and orthopedic devices. The course often includes laboratory work, where students use motion capture and force analysis tools to evaluate movement patterns and performance. This multidisciplinary approach prepares students for careers in fields such as sports science, rehabilitation, and biomedical engineering. | 1. **Goal 3: Good Health and Well-Being** – Biomechanics plays a crucial role in improving health outcomes through the study of human movement, injury prevention, and rehabilitation. 2. **Goal 4: Quality Education** – Courses in biomechanics provide quality education in science and engineering, contributing to the development of skilled professionals in health and sports. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Biomechanical research drives innovation in medical devices, prosthetics, and sports equipment, enhancing healthcare and athletic performance. 4. **Goal 11: Sustainable Cities and Communities** – Understanding biomechanics can inform urban planning and the design of public spaces to promote physical activity and accessibility. 5. **Goal 12: Responsible Consumption and Production** – Courses may cover sustainable practices in the development and production of biomechanical devices and equipment. These goals highlight how biomechanics contributes to health improvement, innovation, and sustainable practices in various fields. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02136202 | Perawatan Mesin | Machine Maintenance | The Machine Maintenance course focuses on the principles and practices involved in the upkeep and repair of machinery and equipment. Students learn about maintenance strategies, diagnostic techniques, and troubleshooting methods to ensure optimal performance and longevity of machines. Topics include preventive and corrective maintenance, lubrication systems, safety protocols, and the use of diagnostic tools. The course often includes hands-on training, allowing students to work on real machines to apply their knowledge. This course is essential for those pursuing careers in manufacturing, engineering, and facilities management. | 1. **Goal 8: Decent Work and Economic Growth** – Effective machine maintenance is critical for ensuring operational efficiency and safety, promoting sustainable economic growth in various industries. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Maintenance practices support the longevity and reliability of machinery, fostering innovation in industrial processes and infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Courses may emphasize sustainable maintenance practices that minimize waste, enhance resource efficiency, and promote responsible use of materials. 4. **Goal 13: Climate Action** – Proper maintenance can improve energy efficiency and reduce emissions, contributing to climate action efforts. 5. **Goal 4: Quality Education** – Training in machine maintenance contributes to the development of skilled professionals, supporting educational goals. These goals illustrate how a course in machine maintenance can contribute to sustainable practices and economic development. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135102 | Otomasi dan Robotika | Automation and Robotics | The Automation and Robotics course explores the principles, technologies, and applications of automated systems and robotic devices. Students learn about control systems, programming, sensors, and actuators, as well as the design and integration of robotic systems in various industries. The course covers topics such as industrial automation, robotic kinematics, and artificial intelligence in robotics. Through hands-on projects and simulations, students gain practical experience in building and programming robots to perform specific tasks. This course is essential for careers in manufacturing, engineering, and technology development in the growing field of automation. | 1. **Goal 8: Decent Work and Economic Growth** – Automation and robotics can enhance productivity and efficiency in various industries, promoting sustainable economic growth and job creation in new sectors. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The development and implementation of robotic systems drive innovation in manufacturing, construction, and infrastructure, supporting modern industrial practices. 3. **Goal 12: Responsible Consumption and Production** – Robotics can optimize resource use and reduce waste in production processes, contributing to more sustainable manufacturing practices. 4. **Goal 13: Climate Action** – Automated systems can improve energy efficiency and reduce emissions in various applications, helping to mitigate climate change. 5. **Goal 4: Quality Education** – Courses in automation and robotics provide students with essential skills and knowledge, contributing to educational goals in science, technology, engineering, and mathematics (STEM). 6. **Goal 11: Sustainable Cities and Communities** – Robotics can play a role in developing smart cities, improving urban infrastructure, and enhancing public services. These goals highlight how automation and robotics can contribute to sustainable development across various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135202 | Desain Tangki | Tank Design | The Tank Design course focuses on the principles and methodologies involved in designing storage tanks for various applications, such as water, chemicals, and fuels. Students learn about material selection, structural integrity, safety standards, and environmental considerations in tank design. The course covers topics like hydraulic calculations, tank geometry, and pressure considerations, as well as the regulatory requirements governing tank construction and operation. Through practical projects and case studies, students gain hands-on experience in creating design specifications and evaluating tank performance, preparing them for careers in civil engineering, environmental engineering, and related fields. | 1. **Goal 6: Clean Water and Sanitation** – Proper tank design is crucial for effective water storage and management, ensuring access to safe and clean water. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Tank design involves engineering innovation that supports industrial processes, including storage and transportation of liquids and gases. 3. **Goal 12: Responsible Consumption and Production** – Sustainable tank design can minimize resource use and waste, promoting responsible practices in material selection and manufacturing. 4. **Goal 13: Climate Action** – Efficient tank systems can reduce energy consumption and emissions, contributing to climate change mitigation efforts. 5. **Goal 11: Sustainable Cities and Communities** – Well-designed tanks can support urban infrastructure, including stormwater management and water supply systems, enhancing community resilience. These goals illustrate how a course in tank design can contribute to sustainable practices and improved resource management across various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135302 | Teknologi Impak dan Desain Transportasi | Impact Technology and Transportation Design | The Impact Technology and Transportation Design course examines the intersection of innovative technologies and sustainable transportation solutions. Students explore design principles and engineering techniques used in creating vehicles and systems that minimize environmental impact while maximizing efficiency and safety. Topics include advanced materials, alternative energy sources, and the role of emerging technologies like automation and connectivity in transportation. The course often involves hands-on projects where students prototype and evaluate transportation designs, fostering skills in creative problem-solving and interdisciplinary collaboration. This course is ideal for those interested in shaping the future of mobility and sustainable design. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focus on designing innovative transportation systems that enhance infrastructure and promote sustainable industrial practices. 2. **Goal 11: Sustainable Cities and Communities** – Emphasis on creating efficient, accessible, and environmentally friendly transportation solutions that improve urban mobility and reduce congestion. 3. **Goal 12: Responsible Consumption and Production** – Encouragement of sustainable practices in the design and manufacturing of transportation systems, reducing waste and resource consumption. 4. **Goal 13: Climate Action** – Development of low-emission and energy-efficient transportation technologies that help mitigate climate change. 5. **Goal 3: Good Health and Well-Being** – Improving public health through better transportation systems that promote active mobility (like walking and cycling) and reduce pollution. 6. **Goal 4: Quality Education** – Providing education in the design and impact assessment of technologies, fostering skills in sustainability and innovation. These goals highlight how a course in impact technology and transportation design can contribute to sustainable development and address pressing global challenges. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135402 | Pemilihan Bahan dan Proses | Material and Process Selection | The Material and Process Selection course focuses on the criteria and methodologies for choosing appropriate materials and manufacturing processes for engineering applications. Students learn about the properties of different materials—such as metals, polymers, ceramics, and composites—and how these properties influence performance, cost, and environmental impact. The course covers decision-making frameworks, tools for material characterization, and process optimization techniques. Through case studies and projects, students gain practical experience in evaluating and selecting materials and processes for specific design challenges, preparing them for careers in product development, manufacturing, and engineering design. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizing the importance of selecting innovative materials and processes that enhance industrial capabilities and infrastructure development. 2. **Goal 12: Responsible Consumption and Production** – Focusing on sustainable practices in material selection to minimize waste, optimize resource use, and promote recycling and reuse. 3. **Goal 13: Climate Action** – Encouraging the selection of materials and processes that reduce greenhouse gas emissions and energy consumption in manufacturing. 4. **Goal 7: Affordable and Clean Energy** – Highlighting the importance of choosing materials for energy-efficient processes and products, including renewable energy technologies. 5. **Goal 4: Quality Education** – Providing education and skills development in material science and engineering, fostering informed decision-making in design and production. These goals illustrate how a course in material and process selection can contribute to sustainable development and responsible industrial practices. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135502 | Turbin Gas | Gas Turbine | The Gas Turbine course explores the design, operation, and performance of gas turbine engines, commonly used in power generation and aviation. Students learn about the thermodynamic cycles, fluid mechanics, and combustion processes that underpin gas turbine technology. The course covers components such as compressors, combustion chambers, and turbines, as well as system integration and control strategies. Through simulations and practical projects, students gain insights into efficiency optimization, maintenance practices, and emerging trends in gas turbine innovation. This course is essential for those pursuing careers in aerospace, mechanical engineering, and energy production. | 1. **Goal 7: Affordable and Clean Energy** – Gas turbines are crucial for efficient power generation, especially in combined cycle plants that enhance energy efficiency and reduce costs. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The development and optimization of gas turbine technology contribute to industrial innovation and robust infrastructure for energy production. 3. **Goal 12: Responsible Consumption and Production** – Emphasizing the importance of efficient energy production methods and the integration of sustainable practices in the operation of gas turbines. 4. **Goal 13: Climate Action** – Gas turbines can help reduce greenhouse gas emissions when used in place of more polluting fossil fuel sources, especially when paired with carbon capture and storage technologies. 5. **Goal 11: Sustainable Cities and Communities** – Efficient power generation supports urban development and enhances the sustainability of community energy systems. These goals illustrate how a course in gas turbines can contribute to sustainable development and address energy-related challenges in various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135602 | Simulasi Numerik Perpindahan Panas | Numerical Simulation of Heat Transfer | The Numerical Simulation of Heat Transfer course focuses on computational methods for analyzing heat transfer phenomena in various systems. Students learn about the fundamental principles of conduction, convection, and radiation, as well as numerical techniques such as finite difference, finite element, and computational fluid dynamics (CFD). The course emphasizes the formulation and solution of heat transfer problems using simulation software, enabling students to model complex thermal systems. Through hands-on projects and case studies, students gain practical experience in applying numerical methods to real-world engineering challenges, preparing them for careers in thermal engineering, energy systems, and related fields. | 1. **Goal 7: Affordable and Clean Energy** – Numerical simulations can optimize heat transfer processes in energy systems, improving efficiency and promoting the use of renewable energy sources. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The course supports innovation in industrial processes by providing tools for the design and analysis of thermal systems, enhancing infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Efficient heat transfer simulations can lead to the development of energy-efficient systems, reducing waste and promoting sustainable practices in manufacturing and energy production. 4. **Goal 13: Climate Action** – By improving the efficiency of thermal systems, simulations can contribute to reduced greenhouse gas emissions and help mitigate climate change impacts. 5. **Goal 11: Sustainable Cities and Communities** – Applications in urban planning and building design can lead to improved thermal comfort and energy efficiency in buildings, contributing to more sustainable urban environments. These goals highlight how a course in numerical simulation of heat transfer can contribute to advancements in energy efficiency and sustainable development across various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135702 | Metode Elemen Hingga | Finite Element Method | The Finite Element Method (FEM) course introduces students to a powerful numerical technique used for solving complex engineering and physical problems. The course covers the fundamental principles of FEM, including discretization, element formulation, and assembly processes. Students learn to apply FEM to analyze structural, thermal, and fluid dynamics problems, using software tools for simulations. Key topics include boundary conditions, mesh generation, and post-processing of results. Through practical assignments and projects, students gain hands-on experience in modeling and solving real-world engineering challenges, preparing them for careers in mechanical, civil, and aerospace engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – FEM is a powerful tool for designing and analyzing complex structures and systems, driving innovation in engineering and infrastructure development. 2. **Goal 11: Sustainable Cities and Communities** – Applications of FEM in urban planning, structural engineering, and environmental assessments contribute to creating resilient and sustainable urban environments. 3. **Goal 12: Responsible Consumption and Production** – FEM helps optimize material use and reduce waste in manufacturing processes by enabling more efficient designs and simulations. 4. **Goal 3: Good Health and Well-Being** – In biomedical engineering, FEM is used for simulating biological structures and processes, contributing to advancements in medical devices and treatments. 5. **Goal 13: Climate Action** – FEM can be used to model and analyze the impact of climate change on structures and materials, helping develop solutions to mitigate adverse effects. These goals highlight how a course in the Finite Element Method can contribute to sustainable practices and technological advancements across various fields. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134402 | Teknik Pembentukan Plastis | Plastic Forming Techniques | A course on Plastic Forming Techniques typically explores the various methods used to shape and manipulate plastic materials. Students learn about processes such as injection molding, blow molding, thermoforming, and extrusion. The curriculum often covers material properties, design considerations, tooling, and manufacturing processes, along with practical applications in industry. Emphasis is placed on both theoretical knowledge and hands-on experience, preparing students for careers in manufacturing, product design, and materials engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Plastic forming techniques are integral to modern manufacturing processes, fostering innovation in the production of various goods and infrastructure components. 2. **Goal 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the design and manufacturing of plastic products, including recycling and waste reduction techniques. 3. **Goal 11: Sustainable Cities and Communities** – Applications in urban infrastructure, such as plastic components in construction, can contribute to more sustainable building practices. 4. **Goal 13: Climate Action** – By focusing on efficient production methods and the use of sustainable materials, the course can contribute to reducing the carbon footprint associated with plastic manufacturing. 5. **Goal 4: Quality Education** – Educating students about advanced manufacturing processes and sustainability principles in plastics contributes to the development of skilled professionals. These goals illustrate how a course in plastic forming techniques can contribute to sustainable development and responsible production practices in various industries. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134502 | Material Komposit | Composite Materials | A course on Composite Materials focuses on the study of materials made from two or more constituent materials with different physical or chemical properties. Students learn about the design, fabrication, and properties of composite materials, such as fiber-reinforced plastics, metal matrix composites, and ceramic matrix composites. The curriculum typically covers topics like mechanical performance, manufacturing techniques, testing methods, and applications in industries such as aerospace, automotive, and civil engineering. The course emphasizes both theoretical understanding and practical skills, preparing students for careers in materials science and engineering. | 1. Industry, Innovation, and Infrastructure (SDG 9): Composites are often lighter and stronger than traditional materials, making them ideal for use in infrastructure and transportation, leading to more efficient and sustainable designs. 2. Sustainable Cities and Communities (SDG 11): In construction, composites can enhance the durability and resilience of buildings and infrastructure, reducing the need for frequent repairs and minimizing resource consumption. 3. Responsible Consumption and Production (SDG 12): The development of bio-based composites can reduce reliance on fossil fuels and decrease the environmental impact of production processes. 4. Climate Action (SDG 13): Lighter composite materials can improve fuel efficiency in vehicles and aircraft, leading to lower greenhouse gas emissions. 5. Affordable and Clean Energy (SDG 7): Composites are used in renewable energy technologies, such as wind turbine blades, contributing to the efficiency and effectiveness of clean energy solutions. By advancing the development and application of composite materials, industries can make strides toward achieving these SDGs while promoting sustainability and innovation. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134602 | Konservasi dan Manajemen Energi | Energy Conservation and Management | A course on Energy Conservation and Management focuses on strategies and practices for optimizing energy use and reducing waste in various sectors. Students explore principles of energy efficiency, renewable energy sources, and sustainable practices. The curriculum covers topics such as energy auditing, policy development, energy economics, and the implementation of energy management systems. Case studies and practical projects are often included to provide hands-on experience. This course prepares students for careers in energy management, environmental consulting, and sustainability planning. | 1. Affordable and Clean Energy (SDG 7): Effective energy management promotes the use of renewable energy sources and enhances energy efficiency, making energy more affordable and accessible for all. 2. Industry, Innovation, and Infrastructure (SDG 9): Implementing energy-efficient practices in industries leads to reduced energy consumption, lowering costs and environmental impact while fostering innovation in energy technologies. 3. Sustainable Cities and Communities (SDG 11): Energy conservation in urban planning and building design contributes to sustainable urban development, reducing energy use and improving the quality of life for residents. 4. Climate Action (SDG 13): By managing energy consumption and transitioning to cleaner energy sources, countries can significantly reduce greenhouse gas emissions, helping to mitigate climate change. 5. Responsible Consumption and Production (SDG 12): Encouraging responsible energy use and promoting energy-efficient products and practices contribute to sustainable consumption patterns. Through effective energy conservation and management strategies, we can support sustainable development, drive economic growth, and protect the environment. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134702 | Karakterisasi Material | Material Characterization | A course on Material Characterization delves into the techniques and methodologies used to analyze and evaluate the properties of materials. Students learn about various characterization methods, including microscopy, spectroscopy, diffraction, and mechanical testing. The curriculum covers the relationship between material structure and properties, as well as the application of these techniques in research and industry. Emphasis is placed on interpreting data and understanding how material characteristics affect performance in real-world applications. This course equips students with essential skills for careers in materials science, engineering, and quality control. | 1. Industry, Innovation, and Infrastructure (SDG 9): Understanding material properties enables the development of innovative, high-performance materials that improve infrastructure resilience and efficiency. 2. Sustainable Cities and Communities (SDG 11): Characterization helps ensure that construction materials are durable, safe, and environmentally friendly, contributing to the sustainability of urban environments. 3. Responsible Consumption and Production (SDG 12): By analyzing materials’ life cycles and environmental impacts, we can promote the use of sustainable materials and reduce waste. 4. Climate Action (SDG 13): Characterizing materials for their energy efficiency and carbon footprint can lead to the development of lower-impact products and technologies, helping mitigate climate change. 5. Good Health and Well-being (SDG 3): Characterizing materials used in healthcare (like biomaterials) ensures their safety and effectiveness, directly impacting patient care and health outcomes. By investing in material characterization, we can foster innovation, enhance sustainability, and contribute to a more resilient and equitable future |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134802 | Penggerak Mula | Prime Mover | A course on Prime Movers focuses on the study of machines that convert various forms of energy into mechanical work. Students learn about different types of prime movers, including internal combustion engines, steam turbines, gas turbines, and electric motors. The curriculum covers principles of thermodynamics, fluid mechanics, and energy conversion, along with the design, operation, and efficiency of these systems. Practical applications and performance analysis are emphasized, preparing students for careers in mechanical engineering, energy systems, and power generation industries. | 1. Affordable and Clean Energy (SDG 7): Efficient prime movers, especially those powered by renewable energy sources, can significantly enhance energy accessibility and reduce reliance on fossil fuels. 2. Industry, Innovation, and Infrastructure (SDG 9): Advanced prime mover technologies, such as electric motors and high-efficiency turbines, can drive innovation in industrial processes, improving productivity and reducing energy consumption. 3. Sustainable Cities and Communities (SDG 11): Prime movers are essential in public transportation systems (like electric buses or trains), contributing to sustainable urban mobility solutions. 4. Climate Action (SDG 13): By developing and implementing more efficient prime movers, we can lower greenhouse gas emissions associated with energy production and transportation, supporting climate mitigation efforts. 5. Decent Work and Economic Growth (SDG 8): The development and manufacturing of advanced prime movers can create jobs and promote economic growth, particularly in the renewable energy sector. By focusing on the efficiency and sustainability of prime movers, we can make significant strides toward achieving these SDGs while promoting cleaner and more efficient energy use. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134902 | Perencanaan Turbin Air | Water Turbine Planning | A course on Water Turbine Planning examines the design, operation, and implementation of water turbines for hydroelectric power generation. Students learn about different types of turbines, such as Kaplan, Francis, and Pelton, and their suitability for various water flow conditions. The curriculum covers site assessment, hydraulic design, energy conversion efficiency, and environmental impacts. Emphasis is placed on project planning, feasibility studies, and economic analysis, preparing students for careers in renewable energy, civil engineering, and environmental management. Hands-on projects and case studies provide practical experience in water turbine systems. | 1. Affordable and Clean Energy (SDG 7): Water turbines harness the kinetic energy of flowing water to generate electricity, providing a renewable energy source that can help meet energy demands sustainably. 2. Industry, Innovation, and Infrastructure (SDG 9): Planning for water turbine installations supports the development of resilient infrastructure and promotes innovation in hydropower technologies, improving efficiency and reducing environmental impacts. 3. Sustainable Cities and Communities (SDG 11): Properly planned water turbine systems can contribute to urban energy needs while minimizing disruption to local ecosystems and communities, promoting sustainable urban development. 4. Climate Action (SDG 13): By generating clean energy, water turbines help reduce reliance on fossil fuels, decreasing greenhouse gas emissions and contributing to climate change mitigation efforts. 5. Clean Water and Sanitation (SDG 6): Water turbine planning can integrate flood control and water management strategies, ensuring safe and reliable water supplies for communities while also generating energy. 6. Partnerships for the Goals (SDG 17): Successful water turbine projects often involve collaboration between governments, private sectors, and local communities, fostering partnerships that enhance sustainable development. Effective planning and implementation of water turbine systems can significantly contribute to sustainable development, energy transition, and environmental stewardship. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02135002 | Pipa Panas | Heat Pipe | A course on Heat Pipes focuses on the design, operation, and applications of heat pipe technology, which is used for efficient thermal management. Students learn about the principles of heat transfer, phase change, and fluid mechanics as they apply to heat pipes. The curriculum covers various types of heat pipes, their components, and performance characteristics, as well as design considerations for different applications, such as electronics cooling and space systems. Emphasis is placed on practical experiments and real-world applications, preparing students for careers in thermal engineering, aerospace, and energy systems. | 1. **SDG 7: Affordable and Clean Energy** – Heat pipes are often used in energy-efficient systems, contributing to renewable energy technologies and improving energy efficiency. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover innovations in thermal management technologies, supporting the development of resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** – Heat pipes can improve the energy efficiency of buildings and urban systems, promoting sustainable urban development. 4. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices in thermal management, encouraging the use of materials and technologies that minimize waste. 5. **SDG 13: Climate Action** – By improving energy efficiency, heat pipes can help reduce greenhouse gas emissions, contributing to climate change mitigation efforts. These connections highlight the relevance of thermal management technologies in addressing global sustainability challenges. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133702 | Desain Sistem Pompa | Pump System Design | A course on Pump System Design explores the principles and practices involved in designing efficient pumping systems for various applications. Students learn about the types of pumps (centrifugal, positive displacement, etc.), their components, and operating characteristics. The curriculum covers topics such as fluid dynamics, system hydraulics, pump selection, and performance analysis. Additionally, students study the integration of pumps with piping systems, controls, and energy efficiency considerations. Practical projects and case studies provide hands-on experience, preparing students for careers in mechanical engineering, fluid dynamics, and industrial systems. | 1. **SDG 6: Clean Water and Sanitation** – Pump systems are crucial for water supply, treatment, and sanitation, emphasizing the importance of efficient and sustainable water management. 2. **SDG 7: Affordable and Clean Energy** – The design of pump systems can incorporate energy-efficient technologies and renewable energy sources, promoting sustainable energy use. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may explore advanced pumping technologies and infrastructure improvements, fostering innovation in engineering practices. 4. **SDG 12: Responsible Consumption and Production** – It can address sustainable practices in pump system design, including lifecycle analysis and minimizing waste. 5. **SDG 13: Climate Action** – Pump system design can be aligned with strategies to reduce carbon emissions and enhance resilience against climate change impacts. 6. **SDG 11: Sustainable Cities and Communities** – Effective pump systems are vital for urban planning and sustainable community development, especially in managing water resources. By integrating these goals, the course can promote a holistic understanding of the role of engineering in achieving sustainability. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133802 | Material Polimer | Polymer Materials | A course on Polymer Materials focuses on the properties, processing, and applications of polymeric substances. Students explore the chemistry and structure of different types of polymers, including thermoplastics, thermosets, and elastomers. The curriculum covers topics such as polymer synthesis, mechanical properties, thermal behavior, and the impact of additives. Emphasis is placed on real-world applications in industries like automotive, aerospace, and consumer products. Hands-on laboratory work and projects allow students to develop skills in material selection and processing techniques. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about polymer chemistry, properties, processing, and applications, contributing to quality education in materials science and engineering. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding polymer materials drives innovation in various industries, including automotive, aerospace, and consumer products, enhancing infrastructure and manufacturing capabilities. 3. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in polymer production, such as recycling, biodegradability, and the development of bio-based polymers, promoting responsible resource use. 4. **SDG 13: Climate Action** – By focusing on the development of sustainable polymers and reducing the environmental impact of plastic waste, the course contributes to climate action and efforts to mitigate pollution. 5. **SDG 8: Decent Work and Economic Growth** – Proficiency in polymer materials supports careers in research, development, and manufacturing, fostering job creation and economic growth in various sectors. 6. **SDG 11: Sustainable Cities and Communities** – Polymers play a crucial role in urban development through applications in construction, transportation, and packaging, contributing to sustainable urban living. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support advancements in polymer technologies. 8. **SDG 3: Good Health and Well-Being** – The development of biocompatible polymers can improve medical devices and applications, contributing to better health outcomes. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions within the field of polymer materials. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133902 | Desain Pahat Potong | Cutting Chisel Design | A course on Cutting Chisel Design examines the principles and practices involved in designing cutting tools, specifically chisels used in machining and material removal. Students learn about the mechanics of cutting, tool materials, and design considerations for optimal performance and durability. The curriculum covers topics such as tool geometry, wear mechanisms, and cutting fluid applications. Practical design projects and simulations provide hands-on experience, preparing students for careers in manufacturing, mechanical engineering, and tool design. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in tool design and manufacturing processes, contributing to quality education in mechanical engineering and materials science. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in cutting tool design supports careers in manufacturing, machining, and engineering, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding cutting tool design drives innovation in manufacturing processes, enhancing productivity and efficiency in various industries. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in tool design, such as material efficiency, durability, and recycling of cutting tools, promoting responsible resource use. 5. **SDG 13: Climate Action** – By focusing on the design of energy-efficient cutting tools that minimize waste and energy consumption during machining processes, the course contributes to climate action. 6. **SDG 11: Sustainable Cities and Communities** – Efficient cutting tools are essential for manufacturing components used in urban infrastructure, contributing to sustainable community development. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research projects can enhance learning and foster partnerships that support advancements in tool design technologies. 8. **SDG 3: Good Health and Well-Being** – Properly designed cutting tools contribute to safer machining processes, reducing risks associated with tool failure and enhancing workplace safety. The specific alignment with these goals will depend on the course’s emphasis on sustainability, practical applications, and innovative solutions within the context of cutting chisel design. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134002 | Analisa Komputasi Getaran Mekanik | Computational Analysis of Mechanical Vibrations | This course focuses on the mathematical and computational techniques used to analyze mechanical vibrations in structures and systems. Students learn about modeling dynamic systems, numerical methods for vibration analysis, and the use of software tools for simulation. Emphasis is placed on practical applications in engineering design, vibration control, and structural health monitoring. | 1. **SDG 4: Quality Education** – This course provides essential knowledge and skills in vibration analysis and computational methods, contributing to quality education in mechanical engineering and applied sciences. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding mechanical vibrations is crucial for designing and maintaining reliable industrial systems and infrastructure, driving innovation in engineering practices. 3. **SDG 12: Responsible Consumption and Production** – The course can emphasize the importance of analyzing and optimizing mechanical systems to reduce energy consumption and minimize waste through effective design and maintenance. 4. **SDG 11: Sustainable Cities and Communities** – Effective vibration analysis contributes to the safety and longevity of urban infrastructure, such as bridges and buildings, enhancing sustainable community development. 5. **SDG 8: Decent Work and Economic Growth** – Proficiency in computational analysis supports careers in engineering, manufacturing, and research, fostering job creation and economic growth. 6. **SDG 13: Climate Action** – By optimizing mechanical systems to reduce vibrations, the course can help improve energy efficiency and reduce emissions in various applications. 7. **SDG 3: Good Health and Well-Being** – Understanding vibrations in mechanical systems can contribute to improving safety in machinery and equipment, thereby enhancing workplace safety and health. 8. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support advancements in computational methods and vibration analysis. The specific alignment with these goals will depend on the course’s focus on practical applications, sustainability, and innovative solutions within the field of mechanical vibrations. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134102 | Kinematika dan Dinamika Robot Lengan | Kinematics and Dynamics of Robot Arms | The course Kinematics and Dynamics of Robot Arms covers the principles of kinematics and dynamics as they apply to robotic arms. Students explore motion analysis, robot configurations, joint movements, and force/torque calculations. The curriculum includes hands-on projects involving simulation and programming of robotic systems, preparing students for careers in robotics and automation. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in robotics, kinematics, and dynamics, contributing to quality education in engineering and technology fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding robot arm kinematics and dynamics drives innovation in automation and manufacturing processes, enhancing productivity and efficiency in industrial settings. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in robotics supports careers in manufacturing, automation, and technology development, fostering job creation and economic growth. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize the development of efficient robotic systems that optimize resource use and reduce waste in production processes. 5. **SDG 11: Sustainable Cities and Communities** – Robotics can contribute to smart city initiatives, improving urban infrastructure, logistics, and services through automation and precision. 6. **SDG 3: Good Health and Well-Being** – Robotics in healthcare, such as surgical robots, can enhance precision and outcomes in medical procedures, contributing to improved health and well-being. 7. **SDG 13: Climate Action** – Automated systems can optimize processes in various industries, reducing energy consumption and emissions, thereby contributing to climate action. 8. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research projects can enhance learning and foster partnerships that support advancements in robotics technology. The specific alignment with these goals will depend on the course’s focus on practical applications, sustainability, and innovative solutions within the field of robotics. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134202 | Pengujian Tak Merusak (NDT) | Non-Destructive Testing (NDT) | The course Non-Destructive Testing (NDT) introduces methods used to evaluate the properties of materials and structures without causing damage. Students learn about various NDT techniques such as ultrasonic testing, radiographic testing, and magnetic particle inspection. The curriculum emphasizes practical applications in quality control and structural integrity assessment across industries. | 1. **SDG 4: Quality Education** – This course provides essential knowledge and skills in various NDT techniques, contributing to quality education in engineering and materials science. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding NDT methods is crucial for ensuring the safety and reliability of infrastructure and industrial systems, enhancing innovation in quality assurance processes. 3. **SDG 11: Sustainable Cities and Communities** – NDT plays a vital role in maintaining and assessing the integrity of urban infrastructure, such as bridges and buildings, contributing to sustainable urban development. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize the importance of efficient and safe materials use, reducing waste through early detection of flaws and ensuring the longevity of components. 5. **SDG 13: Climate Action** – By ensuring the integrity and safety of critical infrastructure, NDT contributes to the reliability of systems that can mitigate climate change impacts, such as renewable energy installations. 6. **SDG 8: Decent Work and Economic Growth** – Proficiency in NDT techniques supports careers in various industries, including aerospace, manufacturing, and construction, fostering job creation and economic growth. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and case studies can enhance learning and foster partnerships that support advancements in NDT technologies. 8. **SDG 3: Good Health and Well-Being** – Ensuring the safety and reliability of infrastructure and machinery contributes to public safety and health, mitigating risks associated with structural failures. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions within the field of Non-Destructive Testing. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02134302 | Metalurgi Serbuk | Powder Metallurgy | The course Powder Metallurgy focuses on the processes involved in producing metal parts from powdered materials. Students learn about powder production, compaction, sintering, and post-processing techniques. The curriculum covers the properties and applications of sintered materials, emphasizing advancements in manufacturing techniques and materials science. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in powder metallurgy processes, materials science, and applications, contributing to quality education in engineering and materials fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding powder metallurgy drives innovation in manufacturing processes, enhancing the production of complex parts and materials with specific properties. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in powder metallurgy supports careers in manufacturing and materials engineering, fostering job creation and economic development. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in powder metallurgy, such as efficient material use and recycling of metal powders, promoting resource efficiency and waste reduction. 5. **SDG 13: Climate Action** – By focusing on energy-efficient processes and sustainable materials, the course can contribute to efforts aimed at reducing the environmental impact of manufacturing. 6. **SDG 11: Sustainable Cities and Communities** – Powder metallurgy is essential for producing components used in various industries, including automotive and aerospace, which contribute to sustainable urban development. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support advancements in powder metallurgy technologies. 8. **SDG 10: Reduced Inequality** – The development of advanced materials can lead to innovations that improve access to technology and resources, contributing to reduced inequalities in various sectors. The specific alignment with these goals will depend on the course’s emphasis on sustainability, practical applications, and innovative solutions within the field of powder metallurgy. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133002 | Teknik Sensor | Sensor Engineering | The course Sensor Engineering explores the design and application of sensors for measuring physical properties. Students learn about various types of sensors, including temperature, pressure, and motion sensors, along with principles of signal processing and data acquisition. Emphasis is placed on practical applications in automation, robotics, and smart systems. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about sensor design, technology, and applications, contributing to quality education in engineering and technology fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding sensor technology drives innovation in various industries, including manufacturing, healthcare, and environmental monitoring, enhancing infrastructure and industrial processes. 3. **SDG 11: Sustainable Cities and Communities** – Sensors play a crucial role in smart city initiatives, enabling efficient resource management, traffic control, and environmental monitoring to improve urban living conditions. 4. **SDG 3: Good Health and Well-Being** – Sensors are vital in healthcare for monitoring patient conditions, managing medical devices, and improving diagnostics, contributing to better health outcomes. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize the sustainable use of sensor technologies, promoting efficiency and minimizing waste in various applications. 6. **SDG 13: Climate Action** – Sensors can be used for monitoring environmental conditions, contributing to climate change research and the development of solutions for mitigation and adaptation. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry and research institutions for practical applications can enhance learning and foster partnerships that support advancements in sensor technologies. 8. **SDG 8: Decent Work and Economic Growth** – Proficiency in sensor engineering supports careers in technology and engineering sectors, fostering job creation and economic growth. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions in sensor technology. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133102 | Manajemen Proyek | Project Management | The course Project Management covers the principles and practices of managing engineering projects. Students learn about project planning, scheduling, resource allocation, risk management, and communication strategies. The curriculum includes tools and techniques for effective project management, preparing students for leadership roles in engineering and industry. | 1. **SDG 4: Quality Education** – This course provides essential skills and knowledge in project management principles, contributing to quality education in various fields, including engineering, business, and social sciences. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in project management supports effective planning and execution of projects, fostering job creation and economic growth across industries. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Effective project management is crucial for the successful implementation of infrastructure projects and technological innovations, enhancing industrial capacity and resilience. 4. **SDG 11: Sustainable Cities and Communities** – Project management skills are essential for developing sustainable urban projects, ensuring that initiatives contribute to sustainable development goals in cities and communities. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable project management practices, including resource efficiency, waste reduction, and the implementation of environmentally friendly processes. 6. **SDG 13: Climate Action** – Project management can play a vital role in climate-related initiatives, ensuring that projects aimed at mitigation and adaptation are well-planned and executed effectively. 7. **SDG 17: Partnerships for the Goals** – Collaboration is a key aspect of project management; this course can foster partnerships between stakeholders to achieve project objectives and promote sustainable development. 8. **SDG 10: Reduced Inequality** – Effective project management can help ensure equitable distribution of resources and benefits in project outcomes, contributing to reduced inequalities within communities. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and the integration of project management techniques in various sectors. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133202 | Manufaktur Berbasis Industri 4.0 | Industry 4.0 Based Manufacturing | The course Industry 4.0 Based Manufacturing examines the impact of digital technologies on manufacturing processes, focusing on concepts such as the Internet of Things (IoT), automation, and data analytics. Students explore smart manufacturing systems, integration of cyber-physical systems, and the role of big data in improving efficiency and productivity. | 1. **SDG 4: Quality Education** – This course provides knowledge about advanced manufacturing technologies, including automation, IoT, and data analytics, contributing to quality education in engineering and technology. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in Industry 4.0 technologies supports careers in manufacturing and engineering sectors, fostering job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding Industry 4.0 principles drives innovation in manufacturing processes, enhancing productivity, efficiency, and the competitiveness of industries. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable manufacturing practices, including resource efficiency, waste reduction, and the implementation of circular economy principles. 5. **SDG 13: Climate Action** – By focusing on energy-efficient manufacturing technologies and smart processes, the course contributes to efforts aimed at reducing greenhouse gas emissions and environmental impact. 6. **SDG 11: Sustainable Cities and Communities** – Smart manufacturing contributes to sustainable urban development by optimizing production processes and reducing resource consumption. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry partners for practical applications and projects can enhance learning and foster partnerships that support advancements in smart manufacturing technologies. 8. **SDG 10: Reduced Inequality** – The integration of technology in manufacturing can create new opportunities for diverse workforce participation, contributing to reduced inequalities in the job market. The specific alignment with these goals will depend on the course’s focus on practical applications, sustainability, and innovative solutions within the framework of Industry 4.0. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133302 | Sistem Industri Pengolahan | Processing Industrial Systems | The course Processing Industrial Systems focuses on the methods and technologies used in processing industrial systems, including production processes, quality control, and automation. Students learn about system optimization, process design, and the integration of technology for enhanced performance in manufacturing and industrial operations. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about industrial processes, systems design, and optimization, contributing to quality education in engineering and technology. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in industrial systems supports careers in manufacturing, logistics, and operations management, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding processing industrial systems drives innovation in manufacturing processes and infrastructure, enhancing efficiency and productivity. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in industrial processing, promoting resource efficiency, waste reduction, and the adoption of circular economy principles. 5. **SDG 13: Climate Action** – By focusing on energy-efficient industrial processes and minimizing emissions, the course contributes to efforts aimed at mitigating climate change. 6. **SDG 11: Sustainable Cities and Communities** – Efficient industrial systems contribute to the sustainability of urban environments by optimizing resource use and reducing environmental impact. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical training and projects can enhance learning and foster partnerships that support advancements in processing technologies. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions within the context of industrial processing systems. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133402 | Teknologi Baterei | Battery Technology | The course Battery Technology explores the principles of electrochemistry and the design of various battery systems. Students learn about battery types, performance metrics, charging methods, and applications in energy storage. The curriculum emphasizes advancements in battery materials and technologies, preparing students for careers in energy systems and electric vehicles. | 1. **SDG 7: Affordable and Clean Energy** – This course focuses on the development and optimization of battery systems, promoting access to clean and sustainable energy solutions, including renewable energy storage. 2. **SDG 4: Quality Education** – It provides essential knowledge about battery chemistry, design, and applications, contributing to quality education in electrical and materials engineering. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in battery technology supports careers in the growing energy and automotive sectors, fostering job creation and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding advancements in battery technology drives innovation in energy storage solutions and supports the development of infrastructure for electric vehicles and renewable energy systems. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in battery production and recycling, promoting responsible resource use and minimizing environmental impact. 6. **SDG 13: Climate Action** – By focusing on efficient energy storage solutions, the course contributes to efforts aimed at reducing greenhouse gas emissions and enhancing the adoption of renewable energy sources. 7. **SDG 11: Sustainable Cities and Communities** – Battery technology is critical for the development of sustainable urban transport systems, such as electric vehicles, contributing to cleaner and more efficient city environments. 8. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships aimed at advancing battery technologies. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions within the field of battery technology. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133502 | Analisa Kegagalan Material | Material Failure Analysis | The course Material Failure Analysis covers the techniques used to investigate and analyze material failures. Students learn about failure modes, forensic engineering methods, and the relationship between material properties and failure mechanisms. The curriculum emphasizes case studies and practical applications in quality assurance, safety engineering, and materials selection. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about material properties, failure mechanisms, and analytical techniques, contributing to quality education in materials science and engineering. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding material failures is critical for improving product design and manufacturing processes, enhancing the reliability and safety of infrastructure and industrial systems. 3. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in materials selection and usage, promoting efficient resource use and minimizing waste through improved failure analysis. 4. **SDG 13: Climate Action** – By focusing on reducing failures and enhancing material performance, the course can contribute to energy efficiency and resource conservation in manufacturing and construction. 5. **SDG 11: Sustainable Cities and Communities** – Effective material failure analysis ensures the safety and longevity of urban infrastructure and components, contributing to sustainable community development. 6. **SDG 8: Decent Work and Economic Growth** – Knowledge in material failure analysis supports careers in engineering and manufacturing, fostering job creation and economic growth. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical training and case studies can enhance learning and foster partnerships that support advancements in material science and engineering. The specific alignment with these goals will depend on the course’s emphasis on sustainability, practical applications, and innovative solutions in material failure analysis. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02133602 | Pemrograman CNC | CNC programming | The course CNC Programming focuses on the principles and techniques of programming Computer Numerical Control (CNC) machines for precision manufacturing. Students learn about G-code, M-code, and the setup of CNC equipment, as well as how to interpret engineering drawings and create efficient machining processes. Emphasis is placed on hands-on projects that develop skills in programming, troubleshooting, and optimizing CNC operations. | 1. **SDG 4: Quality Education** – This course provides essential skills in computer numerical control (CNC) programming, contributing to quality education in manufacturing and engineering disciplines. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in CNC programming supports careers in manufacturing and machining industries, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding CNC programming drives innovation in automated manufacturing processes, improving efficiency, precision, and productivity in industrial settings. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable manufacturing practices, such as reducing material waste and energy consumption through efficient CNC operations. 5. **SDG 13: Climate Action** – By focusing on energy-efficient CNC techniques and minimizing resource use, the course can contribute to efforts aimed at reducing the environmental impact of manufacturing. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and internships can enhance learning and foster partnerships that support advancements in CNC technology. 7. **SDG 11: Sustainable Cities and Communities** – CNC programming is essential for producing components used in urban infrastructure and technology, contributing to sustainable development in communities. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions in CNC programming and automated manufacturing. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132302 | Korosi dan Pengendalian | Corrosion and Control | The course Corrosion and Control explores the mechanisms of corrosion and the methods to mitigate its effects on materials and structures. Students study various types of corrosion, factors influencing corrosion rates, and protective strategies such as coatings and cathodic protection. The curriculum includes case studies and practical applications relevant to industries like oil and gas, construction, and manufacturing. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about corrosion mechanisms and control methods, contributing to quality education in materials science and engineering. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding corrosion and its prevention is critical for maintaining infrastructure and industrial systems, enhancing their longevity and reliability. 3. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in materials selection and corrosion prevention, promoting resource efficiency and minimizing waste. 4. **SDG 13: Climate Action** – By focusing on corrosion control methods that extend the lifespan of structures and reduce maintenance costs, the course contributes to climate action by promoting sustainability in engineering practices. 5. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support advancements in corrosion control technologies. 6. **SDG 11: Sustainable Cities and Communities** – Effective corrosion management is essential for urban infrastructure, ensuring the safety and sustainability of buildings, bridges, and other critical systems. 7. **SDG 8: Decent Work and Economic Growth** – Knowledge in corrosion control supports careers in various industries, such as construction, manufacturing, and energy, fostering job creation and economic growth. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions in the field of corrosion and its control. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132402 | Teknik Pengecoran Logam | Metal Casting Engineering | The course Metal Casting Engineering examines the processes involved in casting metals into desired shapes. Students learn about different casting methods, including sand casting, investment casting, and die casting, as well as the properties of materials and design considerations. Emphasis is placed on practical skills through laboratory work and projects that explore casting design, production, and quality control. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in metal casting processes, contributing to quality education in materials engineering and manufacturing technologies. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in metal casting supports careers in the manufacturing sector, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding advanced casting techniques drives innovation in product design and manufacturing processes, enhancing industrial infrastructure. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable casting practices, including material efficiency, waste reduction, and recycling of metals, promoting responsible production methods. 5. **SDG 13: Climate Action** – By focusing on energy-efficient casting techniques and minimizing emissions during production, the course can contribute to efforts aimed at mitigating climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical training and research can enhance learning and foster partnerships that support sustainable practices in metal casting. 7. **SDG 11: Sustainable Cities and Communities** – Metal casting is essential for producing components used in infrastructure and transportation, contributing to sustainable urban development. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovation, and practical applications within the field of metal casting engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132502 | Teknik Pengelasan | Welding Techniques | The course Welding Techniques provides an overview of various welding processes used in fabrication and manufacturing. Students learn about arc welding, MIG, TIG, and other methods, along with the fundamentals of metallurgy and joint design. The curriculum emphasizes hands-on practice to develop proficiency in welding skills and an understanding of safety practices in welding environments. | 1. **SDG 4: Quality Education** – This course provides essential skills and knowledge in various welding methods, contributing to quality education in vocational and technical training. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in welding supports careers in construction, manufacturing, and maintenance industries, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding advanced welding techniques drives innovation in materials joining and enhances the quality and safety of infrastructure projects. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in welding, including material efficiency and waste reduction, promoting responsible production methods. 5. **SDG 13: Climate Action** – By focusing on energy-efficient welding practices and the use of sustainable materials, the course can contribute to efforts aimed at reducing the environmental impact of manufacturing. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for hands-on training and real-world applications can enhance learning and foster partnerships that support sustainable practices in welding. 7. **SDG 11: Sustainable Cities and Communities** – Welding is crucial for building and maintaining infrastructure, contributing to the development of sustainable urban environments. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovative techniques, and practical applications in welding. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132602 | Nano Teknologi | Nano Technology | The course Nano Technology explores the principles and applications of nanomaterials and nanostructures in various fields. Students learn about synthesis methods, characterization techniques, and the unique properties of materials at the nanoscale. The curriculum emphasizes interdisciplinary applications, including electronics, medicine, and materials science, preparing students for careers in cutting-edge technology. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in nanoscience and engineering, contributing to quality education in advanced materials and technology fields. 2. **SDG 3: Good Health and Well-Being** – Nanotechnology has applications in medicine, including drug delivery systems and medical imaging, which can enhance health outcomes and improve quality of life. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding nanotechnology promotes innovation in various industries, including electronics, materials science, and energy, driving advancements in infrastructure and manufacturing. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the development and application of nanomaterials, promoting resource efficiency and waste reduction. 5. **SDG 13: Climate Action** – Nanotechnology can contribute to environmental solutions, such as improved energy efficiency and pollution reduction, helping to mitigate climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborating with research institutions and industry for projects can enhance learning and foster partnerships aimed at advancing nanotechnology for sustainable development. 7. **SDG 11: Sustainable Cities and Communities** – Innovations in nanotechnology can lead to smarter materials and processes that improve urban living conditions and sustainability. The specific alignment with these goals will depend on the course’s focus on applications, sustainability, and innovative solutions within the field of nanotechnology. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132702 | Teknologi Proses Termal | Thermal Process Technology | The course Thermal Process Technology focuses on the principles and applications of thermal processes in engineering and manufacturing. Students study heat transfer mechanisms, thermodynamics, and thermal processing techniques used in industries such as food, chemical, and materials processing. Emphasis is placed on practical applications and optimization of thermal systems. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about thermal processes, contributing to quality education in engineering and technology fields. 2. **SDG 7: Affordable and Clean Energy** – Understanding thermal processes is crucial for optimizing energy systems, including renewable energy technologies and efficient heating and cooling systems. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in thermal process technologies supports careers in various industries, including manufacturing, energy, and environmental sectors, fostering job creation and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in thermal process design and operation, enhancing industrial processes and infrastructure resilience. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable thermal process practices promotes efficient resource use, waste reduction, and environmentally friendly technologies. 6. **SDG 13: Climate Action** – By focusing on energy-efficient thermal processes and reducing greenhouse gas emissions, the course contributes to efforts aimed at mitigating climate change. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support sustainable practices in thermal technology. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions in thermal process technology. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132802 | Mesin-Mesin Pertanian | Agricultural Machines | The course Agricultural Machines examines the design, operation, and maintenance of machinery used in agriculture. Students learn about various types of agricultural equipment, including tractors, harvesters, and irrigation systems. The curriculum includes topics such as machine selection, efficiency, and the integration of technology in modern farming practices. | 1. **SDG 2: Zero Hunger** – This course focuses on the design, operation, and maintenance of agricultural machinery, contributing to increased agricultural productivity and food security. 2. **SDG 4: Quality Education** – It provides essential knowledge in agricultural engineering and technology, promoting quality education in agricultural practices. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in agricultural machinery supports careers in the agricultural sector, fostering job creation and economic development in rural areas. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding agricultural machines encourages innovation in farming techniques and machinery design, enhancing agricultural infrastructure. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in agricultural machinery, promoting resource efficiency, waste reduction, and environmentally friendly practices. 6. **SDG 13: Climate Action** – By focusing on energy-efficient and sustainable agricultural practices, the course can contribute to efforts aimed at reducing the agricultural sector’s environmental impact. 7. **SDG 17: Partnerships for the Goals** – Collaborating with agricultural organizations, industry partners, and research institutions for practical training and projects can enhance learning and support sustainable agricultural practices. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovation, and real-world applications in agricultural machinery and technology. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132902 | Teknik Kereta | Train Engineering | The course Train Engineering focuses on the design, operation, and maintenance of railway systems and rolling stock. Students learn about railway engineering principles, including track design, signaling, and train control systems. The curriculum emphasizes safety standards, operational efficiency, and innovations in rail technology. | 1. **SDG 4: Quality Education** – This course provides essential knowledge in railway engineering, including design, maintenance, and safety, contributing to quality education in transportation and civil engineering. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding train engineering fosters innovation in rail transport systems and infrastructure development, enhancing the efficiency and safety of transportation networks. 3. **SDG 11: Sustainable Cities and Communities** – Rail transport is a key component of sustainable urban mobility, reducing congestion and promoting efficient public transport systems. 4. **SDG 8: Decent Work and Economic Growth** – Proficiency in train engineering supports careers in the railway industry, fostering job creation and economic growth in transportation sectors. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in railway design and operation, promoting resource efficiency and minimizing environmental impact. 6. **SDG 13: Climate Action** – Rail transport is generally more energy-efficient and produces fewer emissions than road transport, contributing to climate action efforts by promoting cleaner transportation solutions. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry stakeholders for practical training and research can enhance learning and foster partnerships that support sustainable rail infrastructure development. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications within the field of train engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131602 | Sistem Konversi Energi Terbarukan | Renewable Energy Conversion Systems | The course Renewable Energy Conversion Systems explores technologies for converting renewable energy sources into usable forms of energy. Students study solar, wind, hydro, and biomass energy systems, along with energy storage solutions and grid integration. The curriculum emphasizes practical applications and sustainability considerations in energy engineering. | 1. **SDG 7: Affordable and Clean Energy** – This course focuses on technologies that convert renewable energy sources into usable forms, promoting access to clean and sustainable energy. 2. **SDG 4: Quality Education** – It provides essential knowledge in renewable energy technologies and engineering principles, contributing to quality education in sustainable energy fields. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in renewable energy systems supports careers in the growing green energy sector, fostering job creation and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding renewable energy conversion drives innovation and development of new technologies, enhancing energy infrastructure. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in energy conversion processes, promoting efficiency and responsible resource use. 6. **SDG 13: Climate Action** – By focusing on reducing greenhouse gas emissions through the adoption of renewable energy systems, the course contributes to climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry and research organizations for practical projects can enhance learning and foster partnerships aimed at advancing renewable energy solutions. The specific alignment with these goals will depend on the course’s focus on practical applications, sustainability, and innovative technologies within the renewable energy sector. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131702 | Alat Berat | Heavy equipment | The course Heavy Equipment covers the principles and applications of large machinery used in construction, mining, and industrial operations. Students learn about equipment types, operation techniques, maintenance, and safety practices. The curriculum includes hands-on training with heavy machinery, preparing students for careers in construction and equipment management. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about the operation, maintenance, and safety of heavy equipment, contributing to quality education in engineering and technical fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in heavy equipment operation and maintenance supports careers in construction, mining, and transportation, fostering job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding heavy equipment is crucial for infrastructure development and improvement, driving innovation in construction techniques and machinery. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in heavy equipment usage, promoting efficiency and minimizing environmental impact. 5. **SDG 13: Climate Action** – By focusing on energy-efficient equipment and practices, the course can contribute to efforts aimed at reducing emissions in the construction and mining sectors. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for hands-on training and projects can enhance learning and foster partnerships that support sustainable practices in heavy equipment operation. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions related to heavy equipment. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131802 | Getaran Mekanik Lanjut dan Aplikasi | Advanced Mechanical Vibration and Applications | The course Advanced Mechanical Vibration and Applications delves into complex vibration analysis and its applications in engineering. Students learn about vibration theory, measurement techniques, and diagnostic methods for dynamic systems. The curriculum emphasizes real-world applications in machinery, structural analysis, and vibration control technologies. | 1. **SDG 4: Quality Education** – This course provides in-depth knowledge of vibration analysis and control, contributing to advanced education in mechanical and aerospace engineering. 2. **SDG 8: Decent Work and Economic Growth** – Expertise in advanced vibration analysis supports careers in engineering sectors such as aerospace, automotive, and manufacturing, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding advanced vibration techniques drives innovation in product design, improving performance and reliability in various industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing vibration control and energy efficiency can lead to more sustainable engineering practices, promoting responsible resource use in manufacturing and design. 5. **SDG 13: Climate Action** – By focusing on reducing vibrations that lead to energy losses and inefficiencies, the course can contribute to efforts aimed at reducing greenhouse gas emissions. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support sustainable practices in engineering. The specific alignment with these goals will depend on the course’s emphasis on practical applications, sustainability, and innovative solutions in the field of advanced mechanical vibrations. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131902 | Alat Penukar Kalor | Heat Exchanger | The course Heat Exchanger focuses on the design, operation, and analysis of heat exchangers used in various industrial applications. Students study heat transfer principles, types of heat exchangers, and performance evaluation techniques. The curriculum emphasizes practical applications in energy systems, chemical processing, and HVAC, preparing students for careers in thermal engineering. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about heat transfer principles and design, contributing to quality education in mechanical and chemical engineering. 2. **SDG 7: Affordable and Clean Energy** – Understanding heat exchangers is crucial for improving the efficiency of energy systems, including power generation and renewable energy applications. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in heat exchanger design and operation supports careers in various industries, including HVAC, energy, and manufacturing, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course drives innovation in thermal systems and industrial processes, enhancing efficiency and infrastructure resilience. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the design and operation of heat exchangers, promoting energy efficiency and resource conservation. 6. **SDG 13: Climate Action** – By focusing on enhancing energy efficiency and reducing emissions in thermal systems, the course contributes to efforts aimed at mitigating climate change. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical projects and research can enhance learning and foster partnerships that support sustainable engineering practices in heat exchange technologies. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions related to heat exchangers. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132002 | Sistem Perpipaan | Piping System | The course Piping System focuses on the design, installation, and maintenance of piping networks used in various industries. Students learn about fluid dynamics, material selection, and the standards and regulations governing piping systems. The curriculum emphasizes practical applications through case studies and projects that develop skills in system layout, stress analysis, and fluid transport efficiency. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about the design, installation, and maintenance of piping systems, contributing to quality education in engineering and technical fields. 2. **SDG 6: Clean Water and Sanitation** – Understanding piping systems is critical for ensuring efficient water supply and wastewater management, promoting access to clean water and sanitation. 3. **SDG 7: Affordable and Clean Energy** – Piping systems are essential for the transportation of fuels and energy resources, including natural gas and renewable energy systems, supporting access to clean and affordable energy. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge of piping design and technology fosters innovation in industrial processes and infrastructure development, enhancing system efficiency and reliability. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the design and operation of piping systems, promoting resource efficiency and minimizing waste. 6. **SDG 13: Climate Action** – By focusing on energy-efficient piping solutions and leak prevention, the course can contribute to efforts aimed at reducing greenhouse gas emissions. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry partners for practical projects can enhance learning and foster partnerships that support sustainable engineering practices in piping systems. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions in piping design and management. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132102 | Energi Kelautan | Marine Energy | The course Marine Energy explores the potential of ocean and sea-based energy sources, including tidal, wave, and ocean thermal energy conversion. Students study the technologies for harnessing marine energy, environmental impacts, and economic feasibility. The curriculum combines theoretical knowledge with practical assessments, preparing students for careers in renewable energy and environmental engineering. | 1. **SDG 7: Affordable and Clean Energy** – This course focuses on harnessing renewable energy from marine sources, promoting access to clean and sustainable energy alternatives. 2. **SDG 4: Quality Education** – It provides foundational knowledge in marine energy technologies, contributing to quality education in engineering and environmental sciences. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in marine energy systems supports careers in the renewable energy sector, fostering job creation and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in marine energy technologies and their integration into existing energy infrastructure, driving advancements in the industry. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in the development and deployment of marine energy technologies promotes efficient resource use and minimizes environmental impact. 6. **SDG 13: Climate Action** – By focusing on reducing reliance on fossil fuels through marine energy solutions, the course contributes to efforts aimed at mitigating climate change. 7. **SDG 14: Life Below Water** – Exploring the impact of marine energy technologies on marine ecosystems can promote sustainable practices that protect ocean health. 8. **SDG 17: Partnerships for the Goals** – Collaborating with industry, research institutions, and governmental bodies for projects and research can enhance learning and foster partnerships focused on sustainable marine energy solutions. The specific alignment with these goals will depend on the course’s focus on practical applications, sustainability, and innovative technologies within the marine energy sector. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02132202 | Energi Surya | Solar Energy | The course Solar Energy covers the principles and technologies for harnessing solar power for energy production. Students learn about photovoltaic systems, solar thermal energy, and the integration of solar technologies into existing power grids. The curriculum emphasizes design considerations, system efficiency, and practical applications, equipping students for careers in sustainable energy. | 1. **SDG 7: Affordable and Clean Energy** – This course directly promotes the development and use of solar energy systems, enhancing access to clean and renewable energy sources. 2. **SDG 4: Quality Education** – It provides essential knowledge in renewable energy technologies, contributing to quality education in engineering and environmental sciences. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in solar energy technologies supports careers in the renewable energy sector, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in solar technologies and integration with existing infrastructure, driving advancements in the energy industry. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in solar energy production and installation promotes responsible resource use and efficiency. 6. **SDG 13: Climate Action** – By focusing on reducing greenhouse gas emissions through the adoption of solar energy, the course contributes to climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry, governmental, and non-governmental organizations for projects and research can enhance learning and foster partnerships focused on sustainable energy solutions. The specific alignment with these goals will depend on the course’s focus on sustainability, practical applications, and innovative solutions within the solar energy sector. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131002 | Mesin Pendingin dan Pemanas+ Praktikum | Cooling and Heating Machines + Practical | The course Cooling and Heating Machines + Practical examines the principles and applications of thermal management systems, including HVAC and refrigeration technologies. Students learn about system components, thermodynamics, and energy efficiency. The practical component provides hands-on experience in designing, operating, and troubleshooting heating and cooling systems. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about thermal systems, contributing to quality education in mechanical and energy engineering. 2. **SDG 7: Affordable and Clean Energy** – Understanding heating, ventilation, and air conditioning (HVAC) systems is crucial for developing energy-efficient solutions, promoting access to clean and affordable energy. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in cooling and heating technologies supports careers in the HVAC industry and energy sectors, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in the design and operation of thermal systems, enhancing industrial processes and infrastructure resilience. 5. **SDG 12: Responsible Consumption and Production** – Emphasizing energy-efficient designs and sustainable practices in heating and cooling systems can promote responsible resource use and minimize waste. 6. **SDG 13: Climate Action** – By focusing on reducing energy consumption and greenhouse gas emissions associated with heating and cooling, the course can contribute to climate action initiatives. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical projects and research can enhance learning and foster partnerships focused on sustainable solutions in thermal management. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications in cooling and heating technologies. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131104 | Sistem Perancangan Mesin + Tugas | Machine Design System + Tasks | The course Machine Design System + Tasks focuses on the principles and methodologies of designing mechanical systems and components. Students learn about materials, stress analysis, and design optimization. The course includes practical tasks that allow students to apply their knowledge to real-world engineering challenges, enhancing their design and problem-solving skills. | 1. **SDG 4: Quality Education** – This course enhances knowledge in machine design principles, contributing to quality education in engineering fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in machine design is essential for careers in manufacturing and engineering, fostering job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in product design and development, improving industrial processes and infrastructure. 4. **SDG 12: Responsible Consumption and Production** – Tasks that focus on sustainable design practices can promote efficient resource use and waste reduction in manufacturing processes. 5. **SDG 13: Climate Action** – Emphasizing energy-efficient designs and sustainable materials can help mitigate environmental impacts and contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry partners on design projects can enhance practical learning experiences and foster partnerships focused on sustainability. The specific alignment with these goals will depend on the course’s emphasis on innovative design, sustainability, and real-world applications in machine design systems. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131202 | Mesin Fluida + Praktikum | Fluid Machines + Practical | The course Fluid Machines + Practical explores the principles and applications of machines that use fluids for energy transfer and motion, such as pumps and turbines. Students learn about fluid dynamics, machine design, and efficiency analysis. The practical component emphasizes hands-on experience with fluid machinery, enhancing understanding of theoretical concepts through real-world applications. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in fluid dynamics and machine design, enhancing education in mechanical and aerospace engineering. 2. **SDG 7: Affordable and Clean Energy** – Understanding fluid machines is critical for developing efficient energy systems, such as pumps, turbines, and compressors, which are essential for renewable energy applications. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in fluid machines supports careers in various industries, including energy, manufacturing, and aerospace, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course drives innovation in the design and operation of fluid machinery, contributing to improved industrial processes and infrastructure. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in fluid machinery design, promoting energy efficiency and minimizing waste. 6. **SDG 13: Climate Action** – By focusing on the efficiency and environmental impact of fluid machines, the course can contribute to efforts aimed at reducing greenhouse gas emissions and promoting climate-friendly technologies. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research projects can enhance learning and foster partnerships that support sustainable engineering practices. The specific alignment with these goals will depend on the course’s focus on sustainability, real-world applications, and innovative solutions in the field of fluid machines. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131302 | Seminar Proposal | Proposal Seminar | The course Proposal Seminar provides a platform for students to develop and present research proposals. Students learn about research methodologies, proposal writing, and presentation skills. The seminar encourages critical thinking and constructive feedback, preparing students for advanced research projects and thesis development. | 1. **SDG 4: Quality Education** – This seminar enhances students’ understanding of research methodologies, proposal writing, and presentation skills, contributing to quality education in their fields. 2. **SDG 10: Reduced Inequalities** – By encouraging diverse topics and inclusive research practices, the seminar can help address inequalities in knowledge and representation. 3. **SDG 12: Responsible Consumption and Production** – Proposals that focus on sustainability, efficient resource use, or innovative solutions can promote responsible production and consumption practices. 4. **SDG 13: Climate Action** – Proposals aimed at addressing environmental issues and climate change can contribute to climate action initiatives. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Topics that explore governance, ethics, or social justice can foster understanding and support the development of strong institutions. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration with industry, NGOs, or academic institutions in proposal development can enhance research impact and foster partnerships for sustainable development. The specific alignment with these goals will depend on the topics chosen for the proposals and the emphasis on sustainability, inclusivity, and innovation in research approaches. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02140104 | Skripsi | Thesis | The course Thesis involves independent research on a topic of the student’s choice, culminating in a comprehensive written report and presentation. Students apply research methodologies, analyze data, and contribute original knowledge to their field of study. The thesis process enhances critical thinking, problem-solving, and academic writing skills. | 1. **SDG 4: Quality Education** – Engaging in thesis research promotes deep learning and critical thinking, contributing to high-quality education and academic rigor. 2. **SDG 10: Reduced Inequalities** – By addressing diverse topics, including those focused on marginalized communities or underrepresented groups, thesis work can contribute to reducing inequalities. 3. **SDG 12: Responsible Consumption and Production** – Theses that explore sustainable practices, resource efficiency, or waste reduction can promote responsible production and consumption. 4. **SDG 13: Climate Action** – Research focused on environmental issues, climate change, and sustainability can contribute valuable insights and solutions to combat climate change. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Theses that examine social justice, governance, or ethical issues can foster a better understanding of peace and justice. 6. **SDG 17: Partnerships for the Goals** – Collaborative thesis projects with industry, NGOs, or community organizations can enhance the impact of research and foster partnerships for sustainable development. The specific alignment with these goals will depend on the thesis topic, its research methodology, and the intended impact of the findings. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131402 | Teknik Otomotif | Automotive Engineering | The course Automotive Engineering focuses on the design, development, and manufacture of vehicles. Students learn about automotive systems, including powertrains, chassis, and electronics. The curriculum combines theoretical knowledge with practical projects, preparing students for careers in the automotive industry and related fields. | 1. **SDG 4: Quality Education** – This course provides comprehensive knowledge in engineering principles specific to automotive design and technology, contributing to quality education in engineering fields. 2. **SDG 7: Affordable and Clean Energy** – Understanding automotive systems, particularly in electric and hybrid vehicles, promotes the development of clean and efficient energy solutions in transportation. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in automotive engineering supports careers in the automotive industry, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course drives innovation in vehicle design, safety, and manufacturing processes, enhancing industry standards and infrastructure. 5. **SDG 11: Sustainable Cities and Communities** – The course can emphasize sustainable transportation solutions, including smart mobility and reduced emissions, contributing to sustainable urban development. 6. **SDG 12: Responsible Consumption and Production** – Discussions on resource-efficient manufacturing and recycling of automotive components can promote responsible production practices. 7. **SDG 13: Climate Action** – By focusing on reducing vehicle emissions and promoting sustainable technologies, the course contributes to efforts aimed at combating climate change. 8. **SDG 17: Partnerships for the Goals** – Collaborating with automotive industry partners for practical projects and research can enhance learning and foster partnerships focused on sustainable development in transportation. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications within the automotive industry. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02131502 | Kelelahan Dalam Desain | Fatigue In Design | The course Fatigue In Design examines the effects of cyclic loading on materials and structures, emphasizing fatigue analysis and design considerations. Students learn about fatigue mechanisms, testing methods, and material selection for durability. The curriculum includes case studies and practical applications to reinforce understanding of fatigue principles in engineering design. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about material fatigue, contributing to quality education in engineering disciplines focused on design and materials science. 2. **SDG 8: Decent Work and Economic Growth** – Understanding fatigue in design is crucial for careers in various engineering fields, including aerospace, automotive, and structural engineering, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge of fatigue helps improve the durability and reliability of products and infrastructure, fostering innovation and enhancing system resilience. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable design practices that extend product life and reduce waste, promoting responsible resource use. 5. **SDG 13: Climate Action** – By focusing on design strategies that minimize energy consumption and material waste, the course can contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support sustainable engineering practices. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovative design solutions, and real-world applications of fatigue principles in engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130304 | Perpindahan Panas | Heat Transfer | The course Heat Transfer explores the principles and mechanisms of heat transfer, including conduction, convection, and radiation. Students study applications in thermal systems, heat exchangers, and energy efficiency. The curriculum emphasizes problem-solving and analysis techniques, preparing students for careers in thermal engineering and related fields. | 1. **SDG 4: Quality Education** – This course provides essential knowledge in thermal systems, contributing to quality education in engineering and physical sciences. 2. **SDG 7: Affordable and Clean Energy** – Understanding heat transfer principles is crucial for developing efficient energy systems and optimizing renewable energy technologies. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in heat transfer supports careers in various industries, including HVAC, energy, and manufacturing, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Heat transfer knowledge drives innovation in industrial processes and infrastructure development, enhancing system efficiencies. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize energy-efficient design and sustainable practices in thermal management, promoting responsible resource use. 6. **SDG 13: Climate Action** – Discussions on improving energy efficiency and reducing waste heat can contribute to climate action efforts by lowering emissions. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships focused on sustainable engineering practices. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of heat transfer concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130402 | Mekatronika | Mechatronics | The course Mechatronics integrates mechanical engineering, electronics, and computer science to design and create smart systems and products. Students learn about sensors, actuators, control systems, and robotics. The curriculum emphasizes interdisciplinary projects, preparing students for careers in automation, robotics, and product development. | 1. **SDG 4: Quality Education** – This interdisciplinary course provides essential knowledge in mechanical, electrical, and computer engineering, contributing to quality education in engineering. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in mechatronics supports careers in automation, robotics, and manufacturing, fostering job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Mechatronics plays a vital role in developing innovative technologies and improving industrial processes, contributing to resilient infrastructure. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in design and manufacturing, promoting resource efficiency and waste reduction. 5. **SDG 13: Climate Action** – Mechatronic systems can optimize energy use and improve efficiency, contributing to efforts aimed at reducing emissions and combating climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical projects can enhance learning and foster partnerships that support sustainable development in technology and engineering. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of mechatronic principles. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130502 | Metodologi Penelitian | Research methodology | The course Research Methodology covers the principles and techniques for conducting scientific research. Students learn about research design, data collection, analysis methods, and ethical considerations. The course prepares students to formulate research questions, develop proposals, and carry out effective studies in their chosen fields. | 1. **SDG 4: Quality Education** – This course equips students with essential research skills, promoting critical thinking and a deeper understanding of academic and practical inquiries. 2. **SDG 10: Reduced Inequalities** – By emphasizing inclusive research practices, the course can help address inequalities in knowledge production and representation in various fields. 3. **SDG 12: Responsible Consumption and Production** – If the course includes sustainable research practices, it can promote responsible resource use and ethical considerations in research methodologies. 4. **SDG 13: Climate Action** – Research methodologies focused on environmental studies can contribute to understanding climate change impacts and developing effective solutions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing ethical research practices supports the development of transparent and accountable research processes. 6. **SDG 17: Partnerships for the Goals** – Collaborating with organizations or institutions for research projects can enhance learning and foster partnerships that support sustainable development initiatives. The specific alignment with these goals will depend on the course’s focus on practical applications, ethical considerations, and real-world implications of research methodologies. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130602 | Teknik Tenaga Listrik | Electrical Power Engineering | The course Electrical Power Engineering focuses on the generation, transmission, and distribution of electrical energy. Students learn about power systems, renewable energy sources, and electrical machines. The curriculum emphasizes practical applications and design considerations, preparing students for careers in electrical engineering and energy management. | 1. **SDG 7: Affordable and Clean Energy** – This course directly focuses on the generation, transmission, and distribution of electrical power, promoting access to reliable and sustainable energy sources. 2. **SDG 4: Quality Education** – It provides essential knowledge and skills in electrical engineering, contributing to quality education in engineering disciplines. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in electrical power engineering supports careers in the energy sector, fostering job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding power systems is critical for developing resilient infrastructure and driving innovation in energy technologies. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in power generation and consumption, promoting efficiency and reducing waste. 6. **SDG 13: Climate Action** – Discussions on renewable energy sources and energy efficiency contribute to efforts aimed at reducing greenhouse gas emissions and mitigating climate change. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships that support sustainable energy solutions. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications in electrical power engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130702 | Ekonomi Teknik | Engineering Economics | The course Engineering Economics examines the principles of economic analysis as applied to engineering projects and decision-making. Students learn about cost estimation, financial evaluation, and project feasibility. The curriculum emphasizes understanding the economic implications of engineering solutions, preparing students for managerial roles in engineering fields. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about the economic principles that underpin engineering decisions, contributing to quality education in engineering and management. 2. **SDG 8: Decent Work and Economic Growth** – Understanding economic analysis helps engineers make informed decisions that can drive efficiency and profitability, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – By evaluating the economic feasibility of engineering projects, the course fosters innovation and the development of sustainable infrastructure. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize cost-effective and resource-efficient engineering practices, promoting sustainable resource use in projects. 5. **SDG 13: Climate Action** – Understanding the economic impact of sustainability initiatives can help engineers advocate for environmentally friendly practices and technologies. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry on case studies and projects can enhance learning and foster partnerships that support sustainable development practices in engineering. The specific alignment with these goals will depend on the course’s focus on real-world applications, sustainability, and economic analysis in engineering contexts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130802 | Getaran Mekanik + Praktikum | Mechanical Vibration + Practical | The course Mechanical Vibration + Practical explores the principles of vibration in mechanical systems, including analysis and control methods. Students learn about natural frequencies, damping, and vibration testing techniques. The practical component allows students to conduct experiments and apply theoretical concepts to real-world engineering challenges. | 1. **SDG 4: Quality Education** – This course provides essential knowledge in vibration analysis, contributing to quality education in mechanical and aerospace engineering. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in vibration analysis is critical for careers in engineering fields, including automotive, aerospace, and manufacturing, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding mechanical vibrations is vital for improving industrial processes, enhancing product design, and ensuring infrastructure integrity. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize techniques for minimizing vibrations and noise, promoting sustainable practices and efficient resource use in manufacturing and construction. 5. **SDG 13: Climate Action** – By exploring ways to reduce energy loss and improve system efficiency through vibration control, the course can contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical projects and research can enhance learning and foster partnerships that focus on sustainable engineering solutions. The specific alignment with these goals will depend on the course’s focus on real-world applications, sustainability, and innovative problem-solving in the field of mechanical vibrations. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130904 | Sistem Pembangkit Daya + Praktikum | Power Generation Systems + Practical | The course Power Generation Systems + Practical covers the technologies and processes involved in generating electrical power from various sources. Students study conventional and renewable energy systems, along with grid integration and efficiency considerations. The practical component provides hands-on experience in designing and analyzing power generation systems. | 1. **SDG 7: Affordable and Clean Energy** – This course directly supports the development and understanding of renewable and efficient power generation systems, promoting access to clean energy. 2. **SDG 4: Quality Education** – It provides foundational knowledge in energy systems, contributing to quality education in engineering and technology fields. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in power generation systems is essential for careers in energy sectors, supporting job creation and economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding power generation systems fosters innovation in energy technologies and improves infrastructure resilience. 5. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable energy practices and efficiency, promoting responsible resource use in power generation. 6. **SDG 13: Climate Action** – Discussions on reducing carbon footprints and transitioning to renewable energy sources can significantly contribute to climate action initiatives. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships focused on sustainable energy solutions. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of power generation technologies. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120803 | Metalurgi Fisik + Praktikum | Physical Metallurgy + Practical | The course Physical Metallurgy + Practical examines the structure and properties of metals and alloys, focusing on their mechanical behavior and processing techniques. Students learn about phase diagrams, heat treatment, and material characterization. The practical component enhances understanding through laboratory experiments and material testing. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in materials science and metallurgy, contributing to quality education in engineering and materials disciplines. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in metallurgy is essential for careers in manufacturing, aerospace, automotive, and materials engineering, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding the properties and behaviors of metals and alloys is crucial for developing innovative materials and improving infrastructure. 4. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in material selection, recycling, and waste reduction, promoting responsible resource use in manufacturing. 5. **SDG 13: Climate Action** – Discussions on energy-efficient materials and processes can contribute to climate action efforts by reducing emissions in production. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical projects and research can enhance learning and foster partnerships that support sustainable practices in metallurgy. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of physical metallurgy concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120904 | Mekanika Fluida + Praktikum | Fluid Mechanics + Practical | The course Fluid Mechanics + Practical focuses on the behavior of fluids at rest and in motion. Students learn about fluid properties, fluid dynamics, and the application of Bernoulli’s principle. The practical component includes experiments that reinforce theoretical concepts and enhance problem-solving skills in fluid-related engineering challenges. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about fluid behavior, contributing to quality education in engineering and applied sciences. 2. **SDG 6: Clean Water and Sanitation** – Understanding fluid dynamics is critical for water resource management, sanitation systems, and environmental protection. 3. **SDG 7: Affordable and Clean Energy** – Fluid mechanics is vital in designing energy systems, such as hydropower plants and wind turbines, supporting the transition to clean energy. 4. **SDG 8: Decent Work and Economic Growth** – Proficiency in fluid mechanics supports careers in various sectors, including aerospace, automotive, and environmental engineering, contributing to economic growth. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fluid mechanics principles are essential for improving industrial processes, infrastructure design, and innovation in technology. 6. **SDG 12: Responsible Consumption and Production** – If the course includes sustainable practices in fluid management and waste reduction, it can promote responsible resource use. 7. **SDG 13: Climate Action** – The course can address the role of fluid mechanics in climate change models, helping to understand and mitigate environmental impacts. 8. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications and research can enhance learning and foster partnerships focused on sustainable solutions. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of fluid mechanics concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02121004 | Kinematika dan Dinamika | Kinematics and Dynamics | The course Kinematics and Dynamics explores the motion of bodies and the forces that cause this motion. Students learn about motion analysis, force systems, and the principles of mechanics. The curriculum emphasizes problem-solving and analytical techniques, preparing students for careers in mechanical and aerospace engineering. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in mechanics, contributing to quality education in engineering and physical sciences. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in kinematics and dynamics is essential for careers in engineering, robotics, and manufacturing, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding motion and forces is critical for developing innovative solutions in various industries, including automotive, aerospace, and construction. 4. **SDG 12: Responsible Consumption and Production** – If the course covers efficient design practices and energy considerations, it can promote responsible resource use in engineering applications. 5. **SDG 13: Climate Action** – Applying kinematic and dynamic principles to optimize energy efficiency in mechanical systems can contribute to reducing emissions and climate change mitigation. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry for practical applications can enhance learning experiences and foster partnerships focused on sustainable engineering practices. The specific alignment with these goals will depend on the course’s emphasis on real-world applications, sustainability, and innovative problem-solving in kinematics and dynamics. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02121103 | Teknik Kontrol+Praktikum | Control Engineering + Practical | The course Control Engineering + Practical focuses on the design and analysis of control systems used in engineering applications. Students learn about feedback control, system stability, and control strategies. The practical component includes hands-on projects that allow students to apply control theory to real-world systems. | 1. **SDG 4: Quality Education** – This course provides essential knowledge and skills in control systems, contributing to quality education in engineering and technology fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in control engineering is critical for various technical careers, particularly in automation, robotics, and manufacturing, supporting economic growth and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Control engineering is vital for developing efficient industrial processes, enhancing infrastructure systems, and fostering innovation in technology. 4. **SDG 12: Responsible Consumption and Production** – If the course emphasizes sustainable control strategies, it can promote efficient resource use and minimize waste in production processes. 5. **SDG 13: Climate Action** – Control systems can optimize energy use in buildings, transportation, and industrial processes, contributing to efforts aimed at reducing emissions and combating climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry partners for practical applications and projects can enhance learning and foster partnerships that support sustainable engineering practices. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and real-world applications of control engineering concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02121204 | Termodinamika | Thermodynamics | The course Thermodynamics examines the principles governing energy, heat transfer, and the behavior of systems. Students learn about the laws of thermodynamics, properties of substances, and applications in engineering processes. The curriculum emphasizes analytical techniques and problem-solving skills, preparing students for careers in thermal and energy engineering. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in thermodynamics, enhancing education in engineering and physical sciences. 2. **SDG 7: Affordable and Clean Energy** – Understanding thermodynamic principles is crucial for developing efficient energy systems and renewable energy technologies. 3. **SDG 8: Decent Work and Economic Growth** – Proficiency in thermodynamics supports careers in engineering, manufacturing, and energy sectors, contributing to economic growth. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Thermodynamics plays a key role in improving industrial processes, fostering innovation in manufacturing and infrastructure development. 5. **SDG 12: Responsible Consumption and Production** – The course can address sustainable practices in energy consumption and waste heat recovery, promoting responsible resource use. 6. **SDG 13: Climate Action** – Discussions on energy efficiency, emissions reduction, and the environmental impact of thermal processes contribute to climate action efforts. 7. **SDG 17: Partnerships for the Goals** – Collaborating with industry for practical applications of thermodynamic principles can enhance learning and foster partnerships focused on sustainability. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovation, and real-world applications of thermodynamic concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130102 | Matematika Numerik | Numerical Mathematics | The course Numerical Mathematics focuses on numerical methods and techniques for solving mathematical problems commonly encountered in engineering and science. Students learn about interpolation, numerical integration, and differential equations, emphasizing practical applications and computational algorithms. The curriculum prepares students to apply numerical techniques in real-world scenarios, enhancing their analytical skills. | 1. **SDG 4: Quality Education** – This course enhances mathematical skills and critical thinking, contributing to quality education in STEM fields. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in numerical methods is essential for various technical careers, supporting job creation and economic growth through data analysis and modeling. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Numerical mathematics is crucial for solving complex engineering problems, promoting innovation and improvements in infrastructure. 4. **SDG 12: Responsible Consumption and Production** – If the course covers optimization techniques, it can promote efficient resource use and waste reduction in industrial processes. 5. **SDG 13: Climate Action** – Numerical methods can be applied in modeling environmental processes and analyzing climate data, contributing to climate change research and solutions. 6. **SDG 17: Partnerships for the Goals** – Collaborating with research institutions or industry for practical applications of numerical methods can enhance learning and foster partnerships focused on sustainable practices. The specific alignment with these goals will depend on the course’s focus on real-world applications, sustainability, and innovative problem-solving in various fields. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02130202 | Pemrograman Komputer | Computer Programming | The course Computer Programming introduces students to programming concepts and languages essential for solving engineering problems. Students learn fundamental programming principles, algorithms, and data structures using languages like Python or C++. The curriculum emphasizes hands-on coding projects, equipping students with skills to develop software solutions in various engineering disciplines. | 1. **SDG 4: Quality Education** – This course equips students with essential programming skills, contributing to quality education and enhancing problem-solving abilities. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in programming is vital for many tech-related careers, fostering job creation and supporting economic growth in the digital economy. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Programming skills drive innovation in technology and infrastructure development, enabling the creation of efficient systems and solutions. 4. **SDG 10: Reduced Inequalities** – Providing access to programming education can help reduce inequalities by empowering underrepresented groups with valuable technical skills. 5. **SDG 12: Responsible Consumption and Production** – Courses that focus on sustainable software practices can promote responsible development and efficient resource use in technology. 6. **SDG 13: Climate Action** – Programming can be applied to create software solutions that monitor and address climate change, contributing to environmental sustainability. 7. **SDG 17: Partnerships for the Goals** – Collaborating with tech companies or organizations for projects and internships can enhance practical learning and foster partnerships that support sustainable development. The specific alignment with these goals will depend on the course’s content, particularly its emphasis on sustainability, innovation, and real-world applications of programming skills. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120103 | Material Teknik | Engineering Materials | The course Engineering Materials covers the properties, behaviors, and applications of various materials used in engineering. Students learn about metals, polymers, ceramics, and composites, focusing on material selection, processing, and performance under different conditions. The curriculum includes case studies that help students understand the relationship between material properties and engineering applications. | 1. **SDG 4: Quality Education** – This course provides essential knowledge about different materials, their properties, and applications, contributing to quality education in engineering. 2. **SDG 8: Decent Work and Economic Growth** – Understanding materials is crucial for many engineering careers, supporting job creation and economic development in various industries. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge of engineering materials fosters innovation in design and manufacturing processes, improving infrastructure and industrial capabilities. 4. **SDG 12: Responsible Consumption and Production** – If the curriculum emphasizes sustainable materials and eco-friendly practices, it can promote responsible resource use and waste reduction in production. 5. **SDG 13: Climate Action** – Discussions on materials that reduce environmental impact or improve energy efficiency can contribute to efforts to combat climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry for materials testing and application projects can enhance practical learning and foster partnerships that support sustainable engineering practices. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and the practical applications of engineering materials in various fields. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120203 | Fisika Dasar III | Basic Physics III | The course Basic Physics III explores advanced concepts in physics relevant to engineering, including thermodynamics, electromagnetism, and wave phenomena. Students engage in theoretical discussions and practical experiments to deepen their understanding of physical principles. The curriculum prepares students to apply physics concepts to engineering challenges and real-world applications. | 1. **SDG 4: Quality Education** – This course provides foundational knowledge in physics, contributing to quality education and fostering critical thinking and problem-solving skills. 2. **SDG 8: Decent Work and Economic Growth** – Understanding physics is essential for many technical and engineering careers, enhancing employability and supporting economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Physics principles are crucial for advancements in technology and infrastructure, promoting innovation in various industries. 4. **SDG 12: Responsible Consumption and Production** – If the course covers topics like energy efficiency and sustainable technologies, it can promote responsible practices in consumption and production. 5. **SDG 13: Climate Action** – Discussions on energy sources, thermodynamics, and environmental physics can contribute to understanding and addressing climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry or research institutions for practical applications can enhance learning and foster partnerships focused on sustainable practices. The specific alignment with these goals will depend on the course’s content, particularly its focus on sustainability, innovation, and real-world applications of physics concepts. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120304 | Matematika Dasar III | Basic Mathematics III | The course Basic Mathematics III focuses on advanced mathematical concepts essential for engineering studies, including calculus, linear algebra, and differential equations. Students learn to apply mathematical techniques to solve complex problems in engineering contexts. The curriculum emphasizes critical thinking and analytical skills, preparing students for higher-level mathematics in engineering courses. | 1. **SDG 4: Quality Education** – This course contributes to foundational mathematical skills essential for students, promoting inclusive and equitable quality education. 2. **SDG 8: Decent Work and Economic Growth** – Mathematical proficiency is crucial for many careers, enhancing employability and supporting economic growth through informed decision-making. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Mathematical concepts are fundamental in engineering and technology, fostering innovation and improvements in infrastructure development. 4. **SDG 10: Reduced Inequalities** – Providing strong mathematical education can help reduce inequalities by equipping underrepresented groups with valuable skills. 5. **SDG 12: Responsible Consumption and Production** – If the curriculum includes topics related to optimization and resource management, it can promote efficient use of resources. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industries or educational organizations for practical applications of mathematics can enhance learning and foster partnerships that support sustainable development. The specific alignment with these goals will depend on the course’s content and its emphasis on applications in real-world contexts, including sustainability and innovation. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120403 | Pengukuran Teknik | Engineering Measurements | The course Engineering Measurements introduces students to measurement principles and techniques used in engineering practice. Students learn about measurement systems, error analysis, and calibration methods. The curriculum emphasizes hands-on experience with measurement instruments and data analysis, equipping students with skills to conduct accurate measurements in various engineering applications. | 1. **SDG 4: Quality Education** – The course provides critical knowledge and skills related to measurement techniques and data analysis, contributing to quality education in engineering. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in measurement and instrumentation is essential for many engineering roles, supporting job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Accurate measurements are fundamental to innovation and the development of efficient industrial processes and infrastructure. 4. **SDG 12: Responsible Consumption and Production** – If the course covers sustainable measurement practices, it can promote efficiency and reduce waste in production processes. 5. **SDG 13: Climate Action** – Understanding measurements related to energy consumption and emissions can support efforts to mitigate climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry on measurement projects can enhance practical learning and foster partnerships that support sustainable engineering practices. The specific alignment with these goals depends on the curriculum’s focus on sustainability, innovation, and practical applications in engineering measurements. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120504 | Mekanika Kekuatan Material + Praktikum | Mechanics of Material Strength + Practical | The course Mechanics of Material Strength + Practical examines the behavior of materials under various loading conditions, focusing on stress, strain, and material failure theories. Students learn about the mechanical properties of materials and conduct experiments to reinforce theoretical concepts. The practical component allows students to apply their knowledge in laboratory settings, enhancing their understanding of material behavior. | 1. **SDG 4: Quality Education** – This course provides fundamental knowledge about material behavior under various forces, contributing to quality education in engineering and applied sciences. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in understanding material strength is critical for careers in engineering and manufacturing, supporting economic growth and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The principles learned can enhance innovation in materials design and application, contributing to the development of robust and sustainable infrastructure. 4. **SDG 12: Responsible Consumption and Production** – If the course includes discussions on material selection and sustainability, it promotes responsible use of resources and waste reduction in manufacturing processes. 5. **SDG 13: Climate Action** – Emphasizing the use of sustainable materials and energy-efficient design can contribute to efforts aimed at mitigating climate change. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry for practical projects can enhance learning and foster partnerships focused on sustainable engineering practices. The specific alignment with these goals will depend on the course’s emphasis on sustainability, innovation, and practical applications in the field of material science and engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120604 | Elemen Mesin | Machine Elements | The course Machine Elements focuses on the design and analysis of fundamental components used in machinery, such as gears, bearings, and shafts. Students learn about material selection, stress analysis, and failure prevention. The curriculum emphasizes practical applications and design considerations, preparing students for careers in mechanical design and engineering. | 1. **SDG 4: Quality Education** – This course provides essential knowledge and skills in mechanical design, contributing to quality education in engineering disciplines. 2. **SDG 8: Decent Work and Economic Growth** – Understanding machine elements is crucial for careers in manufacturing and engineering, supporting job creation and economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The study of machine elements fosters innovation in design and manufacturing processes, contributing to the development of resilient infrastructure. 4. **SDG 12: Responsible Consumption and Production** – If the curriculum includes sustainable design practices, it promotes responsible use of materials and energy efficiency in engineering applications. 5. **SDG 13: Climate Action** – The course can emphasize the design of energy-efficient machines and systems, contributing to climate action through reduced emissions. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry partners for practical applications and projects can enhance learning and foster partnerships focused on sustainable engineering solutions. The specific alignment with these goals will depend on the curriculum’s focus on sustainability, innovation, and practical applications in the field of mechanical engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02120703 | Statistika | Statistics | The course Statistics provides students with the foundational concepts and techniques for data analysis and interpretation. Students learn about descriptive statistics, probability distributions, hypothesis testing, and regression analysis. The curriculum emphasizes the application of statistical methods in engineering and research, preparing students to make informed decisions based on data. | 1. **SDG 4: Quality Education** – A statistics course contributes to quality education by providing essential quantitative skills that are applicable in various fields of study. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in statistics is critical for many careers, enhancing employability and supporting economic growth through data-driven decision-making. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical methods are crucial in research and development, fostering innovation in industries and improving infrastructure through data analysis. 4. **SDG 10: Reduced Inequalities** – Statistics can be used to analyze and address social inequalities, helping to inform policies aimed at reducing disparities. 5. **SDG 12: Responsible Consumption and Production** – Statistical analysis can support sustainable practices by evaluating resource use, waste, and efficiency in production processes. 6. **SDG 17: Partnerships for the Goals** – Collaborating on data collection and analysis with various organizations can enhance research and foster partnerships that support sustainable development. The specific alignment with these goals depends on the course’s focus on applications of statistics in real-world issues, including sustainability, equity, and innovation. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132509 | Magang/Praktek Kerja | Internship/Work Practice | The course Internship/Work Practice offers students the opportunity to gain practical experience in a professional engineering environment. Students apply their theoretical knowledge in real-world settings, developing skills in teamwork, problem-solving, and project management. The internship experience enhances students’ employability and prepares them for their future careers in engineering. | 1. **SDG 4: Quality Education** – Internships provide practical, hands-on experience, enhancing the educational journey and supporting lifelong learning opportunities. 2. **SDG 8: Decent Work and Economic Growth** – By facilitating entry into the workforce, internships promote decent work and economic growth, helping students gain valuable job skills. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Internships in various industries can foster innovation and improve infrastructure by applying theoretical knowledge to real-world challenges. 4. **SDG 10: Reduced Inequalities** – Providing internship opportunities for underrepresented groups can help reduce inequalities in access to job training and career advancement. 5. **SDG 12: Responsible Consumption and Production** – Internships in companies focused on sustainability can promote responsible practices in consumption and production processes. 6. **SDG 17: Partnerships for the Goals** – Collaboration between educational institutions and industries for internship placements fosters partnerships that enhance educational and career outcomes. The specific contributions to these goals depend on the nature of the internships, the industries involved, and the focus on sustainable practices and inclusivity. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110101 | Pengantar Teknik Mesin | Introduction to Mechanical Engineering | The course Introduction to Mechanical Engineering provides an overview of the fundamental principles and practices of mechanical engineering. Students learn about various subfields, including thermodynamics, fluid mechanics, and materials science. The curriculum emphasizes the application of engineering concepts to real-world problems, preparing students for advanced studies in mechanical engineering. | 1. **SDG 4: Quality Education** – The course provides foundational knowledge and skills essential for students pursuing careers in engineering, promoting equitable access to quality education. 2. **SDG 8: Decent Work and Economic Growth** – By preparing students for careers in mechanical engineering, the course supports job creation and economic growth in various sectors. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The curriculum may emphasize innovation in engineering design and problem-solving, contributing to advancements in infrastructure and industrial processes. 4. **SDG 12: Responsible Consumption and Production** – If the course covers sustainable engineering practices, it can encourage responsible resource use and waste reduction in design and manufacturing. 5. **SDG 13: Climate Action** – Discussions on energy efficiency, sustainable materials, and environmentally friendly engineering practices can contribute to climate action initiatives. 6. **SDG 17: Partnerships for the Goals** – Collaborations with industry professionals or organizations can enhance practical learning and foster partnerships that support sustainable development. The specific alignment with these goals would depend on the course content, particularly its focus on sustainability, innovation, and ethical practices in mechanical engineering. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110202 | Menggambar Teknik+Praktikum | Drawing Techniques + Practicum | The course Drawing Techniques + Practicum focuses on the principles of technical drawing and visualization in engineering. Students learn about orthographic projection, isometric drawing, and CAD software. The practical component allows students to develop their drawing skills through hands-on projects, preparing them to effectively communicate engineering designs. | 1. **SDG 4: Quality Education** – The course fosters creativity and skill development, contributing to inclusive and equitable education in the arts and design. 2. **SDG 8: Decent Work and Economic Growth** – Proficiency in drawing techniques can enhance employability in various fields, supporting economic growth through creative industries. 3. **SDG 9: Industry, Innovation, and Infrastructure** – If the course includes elements of technical drawing for engineering or design, it promotes innovation and improved infrastructure through better planning and visualization. 4. **SDG 12: Responsible Consumption and Production** – Incorporating sustainable practices in design and materials can promote responsible consumption in creative industries. 5. **SDG 17: Partnerships for the Goals** – Collaborations with industry professionals for practical experience can enhance learning and create networks that support sustainable practices. The specific connections to these goals depend on the curriculum’s focus on sustainability, innovation, and practical application in various industries. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110303 | Proses Pemesinan + Praktikum | Machining Process + Practicum | The course Machining Process + Practicum explores various machining techniques used in manufacturing, such as turning, milling, and grinding. Students learn about machine tools, cutting tools, and the principles of machining operations. The practical component provides hands-on experience, allowing students to apply theoretical concepts in a workshop setting. | 1. **SDG 4: Quality Education** – The course provides technical skills and knowledge essential for students pursuing careers in machining and manufacturing. 2. **SDG 8: Decent Work and Economic Growth** – It prepares students for the workforce, supporting job creation and economic growth in the manufacturing sector. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course can focus on modern machining techniques and technologies, fostering innovation and improving industrial practices. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing efficient machining processes and waste reduction techniques can promote sustainable production methods. 5. **SDG 13: Climate Action** – If the curriculum addresses energy-efficient machining practices and the use of sustainable materials, it contributes to climate action. 6. **SDG 17: Partnerships for the Goals** – Collaborating with industry partners for practical experience can enhance learning and foster sustainable practices. The specific alignment with these goals will depend on the course’s focus on sustainability, innovation, and ethical considerations in machining processes. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110403 | Teknik Manufaktur + Praktikum | Manufacturing Engineering + Practicum | The course Manufacturing Engineering + Practicum covers the principles of manufacturing processes, materials, and systems. Students learn about production planning, quality control, and automation technologies. The practical component includes projects that reinforce theoretical knowledge through real-world manufacturing challenges, preparing students for careers in production and operations management. | 1. **SDG 4: Quality Education** – The course provides essential skills and knowledge for students, contributing to inclusive and equitable quality education. 2. **SDG 8: Decent Work and Economic Growth** – It prepares students for careers in manufacturing, supporting sustainable economic growth and decent job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focus on advanced manufacturing techniques and innovation in processes can enhance infrastructure and industrial capabilities. 4. **SDG 12: Responsible Consumption and Production** – If the curriculum includes sustainable manufacturing practices, it promotes efficient resource use and waste reduction. 5. **SDG 13: Climate Action** – Emphasizing energy-efficient manufacturing processes and sustainable practices can contribute to climate action efforts. 6. **SDG 17: Partnerships for the Goals** – Collaboration with industry partners for practical training can foster partnerships that enhance educational outcomes and real-world applications. The extent to which these goals are addressed would depend on the course’s emphasis on sustainability, innovation, and ethical manufacturing practices. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110502 | Menggambar Mesin+Praktikum | Machine Drawing + Practicum | The course Machine Drawing + Practicum emphasizes the creation and interpretation of engineering drawings for machine components. Students learn about drawing standards, dimensioning, and assembly representation. The practicum provides hands-on experience in creating technical drawings using CAD software, equipping students with essential skills for mechanical design. | 1. **SDG 4: Quality Education** – By providing students with technical skills in machine drawing, the course contributes to inclusive and equitable quality education. 2. **SDG 8: Decent Work and Economic Growth** – The skills gained can enhance employability and promote sustainable industrialization. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may emphasize design and engineering principles that foster innovation and sustainable industrial practices. 4. **SDG 12: Responsible Consumption and Production** – If the course covers sustainable materials and manufacturing processes, it can promote responsible practices in industry. 5. **SDG 13: Climate Action** – Addressing climate considerations in design and manufacturing can contribute to this goal. The specific alignment with these goals would depend on the curriculum’s focus on sustainability, innovation, and responsible practices. |
| TEKNIK | TEKNIK MESIN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D02110603 | Statika Struktur | Structural Statics | The course Structural Statics focuses on the analysis of structures and the forces acting on them. Students learn about equilibrium, support reactions, and internal forces in beams and trusses. The curriculum emphasizes problem-solving techniques and applications in civil and mechanical engineering, preparing students for further studies in structural engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Structural statics is essential for designing resilient infrastructure and innovative construction techniques that support sustainable development. 2. **SDG 11: Sustainable Cities and Communities** – The principles learned in structural statics help create safe and sustainable buildings and urban environments, contributing to the development of resilient cities. 3. **SDG 13: Climate Action** – Understanding how structures respond to environmental loads helps in designing buildings that are more resilient to climate-related impacts, promoting sustainability. 4. **SDG 12: Responsible Consumption and Production** – The course may include topics on material efficiency and the use of sustainable materials, encouraging responsible practices in construction. 5. **SDG 7: Affordable and Clean Energy** – Knowledge of structural systems can contribute to the design of energy-efficient buildings, integrating renewable energy solutions into structural design. By incorporating these SDGs, the course emphasizes the importance of engineering practices that align with global sustainability goals. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110103 | Botani | Botany | “Botany” is a course that focuses on the study of plants, including their structure, function, growth, and classification. Students explore various aspects of plant biology, such as photosynthesis, reproduction, genetics, and ecology. The course often includes practical lab work, where students examine plant specimens and conduct experiments. Topics may also cover the role of plants in ecosystems, their economic importance, and their contributions to biodiversity. Overall, the course aims to provide a comprehensive understanding of plant life and its significance within the natural world. | 1. **Goal 2: Zero Hunger** – Understanding plant biology is crucial for improving agricultural practices, enhancing food security, and developing sustainable farming methods. 2. **Goal 3: Good Health and Well-being** – Botany contributes to medicine through the study of medicinal plants and the development of pharmaceuticals from plant compounds. 3. **Goal 12: Responsible Consumption and Production** – Courses can focus on sustainable use of plant resources, biodiversity conservation, and promoting sustainable practices in agriculture and horticulture. 4. **Goal 13: Climate Action** – Botany helps in understanding plant responses to climate change, ecosystem resilience, and the role of plants in carbon sequestration. 5. **Goal 15: Life on Land** – This goal directly relates to the conservation of terrestrial ecosystems, biodiversity, and sustainable land management practices. Through these connections, a Botany course can play a significant role in promoting sustainability and environmental stewardship. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132503 | Pemuliaan Tanaman Membiak Vegetatif | Plant Breeding Vegetative Breeding | “Plant Breeding: Vegetative Breeding” is a specialized course that focuses on the methods and techniques used to propagate plants asexually. This includes the study of vegetative propagation methods such as cuttings, grafting, layering, and tissue culture. Students learn how to select parent plants for desirable traits and how to optimize growth conditions to ensure successful propagation. The course emphasizes the genetic principles behind vegetative breeding and its applications in horticulture, agriculture, and conservation. Overall, it aims to provide students with practical skills and theoretical knowledge to enhance plant breeding programs through vegetative methods. | 1. **Goal 2: Zero Hunger** – Enhancing crop yields and developing resilient plant varieties can significantly improve food security and nutrition. 2. **Goal 12: Responsible Consumption and Production** – The course can emphasize sustainable agricultural practices, efficient resource use, and minimizing waste through improved breeding techniques. 3. **Goal 13: Climate Action** – By breeding plants that are more resilient to climate change (e.g., drought-resistant or heat-tolerant varieties), the course contributes to climate adaptation strategies. 4. **Goal 15: Life on Land** – Focus on preserving biodiversity through the breeding of native plant species and maintaining ecosystem health. 5. **Goal 9: Industry, Innovation, and Infrastructure** – The development of new breeding techniques and technologies can drive innovation in agriculture. These goals highlight the role of plant breeding in advancing sustainable agriculture and addressing global challenges related to food security and environmental sustainability. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132603 | Rekayasa Genetika Tanaman | Plant Genetic Engineering | “Plant Genetic Engineering” is a course that explores the principles and techniques used to modify the genetic material of plants for various purposes. Students learn about methods such as gene cloning, transformation, and CRISPR technology, focusing on how these techniques can enhance traits like pest resistance, drought tolerance, and nutritional value. The course also addresses the ethical, regulatory, and environmental considerations associated with genetically engineered plants. Through lectures and hands-on projects, students gain a comprehensive understanding of both the scientific foundations and practical applications of plant genetic engineering in agriculture and biotechnology. | 1. **Goal 2: Zero Hunger** – Genetic engineering can enhance crop yields, improve nutritional content, and develop pest-resistant varieties, contributing to food security. 2. **Goal 3: Good Health and Well-being** – This goal can be supported by developing biofortified crops that provide essential vitamins and minerals, improving public health. 3. **Goal 12: Responsible Consumption and Production** – Genetic engineering can promote sustainable agricultural practices by reducing the need for chemical inputs and enhancing resource efficiency. 4. **Goal 13: Climate Action** – Developing plants that can withstand extreme weather conditions (drought, flooding) helps mitigate the impacts of climate change on food production. 5. **Goal 15: Life on Land** – By engineering plants for improved resilience and biodiversity, the course can contribute to conservation efforts and sustainable land management. 6. **Goal 9: Industry, Innovation, and Infrastructure** – The use of innovative genetic engineering techniques fosters research and development in agricultural biotechnology. These connections highlight the potential of plant genetic engineering to address global challenges related to food security, health, and environmental sustainability. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01140101 | Seminar Proposal | Proposal Seminar | “Proposal Seminar” is a course designed to guide students in developing research proposals for academic or professional projects. It typically focuses on the structure and components of a well-crafted proposal, including literature reviews, research questions, methodology, and budgeting. Students learn to articulate their research objectives and justify their significance within a specific field. The seminar format encourages peer feedback and collaborative learning, allowing students to present their ideas and receive constructive criticism. Overall, the course aims to equip students with the skills needed to effectively communicate their research plans and secure funding or approval for their projects. | 1. **Goal 4: Quality Education** – The course can promote research and proposals that enhance educational methodologies and accessibility. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Students may propose innovative projects that support technological development and infrastructure improvements. 3. **Goal 11: Sustainable Cities and Communities** – Proposals can focus on urban sustainability, community development, and improving living conditions. 4. **Goal 13: Climate Action** – The seminar can address environmental issues, encouraging proposals for climate resilience and sustainability initiatives. 5. **Goal 17: Partnerships for the Goals** – Collaborative proposals that involve partnerships across sectors can promote collective action toward sustainable development. By emphasizing critical thinking, research, and proposal writing, the course can support various initiatives aligned with these goals. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01140201 | Seminar Hasil | Results Seminar | “Results Seminar” is a course designed for students to present and discuss the findings of their research projects or theses. In this seminar, students share their results with peers and faculty, focusing on the interpretation and implications of their findings. The course emphasizes effective communication skills, including the presentation of data, use of visual aids, and answering questions from the audience. It also fosters critical thinking through feedback and discussions, allowing students to refine their work based on peer and instructor insights. Overall, the course aims to prepare students for professional presentations and enhance their ability to articulate research outcomes. | 1. **Goal 4: Quality Education** – The seminar can focus on assessing educational programs and outcomes, promoting effective teaching and learning practices. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Discussions on research results can emphasize innovations and advancements in technology and infrastructure. 3. **Goal 11: Sustainable Cities and Communities** – The seminar may explore results related to urban development, sustainability initiatives, and community engagement. 4. **Goal 13: Climate Action** – Analysis of research findings on climate change impacts and mitigation strategies can support informed decision-making. 5. **Goal 17: Partnerships for the Goals** – Sharing results from collaborative projects can highlight the importance of partnerships and collective efforts in addressing global challenges. Through the examination of results, the seminar can foster a deeper understanding of how research contributes to sustainable development and informs policy and practice. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01140306 | Skrispi | Thesis | The “Thesis” course is a capstone project that requires students to conduct original research in their field of study. It involves selecting a topic, formulating research questions, and employing appropriate methodologies to gather and analyze data. Students work closely with a faculty advisor to develop their thesis, which typically includes a literature review, methodology, results, and discussion sections. The course culminates in the submission of a written thesis and often an oral defense, where students present their findings and respond to questions from a committee. Overall, the thesis aims to demonstrate a student’s ability to engage in independent research and contribute to academic knowledge in their discipline. | 1. **Goal 4: Quality Education** – Research may explore educational practices, access to education, or innovations in teaching and learning. 2. **Goal 2: Zero Hunger** – Topics could include food security, agricultural practices, or sustainable food systems. 3. **Goal 3: Good Health and Well-being** – Theses may focus on public health issues, healthcare access, or the impact of environmental factors on health. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Research might examine technological innovations, infrastructure development, or sustainable industrial practices. 5. **Goal 11: Sustainable Cities and Communities** – Students could investigate urban planning, community development, or sustainability challenges in cities. 6. **Goal 13: Climate Action** – Theses may address climate change, environmental policy, or strategies for mitigation and adaptation. 7. **Goal 15: Life on Land** – Research can focus on biodiversity, conservation efforts, or sustainable land management. 8. **Goal 17: Partnerships for the Goals** – Theses might explore collaborative efforts among organizations or sectors to achieve sustainable development. By allowing students to choose their research topics, a thesis course can align with various SDGs and contribute to a deeper understanding of global challenges and solutions. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110703 | Dasar-Dasar Agronomi | Basics of Agronomy | “Basics of Agronomy” is an introductory course that covers the fundamental principles of crop production and soil management. It explores the science behind plant growth, including factors such as climate, soil types, and water management. Key topics typically include crop physiology, breeding, pest management, and sustainable agricultural practices. Students learn about the techniques used to optimize yield and quality while addressing environmental concerns. The course aims to provide a solid foundation for understanding agricultural systems and prepares students for more advanced studies in agronomy and related fields. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity, sustainable farming practices, and food security. 2. **Clean Water and Sanitation (SDG 6)**: Addresses the importance of water management in agriculture, including irrigation practices and water conservation. 3. **Responsible Consumption and Production (SDG 12)**: Emphasizes sustainable agricultural practices that minimize waste and promote resource efficiency. 4. **Climate Action (SDG 13)**: Discusses the impact of agriculture on climate change and strategies for sustainable practices that reduce greenhouse gas emissions. 5. **Life on Land (SDG 15)**: Covers the importance of maintaining ecosystems and biodiversity in agricultural practices. These goals are interconnected and underscore the significance of sustainable agriculture in achieving broader global objectives. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131803 | Bioteknologi Tanaman | Plant Biotechnology | “Plant Biotechnology” is a course that examines the application of biotechnological techniques to improve plant characteristics and enhance agricultural productivity. Topics typically include genetic engineering, tissue culture, marker-assisted selection, and the use of bioinformatics in plant research. Students learn how these technologies can be applied to develop crops with improved traits such as disease resistance, drought tolerance, and increased nutritional value. The course also addresses ethical, regulatory, and environmental issues related to biotechnology in agriculture. Overall, it aims to equip students with the knowledge and skills needed to innovate in the field of plant science and contribute to sustainable agricultural practices. | 1. **Zero Hunger (SDG 2)**: Focuses on improving crop yields, enhancing nutritional quality, and developing resilient plant varieties to combat food insecurity. 2. **Good Health and Well-Being (SDG 3)**: Explores the development of biofortified crops that can improve health outcomes and nutrition. 3. **Sustainable Cities and Communities (SDG 11)**: Discusses urban agriculture and the role of biotechnology in creating sustainable food systems within cities. 4. **Responsible Consumption and Production (SDG 12)**: Emphasizes sustainable practices in agriculture, including the reduction of chemical inputs through biotechnological advancements. 5. **Climate Action (SDG 13)**: Covers the development of crops that are more resilient to climate change, helping to mitigate its effects on food production. 6. **Life on Land (SDG 15)**: Addresses the conservation of biodiversity and sustainable land management practices through biotechnological innovations. These connections highlight the role of plant biotechnology in promoting sustainable agricultural practices and addressing global challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131903 | Biodiversitas dan Plasma Nutfah Tanaman | Biodiversity and Plant Germplasm | “Biodiversity and Plant Germplasm” is a course that explores the importance of plant diversity and the conservation of genetic resources. It covers topics such as the classification of plant species, the significance of genetic variation, and the role of plant germplasm in agriculture and ecosystem stability. Students learn about methods for collecting, preserving, and utilizing plant germplasm, as well as the challenges posed by habitat loss and climate change. The course emphasizes the need for sustainable practices in the management of biodiversity to ensure food security and environmental health. Overall, it aims to deepen students’ understanding of the vital role that plant diversity plays in ecological and agricultural systems. | 1. **Zero Hunger (SDG 2)**: Focuses on the importance of genetic diversity in crops to enhance food security and resilience against pests and diseases. 2. **Life on Land (SDG 15)**: Emphasizes the conservation of biodiversity, ecosystems, and the sustainable use of terrestrial resources, including the preservation of plant germplasm. 3. **Climate Action (SDG 13)**: Discusses the role of biodiversity in adapting to and mitigating climate change effects on agriculture. 4. **Sustainable Cities and Communities (SDG 11)**: Explores urban biodiversity and its importance in creating sustainable urban environments, including community gardening and local food systems. 5. **Partnerships for the Goals (SDG 17)**: Highlights the need for collaboration between various stakeholders—governments, NGOs, and research institutions—to conserve plant germplasm and biodiversity. These connections illustrate the vital role of biodiversity and plant germplasm in achieving sustainable development and addressing global challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132003 | Analisis dan Teknik Persilangan Tanaman | Analysis and Techniques of Plant Crossing | “Analysis and Techniques of Plant Crossing” is a course that focuses on the methods and principles involved in plant breeding through hybridization. Students learn about various crossing techniques, including controlled pollination, hybrid vigor (heterosis), and the selection of parent plants for desirable traits. The course also covers genetic analysis to evaluate the outcomes of crosses, including phenotypic and genotypic assessments. Topics may include the use of molecular markers and statistical tools to analyze genetic variation in offspring. Overall, the course aims to equip students with practical skills and theoretical knowledge necessary for successful plant breeding programs. | 1. **Zero Hunger (SDG 2)**: Focuses on improving crop yields and developing new varieties through plant breeding techniques to enhance food security. 2. **Sustainable Agriculture (SDG 12)**: Emphasizes sustainable practices in plant breeding that reduce reliance on chemical inputs and promote eco-friendly methods. 3. **Climate Action (SDG 13)**: Discusses the development of climate-resilient crops that can withstand changing environmental conditions. 4. **Life on Land (SDG 15)**: Covers the conservation of genetic diversity and the importance of breeding programs in maintaining biodiversity within agricultural systems. 5. **Good Health and Well-Being (SDG 3)**: Explores the creation of biofortified crops that can improve nutrition and health outcomes. These connections highlight the significance of plant crossing techniques in advancing sustainable agricultural practices and addressing global challenges related to food security and environmental sustainability. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132103 | Genetika Lanjutan | Advanced Genetics | “Advanced Genetics” is a course that delves into the complex principles and mechanisms of genetics beyond the introductory level. Topics typically include molecular genetics, genomic technologies, gene expression regulation, and genetic mapping. Students explore advanced concepts such as population genetics, quantitative traits, and evolutionary genetics, as well as techniques like CRISPR and genome sequencing. The course often emphasizes practical applications in fields such as agriculture, medicine, and biotechnology. Through lectures, discussions, and laboratory work, students develop a comprehensive understanding of genetic principles and their implications for research and real-world problems. | 1. **Zero Hunger (SDG 2)**: Focuses on genetic improvement of crops and livestock to enhance yields, nutritional quality, and resilience to pests and diseases. 2. **Good Health and Well-Being (SDG 3)**: Explores genetic research that contributes to advancements in medicine, including gene therapy and disease resistance. 3. **Sustainable Cities and Communities (SDG 11)**: Discusses the potential of genetic engineering in urban agriculture and sustainable food systems. 4. **Responsible Consumption and Production (SDG 12)**: Emphasizes genetic techniques that promote sustainable agricultural practices, reducing the need for chemical inputs. 5. **Climate Action (SDG 13)**: Addresses the development of genetically modified organisms (GMOs) that are more resilient to climate change effects, such as drought or salinity. 6. **Life on Land (SDG 15)**: Covers the conservation of genetic diversity in plants and animals and the role of genetics in preserving ecosystems. These goals highlight how advanced genetics can contribute to sustainable development and address pressing global challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132203 | Bioinformatika dan Teknologi DNA | Bioinformatics and DNA Technology | “Bioinformatics and DNA Technology” is a course that integrates computational tools and techniques with molecular biology to analyze and interpret biological data. It covers topics such as DNA sequencing, genome assembly, and the use of bioinformatics software for data analysis. Students learn about algorithms for sequence alignment, phylogenetics, and gene expression analysis, as well as the application of bioinformatics in fields like genomics, proteomics, and personalized medicine. The course emphasizes the importance of data management and visualization in understanding biological processes and advancing research. Overall, it aims to equip students with the skills to navigate and analyze complex biological data effectively. | 1. **Zero Hunger (SDG 2)**: Focuses on using bioinformatics to improve crop traits, enhance food security, and support sustainable agricultural practices through genomic analysis. 2. **Good Health and Well-Being (SDG 3)**: Explores the role of DNA technology in medical research, diagnostics, and personalized medicine, contributing to improved health outcomes. 3. **Sustainable Cities and Communities (SDG 11)**: Discusses how bioinformatics can support urban agriculture and local food systems through genetic research and data analysis. 4. **Climate Action (SDG 13)**: Examines the use of DNA technology in developing climate-resilient crops and understanding the genetic basis of plant responses to environmental stress. 5. **Life on Land (SDG 15)**: Covers the application of bioinformatics in conservation genetics, helping to preserve biodiversity and manage natural resources effectively. 6. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration between researchers, institutions, and industries in advancing bioinformatics and DNA technology for sustainable development. These connections illustrate how bioinformatics and DNA technology can contribute to addressing global challenges and promoting sustainability. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132303 | Pemodelan Tanaman | Plant Modeling | “Plant Modeling” is a course that focuses on the development and application of computational models to simulate plant growth, development, and responses to environmental factors. Students learn about various modeling approaches, including mechanistic, empirical, and process-based models. The course covers key concepts such as photosynthesis, water uptake, nutrient cycling, and the impacts of climate change on plant systems. Through practical exercises and case studies, students gain experience in using modeling software and interpreting model outputs. Overall, the course aims to provide insights into plant behavior and inform decision-making in agriculture, ecology, and environmental management. | 1. **Zero Hunger (SDG 2)**: Focuses on improving crop productivity and food security by simulating growth conditions and optimizing agricultural practices. 2. **Climate Action (SDG 13)**: Examines the impact of climate change on plant growth and helps in developing strategies to enhance resilience and adaptation. 3. **Sustainable Cities and Communities (SDG 11)**: Discusses urban agriculture and the use of models to optimize food production in urban settings, promoting sustainable food systems. 4. **Life on Land (SDG 15)**: Covers modeling biodiversity and ecosystem services, contributing to the conservation and sustainable management of terrestrial ecosystems. 5. **Responsible Consumption and Production (SDG 12)**: Highlights how modeling can support efficient resource use in agriculture, minimizing waste and promoting sustainable practices. These connections demonstrate how plant modeling can be a valuable tool in addressing global challenges and promoting sustainable agricultural development. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01132403 | Hubungan Air, Tanah, dan Tanaman | The Relationship between Water, Soil, and Plants | “The Relationship between Water, Soil, and Plants” is a course that explores the intricate interactions among these three vital components of ecosystems. It covers topics such as soil composition, water retention, and plant physiology, emphasizing how these factors influence plant growth and health. Students learn about processes like water uptake, nutrient transport, and soil moisture dynamics, as well as the impact of soil and water management practices on agricultural productivity and sustainability. The course may also address issues such as irrigation techniques, erosion, and the effects of climate change on water and soil resources. Overall, it aims to provide a comprehensive understanding of how water and soil conditions affect plant systems and ecosystem functioning. | 1. **Zero Hunger (SDG 2)**: Focuses on understanding the vital role of water and soil quality in crop production and food security. 2. **Clean Water and Sanitation (SDG 6)**: Emphasizes the importance of sustainable water management practices for agriculture and ecosystem health. 3. **Life on Land (SDG 15)**: Addresses soil conservation, the maintenance of biodiversity, and the sustainable management of terrestrial ecosystems. 4. **Climate Action (SDG 13)**: Explores how water and soil interactions affect plant responses to climate change, contributing to strategies for resilience. 5. **Sustainable Cities and Communities (SDG 11)**: Discusses the integration of green infrastructure and sustainable practices in urban planning to manage water and soil resources effectively. These goals illustrate the interconnectedness of water, soil, and plants in promoting sustainable agricultural practices and addressing environmental challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131103 | Teknologi Budidaya Tanaman Aneka Kacang dan Umbi | Technology for Cultivating Various Nuts and Tubers | “Technology for Cultivating Various Nuts and Tubers” is a course that focuses on the cultivation techniques and technologies used for growing nuts and tuber crops. Students learn about the biology and growth requirements of different species, such as peanuts, almonds, cassava, and sweet potatoes. The course covers soil preparation, planting methods, pest and disease management, and harvesting techniques specific to these crops. Additionally, it may explore advancements in agricultural technology, including precision farming and post-harvest processing. Overall, the course aims to equip students with practical knowledge and skills to enhance productivity and sustainability in nut and tuber cultivation. | 1. **Zero Hunger (SDG 2)**: Focuses on improving food security and nutrition through the cultivation of nutrient-rich nuts and tubers. 2. **Sustainable Agriculture (SDG 12)**: Emphasizes sustainable practices in growing nuts and tubers, including resource-efficient farming techniques and waste reduction. 3. **Good Health and Well-Being (SDG 3)**: Explores the nutritional benefits of nuts and tubers, contributing to healthier diets and well-being. 4. **Climate Action (SDG 13)**: Discusses the resilience of various nuts and tubers to climate change and how cultivation practices can adapt to changing conditions. 5. **Life on Land (SDG 15)**: Covers the conservation of biodiversity in agricultural systems, particularly in the cultivation of diverse nut and tuber species. These connections highlight the role of technology in promoting sustainable cultivation practices and addressing global food security challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131203 | Teknologi Budidaya Tanaman Rempah | Spice Plant Cultivation Technology | “Spice Plant Cultivation Technology” is a course that focuses on the methods and practices for growing various spice plants, such as pepper, vanilla, turmeric, and cardamom. Students learn about the specific growth requirements, propagation techniques, soil management, and pest control strategies for each spice type. The course also covers the economic aspects of spice cultivation, including market trends, processing, and value addition. Emphasis is placed on sustainable practices to ensure environmental health and crop productivity. Overall, the course aims to provide students with the knowledge and skills needed to successfully cultivate and manage spice plants in diverse agricultural settings. | 1. **Zero Hunger (SDG 2)**: Focuses on enhancing food security and nutrition through the cultivation of spices that can improve the flavor and nutritional value of food. 2. **Sustainable Agriculture (SDG 12)**: Emphasizes sustainable cultivation practices for spices, promoting resource efficiency and environmentally friendly methods. 3. **Good Health and Well-Being (SDG 3)**: Explores the health benefits of various spices, including their potential medicinal properties and contributions to a balanced diet. 4. **Climate Action (SDG 13)**: Discusses the impact of climate change on spice production and the development of resilient cultivation practices. 5. **Life on Land (SDG 15)**: Addresses the importance of biodiversity in spice cultivation and the conservation of ecosystems related to spice-growing regions. These connections illustrate how spice cultivation technology can contribute to sustainable agricultural practices and address global food and health challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131303 | Teknologi Budidaya Tanaman Hias dan Biofarmaka | Ornamental Plant Cultivation Technology and Biopharmaceuticals | “Ornamental Plant Cultivation Technology and Biopharmaceuticals” is a course that explores the cultivation techniques of ornamental plants alongside their potential applications in the biopharmaceutical industry. Students learn about propagation methods, landscape design, pest management, and post-harvest care for ornamental plants like flowers, shrubs, and trees. | 1. **Zero Hunger (SDG 2)**: While primarily focused on ornamental plants, the principles of cultivation technology can be applied to food crops, supporting broader agricultural practices. 2. **Good Health and Well-Being (SDG 3)**: Explores the potential of biopharmaceuticals derived from ornamental plants and their contributions to health care, including medicinal properties. 3. **Sustainable Cities and Communities (SDG 11)**: Discusses the role of ornamental plants in urban environments, enhancing green spaces, and improving urban aesthetics and air quality. 4. **Responsible Consumption and Production (SDG 12)**: Emphasizes sustainable cultivation practices for ornamental plants, including resource-efficient methods and reducing waste. 5. **Life on Land (SDG 15)**: Addresses biodiversity conservation through the cultivation of a variety of ornamental species and their ecological benefits. These connections highlight how the course can contribute to both sustainable practices in ornamental cultivation and advancements in health care through biopharmaceuticals. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131403 | Perencanaan dan Pengelolaan Lanskap | Landscape Planning and Management | Landscape Planning and Management” is a course that focuses on the principles and practices involved in designing, developing, and maintaining landscapes in various contexts, such as urban, rural, and natural environments. Students learn about landscape ecology, site analysis, and the integration of ecological, aesthetic, and functional considerations in landscape design. | 1. **Sustainable Cities and Communities (SDG 11)**: Focuses on creating livable, sustainable urban and rural environments through effective landscape planning and management. 2. **Life on Land (SDG 15)**: Addresses the conservation and restoration of ecosystems, biodiversity, and natural resources within landscapes. 3. **Climate Action (SDG 13)**: Discusses the role of landscape management in climate adaptation and mitigation, including green infrastructure and carbon sequestration. 4. **Clean Water and Sanitation (SDG 6)**: Emphasizes the importance of landscape design in managing water resources, improving drainage, and preventing pollution. 5. **Good Health and Well-Being (SDG 3)**: Explores the benefits of green spaces in promoting physical and mental health, enhancing community well-being. 6. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration among stakeholders in planning and managing landscapes for sustainable development. These connections demonstrate how landscape planning and management can play a critical role in achieving sustainable development and addressing environmental challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131503 | Perancangan Lanskap | Landscape Design | “Landscape Design” is a course that introduces the principles and techniques involved in creating functional and aesthetically pleasing outdoor spaces. Students learn about design processes, including site analysis, conceptualization, and planning. The course covers elements such as plant selection, hardscaping, water features, and sustainable practices. | 1. **Sustainable Cities and Communities (SDG 11)**: Focuses on creating functional, aesthetically pleasing, and sustainable urban spaces that enhance livability. 2. **Life on Land (SDG 15)**: Addresses biodiversity conservation and the integration of native plant species in landscape design to support local ecosystems. 3. **Climate Action (SDG 13)**: Discusses climate-responsive design strategies, including the use of green infrastructure to mitigate urban heat and manage stormwater. 4. **Clean Water and Sanitation (SDG 6)**: Emphasizes the importance of landscape design in managing water resources, preventing erosion, and improving water quality. 5. **Good Health and Well-Being (SDG 3)**: Explores the positive impacts of green spaces on physical and mental health, promoting community well-being through access to nature. 6. **Responsible Consumption and Production (SDG 12)**: Highlights sustainable practices in material selection and resource management within landscape projects. These connections illustrate how landscape design contributes to sustainable development goals by enhancing environmental quality, promoting well-being, and supporting biodiversity. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131603 | Ilmu Tanaman Lanskap | Landscape Plant Science | “Landscape Plant Science” is a course that focuses on the study of plants used in landscaping and their role in environmental design. Students learn about plant identification, selection, and management in various landscape settings. The course covers topics such as plant physiology, growth requirements, pest and disease management, and the ecological functions of plants in landscapes. | 1. **Sustainable Cities and Communities (SDG 11)**: Focuses on the use of plants in urban landscapes to enhance aesthetic appeal, functionality, and sustainability in community spaces. 2. **Life on Land (SDG 15)**: Emphasizes the importance of plant diversity and conservation in landscapes, promoting healthy ecosystems and biodiversity. 3. **Climate Action (SDG 13)**: Discusses how landscape plants can contribute to climate resilience through carbon sequestration, heat mitigation, and stormwater management. 4. **Clean Water and Sanitation (SDG 6)**: Explores the role of landscape plants in improving water quality, reducing runoff, and managing irrigation in sustainable ways. 5. **Good Health and Well-Being (SDG 3)**: Highlights the benefits of green spaces and plants for mental and physical health, promoting well-being in urban and rural settings. 6. **Responsible Consumption and Production (SDG 12)**: Addresses sustainable practices in plant selection and landscape management, reducing waste and promoting resource efficiency. These connections illustrate how Landscape Plant Science contributes to achieving sustainable development by enhancing environmental quality and promoting ecological health. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131703 | Fisiologi dan Biokimia Benih | Seed Physiology and Biochemistry | “Seed Physiology and Biochemistry” is a course that explores the biological and chemical processes that govern seed development, maturation, dormancy, and germination. Students learn about the physiological mechanisms involved in seed formation, storage, and the biochemical pathways that contribute to seed viability and vigor. | 1. **SDG 2: Zero Hunger** – Understanding seed physiology can improve crop yields and food security. 2. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable agricultural practices and efficient resource use. 3. **SDG 15: Life on Land** – Focusing on plant biodiversity and sustainable land management. 4. **SDG 13: Climate Action** – Exploring how seed resilience can help crops adapt to climate change. These connections highlight the importance of plant science in promoting sustainable practices and enhancing food security. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130403 | Teknologi Budidaya Tanaman Sayur dan Buah | Vegetable and Fruit Cultivation Technology | “Vegetable and Fruit Cultivation Technology” is a course that focuses on the methods and practices involved in growing a variety of vegetable and fruit crops. Students learn about the biological requirements for successful cultivation, including soil preparation, planting techniques, irrigation, pest and disease management, and harvesting. | 1. **SDG 2: Zero Hunger** – Promoting sustainable agricultural practices to enhance food production and security. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable farming techniques and reducing food waste. 3. **SDG 3: Good Health and Well-being** – Highlighting the nutritional benefits of fruits and vegetables and promoting healthy diets. 4. **SDG 13: Climate Action** – Addressing climate-resilient cultivation practices and adaptation strategies. 5. **SDG 15: Life on Land** – Supporting biodiversity through diverse crop cultivation and sustainable land use practices. These goals emphasize the role of vegetable and fruit cultivation in promoting sustainability, health, and food security. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130503 | Teknologi Budidaya Tanaman Penyegar | Refreshing Plant Cultivation Technology | Refreshing Plant Cultivation Technology” is a course that focuses on innovative and sustainable methods for cultivating plants in various environments. This may include advanced techniques such as hydroponics, aquaponics, vertical farming, and organic practices. Students learn about the latest technologies and practices that enhance plant growth, optimize resource use, and improve crop quality. | 1. **SDG 2: Zero Hunger** – Focuses on improving agricultural practices to enhance food production and security. 2. **SDG 12: Responsible Consumption and Production** – Promotes sustainable cultivation methods and resource efficiency. 3. **SDG 3: Good Health and Well-being** – Emphasizes the importance of fresh produce for nutrition and health. 4. **SDG 13: Climate Action** – Covers strategies for sustainable farming that mitigate climate change impacts. 5. **SDG 15: Life on Land** – Supports biodiversity and sustainable land management practices. These connections highlight the role of innovative cultivation techniques in promoting sustainability, health, and food security. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130603 | Teknologi Budidaya Jamur Pangan dan Pupuk Hayati | Food Mushroom Cultivation Technology and Biological Fertilizer | “Food Mushroom Cultivation Technology and Biological Fertilizer” is a course that explores the methods and practices involved in cultivating edible mushrooms alongside the use of biological fertilizers to enhance soil health and crop productivity. | 1. **SDG 2: Zero Hunger** – Promoting sustainable food production methods and enhancing food security through mushroom cultivation. 2. **SDG 12: Responsible Consumption and Production** – Focusing on the use of biological fertilizers to reduce chemical inputs and promote sustainable agricultural practices. 3. **SDG 3: Good Health and Well-being** – Highlighting the nutritional benefits of mushrooms and promoting healthy food choices. 4. **SDG 13: Climate Action** – Exploring sustainable practices that reduce the carbon footprint of agriculture and improve resilience to climate change. 5. **SDG 15: Life on Land** – Supporting soil health and biodiversity through the use of organic and biological fertilizers. These goals emphasize the importance of sustainable practices in enhancing food production and health. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130703 | Pemuliaan Tanaman Lanjutan | Advanced Plant Breeding | “Advanced Plant Breeding” is a specialized course that delves deeper into the principles and techniques of plant breeding beyond the introductory level. It covers advanced topics such as quantitative genetics, molecular breeding, genomics, and marker-assisted selection. Students learn about the latest breeding methodologies, including genetic modification and CRISPR technology, as well as strategies for developing crops with improved traits such as disease resistance, yield, and stress tolerance. | 1. **SDG 2: Zero Hunger** – Enhancing crop yields and resilience to improve food security and reduce hunger. 2. **SDG 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices through improved crop varieties that require fewer resources. 3. **SDG 3: Good Health and Well-being** – Developing nutritionally enhanced crops to support better health outcomes. 4. **SDG 13: Climate Action** – Focusing on breeding for climate resilience, helping crops adapt to changing environmental conditions. 5. **SDG 15: Life on Land** – Supporting biodiversity by developing diverse crop varieties and maintaining ecosystem health. These connections highlight the critical role of plant breeding in sustainable agriculture and food systems. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130803 | Pembiakan Invitro | Invitro Breeding | “In Vitro Breeding” is a course that focuses on the techniques and applications of plant propagation through tissue culture and other in vitro methods. Students learn about the principles of plant cell and tissue culture, including the preparation of culture media, sterilization techniques, and the initiation of cultures from various plant parts. | 1. **SDG 2: Zero Hunger** – Enhancing crop production and food security through the development of improved plant varieties. 2. **SDG 12: Responsible Consumption and Production** – Promoting efficient use of resources and sustainable agricultural practices via tissue culture techniques. 3. **SDG 3: Good Health and Well-being** – Developing crops with enhanced nutritional profiles or medicinal properties. 4. **SDG 13: Climate Action** – Creating resilient plant varieties that can withstand climate change impacts. 5. **SDG 15: Life on Land** – Supporting plant conservation efforts and maintaining biodiversity through propagation techniques. These goals highlight the significance of in vitro breeding in advancing sustainable agriculture and enhancing food systems. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130903 | Teknologi Budidaya Tanaman Serealia | Cereal Plant Cultivation Technology | “Cereal Plant Cultivation Technology” is a course that focuses on the methods and practices involved in growing cereal crops such as wheat, rice, maize, and barley. Students learn about the biological and environmental requirements for cereal cultivation, including soil preparation, planting techniques, irrigation, pest and disease management, and harvesting methods. | 1. **SDG 2: Zero Hunger** – Focused on improving the yield and sustainability of staple crops that are crucial for food security. 2. **SDG 12: Responsible Consumption and Production** – Promoting sustainable farming practices and efficient resource use in cereal production. 3. **SDG 3: Good Health and Well-being** – Emphasizing the nutritional value of cereals and their role in a balanced diet. 4. **SDG 13: Climate Action** – Exploring strategies for cultivating cereals in a changing climate, including drought-resistant varieties. 5. **SDG 15: Life on Land** – Supporting sustainable land management practices and biodiversity conservation in cereal cropping systems. These connections illustrate the importance of cereal cultivation in addressing food security and promoting sustainable agricultural practices. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01131003 | Teknologi Tanaman Hortikultura | Horticultural Plant Technology | “Horticultural Plant Technology” is a course that focuses on the science and techniques involved in the cultivation of horticultural crops, including fruits, vegetables, flowers, and ornamental plants. Students learn about plant physiology, soil management, pest control, and sustainable growing practices tailored to horticultural production. | 1. **SDG 2: Zero Hunger** – Enhancing food production through the cultivation of fruits, vegetables, and other crops that contribute to food security. 2. **SDG 3: Good Health and Well-being** – Promoting the consumption of nutritious horticultural products that support healthy diets. 3. **SDG 12: Responsible Consumption and Production** – Fostering sustainable horticultural practices that minimize waste and resource use. 4. **SDG 13: Climate Action** – Addressing climate-resilient horticultural practices to adapt to changing environmental conditions. 5. **SDG 15: Life on Land** – Supporting biodiversity through diverse horticultural practices and the conservation of plant species. These connections highlight the role of horticultural practices in promoting sustainability, health, and food security. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01121002 | Metode Penelitian dan Penulisan Ilmiah | Research Methods and Scientific Writing | “Research Methods and Scientific Writing” is a course designed to provide students with the foundational skills needed to conduct research and effectively communicate their findings. The course covers a range of research methodologies, including qualitative and quantitative approaches, experimental design, data collection, and statistical analysis. | 1. **SDG 4: Quality Education** – Promoting critical thinking, research skills, and effective communication in academic and professional settings. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting research and innovation processes that drive technological advancement. 3. **SDG 12: Responsible Consumption and Production** – Encouraging research into sustainable practices and solutions. 4. **SDG 17: Partnerships for the Goals** – Fostering collaboration and knowledge sharing among researchers, institutions, and stakeholders. These connections emphasize the importance of research skills and effective communication in advancing knowledge and addressing global challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01121103 | Rancangan Percobaan | Experimental Design | “Experimental Design” is a course that focuses on the principles and methodologies used to design experiments in scientific research. Students learn about the fundamental concepts of experimental design, including hypothesis formulation, variable manipulation, control groups, and randomization. | 1. **SDG 4: Quality Education** – Enhancing students’ understanding of scientific methodologies and critical thinking skills. 2. **SDG 3: Good Health and Well-being** – Supporting research that contributes to public health studies and medical advancements. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovative research practices that can lead to technological and industrial advancements. 4. **SDG 12: Responsible Consumption and Production** – Encouraging the design of experiments that evaluate sustainable practices and resource use. 5. **SDG 17: Partnerships for the Goals** – Promoting collaboration in research across disciplines and sectors. These connections highlight the role of experimental design in facilitating robust scientific research and informed decision-making across various fields. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01121203 | Ilmu dan Pengendalian Gulma | Weed Science and Control | “Weed Science and Control” is a course that focuses on the biology, ecology, and management of weeds in agricultural and natural ecosystems. Students learn about the various types of weeds, their life cycles, and their impact on crop production and biodiversity. | 1. **SDG 2: Zero Hunger** – Focusing on effective weed management to enhance crop yields and food security. 2. **SDG 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices that reduce chemical use and minimize environmental impact. 3. **SDG 13: Climate Action** – Addressing the role of weeds in ecosystems and how climate change affects weed dynamics and management strategies. 4. **SDG 15: Life on Land** – Supporting biodiversity through integrated weed management that protects non-target species and ecosystems. These connections highlight the importance of weed science in promoting sustainable agriculture and enhancing food production while protecting the environment. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01121302 | Sistem Pertanian Berkelanjutan | Sustainable Agricultural Systems | “Sustainable Agricultural Systems” is a course that explores the principles and practices of agriculture aimed at maintaining ecological balance, enhancing soil health, and promoting social equity. Students learn about various sustainable farming techniques, such as organic farming, agroecology, permaculture, and integrated pest management. | 1. **SDG 2: Zero Hunger** – Promoting sustainable practices that enhance food security and improve agricultural productivity. 2. **SDG 12: Responsible Consumption and Production** – Fostering sustainable agricultural practices that minimize waste and optimize resource use. 3. **SDG 3: Good Health and Well-being** – Encouraging the production of nutritious food and promoting health through sustainable diets. 4. **SDG 13: Climate Action** – Focusing on climate-resilient agricultural practices that mitigate the impacts of climate change. 5. **SDG 15: Life on Land** – Supporting biodiversity, soil health, and sustainable land management practices. These connections emphasize the critical role of sustainable agriculture in addressing global challenges related to food security, environmental health, and climate change. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130103 | Fisiologi Pascapanen | Postharvest Physiology | Postharvest Physiology” is a course that focuses on the biological processes and changes that occur in fruits, vegetables, and other crops after harvesting. Students learn about the factors that affect postharvest quality, including respiration, ethylene production, ripening, and senescence. | 1. **SDG 2: Zero Hunger** – Improving postharvest handling and storage to reduce food loss and enhance food security. 2. **SDG 12: Responsible Consumption and Production** – Focusing on sustainable practices that minimize waste in the food supply chain. 3. **SDG 3: Good Health and Well-being** – Ensuring the nutritional quality and safety of food products after harvest. 4. **SDG 13: Climate Action** – Addressing how postharvest practices can adapt to climate change impacts and improve resource efficiency. 5. **SDG 15: Life on Land** – Supporting sustainable practices in food production and reducing the environmental impact of postharvest processes. These connections highlight the importance of postharvest physiology in enhancing food security, reducing waste, and promoting sustainable practices. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130203 | Nutrisi Tanaman | Plant Nutrition | “Plant Nutrition” is a course that focuses on the essential nutrients required for plant growth and development, as well as the physiological and biochemical processes involved in nutrient uptake and utilization. Students learn about macro and micronutrients, their functions in plant health, and the symptoms of nutrient deficiencies. | 1. **SDG 2: Zero Hunger** – Understanding plant nutrition is essential for improving agricultural productivity and food security. 2. **SDG 12: Responsible Consumption and Production** – Exploring efficient nutrient management can lead to sustainable agricultural practices and reduce waste. 3. **SDG 13: Climate Action** – Studying plant responses to nutrient availability can contribute to climate-smart agriculture, helping to mitigate climate change effects. 4. **SDG 15: Life on Land** – Proper plant nutrition supports biodiversity and ecosystem health, crucial for sustainable land management. 5. **SDG 3: Good Health and Well-Being** – Nutritionally rich plants can improve human health and nutrition, linking agricultural practices to public health outcomes. Courses might also touch on related issues such as sustainable practices, the impact of fertilizers on the environment, and the importance of soil health, further intertwining with these goals. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01130303 | Arsitektur Lanskap | Landscape Architecture | A university course in *Landscape Architecture* focuses on the planning, design, and management of outdoor spaces, aiming to create functional, sustainable, and aesthetically pleasing environments. Students learn about environmental systems, urban planning, horticulture, ecology, and design principles. The curriculum often includes design studios, where students develop hands-on skills in drawing, digital modeling, and site planning. Topics like sustainable design, land use, and public space management are also explored. Graduates can pursue careers in urban planning, environmental consultancy, landscape design, and related fields. | 1. **SDG 11: Sustainable Cities and Communities** – Landscape architecture plays a key role in designing sustainable urban spaces, improving livability, and enhancing green infrastructure. 2. **SDG 13: Climate Action** – Courses often focus on climate-resilient design strategies, helping communities adapt to climate change impacts through effective landscaping. 3. **SDG 15: Life on Land** – Emphasizing biodiversity, habitat restoration, and sustainable land management, landscape architecture supports the conservation of terrestrial ecosystems. 4. **SDG 6: Clean Water and Sanitation** – Proper landscape design can enhance water management, reduce runoff, and improve water quality through sustainable practices. 5. **SDG 3: Good Health and Well-Being** – Creating green spaces can promote mental health, physical activity, and overall well-being in communities. 6. **SDG 12: Responsible Consumption and Production** – Sustainable material use and waste management in landscape projects align with this goal. These courses often encompass ecological principles, social equity, and community engagement, connecting theoretical knowledge with practical applications that support these SDGs. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120303 | Ilmu dan Teknologi Benih | Seed Science and Technology | A university course in *Seed Science and Technology* covers the principles of seed biology, production, processing, and storage, focusing on the development and maintenance of high-quality seeds for agriculture and horticulture. Students learn about seed physiology, genetics, pathology, and the factors influencing seed germination, viability, and vigor. The curriculum often includes practical training in seed testing, certification, and biotechnology applications. The course also explores the role of seeds in sustainable agriculture, crop improvement, and conservation. Graduates can work in seed production, research, quality control, and agricultural extension services. | 1. **SDG 2: Zero Hunger** – Understanding seed biology and technology is crucial for improving crop yields and ensuring food security. 2. **SDG 12: Responsible Consumption and Production** – Focusing on sustainable seed production and management practices helps promote responsible agricultural practices. 3. **SDG 15: Life on Land** – The course may address biodiversity conservation through seed preservation, plant breeding, and the sustainable use of plant genetic resources. 4. **SDG 13: Climate Action** – Developing climate-resilient seeds can help agriculture adapt to climate change, contributing to more sustainable food systems. 5. **SDG 3: Good Health and Well-Being** – Promoting the growth of nutritionally rich crops through improved seed technology can enhance public health outcomes. 6. **SDG 17: Partnerships for the Goals** – Collaborations with farmers, researchers, and organizations to improve seed access and technology can strengthen agricultural systems. These connections emphasize the importance of seeds in sustainable agriculture, environmental stewardship, and food security. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120403 | Statistika | Statistics | A university course in *Statistics* provides a foundation in the principles and methods of collecting, analyzing, interpreting, and presenting data. Students learn about probability theory, statistical inference, regression analysis, hypothesis testing, and data modeling. The course typically covers both theoretical and applied statistics, using software tools for data analysis. Topics may also include experimental design, sampling methods, and non-parametric statistics. Statistics is widely applicable across fields such as economics, biology, social sciences, engineering, and more. Graduates can pursue careers in data science, research, analytics, quality control, and other data-driven professions. | 1. **SDG 3: Good Health and Well-Being** – Statistical methods are essential for analyzing health data, evaluating health interventions, and conducting epidemiological studies. 2. **SDG 4: Quality Education** – Statistics is critical for assessing educational outcomes, conducting research in education, and improving teaching methods through data analysis. 3. **SDG 5: Gender Equality** – Statistical analysis can help highlight gender disparities and inform policies aimed at promoting gender equality. 4. **SDG 11: Sustainable Cities and Communities** – Statistics are used in urban planning, analyzing population trends, and assessing the effectiveness of community programs. 5. **SDG 12: Responsible Consumption and Production** – Statistical tools can help analyze resource use, waste management, and the sustainability of production processes. 6. **SDG 17: Partnerships for the Goals** – Data analysis supports collaboration among stakeholders by providing insights and evidence-based recommendations. By applying statistical methods, students can contribute to informed decision-making and policy development across various sectors, supporting the achievement of these SDGs. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120503 | Bioteknologi Pertanian | Agricultural Biotechnology | A university course in *Agricultural Biotechnology* focuses on the application of biological techniques to improve agricultural productivity, crop quality, and sustainability. Students study molecular biology, genetics, plant and animal biotechnology, and the use of genetic engineering to develop traits such as pest resistance, drought tolerance, and enhanced nutritional content. The course often includes topics like tissue culture, transgenic plants, bioinformatics, and ethical considerations in biotechnology. Practical training in laboratory techniques and research methods is also emphasized. Graduates can work in areas like agricultural research, biotech firms, crop improvement, and regulatory agencies. | 1. **SDG 2: Zero Hunger** – Biotechnology can enhance crop yields, improve nutritional content, and develop pest-resistant varieties, directly contributing to food security. 2. **SDG 3: Good Health and Well-Being** – Biotechnological advancements can lead to the development of biofortified crops that improve nutrition and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Biotechnology can promote sustainable agricultural practices by reducing the need for chemical inputs and minimizing environmental impact. 4. **SDG 13: Climate Action** – Developing crops that are resilient to climate change—such as drought-resistant or flood-tolerant varieties—can help mitigate the effects of climate change on agriculture. 5. **SDG 15: Life on Land** – Agricultural biotechnology can support biodiversity by enabling the conservation of genetic resources and improving land-use efficiency. 6. **SDG 17: Partnerships for the Goals** – Collaborative research and innovation in biotechnology often involve partnerships between academia, industry, and governments, fostering knowledge exchange and technology transfer. These connections emphasize how agricultural biotechnology can play a significant role in creating sustainable food systems, improving health, and addressing environmental challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120603 | Mikrobiologi Tanah dan Tanaman | Soil and Plant Microbiology | A university course in *Soil and Plant Microbiology* focuses on the interactions between microorganisms, soil, and plants, and their role in agricultural and ecological systems. Students learn about the diversity, structure, and function of microbes such as bacteria, fungi, and viruses in soil ecosystems. Key topics include nutrient cycling, plant-microbe interactions (like symbiosis and disease), microbial ecology, and the use of microbes in enhancing soil fertility and plant health. The course often covers practical applications such as bioremediation, biofertilizers, and sustainable agriculture. Graduates can pursue careers in environmental management, agricultural research, and biotechnology. | 1. **SDG 2: Zero Hunger** – Understanding soil health and microbial interactions is crucial for improving crop productivity and ensuring food security. 2. **SDG 3: Good Health and Well-Being** – Healthy soils and plants contribute to better nutrition and food quality, supporting overall health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Courses may focus on sustainable agricultural practices that promote soil health and reduce chemical inputs, leading to responsible production methods. 4. **SDG 13: Climate Action** – Soil microbiology plays a role in carbon cycling and sequestration, contributing to climate change mitigation strategies. 5. **SDG 15: Life on Land** – The study of soil and plant microbes is essential for maintaining biodiversity, soil conservation, and ecosystem health. 6. **SDG 6: Clean Water and Sanitation** – Healthy soils can improve water retention and quality, reducing runoff and pollution. By examining the complex interactions between soil, plants, and microorganisms, this course supports sustainable agriculture and environmental stewardship, contributing to multiple SDGs. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120703 | Pertanian Cerdas dan Presisi | Smart and Precision Agriculture | university course in *Smart and Precision Agriculture* focuses on the use of advanced technologies and data-driven techniques to improve farming efficiency, productivity, and sustainability. Students learn about tools such as GPS, drones, sensors, robotics, and data analytics, which help monitor crops, optimize resource use, and automate farming processes. Topics include precision irrigat | 1. **SDG 2: Zero Hunger** – Precision agriculture enhances crop yields and food security through optimized resource use and improved farming practices. 2. **SDG 12: Responsible Consumption and Production** – Smart agriculture promotes sustainable practices by using technology to minimize waste and improve efficiency in resource utilization. 3. **SDG 13: Climate Action** – This field focuses on strategies to mitigate climate change impacts through efficient water use, reduced emissions, and adaptive farming practices. 4. **SDG 15: Life on Land** – Precision agriculture supports biodiversity and sustainable land management by promoting practices that maintain soil health and reduce habitat degradation. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Smart agriculture relies on innovative technologies, such as IoT and data analytics, which drive advancements in agricultural infrastructure and processes. 6. **SDG 3: Good Health and Well-Being** – Improved agricultural practices can lead to better food quality and nutrition, contributing to public health. These connections highlight how Smart and Precision Agriculture can enhance sustainability, efficiency, and resilience in food production systems. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120803 | Budidaya Tanaman Perkebunan dan Industri | Cultivation of Plantation and Industrial Plants | A university course on the Cultivation of Plantation and Industrial Plants focuses on the production and management of large-scale crops that are grown primarily for commercial and industrial purposes. These crops include oil palm, rubber, tea, coffee, sugarcane, cotton, and various fibers, oils, and biofuel plants. | 1. **SDG 2: Zero Hunger** – While primarily focused on industrial crops, this course can also address food security through the cultivation of plants that can be used for food or feed. 2. **SDG 8: Decent Work and Economic Growth** – The course can promote sustainable agricultural practices that support livelihoods and economic opportunities in rural areas. 3. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable cultivation methods helps minimize environmental impact and encourages responsible use of resources. 4. **SDG 13: Climate Action** – The cultivation of certain industrial plants can play a role in carbon sequestration and mitigating climate change through sustainable land management practices. 5. **SDG 15: Life on Land** – Sustainable practices in plantation cultivation contribute to biodiversity conservation and the health of terrestrial ecosystems. 6. **SDG 9: Industry, Innovation, and Infrastructure** – This course can focus on innovations in agricultural practices and technologies that enhance the efficiency of plant cultivation. These connections illustrate how the cultivation of plantation and industrial plants can contribute to sustainable development, economic growth, and environmental stewardship. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120903 | Budidaya Tanaman Pangan dan Hortikultura | Cultivation of Food Crops and Horticulture | A university course on the Cultivation of Food Crops and Horticulture focuses on the production, management, and improvement of crops grown for human consumption, as well as horticultural plants like fruits, vegetables, and ornamental species. The course covers both field crops and garden cultivation, emphasizing sustainability, productivity, and quality | 1. **SDG 2: Zero Hunger** – This course is directly linked to improving food security through the cultivation of diverse food crops and enhancing agricultural productivity. 2. **SDG 3: Good Health and Well-Being** – Promoting the production of nutritious food crops contributes to better health outcomes and improved diets. 3. **SDG 12: Responsible Consumption and Production** – Sustainable horticultural practices emphasize responsible resource use, waste reduction, and environmental stewardship. 4. **SDG 13: Climate Action** – Understanding how to cultivate crops in a changing climate can help mitigate the impacts of climate change on food production systems. 5. **SDG 15: Life on Land** – Sustainable practices in food crop cultivation support biodiversity, soil health, and ecosystem conservation. 6. **SDG 11: Sustainable Cities and Communities** – Urban horticulture and community gardening initiatives foster sustainable food systems within urban settings. These connections highlight how the cultivation of food crops and horticulture plays a vital role in enhancing food security, promoting health, and fostering sustainable agricultural practices. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110202 | Dasar-Dasar Ekologi | Basics of Ecology | A university course on the Basics of Ecology introduces students to the fundamental principles of ecology, which is the study of interactions between organisms and their environment. It provides a foundational understanding of ecosystems, biodiversity, and the relationships between living organisms and their physical surroundings. | 1. **SDG 13: Climate Action** – Understanding ecological principles helps assess the impacts of climate change on ecosystems and promotes strategies for mitigation and adaptation. 2. **SDG 15: Life on Land** – Ecology focuses on the relationships between organisms and their environments, supporting biodiversity conservation and sustainable land management. 3. **SDG 3: Good Health and Well-Being** – Healthy ecosystems provide essential services that contribute to human health, such as clean air and water, and resources for medicine. 4. **SDG 6: Clean Water and Sanitation** – Ecological knowledge is crucial for managing freshwater resources and maintaining water quality through watershed management. 5. **SDG 11: Sustainable Cities and Communities** – Ecology informs urban planning and green infrastructure, promoting sustainable and resilient urban environments. 6. **SDG 12: Responsible Consumption and Production** – Understanding ecosystems can lead to sustainable resource use and waste management practices. By exploring the interactions within ecosystems, a Basics of Ecology course supports a comprehensive understanding of environmental challenges and sustainable solutions. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110303 | Agroklimatologi | Agroclimatology | A university course in Agroclimatology focuses on the relationship between climate and agricultural practices. It examines how climatic factors affect crop production, soil health, and overall agricultural productivity. The course integrates principles from meteorology, climatology, and agricultural science to provide students with the tools needed to analyze and manage the impact of climate on farming. | 1. **SDG 2: Zero Hunger** – Understanding the relationship between climate and agriculture is crucial for improving crop yields and ensuring food security. 2. **SDG 13: Climate Action** – This course focuses on climate change impacts on agriculture, promoting adaptive strategies to mitigate its effects. 3. **SDG 3: Good Health and Well-Being** – By analyzing how climate influences agricultural productivity and food quality, the course contributes to better nutrition and health outcomes. 4. **SDG 15: Life on Land** – Agroclimatology emphasizes sustainable land management practices that protect ecosystems and biodiversity while addressing climatic challenges. 5. **SDG 11: Sustainable Cities and Communities** – Insights from agroclimatology can inform urban agriculture and sustainable food systems in urban settings. 6. **SDG 12: Responsible Consumption and Production** – The course promotes practices that optimize resource use and reduce waste in agricultural production. These connections highlight the importance of understanding agroclimatic factors in promoting sustainable agriculture and addressing climate-related challenges in food systems. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110402 | Wawasan Ilmu Pertanian | Agricultural Science Insights | The Agricultural Science Insights course provides an interdisciplinary understanding of modern agricultural practices, technologies, and challenges. It combines elements of biology, chemistry, ecology, economics, and technology to offer a comprehensive perspective on agriculture’s role in food production and environmental sustainability. | 1. **SDG 2: Zero Hunger** – This course provides knowledge about agricultural practices, innovations, and technologies that enhance food security and improve crop yields. 2. **SDG 3: Good Health and Well-Being** – Understanding the relationship between agriculture and nutrition can contribute to better health outcomes and food quality. 3. **SDG 12: Responsible Consumption and Production** – The course can emphasize sustainable agricultural practices that promote efficient resource use and waste reduction. 4. **SDG 13: Climate Action** – Insights into climate-smart agriculture can help develop strategies to mitigate and adapt to climate change impacts on food production. 5. **SDG 15: Life on Land** – Discussions on biodiversity, sustainable land management, and ecosystem conservation are critical components of agricultural science. 6. **SDG 8: Decent Work and Economic Growth** – The course can highlight agricultural innovations that create job opportunities and support rural economies. These connections underscore the role of agricultural science in fostering sustainable development, improving food systems, and addressing environmental challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110503 | Biokimia Tanaman | Plant Biochemistry | A university course in Plant Biochemistry focuses on the chemical processes and substances that occur within plants, highlighting their metabolic pathways and biochemical functions. This field integrates principles of biochemistry, molecular biology, and plant physiology to understand how plants grow, develop, and respond to their environment. | 1. **SDG 2: Zero Hunger** – Understanding plant metabolic processes can enhance crop productivity and nutritional quality, contributing to food security. 2. **SDG 3: Good Health and Well-Being** – Insights into phytochemicals and their health benefits can support the development of nutritionally rich crops. 3. **SDG 12: Responsible Consumption and Production** – Biochemical knowledge can inform sustainable agricultural practices, such as reducing reliance on chemical fertilizers and pesticides. 4. **SDG 13: Climate Action** – Research in plant biochemistry can help develop crops that are more resilient to climate change, aiding in adaptation strategies. 5. **SDG 15: Life on Land** – The course may address plant metabolism and its role in ecosystem functioning and biodiversity conservation. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Plant biochemistry can lead to innovations in biotechnology, including the development of biofuels and bioproducts. These connections highlight how plant biochemistry is essential for advancing sustainable agriculture, improving human health, and promoting environmental stewardship. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01110603 | Genetika Tanaman | Plant Genetics | A university course in Plant Genetics focuses on the principles of heredity, genetic variation, and the mechanisms that underlie plant traits and characteristics. It combines fundamental genetic concepts with practical applications in plant breeding, biotechnology, and conservation. | 1. **SDG 2: Zero Hunger** – Plant genetics is crucial for developing high-yield, disease-resistant, and nutritionally enhanced crop varieties, directly contributing to food security. 2. **SDG 3: Good Health and Well-Being** – Genetic research can lead to biofortified crops that improve nutrition and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Understanding genetic diversity helps promote sustainable agricultural practices and reduce dependence on chemical inputs. 4. **SDG 13: Climate Action** – Plant genetics can aid in developing crops that are resilient to climate change, such as drought-tolerant or flood-resistant varieties. 5. **SDG 15: Life on Land** – Research in plant genetics supports biodiversity conservation and the sustainable use of plant genetic resources. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Innovations in plant genetics can drive advancements in agricultural biotechnology and related industries. These connections illustrate the importance of plant genetics in enhancing agricultural productivity, promoting sustainability, and addressing global challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120103 | Fisiologi Tanaman | Plant Physiology | A university course in Plant Physiology focuses on the biological and biochemical processes that enable plants to grow, develop, and adapt to their environments. It covers various physiological aspects, from cellular functions to whole-plant responses to environmental stimuli. | 1. **SDG 2: Zero Hunger** – Understanding plant physiological processes is essential for improving crop yields and developing strategies for food security. 2. **SDG 3: Good Health and Well-Being** – Insights into plant metabolism can help in producing nutritionally rich crops that contribute to human health. 3. **SDG 12: Responsible Consumption and Production** – Knowledge of plant physiology can inform sustainable agricultural practices, reducing reliance on chemical inputs. 4. **SDG 13: Climate Action** – This course can focus on how plants respond to climate change, aiding in the development of resilient crop varieties. 5. **SDG 15: Life on Land** – Understanding plant physiological functions supports biodiversity and ecosystem health, important for sustainable land management. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Advances in plant physiology can lead to innovations in agricultural practices and biotechnological applications. These connections highlight the role of plant physiology in enhancing agricultural sustainability, improving food security, and addressing environmental challenges. |
| PERTANIAN | AGROTEKNOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23G01120203 | Pemuliaan Tanaman | Plant Breeding | “Plant Breeding” is a course that focuses on the science and techniques involved in developing new plant varieties with desirable traits. It covers principles of genetics, selection methods, and the use of biotechnology in breeding programs. Students learn about traditional breeding techniques as well as modern approaches, such as molecular breeding and genetic engineering. The course also addresses the challenges and ethical considerations in plant breeding, including sustainability and food security. Overall, it aims to equip students with the knowledge and skills necessary to improve crop quality, yield, and resilience. | 1. **SDG 2: Zero Hunger** – Plant breeding is crucial for developing high-yield, disease-resistant, and climate-resilient crop varieties, directly contributing to food security. 2. **SDG 3: Good Health and Well-Being** – Breeding programs can focus on biofortifying crops to enhance nutritional content, improving public health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Sustainable breeding practices can reduce the need for chemical inputs and promote environmentally friendly agricultural systems. 4. **SDG 13: Climate Action** – Plant breeding can create varieties that are resilient to climate change, such as drought-tolerant or heat-resistant crops. 5. **SDG 15: Life on Land** – Breeding efforts can support biodiversity by preserving genetic resources and promoting sustainable land management practices. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Advances in plant breeding contribute to agricultural innovation and can drive economic growth in related sectors. These connections illustrate the vital role of plant breeding in enhancing agricultural productivity, sustainability, and resilience in the face of global challenges. |
| ILMU KELAUTAN DAN PERIKANAN | AGROBISNIS PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | |||||
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110102 | Pengantar Linguistik Umum | Introduction to General Linguistics | Introduction to General Linguistics provides an overview of the fundamental principles and concepts in the study of language. Students are introduced to the key areas of linguistics, including phonetics (the study of speech sounds), phonology (the study of sound systems), morphology (the structure of words), syntax (the structure of sentences), semantics (meaning), and pragmatics (language use in context). | ### 1. **Quality Education (SDG 4)** – This course contributes to quality education by providing students with a foundational understanding of linguistics, which is essential for effective communication and critical thinking. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ### 2. **Gender Equality (SDG 5)** – Linguistics explores language use and its relation to gender, including how language can perpetuate stereotypes or promote equality. Understanding these dynamics supports efforts towards **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 3. **Reduced Inequalities (SDG 10)** – The study of language can highlight issues of language access and representation, contributing to discussions on social justice and equity. This supports **SDG 10**, which aims to reduce inequality within and among countries. ### 4. **Sustainable Cities and Communities (SDG 11)** – Language is crucial for fostering social cohesion and communication within diverse communities. This aligns with **SDG 11**, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. ### 5. **Partnerships for the Goals (SDG 17)** – Linguistics promotes understanding and collaboration among different cultures and languages, which is essential for building partnerships. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 6. **Cultural Diversity and Heritage (Indirect Support)** – While not explicitly listed as an SDG, the course supports the preservation of linguistic diversity and cultural heritage, which are important for sustainable development and social cohesion. ### Summary: An **Introduction to General Linguistics** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 5**: Gender Equality – **SDG 10**: Reduced Inequalities – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the role of language in communication, social interaction, and cultural understanding, which are vital for fostering inclusive and equitable societies. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02140206 | Ujian Skripsi | Thesis Examination | Thesis Examination is typically a culminating course in graduate programs, where students’ research theses or dissertations are formally assessed. This course involves the submission and evaluation of the student’s thesis, which is the result of their original research conducted throughout the program. The thesis is typically reviewed by a panel of faculty members who assess its quality, contribution to the field, and adherence to academic standards. | ### 1. **Quality Education (SDG 4)** – The thesis examination process is integral to ensuring quality in higher education, providing students with rigorous academic evaluation and feedback. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ### 2. **Industry, Innovation, and Infrastructure (SDG 9)** – Research conducted through theses often contributes to innovation and advancements in various fields, aligning with **SDG 9**, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. ### 3. **Decent Work and Economic Growth (SDG 8)** – Theses that focus on relevant research can lead to insights and solutions for real-world problems, supporting economic growth and job creation. This aligns with **SDG 8**, which aims to promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. ### 4. **Partnerships for the Goals (SDG 17)** – The thesis examination process often involves collaboration among academic staff, external examiners, and industry professionals, promoting partnerships that strengthen the academic and research environment. This aligns with **SDG 17**, which focuses on strengthening the means of implementation and revitalizing the Global Partnership for Sustainable Development. ### 5. **Reduced Inequalities (SDG 10)** – Research findings from theses can address social issues and inequalities, contributing to informed policies and practices aimed at reducing disparities. This supports **SDG 10**, which aims to reduce inequality within and among countries. ### Summary: A **Thesis Examination** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 9**: Industry, Innovation, and Infrastructure – **SDG 8**: Decent Work and Economic Growth – **SDG 17**: Partnerships for the Goals – **SDG 10**: Reduced Inequalities This course emphasizes the importance of rigorous academic assessment, which contributes to the overall quality of education, research innovation, and societal advancement. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130702 | Linguistik Bandingan Nusantara | Comparative Linguistics of the Archipelago | Comparative Linguistics of the Archipelago focuses on the study of the languages spoken across the vast archipelagic region, such as Southeast Asia, with particular emphasis on the languages of the Indonesian archipelago or Malay-Polynesian linguistic families. Students explore the linguistic diversity in the region, comparing language structures, phonology, morphology, syntax, and semantics across various languages spoken in the archipelago. | ### 1. **Quality Education (SDG 4)** – This course contributes to quality education by providing students with knowledge about linguistic diversity and promoting critical thinking and analytical skills. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ### 2. **Reduced Inequalities (SDG 10)** – Comparative linguistics can highlight issues related to language access and representation, contributing to discussions on social justice and equity among different language communities. This supports **SDG 10**, which aims to reduce inequality within and among countries. ### 3. **Gender Equality (SDG 5)** – The course may address the role of language in gender dynamics within different cultures, promoting discussions about language use in perpetuating or challenging gender stereotypes. This aligns with **SDG 5**, which aims to achieve gender equality and empower all women and girls. ### 4. **Cultural Diversity and Heritage (Indirect Support)** – While not explicitly listed as an SDG, the study of comparative linguistics promotes the preservation of linguistic diversity and cultural heritage, which are essential for sustainable development and social cohesion. This aligns with the broader objectives of promoting cultural diversity, understanding, and respect among different communities. ### 5. **Sustainable Cities and Communities (SDG 11)** – Understanding the linguistic landscape of a region can foster better communication and collaboration within diverse communities, contributing to social cohesion and inclusive urban planning. This aligns with **SDG 11**, which focuses on making cities inclusive, safe, resilient, and sustainable. ### 6. **Partnerships for the Goals (SDG 17)** – The study of comparative linguistics encourages collaboration among researchers, communities, and policymakers to address language-related issues and promote mutual understanding. This supports **SDG 17**, which emphasizes the importance of partnerships for sustainable development. ### Summary: A **Comparative Linguistics of the Archipelago** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 5**: Gender Equality – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the significance of understanding language as a cultural resource, contributing to social cohesion, educational equity, and the preservation of linguistic diversity. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130802 | Hukum Adat Bugis-Makassar | Bugis-Makassar Customary Law | The university course Bugis-Makassar Customary Law focuses on the traditional legal systems of the Bugis and Makassar peoples, two prominent ethnic groups in South Sulawesi, Indonesia. Students explore the principles, practices, and sources of adat law (customary law) that govern various aspects of life, including family relations, land ownership, marriage, inheritance, and conflict resolution within these communities. | ### 1. **Quality Education (SDG 4)** – The course contributes to quality education by providing students with knowledge about indigenous legal systems, promoting critical thinking and understanding of diverse legal traditions. This aligns with **SDG 4**, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. ### 2. **Reduced Inequalities (SDG 10)** – Studying Bugis-Makassar customary law can highlight issues related to social justice, equity, and the rights of indigenous communities, contributing to discussions on reducing inequalities within and among countries. This supports **SDG 10**, which aims to reduce inequality. ### 3. **Peace, Justice, and Strong Institutions (SDG 16)** – Understanding customary law is essential for promoting justice and the rule of law in indigenous contexts. This aligns with **SDG 16**, which aims to promote peaceful and inclusive societies, provide access to justice for all, and build effective, accountable institutions at all levels. ### 4. **Sustainable Cities and Communities (SDG 11)** – Customary law often governs land use, resource management, and community relations, which are vital for sustainable development in local contexts. This aligns with **SDG 11**, which focuses on making cities and human settlements inclusive, safe, resilient, and sustainable. ### 5. **Partnerships for the Goals (SDG 17)** – The course may encourage collaboration among scholars, practitioners, and community members to address legal and social issues, fostering partnerships for sustainable development. This supports **SDG 17**, which emphasizes the importance of partnerships for achieving the goals. ### 6. **Cultural Diversity and Heritage (Indirect Support)** – While not explicitly listed as an SDG, the study of Bugis-Makassar customary law supports the preservation of cultural heritage and legal diversity, promoting understanding and respect among different communities. ### Summary: A **Bugis-Makassar Customary Law** course can align with several SDGs, particularly: – **SDG 4**: Quality Education – **SDG 10**: Reduced Inequalities – **SDG 16**: Peace, Justice, and Strong Institutions – **SDG 11**: Sustainable Cities and Communities – **SDG 17**: Partnerships for the Goals This course emphasizes the importance of understanding indigenous legal systems and their role in promoting social justice, cultural diversity, and sustainable development within local communities. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130902 | Analisis Wacana Bahasa Bugis-Makassar | Discourse Analysis of the Bugis-Makassar Language | Discourse Analysis of the Bugis-Makassar Language focuses on the study of language use in context within the Bugis and Makassar linguistic communities. Students explore how discourse (i.e., spoken or written communication) is structured and functions in everyday interactions, focusing on aspects like speech acts, turn-taking, politeness strategies, and cultural norms that influence communication in Bugis and Makassar society. | ### 1. **Quality Education** (SDG 4) – The course could contribute to the promotion of **inclusive and equitable education** by exploring indigenous languages and cultures, fostering respect for linguistic diversity, and promoting multilingual education. ### 2. **Gender Equality** (SDG 5) – If the discourse analysis touches on **gender roles and representation** in the Bugis-Makassar language, it could address how language reflects and reinforces gender dynamics, contributing to discussions on **gender equality**. ### 3. **Reduced Inequalities** (SDG 10) – Studying minority or indigenous languages like Bugis and Makassar can highlight issues related to **linguistic and cultural marginalization**. The course may promote **linguistic inclusion** and help reduce inequalities by giving voice to underrepresented groups. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Language is often a key tool in **conflict resolution** and **community building**. Discourse analysis can shed light on how language influences **social cohesion**, peace, and justice within communities, particularly in multi-ethnic and multi-lingual regions like South Sulawesi. ### 5. **Partnerships for the Goals** (SDG 17) – By exploring and preserving the Bugis-Makassar language through academic collaboration, the course might foster **partnerships** between universities, indigenous communities, and local governments, aligning with SDG 17’s emphasis on cooperation for sustainable development. While these SDGs may not be the central focus of the course, discourse analysis of indigenous languages can contribute to sustainable development goals through the promotion of cultural heritage, social inclusion, and educational equity. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02131002 | Pengayaan Kurikulum Bahasa Daerah | Enrichment of Regional Language Curriculum | Enrichment of Regional Language Curriculum focuses on developing and enhancing educational programs for regional languages, with an emphasis on curriculum design, teaching methodologies, and pedagogical strategies. Students learn how to adapt regional language instruction to meet the needs of diverse learners, considering linguistic, cultural, and sociopolitical factors. | ### 1. **Quality Education** (SDG 4) – A regional language curriculum aims to provide **inclusive and equitable education** by promoting linguistic diversity and ensuring access to education in students’ mother tongues. This can enhance educational outcomes, especially for indigenous or rural communities. – **Target 4.7** emphasizes promoting the knowledge and skills needed for sustainable development, including through education in indigenous languages, which aligns with the goal of providing lifelong learning opportunities for all. ### 2. **Reduced Inequalities** (SDG 10) – By integrating regional languages into the curriculum, the course can help reduce **educational and social inequalities**. Language education is key to **empowering marginalized and indigenous communities**, ensuring their voices are heard and respected in broader societal contexts. – **Target 10.2** focuses on empowering and promoting the inclusion of all people, regardless of their background, which is central to the promotion of regional languages. ### 3. **Gender Equality** (SDG 5) – The course might examine **gender dynamics** in regional language education, ensuring that both boys and girls have equal access to language learning opportunities and that language content reflects gender equality. – Promoting gender-sensitive language and addressing gender biases in the curriculum can help achieve SDG 5’s goals of equality and empowerment for women and girls. ### 4. **Sustainable Cities and Communities** (SDG 11) – Regional languages are integral to preserving **cultural heritage**, which is an important aspect of **sustainable communities**. Enriching the language curriculum ensures that regional languages continue to thrive, promoting cultural sustainability in cities and rural areas alike. – **Target 11.4** specifically mentions strengthening efforts to protect and safeguard the world’s cultural and natural heritage, including languages. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – A well-designed regional language curriculum can contribute to **social cohesion** by fostering understanding and appreciation of cultural and linguistic diversity, which is crucial for building **peaceful and inclusive societies**. – **Target 16.7** focuses on inclusive decision-making, which can be supported through education that respects and incorporates diverse languages and cultural backgrounds. ### 6. **Partnerships for the Goals** (SDG 17) – The development and enrichment of regional language curricula often require **collaboration** between educational institutions, local governments, and community organizations. These partnerships can drive sustainable development by ensuring that local knowledge and languages are integrated into education systems. – **Target 17.9** promotes capacity-building and knowledge sharing between partners to enhance curriculum development and sustainability in education. Through the **enrichment of regional language curricula**, this course can play a vital role in promoting **cultural preservation**, **educational inclusion**, and **social equity**, contributing to sustainable development in multiple ways. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02131102 | Pariwisata Budaya | Cultural Tourism | Cultural Tourism explores the intersection of tourism and culture, focusing on how cultural heritage, traditions, and practices can be preserved and promoted through tourism. Students examine the role of tourism in the development of cultural destinations, and how local communities can leverage their cultural assets (such as festivals, traditional arts, and historical sites) to attract visitors while ensuring sustainability and cultural integrity. | ### 1. **Decent Work and Economic Growth** (SDG 8) – **Cultural tourism** plays a key role in **sustainable economic growth** by generating income for local communities and creating job opportunities, particularly in rural and underdeveloped regions. – **Target 8.9** specifically calls for devising and implementing policies to promote **sustainable tourism** that creates jobs and promotes local culture and products. ### 2. **Sustainable Cities and Communities** (SDG 11) – Cultural tourism contributes to the **sustainability of cities and communities** by preserving and promoting **cultural heritage**, both tangible (historic sites, buildings) and intangible (customs, traditions). – **Target 11.4** emphasizes strengthening efforts to protect and safeguard the world’s **cultural and natural heritage**, which cultural tourism directly supports. ### 3. **Responsible Consumption and Production** (SDG 12) – The course could address **sustainable practices** in tourism, ensuring that the consumption of cultural experiences and resources doesn’t lead to the degradation of heritage sites or exploit local communities. – **Target 12.b** promotes the development of tools to monitor the impacts of **sustainable tourism** for job creation and cultural preservation. ### 4. **Reduced Inequalities** (SDG 10) – Cultural tourism often focuses on **marginalized and indigenous communities**, providing a platform to showcase and economically benefit from their unique cultural practices. By promoting **inclusive tourism**, it helps to **reduce inequalities** by offering economic opportunities to underserved communities. – **Target 10.2** seeks to empower and promote the inclusion of all people, which can be enhanced by cultural tourism initiatives that are respectful and supportive of diverse cultural identities. ### 5. **Life on Land** (SDG 15) – The relationship between **cultural tourism** and the natural environment is often strong, particularly when the tourism is connected to landscapes or ecosystems that hold cultural significance. **Sustainable tourism** development must protect these environments from degradation. – **Target 15.1** addresses the conservation and sustainable use of ecosystems, which can be connected to cultural tourism in areas where the environment and culture are intertwined. ### 6. **Peace, Justice, and Strong Institutions** (SDG 16) – Cultural tourism can promote **social cohesion** and **intercultural dialogue**, fostering **peaceful societies**. By celebrating and sharing cultural heritage, tourism can act as a bridge between different groups and nations, supporting peace and understanding. – **Target 16.7** focuses on ensuring **inclusive decision-making**, which can be reflected in how local communities are involved in tourism planning and governance. ### 7. **Partnerships for the Goals** (SDG 17) – **Cultural tourism** often requires strong **partnerships** between various stakeholders, including local communities, governments, and international organizations. The course could cover strategies for fostering collaborations to ensure sustainable tourism development. – **Target 17.17** emphasizes partnerships to support sustainable development initiatives, and cultural tourism often exemplifies this through cross-sector collaboration. ### 8. **Gender Equality** (SDG 5) – The course might explore the role of **women in cultural tourism**, particularly in small, community-based enterprises. Promoting women’s participation in tourism can lead to **empowerment and gender equality**, especially in traditionally patriarchal societies. – **Target 5.5** focuses on ensuring women’s full and effective participation in all sectors, including tourism. A **Cultural Tourism** course, therefore, addresses numerous SDGs by promoting **sustainable development**, **cultural preservation**, and **economic growth**, while supporting social and environmental responsibility. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02131202 | Etika Bisnis | Business Ethics | Business Ethics focuses on the moral and ethical issues that arise in the context of business practice. Students explore the principles and frameworks that guide ethical decision-making in business environments, addressing topics such as corporate responsibility, sustainability, fair trade, and the ethical treatment of employees, customers, and stakeholders. | ### 1. **Decent Work and Economic Growth** (SDG 8) – Business ethics focuses on promoting **fair labor practices**, ensuring ethical treatment of workers, and fostering **sustainable economic growth**. This is closely aligned with SDG 8’s goals of achieving full and productive employment and **decent work for all**. – **Target 8.5** emphasizes fair wages and safe working environments, which are core topics in business ethics. ### 2. **Reduced Inequalities** (SDG 10) – Ethical business practices are essential for addressing **income inequality** and promoting equal opportunities within and between companies. Business ethics encourages **inclusive practices** that reduce discrimination and inequality in the workplace. – **Target 10.3** aims to ensure equal opportunity and reduce inequalities by promoting fair and ethical business practices. ### 3. **Responsible Consumption and Production** (SDG 12) – Business ethics emphasizes **responsible production and consumption** by promoting sustainable business models, ethical sourcing, and environmentally friendly practices. Companies are encouraged to minimize waste, use resources responsibly, and ensure that their supply chains are ethical. – **Target 12.6** encourages companies to adopt **sustainable practices** and integrate sustainability information into their reporting cycle, a key focus of business ethics courses. ### 4. **Climate Action** (SDG 13) – Many business ethics courses cover the ethical responsibilities companies have toward addressing **climate change**. Businesses are increasingly expected to take action to reduce their environmental footprint and implement practices that mitigate climate impact. – **Target 13.2** integrates climate change measures into national policies and strategies, which can be influenced by the ethical behavior of corporations. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Business ethics also involves promoting **ethical governance**, transparency, and anti-corruption measures in both public and private sectors. Ethical businesses contribute to **peaceful and just societies** by opposing corruption and promoting transparency and accountability. – **Target 16.5** focuses on reducing corruption and bribery in all forms, which is a major area of concern in business ethics. ### 6. **Gender Equality** (SDG 5) – Ethical business practices emphasize **gender equality** in the workplace, promoting equal pay, opportunities for leadership, and nondiscriminatory work environments. Business ethics can foster policies that **empower women** in the workplace. – **Target 5.5** ensures that women have equal opportunities for leadership at all levels, a key ethical consideration for businesses. ### 7. **Good Health and Well-being** (SDG 3) – Ethical businesses are also responsible for the **well-being** of their employees, customers, and communities. Ensuring safe working conditions, promoting mental and physical health, and addressing workplace safety are central topics in business ethics. – **Target 3.9** focuses on reducing illnesses caused by hazardous chemicals and pollution, which companies can address through ethical production practices. ### 8. **Partnerships for the Goals** (SDG 17) – Business ethics encourages **collaborations** between companies, governments, and civil society to achieve common sustainability goals. Ethical businesses often engage in partnerships that align with sustainable development objectives. – **Target 17.16** promotes multi-stakeholder partnerships, which ethical businesses often engage in to enhance their contribution to sustainable development. ### 9. **Affordable and Clean Energy** (SDG 7) – Many business ethics discussions involve the ethical responsibility of corporations to invest in **clean and sustainable energy** solutions. Ethical businesses are encouraged to adopt energy-efficient technologies and renewable energy sources to reduce their carbon footprint. – **Target 7.2** focuses on increasing the share of renewable energy, a goal supported by ethical business practices. ### 10. **Industry, Innovation, and Infrastructure** (SDG 9) – Business ethics promotes responsible and sustainable **innovation** and infrastructure development. Ethical businesses are expected to consider the societal and environmental impact of their innovations and infrastructure projects. – **Target 9.4** emphasizes upgrading infrastructure and industries to make them sustainable, which is closely related to ethical decision-making in business. In a **Business Ethics** course, students explore the role of businesses in achieving **sustainable development** by adopting practices that are responsible, equitable, and socially and environmentally conscious. These ethics promote the achievement of multiple SDGs by fostering a culture of corporate responsibility and accountability. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02140102 | Seminar Proposal | Proposal Seminar | The university course Proposal Seminar is designed to guide students in the development and presentation of research proposals. Typically taken by graduate students, the course focuses on research design, methodology, and problem formulation, helping students craft a clear and well-organized proposal for their thesis or dissertation. Students learn how to identify a research question, conduct a literature review, and develop a methodological framework to address their research objectives. | ### 1. **Quality Education** (SDG 4) – The **Proposal Seminar** helps students develop critical academic skills, such as research methodologies, project planning, and effective communication, contributing to **lifelong learning** and higher-quality education. – **Target 4.7** emphasizes education for sustainable development and fostering the knowledge needed for a sustainable future, which can be reflected in proposals related to these topics. ### 2. **Decent Work and Economic Growth** (SDG 8) – Students might develop proposals aimed at fostering **sustainable economic growth**, creating jobs, or improving workplace conditions. Business or economic research proposals, for example, could address aspects of this goal. – **Target 8.2** encourages higher levels of economic productivity through innovation and research, which could be a key theme in proposal projects. ### 3. **Industry, Innovation, and Infrastructure** (SDG 9) – Proposal seminars often encourage students to come up with innovative solutions or technologies, contributing to **sustainable industrialization** and resilient infrastructure. Proposals might include research into new technologies, sustainable construction, or innovative industry practices. – **Target 9.5** highlights the importance of enhancing research and technological capabilities in various sectors, which aligns with developing research proposals. ### 4. **Sustainable Cities and Communities** (SDG 11) – Proposals focused on urban planning, community development, or sustainability initiatives may contribute to **sustainable cities** and **resilient communities**. Topics might include transportation, housing, or sustainable infrastructure. – **Target 11.3** focuses on enhancing inclusive and sustainable urbanization, which could be a central theme in student proposals. ### 5. **Responsible Consumption and Production** (SDG 12) – Proposals that address issues like **sustainable business practices**, ethical production, or circular economy models contribute to this goal. Students might develop research or business plans that encourage more responsible use of resources. – **Target 12.5** aims to substantially reduce waste generation through prevention, reduction, recycling, and reuse, a common topic for proposals focusing on sustainability. ### 6. **Climate Action** (SDG 13) – Proposals related to environmental science, climate policy, or sustainable practices could directly contribute to **climate action**. Students may develop research ideas or projects focused on mitigating the effects of climate change. – **Target 13.3** promotes improving education, awareness, and human capacity on climate change mitigation and adaptation, which could be reflected in seminar projects. ### 7. **Gender Equality** (SDG 5) – Proposals focusing on **gender studies**, women’s rights, or gender equality initiatives would align with this goal. Projects might explore ways to **empower women and girls** through education, business, or policy. – **Target 5.5** ensures women’s full and effective participation in leadership roles, which could be a topic in proposal seminars related to organizational leadership or gender equity. ### 8. **Reduced Inequalities** (SDG 10) – If the proposals address **social inequalities**—whether in income, access to education, healthcare, or employment—they would align with the goal of reducing inequalities within and between countries. – **Target 10.2** aims to empower and promote the social, economic, and political inclusion of all, which could be reflected in student projects focused on marginalized groups. ### 9. **Peace, Justice, and Strong Institutions** (SDG 16) – Research proposals that focus on **good governance**, **human rights**, or **conflict resolution** contribute to the goal of building **peaceful and inclusive societies**. Projects could explore topics such as anti-corruption measures, legal reform, or social justice initiatives. – **Target 16.6** emphasizes the development of effective, accountable, and transparent institutions, which could be key areas of research in student proposals. ### 10. **Partnerships for the Goals** (SDG 17) – A Proposal Seminar often emphasizes collaboration and interdisciplinary approaches, aligning with SDG 17’s focus on building **partnerships**. Proposals may encourage partnerships between academia, industry, and government to achieve sustainable development. – **Target 17.16** highlights the importance of multi-stakeholder partnerships, which can be relevant for proposals seeking external collaboration for sustainable development initiatives. ### Conclusion: The specific SDGs covered in a **Proposal Seminar** course would largely depend on the individual topics chosen by students. Proposals related to sustainability, social justice, innovation, or community development can directly contribute to the achievement of multiple SDGs. The course itself, by fostering **research, critical thinking, and problem-solving**, also aligns with **SDG 4 (Quality Education)**. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02122302 | Kapita Selekta Sejarah dan Kebudayaan Sulawesi Selatan dan Barat | Capita Selecta History and Culture of South and West Sulawesi | The university course Capita Selecta History and Culture of South and West Sulawesi provides an in-depth exploration of the historical, cultural, and social developments of the Sulawesi region in Indonesia, specifically focusing on the areas of South and West Sulawesi. The course examines the region’s rich history, including its indigenous peoples, traditional kingdoms, and colonial experiences, with a particular focus on how these historical events shaped contemporary culture and society. | ### 1. **Quality Education** (SDG 4) – The course contributes to **inclusive and equitable education** by promoting an understanding of **local history and culture**, which fosters respect for cultural diversity and heritage. – **Target 4.7** encourages the integration of culture and history into education to promote sustainable development and appreciation for diverse cultures, which aligns with the focus of this course. ### 2. **Reduced Inequalities** (SDG 10) – Studying the **history and culture** of South and West Sulawesi can highlight issues of **social and economic inequality**, especially for indigenous and marginalized communities. The course may explore the region’s ethnic diversity and how these communities have been historically treated, promoting inclusion and equal opportunities. – **Target 10.2** emphasizes the social, economic, and political inclusion of all people, which is related to understanding and addressing the inequalities faced by different cultural groups. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course could focus on the role of **cultural heritage** in building **sustainable and resilient communities** in South and West Sulawesi. By studying traditional practices, architecture, and social systems, students can explore how cultural heritage contributes to community identity and sustainability. – **Target 11.4** calls for efforts to protect and preserve the world’s cultural and natural heritage, which is directly aligned with the study of regional history and culture. ### 4. **Gender Equality** (SDG 5) – If the course covers **gender roles and dynamics** in the historical and cultural contexts of South and West Sulawesi, it can contribute to discussions on **gender equality**. Understanding the roles of men and women in these cultures can lead to a deeper understanding of **gender issues** and efforts toward equality. – **Target 5.5** focuses on ensuring women’s participation in all levels of society, which could be explored through historical and cultural lenses in this course. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – A study of the region’s history might include discussions on governance, conflict resolution, and the role of traditional institutions in maintaining **peace and justice**. Understanding the historical context of governance and social order in South and West Sulawesi can support efforts to build **inclusive and peaceful societies** today. – **Target 16.7** emphasizes inclusive decision-making, which may be reflected in traditional governance systems studied in the course. ### 6. **Life on Land** (SDG 15) – The course could explore how indigenous cultures in South and West Sulawesi have historically interacted with the natural environment, promoting **sustainable land use** and conservation practices. By studying these relationships, students can gain insights into traditional knowledge systems that contribute to **biodiversity conservation**. – **Target 15.1** promotes the sustainable use of terrestrial ecosystems, and traditional practices tied to land stewardship in these regions may provide valuable lessons. ### 7. **Decent Work and Economic Growth** (SDG 8) – The cultural heritage of South and West Sulawesi may be tied to traditional crafts, practices, and industries. By studying these, the course can highlight opportunities for **sustainable economic growth** through cultural tourism, local industries, and the preservation of traditional livelihoods. – **Target 8.9** encourages sustainable tourism and the promotion of local culture, which is directly linked to the course’s content on cultural history. ### 8. **Partnerships for the Goals** (SDG 17) – The study of South and West Sulawesi’s history and culture can foster **collaborative research** and **partnerships** between universities, local communities, and cultural institutions to preserve and promote the region’s heritage. – **Target 17.16** promotes partnerships to support the achievement of the SDGs, which could include collaborations focused on cultural preservation and sustainable development. In a **”Capita Selecta: History and Culture of South and West Sulawesi”** course, students learn about the region’s rich cultural heritage, social dynamics, and historical developments, which can help address several SDGs related to **education, cultural preservation, equality, and sustainability**. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130102 | Tekstologi | Textology | The university course Textology focuses on the study of texts, particularly in the context of their creation, preservation, and interpretation. Students explore various methods of textual analysis, including text criticism, editing, and manuscript studies, with a focus on understanding the evolution of texts over time. The course emphasizes the historical, cultural, and linguistic factors that influence the transmission and reception of written works. | ### 1. **Quality Education** (SDG 4) – Textology enhances **critical thinking** and **analytical skills**, contributing to **inclusive and equitable quality education**. Through the study of texts, students improve their understanding of different cultures, histories, and perspectives, which aligns with the goal of promoting lifelong learning. – **Target 4.7** specifically encourages the promotion of knowledge related to **sustainable development** and cultural diversity, which can be explored through the analysis of texts from various contexts. ### 2. **Gender Equality** (SDG 5) – Textology may involve analyzing texts related to **gender roles** and representations, helping to uncover and address gender biases in historical and contemporary writings. This can contribute to a deeper understanding of gender issues and support efforts toward **gender equality**. – **Target 5.5** focuses on ensuring women’s full participation and equal opportunities in all aspects of life, which may be addressed through the analysis of gender in texts. ### 3. **Reduced Inequalities** (SDG 10) – The study of texts often involves exploring **marginalized voices** and narratives, which helps bring attention to **social inequalities**. Textology can uncover historical and cultural contexts where inequality is addressed or perpetuated, promoting a better understanding of how to reduce inequalities today. – **Target 10.2** emphasizes the social, economic, and political inclusion of all, which may be reflected in the study of texts that highlight diverse perspectives and marginalized communities. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Textology can involve the analysis of legal, historical, or philosophical texts that discuss **justice, governance, and conflict resolution**. By examining how texts have shaped laws and institutions, students can gain insights into building **peaceful and inclusive societies**. – **Target 16.3** promotes the rule of law and equal access to justice, which may be explored through legal texts. Additionally, **Target 16.7** focuses on inclusive decision-making, a theme that could be examined in governance or policy-related texts. ### 5. **Sustainable Cities and Communities** (SDG 11) – Texts often document the cultural heritage and traditions of communities, which is essential for **preserving cultural identity**. Textology contributes to the preservation and understanding of **cultural heritage**, ensuring that historical texts are studied and understood in their social and historical context. – **Target 11.4** promotes the protection and safeguarding of the world’s cultural and natural heritage, which can be supported by textological studies that focus on historical documents and cultural writings. ### 6. **Responsible Consumption and Production** (SDG 12) – Textology can also explore how **literature and documentation** shape consumer behaviors and societal norms. Analyzing texts related to sustainability, consumption, and production can help raise awareness about ethical and responsible practices. – **Target 12.8** focuses on ensuring people everywhere have the relevant information and awareness for sustainable development, which can be informed by textual analysis that critiques unsustainable practices. ### 7. **Decent Work and Economic Growth** (SDG 8) – Through the analysis of texts related to **labor, work ethics, and economic development**, textology can contribute to a better understanding of how work is represented in literature and historical documents. This may influence discussions on **fair labor practices** and ethical business. – **Target 8.5** promotes decent work for all, which could be a theme in analyzing texts focused on labor rights and economic history. ### 8. **Partnerships for the Goals** (SDG 17) – Textology often involves collaboration across **disciplines**—such as history, literature, and linguistics—and may involve partnerships with **cultural institutions** (e.g., archives, libraries) to preserve and analyze important texts. This promotes **global partnerships** in the preservation of cultural heritage and knowledge. – **Target 17.16** focuses on the promotion of global partnerships, and textological research often requires collaboration across borders and institutions. ### Conclusion: In a **Textology** course, students engage with **historical, cultural, and social texts**, contributing to SDGs focused on **education, gender equality, reduced inequalities, cultural preservation, and strong institutions**. Through the careful analysis of texts, students can gain insights into how societies have developed and how textual records shape and reflect sustainable development challenges and solutions. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130202 | Sosiologi Sastra | Sociology of Literature | The university course Sociology of Literature explores the relationship between literature and society, focusing on how literature both reflects and influences social structures, cultural norms, and power dynamics. Students examine the social contexts in which literary works are produced, circulated, and consumed, as well as how literature shapes and is shaped by various social forces such as class, gender, race, politics, and economics. | ### 1. **Quality Education** (SDG 4) – **Sociology of Literature** promotes critical thinking and deep understanding of how literature interacts with social contexts, contributing to **inclusive and equitable quality education**. The course helps students appreciate different cultural and historical perspectives through literature. – **Target 4.7** emphasizes education for sustainable development, human rights, and promotion of a culture of peace, which can be explored through literary texts that address these themes. ### 2. **Gender Equality** (SDG 5) – This course can focus on how literature portrays **gender roles**, inequalities, and women’s rights, helping students critically examine gender dynamics in society. Literature often reflects and critiques societal norms about gender, contributing to discussions on **gender equality**. – **Target 5.1** focuses on ending discrimination against women, and literary works can provide powerful insights into historical and contemporary gender issues. ### 3. **Reduced Inequalities** (SDG 10) – Literature often highlights the experiences of **marginalized communities**, providing a voice to those who are underrepresented in society. The course can focus on texts that address **social inequality**, racial injustice, and class struggles, promoting awareness of these issues. – **Target 10.2** calls for the promotion of social, economic, and political inclusion of all, a theme frequently explored in literature that critiques societal structures and power dynamics. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Many literary works address themes of **justice, conflict, and governance**, offering critiques of corrupt systems, violence, and social injustices. Through literature, students can explore issues related to **peacebuilding** and the development of fair and inclusive institutions. – **Target 16.3** promotes the rule of law and equal access to justice, which can be examined through literary texts that discuss legal and ethical issues in society. ### 5. **Decent Work and Economic Growth** (SDG 8) – The course may include analysis of literature that explores the world of **labor, work ethics, and economic conditions**. Texts that deal with the struggles of workers, inequality in the workplace, or critiques of capitalism and economic exploitation can contribute to discussions on **decent work and sustainable economic growth**. – **Target 8.5** highlights achieving full and productive employment and decent work for all, which can be reflected in literary critiques of labor conditions and economic injustice. ### 6. **Sustainable Cities and Communities** (SDG 11) – Literature often reflects the challenges of urbanization, community development, and social cohesion, making it relevant to the goal of building **sustainable cities and communities**. The course can explore how urban and rural societies are depicted in literature and the role of literature in preserving **cultural heritage**. – **Target 11.4** focuses on strengthening efforts to protect and safeguard cultural and natural heritage, which literature helps to preserve and transmit across generations. ### 7. **Responsible Consumption and Production** (SDG 12) – Some literary texts critique consumerism, materialism, and the environmental impacts of production, encouraging reflection on **responsible consumption**. Through literature, students can explore themes related to overconsumption, waste, and ethical practices in society. – **Target 12.8** aims to ensure that people everywhere have the relevant information and awareness for sustainable development, and literature can serve as a medium for raising awareness about these issues. ### 8. **Life on Land** (SDG 15) – Literary works that focus on **nature, land use, and environmental conservation** can align with SDG 15, as they raise awareness about the importance of protecting ecosystems and biodiversity. Environmental literature often critiques humanity’s relationship with nature, urging for sustainable practices. – **Target 15.1** highlights the sustainable use of terrestrial ecosystems, a theme that can be explored in texts that focus on environmental degradation and conservation. ### 9. **Partnerships for the Goals** (SDG 17) – The study of literature often requires interdisciplinary collaboration, as literary works intersect with sociology, history, politics, and culture. Through the **Sociology of Literature**, students can engage in **global and local partnerships** that promote social change through literary analysis. – **Target 17.16** promotes multi-stakeholder partnerships for sustainable development, which can be advanced by research and collaboration in literary studies that address global challenges. ### Conclusion: The **Sociology of Literature** course contributes to **SDGs** by promoting **critical reflection** on social issues through literature. It fosters awareness of **education, gender equality, social justice, cultural heritage**, and **sustainability**. Through the analysis of literary texts, students gain insights into societal structures, power relations, and cultural dynamics, which align with the **SDGs** that focus on building a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130302 | Semiotika | Semiotics | The university course Semiotics focuses on the study of signs, symbols, and meanings in communication. Students explore how signs (including words, images, gestures, sounds, and objects) function within language, media, and cultural practices to convey meaning. The course covers key theories of semiotics, including the work of major theorists like Ferdinand de Saussure and Charles Sanders Peirce, and examines the relationship between the signifier (the form of the sign) and the signified (the concept it represents). | ### 1. **Quality Education** (SDG 4) – Semiotics contributes to **critical thinking** and enhances students’ ability to analyze and interpret **signs and symbols** across different cultures and media. This promotes **inclusive and equitable education** by developing analytical skills that help in understanding complex communication and meaning. – **Target 4.7** encourages education for sustainable development, global citizenship, and appreciation of cultural diversity. Semiotics helps students recognize how meanings are shaped by cultural and historical contexts, which aligns with fostering a deeper understanding of diverse societies. ### 2. **Reduced Inequalities** (SDG 10) – Semiotics can be used to analyze how **signs, symbols, and media** representations contribute to reinforcing or challenging social inequalities, including **racism, sexism, and classism**. By understanding how media, advertisements, and other forms of communication perpetuate stereotypes or inequalities, students can work towards reducing them. – **Target 10.2** emphasizes the social, economic, and political inclusion of all. Semiotics allows for the critical examination of the role that symbols and communication play in either including or excluding marginalized communities. ### 3. **Gender Equality** (SDG 5) – Semiotics can explore how **gender roles and stereotypes** are constructed and perpetuated through symbols, language, and media representations. This helps students critically engage with how gender identities are shaped and how media reinforces or challenges **gender inequality**. – **Target 5.1** aims to end all forms of discrimination against women and girls, which can be addressed through the analysis of media and cultural symbols that perpetuate or subvert gender discrimination. ### 4. **Sustainable Cities and Communities** (SDG 11) – Semiotics can be used to study the **symbols and signs** that are part of **urban design, architecture**, and **public spaces**, influencing how communities perceive their environments. By understanding the semiotic aspects of city planning and cultural heritage preservation, the course can contribute to building **sustainable cities and communities**. – **Target 11.4** focuses on protecting cultural heritage, and semiotics can help in analyzing how cultural symbols and heritage are communicated and maintained in urban spaces. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Semiotics can play a role in understanding how **symbols, propaganda, and media** shape public opinion, social conflicts, and governance. By critically analyzing how communication influences social justice, governance, and peace, students can better understand the power of symbols in maintaining or disrupting social order. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through semiotic analysis of legal systems, justice symbols, and institutional communication. ### 6. **Responsible Consumption and Production** (SDG 12) – Semiotic analysis is often used in **advertising and marketing** to study how products and consumer behaviors are shaped by signs and symbols. By examining how **brands** and **advertisements** communicate, semiotics can contribute to promoting **responsible consumption** by identifying messages that either support or undermine sustainability. – **Target 12.8** focuses on ensuring that people have the relevant information for sustainable development. Semiotic analysis of advertising can reveal how consumer culture can shift toward more sustainable behaviors. ### 7. **Climate Action** (SDG 13) – Semiotics can be applied to **environmental communication**, analyzing how symbols and language are used to discuss **climate change**, sustainability, and environmental protection. By studying the messaging in climate change campaigns, students can better understand how to communicate effectively about environmental issues. – **Target 13.3** promotes education and awareness-raising on climate change, and semiotics can play a key role in understanding the symbols and communication strategies that best convey the urgency of climate action. ### 8. **Life on Land** (SDG 15) – Semiotics can be used to study the representation of **nature, animals, and the environment** in media and culture, which helps raise awareness about the need to preserve biodiversity and ecosystems. Understanding how symbols are used to discuss environmental issues can foster stronger conservation efforts. – **Target 15.1** promotes the sustainable use of ecosystems, and semiotics can be applied to analyze how environmental discourse and imagery affect public perceptions and actions regarding the protection of life on land. ### 9. **Partnerships for the Goals** (SDG 17) – Semiotics often requires **interdisciplinary collaboration** and can be applied to understand global communication strategies. By studying how symbols and signs are used in different cultures and contexts, semiotics fosters **international cooperation** and **multicultural understanding**. – **Target 17.16** emphasizes multi-stakeholder partnerships for sustainable development, and semiotics can help in analyzing global communication strategies to achieve the SDGs. ### Conclusion: A **Semiotics** course engages with the **study of signs, symbols, and communication** in society, contributing to **SDGs** focused on **education, gender equality, reduced inequalities, sustainable communities, responsible consumption, and climate action**. By understanding how symbols shape societal norms, behaviors, and public opinion, students can apply semiotic analysis to promote sustainable development and social justice. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130402 | Leksikografi | Lexicography | The university course Lexicography focuses on the theory and practice of dictionary-making. Students learn how to compile, edit, and analyze dictionaries, exploring the principles behind the selection, definition, and organization of words. The course covers various types of dictionaries, such as monolingual, bilingual, specialized, and historical dictionaries, and examines the methodologies used in creating and updating them. | ### 1. **Quality Education** (SDG 4) – Lexicography supports **language education** and literacy development, contributing to **inclusive and equitable quality education**. Understanding the principles of dictionary compilation and usage helps students improve their language skills and comprehension. – **Target 4.7** emphasizes the promotion of education for sustainable development, which can include teaching the importance of language in shaping knowledge and cultural identity through dictionaries and lexical resources. ### 2. **Reduced Inequalities** (SDG 10) – Lexicography can address issues of **language rights** and the representation of **marginalized languages** and dialects. By developing dictionaries for underrepresented languages, lexicographers contribute to the preservation and promotion of linguistic diversity, helping reduce inequalities related to language access and representation. – **Target 10.2** focuses on the social, economic, and political inclusion of all, which can be supported by ensuring that diverse languages and dialects are documented and accessible. ### 3. **Gender Equality** (SDG 5) – Lexicographic practices can include the analysis of how **gender is represented in language** and dictionaries. Understanding gender biases in language and how they are reflected in lexical entries can promote discussions about **gender equality**. – **Target 5.1** aims to end all forms of discrimination against women and girls, which can be examined through the lens of language and representation in dictionaries. ### 4. **Sustainable Cities and Communities** (SDG 11) – Lexicography contributes to the preservation of local dialects and cultural expressions through the development of community-specific dictionaries. This helps maintain cultural heritage and identity within urban and rural communities. – **Target 11.4** emphasizes the protection and safeguarding of cultural heritage, which can be supported by documenting local languages and dialects through lexicographic work. ### 5. **Decent Work and Economic Growth** (SDG 8) – The field of lexicography can contribute to **job creation** in areas such as publishing, education, and translation services. By preparing students for careers in lexicography, the course can support economic growth and professional development in language-related fields. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through educational pathways in lexicography and language services. ### 6. **Partnerships for the Goals** (SDG 17) – Lexicography often involves collaboration between **linguists, educators, publishers, and community members**. Building partnerships among these stakeholders can enhance the quality and accessibility of lexical resources. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects in lexicography that promote linguistic diversity and accessibility. ### 7. **Life on Land** (SDG 15) – While not directly related, lexicography can contribute to environmental education by documenting terms related to **biodiversity** and **ecosystem conservation** in various languages. Understanding and promoting the language surrounding environmental issues can aid in conservation efforts. – **Target 15.1** promotes the sustainable use of terrestrial ecosystems, and lexicographic work can help document indigenous knowledge and terminology related to local flora and fauna. ### Conclusion: A **Lexicography** course contributes to **several SDGs** by emphasizing the importance of language in education, cultural preservation, gender representation, and social inclusion. Through the study of dictionary creation and usage, students gain insights into how language shapes knowledge, identity, and societal norms, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130502 | Metodologi Pengajaran Bahasa dan Sastra | Language and Literature Teaching Methodology | The university course Language and Literature Teaching Methodology focuses on the pedagogical approaches and strategies for teaching both language and literature in educational settings. Students explore a range of teaching methods for developing language skills (listening, speaking, reading, and writing) as well as strategies for engaging students with literary texts across genres, such as fiction, poetry, and drama. | ### 1. **Quality Education** (SDG 4) – This course directly contributes to **inclusive and equitable quality education** by equipping future educators with effective teaching strategies for language and literature. It emphasizes critical thinking, literacy, and communication skills, essential for personal and academic success. – **Target 4.7** promotes education for sustainable development and global citizenship, which can be incorporated into teaching methodologies that encourage students to engage with diverse perspectives through literature. ### 2. **Gender Equality** (SDG 5) – Language and literature can reflect and challenge **gender roles** and stereotypes. Teaching methodologies can be designed to critically engage with texts that explore gender issues, promoting awareness and understanding of **gender equality**. – **Target 5.1** aims to end discrimination against women and girls, and literature can be used to address and critique these issues, fostering discussions on equality in the classroom. ### 3. **Reduced Inequalities** (SDG 10) – The course can focus on inclusive teaching strategies that address the needs of diverse learners, including those from marginalized backgrounds. By incorporating texts from various cultures and communities, educators can help reduce educational inequalities. – **Target 10.2** emphasizes the inclusion of all social groups, and literature teaching can provide a platform for voices that are often underrepresented. ### 4. **Sustainable Cities and Communities** (SDG 11) – Language and literature can play a significant role in promoting **cultural heritage** and community identity. Teaching methodologies that incorporate local literature and language can help students appreciate and preserve their cultural backgrounds. – **Target 11.4** focuses on the protection and safeguarding of cultural heritage, which can be supported by literature that reflects local histories and traditions. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Literature often addresses themes of **social justice, conflict resolution**, and **human rights**. Teaching methodologies can use literary texts to promote discussions around these topics, helping students develop critical perspectives on societal issues. – **Target 16.3** emphasizes the rule of law and access to justice, which can be explored through literature that critiques injustice and advocates for social change. ### 6. **Partnerships for the Goals** (SDG 17) – Effective language and literature teaching often involves collaboration among educators, communities, and cultural institutions. Building partnerships can enhance teaching practices and create more engaging learning environments. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be fostered through collaborative teaching projects that involve local authors, community members, and educational institutions. ### 7. **Climate Action** (SDG 13) – Language and literature teaching methodologies can incorporate texts that address environmental issues and climate change, helping to raise awareness and promote discussions about sustainability and ecological responsibility. – **Target 13.3** promotes education, awareness, and human and institutional capacity on climate change, which can be integrated into the curriculum through relevant literature. ### Conclusion: A course on **Language and Literature Teaching Methodology** contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and cultural preservation. By equipping educators with effective teaching strategies, the course supports a holistic approach to education that fosters critical thinking, social awareness, and appreciation of diversity, ultimately leading to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02130602 | Kajian Budaya | Cultural Studies | The university course Cultural Studies explores the ways in which culture shapes and is shaped by social, political, and economic forces. Students examine various aspects of culture, including media, literature, art, popular culture, language, and identity, and analyze how these cultural elements reflect and influence power dynamics, ideologies, and societal norms. | ### 1. **Quality Education** (SDG 4) – Cultural Studies promotes critical thinking and analysis of cultural texts and practices, contributing to **inclusive and equitable quality education**. It encourages students to engage with diverse perspectives, enhancing their understanding of cultural dynamics and social issues. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be fostered through the study of diverse cultural narratives and practices. ### 2. **Reduced Inequalities** (SDG 10) – A key focus of Cultural Studies is examining power dynamics and social inequalities related to **race, ethnicity, gender**, and class. The course can encourage critical engagement with how cultural representations impact marginalized communities, promoting awareness of social injustices. – **Target 10.2** emphasizes the inclusion of all social groups, and Cultural Studies can provide a platform for voices that are often underrepresented or silenced. ### 3. **Gender Equality** (SDG 5) – Cultural Studies frequently addresses issues of **gender representation** and the social construction of gender roles. The course can analyze how culture influences and reflects gender identities, promoting discussions on **gender equality**. – **Target 5.1** aims to end all forms of discrimination against women and girls, and Cultural Studies can critique cultural practices that perpetuate gender bias and inequality. ### 4. **Sustainable Cities and Communities** (SDG 11) – Cultural Studies examines how cultural practices shape community identities and urban environments. The course can explore the role of culture in fostering community cohesion and promoting **sustainable urban development**. – **Target 11.4** focuses on protecting cultural heritage, and the study of Cultural Studies can contribute to understanding how local cultures and histories inform community identity. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Cultural Studies can engage with themes of **social justice, conflict resolution**, and **human rights** through the analysis of cultural texts and practices. By examining how culture influences societal norms and institutions, the course can foster critical awareness of issues related to peace and justice. – **Target 16.3** emphasizes the promotion of the rule of law and equal access to justice, which can be explored through cultural narratives that critique injustice and advocate for social change. ### 6. **Decent Work and Economic Growth** (SDG 8) – The course can explore how culture and creative industries contribute to **economic growth** and job creation. Understanding cultural production and consumption can help students appreciate the economic impact of cultural practices. – **Target 8.5** promotes full and productive employment and decent work for all, and Cultural Studies can examine the role of cultural work in achieving these goals. ### 7. **Climate Action** (SDG 13) – Cultural Studies can address environmental issues by exploring cultural representations of nature and sustainability. The course can analyze how cultural narratives shape public perceptions and actions regarding climate change and environmental conservation. – **Target 13.3** promotes education and awareness-raising on climate change, which can be integrated into the curriculum through relevant cultural texts and practices. ### 8. **Partnerships for the Goals** (SDG 17) – Cultural Studies often involves collaboration among various disciplines and community stakeholders. Building partnerships can enhance the study of culture and foster collaborative projects that promote social change and cultural understanding. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be fostered through collaborative cultural initiatives and research projects. ### Conclusion: A **Cultural Studies** course contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and cultural preservation. By critically examining cultural practices and texts, students gain insights into the complexities of identity, power, and social issues, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02116002 | Semantik Bahasa Bugis-Makassar | Semantics of the Bugis-Makassar Language | The university course Semantics of the Bugis-Makassar Language focuses on the study of meaning in the Bugis and Makassar languages, two major languages spoken in South Sulawesi, Indonesia. Students explore the ways in which meaning is constructed, interpreted, and conveyed through lexical items, syntax, and pragmatics in these languages. | ### 1. **Quality Education** (SDG 4) – This course contributes to **inclusive and equitable quality education** by providing students with a deeper understanding of language, meaning, and cultural expression in the Bugis-Makassar context. It enhances critical thinking and analytical skills necessary for interpreting language and its implications. – **Target 4.7** emphasizes the promotion of education for sustainable development and global citizenship, which can be integrated into the curriculum by highlighting the importance of linguistic diversity and cultural understanding. ### 2. **Reduced Inequalities** (SDG 10) – Studying the semantics of the Bugis-Makassar language can help address issues of **language preservation** and representation. This is crucial for the documentation and revitalization of indigenous languages, contributing to the reduction of inequalities related to language access and cultural identity. – **Target 10.2** focuses on social inclusion, and the course can promote awareness of the importance of maintaining and valuing indigenous languages and cultures. ### 3. **Gender Equality** (SDG 5) – Semantics often involves the analysis of how language reflects and constructs **gender roles** and identities. By examining semantic structures in the Bugis-Makassar language, the course can address issues related to gender representation and promote discussions on **gender equality**. – **Target 5.1** aims to end all forms of discrimination against women and girls, and language can be a powerful tool for challenging or reinforcing gender stereotypes. ### 4. **Sustainable Cities and Communities** (SDG 11) – Understanding the semantics of the Bugis-Makassar language can contribute to the preservation of local culture and identity, which is vital for building **sustainable communities**. Language plays a key role in maintaining cultural heritage and community cohesion. – **Target 11.4** emphasizes the protection and safeguarding of cultural heritage, and the study of indigenous languages can contribute to this goal. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Language and semantics are deeply connected to issues of **communication, representation**, and social justice. Analyzing the semantics of the Bugis-Makassar language can highlight how language influences perceptions of justice and societal norms. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through the language used in legal contexts and public discourse in the Bugis-Makassar community. ### 6. **Life on Land** (SDG 15) – The semantics of indigenous languages often include terminology related to local ecosystems, biodiversity, and cultural practices surrounding the environment. This can raise awareness of the importance of **environmental conservation** and traditional ecological knowledge. – **Target 15.1** promotes the sustainable use of terrestrial ecosystems, and understanding the semantic richness of local languages can contribute to the preservation of indigenous knowledge related to land and resources. ### 7. **Partnerships for the Goals** (SDG 17) – The study of semantics can foster collaboration among linguists, educators, cultural practitioners, and local communities. Building partnerships can enhance research efforts and promote the revitalization of the Bugis-Makassar language and culture. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be facilitated through collaborative projects focused on language preservation and cultural studies. ### Conclusion: A course on the **Semantics of the Bugis-Makassar Language** contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and cultural preservation. By exploring the nuances of meaning in this language, students gain insights into the cultural and social dimensions of language, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121702 | Media dan Desain Grafis Lontara | Lontara Media and Graphic Design | The university course Lontara Media and Graphic Design explores the integration of the Lontara script, a traditional writing system used by the Bugis and Makassar peoples of South Sulawesi, into modern media and graphic design. Students learn to combine traditional and contemporary design principles to create visually engaging and culturally relevant media content using the Lontara script. | ### 1. **Quality Education** (SDG 4) – This course promotes **inclusive and equitable quality education** by teaching students about the Lontara script, its historical significance, and its application in modern media and graphic design. It encourages the integration of traditional knowledge with contemporary design practices. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be enhanced by understanding and valuing local cultures and languages. ### 2. **Reduced Inequalities** (SDG 10) – The course can address issues related to **cultural representation** and the preservation of the Lontara script in a digital age. By fostering an appreciation for this writing system, students can contribute to reducing inequalities related to cultural access and representation. – **Target 10.2** focuses on the inclusion of all social groups, which can be supported by valuing and promoting indigenous scripts and cultures in graphic design. ### 3. **Sustainable Cities and Communities** (SDG 11) – Integrating Lontara media into graphic design promotes the preservation of local culture and identity, contributing to building **sustainable communities**. It helps maintain cultural heritage while adapting it for contemporary use. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and the course can actively contribute to this goal by promoting the use of Lontara in modern design contexts. ### 4. **Decent Work and Economic Growth** (SDG 8) – The course equips students with skills in graphic design that are applicable in various industries, including advertising, publishing, and digital media. This can lead to **job creation** and economic opportunities in creative fields. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through education in graphic design and media. ### 5. **Partnerships for the Goals** (SDG 17) – The course can foster collaborations among designers, educators, cultural institutions, and communities. Building partnerships can enhance the promotion of Lontara media and contribute to community engagement in cultural preservation. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects that involve local artists and cultural practitioners. ### 6. **Climate Action** (SDG 13) – While not directly related, graphic design can be used to promote environmental awareness and sustainability messages. The course can incorporate themes of climate action through the design of materials that raise awareness about environmental issues. – **Target 13.3** promotes education and awareness-raising on climate change, which can be integrated into graphic design projects. ### 7. **Gender Equality** (SDG 5) – The course can examine how Lontara media can represent **gender identities** and promote discussions about gender roles in the Bugis-Makassar context. This can contribute to raising awareness and fostering equality through design. – **Target 5.1** aims to end discrimination against women and girls, and design projects can be used to challenge stereotypes and promote gender equality. ### Conclusion: A course on **Lontara Media and Graphic Design** contributes to several **SDGs** by promoting quality education, reduced inequalities, cultural preservation, and economic growth. By integrating traditional cultural elements with modern design practices, students can engage with their heritage while developing skills that support a more equitable and sustainable future. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121802 | Psikolinguistik | Psycholinguistics | The university course Psycholinguistics explores the psychological and cognitive processes involved in language production, comprehension, and acquisition. Students examine how humans acquire, process, and use language, drawing from interdisciplinary fields such as linguistics, psychology, and neuroscience. | ### 1. **Quality Education** (SDG 4) – Psycholinguistics contributes to **inclusive and equitable quality education** by enhancing understanding of language acquisition and cognitive processes involved in learning. Insights from psycholinguistics can improve teaching methods and learning strategies for language education. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported by understanding how language shapes thought and social interactions. ### 2. **Reduced Inequalities** (SDG 10) – The study of psycholinguistics can highlight issues related to **language access and representation**, particularly for marginalized communities. Understanding language processing can help address barriers faced by individuals with different linguistic backgrounds or abilities. – **Target 10.2** focuses on social inclusion, and the course can explore how language affects social dynamics and access to resources. ### 3. **Gender Equality** (SDG 5) – Psycholinguistics can examine how **language reflects and constructs gender roles**, contributing to discussions on **gender equality**. The course may analyze linguistic stereotypes and biases that affect communication and perception. – **Target 5.1** aims to end discrimination against women and girls, and psycholinguistic research can contribute to understanding how language influences gender dynamics. ### 4. **Good Health and Well-being** (SDG 3) – Understanding the cognitive and neurological aspects of language can inform therapeutic approaches in areas such as **speech-language pathology** and cognitive rehabilitation. Psycholinguistics can enhance communication strategies for individuals with language impairments or neurological conditions. – **Target 3.4** focuses on mental health and well-being, which can be supported through interventions that address language and communication skills. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Language plays a crucial role in **communication, conflict resolution**, and the promotion of social justice. Psycholinguistics can contribute to understanding how language affects perceptions of justice and societal norms. – **Target 16.3** emphasizes the rule of law and equal access to justice, which can be explored through language use in legal contexts and public discourse. ### 6. **Decent Work and Economic Growth** (SDG 8) – The insights gained from psycholinguistics can inform practices in **language education**, **human resources**, and **communication strategies** in various industries, enhancing workplace communication and collaboration. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through effective communication practices informed by psycholinguistic research. ### 7. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of psycholinguistics encourages collaboration among linguists, psychologists, educators, and healthcare professionals. Building partnerships can enhance research and promote practical applications of psycholinguistic findings. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects in education and health that incorporate psycholinguistic principles. ### Conclusion: A course on **Psycholinguistics** contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and good health and well-being. By examining the connections between language and cognitive processes, students gain valuable insights that support effective communication, social inclusion, and the understanding of diverse perspectives, ultimately fostering a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121902 | Kajian La Galigo | La Galigo Study | The university course La Galigo Study focuses on the La Galigo epic, one of the longest and most important literary works in the Bugis language, originating from South Sulawesi, Indonesia. Students explore the historical, cultural, and literary significance of this ancient text, which is considered a cornerstone of Bugis literature and oral tradition. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with insights into the literary and cultural heritage of the Bugis-Makassar people. It encourages critical thinking and appreciation of indigenous literature and storytelling traditions. – **Target 4.7** emphasizes the importance of education for sustainable development and global citizenship, which can be enriched through the study of La Galigo’s themes and narratives. ### 2. **Reduced Inequalities** (SDG 10) – La Galigo serves as a means of preserving and promoting the Bugis-Makassar language and culture, contributing to the reduction of inequalities related to cultural representation and access. By studying this epic, students can engage with issues of cultural identity and social equity. – **Target 10.2** focuses on the inclusion of all social groups, which can be supported through the recognition and promotion of indigenous literature. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course can explore how La Galigo reflects and shapes the identity of communities, contributing to the understanding of cultural heritage and community cohesion. The epic serves as a vehicle for transmitting cultural values and norms, which are essential for building sustainable communities. – **Target 11.4** emphasizes the protection and safeguarding of cultural heritage, and the study of La Galigo can actively contribute to this goal. ### 4. **Decent Work and Economic Growth** (SDG 8) – Understanding La Galigo’s narratives can inspire creative industries, such as literature, theater, and tourism. By promoting cultural tourism based on La Galigo, the course can contribute to **job creation** and economic opportunities in creative sectors. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through initiatives that leverage cultural heritage. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – La Galigo’s themes often include discussions on morality, justice, and social order. Analyzing these themes can promote understanding of how cultural narratives influence perceptions of justice and social cohesion. – **Target 16.3** emphasizes the rule of law and equal access to justice, which can be explored through the moral and ethical lessons embedded in the epic. ### 6. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of La Galigo studies encourages collaboration among scholars, cultural practitioners, and local communities. Building partnerships can enhance research, promote cultural preservation, and engage community members in cultural activities. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focused on cultural heritage. ### Conclusion: A course on **La Galigo Study** contributes to several **SDGs** by promoting quality education, reduced inequalities, cultural preservation, and economic growth. By exploring this epic’s rich narratives and cultural significance, students gain insights into the complexities of identity, morality, and social values, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02122002 | Jurnalistik Budaya | Cultural Journalism | The university course Cultural Journalism focuses on the practice of reporting, writing, and broadcasting about cultural topics, including arts, literature, music, film, theater, fashion, traditions, and social movements. Students learn how to engage with cultural subjects critically and creatively, using journalistic tools to present in-depth, insightful stories that connect culture with broader social, political, and economic contexts. | ### 1. **Quality Education** (SDG 4) – Cultural journalism promotes **inclusive and equitable quality education** by teaching students about cultural narratives and critical analysis of media. It encourages a deeper understanding of how culture influences society and the importance of media literacy. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be enhanced through the study of cultural journalism’s role in informing public discourse. ### 2. **Reduced Inequalities** (SDG 10) – Cultural journalism can highlight issues of **representation and equity** in media. It seeks to give voice to marginalized communities and promote stories that challenge social inequalities, contributing to a more inclusive media landscape. – **Target 10.2** focuses on social inclusion, and the course can empower students to report on and advocate for underrepresented groups in culture and society. ### 3. **Gender Equality** (SDG 5) – Cultural journalism can address issues of **gender representation** and the portrayal of women in media. The course may analyze how cultural narratives shape and reflect gender roles, promoting discussions about gender equality in journalism. – **Target 5.1** aims to end all forms of discrimination against women and girls, and cultural journalism can be a platform for challenging stereotypes and advocating for gender equity. ### 4. **Sustainable Cities and Communities** (SDG 11) – Cultural journalism contributes to the promotion of local culture and community identity, which are vital for building **sustainable communities**. By reporting on local arts, traditions, and events, journalists can foster community engagement and pride. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and cultural journalism can play a critical role in documenting and promoting cultural practices. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Cultural journalism can promote **social cohesion** and understanding through reporting on cultural issues and events that foster dialogue and empathy among diverse communities. It can also serve as a watchdog for social justice issues. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through investigative journalism that addresses injustices and advocates for community rights. ### 6. **Decent Work and Economic Growth** (SDG 8) – By equipping students with skills in cultural reporting, the course can open up career opportunities in journalism, media, and the arts, contributing to **job creation** in creative industries. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through education in cultural journalism. ### 7. **Partnerships for the Goals** (SDG 17) – The field of cultural journalism often involves collaboration among journalists, artists, cultural organizations, and community groups. Building partnerships can enhance cultural reporting and promote community involvement in journalism. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative cultural projects and initiatives. ### Conclusion: A course on **Cultural Journalism** contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and cultural preservation. By exploring the role of journalism in shaping cultural narratives, students gain valuable insights into the complexities of culture and society, ultimately fostering a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02122102 | Pragmatik | Pragmatics | The university course Pragmatics focuses on the study of language use in context, exploring how meaning is conveyed through communication strategies beyond the literal interpretation of words. Students learn how speakers convey intentions, inferences, and social meaning in everyday interactions, considering factors like context, politeness, implicature, and speech acts. | ### 1. **Quality Education** (SDG 4) – Pragmatics enhances **inclusive and equitable quality education** by providing insights into effective communication strategies, discourse analysis, and language use in various contexts. Understanding pragmatic principles can improve language teaching and learning. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through the study of pragmatic approaches to language and communication. ### 2. **Reduced Inequalities** (SDG 10) – The course can explore how pragmatic understanding can address issues of **language accessibility and communication barriers** for marginalized communities. By analyzing how language use varies across different social contexts, students can contribute to more inclusive communication practices. – **Target 10.2** focuses on social inclusion, and the course can empower students to recognize and address inequalities in communication. ### 3. **Gender Equality** (SDG 5) – Pragmatics can investigate how **language reflects and constructs gender roles** in communication. The course can analyze the use of language in gendered contexts and how pragmatic norms can perpetuate or challenge stereotypes. – **Target 5.1** aims to end discrimination against women and girls, and pragmatics can inform strategies to promote gender-inclusive language use. ### 4. **Good Health and Well-being** (SDG 3) – Understanding pragmatics can improve communication in healthcare settings, enhancing patient-provider interactions and health literacy. Effective communication is essential for delivering quality healthcare and supporting patient well-being. – **Target 3.4** focuses on mental health and well-being, and clear communication can contribute to better mental health outcomes. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Pragmatics plays a crucial role in understanding **communication in conflict resolution** and promoting social cohesion. Analyzing how language is used in negotiations and public discourse can enhance understanding of social justice issues. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through pragmatic analyses of legal language and its implications for justice. ### 6. **Decent Work and Economic Growth** (SDG 8) – The skills learned in a pragmatics course can enhance effective communication in professional settings, contributing to workplace productivity and collaboration. Understanding pragmatics can improve interpersonal skills and professional relationships. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in communication strategies. ### 7. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of pragmatics encourages collaboration among linguists, educators, psychologists, and other professionals. Building partnerships can enhance research and promote effective communication in diverse fields. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects that leverage pragmatic insights. ### Conclusion: A course on **Pragmatics** contributes to several **SDGs** by promoting quality education, gender equality, reduced inequalities, and effective communication practices. By examining how context shapes meaning in language, students gain valuable skills and insights that support social cohesion, inclusivity, and sustainable development, ultimately fostering a more equitable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02122202 | Kreatifitas dan Literasi Digital Bugis-Makassar | Bugis-Makassar Digital Creativity and Literacy | The university course Bugis-Makassar Digital Creativity and Literacy focuses on the application of digital tools and media to create and communicate cultural content related to the Bugis and Makassar cultures. Students learn to produce digital media such as videos, graphics, websites, and social media content that highlight the region’s rich heritage, language, traditions, and modern cultural expressions. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ digital literacy and creative skills. It provides knowledge on how to use digital tools effectively for cultural expression and communication. – **Target 4.4** emphasizes increasing the number of youth and adults with relevant skills for employment, which can be supported through training in digital creativity. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on the Bugis-Makassar culture, the course aims to promote cultural diversity and representation in digital media. It empowers students to create content that reflects their identity and challenges inequalities in media representation. – **Target 10.2** focuses on the inclusion of all social groups, which can be achieved by fostering digital content that reflects marginalized perspectives. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course can promote the preservation and promotion of local culture through digital storytelling and creative expression, contributing to the cultural identity of communities. This supports the idea of building sustainable communities that value their heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and digital creativity can play a crucial role in documenting and sharing local traditions. ### 4. **Decent Work and Economic Growth** (SDG 8) – Teaching digital creativity prepares students for careers in the digital economy, fostering **entrepreneurship** and **job creation** in creative industries. Students can learn to create digital content that can be monetized or used for social impact. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through skills training in digital media. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration between students, local artists, cultural organizations, and tech industries. Building partnerships can enhance the impact of digital creativity in promoting cultural heritage and developing community projects. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative digital projects that engage various community stakeholders. ### 6. **Gender Equality** (SDG 5) – The course can explore the role of gender in digital media and encourage the creation of content that promotes **gender equality**. Students can be encouraged to challenge stereotypes and create narratives that empower women and girls in their communities. – **Target 5.1** aims to end discrimination against women and girls, and digital platforms can be utilized to advocate for gender equity. ### Conclusion: A course on **Bugis-Makassar Digital Creativity and Literacy** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering economic growth. By integrating digital skills with cultural literacy, students can engage in meaningful creative practices that support their communities and promote a more equitable and sustainable future. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120902 | Antropolinguistik | Anthropolinguistics | The university course Anthropolinguistics explores the relationship between language and culture from an anthropological perspective. Students examine how language functions as a social tool, shaping and reflecting cultural practices, beliefs, and identities across different communities. The course focuses on understanding how language is used in various cultural contexts, and how linguistic practices are influenced by factors such as society, power, social roles, and rituals. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by encouraging students to understand the role of language in cultural transmission and socialization. It emphasizes critical thinking about language practices and their implications in different cultural contexts. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through anthropolinguistic insights into diverse linguistic and cultural practices. ### 2. **Reduced Inequalities** (SDG 10) – Anthropolinguistics explores issues of **language diversity** and the power dynamics inherent in language use. The course can raise awareness of linguistic inequalities and advocate for the rights of marginalized linguistic communities. – **Target 10.2** focuses on social inclusion, and the course can empower students to recognize and address linguistic discrimination and promote cultural diversity. ### 3. **Gender Equality** (SDG 5) – The course can analyze how **language reflects and shapes gender roles** and identities in different cultures. Understanding the linguistic aspects of gender can promote discussions about gender equality and challenge stereotypes. – **Target 5.1** aims to end discrimination against women and girls, and anthropolinguistic studies can contribute to understanding how language perpetuates or challenges gender norms. ### 4. **Sustainable Cities and Communities** (SDG 11) – By examining the role of language in cultural identity, the course can promote the preservation of local languages and cultures, contributing to sustainable communities that value their linguistic heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and anthropolinguistics can play a crucial role in documenting and promoting linguistic diversity. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Anthropolinguistics can inform discussions on **communication in conflict resolution** and social cohesion. The course can analyze how language is used in political discourse, law, and justice systems. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through the study of legal language and its implications for marginalized groups. ### 6. **Decent Work and Economic Growth** (SDG 8) – Understanding language use in different cultural contexts can enhance communication skills, which are essential for professional success in diverse workplaces. The course can prepare students for careers that require intercultural communication competence. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in effective communication strategies. ### 7. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of anthropolinguistics encourages collaboration among linguists, anthropologists, educators, and community organizations. Building partnerships can enhance research and promote linguistic diversity initiatives. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focusing on language and culture. ### Conclusion: A course on **Anthropolinguistics** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering effective communication. By exploring the complex interactions between language and culture, students gain valuable insights into the importance of linguistic diversity and social justice, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121002 | Sastra Bandingan Nusantara | Comparative Literature of the Archipelago | The university course Comparative Literature of the Archipelago explores the diverse literary traditions of Southeast Asia, particularly focusing on the literary cultures within the Indonesian Archipelago. Students examine a wide range of literary works from different islands, ethnic groups, and languages, such as Malay, Javanese, Balinese, Bugis, Makassar, and others, while comparing them to regional and global literary traditions. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with critical analytical skills to engage with diverse literary texts from different cultures within the archipelago. It encourages an appreciation for cultural diversity and fosters critical thinking. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be enhanced through studying literature that reflects various cultural perspectives. ### 2. **Reduced Inequalities** (SDG 10) – Comparative literature highlights **underrepresented voices and narratives** within the archipelago. By examining diverse literary traditions, the course can promote social inclusion and challenge inequalities in cultural representation. – **Target 10.2** focuses on social inclusion, and the course can empower students to advocate for marginalized literary voices and cultural expressions. ### 3. **Gender Equality** (SDG 5) – The course can explore the representation of **gender in literature** across the archipelago, analyzing how different cultures portray gender roles and identities. This can foster discussions about gender equality and challenge traditional narratives. – **Target 5.1** aims to end discrimination against women and girls, and literature can serve as a powerful medium for advocating gender equity and social change. ### 4. **Sustainable Cities and Communities** (SDG 11) – Literature often reflects the **cultural identity** of communities within the archipelago, contributing to a sense of place and belonging. The course can promote the preservation of local literary traditions and encourage community engagement with cultural heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and comparative literature can play a crucial role in documenting and celebrating literary diversity. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Comparative literature can inform discussions on **social justice and conflict resolution**, examining how literature addresses themes of justice, power, and community. It can serve as a tool for promoting dialogue and understanding among diverse groups. – **Target 16.3** promotes the rule of law and equal access to justice, which can be explored through literary texts that address social issues and injustices. ### 6. **Decent Work and Economic Growth** (SDG 8) – The skills acquired in a comparative literature course can enhance students’ communication and analytical abilities, preparing them for careers in education, publishing, journalism, and cultural management. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through education in literature and critical thinking. ### 7. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of comparative literature encourages collaboration among scholars, writers, cultural organizations, and communities. Building partnerships can enhance cultural exchange and promote literary initiatives. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative literary projects that engage various community stakeholders. ### Conclusion: A course on **Comparative Literature of the Archipelago** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering effective communication. By exploring diverse literary traditions and cultural narratives, students gain valuable insights into the complexities of identity, representation, and social justice, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121102 | Kebudayaan Maritim Bugis-Makassar | Bugis-Makassar Maritime Culture | The university course Bugis-Makassar Maritime Culture explores the rich maritime traditions of the Bugis and Makassar peoples of South Sulawesi, Indonesia. Students examine how seafaring and navigation have shaped the culture, economy, and identity of these coastal communities. The course covers the history and practices of traditional maritime activities, including shipbuilding, fishing, trade, and navigation techniques that have been passed down through generations. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with an understanding of maritime culture and its significance in the Bugis-Makassar context. It fosters critical thinking and cultural awareness regarding maritime traditions and practices. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be enhanced through the study of maritime cultural practices and their implications for community identity. ### 2. **Sustainable Cities and Communities** (SDG 11) – The course highlights the importance of **sustainable practices** in maritime communities, emphasizing the role of traditional knowledge in resource management and community resilience. It can promote awareness of sustainable livelihoods linked to maritime culture. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and the course can play a crucial role in documenting and preserving maritime traditions and practices. ### 3. **Decent Work and Economic Growth** (SDG 8) – Understanding maritime culture can enhance students’ knowledge of local economic activities, such as fishing, trade, and tourism, contributing to **decent work** opportunities within maritime industries. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in sustainable maritime practices and entrepreneurship. ### 4. **Life Below Water** (SDG 14) – The course can address issues related to **ocean conservation**, sustainable fishing practices, and the impact of climate change on marine ecosystems. It emphasizes the importance of protecting marine biodiversity and the traditional knowledge systems that contribute to sustainable practices. – **Target 14.2** focuses on managing and protecting marine and coastal ecosystems, which can be explored through the study of traditional maritime practices. ### 5. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of the course encourages collaboration among scholars, local communities, environmental organizations, and policymakers. Building partnerships can enhance efforts to promote sustainable practices and preserve maritime culture. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focusing on maritime heritage and conservation. ### Conclusion: A course on **Bugis-Makassar Maritime Culture** contributes to several **SDGs** by promoting quality education, sustainable practices, economic growth, and marine conservation. By exploring the significance of maritime traditions and their relationship to environmental sustainability, students gain valuable insights that support the preservation of cultural heritage and the promotion of sustainable development, ultimately fostering a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121202 | Penyusunan Materi Pembelajaran Bahasa Daerah | Preparation of Regional Language Learning Materials | The university course Preparation of Regional Language Learning Materials focuses on the design and development of effective educational resources for teaching regional languages. Students learn how to create learning materials that are culturally relevant, linguistically appropriate, and pedagogically sound for teaching regional languages in diverse educational settings. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by equipping students with the skills to develop effective learning materials for regional languages. This enhances language proficiency and cultural understanding among learners. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported by creating materials that reflect cultural diversity and local contexts. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on regional languages, the course addresses linguistic diversity and promotes **social inclusion**. Developing learning materials for underrepresented languages helps combat linguistic inequalities and supports the preservation of cultural identities. – **Target 10.2** emphasizes the inclusion of all social groups, which can be achieved by ensuring that learning materials are accessible to speakers of regional languages. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course highlights the importance of **cultural heritage** in education. By creating materials that reflect local languages and cultures, students contribute to the preservation of cultural identity and community cohesion. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which can be promoted through educational resources that celebrate and teach regional languages. ### 4. **Gender Equality** (SDG 5) – The course can incorporate discussions about **gender representation** in language learning materials. By creating inclusive content, students can challenge stereotypes and promote gender equity in language use and education. – **Target 5.1** aims to end discrimination against women and girls, and educational resources can serve as tools for advocating gender equity. ### 5. **Decent Work and Economic Growth** (SDG 8) – Skills acquired in this course can enhance employment opportunities in education, publishing, and language-related fields. By preparing students for careers involving language teaching and material development, it fosters **economic growth** in related sectors. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in language education. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among educators, linguists, community organizations, and cultural institutions. Building partnerships can enhance the impact of language education and promote the development of regional language resources. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focusing on language education and cultural preservation. ### Conclusion: A course on **Preparation of Regional Language Learning Materials** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering economic growth. By developing educational resources that reflect and celebrate regional languages, students gain valuable skills and insights that support social inclusion and sustainable development, ultimately fostering a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121302 | Kodikologi | Codicology | The university course Codicology focuses on the study of manuscripts and codices, particularly their physical characteristics, production methods, and historical significance. Students explore various aspects of manuscripts, such as material composition (e.g., parchment, paper, ink), writing styles, binding techniques, and the evolution of script and illustration. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of historical texts and manuscripts. It fosters critical thinking and analytical skills related to the preservation of cultural heritage. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through the study of historical documents and their cultural contexts. ### 2. **Reduced Inequalities** (SDG 10) – Codicology contributes to the understanding of diverse cultures and histories, helping to promote **social inclusion** and equity. It can uncover marginalized voices and narratives within historical texts, addressing historical inequalities. – **Target 10.2** focuses on social inclusion, which can be advanced by studying manuscripts that represent various social groups and perspectives. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the importance of **cultural heritage** in building community identity. By preserving manuscripts, students contribute to the cultural richness and historical continuity of communities. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and codicology plays a crucial role in documenting and conserving manuscripts. ### 4. **Decent Work and Economic Growth** (SDG 8) – Knowledge gained in this course can prepare students for careers in library and information science, archival management, and heritage conservation, contributing to **decent work** opportunities in cultural institutions. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in the preservation and management of cultural heritage. ### 5. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of codicology encourages collaboration among scholars, libraries, archives, and cultural institutions. Building partnerships can enhance research and promote preservation initiatives. – **Target 17.16** encourages multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focusing on manuscript conservation and education. ### Conclusion: A course on **Codicology** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering economic growth in cultural sectors. By studying the physical aspects of manuscripts, students gain insights into the importance of cultural preservation and its impact on society, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121404 | Metodologi Penelitian | Research methodology | The university course Research Methodology provides students with a comprehensive foundation in the principles and techniques used in conducting academic research across various disciplines. Students learn how to design, plan, and execute research projects, with a focus on formulating research questions, selecting appropriate methodologies, and analyzing data. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by equipping students with essential research skills that are applicable across disciplines. It fosters critical thinking, analytical abilities, and an understanding of ethical research practices. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through teaching students to engage in research that addresses societal challenges. ### 2. **Reduced Inequalities** (SDG 10) – Research methodology can highlight **social inequalities** and inform studies that address issues of equity and inclusion. By equipping students with the tools to conduct research on marginalized groups, the course contributes to understanding and addressing these disparities. – **Target 10.2** focuses on social inclusion, which can be achieved by encouraging research that amplifies underrepresented voices and perspectives. ### 3. **Decent Work and Economic Growth** (SDG 8) – Understanding research methodology prepares students for careers in academia, industry, and public policy, contributing to **decent work** opportunities. Skills in research are highly valued in various sectors, including healthcare, social sciences, and business. – **Target 8.5** promotes full and productive employment and decent work for all, which can be facilitated through training in research skills. ### 4. **Partnerships for the Goals** (SDG 17) – Research often involves collaboration between institutions, communities, and organizations. The course encourages students to engage in **multi-stakeholder partnerships** to enhance research impact and relevance. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative research projects that address global challenges. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Research methodology encompasses ethical considerations and the importance of transparency and integrity in research practices, contributing to the development of **strong institutions** and accountability in various sectors. – **Target 16.6** aims to develop effective, accountable, and transparent institutions, which can be supported through research that informs policy and governance. ### Conclusion: A course on **Research Methodology** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering decent work, and encouraging partnerships. By equipping students with essential research skills and ethical frameworks, the course prepares them to address complex social issues and contribute to sustainable development, ultimately fostering a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02121502 | Konservasi dan Dokumentasi Bahasa | Language Conservation and Documentation | The university course Language Conservation and Documentation focuses on the preservation and study of endangered languages, emphasizing the importance of documenting and conserving linguistic diversity. Students learn methods for recording, analyzing, and archiving languages that are at risk of extinction, with an emphasis on the ethical, social, and cultural aspects of language conservation. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by raising awareness of linguistic diversity and the importance of language preservation. It fosters skills in documentation and analysis, enhancing students’ understanding of language as a key aspect of cultural identity. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through learning about the value of linguistic and cultural diversity. ### 2. **Reduced Inequalities** (SDG 10) – Language conservation efforts directly address **social inequalities** by empowering marginalized language communities. The course emphasizes the importance of inclusivity and representation in language use and preservation. – **Target 10.2** focuses on social inclusion, which can be achieved by advocating for the rights of speakers of endangered languages and ensuring their voices are heard. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course highlights the role of **cultural heritage** in building strong communities. By documenting and preserving languages, students contribute to the cultural identity and continuity of communities. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, and language conservation plays a crucial role in preserving the unique cultural expressions associated with languages. ### 4. **Gender Equality** (SDG 5) – The course can explore the representation of **gender** in languages and how language use reflects and shapes gender roles and identities. This can contribute to discussions on gender equity and social norms. – **Target 5.1** aims to end discrimination against women and girls, and the study of language can help challenge gender biases embedded in linguistic practices. ### 5. **Life on Land** (SDG 15) – Many endangered languages are closely tied to specific cultural practices, traditional knowledge, and biodiversity. Documenting these languages contributes to the understanding of local ecosystems and sustainable practices. – **Target 15.6** promotes the fair and equitable sharing of benefits arising from genetic resources, which can be informed by indigenous languages and knowledge systems. ### 6. **Partnerships for the Goals** (SDG 17) – The interdisciplinary nature of language conservation encourages collaboration among linguists, anthropologists, community organizations, and policymakers. Building partnerships can enhance the effectiveness of language preservation initiatives. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative language documentation projects. ### Conclusion: A course on **Language Conservation and Documentation** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering community identity. By equipping students with the skills to document and conserve endangered languages, the course supports efforts to promote linguistic diversity and cultural sustainability, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120202 | Kajian Puisi Bugis Makassar | Makassar Bugis Poetry Study | The university course Makassar-Bugis Poetry Study explores the rich poetic traditions of the Makassar and Bugis cultures of South Sulawesi, Indonesia. Students examine the historical, cultural, and linguistic significance of traditional oral poetry and literary forms in these two communities, studying the themes, structure, and performance of poems. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of literary traditions and the cultural context of Bugis and Makassar poetry. It fosters critical thinking, analytical skills, and appreciation for diverse literary forms. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported by studying poetry that reflects the values and experiences of these communities. ### 2. **Reduced Inequalities** (SDG 10) – By exploring the poetry of the Bugis and Makassar cultures, the course highlights **social and cultural inequalities** within literary traditions. It can promote representation and inclusivity by amplifying the voices of these communities and their literary heritage. – **Target 10.2** focuses on social inclusion, which can be achieved by recognizing and valuing the contributions of local poets and their cultural expressions. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the importance of **cultural heritage** in fostering community identity and cohesion. By studying poetry, students contribute to the preservation and appreciation of local traditions and artistic expressions. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which is supported through the exploration of traditional poetry forms and themes. ### 4. **Gender Equality** (SDG 5) – The course can examine **gender representation** in Makassar Bugis poetry, exploring how gender roles and identities are expressed in literary forms. This can lead to discussions about gender equity and the role of women in poetry and culture. – **Target 5.1** aims to end discrimination against women and girls, and poetry can serve as a medium for challenging gender stereotypes and advocating for equality. ### 5. **Life Below Water** (SDG 14) – Many Bugis and Makassar poems reference **maritime culture**, reflecting the communities’ relationship with the sea. This focus can foster awareness of marine issues and the need for sustainable practices in coastal environments. – **Target 14.2** focuses on managing and protecting marine and coastal ecosystems, which can be highlighted through literary expressions that reflect the significance of these environments. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, local poets, cultural institutions, and community organizations. Building partnerships can enhance the impact of poetry as a tool for cultural preservation and social change. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects that celebrate and promote Bugis Makassar poetry. ### Conclusion A course on **Makassar Bugis Poetry Study** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering community identity. By exploring the themes and forms of poetry in these cultures, students gain valuable insights into the significance of literary expression in shaping cultural identity and social values, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120302 | Sosiolinguistik | Sociolinguistics | The university course Sociolinguistics examines the relationship between language and society, focusing on how language varies and changes in different social contexts. Students explore how factors such as social class, gender, age, ethnicity, and regional background influence the way people speak and use language. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of the social context of language. It encourages critical thinking about how language affects learning and communication in diverse settings. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported by teaching students about the importance of linguistic diversity and its role in cultural understanding. ### 2. **Reduced Inequalities** (SDG 10) – Sociolinguistics addresses **social inequalities** by examining how language use can reflect and perpetuate disparities in power and privilege. The course can raise awareness of linguistic discrimination and advocate for inclusivity in communication. – **Target 10.2** focuses on social inclusion, which can be achieved by exploring language policies and practices that promote equal representation of all linguistic groups. ### 3. **Gender Equality** (SDG 5) – The course can explore **gender and language**, examining how language reflects and constructs gender roles and identities. This can lead to discussions on gender equity, representation, and the impact of language on societal norms. – **Target 5.1** aims to end discrimination against women and girls, and understanding language use can help challenge stereotypes and promote gender equality. ### 4. **Sustainable Cities and Communities** (SDG 11) – Sociolinguistics emphasizes the role of **cultural heritage** and local dialects in community identity. By studying language variation within communities, students contribute to the preservation of linguistic diversity and cultural expressions. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which can be supported through the study of local languages and dialects. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Understanding sociolinguistic dynamics can inform **peacebuilding and conflict resolution** efforts by recognizing how language can both unite and divide communities. The course can emphasize the importance of linguistic rights and representation. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by understanding the role of language in legal and institutional contexts. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among linguists, educators, policymakers, and community organizations. Building partnerships can enhance research and promote linguistic rights and policies. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative sociolinguistic research that addresses societal issues. ### Conclusion A course on **Sociolinguistics** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and preserving cultural heritage. By examining the intricate relationship between language and society, students gain valuable insights into the role of language in shaping social dynamics and identity, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120402 | Komunikasi Lintas Budaya | Cross-Cultural Communication | The university course Cross-Cultural Communication focuses on the study of how cultural differences influence communication patterns, behaviors, and interactions between people from different cultural backgrounds. Students learn to identify and analyze the challenges and opportunities that arise when individuals from diverse cultures interact, both in personal and professional contexts. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of diverse communication styles and cultural perspectives. It fosters critical thinking and awareness of global citizenship, helping students navigate multicultural environments. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through teaching students the importance of cultural understanding in effective communication. ### 2. **Reduced Inequalities** (SDG 10) – Cross-cultural communication addresses **social inequalities** by highlighting the importance of inclusivity and representation in communication practices. The course can raise awareness of linguistic and cultural biases that contribute to disparities. – **Target 10.2** focuses on social inclusion, which can be achieved by promoting communication strategies that respect and acknowledge cultural diversity. ### 3. **Gender Equality** (SDG 5) – The course can explore how **cultural norms and values** related to gender influence communication styles and interactions. This can lead to discussions about gender equity and the role of communication in challenging stereotypes and advocating for equality. – **Target 5.1** aims to end discrimination against women and girls, and cross-cultural communication can serve as a platform for promoting gender-inclusive practices. ### 4. **Sustainable Cities and Communities** (SDG 11) – Effective cross-cultural communication is essential for fostering **community cohesion** in multicultural settings. The course can emphasize the role of communication in building inclusive communities that celebrate cultural diversity. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which can be supported through understanding and respecting diverse communication styles. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Cross-cultural communication plays a critical role in **conflict resolution** and peacebuilding efforts by fostering understanding and dialogue between different cultural groups. The course can emphasize the importance of communication in promoting social harmony. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through effective communication strategies that address the needs of diverse communities. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, organizations, and communities to enhance understanding and practice of cross-cultural communication. Building partnerships can improve initiatives aimed at fostering inclusivity and respect for cultural diversity. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects that promote cross-cultural understanding. ### Conclusion A course on **Cross-Cultural Communication** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and enhancing community cohesion. By equipping students with the skills to navigate cultural differences in communication, the course prepares them to engage effectively in diverse environments, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120502 | Sintaksis Bahasa Bugis-Makassar | Bugis-Makassar Language Syntax | The university course Bugis-Makassar Language Syntax focuses on the syntactic structures of the Bugis and Makassar languages, two of the major languages spoken in South Sulawesi, Indonesia. Students explore the rules and principles governing the word order, sentence structure, and grammatical relationships in both languages, comparing them to universal syntactic theories. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with insights into the complexities of Bugis and Makassar syntax. It enhances linguistic knowledge and critical thinking about language structures. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through understanding the linguistic diversity of Indonesia and its cultural implications. ### 2. **Reduced Inequalities** (SDG 10) – By studying the syntax of Bugis and Makassar languages, the course addresses **social inequalities** related to language use and representation. It can promote awareness of the importance of linguistic rights and the need for inclusive language policies. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and recognizing local languages as part of cultural heritage. ### 3. **Sustainable Cities and Communities** (SDG 11) – Understanding the syntax of local languages contributes to preserving **cultural heritage** and fostering community identity. The course emphasizes the importance of language in shaping cultural expressions and local traditions. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which can be supported through the study of regional languages and their structures. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – A thorough understanding of language syntax can inform **effective communication** strategies, which are essential for fostering dialogue and understanding among different linguistic communities. This can aid in conflict resolution and promote social harmony. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by understanding the linguistic nuances in legal and institutional contexts. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among linguists, educators, and community organizations to promote the study and preservation of Bugis and Makassar languages. Building partnerships can enhance linguistic research and education. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on language preservation and revitalization. ### Conclusion A course on **Bugis-Makassar Language Syntax** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By exploring the grammatical structures of these languages, students gain valuable insights into the role of language in shaping cultural and social dynamics, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120602 | Preservasi dan Digitalisasi Naskah Bugis-Makassar | Preservation and Digitization of Bugis-Makassar Manuscripts | The university course Preservation and Digitization of Bugis-Makassar Manuscripts focuses on the conservation, digitization, and preservation of historical manuscripts in the Bugis and Makassar languages. Students learn methods for safeguarding these important cultural and literary artifacts, many of which are written in traditional scripts such as Lontara, and are at risk due to age, environmental conditions, and limited access. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with knowledge and skills in manuscript preservation and digital archiving. It enhances understanding of cultural heritage and the importance of documentation. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through teaching the value of preserving local languages and cultures. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on the preservation of Bugis-Makassar manuscripts, the course addresses **social inequalities** related to access to cultural heritage and knowledge. It promotes inclusivity by making these resources available to a wider audience. – **Target 10.2** focuses on social inclusion, which can be achieved by ensuring that the cultural heritage of marginalized communities is documented and accessible. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the importance of preserving **cultural heritage** as a key component of community identity. By digitizing manuscripts, it supports the accessibility of cultural resources that strengthen local traditions. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which is directly aligned with the goals of manuscript preservation and digitization. ### 4. **Life on Land** (SDG 15) – While primarily focused on cultural heritage, the course can also touch upon the relationship between literature and local ecosystems as reflected in Bugis-Makassar manuscripts. This can lead to discussions about the sustainable management of cultural and natural resources. – **Target 15.2** aims to promote the sustainable use of ecosystems, which can be highlighted through the preservation of manuscripts that document traditional ecological knowledge. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among universities, cultural institutions, and community organizations for the preservation and digitization of manuscripts. Building partnerships can enhance the resources available for cultural preservation efforts. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative digitization projects that involve local communities. ### Conclusion A course on the **Preservation and Digitization of Bugis-Makassar Manuscripts** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering community identity. By equipping students with skills in manuscript preservation and digital archiving, the course supports efforts to safeguard and promote the rich literary traditions of the Bugis and Makassar cultures, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120702 | Tradisi Lisan Bugis-Makassar | Bugis-Makassar Oral Traditions | The university course Bugis-Makassar Oral Traditions explores the rich oral literature and storytelling practices of the Bugis and Makassar cultures in South Sulawesi, Indonesia. Students delve into the myths, legends, epic poetry, ritual songs, and proverbs that have been passed down through generations, primarily through oral transmission. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by teaching students about the importance of oral traditions in preserving cultural knowledge and history. It fosters critical thinking and appreciation for diverse forms of storytelling. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through an understanding of the role of oral traditions in conveying cultural values. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on Bugis-Makassar oral traditions, the course addresses **social inequalities** related to the preservation and representation of local knowledge and cultural expressions. It promotes inclusivity by highlighting the importance of diverse voices in cultural narratives. – **Target 10.2** focuses on social inclusion, which can be achieved by ensuring that oral traditions of marginalized communities are valued and celebrated. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the significance of oral traditions in fostering **community identity** and cohesion. By studying these traditions, students learn about the cultural heritage that shapes local communities and their values. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of preserving oral traditions as a vital part of community identity. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Oral traditions often carry messages of peace, justice, and social values. The course can explore how storytelling promotes understanding and conflict resolution within communities, reinforcing the importance of dialogue in fostering social harmony. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through the values embedded in oral narratives that advocate for equity and justice. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, local communities, and cultural organizations to document and preserve oral traditions. Building partnerships can enhance the efforts to promote cultural heritage and awareness. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on oral history and cultural documentation. ### Conclusion A course on **Bugis-Makassar Oral Traditions** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and fostering community identity. By exploring the significance of oral traditions in shaping cultural narratives, students gain valuable insights into the role of storytelling in social cohesion and cultural continuity, ultimately supporting a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120802 | Terjemahan Lontara Bugis-Makassar | Lontara Bugis-Makassar translation | The university course Lontara Bugis-Makassar Translation focuses on the translation and interpretation of texts written in the Lontara script, which is used for the Bugis and Makassar languages in South Sulawesi, Indonesia. Students learn the linguistic and cultural intricacies of translating works from this traditional script into modern languages, with a focus on maintaining both accuracy and cultural context. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by teaching students the skills and techniques necessary for translation, particularly of culturally significant texts. It fosters linguistic proficiency and cultural awareness. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through understanding the importance of preserving local languages and promoting multilingualism. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on Lontara translation, the course addresses **social inequalities** related to language representation and access to information. It promotes inclusivity by ensuring that Bugis and Makassar literary and cultural works are accessible to wider audiences. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and promoting local languages as part of cultural heritage. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the significance of **cultural heritage** in fostering community identity. By translating Lontara texts, students contribute to preserving and promoting the rich literary traditions of the Bugis and Makassar peoples. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of translating and disseminating important cultural texts. ### 4. **Life on Land** (SDG 15) – While primarily focused on language and culture, the course can also touch on how traditional knowledge related to local ecosystems and sustainable practices is embedded in Lontara texts. This can lead to discussions about the sustainable management of cultural and natural resources. – **Target 15.2** aims to promote the sustainable use of ecosystems, which can be highlighted through texts that document traditional ecological knowledge and practices. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Understanding the cultural and historical context of translated texts can inform **effective communication** strategies within diverse communities. This can aid in fostering dialogue and mutual understanding among different linguistic groups. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by understanding the legal and cultural nuances present in translated materials. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among linguists, educators, cultural institutions, and community organizations to promote the study and translation of Lontara texts. Building partnerships can enhance efforts to preserve linguistic heritage. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects that focus on translation and cultural preservation. ### Conclusion A course on **Lontara Bugis-Makassar Translation** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with skills in translation and cultural interpretation, the course supports efforts to safeguard and promote the rich literary traditions of the Bugis and Makassar peoples, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110902 | Teori Sastra | Literary Theory | The university course Literary Theory introduces students to the foundational concepts, frameworks, and methodologies used to analyze and interpret literary texts. The course explores a range of critical approaches to literature, from formalism and structuralism to poststructuralism, feminism, marxism, postcolonialism, psychoanalysis, and queer theory. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by encouraging critical thinking and analytical skills. It helps students engage with diverse literary texts and theories, fostering a deeper understanding of cultural and historical contexts. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through discussions of how literature reflects and shapes societal values and issues. ### 2. **Reduced Inequalities** (SDG 10) – Literary theory often addresses issues of **power dynamics** and representation in literature, including how marginalized voices are portrayed. The course can raise awareness of social inequalities and promote inclusivity in literary discourse. – **Target 10.2** focuses on social inclusion, which can be achieved by analyzing texts that represent diverse perspectives and experiences, especially those of underrepresented groups. ### 3. **Gender Equality** (SDG 5) – Many literary theories, such as feminist literary criticism, examine **gender roles** and inequalities in literature. The course can facilitate discussions about how literature reflects and challenges societal norms related to gender. – **Target 5.1** aims to end discrimination against women and girls, and literary theory can serve as a platform for advocating for gender equity and representation in literature. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Literary theory often explores themes of **justice, identity, and social change**. The course can provide students with tools to analyze how literature contributes to social movements and the pursuit of justice. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through the examination of literary texts that address legal and moral issues. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, scholars, and cultural institutions to engage in literary research and discussions. Building partnerships can enhance the understanding and appreciation of literature as a means of fostering social change. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects in literary studies that focus on diverse voices and narratives. ### Conclusion A course on **Literary Theory** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and encouraging social justice. By equipping students with critical analytical skills and a deeper understanding of literature’s role in society, the course supports efforts to engage with cultural and social issues, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02111002 | Kemahiran Membaca dan Menulis Bugis | Bugis Reading and Writing Skills | The university course Bugis Reading and Writing Skills focuses on developing proficiency in reading and writing the Bugis language, with an emphasis on both traditional and modern forms of the language. Students learn to read and comprehend Bugis texts, including works written in Lontara script, and practice writing skills in both Lontara and Latin alphabets. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ reading and writing skills in the Bugis language. This fosters linguistic proficiency and cultural literacy, enabling students to engage with their heritage. – **Target 4.6** emphasizes the importance of literacy and numeracy, which the course directly supports by teaching essential reading and writing skills. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on Bugis language literacy, the course addresses **social inequalities** related to language access and representation. It promotes inclusivity by ensuring that speakers of the Bugis language can engage with written texts and resources. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and promoting local languages as part of cultural heritage. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the significance of language in fostering **community identity** and cohesion. By developing reading and writing skills, students contribute to the preservation and promotion of Bugis cultural heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of promoting literacy in local languages. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Literacy in the Bugis language can enhance **effective communication** within communities, contributing to better understanding and social cohesion. This is essential for fostering dialogue and resolving conflicts. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by ensuring that all community members can engage with legal texts and community resources in their native language. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among educators, community organizations, and cultural institutions to promote Bugis literacy. Building partnerships can enhance resources and support for language education and cultural preservation. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on language preservation and literacy. ### Conclusion A course on **Bugis Reading and Writing Skills** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with essential literacy skills in the Bugis language, the course supports efforts to safeguard and promote cultural traditions, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02111102 | Kemahiran Membaca dan Menulis Makassar | Makassar Reading and Writing Skills | The university course Makassar Reading and Writing Skills focuses on developing proficiency in reading and writing the Makassar language, including both its traditional (Lontara script) and modern forms. Students are introduced to the essential grammar, vocabulary, and syntax of Makassar, aiming to strengthen their reading comprehension and writing ability in a variety of contexts. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ reading and writing skills in the Makassar language. This fosters linguistic proficiency and cultural literacy, enabling students to engage with their heritage. – **Target 4.6** emphasizes the importance of literacy and numeracy, which the course directly supports by teaching essential reading and writing skills. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on Makassar language literacy, the course addresses **social inequalities** related to language access and representation. It promotes inclusivity by ensuring that speakers of the Makassar language can engage with written texts and resources. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and promoting local languages as part of cultural heritage. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course emphasizes the significance of language in fostering **community identity** and cohesion. By developing reading and writing skills, students contribute to the preservation and promotion of Makassar cultural heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of promoting literacy in local languages. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Literacy in the Makassar language can enhance **effective communication** within communities, contributing to better understanding and social cohesion. This is essential for fostering dialogue and resolving conflicts. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by ensuring that all community members can engage with legal texts and community resources in their native language. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among educators, community organizations, and cultural institutions to promote Makassar literacy. Building partnerships can enhance resources and support for language education and cultural preservation. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on language preservation and literacy. ### Conclusion A course on **Makassar Reading and Writing Skills** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with essential literacy skills in the Makassar language, the course supports efforts to safeguard and promote cultural traditions, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02111202 | Masyarakat dan Kebudayaan Indonesia | Indonesian Society and Culture | The university course Indonesian Society and Culture provides an in-depth exploration of the diverse societal structures, cultural practices, and historical developments that shape contemporary Indonesia. Students examine the country’s rich ethnic diversity, with a focus on its various languages, religions, and traditions across the archipelago. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by fostering an understanding of Indonesia’s diverse cultural landscape. It equips students with critical thinking skills and cultural awareness necessary for engaging with global and local issues. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through learning about Indonesia’s cultural heritage and social dynamics. ### 2. **Reduced Inequalities** (SDG 10) – By addressing topics related to **social justice**, ethnic diversity, and cultural representation, the course helps raise awareness of social inequalities in Indonesia. It promotes inclusivity by highlighting the voices and experiences of marginalized groups. – **Target 10.2** focuses on social inclusion, which can be achieved by analyzing how different cultures coexist and interact within Indonesian society. ### 3. **Gender Equality** (SDG 5) – The course can explore the roles of **gender** in Indonesian society and culture, examining issues related to women’s rights, representation, and empowerment. Discussions on gender norms and practices can facilitate awareness and advocacy for gender equality. – **Target 5.1** aims to end discrimination against women and girls, which can be supported through an examination of cultural practices and social norms in Indonesia. ### 4. **Sustainable Cities and Communities** (SDG 11) – Understanding the cultural heritage and social practices of Indonesian communities is essential for promoting **sustainable urban development**. The course can highlight how cultural practices contribute to community identity and resilience. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of promoting cultural awareness and community engagement. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – The course can address the importance of **social cohesion** and conflict resolution within Indonesian society. By exploring cultural narratives and histories, students can learn about the role of culture in promoting peace and understanding. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through discussions on how cultural practices influence social norms and justice in Indonesia. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, scholars, and community organizations to engage with Indonesian society and culture. Building partnerships can enhance understanding and appreciation of Indonesia’s diverse cultural landscape. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on cultural heritage and social issues. ### Conclusion A course on **Indonesian Society and Culture** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and encouraging social justice. By equipping students with knowledge about Indonesia’s diverse cultural heritage and social dynamics, the course supports efforts to engage with cultural and social issues, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02111302 | Kewirausahaan | Entrepreneurship | The university course Indonesian Society and Culture explores the diverse social structures, cultural practices, and historical contexts that shape Indonesia as a nation. Students will study the country’s rich tapestry of ethnic groups, languages, religions, and traditions, highlighting both the unity and diversity within the archipelago. | ### 1. **Decent Work and Economic Growth** (SDG 8) – The course promotes **sustained, inclusive economic growth** by equipping students with the skills to create and manage businesses. Entrepreneurship is a key driver of job creation and economic development. – **Target 8.3** emphasizes promoting development-oriented policies that encourage entrepreneurship and job creation, which the course directly supports. ### 2. **Quality Education** (SDG 4) – The course contributes to **inclusive and equitable quality education** by teaching essential skills related to entrepreneurship, such as critical thinking, problem-solving, and financial literacy. – **Target 4.4** aims to increase the number of youth and adults with relevant skills for employment and entrepreneurship, aligning with the course’s objectives. ### 3. **Reduced Inequalities** (SDG 10) – Entrepreneurship can empower marginalized groups by providing opportunities for economic participation and social mobility. The course may address issues related to equitable access to resources and opportunities for underrepresented populations. – **Target 10.2** focuses on promoting the social, economic, and political inclusion of all, which can be facilitated through entrepreneurial initiatives. ### 4. **Sustainable Cities and Communities** (SDG 11) – The course can highlight the role of entrepreneurship in promoting **sustainable urban development**. Students may explore how innovative business models can address urban challenges, such as waste management, housing, and transportation. – **Target 11.3** emphasizes enhancing inclusive and sustainable urbanization, which can be supported through entrepreneurship initiatives that foster community engagement and sustainability. ### 5. **Climate Action** (SDG 13) – Many entrepreneurship courses now include a focus on **sustainable business practices** and the role of innovation in addressing climate change. Students may learn about green entrepreneurship and developing solutions for environmental challenges. – **Target 13.3** aims to improve education, awareness, and human and institutional capacity on climate change mitigation, adaptation, and impact reduction, which can be integrated into the curriculum. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration between students, businesses, and community organizations to create entrepreneurial ventures. Building partnerships can enhance networking opportunities and support for startups. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be fostered through entrepreneurial initiatives. ### Conclusion A course on **Entrepreneurship** contributes to several **SDGs** by promoting decent work and economic growth, enhancing quality education, reducing inequalities, and encouraging sustainable practices. By equipping students with the skills and knowledge necessary to start and manage businesses, the course supports efforts to drive economic development and social change, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02111402 | Kajian Prosa B-M | B-M Prose Studies | The university course B-M Prose Studies focuses on the exploration and analysis of prose in the Bugis-Makassar languages, which are spoken in South Sulawesi, Indonesia. Students examine a range of prose genres, such as novels, short stories, essays, and historical texts, with a focus on both traditional and contemporary works. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with the skills to analyze and interpret prose literature. It fosters critical thinking and enhances language proficiency in the Bugis-Makassar languages. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through learning about local literature and cultural heritage. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on Bugis-Makassar prose, the course addresses issues of **representation** and inclusion in literature. It promotes awareness of diverse voices and narratives, helping to reduce inequalities related to cultural expression. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing local literature as part of cultural heritage and promoting access to it. ### 3. **Sustainable Cities and Communities** (SDG 11) – The course can highlight the significance of literature in fostering **community identity** and cohesion. By studying prose literature, students contribute to the preservation and promotion of Bugis-Makassar cultural heritage. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with the goals of promoting local literature and storytelling traditions. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Prose literature often addresses themes of **justice, identity, and social change**. The course can provide insights into how literature reflects and influences societal values and norms. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through the examination of literary texts that engage with social and legal issues. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, scholars, and cultural institutions to engage with Bugis-Makassar literature. Building partnerships can enhance resources and support for literary studies and cultural preservation. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative projects focused on literature and cultural heritage. ### Conclusion A course on **B-M Prose Studies** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with the skills to analyze and appreciate prose literature in the Bugis-Makassar languages, the course supports efforts to engage with cultural and social issues, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02120102 | Morfologi Bahasa Bugis-Makassar | Morphology of the Bugis-Makassar Language | The university course Morphology of the Bugis-Makassar Language focuses on the study of the morphological structures in the Bugis and Makassar languages, which are spoken in South Sulawesi, Indonesia. Students will explore the ways in which words are formed and structured in these languages, examining the processes of word formation, inflection, derivation, and compounding. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of the Bugis-Makassar languages. It contributes to linguistic education and fosters analytical skills related to language structure and function. – **Target 4.6** emphasizes the importance of literacy and numeracy, which can be supported through an understanding of morphological principles that enhance reading and writing skills in the language. ### 2. **Reduced Inequalities** (SDG 10) – By studying the morphology of the Bugis-Makassar languages, the course addresses **social inequalities** related to language access and representation. It promotes linguistic diversity and the value of local languages in educational contexts. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and promoting local languages as part of cultural identity. ### 3. **Sustainable Cities and Communities** (SDG 11) – Understanding the morphology of local languages contributes to the preservation of cultural heritage and community identity. The course can help students appreciate the linguistic richness of the Bugis-Makassar cultures. – **Target 11.4** emphasizes protecting and safeguarding cultural heritage, which aligns with promoting linguistic diversity and cultural awareness. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – The course can facilitate discussions on how language shapes **identity, communication, and social cohesion**. Understanding morphology can enhance effective communication within communities, fostering dialogue and reducing conflicts. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported through effective communication in the native language. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among linguists, educators, and cultural organizations to promote the Bugis-Makassar languages. Building partnerships can enhance resources and support for linguistic research and education. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative linguistic initiatives. ### Conclusion A course on **Morphology of the Bugis-Makassar Language** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with knowledge about the structure of their language, the course supports efforts to engage with linguistic diversity and cultural identity, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110202 | Dasar-dasar Filsafat Ilmu Sosial Budaya | Basics of Philosophy of Social and Cultural Sciences | The university course Basics of Philosophy of Social and Cultural Sciences introduces students to the foundational concepts and theories in the philosophy that underpins the social and cultural sciences. The course explores key philosophical questions related to human behavior, society, culture, and the methods used in social and cultural research. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by encouraging critical thinking, analytical skills, and ethical reasoning. It provides students with the philosophical tools to engage with complex social and cultural issues. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be fostered through discussions on philosophical perspectives related to culture and society. ### 2. **Reduced Inequalities** (SDG 10) – By exploring philosophical concepts related to **social justice**, equity, and human rights, the course addresses issues of inequality and marginalization. It encourages students to critically analyze power structures and societal norms. – **Target 10.2** focuses on social inclusion, which can be achieved through philosophical discourse that values diverse perspectives and promotes understanding among different cultural groups. ### 3. **Gender Equality** (SDG 5) – The course can examine philosophical debates surrounding **gender** and identity, addressing issues of representation, rights, and empowerment. It encourages critical reflection on gender roles and social constructs. – **Target 5.1** aims to end discrimination against women and girls, which can be supported through philosophical inquiry into gender equality and justice. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Philosophy plays a crucial role in shaping concepts of **justice, ethics, and governance**. The course can address how philosophical theories inform legal systems, human rights, and social policies. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be explored through discussions on ethical frameworks and their implications for society. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and community organizations to engage with philosophical issues in social and cultural contexts. Building partnerships can enhance interdisciplinary approaches to complex problems. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative philosophical initiatives that address social and cultural challenges. ### Conclusion A course on the **Basics of Philosophy of Social and Cultural Sciences** contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and encouraging social justice. By equipping students with philosophical tools to analyze and engage with social and cultural issues, the course supports efforts to promote understanding and collaboration, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110302 | Pengantar Ilmu Sastra | Introduction to Literature | The university course Introduction to Literature provides an overview of key literary genres, including fiction, poetry, drama, and non-fiction. Students are introduced to fundamental concepts in literary analysis and interpretation, learning how to critically read and appreciate literary works from different periods and cultural contexts. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by teaching students critical thinking and analytical skills through the study of various literary texts. It encourages engagement with different genres, styles, and voices, fostering a love for reading and literature. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through exposure to diverse literary works that promote understanding of various cultures and perspectives. ### 2. **Reduced Inequalities** (SDG 10) – By exploring diverse literary voices and narratives, the course addresses issues of **representation** and inclusion in literature. It encourages students to engage with texts that highlight the experiences of marginalized groups and cultures. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing diverse literary traditions and promoting access to literature from various cultural backgrounds. ### 3. **Gender Equality** (SDG 5) – The course can examine how literature reflects and shapes **gender roles and identities**, providing insights into the representation of women and marginalized genders in literary texts. Discussions can promote awareness of gender issues and encourage critical analysis of societal norms. – **Target 5.1** aims to end discrimination against women and girls, which can be supported through literary explorations that challenge stereotypes and highlight feminist narratives. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Literature often engages with themes of **justice, conflict, and social change**, providing a platform for discussions on ethical dilemmas and human rights. The course can explore how literature reflects societal values and fosters dialogue on important social issues. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be explored through literary texts that address social justice themes and advocacy. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and community organizations to engage with literature in meaningful ways. Building partnerships can enhance resources for literary studies and community engagement through literary events or discussions. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects that celebrate literature and its impact on society. ### Conclusion An **Introduction to Literature** course contributes to several **SDGs** by promoting quality education, reducing inequalities, fostering gender equality, and encouraging social justice. By equipping students with the skills to analyze and appreciate literary works, the course supports efforts to engage with cultural and social issues, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110402 | Pengantar Filologi | Introduction to Philology | The university course Introduction to Philology provides students with an overview of the study of languages and texts, focusing on their historical development, structure, and relationship to culture. Philology combines elements of linguistics, literary studies, and history, examining how ancient and modern languages evolve and how texts are preserved, interpreted, and analyzed. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of language and its historical context. It encourages critical thinking and analytical skills through the study of texts across different languages and cultures. – **Target 4.6** emphasizes the importance of literacy and numeracy, which can be supported by the philological study of language structures and historical texts. ### 2. **Reduced Inequalities** (SDG 10) – By exploring the historical development of languages, the course addresses issues of **language preservation** and the value of linguistic diversity. It promotes awareness of minority languages and cultures, contributing to social inclusion. – **Target 10.2** focuses on social inclusion and equality, which can be supported by valuing and promoting linguistic diversity as part of cultural heritage. ### 3. **Sustainable Cities and Communities** (SDG 11) – Understanding the linguistic and cultural heritage of communities contributes to the preservation of local identities. The course can help students appreciate the role of language in shaping community narratives and cultural practices. – **Target 11.4** emphasizes the importance of protecting and safeguarding cultural heritage, which aligns with the goals of studying historical languages and texts. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Philology often engages with texts that address themes of **justice, ethics, and governance**. The course can facilitate discussions on how language and literature influence societal values and legal frameworks. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be explored through the examination of texts that engage with social and legal issues. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among linguists, historians, and cultural organizations to engage with historical texts. Building partnerships can enhance resources and support for linguistic and cultural research. – **Target 17.16** emphasizes the importance of partnerships for sustainable development, which can be advanced through collaborative philological projects that address language and cultural heritage. ### Conclusion An **Introduction to Philology** course contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with the skills to analyze and appreciate historical texts and languages, the course supports efforts to engage with linguistic diversity and cultural identity, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110502 | Pengantar La Galigo | Introducing to La Galigo | The university course Introduction to La Galigo provides an in-depth exploration of La Galigo, one of the longest epic traditions in the world, originating from the Bugis culture in South Sulawesi, Indonesia. Students are introduced to the narrative structure, themes, characters, and cultural significance of this ancient oral literature, which is considered a cornerstone of Bugis-Makassar cultural heritage. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by providing students with a deep understanding of the La Galigo epic and its role in Bugis-Makassar literature and culture. It encourages critical thinking and analytical skills through the study of this complex narrative. – **Target 4.7** emphasizes education for sustainable development and global citizenship, which can be supported through the exploration of cultural narratives that foster respect and understanding of diverse cultures. ### 2. **Reduced Inequalities** (SDG 10) – By studying the La Galigo epic, the course addresses issues of **representation and inclusion** in literature. It promotes awareness of the Bugis-Makassar culture and highlights the importance of preserving and valuing local narratives. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing and promoting indigenous literature as a part of cultural heritage and identity. ### 3. **Sustainable Cities and Communities** (SDG 11) – Understanding the La Galigo epic contributes to the preservation of cultural heritage and community identity. The course can help students appreciate the role of traditional stories in shaping the values and beliefs of the Bugis-Makassar communities. – **Target 11.4** emphasizes the importance of protecting and safeguarding cultural heritage, which aligns with the goals of studying and promoting local literary works. ### 4. **Gender Equality** (SDG 5) – The La Galigo epic includes significant female characters and themes related to gender roles. The course can facilitate discussions on the representation of women in the epic and how these narratives contribute to contemporary understandings of gender. – **Target 5.1** aims to end discrimination against women and girls, which can be supported through the examination of texts that engage with gender issues and challenge traditional roles. ### 5. **Peace, Justice, and Strong Institutions** (SDG 16) – Literature often engages with themes of **justice, ethics, and governance**. The La Galigo epic includes moral and ethical teachings that can facilitate discussions on societal values and justice within Bugis-Makassar culture. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be explored through the examination of narratives that address social justice and community ethics. ### 6. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and cultural institutions to promote the La Galigo epic and its cultural significance. Building partnerships can enhance resources and support for literary studies and cultural preservation initiatives. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focused on literature and cultural heritage. ### Conclusion An **Introducing to La Galigo** course contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with knowledge about this significant epic, the course supports efforts to engage with cultural narratives, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110602 | Kemahiran Menyimak dan Berbicara Bahasa Bugis | Skills in Listening and Speaking Bugis | The university course Skills in Listening and Speaking Bugis is designed to help students develop proficiency in the oral communication skills of the Bugis language, focusing on listening comprehension and spoken expression. Students engage with various everyday conversations, dialogues, and cultural expressions in Bugis, improving their ability to understand and respond appropriately in different social and cultural contexts. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ listening and speaking skills in Bugis, contributing to their overall linguistic competence and cultural understanding. – **Target 4.6** emphasizes the importance of literacy and numeracy, which can be supported through language training that fosters effective communication skills in students. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on the Bugis language, the course addresses issues of **language preservation** and the importance of indigenous languages in fostering social inclusion. It promotes awareness of linguistic diversity and cultural heritage. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing local languages and ensuring their use in educational contexts, thus empowering Bugis speakers. ### 3. **Sustainable Cities and Communities** (SDG 11) – Proficiency in the Bugis language contributes to the preservation of local culture and identity. The course helps students appreciate the role of language in community life and cultural practices, fostering a sense of belonging and identity. – **Target 11.4** emphasizes the importance of protecting and safeguarding cultural heritage, which aligns with the goals of promoting the Bugis language and culture. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Effective communication skills are crucial for **dialogue and understanding** within communities. The course can help students engage in constructive conversations and discussions, fostering social cohesion and conflict resolution. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by enhancing communication skills that facilitate dialogue on social issues. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and community organizations to promote the Bugis language and culture. Building partnerships can enhance resources and support for language education and cultural initiatives. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focused on language and cultural preservation. ### Conclusion A course on **Skills in Listening and Speaking Bugis** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with effective communication skills in the Bugis language, the course supports efforts to engage with linguistic diversity and cultural heritage, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110702 | Kemahiran Menyimak dan Berbicara Bahasa Makassar | Makassar Language Listening and speaking skills | The university course Makassar Language Listening and Speaking Skills focuses on enhancing students’ oral communication abilities in the Makassar language, with an emphasis on both listening comprehension and spoken proficiency. Students develop their ability to understand spoken Makassar in various contexts, including everyday conversations, cultural exchanges, and formal dialogues. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ listening and speaking skills in the Makassar language, contributing to their overall linguistic competence and cultural understanding. – **Target 4.6** emphasizes the importance of literacy and numeracy, which can be supported through language training that fosters effective communication skills in students. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on the Makassar language, the course addresses issues of **language preservation** and the significance of indigenous languages in fostering social inclusion. It promotes awareness of linguistic diversity and cultural heritage. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing local languages and ensuring their use in educational contexts, thus empowering Makassar speakers. ### 3. **Sustainable Cities and Communities** (SDG 11) – Proficiency in the Makassar language contributes to the preservation of local culture and identity. The course helps students appreciate the role of language in community life and cultural practices, fostering a sense of belonging and identity. – **Target 11.4** emphasizes the importance of protecting and safeguarding cultural heritage, which aligns with the goals of promoting the Makassar language and culture. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Effective communication skills are crucial for **dialogue and understanding** within communities. The course can help students engage in constructive conversations and discussions, fostering social cohesion and conflict resolution. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by enhancing communication skills that facilitate dialogue on social issues. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and community organizations to promote the Makassar language and culture. Building partnerships can enhance resources and support for language education and cultural initiatives. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focused on language and cultural preservation. ### Conclusion A course on **Makassar Language Listening and Speaking Skills** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving cultural heritage, and enhancing community identity. By equipping students with effective communication skills in the Makassar language, the course supports efforts to engage with linguistic diversity and cultural heritage, ultimately contributing to a more equitable and sustainable world. |
| ILMU BUDAYA | SASTRA BUGIS-MAKASSAR – S1 | Kurikulum Sarjana K-23 | 2023 | 23F02110802 | Fonologi B-M | B-M Phonology | The university course B-M Phonology (likely referring to B.A./M.A. Phonology) focuses on the study of the sound systems of languages, with an emphasis on the abstract, mental representation of speech sounds and their patterns. Students explore key concepts such as phonemes, allophones, distinctive features, and syllable structure. The course also covers the principles of phonological rules and processes, such as assimilation, deletion, and insertion, which govern how sounds interact within words and across linguistic contexts. | ### 1. **Quality Education** (SDG 4) – The course promotes **inclusive and equitable quality education** by enhancing students’ understanding of phonological structures and sound systems, contributing to their overall linguistic competence. – **Target 4.6** emphasizes the importance of literacy and numeracy, which can be supported through the study of phonology that aids in effective communication and language learning. ### 2. **Reduced Inequalities** (SDG 10) – By focusing on the Bugis and Makassar languages, the course addresses issues of **language preservation** and highlights the importance of indigenous languages in promoting social inclusion and cultural identity. – **Target 10.2** focuses on social inclusion, which can be achieved by valuing local languages and ensuring their study and use in educational contexts, thus empowering speakers of these languages. ### 3. **Sustainable Cities and Communities** (SDG 11) – Understanding phonology contributes to the preservation of linguistic heritage and community identity. The course helps students appreciate the role of language in shaping cultural practices and values within Bugis and Makassar communities. – **Target 11.4** emphasizes the importance of protecting and safeguarding cultural heritage, which aligns with the goals of promoting linguistic diversity and cultural identity. ### 4. **Peace, Justice, and Strong Institutions** (SDG 16) – Phonology and effective communication are crucial for **dialogue and understanding** within communities. The course can help students engage in constructive conversations, fostering social cohesion and conflict resolution. – **Target 16.3** aims to promote the rule of law and ensure equal access to justice, which can be supported by enhancing communication skills that facilitate dialogue on social issues and community governance. ### 5. **Partnerships for the Goals** (SDG 17) – The course encourages collaboration among students, educators, and linguistic organizations to promote the study of Bugis and Makassar phonology. Building partnerships can enhance resources and support for language education and research initiatives. – **Target 17.16** emphasizes the importance of multi-stakeholder partnerships for sustainable development, which can be advanced through collaborative projects focused on linguistics and cultural preservation. ### Conclusion A course on **B-M Phonology** contributes to several **SDGs** by promoting quality education, reducing inequalities, preserving linguistic heritage, and enhancing community identity. By equipping students with knowledge about the phonological aspects of the Bugis and Makassar languages, the course supports efforts to engage with linguistic diversity and cultural identity, ultimately contributing to a more equitable and sustainable world. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110103 | Kalkulus I | Calculus I | The course “Calculus I” introduces students to the fundamental concepts of calculus, focusing on limits, derivatives, and the basics of integration. Students learn about the concept of a limit, how to calculate derivatives of various functions, and the application of derivatives in solving problems related to rates of change and optimization. The curriculum also covers the Fundamental Theorem of Calculus and techniques for evaluating definite and indefinite integrals. Through problem-solving and real-world applications, students develop a solid understanding of calculus concepts, preparing them for further studies in mathematics, science, engineering, and related fields. | 1. SDG 4: Quality Education Key Areas: Calculus I is a core component of STEM education, fostering problem-solving skills, critical thinking, and a deep understanding of mathematical concepts. Mastery of calculus is crucial for students pursuing careers in engineering, physics, economics, computer science, and other fields that are essential for advancing modern technology and addressing global challenges. A strong foundation in calculus helps develop numerical modeling and data analysis skills that are critical in research and development across various disciplines. Relevance: By offering students the opportunity to gain advanced mathematical skills, Calculus I contributes directly to quality education in mathematics and STEM subjects, ensuring that students are well-prepared for higher-level studies and global problem-solving. 2. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Calculus is fundamental in fields like engineering, economics, and data science, which are key to the development of new technologies and the growth of industries. In engineering and applied sciences, calculus is used to design efficient infrastructure, optimize systems, and improve industrial processes. For instance, optimization techniques using calculus are used to design better energy systems, transportation networks, and manufacturing processes. In technology development, calculus helps with modeling physical systems, predicting system behaviors, and solving complex problems that require mathematical analysis. Relevance: SDG 9 benefits from the application of mathematical methods learned in Calculus I to support innovation, technological advancements, and the development of sustainable infrastructure. 3. SDG 13: Climate Action Key Areas: Calculus plays a key role in understanding and modeling natural systems, such as climate models, population dynamics, ecosystem changes, and carbon emissions. Derivatives and integrals are used to study rates of change in environmental variables (e.g., temperature, pollution levels) and predict the impact of various climate interventions. In environmental science, calculus is used in the modeling of energy consumption and resource allocation, which are critical in addressing climate change. Relevance: SDG 13 benefits from the modeling techniques and analytical methods provided by calculus to analyze climate data, improve carbon management, and design environmental policies. 4. SDG 3: Good Health and Well-Being Key Areas: In medicine and public health, calculus is used to model population growth, disease spread (epidemiology), and the effects of various health interventions. Calculus is essential in biostatistics, which is used to analyze health data, model the spread of diseases, and design healthcare systems that maximize efficiency and effectiveness. In medical research, calculus is used to analyze pharmacokinetics (how drugs move through the body) and dose-response relationships, which are vital for developing safe and effective treatments. Relevance: SDG 3 can be advanced through the application of calculus to model disease dynamics, improve healthcare policies, and optimize treatment strategies. 5. SDG 7: Affordable and Clean Energy Key Areas: Calculus is fundamental in the design and optimization of energy systems, such as solar power, wind energy, and hydropower, as well as in understanding energy efficiency. Derivatives are used in energy consumption models to optimize energy use in systems and reduce waste, which is crucial for promoting clean and sustainable energy. The course might also cover the calculation of rate of energy flow in various physical systems, helping engineers and scientists design more efficient renewable energy technologies. Relevance: SDG 7 is supported through the use of calculus in the design and optimization of renewable energy systems, helping to make clean energy more accessible and affordable. 6. SDG 12: Responsible Consumption and Production Key Areas: Calculus plays a role in optimizing production processes, minimizing waste, and improving resource allocation in manufacturing industries. Optimization problems solved using calculus can lead to more efficient supply chains, reduced material waste, and the development of sustainable production methods. In industries such as agriculture, calculus is used to model resource management, ensuring that materials are used efficiently and waste is minimized. Relevance: SDG 12 benefits from the application of calculus to help industries improve efficiency, reduce waste, and create sustainable production systems. 7. SDG 8: Decent Work and Economic Growth Key Areas: In economics, calculus is used to model market dynamics, consumer behavior, and economic growth, helping policymakers and businesses make informed decisions about resource allocation and economic planning. Optimization techniques (using derivatives) can help maximize production efficiency and economic output while minimizing costs and waste. Understanding concepts such as marginal costs, returns on investment, and efficiency maximization is central to calculus and relevant to promoting economic growth. Relevance: SDG 8 can be supported by applying calculus in economic modeling, particularly in optimizing business operations, fostering economic growth, and ensuring decent work conditions. 8. SDG 10: Reduced Inequalities Key Areas: While calculus is not directly focused on issues like income inequality, it provides the mathematical tools needed to analyze economic disparities, model resource distribution, and optimize economic policies that can reduce inequality. In public health and economics, calculus can help analyze resource allocation to ensure that resources are distributed in a way that helps reduce inequalities between populations and regions. Relevance: SDG 10 could benefit from the use of calculus in economics and public policy modeling to create more equitable and inclusive systems for resource distribution. 9. SDG 17: Partnerships for the Goals Key Areas: Calculus can contribute to international collaborations in fields like environmental science, energy, and public health, as mathematical models are essential in fostering global cooperation for problem-solving. The course encourages logical thinking and collaboration, which are essential skills for working in multidisciplinary teams that address global challenges and collaborate to achieve the SDGs. Relevance: SDG 17 benefits from the collaborative research and the application of mathematical models in addressing complex global problems, requiring contributions from various stakeholders, including scientists, policymakers, and international organizations. Conclusion: Although Calculus I is primarily focused on mathematical concepts, its principles have broad applications across many fields that are critical for advancing the UN Sustainable Development Goals (SDGs). Key SDGs covered in the course would likely include: SDG 4: Quality Education SDG 9: Industry, Innovation, and Infrastructure SDG 13: Climate Action SDG 3: Good Health and Well-Being SDG 7: Affordable and Clean Energy SDG 12: Responsible Consumption and Production SDG 8: Decent Work and Economic Growth SDG 10: Reduced Inequalities SDG 17: Partnerships for the Goals Calculus provides the mathematical foundation for modeling, optimization, and analysis that supports efforts to achieve these goals across a wide range of disciplines. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136402 | Sistem Kendali Digital | Digital Control System | The course “Digital Control Systems” focuses on the analysis and design of control systems that utilize digital technology. Students learn about the fundamental principles of control theory, including sampling, quantization, and the representation of systems in the discrete-time domain. The curriculum covers topics such as z-transforms, digital controller design, stability analysis, and state-space representation. Emphasis is placed on practical applications, with hands-on projects involving simulation software and hardware implementation. This course prepares students for careers in engineering fields such as robotics, automation, and mechatronics, emphasizing the importance of digital control in modern systems. | 1. SDG 7: Affordable and Clean Energy Digital control systems are often used in the optimization and automation of energy production and distribution. They are vital in managing smart grids, renewable energy sources (such as solar, wind, and hydropower), and improving energy efficiency. By using advanced control strategies, these systems can reduce energy waste, balance supply and demand, and enhance the integration of clean energy technologies. 2. SDG 9: Industry, Innovation, and Infrastructure Digital control systems are fundamental in modernizing industrial processes. They play a key role in automation, robotics, and process control, driving innovation and efficiency in manufacturing and infrastructure. For instance, they help optimize the performance of industrial robots, autonomous vehicles, and smart factories. Additionally, digital control systems support the design and operation of critical infrastructure like transportation systems, water supply networks, and waste management systems, which can improve societal resilience and sustainability. 3. SDG 11: Sustainable Cities and Communities Smart city infrastructure often relies on digital control systems to manage energy use, transportation, water distribution, and waste management more efficiently. By optimizing urban systems through digital control, cities can reduce their environmental impact, lower energy consumption, and improve the quality of life for residents. 4. SDG 12: Responsible Consumption and Production In the context of manufacturing and production processes, digital control systems help optimize resource usage, reduce waste, and improve the sustainability of production systems. For example, they can regulate processes to minimize energy consumption and ensure more sustainable and efficient use of raw materials in industries. 5. SDG 13: Climate Action Digital control systems contribute to climate action by enabling the efficient operation of technologies that help mitigate climate change. For example, controlling emissions from industrial plants or optimizing the use of renewable energy sources (such as wind or solar) to reduce the carbon footprint. 6. SDG 4: Quality Education (Indirectly) While not a direct focus, the course itself contributes to SDG 4 by providing students with the knowledge and skills in modern engineering techniques, which they can use to contribute to the advancement of sustainable technologies. The course also fosters problem-solving, critical thinking, and technological literacy. 7. SDG 3: Good Health and Well-being (Indirectly) Digital control systems can be applied to health-related fields, such as the control of medical devices, systems for monitoring patients, or managing healthcare technologies. For instance, digital control in automated drug delivery systems or medical imaging systems can enhance the accuracy and effectiveness of treatments. 8. SDG 8: Decent Work and Economic Growth The application of digital control systems in various industries promotes innovation, efficiency, and productivity, which can drive economic growth and create decent job opportunities, especially in tech-driven sectors. 9. SDG 6: Clean Water and Sanitation (Indirectly) Digital control systems are also employed in water treatment plants and distribution systems, enabling better management of water resources, quality control, and efficient water treatment processes. Summary While a Digital Control Systems course might not directly address the SDGs, the knowledge it provides can be applied to technologies and systems that impact several of the SDGs, particularly those related to energy, infrastructure, industry, and sustainability. Students learning how to design and implement digital control systems can contribute to making industries more efficient, reducing environmental impact, and advancing technological solutions that align with sustainable development goals. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136502 | Sistem Berbasis Mikroprosesor | Microprocessor Based Systems | The course “Microprocessor-Based Systems” explores the principles and applications of microprocessors in embedded systems and automation. Students learn about microprocessor architecture, instruction sets, and programming techniques, along with interfacing peripherals and designing integrated systems. The curriculum covers topics such as assembly language programming, input/output control, memory management, and real-time processing. Through hands-on projects and laboratory work, students gain practical experience in building and programming microprocessor-based systems. This course prepares students for careers in electronics, computer engineering, and automation, emphasizing the role of microprocessors in modern technology. | 1. SDG 7: Affordable and Clean Energy Microprocessor-based systems play a crucial role in the development of energy-efficient devices and systems. For example, they are integral to the operation of smart grids, energy-efficient appliances, and renewable energy technologies (like solar panels and wind turbines). These systems can optimize energy consumption, integrate renewable energy sources, and support smart home technologies that reduce energy use. 2. SDG 9: Industry, Innovation, and Infrastructure Embedded systems that utilize microprocessors are foundational in modernizing industries and creating more efficient infrastructure. Applications include automation in manufacturing (Industry 4.0), robotics, and smart factories, which enhance productivity and sustainability. Microprocessors also contribute to the development of advanced transportation systems, IoT-based smart infrastructure, and other innovations that foster industrial growth and development. 3. SDG 11: Sustainable Cities and Communities Microprocessor-based systems are essential in the creation of smart cities. These systems can manage urban infrastructure efficiently, such as in intelligent transportation systems (traffic control, public transport optimization), smart waste management, smart lighting, and energy-efficient buildings. By helping optimize city services, they contribute to creating more sustainable, efficient, and livable urban spaces. 4. SDG 12: Responsible Consumption and Production Microprocessor-based systems can be used to improve resource management in production processes. For example, they help optimize energy usage in manufacturing, reduce waste, and monitor the performance of equipment for predictive maintenance, ultimately reducing downtime and extending product life. They are also involved in consumer electronics and household appliances, which can be designed to be more energy-efficient, reducing overall environmental impact. 5. SDG 13: Climate Action Microprocessors are integral to systems that monitor and control environmental parameters, including climate data collection, emission controls in industrial settings, and energy consumption monitoring. For example, microprocessor-based sensors can monitor air quality, track carbon emissions, and help in the management of climate-related data. Additionally, embedded systems are used to control renewable energy installations (such as wind turbines or solar panels), contributing to efforts to reduce the global carbon footprint. 6. SDG 4: Quality Education Microprocessor-based systems courses themselves contribute to SDG 4 by providing students with valuable skills in electronics, programming, and embedded systems. These technical skills are essential for developing future technologies that can address various global challenges, including sustainability and innovation in other SDGs. 7. SDG 3: Good Health and Well-being Microprocessors are widely used in medical devices and healthcare systems. In a Microprocessor-Based Systems course, students might learn to design systems for medical applications, such as monitoring devices (e.g., heart rate monitors, glucose meters), diagnostic equipment (e.g., portable ultrasound, medical imaging), and even robotic surgery tools. These technologies can improve health outcomes and enhance the accessibility and quality of healthcare. 8. SDG 8: Decent Work and Economic Growth Microprocessor-based systems are crucial for many industries that contribute to economic growth, such as the tech industry, manufacturing, and electronics. As the course covers the design and development of embedded systems, it directly aligns with the demand for skilled labor in high-tech sectors. Moreover, the course can promote entrepreneurship, as students may develop prototypes for new products or innovations. 9. SDG 6: Clean Water and Sanitation Microprocessor-based systems are applied in water treatment and distribution systems. Automated monitoring and control systems based on microprocessors can be used in smart water management systems, ensuring clean and efficient water distribution, improving water quality, and reducing waste. For instance, sensors and control systems powered by microprocessors can monitor water usage, detect leaks, and ensure the efficient operation of treatment plants. 10. SDG 10: Reduced Inequalities Microprocessor-based systems can be used to design assistive technologies for people with disabilities, such as hearing aids, prosthetics, or other adaptive devices. These systems can enhance accessibility and help reduce inequalities in society by providing individuals with the tools they need to lead independent lives. Summary A course on Microprocessor-Based Systems may not directly teach about the SDGs, but it equips students with the skills to design and implement technologies that can have a significant impact on several SDGs. These systems contribute to areas such as energy efficiency, innovation in industry, smart infrastructure, healthcare, and climate action. By learning how to design embedded systems, students can contribute to sustainable development in various sectors, including energy, health, education, and infrastructure. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136602 | Perancangan Sistem Kendali | Control System Design | The course “Control System Design” focuses on the principles and techniques used to design effective control systems for dynamic processes. Students learn about system modeling, stability analysis, and controller design methods, including PID controllers, state-space representation, and frequency response techniques. The curriculum emphasizes both theoretical concepts and practical applications, incorporating simulation tools for analyzing system behavior and performance. Through projects and case studies, students develop skills in designing and implementing control strategies for various engineering systems. This course prepares students for careers in fields such as automation, robotics, and industrial control, highlighting the importance of control systems in modern engineering. | 1. SDG 7: Affordable and Clean Energy Control systems play a critical role in the efficient operation of energy systems, especially in renewable energy sources such as wind, solar, and hydropower. In smart grids, for instance, control systems help balance electricity supply and demand, optimize energy distribution, and reduce losses. They are also used in controlling energy storage systems and improving the efficiency of power plants. The design of control systems in renewable energy technologies ensures that these systems operate optimally, contributing to the goal of providing affordable and clean energy. 2. SDG 9: Industry, Innovation, and Infrastructure Control systems are fundamental to modern industrial automation and process control. In industries such as manufacturing, robotics, and automotive, control system design improves production efficiency, optimizes manufacturing processes, and enhances product quality. In addition, smart infrastructure, including transportation systems, water treatment plants, and building management systems, relies on sophisticated control systems to function efficiently and sustainably. Innovations in control systems can significantly improve industrial productivity and contribute to the development of resilient infrastructure. 3. SDG 11: Sustainable Cities and Communities Control systems are central to the development of smart cities. For example, traffic management systems, energy-efficient lighting, waste management, and water distribution networks can all be optimized using control systems. These systems can help reduce energy consumption, minimize waste, and improve the overall efficiency of urban services. In public transportation systems, control systems ensure efficient scheduling and routing of buses and trains, reducing congestion and emissions, which contributes to more sustainable urban living. 4. SDG 12: Responsible Consumption and Production Control systems are integral in optimizing production processes to minimize waste and improve efficiency. For example, in manufacturing, advanced control techniques such as model predictive control (MPC) can minimize raw material usage, energy consumption, and emissions, leading to more sustainable production. Additionally, automated systems with control algorithms help reduce overproduction and ensure that resources are used efficiently throughout the supply chain. 5. SDG 13: Climate Action Many control systems are designed to monitor and reduce emissions, optimize energy consumption, and improve the environmental performance of various systems. For instance, control systems in industrial plants and power generation systems help reduce greenhouse gas emissions. In climate research, control systems are used to model and predict the behavior of climate systems, monitor atmospheric conditions, and optimize processes that mitigate climate change. 6. SDG 3: Good Health and Well-being Control systems are widely used in healthcare technology. For example, control systems are essential in medical devices such as ventilators, infusion pumps, and robotic surgical systems, ensuring accurate delivery of treatments and enhancing the precision of medical procedures. Additionally, control systems are used in the design of devices for monitoring patient health, such as glucose sensors, heart rate monitors, and other wearable technologies. 7. SDG 8: Decent Work and Economic Growth Control systems contribute to the automation and optimization of industrial processes, improving productivity and efficiency, which can lead to economic growth and the creation of decent jobs. The skills developed in a Control System Design course can lead to employment opportunities in industries such as manufacturing, aerospace, robotics, and energy, all of which are essential for economic development. 8. SDG 6: Clean Water and Sanitation Control systems are often used in water treatment and distribution systems to ensure the efficient use of water resources, maintain water quality, and reduce waste. In smart water management, sensors and control algorithms help monitor and manage water usage in urban areas, ensuring that it is used efficiently and sustainably. Control systems in wastewater treatment plants help maintain appropriate chemical dosages, optimize filtration processes, and ensure the effective treatment of water before it is returned to the environment. 9. SDG 10: Reduced Inequalities Control systems can be used to improve accessibility for people with disabilities. For example, in assistive technologies like powered wheelchairs or prosthetic devices, control systems ensure that these devices function smoothly and provide users with the autonomy they need. Additionally, control systems are essential in providing reliable infrastructure in underserved regions, such as ensuring the proper functioning of energy or water distribution systems in low-income communities. 10. SDG 4: Quality Education A course in Control System Design contributes directly to SDG 4 by equipping students with valuable skills in engineering, critical thinking, and problem-solving. These skills are essential for future engineers and innovators who will drive progress toward sustainable development goals. Additionally, control systems are increasingly applied in educational technologies (e.g., automated laboratory equipment, smart classrooms), enhancing the quality of education. Summary A Control System Design course is closely aligned with several SDGs, particularly those related to energy (SDG 7), industry and innovation (SDG 9), sustainable cities (SDG 11), and climate action (SDG 13). Control systems are critical in optimizing processes, improving efficiency, reducing waste, and enhancing the performance of technologies that contribute to sustainable development. By teaching students how to design and implement control systems, the course helps equip them with the tools necessary to address global challenges related to infrastructure, energy, healthcare, and the environment. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136702 | Proteksi Sistem Tenaga Listrik Lanjut | Advanced Electrical Power System Protection | The course “Advanced Electrical Power System Protection” delves into the principles and technologies used to protect electrical power systems from faults and disturbances. Students learn about various protection schemes, including overcurrent, distance, and differential protection, as well as the design and implementation of protective relays and devices. The curriculum covers topics such as fault analysis, protection coordination, and the integration of smart grid technologies. Emphasis is placed on practical applications, including the use of simulation tools for analyzing protection system performance. This course prepares students for careers in power engineering, utility operations, and electrical system design, focusing on ensuring the reliability and safety of electrical infrastructure. | 1. SDG 7: Affordable and Clean Energy Power system protection plays a vital role in ensuring the reliability and stability of the electrical grid, which is crucial for providing affordable and clean energy. Proper protection systems prevent widespread power outages, ensuring that energy is delivered reliably and efficiently. This contributes to SDG 7’s goal of improving access to sustainable and affordable energy for all. Additionally, the protection systems are integral to integrating renewable energy sources (such as wind and solar) into the grid. They ensure that renewable energy sources operate smoothly without compromising grid stability. 2. SDG 9: Industry, Innovation, and Infrastructure Advanced protection systems help build resilient and reliable infrastructure for electrical networks. In the context of smart grids, protection schemes contribute to the automation and real-time management of power systems, enhancing both operational efficiency and innovation in grid technologies. The course would likely cover how protection systems can be used in industrial applications to ensure the safe operation of machinery and processes powered by electricity. This supports the growth of industries while maintaining high standards of safety and reliability. 3. SDG 11: Sustainable Cities and Communities For smart cities, reliable electrical power is essential for efficient functioning, including energy use, lighting, transportation, and communications. Power system protection ensures that electrical infrastructure in cities remains operational even during faults or disturbances. This contributes to the sustainability and resilience of urban environments. The protection schemes in place also help prevent the cascading failures of electricity supply, which could disrupt essential services like healthcare, water supply, and public transport in cities. 4. SDG 12: Responsible Consumption and Production Power system protection contributes to the efficient operation of the power grid by minimizing downtime and preventing damage to equipment. This leads to more efficient resource management and responsible consumption of electrical power, which in turn reduces waste and supports sustainable production practices. The implementation of protection systems also helps in minimizing the environmental impact by ensuring that power grids and energy generation systems operate at their optimal efficiency, which reduces energy losses and waste. 5. SDG 13: Climate Action By improving the reliability and resilience of the electrical grid, protection systems ensure that power outages caused by faults (such as storms or equipment malfunctions) do not have widespread impacts on communities. This can help reduce the carbon footprint by preventing the need for backup power generation, which might rely on non-renewable energy sources. Advanced protection schemes also support the integration of renewable energy sources into the grid, which is essential for achieving lower emissions and transitioning to a sustainable energy system. 6. SDG 3: Good Health and Well-being Electrical power is essential for healthcare facilities, and power system protection ensures that critical infrastructure, such as hospitals, remains operational during faults. Protection systems help prevent prolonged outages that could disrupt medical services and affect patient care. Furthermore, protection systems safeguard electrical equipment, preventing dangerous faults or fires that could lead to health hazards in residential, industrial, or healthcare environments. 7. SDG 8: Decent Work and Economic Growth Reliable power systems are essential for the growth of businesses and industries. Effective power system protection minimizes downtime due to electrical faults, ensuring that industrial operations, manufacturing, and services can continue without disruption. This creates a stable environment for economic growth and job creation. The development of advanced protection technologies and their integration into power systems can also drive innovation and create specialized job opportunities in the energy and power sectors. 8. SDG 10: Reduced Inequalities Access to reliable electricity is a key factor in reducing inequalities, particularly in developing regions. Power system protection ensures that electricity is distributed equitably and safely, helping to guarantee that rural and underserved areas are not subject to frequent outages or poor-quality power delivery. By making electrical systems more reliable and stable, the course indirectly contributes to bridging the energy access gap, which is crucial for reducing socio-economic disparities. 9. SDG 6: Clean Water and Sanitation Water treatment plants and sewage systems rely on consistent electrical power to function. Power system protection ensures that these essential services are not interrupted by electrical failures, helping to maintain public health and sanitation. Additionally, it helps prevent cascading outages in systems that may disrupt clean water distribution or wastewater treatment. 10. SDG 4: Quality Education The course itself contributes to quality education by providing students with the knowledge and skills necessary to design, implement, and maintain advanced power protection systems. These skills are crucial for students pursuing careers in energy and electrical engineering, fields that are key to achieving many of the SDGs. As advanced protection technologies evolve, there is a growing demand for skilled engineers, which leads to opportunities for innovation and continuous learning in the field. Summary While the Advanced Electrical Power System Protection course is focused on highly technical aspects of electrical engineering, it directly and indirectly contributes to several UN SDGs, especially those related to energy (SDG 7), sustainable infrastructure (SDG 9), climate action (SDG 13), economic growth (SDG 8), and health and well-being (SDG 3). The primary role of power system protection in ensuring the safe and reliable operation of electrical grids supports the achievement of a stable, resilient, and sustainable energy future, contributing to the broader goals of sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04140302 | Perancangan Elektroteknik 2 | Electrotechnical Design 2 | The course “Electrotechnical Design 2” builds on foundational concepts in electrical engineering, focusing on advanced design principles for electrical systems and components. Students learn to apply design methodologies to develop and analyze complex electrotechnical systems, including power distribution, control systems, and instrumentation. The curriculum covers topics such as circuit design, electromagnetic compatibility, and safety standards. Through project-based assignments, students gain practical experience in using design software and tools to create detailed schematics and specifications. This course prepares students for careers in electrical design, systems engineering, and related fields, emphasizing innovative solutions and industry best practices. | 1. SDG 7: Affordable and Clean Energy Electrotechnical design is directly involved in the development of efficient electrical power generation, transmission, and distribution systems. In this course, students likely learn how to design power systems that are more energy-efficient and capable of integrating renewable energy sources such as solar, wind, and hydropower. The design of smart grids and energy-efficient electrical systems (e.g., for power distribution and storage) is also covered, contributing to SDG 7’s goal of providing affordable and clean energy to all. 2. SDG 9: Industry, Innovation, and Infrastructure Electrotechnical design is a cornerstone of industrial innovation. Students will typically be exposed to the design of systems that improve manufacturing processes, automation, and control technologies. This includes smart factory systems, robotics, and automation technologies that enhance productivity, reduce costs, and foster innovation in the manufacturing industry. The course might also cover the design of critical infrastructure systems (e.g., power grids, transportation systems, or communications networks), all of which contribute to building resilient, sustainable infrastructure as outlined in SDG 9. 3. SDG 11: Sustainable Cities and Communities Electrotechnical design plays a key role in the development of smart cities. Systems for efficient energy use, waste management, smart transportation, and environmental monitoring are often designed with electrotechnical principles. Smart grids, sustainable building designs (energy-efficient lighting, heating, cooling systems), and electric vehicle (EV) charging infrastructure are some examples where electrotechnical designs contribute to the sustainability and livability of urban environments. 4. SDG 12: Responsible Consumption and Production In this course, students learn to design energy-efficient electrical systems and eco-friendly technologies that minimize waste and reduce energy consumption. Electrotechnical design principles are essential for improving the resource efficiency of production systems and ensuring that electrical products are durable, recyclable, and energy-efficient. Additionally, designs that focus on reducing environmental impact (e.g., designing products for reduced material usage or for easier recycling) align with the goal of responsible consumption and production. 5. SDG 13: Climate Action Electrotechnical design contributes to climate action by enabling the development of clean energy technologies and systems that help mitigate the effects of climate change. For example, students may learn to design control systems for renewable energy integration, such as solar, wind, or biomass, into existing power grids. Electrotechnical design also plays a role in energy storage systems (e.g., batteries or capacitors), which are critical for balancing energy supply and demand, especially with intermittent renewable energy sources, thereby supporting efforts to reduce greenhouse gas emissions. 6. SDG 3: Good Health and Well-being Electrotechnical design has applications in healthcare, where medical devices and monitoring equipment (such as pacemakers, ultrasound machines, and ventilators) are designed to ensure reliable and accurate health services. Biomedical instrumentation, which might be part of the curriculum, involves designing systems that improve diagnostics and treatment in medical settings, directly supporting SDG 3’s goal of promoting health and well-being for all. 7. SDG 8: Decent Work and Economic Growth The electrotechnical design course prepares students for careers in various sectors, including energy, telecommunications, manufacturing, and transportation, all of which contribute to economic growth. As students design systems and technologies that enhance industrial and energy efficiency, they contribute to creating decent work opportunities and fostering innovation. Moreover, electrotechnical designs help improve productivity in industries, which can lead to job creation and economic development. 8. SDG 10: Reduced Inequalities Electrotechnical systems can help provide access to modern energy services in underserved regions, helping to bridge the energy gap between urban and rural areas. For instance, the design of off-grid renewable energy systems or solar-powered solutions can bring electricity to rural communities, improving their living standards and economic opportunities. Additionally, assistive technologies, such as electrical devices that aid those with disabilities, are part of electrotechnical design, contributing to greater social inclusion. 9. SDG 6: Clean Water and Sanitation Water purification systems and wastewater treatment rely heavily on electrotechnical designs. Students may explore the design of electrical systems for monitoring and controlling water treatment processes, ensuring the efficient and clean management of water resources. The course may also cover the design of pumping systems, water distribution systems, and smart sensors for monitoring water quality, all of which contribute to ensuring that communities have access to clean water and sanitation. 10. SDG 4: Quality Education The Electrotechnical Design 2 course itself contributes to SDG 4 by providing students with the technical skills and knowledge necessary to develop systems and technologies that address global challenges. The problem-solving skills students acquire can be applied to create solutions for sustainable development. Additionally, this course may involve designing educational tools or interactive devices that help improve access to education or create learning opportunities. Summary While an Electrotechnical Design 2 course is primarily focused on the technical aspects of electrical and electrotechnical systems, its content strongly supports several SDGs, particularly those related to energy (SDG 7), industry and infrastructure (SDG 9), climate action (SDG 13), sustainable cities (SDG 11), and economic growth (SDG 8). The course prepares students to design and implement technologies that enhance energy efficiency, sustainability, and accessibility while improving the quality of life through innovations in healthcare, industry, and infrastructure. Through these contributions, electrotechnical design plays a significant role in advancing global sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133203 | Sistem Komunikasi Nirkabel | Wireless Communication Systems | The course “Wireless Communication Systems” explores the principles and technologies underlying wireless communication networks. Students learn about modulation techniques, signal propagation, and the design of wireless systems, including cellular, satellite, and broadband communications. The curriculum covers key topics such as channel coding, multiple access methods, and the latest advancements in wireless standards (e.g., 4G, 5G). Emphasis is placed on the practical aspects of system design, performance analysis, and the impact of wireless communication on society. Through projects and laboratory work, students gain hands-on experience in designing and implementing wireless communication solutions, preparing them for careers in telecommunications, network engineering, and related fields. | 1. SDG 9: Industry, Innovation, and Infrastructure Wireless communication systems are foundational to modern industrial infrastructure, driving innovations in various fields such as telecommunications, smart cities, transportation, and logistics. The course typically covers topics like network design, wireless standards, and communication protocols, all of which are essential for the development of advanced industrial systems. Technologies like 5G, Internet of Things (IoT), and smart grids—all reliant on wireless communications—enable more efficient and innovative industries. These technologies support automation, data analytics, and remote monitoring, contributing to the growth of industries and the development of resilient infrastructure. 2. SDG 7: Affordable and Clean Energy Wireless communication systems can play a role in the management of smart grids and the integration of renewable energy sources. For example, wireless sensors and communication protocols can be used for monitoring and controlling the distribution of renewable energy (e.g., from solar panels or wind turbines). Additionally, the Internet of Things (IoT) can be used to develop energy-efficient smart devices and buildings, where wireless communication systems connect and manage appliances, thermostats, lighting, and other energy-consuming systems to reduce overall energy use. 3. SDG 11: Sustainable Cities and Communities Wireless communication systems are integral to the development of smart cities. They enable the efficient operation of various urban systems such as traffic management, public safety, healthcare, and environmental monitoring. IoT devices connected via wireless communication networks allow cities to monitor air quality, control waste management systems, and optimize energy use in real-time. This leads to more sustainable urban development, improving the quality of life and reducing the environmental impact of urban areas. 4. SDG 10: Reduced Inequalities Wireless communication systems can help bridge the digital divide by providing broadband internet access to underserved or remote areas. Many regions that lack reliable internet access rely on wireless technologies (such as satellite communication, Wi-Fi, or 4G/5G networks) to connect to global networks and access information, education, and healthcare services. The expansion of wireless communication infrastructure can promote digital inclusion, enabling marginalized communities to access the benefits of the digital economy, educational resources, and employment opportunities. 5. SDG 13: Climate Action Wireless communication technologies, especially those used in smart sensors and IoT devices, can help monitor and mitigate environmental impacts. For instance, wireless communication systems enable environmental monitoring networks that track parameters like air quality, water quality, and temperature, which are critical for climate action. Moreover, wireless systems facilitate remote sensing for environmental protection, such as tracking deforestation, monitoring wildlife, or managing natural resources, all contributing to better climate resilience. 6. SDG 3: Good Health and Well-being Wireless communication systems are critical in the field of telemedicine and healthcare monitoring. Remote health monitoring systems, wearable devices, and telemedicine applications rely on wireless networks to transmit patient data (such as heart rate, blood pressure, or glucose levels) to healthcare providers for analysis and diagnosis. The course may cover aspects of wireless health technologies that allow for the continuous monitoring of patients, improving healthcare delivery, especially in remote or underserved areas. 7. SDG 4: Quality Education Wireless communication systems enable remote learning through technologies like online education platforms, video conferencing, and digital classrooms. By supporting online education, wireless systems contribute to improving access to quality education for individuals in remote or underserved areas. The course itself contributes to SDG 4 by providing students with valuable skills in wireless communications and network design, fostering innovation and technological literacy in the rapidly evolving field of telecommunications. 8. SDG 8: Decent Work and Economic Growth Wireless communication systems are integral to the modern digital economy, which creates jobs in telecommunications, IT, and related fields. As wireless communication technologies evolve (e.g., with the deployment of 5G networks), new job opportunities are created in network planning, system design, and infrastructure development. The IoT and smart devices powered by wireless networks are transforming industries, driving innovation, and improving efficiency in sectors like agriculture, manufacturing, and logistics, leading to greater economic growth and more decent work opportunities. 9. SDG 6: Clean Water and Sanitation Wireless communication systems are used to monitor and manage water supply systems. For instance, wireless sensors can track water quality, detect leaks in pipelines, and monitor water usage, enabling more efficient water management and ensuring clean water is available to communities. Wireless technology is also essential in remote sensing applications for water bodies, helping to detect pollutants or changes in water levels that could signal environmental or humanitarian concerns. 10. SDG 5: Gender Equality (Indirectly) Although not a direct focus, wireless communication systems can empower women by improving their access to education, healthcare, and economic opportunities, particularly in remote or underserved regions. By enabling access to digital platforms, wireless communication supports gender equality by providing women with the tools to participate in the digital economy and make informed health and educational choices. Summary A Wireless Communication Systems course primarily focuses on technical aspects related to communications, but the technologies it covers have far-reaching implications for several SDGs, particularly in affordable and clean energy (SDG 7), industry and infrastructure (SDG 9), sustainable cities (SDG 11), reduced inequalities (SDG 10), and climate action (SDG 13). Wireless communication systems are central to the development of smart technologies, enabling advancements in health, education, industry, and sustainability. By equipping students with the skills to design and optimize these systems, the course supports the broader goal of leveraging technology to improve global well-being and sustainability. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122303 | Probabilitas dan Statistik | Probability and Statistics | The course “Probability and Statistics” provides a foundational understanding of probability theory and statistical methods used for data analysis. Students learn key concepts such as random variables, probability distributions, expectation, variance, and the laws of large numbers. The curriculum covers descriptive statistics, inferential statistics, hypothesis testing, confidence intervals, and regression analysis. Emphasis is placed on real-world applications and data interpretation, using statistical software for analysis. Through problem-solving and practical exercises, students develop critical thinking skills and the ability to apply statistical techniques in various fields, preparing them for careers in data science, research, and analytics. | 1. SDG 3: Good Health and Well-being Statistical methods are crucial for the design, analysis, and interpretation of medical research, clinical trials, and public health data. In epidemiology, probability and statistics are used to track disease outbreaks, understand risk factors, and evaluate the effectiveness of medical treatments. Biostatistics, which involves applying statistical techniques to health-related data, is integral to public health decision-making, disease prevention strategies, and the allocation of healthcare resources. Predictive modeling in healthcare, such as forecasting disease trends (e.g., predicting flu outbreaks or managing chronic diseases), directly impacts public health and well-being. 2. SDG 4: Quality Education A Probability and Statistics course contributes directly to SDG 4, which emphasizes the need for quality education. The course provides foundational skills for students in data analysis, which are crucial for research, decision-making, and problem-solving in a variety of fields. The analytical and problem-solving skills developed in this course empower students to engage in critical thinking, interpret data accurately, and contribute to research projects that drive advancements in knowledge and innovation. Additionally, the course might explore the use of statistics in education research, such as measuring educational outcomes, evaluating the effectiveness of teaching methods, and assessing student performance. 3. SDG 6: Clean Water and Sanitation Probability and statistics are essential for analyzing environmental data, such as water quality measurements and pollution levels. Statistical tools help in understanding the variability in water quality and in designing systems for monitoring water resources. In water treatment plants, statistical methods are used for quality control, ensuring that water meets safety standards and is consistently safe for consumption. Risk analysis and predictive models in water systems management can identify potential contamination risks or forecast water demand, contributing to better resource management and ensuring clean water and sanitation. 4. SDG 7: Affordable and Clean Energy In the energy sector, probability and statistics are used to optimize the performance of energy systems, forecast energy consumption patterns, and assess the feasibility of renewable energy sources. Reliability analysis of power grids, the modeling of renewable energy output (e.g., solar or wind energy), and demand forecasting for energy systems all rely on statistical methods. These analyses help in designing more efficient, reliable, and sustainable energy systems. 5. SDG 9: Industry, Innovation, and Infrastructure Statistical methods are widely used in quality control and optimization in manufacturing and industrial processes. Techniques such as Design of Experiments (DOE) and statistical process control (SPC) help improve product quality, reduce waste, and increase efficiency. Statistical methods are also crucial in predictive maintenance in industries, helping to forecast equipment failures and reduce downtime, thereby improving the overall efficiency of industrial systems. In innovation and R&D, probability and statistics are used to analyze experimental data, test hypotheses, and ensure that new products or technologies meet the desired performance criteria. 6. SDG 10: Reduced Inequalities Statistical methods can be used to measure and analyze inequalities in various areas such as income distribution, education, healthcare access, and employment opportunities. By analyzing disparities across different demographic groups, statisticians can help inform policies aimed at reducing inequalities. In public policy, statistical tools are applied to assess the effectiveness of initiatives designed to reduce social inequalities, such as programs targeting income redistribution, improving access to healthcare, or enhancing education. 7. SDG 13: Climate Action Climate models often rely on statistical analysis and probability theory to predict future climate patterns and assess the risks associated with climate change. By analyzing past climate data, scientists can better understand the likelihood of extreme weather events, sea-level rise, and other environmental changes. Statistical methods are also essential for assessing the impacts of climate action policies, such as measuring the effectiveness of carbon emissions reduction strategies, monitoring air and water quality, and evaluating the results of environmental conservation efforts. 8. SDG 12: Responsible Consumption and Production Statistical techniques are critical in the design and management of sustainable production processes. For example, statistical quality control helps ensure that products are manufactured efficiently, with minimal waste and optimal use of resources. Data analysis and predictive modeling also contribute to understanding the impact of consumption patterns on natural resources and the environment, allowing for more responsible consumption practices and promoting sustainability in production. 9. SDG 8: Decent Work and Economic Growth Statistical tools and probability models are essential for economic analysis and forecasting. Governments, businesses, and economists rely on statistical data to forecast economic growth, assess labor market trends, and design policies that foster economic development. In the labor market, statistics are used to analyze employment trends, wages, and workforce participation, which can guide policies aimed at creating decent work and improving economic conditions for all. 10. SDG 16: Peace, Justice, and Strong Institutions In the context of justice and governance, statistical analysis can be used to assess the fairness of systems and policies. For example, it can be applied to evaluate criminal justice outcomes, voting systems, or public policy impacts. Statistical tools are also used in transparency and accountability mechanisms, such as tracking government spending, assessing the distribution of resources, and monitoring public health initiatives. Summary While a Probability and Statistics course is deeply rooted in mathematical theory and methods, the knowledge gained from such a course can contribute significantly to achieving several SDGs. Key areas where the course intersects with the SDGs include health (SDG 3), education (SDG 4), clean water (SDG 6), affordable energy (SDG 7), industry and infrastructure (SDG 9), climate action (SDG 13), and responsible production (SDG 12). The skills learned in probability and statistics enable students to analyze data, identify trends, and make informed decisions in various sectors that are crucial for advancing global sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122402 | Dasar Sistem Kendali | Basic Control Systems | The course “Basic Control Systems” introduces students to the fundamental concepts of control theory and system dynamics. Students learn about system modeling, feedback mechanisms, and the analysis of dynamic systems. The curriculum covers key topics such as transfer functions, block diagrams, stability analysis, and time-domain responses. Students also explore basic control strategies, including proportional, integral, and derivative (PID) control. Through hands-on projects and simulations, students gain practical experience in analyzing and designing simple control systems. This course lays the foundation for more advanced studies in control engineering and prepares students for careers in automation, robotics, and systems engineering. | 1. SDG 7: Affordable and Clean Energy Control systems are integral to the efficient management of energy generation and distribution. In power plants (e.g., thermal, hydro, or renewable), control systems regulate processes such as turbine speed, temperature, and pressure, which are vital for maximizing energy production and ensuring safety. Control systems also support the integration of renewable energy sources (such as solar, wind, and hydro) into the energy grid. This involves managing fluctuations in energy production from intermittent sources, ensuring a stable and reliable energy supply, and contributing to affordable and clean energy. 2. SDG 9: Industry, Innovation, and Infrastructure Automation and process control are at the heart of modern industrial operations. Basic control systems are used to regulate and optimize industrial processes, from manufacturing and chemical processing to food production and robotics. These systems help improve efficiency, reduce waste, and increase productivity in various industries. In smart factories and industrial automation, control systems enable the use of robotics and advanced manufacturing technologies, leading to innovative solutions and infrastructure improvements. The course also underpins technologies used in the development of smart grids and smart buildings. 3. SDG 3: Good Health and Well-being Control systems play a critical role in healthcare technologies. For instance, medical devices such as ventilators, infusion pumps, and dialysis machines rely on control systems to regulate fluid flow, pressure, and other critical parameters. These systems help maintain the accuracy and reliability of treatments, thereby improving patient outcomes. Robotics and telemedicine also benefit from control systems for remote surgery and diagnostics, enabling high-quality healthcare even in remote or underserved regions. 4. SDG 11: Sustainable Cities and Communities In smart cities, control systems are used to manage transportation networks, public utilities, waste management, and energy consumption. For example, traffic management systems that use real-time data to adjust traffic signals and reduce congestion are based on control system principles. Building automation systems, including heating, ventilation, air conditioning (HVAC), lighting, and security, rely on control systems to optimize energy use and improve sustainability and comfort in urban environments. 5. SDG 12: Responsible Consumption and Production Control systems are essential for the optimization of resource use in production processes. For instance, in manufacturing, control systems help manage energy consumption, water usage, and raw material efficiency, reducing waste and environmental impact. In wastewater treatment or recycling plants, control systems are used to optimize processes like chemical dosing, filtration, and energy recovery, leading to more sustainable production and responsible consumption practices. 6. SDG 13: Climate Action Control systems can help manage and optimize renewable energy sources such as wind turbines and solar panels, which are vital for reducing greenhouse gas emissions. They are used to adjust the system’s operation in real-time based on environmental factors, improving efficiency and integration with the grid. Climate modeling and monitoring systems also rely on control system theory for regulating various environmental factors, from air quality to temperature regulation, which are crucial in assessing and mitigating climate change. 7. SDG 6: Clean Water and Sanitation In water treatment plants, control systems regulate the chemical dosing, filtration, and distribution processes to ensure clean and safe water for communities. These systems help maintain the optimal operating conditions of pumps, sensors, and valves to ensure efficient and sustainable water treatment. Water distribution systems also use control systems to balance supply and demand, minimize water loss, and ensure equitable distribution of water, especially in regions facing water scarcity. 8. SDG 8: Decent Work and Economic Growth Control systems are fundamental to the automation of many industrial processes, which leads to increased productivity and economic growth. By improving efficiency and quality control, automation powered by control systems contributes to the creation of high-skilled jobs in industries such as robotics, energy, and manufacturing. Additionally, industries that rely on advanced control systems (e.g., aerospace, automotive, and electronics) foster innovation, create new economic opportunities, and contribute to decent work in high-tech sectors. 9. SDG 10: Reduced Inequalities The implementation of control systems in remote or underserved areas can reduce inequalities by providing access to modern technologies that improve living conditions, healthcare, and education. For instance, control systems in telecommunication networks or renewable energy systems can bring connectivity and energy access to rural communities, bridging the digital divide and providing equal opportunities for development. 10. SDG 5: Gender Equality (Indirectly) Although not a direct focus, control systems can contribute to gender equality by improving access to technologies and services that support women’s empowerment. For example, automation technologies in agriculture can reduce the physical labor required for farming, making agriculture more accessible to women. Additionally, control systems applied in healthcare can improve maternal care, reducing maternal mortality rates and improving women’s health outcomes, indirectly supporting gender equality. Summary A course in Basic Control Systems is closely tied to a wide range of UN Sustainable Development Goals (SDGs), particularly those related to clean energy (SDG 7), industry and innovation (SDG 9), sustainable cities (SDG 11), and climate action (SDG 13). Control systems are integral to optimizing resource use, improving industrial processes, managing infrastructure, and enhancing the sustainability of various systems, making them a powerful tool for driving economic and social progress in line with the SDGs. By equipping students with the skills to design and analyze control systems, this course supports the development of technologies that improve efficiency, reduce waste, and contribute to a more sustainable and equitable world. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122502 | Elektronika Terpadu | Integrated Electronics | The course “Integrated Electronics” focuses on the design and application of integrated circuits (ICs) in electronic systems. Students learn about the principles of semiconductor physics, transistor operation, and the fabrication processes used to create ICs. The curriculum covers essential topics such as analog and digital circuit design, operational amplifiers, signal processing, and data converters. Emphasis is placed on practical applications, with laboratory sessions that involve designing, simulating, and testing integrated circuits. This course prepares students for careers in electronics engineering, telecommunications, and related fields, emphasizing the importance of IC technology in modern electronic devices and systems. | 1. SDG 7: Affordable and Clean Energy Integrated electronics play a key role in energy efficiency and the integration of renewable energy. For instance, solar power systems often rely on integrated circuits (ICs) for efficient power conversion, energy storage, and grid integration. Efficient ICs help maximize energy output and reduce waste in renewable energy systems. In smart grids and energy-efficient electronics, integrated circuits help monitor and manage electricity usage, optimize energy distribution, and facilitate the integration of renewable energy sources (e.g., solar, wind) into the grid, supporting sustainable energy use. 2. SDG 9: Industry, Innovation, and Infrastructure Integrated electronics are crucial to industrial innovation and the development of smart infrastructure. From the miniaturization of devices to the development of advanced semiconductors, ICs enable innovations in a wide array of industries including automotive, telecommunications, medical devices, and consumer electronics. The development of smart cities relies heavily on integrated electronics for efficient communication systems, transportation management, energy management, and sustainable buildings. ICs are integral to the functioning of devices in these smart infrastructures. Robotics and automation in manufacturing processes are also driven by integrated electronics, improving industrial efficiency and fostering the growth of new technologies. 3. SDG 3: Good Health and Well-being Integrated electronics have a significant role in healthcare. Medical devices such as pacemakers, hearing aids, insulin pumps, and portable diagnostic tools rely on integrated circuits for their functionality, accuracy, and portability. In telemedicine, wearable health monitors, and remote diagnostics, integrated electronics allow for continuous monitoring of patients’ vital signs and enable healthcare professionals to provide real-time treatment, improving access to healthcare and health outcomes. 4. SDG 4: Quality Education An Integrated Electronics course itself contributes to SDG 4 by providing students with a foundational understanding of electronics and microelectronics, which are essential for careers in various technology-driven sectors. The skills learned in this course allow students to contribute to the development of educational tools, digital learning platforms, and smart classroom technologies. Furthermore, advancements in electronics, such as digital tablets, e-learning devices, and interactive whiteboards, are empowering remote and accessible education, particularly in underserved regions. 5. SDG 10: Reduced Inequalities Integrated electronics can help bridge the digital divide by providing affordable and accessible electronics that enable connectivity and communication in remote or underserved regions. For example, smartphones and low-cost computing devices rely on integrated circuits and are crucial for connecting communities in rural areas to global information, educational resources, and healthcare services. Affordable electronics for healthcare, such as portable diagnostic tools and mobile health apps, can improve access to essential services, reducing inequalities in healthcare access between urban and rural areas. 6. SDG 12: Responsible Consumption and Production Integrated electronics contribute to resource efficiency by enabling the production of compact, high-performance devices that consume less energy and use fewer materials. For example, low-power electronics can significantly reduce the environmental footprint of consumer products. The design of energy-efficient devices, such as smart thermostats, LED lighting, and energy-efficient appliances, is often driven by advances in integrated electronics. These technologies can help reduce energy consumption and contribute to more sustainable production practices. 7. SDG 13: Climate Action Integrated electronics contribute to climate action by enabling the development of technologies that help monitor and mitigate environmental impacts. For example, sensors integrated into devices can track environmental parameters such as air quality, temperature, and pollution, providing data for better decision-making in climate-related policies. In renewable energy systems, integrated electronics help optimize energy harvesting and conversion, making systems like solar panels, wind turbines, and energy storage systems more efficient, reducing reliance on fossil fuels and supporting climate action. 8. SDG 8: Decent Work and Economic Growth The electronics industry, driven by integrated circuits, is a significant contributor to economic growth. As industries adopt automation, AI, and smart systems, the demand for advanced electronics and the skills to design and manufacture them grows. The semiconductor industry, which produces the integrated circuits used in everything from computers to consumer electronics, is a major source of high-skilled jobs in engineering, design, and manufacturing. Advances in electronics often lead to the creation of entirely new industries, such as the development of wearables, autonomous vehicles, and smart technologies, driving economic diversification and growth. 9. SDG 16: Peace, Justice, and Strong Institutions Integrated electronics contribute to strong institutions by supporting the infrastructure of communication systems, data processing, and information security. For instance, secure communication networks rely on integrated circuits to safeguard sensitive data, ensuring transparency and trust in governmental and financial systems. In public safety, surveillance systems, emergency communication devices, and disaster management tools rely on integrated electronics to ensure the effective delivery of justice and public services, especially in remote or disaster-prone areas. Summary An Integrated Electronics course contributes significantly to several UN Sustainable Development Goals (SDGs), particularly those related to affordable and clean energy (SDG 7), industry and innovation (SDG 9), good health (SDG 3), quality education (SDG 4), and sustainable consumption (SDG 12). By teaching students how to design, fabricate, and optimize integrated circuits, the course supports the creation of innovative, efficient, and sustainable technologies that are critical to global development challenges. From enabling healthcare solutions and renewable energy integration to advancing smart technologies and promoting economic growth, integrated electronics are foundational to a wide range of industries and applications that can drive progress toward the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122602 | Algoritma dan Pemrograman | Algorithms and Programming | The course “Algorithms and Programming” introduces students to the fundamental concepts of algorithms and their implementation in programming languages. Students learn about algorithm design techniques, including sorting, searching, recursion, and data structures such as arrays, linked lists, and trees. The curriculum emphasizes problem-solving skills and critical thinking through hands-on programming assignments and projects. Students gain proficiency in a programming language (often Python, Java, or C++) while learning to analyze algorithm efficiency using Big O notation. This course lays the groundwork for further studies in computer science, software development, and related fields, preparing students for careers in programming, data analysis, and systems design. | 1. SDG 4: Quality Education An Algorithms and Programming course directly contributes to SDG 4, which focuses on quality education. It provides students with fundamental skills in computational thinking, problem-solving, and programming, which are essential for careers in software development, data science, artificial intelligence, and many other fields. The knowledge gained in this course supports the development of educational technologies (e.g., learning platforms, AI-driven tutoring systems), which can improve access to quality education for all, especially in remote or underserved regions. Additionally, students gain critical thinking skills and the ability to work on complex problems, which are transferable to a wide range of fields and contexts, supporting the broader goal of improving educational systems globally. 2. SDG 9: Industry, Innovation, and Infrastructure The course is central to SDG 9, as algorithms and programming are the backbone of innovation in technology and industrial automation. Through understanding algorithms, students can optimize processes, improve data handling, and design scalable software solutions that power industries across sectors. In smart manufacturing, logistics, and automated systems, algorithms are used to increase efficiency, reduce costs, and enable real-time decision-making. Furthermore, cloud computing, big data analytics, artificial intelligence (AI), and machine learning—all of which are powered by algorithms—are transforming industries and enabling innovations that foster sustainable infrastructure. 3. SDG 7: Affordable and Clean Energy Algorithms are key to improving the efficiency and management of energy systems, particularly in areas like smart grids, energy optimization, and renewable energy integration. Programming allows for the development of systems that can predict energy consumption, optimize grid performance, and reduce waste. For example, algorithms are used in solar power systems to optimize energy storage, in wind farms for predictive maintenance, and in smart thermostats for efficient home energy management. By developing energy-efficient software, students can contribute to achieving more sustainable energy solutions, which is essential for SDG 7. 4. SDG 3: Good Health and Well-being Algorithms and programming play a significant role in healthcare technologies. For example, algorithms are used in medical imaging, predictive modeling for disease outbreaks, and personalized medicine. Data analysis algorithms help in the interpretation of vast amounts of medical data, enabling early diagnosis, improving treatment plans, and enhancing patient care. Moreover, healthcare applications (e.g., telemedicine, electronic health records, wearables) are powered by efficient algorithms and software development, facilitating better access to healthcare services and improving health outcomes, especially in underserved areas. 5. SDG 10: Reduced Inequalities The development of algorithms and programming can help bridge the digital divide by creating accessible and affordable technologies that reach underserved communities. Affordable apps, low-cost devices, and open-source software powered by efficient algorithms can provide educational resources, healthcare access, and financial services to those in need. For example, mobile apps for financial inclusion and remote learning tools for education rely heavily on algorithms for optimization, usability, and accessibility. Algorithmic transparency and fairness are also important in reducing biases in systems like hiring algorithms, credit scoring, and legal tools, helping to reduce systemic inequalities. 6. SDG 13: Climate Action Algorithms and programming are instrumental in climate modeling and environmental monitoring. Algorithms are used to simulate climate scenarios, analyze large datasets on carbon emissions, track deforestation, or model the impact of different policies on climate change. Data-driven decision-making tools help governments, NGOs, and private organizations optimize their climate action strategies and measure progress toward carbon reduction targets. Machine learning algorithms are also being applied to predict natural disasters, like floods or hurricanes, providing early warning systems that can mitigate the impact of climate-related events. 7. SDG 8: Decent Work and Economic Growth Algorithms and programming drive innovation across industries, improving productivity, efficiency, and economic growth. From automating routine tasks to enabling AI-powered tools in various sectors, algorithms help businesses reduce operational costs and improve decision-making processes. The development of software applications and automated systems creates jobs in the technology sector and supports the growth of digital economies, fostering more decent work opportunities. Moreover, as algorithms improve processes in fields like finance, manufacturing, and agriculture, they enable new business models and economic opportunities, boosting productivity and economic resilience. 8. SDG 11: Sustainable Cities and Communities Algorithms are integral to the functioning of smart cities. From traffic management systems to energy-efficient buildings and waste management, algorithms are used to optimize urban systems, making cities more sustainable, livable, and efficient. In smart transportation systems, algorithms help reduce traffic congestion and improve public transportation efficiency, contributing to sustainable mobility in urban environments. Additionally, urban planning algorithms help in the design and maintenance of green spaces, optimize public service delivery, and reduce energy consumption in smart homes. 9. SDG 12: Responsible Consumption and Production Algorithms help in optimizing production processes and supply chains to reduce waste and improve efficiency. Machine learning and data analytics can be used to optimize resource use, reduce material waste, and lower energy consumption in manufacturing and production industries. In circular economy models, algorithms are used to track materials through their lifecycle, identify opportunities for recycling, and ensure the responsible use of resources. Moreover, predictive analytics help businesses forecast demand more accurately, reducing overproduction and minimizing excess inventory, leading to more sustainable production practices. 10. SDG 16: Peace, Justice, and Strong Institutions Algorithms and data analytics are crucial in ensuring transparency and accountability in governance. They help monitor and analyze governmental and institutional data, uncovering corruption or inefficiencies in public services. Automated systems in the judicial sector (e.g., predictive sentencing algorithms) help ensure a fairer distribution of justice by providing data-driven insights into case outcomes and reducing biases in the justice system. Additionally, secure communication systems and cryptography algorithms are essential for protecting digital rights and ensuring that personal data is kept safe, fostering strong institutions. Summary An Algorithms and Programming course provides students with fundamental skills that are crucial for addressing a wide array of UN Sustainable Development Goals (SDGs). The course equips students with the tools to contribute to quality education (SDG 4), industry innovation (SDG 9), affordable energy (SDG 7), healthcare (SDG 3), and economic growth (SDG 8), among others. Through efficient algorithms and effective software design, students can directly impact sustainability, reduce inequalities, and foster technological innovation across various sectors, making this course highly relevant to the achievement of global development goals. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122701 | Praktikum Elektronika Terpadu | Integrated Electronics Practicum | The course “Integrated Electronics Practicum” provides hands-on experience in the design, development, and testing of integrated circuits (ICs) and electronic systems. Building on theoretical concepts from integrated electronics, students engage in practical projects that involve circuit simulation, layout design, and the use of electronic testing equipment. The curriculum emphasizes real-world applications, allowing students to work with both analog and digital circuits, including operational amplifiers, microcontrollers, and communication systems. Through collaborative projects and lab sessions, students develop critical skills in troubleshooting and optimizing electronic designs. This practicum prepares students for careers in electronics engineering, product development, and research, emphasizing the practical aspects of integrated circuit technology. | 1. SDG 7: Affordable and Clean Energy Integrated electronics are foundational to the design and optimization of renewable energy systems, such as solar, wind, and energy storage solutions. For example, in the practicum, students may design power electronics circuits for solar inverters or battery management systems used in energy storage. Through the development of smart grid technologies and energy-efficient systems, students contribute to enhancing the reliability and accessibility of clean energy. They may also work on optimizing power conversion, reducing energy loss, and improving energy efficiency in both renewable and conventional power systems. 2. SDG 9: Industry, Innovation, and Infrastructure The practicum directly supports SDG 9 by encouraging technological innovation in the field of electronics and infrastructure development. Integrated electronics form the backbone of many critical industries such as automotive, telecommunications, medical devices, and consumer electronics. In the practicum, students gain hands-on experience with the design of integrated circuits (ICs), sensors, microcontrollers, and communication systems, which are vital for creating smart infrastructure and driving industrial automation. Students also work with modern manufacturing tools (e.g., PCB design software, embedded systems), which are used in the production of smart devices, IoT systems, and automated processes. 3. SDG 3: Good Health and Well-being Integrated electronics play a crucial role in healthcare technologies. For example, students in the practicum may design or troubleshoot medical devices such as heart rate monitors, pacemakers, portable diagnostic tools, or wearable health devices. Telemedicine technologies, powered by integrated circuits and electronics, help expand healthcare access in remote areas. Students may work on signal processing circuits for medical imaging or develop electronics for assistive devices for people with disabilities, which directly improve health outcomes. Through the practical design of bioelectronics, students can contribute to advancements in personalized medicine and medical diagnostics, improving healthcare services and well-being. 4. SDG 4: Quality Education The practicum itself directly supports SDG 4 by providing students with high-quality, hands-on education in electronics design, troubleshooting, and circuit analysis. These are essential skills for careers in electronics engineering, embedded systems development, and other related fields. The laboratory work fosters practical knowledge that enhances theoretical understanding. As students engage in practical projects, they gain critical thinking, problem-solving, and innovation skills, which are transferable across numerous industries. Furthermore, the course can help bridge the digital divide by contributing to the design of affordable electronics for education tools in underserved regions, such as low-cost educational kits, low-power computing devices, and e-learning platforms. 5. SDG 12: Responsible Consumption and Production The practicum emphasizes efficient design and sustainable electronics practices. Students often work on projects that involve optimizing circuit efficiency, minimizing energy consumption, and reducing electronic waste. In the context of recycling electronics and circular economy practices, students may also design or work with devices that help manage end-of-life electronics, ensuring that products are durable and recyclable. The focus on low-power electronics and energy-efficient designs in various applications (e.g., LED drivers, power management ICs) contributes to responsible production and consumption of electronic products. 6. SDG 11: Sustainable Cities and Communities The integration of smart electronics into urban infrastructure is a growing trend, and the practicum enables students to design systems that improve the sustainability of cities. For example, smart transportation systems, energy-efficient buildings, and waste management solutions rely on integrated electronics. In the practicum, students might design or troubleshoot electronics for smart city projects, including automated traffic management, energy management systems, and environmental monitoring (e.g., air quality sensors, smart grids). By creating solutions that improve urban sustainability, students contribute to SDG 11 by promoting inclusive, resilient, and sustainable urban environments. 7. SDG 10: Reduced Inequalities The development of affordable and accessible technologies through integrated electronics can help reduce inequalities. For example, students may design or implement assistive technologies for people with disabilities, including hearing aids, prosthetics, or mobility aids. In underserved areas, the practicum might also focus on creating low-cost electronics for communications, education, and healthcare, helping to bridge the gap between communities with access to advanced technology and those without. Additionally, through the development of affordable electronics, students can contribute to bringing technological advances to developing regions, where access to modern devices and infrastructure may be limited. 8. SDG 13: Climate Action Integrated electronics have a role in monitoring environmental conditions and reducing the impact of human activity on the climate. Through the practicum, students can work on electronics for climate monitoring systems, renewable energy applications (e.g., solar energy conversion), and energy-efficient devices that support climate action. For example, energy-efficient power converters, smart grid technologies, and solar inverters all rely on integrated electronics to reduce energy waste and optimize power use. Students might also work on sensors and data acquisition systems for environmental data collection (e.g., temperature, humidity, pollution levels), supporting efforts in climate change monitoring and sustainability efforts. 9. SDG 16: Peace, Justice, and Strong Institutions Through the development of secure communication systems and electronic governance solutions, integrated electronics contribute to strengthening institutions. Secure, reliable, and efficient electronic systems are essential for public administration, data security, and digital governance. The practicum may involve projects that focus on the design and implementation of encrypted communications systems or digital voting systems, which promote transparency and accountability within institutions. Additionally, automated systems and integrated monitoring systems can enhance public safety and ensure more efficient management of public services, thus supporting peaceful and just societies. Summary An Integrated Electronics Practicum course covers a wide range of UN Sustainable Development Goals (SDGs), with a particularly strong connection to SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), and SDG 11 (Sustainable Cities and Communities). By focusing on the practical application of integrated electronics, the course empowers students to design, build, and optimize systems that contribute to global challenges such as sustainability, clean energy, healthcare access, technological innovation, and economic development. The course fosters skills that are crucial for creating the technological infrastructure needed to achieve a more equitable, sustainable, and technologically advanced future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136202 | Instalasi Listrik | Electrical installation | The course “Electrical Installation” covers the principles and practices involved in the installation of electrical systems in residential, commercial, and industrial settings. Students learn about wiring methods, safety standards, circuit design, and electrical codes. The curriculum includes practical training in installing and maintaining electrical systems, such as lighting, power distribution, and control systems. Emphasis is placed on hands-on experience to ensure students develop the skills needed for safe and efficient electrical installations. | 1. SDG 7: Affordable and Clean Energy Electrical installation is crucial to the efficient distribution and consumption of energy. Proper installation and maintenance of electrical systems enable the use of renewable energy sources, such as solar panels and wind turbines, in residential, commercial, and industrial buildings. By focusing on energy-efficient wiring, smart meters, and energy management systems, the course contributes to the goal of ensuring affordable, reliable, sustainable, and modern energy for all. Installation of energy-efficient lighting, heating, and cooling systems (e.g., LED lighting, energy-efficient appliances) also supports the reduction of energy consumption and minimizes carbon footprints. 2. SDG 9: Industry, Innovation, and Infrastructure Electrical installations are a critical component of infrastructure in smart cities and modern industries. An Electrical Installation course prepares students to contribute to the development and maintenance of smart grids, industrial automation systems, and advanced communication networks, all of which are essential for modern, sustainable infrastructure. Through proper electrical installation techniques, the course supports the reliability and safety of critical infrastructure, including hospitals, data centers, factories, and transportation systems, enabling industries to innovate and operate more efficiently. 3. SDG 3: Good Health and Well-being Proper electrical installations in healthcare settings, such as hospitals and clinics, are critical to ensuring the safety and reliability of essential equipment like life-support systems, medical devices, and diagnostic tools. Reliable electrical systems ensure uninterrupted healthcare services, particularly in critical situations. Additionally, the course focuses on safety standards and electrical codes to prevent electrical accidents that could jeopardize public health and well-being. Safe installation practices help reduce the risk of electrical fires, shocks, and other hazards. 4. SDG 11: Sustainable Cities and Communities Electrical installation is central to creating sustainable and resilient cities. Proper installation of electrical systems in green buildings, smart homes, and sustainable communities helps ensure that urban environments are energy-efficient and environmentally friendly. The adoption of smart grid systems, solar power installations, electric vehicle (EV) charging stations, and energy-efficient electrical systems is critical for sustainable urban development. The course equips students with skills that contribute to improving the sustainability of urban infrastructure by making cities more energy-efficient, reducing energy waste, and promoting the use of renewable energy. 5. SDG 12: Responsible Consumption and Production Electrical installations play a role in promoting responsible consumption by supporting energy-efficient devices and systems, such as smart thermostats, solar panels, and LED lighting. These systems help reduce overall energy consumption and contribute to sustainable production in homes and industries. Students also learn how to design and implement wiring systems that optimize energy use, reducing waste and ensuring efficient energy distribution. Through the adoption of eco-friendly materials and sustainable construction practices, students can help in the transition to a more sustainable economy in the building and construction sectors. 6. SDG 4: Quality Education The Electrical Installation course itself contributes to SDG 4: Quality Education by providing students with hands-on training and the necessary skills to work in the electrical and construction industries. It fosters vocational skills and provides students with the technical knowledge needed to pursue careers in electrical engineering, building trades, and renewable energy systems. The course also helps prepare students for lifelong learning in the ever-evolving fields of energy technology and building construction, encouraging them to adapt to new developments in sustainability and energy management. 7. SDG 10: Reduced Inequalities By offering affordable training in electrical installation, universities help provide opportunities for individuals from diverse socio-economic backgrounds to acquire skills for decent work in the construction and energy sectors. This can help reduce inequalities, especially in underdeveloped regions where access to education and job opportunities may be limited. Furthermore, through the deployment of clean energy technologies (such as solar energy systems), the course can contribute to bridging the energy access gap, particularly in rural or remote areas where traditional grid infrastructure may be lacking. 8. SDG 16: Peace, Justice, and Strong Institutions Electrical safety standards and codes are critical to ensuring the reliability of essential infrastructure and services. By learning about electrical regulations, students contribute to the integrity of electrical systems in public buildings, hospitals, schools, and emergency response facilities. Additionally, safe and compliant electrical installations are necessary to prevent accidents, reducing the risks that can undermine the effectiveness of public institutions and ensuring peace and safety within communities. Reliable electrical installations also play a role in disaster management by providing backup power systems that support critical services during emergencies. 9. SDG 8: Decent Work and Economic Growth The course equips students with practical skills in electrical installation, making them eligible for jobs in the growing sectors of construction, renewable energy, and infrastructure development. These sectors contribute significantly to economic growth and the creation of decent work. Energy-efficient installations and the expansion of renewable energy systems are increasingly important to modern economies, driving job creation in new green technologies and sustainable infrastructure projects. Additionally, the course can foster entrepreneurship by encouraging students to start their own electrical contracting businesses or renewable energy installation services, helping to stimulate economic activity in local communities. 10. SDG 5: Gender Equality (Indirect Contribution) While not directly addressed by the course, the Electrical Installation field, by encouraging more inclusive education and workforce participation, has the potential to support gender equality. Women’s participation in traditionally male-dominated sectors like construction and electrical work is growing, and courses like this can help break gender barriers by providing the technical education and training needed to enter these industries. Summary An Electrical Installation course is aligned with several United Nations Sustainable Development Goals (SDGs), particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), SDG 11 (Sustainable Cities and Communities), and SDG 12 (Responsible Consumption and Production). The course provides practical knowledge and skills that contribute to sustainable energy systems, safe electrical infrastructure, smart cities, and energy-efficient buildings. Through hands-on training, students are empowered to help achieve more sustainable, equitable, and technologically advanced societies, fostering growth in the green economy and renewable energy sectors while ensuring safety, accessibility, and economic development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136302 | Perancangan Elektroteknik 1 | Electrotechnical Design 1 | The course “Electrotechnical Design 1” introduces students to the fundamental concepts of electrical design and engineering principles. Topics covered include circuit analysis, component selection, and the design of basic electrical systems. Students learn to create schematic diagrams and use design software to model electrical circuits. The course emphasizes practical applications and prepares students for more advanced topics in electrical design. | 1. SDG 7: Affordable and Clean Energy Electrotechnical design plays a central role in developing sustainable energy systems, particularly in the fields of renewable energy (solar, wind, etc.) and energy efficiency. Through the design of electrical circuits and systems, students contribute to optimizing energy use and promoting the integration of clean energy solutions into homes, industries, and infrastructure. The course might involve designing power systems, energy distribution circuits, or energy-efficient technologies that help reduce carbon footprints and improve energy access, especially in off-grid or remote areas. Students may also work on designing systems that support the integration of renewable energy (e.g., solar panels and wind turbines) into the existing power grid, advancing the transition to clean energy sources. 2. SDG 9: Industry, Innovation, and Infrastructure The course directly supports SDG 9 by emphasizing the design and implementation of electrical systems that contribute to industrial automation, smart technologies, and innovative infrastructure. In particular, students learn to design control systems, electronic circuits, and power distribution systems that are key to modern industry. Through the course, students gain essential skills for working in electrical engineering, industrial design, and smart infrastructure, which are foundational to creating the technological backbone of industries in fields like automation, telecommunications, and electronics. The course also prepares students to develop electronic systems that improve industrial processes, increase efficiency, and promote the sustainable development of smart cities and sustainable infrastructure. 3. SDG 11: Sustainable Cities and Communities Electrotechnical design contributes directly to the creation of sustainable cities by focusing on energy-efficient systems, smart buildings, and intelligent transportation systems. By designing electrical systems for urban applications (e.g., lighting systems, HVAC systems, smart grids), students help optimize energy use and reduce the environmental impact of urban infrastructure. The course may also cover the design of electrical systems for smart homes, renewable energy solutions, and electric vehicle (EV) infrastructure, all of which are central to creating sustainable communities. Additionally, students learn about energy management systems that enhance the sustainability and resilience of urban environments. 4. SDG 12: Responsible Consumption and Production Electrotechnical design plays a role in promoting responsible production by teaching students how to design systems that are energy-efficient and resource-conserving. The emphasis on circuit design, materials selection, and system efficiency directly contributes to reducing waste and improving the lifespan of electrical products. The course can also include topics like eco-design, low-power electronics, and sustainable manufacturing processes, which encourage minimizing resource consumption while developing high-performance systems. By learning about energy-efficient technologies and circular economy principles, students can contribute to making the electronics industry more sustainable and responsible in its production practices. 5. SDG 8: Decent Work and Economic Growth The Electrotechnical Design 1 course equips students with the technical skills needed to pursue careers in the electrical engineering and electronics sectors, both of which are central to driving economic growth. By focusing on the design of electrical systems for both industry and infrastructure, students can contribute to creating jobs in sectors such as renewable energy, industrial automation, and smart cities. As students design and implement electrical systems, they learn to optimize industrial processes, which can lead to increased productivity, job creation, and the development of innovative solutions that fuel economic growth. The course may also foster entrepreneurial skills by encouraging students to create innovative electrotechnical solutions that can be commercialized, contributing to a growing economy. 6. SDG 4: Quality Education The Electrotechnical Design 1 course is an essential component of quality education in the electrical engineering and electronics fields. It provides students with hands-on experience in designing electrical systems and gives them the foundational knowledge needed to continue into more advanced courses and professional work. The course supports the development of practical skills that are highly applicable to the workplace, ensuring that students are prepared for careers in engineering and technology fields, where there is high demand for skilled professionals. Additionally, electrical design and system integration concepts covered in the course are transferable to a wide range of sectors, offering students versatile skills for employment in both developed and emerging economies. 7. SDG 13: Climate Action Electrotechnical design has a direct impact on climate action by focusing on the development of energy-efficient systems and clean energy technologies. Through the course, students are taught to design systems that minimize energy consumption, reduce emissions, and improve the efficiency of energy use in industries and homes. The integration of renewable energy technologies (such as solar and wind power) into existing electrical infrastructure is also a key area where electrotechnical design contributes to reducing carbon footprints and combating climate change. By encouraging the design of low-emission technologies and sustainable electrical systems, the course contributes to achieving the global goals of reducing greenhouse gas emissions and supporting climate change mitigation strategies. 8. SDG 10: Reduced Inequalities Electrotechnical design can help bridge the digital divide by enabling the creation of affordable, accessible technologies for people in low-income or underserved regions. By designing low-cost electrical systems, renewable energy solutions, and energy-efficient technologies, students contribute to making sustainable infrastructure more widely available, particularly in developing countries. The course also promotes inclusive innovation by encouraging students to design systems that are accessible and usable by diverse populations, which helps in reducing technological inequalities and improving access to basic services such as electricity and internet connectivity. Summary An Electrotechnical Design 1 course contributes to several UN Sustainable Development Goals (SDGs) by equipping students with the knowledge and skills needed to design efficient, sustainable, and safe electrical systems that power industries, infrastructure, and urban environments. It supports SDG 7 (Affordable and Clean Energy) by teaching renewable energy integration and energy efficiency, contributes to SDG 9 (Industry, Innovation, and Infrastructure) by fostering innovative electrotechnical solutions, and directly aids in creating sustainable cities (SDG 11) and responsible production (SDG 12). Moreover, it helps provide quality education (SDG 4) and prepares students for careers in sectors that promote economic growth (SDG 8) and climate action (SDG 13). The course also contributes to reducing inequalities (SDG 10) by providing skills that can lead to more accessible and affordable technological solutions. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133102 | Praktikum Sistem Telekomunikasi | Telecommunications Systems Practicum | The “Telecommunications Systems Practicum” provides hands-on experience in the design, implementation, and troubleshooting of telecommunications systems. Students engage in practical projects involving voice, data, and video transmission technologies. The curriculum covers network configuration, installation of communication equipment, and testing protocols. Through laboratory work and real-world scenarios, students develop skills essential for careers in telecommunications, network engineering, and related fields. | 1. SDG 9: Industry, Innovation, and Infrastructure Telecommunication systems are the backbone of modern infrastructure, enabling global connectivity, information exchange, and smart technologies. By equipping students with practical skills to design, install, and maintain these systems, the course contributes to building resilient infrastructure and fostering innovation in the telecommunication industry. The practicum directly addresses the need for innovative communication technologies that can improve industrial processes, remote working, and global business operations, especially in the context of IoT (Internet of Things), 5G networks, and smart cities. As students work with advanced network configurations, fiber optics, and wireless technologies, they contribute to improving the efficiency of infrastructure and enabling industrial automation and digitization in various sectors. 2. SDG 17: Partnerships for the Goals Telecommunications play a crucial role in fostering global collaboration and partnerships. By training students in the latest communication technologies and systems, the course contributes to cross-border partnerships that can tackle global challenges, including climate change, poverty, and public health. Effective telecommunications systems also facilitate international cooperation by providing reliable and efficient channels for communication across governments, institutions, and organizations, supporting the achievement of SDGs in a more connected and integrated world. The practicum might involve collaborative projects with industry partners, helping students engage with real-world challenges and enabling partnerships between academia and the telecommunication industry. 3. SDG 4: Quality Education The Telecommunications Systems Practicum directly contributes to SDG 4 by providing high-quality, hands-on education in the growing field of telecommunications. It equips students with practical skills and technical knowledge that are essential for working in industries like networking, telecommunications, and IT infrastructure. Through real-world training, students gain critical thinking and problem-solving skills, preparing them for careers that require both technical expertise and innovative thinking. This also opens up opportunities for careers in industries driving digital transformation and connectivity solutions. By offering a practical learning environment, the course ensures that students are ready to enter the workforce with the skills required for modern telecommunication careers in an increasingly digital and connected world. 4. SDG 10: Reduced Inequalities Telecommunications systems are vital for reducing inequalities in access to information, services, and education. The course can contribute to SDG 10 by training professionals who can develop and maintain systems that provide affordable and reliable communication solutions to underserved regions, including rural or remote areas. Mobile communication and internet connectivity are crucial in bridging the digital divide, enabling access to online education, healthcare, job opportunities, and government services, especially for marginalized populations. Students may learn to design low-cost solutions for areas with limited infrastructure, fostering inclusive growth by improving access to digital platforms and enabling more equal participation in the global economy. 5. SDG 11: Sustainable Cities and Communities The course supports the development of smart cities and sustainable communities through the design and maintenance of telecommunication networks that enable smart grid systems, traffic management, public safety, and sustainable transportation solutions. By working with technologies like 5G, IoT, and wireless sensor networks, students can contribute to making cities more efficient, connected, and sustainable. These networks can reduce energy consumption, enhance mobility, and improve resource management. In a telecommunications practicum, students might design systems that improve the quality of life in urban areas, contributing to safe, resilient, and sustainable urban infrastructure. 6. SDG 3: Good Health and Well-being Telecommunications play a crucial role in expanding healthcare access and improving health outcomes, particularly in remote or underserved areas. The course may involve designing and configuring telemedicine systems, remote patient monitoring technologies, and healthcare communication networks. By training students in the practical aspects of telecommunications, the course enables the deployment of technologies that enhance public health communication, enable healthcare access, and facilitate emergency services in critical situations (e.g., during health crises or natural disasters). Additionally, reliable communication systems ensure that healthcare professionals have real-time access to critical information, improving the quality and timeliness of medical services. 7. SDG 12: Responsible Consumption and Production A focus on sustainable telecommunications in the practicum could address SDG 12 by emphasizing the importance of energy-efficient systems and the responsible disposal of telecommunication equipment. Students may work on designing energy-efficient network infrastructures or systems that minimize the environmental impact of communication devices. Furthermore, circular economy principles may be integrated into the course, where students learn to design systems that are easier to repair, reuse, or recycle, thus minimizing electronic waste. The course could also introduce students to the energy consumption and lifecycle impacts of telecommunication infrastructure, encouraging more sustainable production and responsible consumption practices in the industry. 8. SDG 5: Gender Equality (Indirect Contribution) While SDG 5 may not be a primary focus of the course, telecommunications systems have the potential to contribute to gender equality by providing women in rural or underserved regions with greater access to education, economic opportunities, and healthcare services. The course may also encourage gender inclusivity by promoting more diverse participation in the telecommunication industry, which has historically been male-dominated. Increasing the representation of women in STEM fields, particularly in telecommunication networks and engineering, aligns with the goal of reducing gender inequality. 9. SDG 13: Climate Action Telecommunications systems can play a role in mitigating climate change by enabling energy-efficient systems and facilitating remote work, which reduces transportation emissions. Students in the Telecommunications Systems Practicum might work on green technologies for data transmission and network infrastructure that minimize environmental impact. The course could introduce students to energy-efficient networking technologies, such as low-power wide-area networks (LPWAN) and green data centers, which contribute to climate action by reducing the carbon footprint of communication systems. Additionally, telecommunications networks enable real-time data collection for environmental monitoring, contributing to better climate change forecasting and response strategies. Summary The Telecommunications Systems Practicum course aligns with multiple United Nations Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 11 (Sustainable Cities and Communities), SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 3 (Good Health and Well-being). Through the practical training in telecommunication technologies, the course prepares students to contribute to global connectivity, smart cities, and sustainable infrastructure. It also plays a role in improving access to information and services, particularly in underserved areas, and supports the digital transformation of industries, healthcare, and education systems worldwide. Additionally, it encourages responsible production, sustainable consumption, and climate action by promoting energy-efficient and environmentally friendly telecommunication solutions. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132902 | Teknik Tegangan Tinggi | High Voltage Engineering | The course “High Voltage Engineering” focuses on the principles and applications of high voltage systems and technologies. Students learn about the design, testing, and maintenance of high voltage equipment, including transformers, switchgear, and transmission lines. The curriculum covers topics such as dielectric materials, insulation design, lightning protection, and high voltage safety practices. Emphasis is placed on practical applications and real-world challenges, preparing students for careers in power engineering and energy systems. | 1. SDG 7: Affordable and Clean Energy High-voltage engineering is critical to the efficient transmission and distribution of electricity, which is essential for ensuring access to affordable, reliable, sustainable, and modern energy. The course focuses on the safe operation and maintenance of high-voltage power transmission systems, which are responsible for distributing electricity from power plants (including renewable energy sources) to homes, industries, and businesses. High-voltage technologies enable the efficient long-distance transmission of electricity with minimal losses, helping reduce the environmental impact of energy systems by promoting the use of clean energy sources like wind, solar, and hydropower. The course may also introduce students to smart grids and grid integration of renewable energy sources, supporting the transition to cleaner energy systems. 2. SDG 9: Industry, Innovation, and Infrastructure The course contributes directly to SDG 9, which focuses on building resilient infrastructure and fostering industrial innovation. High-voltage systems are fundamental to the development of modern industrial infrastructure and the reliable operation of industries that rely on electricity. Students learn how to design and operate high-voltage equipment, such as transformers, circuit breakers, and switchgear, that form the backbone of industrial and urban electrical networks. The course may also address innovations in power transmission and substation automation that increase the efficiency, safety, and reliability of the electrical grid, fostering innovative solutions to meet growing energy demands. 3. SDG 13: Climate Action Efficient high-voltage power transmission plays a key role in supporting climate action by reducing energy losses and enabling the integration of renewable energy into national and global grids. High-voltage engineering technologies, such as HVDC (High Voltage Direct Current) systems, are integral to connecting offshore wind farms and remote solar power plants to centralized grids, reducing the reliance on fossil fuels. The course also covers sustainable power system design, which is crucial for ensuring that electrical infrastructure can handle large-scale renewable energy integration without sacrificing grid reliability or stability. Students are trained to design energy-efficient transmission systems, which directly reduce the carbon footprint of electricity generation and contribute to global climate change mitigation efforts. 4. SDG 11: Sustainable Cities and Communities High-voltage systems are essential to the development of sustainable urban infrastructure, including smart cities. The course focuses on designing electrical systems capable of handling large-scale urban energy demands and integrating renewable energy sources into urban grids. By training students to design and operate safe and reliable electrical systems, the course helps contribute to the creation of cities with low-carbon, energy-efficient infrastructure. High-voltage engineering also plays a role in electrification projects that improve access to electricity in developing urban and rural areas, particularly in remote or off-grid locations, facilitating more sustainable development. 5. SDG 3: Good Health and Well-being The focus on electrical safety and the operation of high-voltage equipment in the course helps mitigate risks that could endanger public health and safety. High-voltage engineering ensures that electrical power systems are designed to be safe, reliable, and durable, reducing the likelihood of accidents such as electrical fires, shocks, and electromagnetic radiation hazards. Students are taught to apply industry standards and safety regulations, ensuring that electrical systems meet strict guidelines for both worker safety and public health, contributing to the well-being of communities and industries. 6. SDG 12: Responsible Consumption and Production Energy efficiency is a critical aspect of high-voltage engineering. By focusing on the design of systems that minimize power losses during transmission and distribution, the course supports more responsible energy consumption. The design and operation of energy-efficient transmission systems reduce the amount of electricity wasted in the form of heat or losses, thereby making the production of electricity more sustainable and resource-efficient. Students may also learn how to optimize the lifecycle management of high-voltage components, ensuring that materials and resources are used efficiently and equipment is designed for long-term durability and repairability, aligning with the principles of the circular economy. 7. SDG 8: Decent Work and Economic Growth The course prepares students for careers in the power sector, which plays a significant role in economic development and job creation. High-voltage engineering skills are essential for the construction, maintenance, and operation of the energy infrastructure that powers industries, businesses, and homes. As the global demand for electricity grows, especially with the rise of renewable energy and electric vehicles, there is an increasing need for skilled professionals in the field of high-voltage engineering, thereby contributing to decent work and economic growth. Economic growth also depends on the development of reliable electrical infrastructure that can support the industrial expansion and technological innovation necessary for modern economies. 8. SDG 10: Reduced Inequalities High-voltage engineering can contribute to reducing inequalities by improving access to electricity in underserved or remote areas. By working on projects that involve electrification or power grid expansion, engineers can help reduce the energy access gap in rural and low-income regions. This course may provide students with the expertise to work on affordable energy solutions that ensure electricity is accessible to all segments of society, reducing the disparities in energy access between urban and rural populations. 9. SDG 4: Quality Education The course itself contributes to SDG 4 (Quality Education) by providing advanced training in high-voltage technologies, power system design, and electrical safety. It equips students with the skills necessary for advanced careers in energy engineering, renewable energy integration, and power transmission. Hands-on learning in the practicum or laboratory settings ensures that students gain real-world experience, which helps them understand how to apply theoretical concepts in practical settings, preparing them for high-skilled jobs in the power sector. 10. SDG 5: Gender Equality (Indirect Contribution) Although gender equality is not the primary focus of high-voltage engineering, promoting diverse participation in engineering fields, including electrical and high-voltage engineering, helps contribute to gender equality in STEM fields. Efforts to encourage women and other underrepresented groups to pursue education and careers in electrical engineering can help reduce gender gaps in these sectors. Summary The High Voltage Engineering course aligns with several United Nations Sustainable Development Goals (SDGs), particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), SDG 11 (Sustainable Cities and Communities), SDG 3 (Good Health and Well-being), and SDG 13 (Climate Action). By teaching students how to design, operate, and maintain efficient, safe, and sustainable high-voltage systems, the course supports the development of resilient infrastructure, promotes energy-efficient technologies, and helps facilitate the integration of renewable energy into global power grids. It also plays a role in economic growth, job creation, and energy access, all of which are key to achieving the Sustainable Development Goals. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133002 | Jaringan Cerdas | Smart Network | The course “Smart Network” explores advanced concepts in modern communication networks, emphasizing the integration of digital technologies and smart grid solutions. Students learn about the architecture, protocols, and technologies that enable smart energy management, real-time monitoring, and data analytics. The curriculum covers topics such as IoT applications, network security, and the role of renewable energy sources in smart grids. Practical projects allow students to design and implement smart network solutions, preparing them for careers in telecommunications and energy management. | 1. SDG 9: Industry, Innovation, and Infrastructure Smart networks play a pivotal role in modernizing and optimizing infrastructure and industrial systems. The course emphasizes innovative network designs that enable faster, more efficient, and more reliable communication between devices and systems. By integrating IoT, AI, and machine learning, smart networks enable the automation of industries, improve manufacturing processes, and optimize energy use, all of which are critical for building resilient infrastructure. Smart grids and smart cities, which are discussed in the course, are prime examples of how telecommunications and networking can drive industrial innovation and contribute to more sustainable urban environments. 2. SDG 7: Affordable and Clean Energy Smart networks are crucial in the development and optimization of smart grids, which manage energy distribution more efficiently and integrate renewable energy sources such as solar and wind. The course may cover how to design and implement intelligent energy management systems that reduce energy waste, improve grid stability, and optimize energy usage. By using real-time data to balance demand and supply, smart networks contribute to energy efficiency, sustainability, and access to clean energy, all of which are essential for achieving SDG 7. 3. SDG 11: Sustainable Cities and Communities A key focus of the course is likely the development of smart cities, which leverage smart networks to enhance urban living. These networks enable the efficient management of resources, such as electricity, water, transportation, and waste management, while ensuring sustainability. Through the integration of IoT devices and sensors, smart networks can optimize traffic management, reduce pollution, and improve public safety in urban areas. These networks are central to creating sustainable, resilient, and smart urban environments. 4. SDG 13: Climate Action Smart networks contribute to climate action by enabling energy-efficient systems that reduce emissions and help cities and industries adapt to climate change. Smart grids optimize electricity distribution, reduce energy losses, and integrate renewable energy sources more effectively, contributing to lower greenhouse gas emissions. The course may also focus on how smart networks can improve monitoring and data collection for climate-related events, enabling real-time responses and better climate adaptation strategies. 5. SDG 4: Quality Education A course on Smart Networks directly contributes to SDG 4 (Quality Education) by providing students with essential skills in network management, data analytics, cybersecurity, and emerging technologies like 5G and AI. Students gain hands-on experience with the technologies that are central to the digital transformation of industries, communities, and economies. The course ensures that students are prepared for careers in high-demand fields such as telecommunications, IoT, and network engineering. 6. SDG 10: Reduced Inequalities Smart networks help bridge the digital divide by enabling affordable and reliable connectivity in underserved regions, thus providing greater access to information and services. The course emphasizes how networks can be designed to reduce inequalities, including solutions for remote or rural areas with limited infrastructure. For example, low-cost smart network solutions could bring internet connectivity and education platforms to rural communities, supporting inclusive development and empowering individuals in low-income regions. 7. SDG 8: Decent Work and Economic Growth The course prepares students for careers in industries that are fundamental to economic growth, such as telecommunications, network infrastructure, and IoT development. Smart networks enable businesses to operate more efficiently, reduce operational costs, and promote innovative solutions. The implementation of smart network technologies leads to job creation in various sectors, including IT, network administration, cybersecurity, and data analytics, thus contributing to economic growth and decent work. 8. SDG 12: Responsible Consumption and Production Smart networks help optimize the use of resources and improve the efficiency of production systems. By utilizing real-time data to monitor and manage energy use, water consumption, waste disposal, and more, smart networks contribute to responsible production. The course may highlight how smart technologies can help industries reduce waste, energy consumption, and their environmental impact. Data analytics can also help manufacturers create more sustainable products with optimized supply chains. 9. SDG 5: Gender Equality (Indirect Contribution) While gender equality may not be the central theme of the course, the telecommunications and networking fields offer opportunities for gender inclusivity by encouraging women’s participation in STEM fields. By offering training and exposure to emerging technologies, the course can contribute to breaking down barriers for women and other underrepresented groups in technology and engineering careers. Promoting gender diversity within the field of networking and technology is crucial for addressing gender gaps and ensuring equitable opportunities for all students. Summary A Smart Networks course aligns with multiple United Nations Sustainable Development Goals (SDGs), especially SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), SDG 10 (Reduced Inequalities), and SDG 4 (Quality Education). By focusing on advanced network technologies, IoT, smart cities, and energy efficiency, the course prepares students to contribute to the digital transformation of industries and communities. It emphasizes the development of resilient infrastructure, innovative communication systems, and sustainable urban solutions, all of which are essential to achieving the global Sustainable Development Goals. Additionally, the course can help bridge the digital divide, promote economic growth, and foster a more inclusive, sustainable future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04111203 | Matematika Diskrit | Discrete Mathematics | The course “Discrete Mathematics” introduces students to mathematical structures and concepts essential for computer science and engineering. Topics include logic, set theory, combinatorics, graph theory, and algorithms. The curriculum emphasizes problem-solving and analytical thinking skills, with applications in computer programming, cryptography, and network theory. Through exercises and projects, students develop a strong foundation in discrete structures, preparing them for further studies in mathematics and computer science. | 1. SDG 4: Quality Education Discrete Mathematics is an essential part of mathematics education and is foundational for fields such as computer science, cryptography, artificial intelligence (AI), and networking. The course contributes to quality education by teaching students logical reasoning, problem-solving, and analytical thinking, which are crucial skills in today’s digital world. It provides a robust mathematical foundation for more advanced courses in computational theory, algorithm design, and software development, which are in high demand across many industries. 2. SDG 9: Industry, Innovation, and Infrastructure Discrete mathematics is central to computer science and information technology, which are key drivers of innovation in many industries. The course provides the necessary tools for designing algorithms, network structures, and optimization techniques, which are fundamental to the development of efficient software systems and technological infrastructures. Through its application to fields like data science, cryptography, and artificial intelligence, discrete mathematics contributes to the creation of innovative technologies that can improve the resilience and efficiency of industries and infrastructure, making them more sustainable and robust. 3. SDG 12: Responsible Consumption and Production Discrete mathematics aids in optimization problems and the development of algorithms for managing resources more efficiently. Techniques like graph theory and combinatorics can be applied to supply chain management, logistics, and manufacturing, helping to design systems that minimize waste, energy consumption, and improve resource utilization. For instance, algorithms based on graph theory are used in routing and scheduling, which are key to optimizing the transportation of goods and reducing the environmental impact of production processes. 4. SDG 10: Reduced Inequalities Discrete Mathematics plays a role in the development of algorithms and data analysis tools that can be used to identify and reduce inequalities in various sectors. It helps develop efficient data structures and algorithms that are crucial for handling large-scale datasets, making it easier to analyze inequality and develop policy interventions. In the context of education and access to technology, discrete mathematics can also contribute to digital inclusion, ensuring that underrepresented communities have access to digital resources and technology-driven education. 5. SDG 8: Decent Work and Economic Growth The course prepares students for careers in fields like software development, data analysis, cryptography, and network security, all of which are crucial for economic growth in the digital economy. As automation, AI, and big data continue to grow, the demand for professionals skilled in discrete mathematics increases. By equipping students with problem-solving and computational skills, the course supports the development of highly skilled labor, contributing to decent work in the technology and digital sectors. 6. SDG 13: Climate Action While not a primary focus, Discrete Mathematics can contribute to climate action through its application in fields like data modeling, simulation, and optimization, all of which can be used to address environmental challenges. For example, graph theory and network optimization techniques are critical in modeling and managing energy distribution systems, especially for renewable energy grids or smart grids. Additionally, discrete mathematical models are used in the development of algorithms for climate simulations and environmental monitoring, helping researchers and policymakers make more informed decisions about climate action. 7. SDG 5: Gender Equality (Indirect Contribution) Discrete Mathematics can contribute to gender equality by encouraging women’s participation in STEM (Science, Technology, Engineering, and Mathematics) fields. The course is an essential part of computer science education, which has historically seen underrepresentation of women. By fostering gender-inclusive education in mathematics and computer science, it can help close the gender gap in technology and engineering. The development of data science tools and algorithms to address gender-based disparities in areas such as employment, education, and income inequality can also be facilitated by a strong foundation in discrete mathematics. 8. SDG 3: Good Health and Well-being (Indirect Contribution) Discrete Mathematics can indirectly contribute to healthcare systems and public health by supporting the development of bioinformatics algorithms, data models, and cryptographic methods for secure health data management. Applications like genetic research, disease modeling, and epidemic tracking often rely on discrete mathematical models for data analysis and prediction algorithms. This can enhance decision-making in healthcare systems, leading to better health outcomes and resource allocation. 9. SDG 17: Partnerships for the Goals The course fosters collaboration and teamwork, especially in the application of discrete mathematical models to real-world problems. Interdisciplinary collaboration between mathematicians, engineers, data scientists, and policy experts is critical for addressing complex global challenges. In addition, many fields of discrete mathematics, like cryptography and network security, support global communication, enabling secure collaborations between governments, organizations, and companies, which is key to achieving SDG 17 (Partnerships for the Goals). 10. SDG 16: Peace, Justice, and Strong Institutions The application of cryptography, an important topic in Discrete Mathematics, is essential for secure communications and the protection of personal data. This is vital in ensuring privacy, transparency, and justice in digital governance and communication, which contributes to the strengthening of institutions and peace. The course also prepares students to work on cybersecurity issues, which are critical for the integrity and trustworthiness of digital systems, reinforcing justice and transparency in digital platforms. Summary A university course in Discrete Mathematics covers a broad range of mathematical principles that are foundational to many fields, including computer science, cryptography, data science, and information theory, which are critical for addressing several United Nations Sustainable Development Goals (SDGs). The course has a direct or indirect impact on the following SDGs: SDG 4: Quality Education (building a strong foundation for advanced learning in STEM) SDG 9: Industry, Innovation, and Infrastructure (driving innovation in technology and infrastructure) SDG 12: Responsible Consumption and Production (optimizing resource management and supply chains) SDG 10: Reduced Inequalities (improving digital inclusion and reducing inequalities) SDG 8: Decent Work and Economic Growth (fostering economic growth through digital and mathematical skills) SDG 13: Climate Action (supporting climate modeling and energy optimization) SDG 5: Gender Equality (promoting gender inclusivity in STEM) SDG 3: Good Health and Well-being (contributing to healthcare solutions) SDG 17: Partnerships for the Goals (enabling secure communication and collaboration) SDG 16: Peace, Justice, and Strong Institutions (enhancing security and transparency through cryptography) By providing students with the skills to solve complex problems using mathematical reasoning, Discrete Mathematics helps foster a more innovative, equitable, and sustainable future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04111303 | Aljabar Linear | Linear Algebra | The course “Linear Algebra” focuses on the study of vector spaces, linear transformations, and matrices. Students learn about solving systems of linear equations, eigenvalues, eigenvectors, and matrix operations. The curriculum emphasizes the theoretical foundations of linear algebra while also exploring its practical applications in areas such as engineering, computer science, and data analysis. Through problem sets and projects, students develop critical thinking and analytical skills, essential for advanced studies in mathematics and related fields. | 1. SDG 4: Quality Education Linear Algebra is a core subject in mathematics and engineering programs, providing students with the skills necessary to solve problems in a wide variety of fields, from computer science and cryptography to economics and physics. The course helps develop problem-solving, critical thinking, and analytical skills, all of which are foundational for pursuing advanced education and careers in STEM (Science, Technology, Engineering, and Mathematics). By offering advanced mathematical education, it contributes to increasing access to high-quality education and supports the development of a skilled workforce capable of addressing complex global challenges. 2. SDG 9: Industry, Innovation, and Infrastructure Linear Algebra plays a pivotal role in fields like computer science, data science, artificial intelligence (AI), and machine learning. These technologies are central to innovation in industries ranging from finance and healthcare to energy and transportation. Applications of linear algebra in optimization, network theory, and computer graphics are integral to developing and improving industrial infrastructure, smart cities, and sustainable technologies. For example, the development of machine learning algorithms relies heavily on linear algebra techniques to process and analyze large datasets, driving innovative solutions in multiple sectors. Linear algebra is also critical in the design and analysis of efficient algorithms for everything from communication systems to robotics, supporting the growth of infrastructure that is both resilient and innovative. 3. SDG 7: Affordable and Clean Energy Linear Algebra has applications in areas such as power systems, energy optimization, and smart grids. Engineers use linear algebra techniques to model and optimize the flow of electricity through networks, minimize energy losses, and design energy-efficient solutions. In the context of renewable energy, linear algebra is used in modeling energy systems and optimizing the integration of renewable energy sources into grids. Techniques such as eigenvalue decomposition and matrix methods are essential in analyzing and improving power distribution systems, supporting clean energy goals. 4. SDG 13: Climate Action Climate modeling and environmental simulation often rely on the mathematical techniques taught in linear algebra. For example, linear algebra is used to analyze and solve systems of differential equations in climate models, which simulate the impact of climate change and predict future scenarios. Linear algebra plays a role in optimizing resource use, managing energy distribution, and implementing data-driven models to predict environmental patterns, which are essential for climate action and environmental sustainability. It also contributes to data analysis in environmental monitoring, such as air quality measurements, pollution levels, and carbon footprint analysis, helping inform policies for climate change mitigation. 5. SDG 10: Reduced Inequalities Linear Algebra is instrumental in data analysis and statistical modeling, which can be used to identify and address inequalities in areas such as income distribution, healthcare access, and education. By developing and analyzing models of inequality, linear algebra aids in understanding disparities and designing solutions to reduce inequality. Additionally, machine learning algorithms used to study social inequalities and optimize resource allocation often rely on linear algebraic techniques. These models can help identify underrepresented groups and allocate resources more efficiently, supporting more equitable development. 6. SDG 8: Decent Work and Economic Growth The techniques learned in Linear Algebra are central to many sectors, including finance, econometrics, engineering, and technology, all of which are critical to economic growth and the creation of decent work. Linear algebra is essential for analyzing data, optimizing systems, and developing algorithms for decision-making in resource allocation, financial modeling, and project management, which directly impact economic growth. The course prepares students for careers in technology, data science, engineering, and finance, all of which are sectors that foster job creation, economic development, and technological innovation. 7. SDG 3: Good Health and Well-being Linear Algebra is used in bioinformatics, medical imaging, and epidemiological modeling. Techniques such as singular value decomposition (SVD) are applied in image compression and medical image analysis, helping to improve diagnostic tools like MRI and CT scans. Linear algebra is also central to the development of algorithms for drug discovery, genetic research, and health data analysis, improving healthcare outcomes and promoting well-being through more effective medical research and patient care. In epidemiology, data analysis techniques based on linear algebra are used to model disease spread, predict healthcare resource needs, and optimize public health interventions, all of which help improve global health. 8. SDG 17: Partnerships for the Goals Linear Algebra underpins many of the technologies and data analysis methods that facilitate global partnerships. Whether it’s through secure communication systems (e.g., encryption algorithms), data sharing platforms, or collaborative scientific research, the tools learned in linear algebra are crucial for developing solutions that support international cooperation. For example, graph theory (a component of linear algebra) is widely used in network analysis, which helps organizations and countries collaborate on shared projects and global challenges such as climate change, pandemics, and economic development. The course may also provide students with the skills to contribute to cross-border collaborations in fields such as data science, cryptography, and network engineering, which are essential for achieving SDG 17 (Partnerships for the Goals). 9. SDG 5: Gender Equality (Indirect Contribution) Although gender equality is not a direct focus of Linear Algebra, the course helps promote gender equality in STEM (Science, Technology, Engineering, and Mathematics) fields by encouraging women’s participation in mathematics and engineering. By providing a strong foundation in mathematical thinking, it helps break down barriers for women and other underrepresented groups pursuing careers in technical fields. Additionally, mathematical models, often based on linear algebra, can be used to analyze gender-based disparities in areas such as workplace equality, access to education, and income distribution, which could directly contribute to SDG 5 (Gender Equality). Summary A Linear Algebra course is foundational to many fields that directly or indirectly contribute to achieving the United Nations Sustainable Development Goals (SDGs). Key SDGs supported by the course include: SDG 4: Quality Education (providing a strong foundation in mathematics for STEM careers) SDG 9: Industry, Innovation, and Infrastructure (supporting innovation in technology and industrial systems) SDG 7: Affordable and Clean Energy (optimizing energy systems and integrating renewable energy) SDG 13: Climate Action (contributing to climate modeling and environmental optimization) SDG 10: Reduced Inequalities (enabling data analysis for identifying and addressing social inequalities) SDG 8: Decent Work and Economic Growth (preparing students for careers in technology, data science, and engineering) SDG 3: Good Health and Well-being (advancing medical research and healthcare systems) SDG 17: Partnerships for the Goals (facilitating global partnerships and data-driven collaboration) SDG 5: Gender Equality (encouraging gender inclusivity in STEM fields) By providing the mathematical tools necessary to solve real-world problems, Linear Algebra plays a vital role in shaping the technological, economic, and social systems that are essential for a sustainable future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 24D04111402 | Kimia Terapan | Applied Chemistry | The course “Applied Chemistry” explores the practical applications of chemical principles in various industries, including agriculture, pharmaceuticals, and materials science. Students learn about chemical reactions, analysis, and synthesis, with a focus on real-world problems and solutions. The curriculum includes laboratory experiments that demonstrate chemical concepts and their applications. This course prepares students for careers in chemistry, environmental science, and engineering, emphasizing the importance of chemistry in technology and innovation. | 1. SDG 12: Responsible Consumption and Production Applied Chemistry is central to developing sustainable chemical processes that minimize waste, energy consumption, and the use of harmful substances. For example, students learn to design green chemistry processes that reduce the environmental impact of manufacturing. Through the study of chemicals in consumer products, industrial chemistry, and supply chain management, students are equipped to promote more sustainable production methods and resource efficiency across various industries, ensuring that chemical processes are safer and more sustainable. The course also addresses the reuse, recycling, and safe disposal of chemicals, which is essential for promoting responsible consumption and reducing pollution. 2. SDG 9: Industry, Innovation, and Infrastructure Applied chemistry directly contributes to industrial innovation by providing the foundation for the development of new materials, chemicals, and manufacturing technologies. The course covers the design and optimization of chemical processes that are critical for advancing industrial infrastructure. Chemistry is central to the development of cutting-edge technologies in sectors such as pharmaceuticals, energy, electronics, and materials science. This leads to innovation in renewable energy sources, high-performance materials, and advanced manufacturing techniques. The course helps prepare students to contribute to industries that are developing more efficient, safe, and sustainable infrastructures for meeting the needs of modern society. 3. SDG 7: Affordable and Clean Energy Applied chemistry plays a significant role in energy production and energy storage. Students may explore the development of more efficient solar cells, batteries, and fuel cells, as well as techniques to optimize energy conversion processes, which are key to achieving affordable and clean energy. Research in biofuels, renewable energy technologies, and energy storage solutions heavily relies on applied chemistry principles to create cleaner energy alternatives that reduce dependence on fossil fuels and help combat climate change. The course may include applications like energy-efficient chemical processes or hydrogen storage, which can provide pathways to more sustainable energy systems. 4. SDG 13: Climate Action Applied chemistry plays a key role in addressing climate change by developing new materials and technologies that help reduce carbon emissions, improve energy efficiency, and promote climate resilience. Students may explore technologies such as carbon capture and storage, sustainable fuels, and climate-friendly chemical processes. Green chemistry practices, which minimize the environmental footprint of industrial chemical reactions, can help reduce greenhouse gas emissions. Additionally, applied chemistry is central to the development of new materials for solar panels and wind turbines, contributing to cleaner energy production. The course also may cover how chemistry can support sustainable agriculture and water purification, which are essential for adapting to and mitigating the effects of climate change. 5. SDG 3: Good Health and Well-being Applied chemistry is crucial to healthcare and pharmaceutical development, with applications in the design of medications, drug delivery systems, and diagnostic technologies. Students learn to apply chemical principles to understand how drugs work, develop new therapies, and improve patient outcomes. In addition to pharmaceuticals, applied chemistry also impacts health and safety through the design of non-toxic chemicals for everyday use, such as cleaning products, personal care products, and biodegradable materials. The course may also explore how chemistry is used to develop medical devices, diagnostic tools, and treatments for diseases, which directly contribute to improved global health. 6. SDG 10: Reduced Inequalities Applied chemistry can help address inequality by developing affordable chemicals, materials, and technologies that make life better for underserved communities. For example, creating low-cost water filtration systems, affordable medicines, and efficient energy solutions can directly improve the quality of life for people in low-income or rural areas. The course may emphasize the development of affordable technologies that reduce the cost of essential goods and services, thus addressing economic disparities. 7. SDG 2: Zero Hunger Applied chemistry plays a significant role in the development of agricultural chemicals, such as fertilizers, pesticides, and biological treatments, which increase food production and quality. Research in biotechnology and food science also applies chemistry to improve crop yields, reduce food waste, and ensure that food production is sustainable and resilient to climate change. The course may include topics related to food preservation, food safety, and nutritional supplements, all of which help address food security and contribute to the goal of ending hunger. 8. SDG 4: Quality Education A course in Applied Chemistry directly contributes to SDG 4 (Quality Education) by providing students with practical and theoretical knowledge that can be applied to solve global challenges. By learning to apply chemical techniques and analytical methods, students gain the skills needed to pursue careers in science, engineering, and technology, which are essential for economic development and solving real-world problems. The course also promotes critical thinking, problem-solving skills, and an understanding of the scientific method, all of which are central to achieving quality education and fostering a science-driven society. 9. SDG 5: Gender Equality (Indirect Contribution) Although gender equality is not a direct focus of Applied Chemistry, promoting gender inclusivity in STEM (Science, Technology, Engineering, and Mathematics) fields is an important way the course can contribute to SDG 5. Encouraging more women and underrepresented groups to enter and succeed in chemistry and related fields can help reduce gender disparities in the workforce and promote equal opportunities in scientific careers. Applied chemistry also contributes to solving global health problems, including those affecting women, such as maternal health, nutrition, and gender-based diseases. 10. SDG 6: Clean Water and Sanitation Applied chemistry is central to improving water treatment technologies, sanitation systems, and water purification techniques, all of which are essential for achieving clean water and sanitation. Students may learn how to develop advanced filtration systems, disinfection processes, and chemical treatments that improve the quality of drinking water and make it accessible in water-scarce regions. By studying the chemistry of water and developing sustainable water purification systems, applied chemistry contributes to ensuring universal access to clean water. Summary A university course in Applied Chemistry covers multiple United Nations Sustainable Development Goals (SDGs) through its focus on practical applications of chemistry in solving global challenges. The key SDGs supported by the course include: SDG 12: Responsible Consumption and Production (promoting sustainable chemical processes and reducing waste) SDG 9: Industry, Innovation, and Infrastructure (driving innovation in industry and infrastructure) SDG 7: Affordable and Clean Energy (advancing clean energy solutions) SDG 13: Climate Action (developing climate-friendly chemical processes and technologies) SDG 3: Good Health and Well-being (contributing to medical advancements and healthcare solutions) SDG 10: Reduced Inequalities (developing affordable technologies for underserved populations) SDG 2: Zero Hunger (improving agricultural chemistry for food security) SDG 4: Quality Education (providing foundational knowledge for STEM careers) SDG 5: Gender Equality (indirectly promoting gender inclusivity in STEM fields) SDG 6: Clean Water and Sanitation (improving water treatment and purification) By equipping students with the knowledge and skills to apply chemistry to solve real-world problems, Applied Chemistry contributes significantly to achieving a sustainable future and addressing many of the global challenges outlined in the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04111502 | Rangkaian Digital | Digital Networks | The course “Digital Networks” examines the principles and technologies underlying digital communication systems. Students learn about network architecture, protocols, and data transmission methods. The curriculum covers topics such as network design, routing algorithms, and network security. Emphasis is placed on hands-on projects and simulations to provide practical experience in designing and managing digital networks. This course prepares students for careers in networking, telecommunications, and information technology, highlighting the critical role of digital networks in modern communication. | 1. SDG 9: Industry, Innovation, and Infrastructure Network Infrastructure Development: Digital networks are the backbone of modern telecommunication systems, enabling communication, information exchange, and data flow. A focus on network infrastructure in this course contributes to the development of robust ICT infrastructure, which is key for fostering economic growth and innovation. 5G and Emerging Technologies: The course may cover cutting-edge technologies such as 5G networks, IoT, and cloud computing, which are transforming industries by enabling faster communication, better connectivity, and the development of smart cities and intelligent systems. Smart Manufacturing and Industry 4.0: Digital networks are critical in facilitating smart manufacturing, automation, and the use of industrial IoT (IIoT). These technologies improve productivity, reduce costs, and promote sustainable industrial practices, driving innovation in manufacturing sectors. 2. SDG 4: Quality Education Remote Learning and Access to Education: Digital networks enable the growth of online education platforms, distance learning, and virtual classrooms. These platforms help students from remote or underprivileged areas access quality education and digital resources, breaking geographical and socio-economic barriers. E-Learning Infrastructure: The course may explore how digital communication systems and internet infrastructure are leveraged to create interactive learning environments for students, supporting inclusive and accessible education. 3. SDG 10: Reduced Inequalities Digital Connectivity for All: Digital networks are crucial in bridging the digital divide. By improving network access and reducing connectivity gaps in rural and underserved areas, the course promotes more equitable access to information and communication technologies. Access to Services: By supporting the development of digital networks that enable online health services, e-governance, and e-commerce, the course contributes to reducing inequalities in access to essential services, particularly in developing countries or remote areas. 4. SDG 11: Sustainable Cities and Communities Smart Cities: A Digital Networks course often covers smart city technologies, where digital infrastructure supports the integration of IoT, sustainable transportation, energy management, public services, and urban planning. Efficient Resource Management: Networked systems can optimize the use of energy, water, and transportation systems, making cities more sustainable and resilient. For instance, smart grids, intelligent traffic systems, and environmental monitoring systems depend on digital networks for real-time data sharing and management. 5. SDG 13: Climate Action Environmental Monitoring: Digital networks, particularly those that support IoT sensors and remote monitoring, are used in climate change mitigation and adaptation. The course may involve learning how networks are used to monitor pollution, carbon emissions, and other environmental factors to help track and manage climate change impacts. Energy-Efficient Networks: By designing energy-efficient networks and systems, such as green data centers or low-power communication systems, students can contribute to reducing the carbon footprint of network operations. 6. SDG 7: Affordable and Clean Energy Energy Management Systems: Digital networks are central to the development of smart grids and energy management systems that improve energy efficiency and facilitate the integration of renewable energy sources like solar and wind into the energy mix. These systems rely on digital communication for real-time monitoring and control. Smart Metering: Networks support the deployment of smart meters in residential and industrial settings, helping consumers and providers monitor energy consumption and promote sustainable energy usage. 7. SDG 3: Good Health and Well-being Telemedicine and Remote Healthcare: Digital networks play an essential role in telemedicine, remote health monitoring, and e-health systems, which enable healthcare access in rural, underserved, and low-income areas. The course may explore how these technologies are shaping healthcare delivery and promoting global health equity. Public Health Data Sharing: Digital networks facilitate the exchange of health data and support the development of public health infrastructure, such as healthcare information systems, which are essential for improving disease surveillance, emergency response, and overall public health management. 8. SDG 17: Partnerships for the Goals Collaborative Technologies: Digital networks are key enablers of global collaboration, allowing people and organizations to connect and share knowledge and resources. The course may involve learning how networking systems enable global partnerships and international cooperation on sustainable development goals, such as climate change or poverty reduction. Data-Driven Decision Making: Digital networks allow the real-time collection, processing, and sharing of data across borders, enabling governments, non-profits, and businesses to make more informed decisions and collaborate on sustainable solutions. 9. SDG 5: Gender Equality Digital Connectivity for Women: Digital networks help improve access to information, online education, and economic opportunities for women and girls. The course may explore how connectivity can empower women in developing regions, providing them with tools for economic independence, education, and healthcare. Promoting Inclusivity in Technology: The course may also discuss the importance of gender equality in the development of network technologies and how to make sure that women are equally represented in the tech industry and network design. 10. SDG 6: Clean Water and Sanitation Water Management Systems: Digital networks are integral to smart water management systems that monitor water quality and ensure efficient use of water resources. Networks are used in irrigation systems, flood detection, and wastewater treatment plants, which help ensure clean water for all. Remote Sensing for Water Quality: Digital networks enable the use of IoT sensors to collect and transmit data on water sources, helping to detect pollution and ensure the sustainability of water resources in urban and rural areas. Summary A Digital Networks course is highly relevant to the following United Nations Sustainable Development Goals (SDGs): SDG 9: Industry, Innovation, and Infrastructure (building robust network infrastructure and promoting innovation) SDG 4: Quality Education (enabling remote learning and access to education) SDG 10: Reduced Inequalities (improving digital connectivity for underserved populations) SDG 11: Sustainable Cities and Communities (supporting smart cities and resource optimization) SDG 13: Climate Action (monitoring and managing climate change through digital networks) SDG 7: Affordable and Clean Energy (supporting energy management and renewable energy integration) SDG 3: Good Health and Well-being (enabling telemedicine and remote healthcare) SDG 17: Partnerships for the Goals (fostering global collaboration and data-sharing) SDG 5: Gender Equality (empowering women through digital access) SDG 6: Clean Water and Sanitation (improving water management and quality monitoring) By providing the foundational knowledge and skills necessary for the design, implementation, and optimization of digital networks, the course plays a crucial role in advancing these SDGs and contributing to global development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135702 | Pengolahan Citra | Image Processing | The course “Image Processing” explores techniques for analyzing and manipulating images using computational methods. Students learn about image representation, enhancement, restoration, segmentation, and pattern recognition. The curriculum covers algorithms and tools used in various applications, including medical imaging, computer vision, and multimedia. Practical projects provide hands-on experience in implementing image processing techniques, preparing students for careers in fields like computer graphics, AI, and imaging technology. | 1. SDG 3: Good Health and Well-being Medical Imaging: Image processing is widely used in healthcare, particularly in medical imaging (e.g., MRI, CT scans, X-rays, ultrasounds) to assist in diagnosing diseases, improving treatment planning, and enabling early detection of health issues like cancer, heart disease, and neurological disorders. Telemedicine: With the rise of telemedicine and remote diagnostics, image processing helps to analyze medical images remotely, enabling healthcare access in underserved or rural areas where expert consultations may be limited. Biometrics for Health Monitoring: Image processing technologies, such as facial recognition or skin lesion analysis, are used for health monitoring, promoting preventive healthcare and enhancing the quality of healthcare delivery globally. 2. SDG 9: Industry, Innovation, and Infrastructure Industrial Automation: Image processing is critical in automated inspection systems, where it helps in quality control, defect detection, and maintenance of manufacturing systems. In industries like automotive, semiconductor, and pharmaceuticals, image processing enhances productivity and efficiency. Robotics: Image processing is often integrated into robotics systems for navigation, object detection, and task execution. Robots equipped with vision systems can perform complex tasks in manufacturing, space exploration, search and rescue operations, and medical surgeries, driving innovation. Smart Cities: Image processing is used in urban planning and infrastructure management, such as traffic monitoring, surveillance systems, and automated systems for urban infrastructure optimization. 3. SDG 12: Responsible Consumption and Production Waste Management: Image processing technologies are used in recycling plants to identify and sort recyclable materials more effectively, optimizing waste management and reducing the environmental impact of waste generation. Sustainable Manufacturing: Image processing can improve the efficiency of manufacturing systems, reducing material waste and energy consumption, and contributing to more sustainable production practices in industries like textiles, packaging, and electronics. Smart Grids: Image processing algorithms are used in the visualization and analysis of data from smart grids, enabling more efficient energy distribution and management, reducing consumption and optimizing energy use. 4. SDG 13: Climate Action Environmental Monitoring: Satellite image processing plays a crucial role in monitoring climate change, deforestation, sea-level rise, and environmental degradation. Remote sensing via satellites and drones helps collect data to understand the impacts of climate change on the global ecosystem. Disaster Management: Image processing technologies, particularly in satellite imagery and aerial drone imaging, are used for disaster response (e.g., assessing damage after natural disasters like hurricanes, floods, wildfires). This helps in better preparation and response to climate-related events. Carbon Footprint Analysis: Image processing techniques help in measuring and monitoring urban air pollution and carbon emissions through aerial imaging, contributing to efforts aimed at reducing greenhouse gas emissions. 5. SDG 4: Quality Education Educational Tools: Image processing can be used in the development of interactive learning tools, virtual labs, and augmented reality (AR) applications. For example, in the field of medical education, image processing techniques help create 3D models of anatomy or diseases that students can explore interactively. Distance Learning: With the increasing importance of remote education, image processing algorithms enable the real-time sharing and analysis of visual content (e.g., lectures, diagrams, educational images) for students in remote or underserved locations, improving the reach and quality of education. Image-based Content Creation: In fields like art and design, architecture, and media studies, image processing is crucial for creating high-quality content and visual aids that enhance the learning experience. 6. SDG 10: Reduced Inequalities Accessibility: Image processing helps create assistive technologies for people with disabilities. For example, image recognition and optical character recognition (OCR) are used in tools for visually impaired individuals to read books or documents, while sign language recognition helps bridge communication barriers for the deaf and hard of hearing. Global Health Disparities: By facilitating the remote diagnosis of diseases through image processing, medical image analysis allows for better healthcare access in low-income or rural areas, where access to skilled medical professionals and equipment may be limited. Democratizing Information: Image processing also plays a role in translating visual content across languages, providing greater access to information and helping to reduce inequality in access to knowledge. 7. SDG 6: Clean Water and Sanitation Water Quality Monitoring: Image processing, particularly in remote sensing and satellite imagery, is used to monitor water quality by detecting contaminants, pollution, and changes in water bodies. This helps to ensure access to clean water in various regions and allows for better water management. Sanitation Infrastructure: Image processing technologies are used to monitor and assess sanitation facilities and wastewater treatment systems. By analyzing images from drones or sensors, authorities can detect malfunctions or inefficiencies in systems that manage clean water and sanitation. 8. SDG 8: Decent Work and Economic Growth Automation and AI: Image processing plays a central role in the automation of industries, particularly in quality control, inspection, and sorting. This enables the creation of jobs in high-tech industries like robotics, AI, and manufacturing, which contribute to economic growth. Agriculture: In precision agriculture, image processing technologies (e.g., from drones or satellites) are used to monitor crop health, detect pests, and optimize water use. This improves productivity, reduces waste, and contributes to economic growth in agricultural sectors. 9. SDG 17: Partnerships for the Goals Collaboration in Research: Image processing facilitates the sharing of research data through visual platforms, helping to build partnerships between countries and organizations working on global challenges. The course encourages collaboration in the development of new technologies or tools for addressing complex problems. Data-driven Decision Making: The tools developed in image processing help organizations and institutions make data-driven decisions in areas such as climate change, healthcare, infrastructure, and social development. This supports global partnerships in the fight against poverty, inequality, and environmental degradation. 10. SDG 5: Gender Equality (Indirect Contribution) Inclusive Technologies: While not directly related, image processing can support gender equality through the development of technologies that assist women in education, healthcare, and economic opportunities. For example, image-based diagnostic tools can help empower women in healthcare access, and tools for visualizing and monitoring gender disparities can help in policy-making. Summary An Image Processing course contributes to several United Nations Sustainable Development Goals (SDGs), with key goals being: SDG 3: Good Health and Well-being (advancing medical imaging, telemedicine, and diagnostics) SDG 9: Industry, Innovation, and Infrastructure (contributing to industrial automation, robotics, and smart cities) SDG 12: Responsible Consumption and Production (improving waste management and sustainable manufacturing) SDG 13: Climate Action (helping in environmental monitoring and disaster management) SDG 4: Quality Education (enhancing educational tools and remote learning) SDG 10: Reduced Inequalities (promoting accessibility and global health equity) SDG 6: Clean Water and Sanitation (monitoring water quality and sanitation) SDG 8: Decent Work and Economic Growth (driving economic growth through AI, automation, and agriculture) SDG 17: Partnerships for the Goals (fostering global partnerships and data sharing) SDG 5: Gender Equality (indirect support through inclusive technologies) By applying image processing to fields ranging from healthcare and agriculture to climate science and urban development, students can contribute to sustainable development across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135802 | Kecerdasan Buatan | Artificial intelligence | The course “Artificial Intelligence” introduces students to the principles and techniques of AI, including machine learning, natural language processing, and robotics. Students learn about algorithms, data structures, and the ethical implications of AI technologies. The curriculum emphasizes practical applications, with hands-on projects that involve building AI models and systems. This course prepares students for careers in software development, data science, and AI research. | 1. SDG 3: Good Health and Well-being Medical Diagnosis and Personalized Medicine: AI systems, especially in machine learning and computer vision, are revolutionizing healthcare. AI models are used for early diagnosis of diseases (e.g., detecting tumors in medical images, predicting heart disease), enabling personalized treatments tailored to individual patients, and improving overall healthcare delivery. Health Monitoring: AI-driven wearables and remote monitoring systems are improving chronic disease management and supporting telemedicine. These technologies enable real-time health data collection, which is crucial for disease prevention and management, particularly in underserved regions. Drug Discovery and Vaccine Development: AI models are used to accelerate the drug discovery process and vaccine development by predicting molecular interactions, identifying promising drug candidates, and optimizing clinical trial designs, helping to address global health crises more efficiently. 2. SDG 4: Quality Education Personalized Learning: AI enables the creation of adaptive learning systems that adjust content and pace based on a student’s individual needs, promoting more effective and personalized education. This can help close educational gaps and improve learning outcomes for students across the globe. Intelligent Tutoring Systems: AI-driven platforms can act as virtual tutors, assisting students with homework, explanations, and learning exercises. These systems support inclusive education by providing scalable support to large numbers of students, including those in remote or underserved areas. Language Translation and Accessibility: AI-based tools like speech-to-text, language translation, and text-to-speech assist students from diverse linguistic backgrounds or those with disabilities, improving accessibility to education resources and materials. 3. SDG 5: Gender Equality AI for Gender Equality: AI systems can be designed to identify and address gender biases in various sectors, from workplace recruitment to healthcare, ensuring that gender equality is promoted. For example, AI tools can be used to analyze large datasets and highlight gender disparities, improving policies and initiatives aimed at reducing inequality. Empowering Women through Technology: AI can empower women by providing access to digital platforms and services that support entrepreneurship, online education, financial services, and healthcare, especially in low-income or rural areas. 4. SDG 9: Industry, Innovation, and Infrastructure Automation and Industry 4.0: AI plays a key role in the digital transformation of industries. It powers smart factories, robotics, and predictive maintenance, improving efficiency, productivity, and sustainability in manufacturing. AI can also help develop new infrastructure by optimizing the design and construction of systems like transportation networks and energy grids. AI for Innovation: AI-driven technologies such as machine learning, data analytics, and cloud computing drive innovation in fields such as finance, automotive, healthcare, and agriculture, creating new markets, products, and services that contribute to economic development. 5. SDG 8: Decent Work and Economic Growth Job Creation in Tech: The development and deployment of AI systems are creating a wide range of jobs in AI research, data science, machine learning engineering, and robotics, which can help stimulate the economy. These roles support economic growth in various tech industries and can boost innovation-driven economies. AI-Driven Economic Efficiency: AI improves productivity and efficiency across industries by automating routine tasks, improving supply chains, and optimizing operations. This can lead to cost reductions and higher output, contributing to economic growth and creating new opportunities in different sectors. Supporting Startups and Entrepreneurship: AI technologies lower the barriers to entry for startups by enabling the development of innovative products and services with relatively low initial investment, particularly in data-driven industries. AI-powered business intelligence tools can also provide small businesses with insights to improve decision-making and compete on a global scale. 6. SDG 10: Reduced Inequalities Access to Technology for All: AI can democratize access to education, healthcare, and financial services, helping to reduce inequalities. For example, AI can enable remote learning and online healthcare in rural or underserved regions, ensuring equitable access to vital resources. AI in Social Good Projects: AI systems are increasingly used in the development of targeted policies and initiatives aimed at reducing poverty and inequality. For example, AI can analyze large datasets to identify communities most at risk of poverty, helping organizations design effective interventions. 7. SDG 13: Climate Action Environmental Monitoring and Prediction: AI is used in climate change modeling, weather forecasting, and disaster prediction, which helps governments and organizations make informed decisions about climate action. AI helps in monitoring carbon emissions, deforestation, and biodiversity loss, providing real-time data for environmental protection. Sustainable Agriculture: AI can optimize the use of resources in agriculture (e.g., water, fertilizers), enabling more sustainable farming practices. Precision agriculture powered by AI helps farmers reduce waste, increase crop yields, and decrease environmental impact. Energy Efficiency: AI-driven smart grids, energy management systems, and building automation systems help reduce energy consumption, increase renewable energy usage, and promote energy efficiency, all of which contribute to mitigating climate change. 8. SDG 7: Affordable and Clean Energy Energy Systems Optimization: AI is central to the development of smart grids that manage energy distribution efficiently, incorporate renewable energy sources, and reduce energy waste. AI systems can predict energy demand, optimize energy storage, and enhance the integration of renewables into the grid. Energy Consumption Monitoring: AI technologies can help monitor and reduce energy consumption in homes, industries, and public services, making it easier to implement energy-saving measures and increase energy efficiency across sectors. 9. SDG 17: Partnerships for the Goals Collaborative Research and Development: AI fosters collaboration among governments, industries, academia, and non-profit organizations by enabling data sharing, analysis, and joint projects. AI also supports cross-border partnerships in global issues such as climate change, healthcare, and poverty alleviation. Data Sharing and Global Cooperation: AI allows for the collection, sharing, and analysis of big data from diverse regions and sectors, improving collaboration across borders to solve complex global problems. These partnerships enable better evidence-based decision-making for sustainable development. Summary A university course in Artificial Intelligence (AI) has significant implications for multiple UN Sustainable Development Goals (SDGs). Key SDGs that an AI course can support include: SDG 3: Good Health and Well-being (advancing healthcare, medical diagnostics, and telemedicine) SDG 4: Quality Education (enabling personalized learning and remote education) SDG 5: Gender Equality (promoting gender equality through AI and empowering women) SDG 9: Industry, Innovation, and Infrastructure (driving industrial innovation, smart cities, and infrastructure development) SDG 8: Decent Work and Economic Growth (creating new job opportunities, increasing productivity, and fostering entrepreneurship) SDG 10: Reduced Inequalities (reducing inequality through equitable access to technology) SDG 13: Climate Action (using AI for climate change modeling, environmental monitoring, and sustainable practices) SDG 7: Affordable and Clean Energy (optimizing energy systems and reducing consumption) SDG 17: Partnerships for the Goals (fostering global collaboration, data sharing, and sustainable development) By equipping students with the knowledge to build and apply AI technologies, the course prepares them to contribute to solving pressing global challenges and advancing the SDGs through innovation, collaboration, and sustainability. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135902 | Sistem Kendali Lanjut | Advanced Control System | The course “Advanced Control System” delves into sophisticated control strategies and techniques for complex systems. Topics include state-space representation, optimal control, and adaptive control methods. Students learn about stability analysis, nonlinear control, and modern control applications. The curriculum emphasizes practical implementation through simulations and real-world examples, preparing students for careers in automation, robotics, and systems engineering. | 1. SDG 9: Industry, Innovation, and Infrastructure Smart Manufacturing & Automation: Advanced control techniques are key to Industry 4.0, where systems are automated, optimized, and monitored using sophisticated control strategies. These advancements help improve manufacturing processes, production efficiency, and the overall resilience of industrial systems. Robust Control for Critical Infrastructure: Advanced control is used to improve the performance, reliability, and safety of critical infrastructure systems, such as electric grids, water distribution networks, and transportation systems. These systems are essential for sustainable development and economic stability. Control of Renewable Energy Systems: Control systems are increasingly being applied to solar, wind, and energy storage technologies, making energy production more efficient and adaptable to changing environmental conditions, and thus contributing to clean energy solutions. 2. SDG 7: Affordable and Clean Energy Energy Efficiency: Advanced control strategies help optimize energy use in systems like smart grids, buildings, and manufacturing plants. Through better regulation of energy flow and consumption, these technologies contribute to making energy use more efficient and sustainable. Integration of Renewable Energy: Control systems are vital for integrating renewable energy sources (such as solar and wind) into national power grids. Advanced control methods ensure that energy production from these intermittent sources is reliably integrated, reducing the dependency on non-renewable energy sources and making energy systems more resilient. Energy Storage Optimization: Advanced control techniques help optimize the charging and discharging cycles of batteries and other energy storage systems, improving their efficiency and contributing to the broader transition to clean energy. 3. SDG 3: Good Health and Well-being Medical Devices & Healthcare Systems: Advanced control systems are used in medical technologies, such as robotic surgery, prosthetics, bio-monitoring, and patient care systems. These systems provide more accurate and reliable operations, improving patient outcomes, safety, and quality of life. Automation in Healthcare: Control techniques are used to regulate medical devices like ventilators, drug delivery systems, and diagnostic instruments, ensuring they function safely and efficiently. These systems can also help with remote monitoring of patients, making healthcare more accessible in rural or underserved areas. 4. SDG 11: Sustainable Cities and Communities Smart Cities: Advanced control systems play a critical role in the development of smart cities, where traffic management, waste management, water distribution, and energy consumption are optimized using real-time data and control strategies. These technologies help cities become more sustainable and resilient. Transportation Systems: Control systems are used in modern public transportation systems to optimize traffic flow, reduce congestion, and minimize environmental impact. Autonomous vehicles, smart traffic signals, and adaptive transportation networks contribute to sustainable urban mobility. 5. SDG 13: Climate Action Environmental Control Systems: Advanced control is used in systems that monitor and control emissions, pollution, and carbon capture. For example, control systems can regulate the operation of carbon capture plants, ensuring that they operate at maximum efficiency in reducing carbon emissions. Climate Modeling and Adaptation: Control systems are used in climate modeling and weather prediction, contributing to better decision-making regarding climate adaptation and mitigation. By helping to predict and manage environmental changes, control systems play a key role in adapting to the impacts of climate change. 6. SDG 8: Decent Work and Economic Growth Improved Productivity and Efficiency: The use of advanced control techniques in industrial applications and automated processes increases productivity and reduces operational costs. By making systems more efficient and automated, these technologies foster economic growth and create new opportunities for employment in high-tech industries. Support for Technological Innovation: Advanced control systems contribute to the development and implementation of cutting-edge technologies in various sectors, including robotics, aerospace, and automated manufacturing, which support economic development and create high-skilled jobs. 7. SDG 10: Reduced Inequalities Access to Technology: By improving control and automation technologies in areas such as transportation, energy, and healthcare, advanced control systems can help ensure equitable access to essential services. For example, smart energy systems can be deployed to ensure reliable energy access in rural or underserved communities. Disaster Management: Advanced control systems help improve the resilience of communities, especially in disaster-prone areas. For example, early warning systems for natural disasters such as floods, hurricanes, or earthquakes rely on control systems to predict and manage responses. 8. SDG 5: Gender Equality Technology Access for Women: The deployment of advanced control systems in industries such as renewable energy, healthcare, and telecommunication can provide women in remote or underserved areas with better access to essential services, education, and employment opportunities. Women’s involvement in high-tech fields, including control systems engineering, can also be promoted, helping bridge the gender gap in STEM. 9. SDG 4: Quality Education STEM Education: Advanced control systems are part of the STEM (Science, Technology, Engineering, and Mathematics) curriculum, and studying these systems equips students with valuable problem-solving and analytical skills. This helps ensure that students are well-prepared for future innovative careers in engineering and technology. Simulation and Training: Advanced control systems are often used in simulation environments for training purposes, including for pilots, autonomous vehicle operators, and industrial operators, providing hands-on experience in real-world control applications. Summary An Advanced Control Systems course supports multiple United Nations Sustainable Development Goals (SDGs) through its applications in automation, smart systems, energy, and technology development. The key SDGs covered by such a course include: SDG 9: Industry, Innovation, and Infrastructure (improving industrial processes and infrastructure with advanced control) SDG 7: Affordable and Clean Energy (optimizing energy systems, integrating renewable energy) SDG 3: Good Health and Well-being (improving medical devices and healthcare systems) SDG 11: Sustainable Cities and Communities (creating smart cities with efficient transportation and utilities) SDG 13: Climate Action (managing environmental systems, emissions, and climate adaptation) SDG 8: Decent Work and Economic Growth (enhancing productivity, fostering economic development, and job creation) SDG 10: Reduced Inequalities (ensuring access to technology and services in underserved areas) SDG 5: Gender Equality (supporting access to technology and bridging gender gaps) SDG 4: Quality Education (equipping students with valuable skills for the future) Advanced control systems are essential for solving complex global challenges, making systems more efficient, resilient, and sustainable, which directly aligns with the broader objectives of the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136002 | Sistem Operasi Komputer | Computer Operating Systems | The course “Computer Operating Systems” provides an in-depth understanding of operating system design and functionality. Students learn about process management, memory management, file systems, and device drivers. The curriculum covers both theoretical concepts and practical applications, including hands-on programming assignments that involve system-level coding. This course prepares students for careers in software development, system administration, and computer engineering. | 1. SDG 9: Industry, Innovation, and Infrastructure Digital Infrastructure Development: Operating systems are fundamental to the operation of digital infrastructure, including cloud computing, data centers, and communication networks. Understanding the principles of resource allocation, process management, and system performance is essential for building scalable, secure, and efficient infrastructure. Innovation in Technology: A strong understanding of operating systems is essential for innovation in fields such as artificial intelligence (AI), machine learning (ML), Internet of Things (IoT), and smart systems, all of which rely on efficient and effective system management to function. Operating systems ensure that these technologies run smoothly, and this knowledge can drive the development of new innovations. Optimizing Industrial Automation: Operating systems support the backbone of smart factories and automated industries by managing hardware, controlling machines, and optimizing resource usage in production lines. 2. SDG 4: Quality Education Computer Science and Engineering Education: The course is a core part of the curriculum for computer science and engineering students. It provides essential knowledge that equips students with the skills to build and maintain complex digital systems, which is crucial for fostering a skilled workforce in information technology (IT) and software engineering. Access to Learning Platforms: Operating systems are critical to the functioning of online education platforms, which are vital for distance learning. By supporting educational tools and systems, operating systems enable access to quality education for learners worldwide, including in remote or underserved areas. Open Source and Collaborative Learning: Many operating systems are open-source (e.g., Linux), and understanding how they work promotes a collaborative and community-driven approach to software development. This approach fosters more accessible educational resources and tools. 3. SDG 10: Reduced Inequalities Access to Technology: Operating systems enable devices that provide digital access to a wide range of services, including internet connectivity, digital health services, and online education. By supporting the development of affordable and accessible digital platforms, operating systems contribute to reducing inequalities in access to information and services. Universal Access to Computing: As operating systems run on low-cost computing devices such as smartphones and low-spec PCs, they enable people in developing regions to access modern technologies, thereby helping to bridge the digital divide and reduce socio-economic disparities. 4. SDG 7: Affordable and Clean Energy Energy Efficiency in Computing: Operating systems manage resources like memory and CPU to ensure that computing devices run efficiently. Advanced techniques in operating systems help to minimize energy consumption in data centers, cloud services, and IoT devices, contributing to energy efficiency and a reduction in the carbon footprint of digital systems. Optimized Resource Use: Operating systems ensure that power-hungry processes (like background tasks or high-performance computing jobs) are managed and scheduled efficiently, ensuring devices (from smartphones to servers) use the least amount of energy while performing tasks. 5. SDG 11: Sustainable Cities and Communities Smart City Infrastructure: Operating systems play a critical role in the management and integration of the technology used in smart cities, such as traffic management systems, public transportation, and energy grids. These systems require efficient operating systems to handle vast amounts of data and control real-time responses, helping cities become more sustainable and efficient. Urban Data and Resource Management: Operating systems in smart buildings and urban infrastructure manage data from IoT sensors (e.g., temperature, light, and energy usage) to help reduce resource consumption, improve efficiency, and make cities more environmentally friendly. 6. SDG 3: Good Health and Well-being Healthcare Systems: Many healthcare systems, such as patient monitoring, robotic surgery, and medical imaging devices, rely on operating systems to function. The efficiency of the operating system ensures that medical devices are responsive, reliable, and secure, which is vital in maintaining patient safety and well-being. Telemedicine: Operating systems underpin the technology that supports telemedicine platforms, allowing patients and healthcare providers to connect remotely, improving access to healthcare services, especially in rural or underserved areas. 7. SDG 13: Climate Action Environmental Monitoring: Operating systems are essential in monitoring systems used for tracking climate change, pollution, and carbon emissions. They manage the flow of data from environmental sensors, allowing researchers and policymakers to analyze and respond to climate change more effectively. Resource Optimization: Operating systems contribute to sustainable technology by managing the efficiency of digital infrastructure (such as servers and cloud computing systems). By reducing energy consumption and increasing system uptime, these technologies help reduce the carbon footprint of the IT sector. 8. SDG 17: Partnerships for the Goals Collaboration through Digital Platforms: Operating systems support the digital platforms that facilitate global collaboration. Whether in research, business, or humanitarian projects, operating systems manage the software and hardware that allow teams from different countries and sectors to work together toward the achievement of the SDGs. Open-source Communities: Operating systems like Linux are open-source, promoting collaboration and sharing of resources, knowledge, and tools. This can lead to increased innovation, technology transfer, and global cooperation for sustainable development. 9. SDG 8: Decent Work and Economic Growth Job Creation in IT and Software Development: Understanding how operating systems work is crucial for individuals pursuing careers in software development, cybersecurity, cloud computing, and IT infrastructure management. The knowledge gained in this course helps develop a skilled workforce, contributing to economic growth in the digital economy. Boosting Productivity: Efficient operating systems can enhance productivity in industries that rely on IT infrastructure, improving workflow automation, communication, and performance across sectors such as healthcare, manufacturing, and finance. 10. SDG 5: Gender Equality Promoting Inclusivity in Tech: An understanding of operating systems is foundational for students, particularly women, to enter technical fields like software engineering, network administration, and cybersecurity, where gender disparity often exists. By encouraging gender equality in tech education, operating systems courses can help bridge the gap and promote more inclusive technology development. Women in Open Source: As many operating systems are open source (e.g., Linux), they promote community-driven development, which can encourage female participation in technology design, development, and innovation. Summary A university course in Computer Operating Systems directly or indirectly supports several UN Sustainable Development Goals (SDGs): SDG 9: Industry, Innovation, and Infrastructure (supports digital infrastructure, automation, and innovation) SDG 4: Quality Education (provides foundational knowledge for education and training in IT fields) SDG 10: Reduced Inequalities (bridges the digital divide by promoting access to technology) SDG 7: Affordable and Clean Energy (optimizes energy use in computing systems) SDG 11: Sustainable Cities and Communities (enables smart city infrastructure) SDG 3: Good Health and Well-being (supports healthcare systems and telemedicine) SDG 13: Climate Action (contributes to environmental monitoring and resource optimization) SDG 17: Partnerships for the Goals (fosters global collaboration and open-source communities) SDG 8: Decent Work and Economic Growth (creates job opportunities and drives economic growth) SDG 5: Gender Equality (encourages inclusivity and participation of women in technology) Operating systems form the foundation for modern digital technologies, supporting sustainable development across industries, fostering innovation, and providing the necessary infrastructure for addressing a wide range of global challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04136102 | Perancangan Sirkuit Terpadu | Integrated Circuit Design | The course “Integrated Circuit Design” focuses on the principles and techniques used to design and fabricate integrated circuits. Students learn about analog and digital circuit design, layout considerations, and testing methodologies. The curriculum includes hands-on projects using CAD tools for simulation and design, preparing students for careers in electronics engineering and semiconductor industries. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Integrated circuits (ICs) are at the heart of most technological innovations, from consumer electronics (smartphones, computers, and wearables) to industrial automation and advanced communication systems. IC design is crucial for creating smaller, more efficient, and powerful devices that drive innovation in industries such as electronics, automotive, and telecommunications. Smart Infrastructure: IC design plays a key role in the development of smart infrastructure such as smart grids, energy-efficient systems, and automated manufacturing. The use of ICs ensures that these systems are reliable, efficient, and capable of handling real-time data. Miniaturization of Technology: IC design enables the miniaturization of electronic devices, which in turn contributes to the development of compact and energy-efficient products that enhance the overall infrastructure of modern societies. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Electronics: Integrated circuits are critical in designing low-power electronics, from mobile devices to power-efficient sensors and smart devices. These circuits contribute to reducing energy consumption in consumer electronics and industrial systems. Power Management ICs: A significant area of IC design involves the creation of power management circuits for renewable energy systems, such as solar panels and battery storage solutions. By improving the efficiency of power conversion, energy storage, and distribution, ICs help optimize energy systems and reduce reliance on non-renewable sources. Energy Harvesting: ICs are also used in energy-harvesting devices that capture energy from the environment (e.g., from vibrations, light, or heat) and convert it into usable power. This supports the transition to cleaner and more sustainable energy sources. 3. SDG 3: Good Health and Well-being Medical Devices: ICs are widely used in medical devices for diagnostics, monitoring, and treatment. For instance, implantable devices (e.g., pacemakers, insulin pumps) and wearable health monitors (e.g., heart rate monitors, glucose sensors) rely on highly specialized ICs for their operation. These circuits enable real-time data collection and improve patient outcomes. Healthcare Innovation: IC design enables the development of innovative technologies in the field of telemedicine, remote monitoring, and point-of-care diagnostics. By enabling low-cost, reliable, and compact medical devices, ICs make healthcare more accessible and affordable. Biomedical Sensors: ICs are also integral in the design of biosensors that can detect various biomarkers in biological samples. These sensors can be used for early disease detection and health monitoring, improving public health outcomes and well-being. 4. SDG 11: Sustainable Cities and Communities Smart Cities: ICs are at the core of smart city technologies that make urban areas more efficient, sustainable, and livable. These technologies include smart traffic systems, smart buildings, and environmental sensors that collect data on pollution, energy use, and traffic flow, helping cities optimize resources and reduce waste. Connected Infrastructure: Integrated circuits enable the development of Internet of Things (IoT) devices that connect and monitor city infrastructure, from street lighting to water distribution systems. This connectivity helps improve resource management and quality of life for residents. Sustainable Housing: IC design also plays a role in smart home technologies, where energy-efficient appliances, lighting systems, and environmental control systems contribute to energy savings and reducing carbon footprints in urban areas. 5. SDG 8: Decent Work and Economic Growth Job Creation in the Electronics Sector: The IC design industry supports millions of jobs globally, from engineering and design roles to manufacturing and sales positions. This provides economic opportunities, especially in technology-driven economies, and promotes the development of highly skilled labor in fields such as electronics engineering, semiconductor manufacturing, and nanotechnology. Boosting Productivity: The miniaturization and efficiency improvements made possible by IC design enable better performance in industrial equipment, automation, and robotics, boosting productivity in sectors like manufacturing, transportation, and agriculture. Economic Growth through Innovation: The ongoing advancements in semiconductor technology and integrated circuits contribute to overall economic growth by enabling new products and services that create new markets and improve living standards. 6. SDG 10: Reduced Inequalities Access to Affordable Technology: Integrated circuits play a key role in reducing the cost of electronic devices, making technology more affordable and accessible to a wider population. By creating smaller, cheaper, and more efficient circuits, IC design helps bring technology to emerging markets and low-income communities. Bridging the Digital Divide: ICs enable affordable smartphones, computers, and communication devices, helping bridge the digital divide between urban and rural areas, as well as between developed and developing countries. These devices provide access to information, education, healthcare, and economic opportunities. 7. SDG 4: Quality Education Advancements in Education Technology: Integrated circuits are integral to the operation of many education technologies, from interactive learning devices to online platforms. By making these tools more affordable and efficient, IC design contributes to enhancing education and expanding access to learning resources. STEM Education: An IC design course is part of STEM education (Science, Technology, Engineering, and Mathematics), which equips students with the technical skills needed to contribute to technological innovation. These courses help foster a new generation of engineers and innovators who can contribute to global development and the achievement of the SDGs. 8. SDG 5: Gender Equality Encouraging Female Participation in Tech: IC design and semiconductor technology are male-dominated fields. By fostering more gender-inclusive education in electronics engineering and IC design, this course can help encourage women to pursue careers in technology and engineering, contributing to greater gender equality in STEM fields. 9. SDG 13: Climate Action Energy-Efficient Circuits: IC design is critical for developing low-power, energy-efficient circuits that are used in green technologies like solar panels, electric vehicles, and energy-efficient computing systems. By improving the energy efficiency of electronics, IC design helps reduce the carbon footprint of technology. Monitoring Environmental Conditions: ICs are used in environmental monitoring devices that help track and manage climate change, pollution levels, and other environmental factors. These devices collect real-time data that can be used for climate action and sustainability efforts. Summary A course in Integrated Circuit Design contributes to several UN Sustainable Development Goals (SDGs) by fostering technological innovation and providing the critical infrastructure for a wide range of sectors, including healthcare, energy, education, economic growth, and smart cities. The key SDGs covered by such a course include: SDG 9: Industry, Innovation, and Infrastructure (driving innovation in technology, automation, and infrastructure) SDG 7: Affordable and Clean Energy (improving energy efficiency through power management ICs and energy-harvesting devices) SDG 3: Good Health and Well-being (supporting medical devices and healthcare technology) SDG 11: Sustainable Cities and Communities (enabling smart cities, resource optimization, and connected infrastructure) SDG 8: Decent Work and Economic Growth (creating jobs and boosting productivity in the electronics and tech sectors) SDG 10: Reduced Inequalities (making technology affordable and accessible) SDG 4: Quality Education (enhancing access to educational technologies and STEM training) SDG 5: Gender Equality (promoting gender diversity in tech fields) SDG 13: Climate Action (reducing energy consumption and supporting climate monitoring) Overall, Integrated Circuit Design plays a crucial role in shaping sustainable technology that advances global development across multiple sectors and contributes to the achievement of the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04140102 | Seminar Hasil | Results Seminar | The “Results Seminar” course provides a platform for students to present and discuss their research findings and projects. Students develop skills in academic communication, critical thinking, and peer feedback. The seminar encourages collaboration and interdisciplinary dialogue, fostering a deeper understanding of research methodologies and outcomes. This course is essential for preparing students for their thesis and future academic endeavors. | 1. SDG 4: Quality Education Enhancing Research and Critical Thinking Skills: The Results Seminar directly contributes to quality education by providing a platform for students to communicate research findings, refine their presentation skills, and engage in critical thinking. It helps develop competency in conveying complex ideas effectively, which is a key part of higher education. Academic Collaboration and Peer Learning: These seminars encourage peer-to-peer learning and constructive feedback, which fosters a collaborative academic environment. This enhances the overall educational experience and contributes to improving educational standards and practices. 2. SDG 3: Good Health and Well-being Health-Related Research: Many students in health, medical, and social sciences programs will present research related to public health, healthcare innovations, disease prevention, and treatment strategies. These research findings could directly contribute to improving health outcomes and well-being. Mental Health and Well-being in Academia: The Results Seminar can also highlight research focused on mental health issues, both within the academic community and in broader populations. Research on stress management, mental health resources, and work-life balance in university settings can directly align with SDG 3. 3. SDG 9: Industry, Innovation, and Infrastructure Research Innovations: If students present research related to new technologies, engineering designs, or innovations in industries such as sustainable infrastructure, renewable energy, telecommunications, or manufacturing, this contributes to SDG 9 by supporting industrial innovation and infrastructure development. Technological and Industrial Solutions: The seminar often provides space for students researching technological advances, from smart cities to advanced manufacturing, which can contribute to creating more sustainable and innovative industries. 4. SDG 13: Climate Action Environmental Research: If the research topics include environmental issues, climate change, or sustainable practices, the Results Seminar can serve as a platform for presenting findings that advance climate action. Research on carbon emissions, biodiversity, energy efficiency, or renewable energy solutions would align with SDG 13. Sustainability Initiatives: Projects related to sustainable resource management, green technologies, or conservation efforts presented in a Results Seminar contribute to efforts aimed at mitigating climate change. 5. SDG 8: Decent Work and Economic Growth Workplace Research and Economic Strategies: If students are conducting research related to economic development, entrepreneurship, job creation, or labor market trends, their findings can support SDG 8 by promoting decent work and fostering economic growth. Skills Development: The seminar itself promotes the development of professional skills, such as communication, public speaking, and problem-solving, all of which are essential for career development and contributing to economic productivity. 6. SDG 10: Reduced Inequalities Inclusive Research Topics: Research addressing issues of inequality, discrimination, social justice, or access to resources can be presented in a Results Seminar. This could include topics like gender equality, income disparity, access to education, and health disparities, which align with SDG 10. Promoting Equity in Education: If students present research focused on inclusive education, improving access to learning resources for marginalized groups, or bridging the digital divide, this can contribute to reducing inequalities. 7. SDG 16: Peace, Justice, and Strong Institutions Social Sciences and Policy Research: Research in political science, law, sociology, or public policy often touches on themes related to justice, human rights, and good governance. Findings presented in Results Seminars could address issues such as corruption, law enforcement reform, conflict resolution, or institutional transparency, which contribute to SDG 16. Advocacy for Stronger Institutions: Presentations on governance, institutional reforms, or accountability within organizations can help foster stronger institutions at both local and global levels. 8. SDG 17: Partnerships for the Goals Collaborative Research: The Results Seminar may highlight research conducted through collaborations with external organizations, governments, or communities. Presentations that emphasize partnerships with other institutions or global research networks to address global challenges support SDG 17. Global Solutions and Policy Integration: Some research presented may involve cross-border or multi-disciplinary solutions to global problems, showcasing how collaborative efforts can contribute to achieving the SDGs. 9. SDG 5: Gender Equality Gender-Focused Research: Research related to gender equality, women’s empowerment, or gender-based violence is often presented in Results Seminars, contributing directly to SDG 5. Topics like equal access to education, workplace gender equality, and healthcare access for women are commonly explored. Promoting Women in Research: The seminar format itself can also encourage more female participation in higher education and research, contributing to gender equality in academia and beyond. Summary: The Results Seminar course itself is an academic platform that supports several UN Sustainable Development Goals (SDGs), depending on the nature of the research topics. Here are the SDGs most likely to be covered: SDG 4: Quality Education (developing communication and research skills) SDG 3: Good Health and Well-being (healthcare-related research, mental health in academia) SDG 9: Industry, Innovation, and Infrastructure (technological and industrial innovations) SDG 13: Climate Action (research on environmental issues and climate change) SDG 8: Decent Work and Economic Growth (economic development and workplace research) SDG 10: Reduced Inequalities (research on social justice, inequalities) SDG 16: Peace, Justice, and Strong Institutions (justice, governance, and rule of law) SDG 17: Partnerships for the Goals (global collaborations and partnerships) SDG 5: Gender Equality (gender-focused research and promoting women in research) The Results Seminar is a cross-cutting course that can contribute to multiple SDGs, depending on the student’s research area and the issues being explored in their presentations. It provides an important platform for students to showcase research that can contribute to sustainable development and global solutions across a wide range of fields. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04140204 | SKRIPSI | THESIS | The “Thesis” course involves independent research on a specific topic related to the student’s field of study. Students work under the guidance of a faculty advisor to formulate research questions, conduct experiments or analyses, and present their findings in a comprehensive thesis document. This course emphasizes critical thinking, problem-solving, and academic writing skills, preparing students for advanced careers or further academic pursuits. | 1. SDG 4: Quality Education Advancing Knowledge and Research: A thesis is a key academic milestone that contributes to quality education by promoting independent research and the ability to synthesize information. It develops critical thinking, problem-solving, and analytical skills, which are essential for academic success and intellectual growth. Inclusive Education: Research in a thesis may focus on improving education systems, increasing access to education, or innovating teaching methods. This directly contributes to quality education (SDG 4) and improving education equity. Training Future Researchers: A thesis course plays a role in training the next generation of researchers who will contribute to solving global challenges and advancing knowledge across fields such as healthcare, technology, and sustainability. 2. SDG 3: Good Health and Well-being Health Research: Theses focused on medical research, public health, healthcare systems, disease prevention, and mental health contribute to SDG 3. These projects can directly lead to improving health outcomes, developing new treatments, and addressing health disparities. Well-being in Society: A thesis could also investigate factors affecting well-being in society, such as mental health, nutrition, access to healthcare, and social determinants of health, promoting overall health and well-being. 3. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Theses that focus on engineering, computing, information technology, or manufacturing may contribute to advancements in industrial innovation, smart infrastructure, and sustainable technologies. Research on new materials, automation, digital transformation, or renewable energy technologies can drive innovations in industries critical for SDG 9. Infrastructure Development: A thesis might focus on improving infrastructure—for instance, transportation systems, water treatment, energy networks, or digital connectivity, all of which are essential for developing sustainable, efficient cities and communities. 4. SDG 7: Affordable and Clean Energy Energy Research: Theses focused on renewable energy, energy storage, energy efficiency, and green technologies can play a significant role in addressing SDG 7. Research into solar power, wind energy, biomass, and energy-efficient systems can lead to the development of more sustainable and affordable energy solutions. Clean Technologies: A thesis that develops or evaluates clean energy technologies or energy-efficient systems contributes directly to the advancement of clean, affordable energy and supports global efforts to reduce carbon footprints. 5. SDG 13: Climate Action Climate Change Research: Theses that focus on climate science, carbon emissions, environmental monitoring, or climate policy directly contribute to SDG 13. Research aimed at mitigating climate change, adapting to climate impacts, or building resilient communities addresses urgent global environmental challenges. Sustainability Solutions: Students might undertake research on sustainable practices in areas such as agriculture, land use, or resource conservation that help reduce environmental impacts and promote long-term climate action. 6. SDG 8: Decent Work and Economic Growth Economic Development: Theses in economics, business, or management may focus on topics related to economic growth, labor markets, entrepreneurship, employment trends, and economic policies. These studies can offer valuable insights into how to promote decent work and inclusive economic growth. Job Creation and Innovation: Research on entrepreneurship, startups, or small business development can contribute to SDG 8 by fostering job creation and supporting economic innovation. 7. SDG 10: Reduced Inequalities Social Inequality Research: Theses focused on social justice, gender equality, economic disparity, discrimination, or access to services contribute to reducing inequalities. Research that addresses the root causes of inequality or proposes solutions for more equitable social systems directly supports SDG 10. Inclusive Development: Research that aims to empower marginalized groups—such as women, refugees, ethnic minorities, or people with disabilities—can lead to policies or interventions that promote equality and reduce social and economic disparities. 8. SDG 5: Gender Equality Gender-Focused Research: Theses that explore gender equality, women’s empowerment, gender-based violence, and access to education and healthcare for women can directly contribute to SDG 5. Research on how to eliminate gender discrimination in the workplace, educational institutions, or society plays an essential role in achieving gender equality. Women in Leadership and Decision-Making: Theses investigating the role of women in leadership, gender parity in politics, and policy aimed at empowering women contribute to SDG 5 and the broader goals of equality and empowerment. 9. SDG 11: Sustainable Cities and Communities Urban Development and Sustainability: Theses focused on urban planning, sustainable development, smart cities, and public health in urban settings can contribute to SDG 11 by helping create cities that are inclusive, safe, and resilient. Research on transportation systems, affordable housing, and urban poverty plays a vital role in the development of sustainable communities. Green Urban Design: Studies on green infrastructure, sustainable building materials, or energy-efficient urban designs help reduce the environmental impact of cities and contribute to sustainable development. 10. SDG 16: Peace, Justice, and Strong Institutions Governance and Justice: Theses on human rights, law, public policy, corruption, and conflict resolution contribute to SDG 16. These research topics often focus on strengthening legal systems, promoting social justice, and addressing inequities in governance and institutional structures. Peacebuilding and Social Cohesion: Research on conflict management, peacebuilding, or post-conflict reconstruction can lead to stronger, more peaceful institutions and societies, contributing to the creation of just and inclusive societies. 11. SDG 17: Partnerships for the Goals Collaborative Research: Many theses emphasize the importance of collaboration between universities, governments, businesses, and NGOs to solve global problems. Research focused on multi-stakeholder partnerships to achieve the SDGs fosters the kind of global cooperation that is crucial for sustainable development. Cross-disciplinary Solutions: Research that involves interdisciplinary approaches or international collaborations to tackle complex issues such as climate change, health crises, or inequality contributes to SDG 17 by promoting stronger partnerships for achieving the SDGs. Summary: A Thesis course in university can contribute to a wide range of UN Sustainable Development Goals (SDGs) depending on the specific research topics chosen by the students. Some of the most commonly addressed SDGs through thesis research include: SDG 4: Quality Education (fostering independent research, academic growth) SDG 3: Good Health and Well-being (health-related research, public health solutions) SDG 9: Industry, Innovation, and Infrastructure (technological innovation, industrial solutions) SDG 7: Affordable and Clean Energy (renewable energy research, clean technologies) SDG 13: Climate Action (climate change research, sustainable solutions) SDG 8: Decent Work and Economic Growth (economic development, job creation) SDG 10: Reduced Inequalities (social justice, addressing inequality) SDG 5: Gender Equality (gender equality, empowerment) SDG 11: Sustainable Cities and Communities (urban sustainability, green cities) SDG 16: Peace, Justice, and Strong Institutions (governance, justice, rule of law) SDG 17: Partnerships for the Goals (collaboration and global solutions) The thesis course plays a critical role in producing advanced research that can help address the global challenges outlined in the SDGs and contribute to a |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135002 | Analisis Transien Mesin Listrik | Transient Analysis of Electrical Machines | The course “Transient Analysis of Electrical Machines” focuses on the dynamic behavior of electrical machines during transient conditions. Students learn about modeling, simulation, and analysis of transients in machines like motors and generators. The curriculum covers fault conditions, starting and stopping processes, and the impact of control strategies. Practical simulations enhance understanding, preparing students for careers in power engineering and machine design. | 1. SDG 7: Affordable and Clean Energy Energy Efficiency and Reliability: The study of electrical machines, especially in transient conditions, is critical to improving the efficiency and reliability of energy systems. By understanding and mitigating transient behaviors (e.g., voltage spikes, current surges) in machines, engineers can improve the operation of power generation systems, renewable energy technologies, and electric grids, which is directly related to SDG 7. Sustainable Energy Infrastructure: Electrical machines are integral to power generation, distribution, and utilization. By improving the performance and reliability of these systems, this course indirectly contributes to building affordable, sustainable, and reliable energy infrastructure. 2. SDG 9: Industry, Innovation, and Infrastructure Industrial Innovation in Electrical Systems: Electrical machines are the backbone of many industrial processes and infrastructure systems. A deep understanding of how electrical machines behave during transient conditions helps optimize their performance, making industrial systems more efficient and resilient. This supports SDG 9 by fostering innovation in industries and improving infrastructure. Advancement of Smart Grids: The transient behavior of machines is particularly relevant for developing smart grids and advanced power systems that can manage fluctuations in power demand and supply, especially with renewable energy sources. Understanding the transient response of electrical machines helps in stabilizing power systems. 3. SDG 13: Climate Action Reducing Energy Losses: Analyzing and improving the transient response of electrical machines can help reduce energy losses during startup or during operation under variable loads. This can have a significant impact on overall energy efficiency, thereby reducing the carbon footprint of electrical systems, which directly supports climate action (SDG 13). Optimizing Renewable Energy Systems: Electrical machines, including motors and generators, are key components of renewable energy systems (e.g., wind turbines, hydroelectric power). The transient analysis of these machines helps in designing more efficient systems for renewable energy generation, contributing to a reduction in reliance on fossil fuels and mitigating climate change. 4. SDG 11: Sustainable Cities and Communities Smart and Sustainable Infrastructure: Understanding the behavior of electrical machines under transient conditions plays a role in optimizing the performance of urban infrastructure such as electric vehicles (EVs), public transportation, and smart buildings. By improving machine efficiency and performance, we can make these systems more sustainable and energy-efficient, contributing to the development of sustainable cities. Resilient Power Systems: Electrical machines are central to citywide energy systems, and understanding transient conditions helps ensure grid stability in the face of dynamic demands, enhancing the resilience of urban power infrastructure. 5. SDG 12: Responsible Consumption and Production Optimizing Machine Performance: In industries such as manufacturing, motors and other electrical machines are central to production processes. Through transient analysis, we can enhance the lifetime and efficiency of these machines, reducing waste and ensuring that resources (e.g., energy) are used more efficiently. This aligns with SDG 12 by promoting more sustainable production practices. Reducing Waste: Better management of electrical machines during transient conditions can minimize electrical losses and damage to components, contributing to resource efficiency and reducing the need for frequent repairs or replacements, which supports responsible consumption and production. 6. SDG 8: Decent Work and Economic Growth Improving Industrial Processes: By enhancing the performance of electrical machines, industries can achieve greater efficiency and productivity. This could contribute to economic growth by improving the performance and reliability of manufacturing and energy sectors. More efficient systems can also lead to lower operating costs and higher profits, fostering economic growth. Job Creation in Renewable Energy and Power Systems: With growing investments in renewable energy and smart grid technologies, expertise in electrical machine transient analysis can create new opportunities for jobs and skills development, especially in fields related to clean energy, smart grid management, and industrial automation. Summary of Relevant SDGs for “Transient Analysis of Electrical Machines”: SDG 7: Affordable and Clean Energy: By improving energy efficiency and reliability in power systems. SDG 9: Industry, Innovation, and Infrastructure: Supporting industrial innovation and improving power system infrastructure. SDG 13: Climate Action: Contributing to energy efficiency and supporting renewable energy systems, reducing carbon footprints. SDG 11: Sustainable Cities and Communities: Enhancing the resilience and efficiency of urban energy infrastructure. SDG 12: Responsible Consumption and Production: Promoting more efficient use of resources in industrial and energy systems. SDG 8: Decent Work and Economic Growth: Driving industrial efficiency, innovation, and new job opportunities in clean energy and smart systems. In summary, the course Transient Analysis of Electrical Machines aligns with several UN Sustainable Development Goals (SDGs), especially those related to energy efficiency, industrial innovation, sustainable infrastructure, and climate action. By improving the performance, reliability, and efficiency of electrical systems, this course contributes to creating more sustainable, resilient, and energy-efficient systems in both industrial and urban settings. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135102 | Teknologi Penyimpanan Energi | Energy Storage Technology | The course “Energy Storage Technology” explores various methods for storing energy, including batteries, supercapacitors, and pumped hydro systems. Students learn about the principles, design, and applications of energy storage technologies in renewable energy integration and grid management. The curriculum emphasizes practical applications, including case studies and laboratory work, preparing students for careers in energy management and sustainable technology. | 1. SDG 7: Affordable and Clean Energy Enhancing Energy Storage for Renewable Integration: Energy storage technologies enable the integration of renewable energy sources (like wind, solar, and hydropower) into the grid by storing excess energy during periods of high production and releasing it when demand is high or production is low. This is crucial for ensuring that energy remains affordable, reliable, and clean. Improving Energy Access: In off-grid areas, energy storage can help provide reliable electricity to remote communities, reducing their dependence on non-renewable energy sources and improving access to affordable energy. 2. SDG 13: Climate Action Reducing Carbon Emissions: By supporting the use of renewable energy and enabling more efficient energy consumption, energy storage technologies contribute significantly to reducing carbon emissions and mitigating climate change. Batteries, pumped hydro storage, and thermal storage are essential to a low-carbon energy future. Supporting Low-Carbon Energy Systems: Effective energy storage helps balance renewable energy generation with consumption, reducing reliance on fossil fuel-based energy sources and enhancing grid stability for low-carbon energy systems. 3. SDG 9: Industry, Innovation, and Infrastructure Driving Innovation in Energy Technologies: Energy storage technologies are a central part of innovative solutions to global energy challenges. Advances in battery storage, flywheels, compressed air storage, and thermal storage represent critical innovations for modernizing energy systems and creating a more resilient infrastructure. Building Sustainable Infrastructure: Energy storage is key to the development of smart grids, microgrids, and distributed energy systems. These innovations contribute to creating more sustainable, efficient, and flexible energy infrastructure that can adapt to renewable energy sources and changing demand patterns. 4. SDG 11: Sustainable Cities and Communities Enabling Smart Cities: Energy storage is crucial in developing smart cities that rely on clean energy and efficient grid management. It helps integrate renewable energy sources, reduces the need for centralized power plants, and ensures a steady power supply, contributing to sustainable urban development. Improving Urban Energy Resilience: In cities, energy storage can provide backup power during grid outages, supporting the resilience of communities. It also aids in balancing peak demand and allows for efficient energy distribution. 5. SDG 12: Responsible Consumption and Production Enhancing Energy Efficiency: Energy storage plays a key role in improving energy efficiency across industrial processes, homes, and cities. By reducing waste energy and optimizing how and when energy is used, storage systems help responsibly manage energy consumption. Reducing Energy Waste: With energy storage, excess energy generated during off-peak periods can be stored and used during peak demand, reducing the amount of wasted energy and enhancing resource efficiency. 6. SDG 8: Decent Work and Economic Growth Fostering Green Jobs: The energy storage industry, particularly in the areas of battery manufacturing, research and development, and energy systems integration, creates job opportunities in emerging green technologies. As demand for sustainable energy solutions grows, so will the demand for skilled professionals in the energy storage sector. Supporting Sustainable Economic Growth: Energy storage enables a more efficient and stable energy supply, supporting industries that depend on reliable energy. This is key to fostering economic growth by ensuring that energy demands are met sustainably. 7. SDG 10: Reduced Inequalities Energy Access for Marginalized Communities: In regions that lack access to reliable energy, energy storage technologies can improve energy access. By facilitating off-grid energy solutions, storage can provide electricity to remote or underserved areas, helping reduce energy inequalities and improving living standards for marginalized populations. Affordable Energy Solutions: Energy storage can help lower the costs of renewable energy solutions in disadvantaged areas by increasing energy efficiency and reducing dependency on expensive fossil fuels, which may be more costly for low-income communities. 8. SDG 17: Partnerships for the Goals Collaborative Solutions for Energy Challenges: The development and deployment of energy storage technologies often require global collaboration between governments, research institutions, private companies, and international organizations. These partnerships are critical to solving the complex challenges of energy access, efficiency, and sustainability. Cross-Sector Partnerships: Energy storage systems are often integrated with other technologies, such as electric vehicles, smart grids, and renewable energy projects. Collaboration between various sectors—energy, transportation, infrastructure—can drive comprehensive, multi-faceted solutions for a sustainable energy future. Summary of Relevant SDGs for “Energy Storage Technology”: SDG 7: Affordable and Clean Energy: Enabling the integration of renewable energy, ensuring reliable energy access. SDG 13: Climate Action: Supporting renewable energy use, reducing carbon emissions, and promoting low-carbon energy systems. SDG 9: Industry, Innovation, and Infrastructure: Driving innovation in energy systems, smart grids, and infrastructure. SDG 11: Sustainable Cities and Communities: Enabling resilient and sustainable urban energy systems. SDG 12: Responsible Consumption and Production: Enhancing energy efficiency, reducing waste energy, and promoting responsible energy use. SDG 8: Decent Work and Economic Growth: Creating green jobs and supporting sustainable economic growth. SDG 10: Reduced Inequalities: Promoting energy access in underserved areas, ensuring affordable energy solutions. SDG 17: Partnerships for the Goals: Encouraging cross-sector partnerships to solve energy challenges. Conclusion: The Energy Storage Technology course is integral to achieving a number of the UN Sustainable Development Goals (SDGs). By focusing on enhancing energy storage systems, the course addresses issues like affordable and clean energy, climate action, sustainable infrastructure, economic growth, and reducing inequalities. Energy storage technologies help optimize the use of renewable energy, reduce reliance on fossil fuels, improve grid stability, and contribute to building a more sustainable, efficient, and equitable energy future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135202 | Pasar Ketenagalistrikan | Electricity Market | The course “Electricity Market” examines the economic and regulatory aspects of electricity markets. Students learn about market structures, pricing mechanisms, and the role of policies in energy trading. The curriculum covers topics such as demand response, renewable energy integration, and market analysis tools. This course prepares students for careers in energy economics, policy analysis, and utility management. | 1. SDG 7: Affordable and Clean Energy Promoting Efficient Energy Markets: By teaching students about the design and functioning of electricity markets, the course emphasizes efficient allocation of resources in the electricity sector. Efficient electricity markets can lower prices, making energy more affordable for consumers, particularly in regions where energy access is limited. Integrating Renewable Energy: Modern electricity markets are evolving to integrate more renewable energy sources (e.g., solar, wind) through market mechanisms like green certificates, feed-in tariffs, and energy trading. This course explores how market designs can incentivize the adoption of clean energy while maintaining grid stability. Energy Access: Well-structured electricity markets help improve access to energy by making energy systems more reliable, affordable, and inclusive, particularly in developing countries or underserved areas. 2. SDG 13: Climate Action Supporting the Transition to Clean Energy: The course highlights how electricity markets can facilitate the transition from fossil fuels to renewables by pricing carbon and promoting decarbonization through carbon trading or emissions pricing mechanisms. This contributes directly to mitigating climate change (SDG 13). Reducing Greenhouse Gas Emissions: Market-driven mechanisms like carbon trading, capacity markets, and emission reduction targets incentivize power generation from low-carbon energy sources, helping reduce the electricity sector’s carbon footprint and thus contributing to climate action. Adapting to Climate Change: The course may also discuss how electricity markets are adapting to climate change impacts, such as extreme weather events, which can disrupt supply. Understanding how markets respond to these challenges can help in building more resilient energy systems. 3. SDG 9: Industry, Innovation, and Infrastructure Fostering Innovation in Energy Systems: Electricity market design and deregulation promote innovation within the energy industry. New business models (e.g., peer-to-peer energy trading, smart grids, demand-side management) emerge from more competitive, market-driven environments. These innovations contribute to the growth of the energy sector and its role in the broader industrial ecosystem. Infrastructure for Sustainable Energy: The course also addresses how to develop and optimize the infrastructure needed to support modern electricity markets, such as smart grids, energy storage systems, and interconnection systems for integrating distributed energy resources. This infrastructure is critical for achieving a sustainable energy transition. Supporting the Development of Energy Markets in Emerging Economies: Many developing countries are opening up their electricity markets to stimulate investment in energy infrastructure. The course helps students understand how to create market designs that support infrastructure development and economic growth while ensuring affordable and clean energy. 4. SDG 8: Decent Work and Economic Growth Creating Jobs in the Energy Sector: As electricity markets become more complex, they create a wide range of employment opportunities in energy trading, market analysis, policy design, and regulatory roles. The course may highlight how the liberalization and privatization of electricity markets contribute to economic growth and job creation in the energy sector. Economic Growth Through Energy Market Efficiency: By teaching students about electricity price formation, market competition, and policy frameworks, the course contributes to more efficient and competitive energy markets, leading to lower electricity prices and higher economic productivity. 5. SDG 11: Sustainable Cities and Communities Promoting Sustainable Urban Energy Systems: In modern cities, electricity markets play a crucial role in balancing supply and demand and ensuring that smart grids are capable of supporting renewable energy integration. The course may cover how market-driven solutions can help cities optimize energy use and reduce carbon footprints, contributing to the creation of sustainable urban environments. Improving Access to Clean Energy in Urban Areas: Electricity markets can improve energy access in urban areas by fostering competition and creating mechanisms that allow cities to obtain clean and affordable energy. This is particularly relevant in smart cities, which aim to integrate clean energy technologies into their infrastructure. 6. SDG 12: Responsible Consumption and Production Promoting Energy Efficiency: Electricity markets can promote more efficient use of energy by creating price signals that encourage demand-side management (DSM) and energy efficiency measures. For example, dynamic pricing models in energy markets can motivate consumers to adjust their energy usage during peak times, reducing overall energy demand. Supporting Circular Economy in Energy: Understanding electricity markets also contributes to the implementation of a circular economy in the energy sector, such as the efficient reuse and recycling of battery storage systems, solar panels, and other renewable energy technologies. 7. SDG 10: Reduced Inequalities Promoting Equity in Energy Access: Electricity markets can support efforts to reduce energy poverty by enabling low-income communities to access affordable and reliable energy. Market designs that incorporate subsidies or incentives for low-income households can help ensure that energy costs do not disproportionately burden these populations. Reducing Social Inequality in Energy Distribution: By focusing on market liberalization and fair competition, the course might explore how electricity markets can be structured to ensure that rural areas, remote regions, and low-income populations are not left behind in the transition to cleaner energy systems. 8. SDG 17: Partnerships for the Goals Collaborative Solutions for Global Energy Challenges: The electricity market course emphasizes the role of international collaboration in shaping global energy policy and addressing issues like energy trade, cross-border electricity networks, and climate change. By teaching students about regional electricity trading, transnational grid integration, and the importance of global policy coordination, the course helps build knowledge that supports multilateral partnerships to achieve SDG goals. Cross-Sector Collaboration: Effective electricity market functioning often requires collaboration across various sectors such as government regulation, private companies, renewable energy developers, and consumers. This course can foster an understanding of how diverse stakeholders can cooperate to build efficient and sustainable energy markets. Summary of Relevant SDGs for “Electricity Market”: SDG 7: Affordable and Clean Energy: Facilitating efficient energy pricing and renewable energy integration. SDG 13: Climate Action: Supporting decarbonization through market mechanisms that favor clean energy. SDG 9: Industry, Innovation, and Infrastructure: Encouraging innovation in energy systems and supporting sustainable energy infrastructure. SDG 8: Decent Work and Economic Growth: Creating job opportunities and fostering economic growth through efficient markets. SDG 11: Sustainable Cities and Communities: Enabling smart, resilient energy systems in cities. SDG 12: Responsible Consumption and Production: Promoting energy efficiency and sustainable production and consumption. SDG 10: Reduced Inequalities: Ensuring equitable access to affordable energy, reducing energy poverty. SDG 17: Partnerships for the Goals: Encouraging international and cross-sector collaboration for sustainable energy solutions. Conclusion: The Electricity Market course plays a key role in advancing several UN Sustainable Development Goals (SDGs), particularly those related to affordable and clean energy, climate action, economic growth, and social equity. By teaching students how electricity markets function and evolve, this course equips them with the knowledge to contribute to the transition towards more sustainable, efficient, and inclusive energy systems, ultimately supporting global efforts to tackle energy-related challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135302 | Pemrograman Web dan Mobile | Web and Mobile Programming | The course “Web and Mobile Programming” focuses on the development of applications for web and mobile platforms. Students learn programming languages, frameworks, and tools for creating responsive, user-friendly applications. The curriculum covers front-end and back-end development, databases, and deployment strategies. Through hands-on projects, students gain practical experience in building real-world applications, preparing them for careers in software development and app design. | 1. SDG 4: Quality Education Enabling Access to Education: Web and mobile applications are vital tools for online learning platforms (e.g., MOOCs, eLearning apps), which make education more accessible. The course can support the creation of educational apps and web platforms that provide quality learning opportunities to people in remote or underserved regions, helping bridge educational gaps. Promoting Digital Literacy: By teaching students programming skills, the course fosters digital literacy—a critical skill for navigating the modern world. This empowers learners to participate in the digital economy and opens up opportunities for lifelong learning. Creating Educational Tools: Students can build e-learning tools or education apps that provide accessible learning resources, supporting the growth of digital education globally. 2. SDG 9: Industry, Innovation, and Infrastructure Driving Innovation in Technology: Mobile and web programming are essential in creating innovative solutions to global challenges, from smart city applications to internet of things (IoT) devices and digital business platforms. This course equips students with the skills needed to contribute to the tech industry and drive forward digital innovation. Building Digital Infrastructure: The course prepares students to contribute to the development of digital infrastructure, such as websites and mobile apps that support e-commerce, digital banking, telemedicine, and more, thereby improving access to modern infrastructure. 3. SDG 8: Decent Work and Economic Growth Creating Job Opportunities in Tech: Web and mobile programming skills are highly valued in the tech industry, which is one of the fastest-growing sectors globally. The course provides students with the knowledge and skills necessary to enter the digital economy, whether as app developers, web developers, or entrepreneurs. This supports the creation of decent jobs and economic growth through digital innovation. Fostering Entrepreneurship: Mobile and web technologies also empower individuals to create startups or small businesses with low entry barriers. For example, students can build and launch their own mobile apps or web platforms, which can contribute to local economic development. 4. SDG 5: Gender Equality Empowering Women in Tech: As the tech industry continues to evolve, there’s a growing emphasis on encouraging women to pursue careers in software development, web design, and mobile programming. This course can help close the gender gap in technology by providing equal opportunities for men and women to gain the technical skills needed to succeed in the digital economy. Building Inclusive Technologies: Students can design gender-neutral and inclusive apps that cater to the needs of different communities, ensuring that technology serves all individuals, regardless of gender. 5. SDG 10: Reduced Inequalities Improving Digital Inclusion: The course contributes to reducing digital inequalities by teaching programming skills that enable students to create apps and websites accessible to all, including underserved or marginalized populations. For example, students can design mobile apps that support people with disabilities, improving accessibility. Building Accessible Technologies: Learning about responsive design and universal accessibility in web and mobile development allows students to create applications that are accessible to people with disabilities, contributing to greater digital inclusion. 6. SDG 3: Good Health and Well-Being Developing Health Applications: Web and mobile applications are crucial for advancing healthcare technologies, such as telemedicine, health monitoring apps, mental health apps, and public health platforms. By developing health-related apps, students can contribute to improving healthcare access and health outcomes for people around the world. Promoting Well-being: The course can also empower students to create applications that support mental well-being, such as fitness tracking apps, meditation apps, and other wellness tools that encourage healthy lifestyles. 7. SDG 11: Sustainable Cities and Communities Developing Smart City Solutions: Web and mobile technologies are central to the development of smart cities. Students can design urban mobility apps, smart home management systems, and waste management applications that improve the efficiency and sustainability of urban living. Building Community Engagement Tools: The course enables students to create community-focused apps, such as platforms for local government services, disaster preparedness, or citizen engagement, all of which can enhance sustainable communities. 8. SDG 12: Responsible Consumption and Production Promoting Sustainable Consumption: Mobile and web technologies can help people make more informed decisions about their consumption habits. Students can develop apps that promote sustainable practices, such as eco-friendly shopping apps, recycling platforms, or food-sharing networks. Reducing E-Waste: By teaching students how to build efficient and sustainable digital solutions, the course can encourage practices that reduce e-waste, such as creating apps that optimize device energy consumption or extend the life cycle of digital products. 9. SDG 17: Partnerships for the Goals Encouraging Collaboration in Tech Development: The course can promote collaborative development in the tech industry by encouraging students to work in teams on projects. This aligns with SDG 17, which emphasizes the importance of partnerships to achieve global goals. Collaboration between different sectors (e.g., tech, healthcare, education) can lead to innovative solutions for achieving the SDGs. Global Connectivity and Cooperation: Web and mobile platforms allow for the creation of global networks and partnerships that can facilitate cross-border collaboration, knowledge sharing, and collective action on key global challenges. Summary of Relevant SDGs for “Web and Mobile Programming”: SDG 4: Quality Education: Empowering learners with digital literacy and creating educational tools. SDG 9: Industry, Innovation, and Infrastructure: Driving innovation and digital infrastructure development. SDG 8: Decent Work and Economic Growth: Creating jobs, fostering entrepreneurship, and supporting economic growth. SDG 5: Gender Equality: Promoting gender equality in tech and developing inclusive technologies. SDG 10: Reduced Inequalities: Reducing digital and social inequalities, fostering accessibility. SDG 3: Good Health and Well-being: Developing health-related apps that improve healthcare and well-being. SDG 11: Sustainable Cities and Communities: Supporting sustainable and smart city solutions. SDG 12: Responsible Consumption and Production: Promoting sustainable consumption and reducing e-waste. SDG 17: Partnerships for the Goals: Encouraging cross-sector collaboration for global problem-solving. Conclusion: The Web and Mobile Programming course plays a crucial role in advancing several UN Sustainable Development Goals (SDGs), particularly those related to education, innovation, economic growth, and social equity. By equipping students with the technical skills to build applications that serve a variety of sectors—healthcare, education, sustainability, and more—the course empowers them to contribute to a more inclusive, sustainable, and technologically advanced world. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135402 | Topik Khusus Jaringan Telekomunikasi | Special Topics in Telecommunication Networks | The course “Special Topics in Telecommunication Networks” covers advanced concepts and emerging trends in telecommunications. Students explore topics such as network architecture, protocols, and technologies impacting modern communication systems. The curriculum includes case studies and practical applications, preparing students for careers in telecommunications engineering and network management. | 1. SDG 9: Industry, Innovation, and Infrastructure Advancing Telecommunications Infrastructure: The course emphasizes next-generation network technologies such as 5G, fiber optics, and satellite communication systems. These technologies are vital for the development of robust and resilient telecommunication infrastructures. This helps in modernizing industries, supporting innovations in communication, and creating more efficient digital infrastructures. Driving Innovation in Network Technologies: By studying emerging topics such as IoT, network virtualization, and software-defined networking (SDN), students contribute to innovation in telecommunication networks, enabling smart cities, smart homes, and other IoT-enabled services. Supporting Digital Transformation: This course fosters the skills needed to drive digital transformation across sectors (e.g., health, education, transportation), contributing to modernizing traditional industries through better connectivity. 2. SDG 4: Quality Education Expanding Access to Education: Telecommunication networks are the backbone of digital education platforms, including e-learning and online courses. Students with expertise in networking technologies can contribute to the development of efficient, scalable, and accessible educational tools that reach underserved or remote populations. Promoting Digital Literacy: This course equips students with the technical skills required to work with telecommunications infrastructure, contributing to digital literacy and ensuring that more people are empowered with the knowledge to participate in the digital economy. Creating Online Learning Environments: Telecommunications enable global access to online education, and students can apply their knowledge to design networks that improve the quality and reach of education. 3. SDG 10: Reduced Inequalities Improving Connectivity in Underserved Areas: Telecommunications networks are crucial for bridging the digital divide between urban and rural areas. By understanding network design, wireless communication, and remote connectivity solutions, students can help develop solutions to ensure that underserved communities have equal access to the internet and communication technologies. Enabling Access to Information: Enhanced telecommunication networks can ensure that people in marginalized communities have access to vital information, improving access to education, healthcare, financial services, and job opportunities, thereby reducing inequalities. 4. SDG 11: Sustainable Cities and Communities Enabling Smart Cities: With the rise of IoT, smart grids, and smart transportation systems, telecommunication networks are integral to the development of sustainable cities. This course can explore how networks can support urban sustainability by enabling intelligent traffic management, energy conservation, and environmental monitoring. Building Resilient Infrastructure: Telecommunication networks are essential for disaster response and resilience, providing communication channels during emergencies. Networks designed for quick recovery after disasters help ensure community resilience in the face of natural calamities or crises. Sustainable Mobility Solutions: Students can contribute to the design of telecommunication systems that support sustainable mobility (e.g., smart public transport and electric vehicle infrastructure), ensuring that transportation within cities is more efficient and eco-friendly. 5. SDG 3: Good Health and Well-being Telemedicine and Remote Health Services: Telecommunications are key to telemedicine, enabling remote health consultations and access to healthcare services, especially in rural or underserved areas. This course can focus on building reliable and secure networks that support telehealth platforms, helping improve healthcare access for people who may not otherwise have it. Supporting Health Monitoring Systems: IoT devices and networks are crucial for remote patient monitoring, where telecommunication technologies allow real-time health data transmission to healthcare providers. This course provides the technical foundation for supporting health-focused applications in this domain. 6. SDG 7: Affordable and Clean Energy Smart Grids and Energy Management: Telecommunications networks are vital in the development of smart grids that enable the efficient distribution of energy, particularly from renewable sources. The course may cover network management techniques that help in real-time monitoring and control of energy consumption, contributing to more sustainable energy use in cities and communities. Energy Efficiency in Telecommunications: By learning about network design and efficiency, students can help optimize energy consumption within telecom networks themselves, reducing the environmental impact of digital infrastructure. 7. SDG 17: Partnerships for the Goals Cross-sector Collaboration in Telecom and Development: The telecommunications industry requires collaboration between governments, businesses, and international organizations to ensure the development and deployment of efficient networks that support the SDGs. This course may emphasize the importance of partnerships in the telecommunications sector and how different actors must work together to achieve global goals. Global Connectivity and Knowledge Sharing: Telecommunication networks are essential for global collaboration and knowledge sharing. This course prepares students to contribute to the creation of networks that support cross-border cooperation, enabling easier communication between researchers, development organizations, and governments working on global challenges. 8. SDG 6: Clean Water and Sanitation Water Management Systems: Telecommunications networks play a crucial role in supporting smart water management systems that help monitor and manage water usage, detect leaks, and ensure efficient water distribution. Networks can also support the transmission of real-time data for water quality monitoring, ensuring safe drinking water for communities. Summary of Relevant SDGs for “Special Topics in Telecommunication Networks”: SDG 9: Industry, Innovation, and Infrastructure: Driving innovation in telecommunication infrastructure, supporting digital transformation, and enhancing industry competitiveness. SDG 4: Quality Education: Promoting access to education through digital platforms, supporting e-learning, and fostering digital literacy. SDG 10: Reduced Inequalities: Bridging the digital divide and improving access to information and opportunities for marginalized communities. SDG 11: Sustainable Cities and Communities: Enabling smart cities, sustainable urban mobility, and resilient infrastructure. SDG 3: Good Health and Well-being: Supporting telemedicine, remote health services, and IoT-based health monitoring. SDG 7: Affordable and Clean Energy: Facilitating smart grids, energy management, and improving energy efficiency in telecom networks. SDG 17: Partnerships for the Goals: Encouraging cross-sector partnerships and global collaboration in telecommunications. SDG 6: Clean Water and Sanitation: Supporting water management systems with telecommunication technologies. Conclusion: The Special Topics in Telecommunication Networks course plays a critical role in achieving several UN Sustainable Development Goals (SDGs), particularly those related to infrastructure, economic growth, health, education, sustainability, and global partnerships. The course equips students with the knowledge and skills to design and implement advanced telecommunication systems that enhance connectivity, support smart cities, facilitate remote health services, and contribute to the digital economy. By advancing these areas, the course directly supports sustainable development and the achievement of the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135502 | Topik Khusus Teknologi Informasi dan Komunikasi | Special Topics in Information and Communication Technology | The course “Special Topics in Information and Communication Technology” delves into current issues and innovations in ICT. Students learn about emerging technologies, digital transformation, and the impact of ICT on society. The curriculum emphasizes critical analysis and research, preparing students for careers in ICT policy, management, and consulting. | 1. SDG 9: Industry, Innovation, and Infrastructure Advancing ICT Infrastructure: The course covers critical technologies that drive the development of robust ICT infrastructures, including 5G/6G networks, cloud computing, and data centers. These infrastructures are essential for modernizing industries and ensuring global connectivity. Driving Technological Innovation: By exploring emerging technologies such as AI, IoT, blockchain, and big data, the course fosters innovation that can solve global challenges across multiple sectors (e.g., healthcare, agriculture, transportation). Enabling Smart Systems: The course likely touches on smart cities, smart homes, and IoT systems that contribute to the development of intelligent and sustainable infrastructure in urban environments. 2. SDG 4: Quality Education Enabling Access to Educational Tools: ICT is key to the expansion of online education platforms, providing access to learning opportunities in remote and underserved areas. The course prepares students to contribute to e-learning platforms, virtual classrooms, and educational tools that democratize access to education. Promoting Digital Literacy: This course fosters digital literacy and technical skills necessary for navigating the modern digital world, contributing to lifelong learning and providing students with the ability to participate in the digital economy. Building E-Learning Solutions: Students may create ICT-driven educational solutions such as mobile learning apps or virtual collaboration platforms, supporting the accessibility and quality of education. 3. SDG 10: Reduced Inequalities Bridging the Digital Divide: By focusing on ICT innovations, students gain the skills to help bridge the digital divide by designing systems and solutions that improve access to technology for underserved or marginalized populations. Enhancing Digital Inclusion: The course may explore technologies such as assistive tech, which can support people with disabilities, ensuring that ICT applications are designed to be inclusive and accessible to all, including the elderly, rural populations, and low-income communities. 4. SDG 3: Good Health and Well-being Telemedicine and Health ICT: ICT plays a significant role in telemedicine, enabling remote healthcare consultations, digital health monitoring, and health information systems. The course could focus on how to design and optimize telehealth systems to improve healthcare access, especially in remote or under-served areas. Health Data Analytics: Students might work with big data and AI to develop predictive analytics tools that can help track disease outbreaks, predict patient outcomes, or assist in personalized medicine, contributing to better health outcomes and a healthier society. 5. SDG 7: Affordable and Clean Energy Smart Grids and Energy Management: ICT technologies such as IoT, sensors, and big data analytics are vital for developing smart grids that enable efficient energy distribution, integration of renewable energy sources, and demand-side management. The course might delve into how ICT systems can improve the efficiency of energy use, reduce carbon footprints, and contribute to the sustainable management of energy resources. Energy-Efficient ICT: By exploring the environmental impact of ICT systems, students can also focus on energy-efficient computing, minimizing the energy consumption of large-scale systems like data centers. 6. SDG 11: Sustainable Cities and Communities Smart Cities and Urban Development: ICT is central to the development of smart cities that are sustainable, resilient, and efficient. The course may explore IoT, AI, and big data in applications such as traffic management, waste management, and smart buildings. These innovations enhance urban planning, reduce environmental impact, and improve the quality of life in cities. Improving Urban Mobility: By applying ICT to transportation systems, students can contribute to the development of smart mobility solutions, such as intelligent traffic management systems, electric vehicle infrastructure, and car-sharing apps, all of which improve urban mobility and contribute to sustainable communities. 7. SDG 13: Climate Action Climate Change Mitigation and Monitoring: ICT solutions such as big data analytics, AI, and IoT can be used to monitor climate change, predict its impacts, and optimize resource use. The course can explore how ICT systems support the monitoring of climate variables, carbon emissions, and resource management, helping to mitigate and adapt to climate change. Supporting Sustainability: The course can focus on how ICT innovations reduce the environmental footprint of industries by providing tools for better resource management, sustainable practices, and environmental monitoring. 8. SDG 5: Gender Equality Encouraging Women in Technology: The course provides an opportunity to promote gender equality in ICT by equipping both men and women with the skills needed to participate in the growing tech industry. Encouraging more women to pursue careers in ICT is crucial for reducing gender disparities in the tech workforce. Developing Gender-Inclusive Technologies: ICT solutions such as mobile apps and web platforms can be designed to address the specific needs of women, girls, and marginalized groups (e.g., safety apps, financial empowerment tools, educational platforms). 9. SDG 17: Partnerships for the Goals Facilitating Global Collaboration: ICT technologies provide the backbone for global collaboration, from remote teamwork to global communication platforms. The course emphasizes how ICT enables cross-border partnerships between governments, organizations, and individuals to tackle global challenges like poverty, climate change, and health crises. Building Collaborative Platforms: Students can design solutions that enable stakeholders to work together efficiently, such as open-source platforms for sharing knowledge or data-sharing platforms for research, fostering global partnerships for achieving the SDGs. Summary of Relevant SDGs for “Special Topics in Information and Communication Technology”: SDG 9: Industry, Innovation, and Infrastructure: Driving innovation in ICT infrastructure, smart systems, and network technologies. SDG 4: Quality Education: Expanding access to education and promoting digital literacy through ICT platforms. SDG 10: Reduced Inequalities: Bridging the digital divide, improving access to information for marginalized communities. SDG 3: Good Health and Well-being: Enabling telemedicine, health data analytics, and remote healthcare. SDG 7: Affordable and Clean Energy: Supporting smart grids, renewable energy integration, and energy-efficient ICT systems. SDG 11: Sustainable Cities and Communities: Enabling smart cities, smart transportation, and sustainable urban development. SDG 13: Climate Action: Using ICT for climate change mitigation, monitoring, and sustainability solutions. SDG 5: Gender Equality: Promoting gender equality in the ICT workforce and developing gender-inclusive technologies. SDG 17: Partnerships for the Goals: Facilitating global collaboration and cross-sector partnerships through ICT. Conclusion: The Special Topics in Information and Communication Technology course is highly relevant to a wide range of UN Sustainable Development Goals (SDGs), especially those related to innovation, infrastructure, education, health, sustainability, and social inclusion. By equipping students with the skills to work with emerging technologies and advanced ICT systems, the course enables them to contribute to a more inclusive, sustainable, and connected world. It supports efforts in digital transformation, climate action, and the creation of innovative solutions that address some of the world’s most pressing challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04135602 | Pemrograman Berorientasi Obyek | Object Oriented Programming | The course “Object Oriented Programming” introduces students to the principles of OOP, focusing on concepts like classes, objects, inheritance, and polymorphism. Students learn to design and implement software solutions using object-oriented languages such as Java or C++. The curriculum emphasizes best practices in software development, preparing students for careers in software engineering and application development. | 1. SDG 4: Quality Education Promoting Digital Literacy: OOP is foundational for software development and coding literacy. By mastering these concepts, students gain the ability to develop software solutions that empower users through technology, which is essential for digital literacy. This also supports access to higher-quality, technology-driven education. Supporting E-Learning and Educational Tools: OOP is widely used in the development of educational platforms, such as e-learning apps, interactive educational games, and virtual classrooms. Students with expertise in OOP can design and implement these tools, improving access to quality education, particularly in remote or underserved regions. Building Software for Education: OOP teaches students how to develop scalable, maintainable software that can be used in the creation of various learning management systems (LMS), educational apps, and other resources that enhance educational access and engagement. 2. SDG 9: Industry, Innovation, and Infrastructure Fostering Innovation through Technology: Object-Oriented Programming is a core skill for software engineers and developers who drive innovation across industries. By learning OOP, students can contribute to developing innovative software that meets the needs of various sectors, such as healthcare, finance, and communications. Building Sustainable Infrastructure: OOP encourages good software design practices, which is crucial in building scalable and efficient software infrastructures. These infrastructures are critical for industries to operate efficiently and to innovate in the digital economy. OOP helps ensure that software is well-structured and easily maintainable, leading to more sustainable and resilient systems. 3. SDG 10: Reduced Inequalities Enabling Inclusive Access to Technology: By learning OOP, students can develop software that promotes accessibility and inclusivity in technology. This includes building solutions that are accessible to people with disabilities, such as assistive technologies and screen readers. Bridging the Digital Divide: The course helps students develop skills needed for creating technologies that can bring digital resources to underprivileged and remote areas, whether through mobile apps, online banking solutions, or healthcare apps. The goal is to provide more opportunities for marginalized populations to benefit from technology. Promoting Access to Software Solutions: By developing affordable, open-source, or freely available software systems, students can create solutions that address issues such as poverty, lack of education, and limited access to resources in underserved communities. 4. SDG 3: Good Health and Well-being Developing Health Applications: OOP is essential for the development of various healthcare applications, such as patient management systems, telemedicine platforms, and health monitoring tools. These tools help improve healthcare access and the efficiency of healthcare systems, particularly in remote areas. Creating Health Data Management Systems: Students can apply OOP principles to develop secure and scalable systems for managing health records, which improves patient care, data security, and ensures that medical professionals can make informed decisions in a timely manner. Facilitating Health Monitoring: With IoT and wearable health devices, OOP plays a critical role in creating systems that can manage and analyze real-time health data, enabling preventative care and improving health outcomes. 5. SDG 7: Affordable and Clean Energy Developing Energy Management Software: OOP can be used to build software solutions that help monitor and optimize energy consumption, such as smart home applications, smart grid systems, and renewable energy management platforms. These systems contribute to energy efficiency and reduce waste, supporting sustainable energy practices. Supporting Energy Transition Technologies: The course can help students create software tools to track and support the transition to clean energy, manage energy storage, and optimize the distribution of renewable energy resources. 6. SDG 11: Sustainable Cities and Communities Building Smart City Solutions: OOP is essential for the development of applications that contribute to smart cities, such as traffic management systems, waste management solutions, and public transportation apps. These technologies help make cities more sustainable, efficient, and livable. Improving Urban Infrastructure: Through OOP, students can contribute to the development of software that supports urban planning, public safety, and environmental monitoring, all of which are crucial for sustainable urban development. Enhancing Public Services: By learning OOP, students can develop applications that improve the delivery of public services, such as public health apps, emergency response systems, and resource allocation systems. 7. SDG 13: Climate Action Climate Data Analysis: OOP can be used in building software tools to analyze climate change data, carbon footprints, and environmental impact assessments. These tools are essential in tracking and mitigating the effects of climate change. Developing Environmental Monitoring Systems: Students can develop systems for monitoring environmental parameters (such as air quality, water quality, and carbon emissions) that contribute to climate change mitigation efforts and promote sustainable practices. 8. SDG 17: Partnerships for the Goals Facilitating Collaboration through Technology: OOP plays a critical role in building collaboration platforms, such as project management tools, data-sharing platforms, and cloud-based services that support partnerships between governments, organizations, and individuals working toward achieving the SDGs. Open-Source Software Development: The principles learned in OOP can help students contribute to or develop open-source projects that allow for global collaboration on issues like healthcare, education, and sustainability. These projects can help create solutions that are widely accessible and benefit communities globally. Summary of Relevant SDGs for “Object-Oriented Programming”: SDG 4: Quality Education: Promoting digital literacy, creating educational tools, and enhancing access to technology. SDG 9: Industry, Innovation, and Infrastructure: Supporting innovation, building sustainable infrastructure, and creating scalable software systems. SDG 10: Reduced Inequalities: Bridging the digital divide, promoting inclusive access, and addressing the needs of marginalized communities. SDG 3: Good Health and Well-being: Developing healthcare applications, improving health data management, and enabling health monitoring. SDG 7: Affordable and Clean Energy: Optimizing energy management, supporting the transition to clean energy, and improving energy efficiency. SDG 11: Sustainable Cities and Communities: Contributing to smart city solutions, improving urban infrastructure, and enhancing public services. SDG 13: Climate Action: Supporting climate data analysis and environmental monitoring to mitigate climate change. SDG 17: Partnerships for the Goals: Enabling collaboration through technology, developing open-source projects, and supporting global partnerships. Conclusion: The Object-Oriented Programming course aligns with several UN Sustainable Development Goals (SDGs), particularly those related to economic growth, education, health, sustainability, and inclusive technology. By providing students with the knowledge and skills to design and develop software applications using the principles of OOP, the course supports the creation of scalable, efficient, and impactful technologies that address global challenges and contribute to the achievement of the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134302 | Utilitas Motor Listrik pada Bangunan | Utility of Electric Motors in Buildings | The course “Utility of Electric Motors in Buildings” examines the applications and efficiency of electric motors in residential and commercial buildings. Students learn about motor selection, control strategies, and energy management practices. The curriculum covers system design, maintenance, and optimization techniques to enhance motor performance. This course prepares students for careers in building systems engineering and energy efficiency. | 1. SDG 7: Affordable and Clean Energy Energy Efficiency: The course is directly linked to SDG 7 through the study of energy-efficient electric motors. Electric motors are key components in many building systems, and optimizing their performance can lead to significant reductions in energy consumption and operational costs. The course may cover motor selection, maintenance practices, and energy-efficient technologies like variable speed drives (VSDs), all of which help reduce energy use in buildings. Promoting Clean Energy: By focusing on the efficiency of electric motors in building systems, the course can contribute to cleaner energy use and help minimize the environmental impact of energy-intensive systems, such as HVAC or pumps, which are often powered by electric motors. 2. SDG 11: Sustainable Cities and Communities Building Efficiency: Electric motors are essential for the operation of many building systems, and ensuring their efficiency is a critical part of building sustainability. This course contributes to SDG 11 by teaching students how to optimize building systems that reduce energy consumption, improve indoor air quality, and enhance comfort. Efficient electric motors reduce the carbon footprint of buildings and contribute to the development of sustainable urban environments. Smart Buildings: The knowledge gained in this course can also be applied to smart building systems, where energy use is continuously monitored and optimized. This includes smart lighting, heating, and cooling systems, all of which rely heavily on electric motors. By understanding how to manage these systems efficiently, students can contribute to the creation of energy-efficient smart buildings. Reducing Building Operational Costs: By optimizing motor performance and implementing energy-saving technologies, buildings can lower their operational costs. This, in turn, can make urban development more affordable and accessible. 3. SDG 13: Climate Action Reducing Greenhouse Gas Emissions: One of the major contributions of this course to SDG 13 is its focus on reducing energy consumption in buildings, thereby lowering carbon emissions. Electric motors in buildings consume a large amount of energy, and improving their efficiency can significantly contribute to reducing overall energy demand and decreasing greenhouse gas emissions. Supporting Renewable Energy Integration: More energy-efficient motors can help integrate renewable energy sources (like solar panels and wind energy) into buildings. By reducing the demand for grid power, these energy-efficient systems help buildings become more sustainable and less dependent on fossil fuels, thus supporting climate action. 4. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Electric motors in buildings are critical components of modern infrastructure. The course covers innovations in motor technology (such as energy-saving motors, smart controls, and energy management systems), which contribute to the ongoing development of sustainable infrastructure. These innovations are essential for creating modern, resilient, and energy-efficient cities. Industrial Applications: Beyond buildings, the principles taught in this course can be applied to industrial and commercial applications, driving improvements in energy efficiency across sectors. Optimizing motor systems in buildings directly feeds into a broader push for green technologies in industry. 5. SDG 12: Responsible Consumption and Production Promoting Sustainable Resource Use: The course emphasizes the efficient use of electric motors in building systems, which aligns with SDG 12’s focus on responsible consumption and production. By ensuring that motor systems are optimized for energy use and longevity, the course helps reduce waste and resource consumption in building operations. Lifecycle Management: Students may also learn about the life cycle of electric motors, including how to extend their useful life through proper maintenance, repair, and optimization. This contributes to sustainable production and reduces the environmental impact of motor manufacturing, disposal, and replacement. 6. SDG 10: Reduced Inequalities Access to Energy-Efficient Solutions: The course can contribute to reducing inequalities by making energy-efficient building technologies more accessible. By teaching students how to optimize building systems and electric motor use, they can help improve the energy access in communities that rely on inefficient or outdated infrastructure. Affordable Solutions for Low-Income Areas: By focusing on cost-effective methods for improving energy efficiency in buildings, students can design solutions that are affordable for low-income communities or developing areas, where energy costs can be a significant burden. 7. SDG 8: Decent Work and Economic Growth Economic Benefits of Energy Efficiency: The course provides skills that can lead to job creation in fields related to energy efficiency, such as green building design, HVAC optimization, and sustainable building operations. It helps promote economic growth by creating green jobs in energy management and building technology sectors. Cost Savings for Building Owners: By reducing energy costs through efficient motor operation, building owners and operators can achieve economic benefits that allow them to allocate resources to other critical areas, like improving tenant services, expanding facilities, or supporting community development projects. 8. SDG 5: Gender Equality Empowering Women in Engineering and Technology: While not specific to electric motors, offering courses like this can encourage more women to pursue careers in STEM fields, particularly in engineering and sustainable technologies. As gender balance increases in these sectors, women contribute to the development of energy-efficient systems that impact building operations, energy policy, and environmental sustainability. Summary of Relevant SDGs for “Utility of Electric Motors in Buildings”: SDG 7: Affordable and Clean Energy: Promoting energy-efficient electric motors and reducing building energy consumption. SDG 11: Sustainable Cities and Communities: Optimizing building systems to create energy-efficient, sustainable urban environments. SDG 13: Climate Action: Reducing energy demand and carbon emissions through more efficient electric motor systems. SDG 9: Industry, Innovation, and Infrastructure: Supporting technological innovations in motor technology and sustainable infrastructure. SDG 12: Responsible Consumption and Production: Encouraging the sustainable use of electric motors, reducing waste, and extending motor lifespan. SDG 10: Reduced Inequalities: Making energy-efficient technologies accessible and affordable for all communities. SDG 8: Decent Work and Economic Growth: Fostering job creation in energy efficiency sectors and helping reduce operational costs for building owners. SDG 5: Gender Equality: Promoting gender inclusion in STEM education and careers, particularly in fields related to energy efficiency and building technologies. Conclusion: The Utility of Electric Motors in Buildings course supports multiple UN Sustainable Development Goals by promoting energy efficiency, sustainable urban infrastructure, climate action, and economic growth. The course not only prepares students to improve the energy efficiency of building systems but also contributes to creating sustainable cities, responsible production, and innovative solutions for global challenges related to energy consumption and environmental impact. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134402 | Gardu Induk dan Sistem Pembumian | Substation and Grounding System | The course “Substation and Grounding System” focuses on the design and operation of electrical substations and grounding systems. Students learn about substation components, safety practices, and grounding techniques to ensure system reliability and personnel safety. The curriculum includes practical applications and simulations, preparing students for careers in power systems engineering and utility operations. | 1. SDG 7: Affordable and Clean Energy Reliable and Efficient Power Distribution: The course contributes to SDG 7 by teaching students how to design and optimize substations and grounding systems that improve the reliability and efficiency of power distribution networks. Well-designed substations help ensure that electrical energy is delivered effectively to end-users, reducing losses and increasing the overall efficiency of the power grid. Integrating Renewable Energy: Substations play a key role in managing the integration of renewable energy sources (such as wind and solar) into the electrical grid. By ensuring the proper functioning of substations and grounding systems, students can help facilitate the seamless integration of renewable energy, contributing to a cleaner energy mix and supporting the transition to sustainable energy systems. 2. SDG 9: Industry, Innovation, and Infrastructure Infrastructure Development: This course directly supports SDG 9 by providing the technical knowledge required for the development, maintenance, and modernization of power infrastructure. Substations are essential components of electrical distribution systems, and their design, operation, and safety are crucial for ensuring that electrical infrastructure is robust, resilient, and scalable. Technological Innovation in Electrical Systems: The course teaches advanced concepts related to the design and innovation of grounding systems and substations. By incorporating modern technologies such as smart grids, automated substations, and advanced monitoring systems, students can drive innovation in the field, making electrical systems more efficient and resilient. 3. SDG 11: Sustainable Cities and Communities Building Resilient Urban Infrastructure: Substations and grounding systems are critical for the safe and effective operation of electrical grids in urban areas. By ensuring the safety and efficiency of power distribution networks, this course helps in the creation of resilient and sustainable cities, where power systems are capable of withstanding disruptions from natural disasters, climate events, and increased demand. Improving Energy Access: The efficient functioning of substations ensures that electricity reaches communities, including those in urban slums and remote areas. By learning to optimize and maintain substations and grounding systems, students can contribute to improving energy access in sustainable communities. 4. SDG 13: Climate Action Reducing Energy Losses and Carbon Footprint: Substations are central to managing and distributing electrical power in a way that minimizes energy losses. Efficient grounding systems can also improve the reliability and safety of the electrical grid, reducing the risk of faults and the carbon emissions associated with energy waste. Supporting the Transition to Green Energy: Properly designed substations facilitate the integration of renewable energy sources, which is a key factor in reducing greenhouse gas emissions and mitigating the impacts of climate change. The course can contribute to the greening of the power sector by ensuring substations are designed to handle the diverse energy sources of the future. 5. SDG 12: Responsible Consumption and Production Energy Efficiency and Waste Reduction: The course helps students understand how to design systems that improve the efficiency of energy distribution and reduce losses. By focusing on reducing inefficiencies in substations, students learn to contribute to more responsible energy consumption. Additionally, by optimizing the grounding systems, it ensures that energy production and consumption are safer and more sustainable. Sustainable Production of Equipment: The course also highlights the importance of selecting materials and equipment that are environmentally friendly and sustainable. Choosing energy-efficient components for substations helps reduce the overall environmental impact of electrical systems. 6. SDG 3: Good Health and Well-being Safety and Health Standards: Grounding systems in substations are crucial for preventing electrical hazards and ensuring the safety of workers and the general public. Properly grounded electrical systems minimize the risk of electric shock and electrical fires, thus contributing to the health and safety of communities. Protecting Workers’ Safety: Substations are hazardous work environments if not properly designed or maintained. This course emphasizes safety standards, ensuring that grounding systems are effective in preventing accidents and safeguarding workers who maintain these systems. 7. SDG 10: Reduced Inequalities Improving Access to Electricity: By learning how to design and maintain substations, students can help improve electricity access for underserved or rural communities, reducing energy inequalities. The proper functioning of substations in areas with lower access to electricity can lead to greater energy equity. Affordable Energy: By optimizing the efficiency of power distribution systems and reducing operational costs, students can contribute to making electricity more affordable for low-income populations, thereby addressing inequalities in energy access. 8. SDG 8: Decent Work and Economic Growth Job Creation in Energy Sector: The knowledge gained in this course helps students enter the energy sector, which is a key industry for job creation and economic development. As demand for energy continues to grow, especially in emerging markets, the need for skilled workers in the design, operation, and maintenance of substations and grounding systems will increase. Supporting Economic Growth: Efficient and reliable power distribution is a backbone of economic growth, particularly for industries that rely on continuous electricity. By improving the reliability and efficiency of substations, this course directly contributes to creating a stable energy supply, which is vital for both industrial and commercial sectors. Summary of Relevant SDGs for “Substation and Grounding System”: SDG 7: Affordable and Clean Energy: Ensuring the efficient and reliable distribution of electricity, supporting the integration of clean energy. SDG 9: Industry, Innovation, and Infrastructure: Contributing to the development and innovation of resilient and sustainable energy infrastructure. SDG 11: Sustainable Cities and Communities: Supporting the creation of resilient, energy-efficient, and sustainable urban environments. SDG 13: Climate Action: Reducing energy losses, enabling the transition to renewable energy, and minimizing carbon emissions. SDG 12: Responsible Consumption and Production: Promoting energy efficiency, sustainability, and responsible use of resources in power systems. SDG 3: Good Health and Well-being: Ensuring safety through effective grounding systems, protecting workers and communities from electrical hazards. SDG 10: Reduced Inequalities: Enhancing access to affordable electricity and reducing energy inequality in underserved communities. SDG 8: Decent Work and Economic Growth: Creating skilled jobs in the energy sector and supporting economic growth through reliable energy infrastructure. Conclusion: The Substation and Grounding Systems course contributes to multiple UN Sustainable Development Goals (SDGs) by focusing on the efficiency, safety, and reliability of electrical systems. It helps students develop skills to design and optimize substations and grounding systems that are integral to the functioning of modern infrastructure and the transition to clean energy systems. The course’s emphasis on improving energy efficiency and ensuring the safe distribution of electricity is essential for achieving sustainable energy practices, creating resilient cities, and fostering economic growth. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134502 | Transmisi Arus Searah | Direct Current Transmission | The course “Direct Current Transmission” explores the principles and technologies of high-voltage direct current (HVDC) transmission systems. Students learn about DC transmission advantages, converter technologies, and system design considerations. The curriculum covers operational aspects, control strategies, and applications in renewable energy integration. This course prepares students for careers in power engineering and energy systems. | 1. SDG 7: Affordable and Clean Energy Efficiency in Energy Transmission: DC transmission, particularly HVDC, is significantly more efficient than traditional Alternating Current (AC) transmission for long-distance power transport. The course teaches how to design and optimize these systems to reduce energy losses, which is critical for delivering affordable and clean energy to urban and remote areas. By enabling the efficient transport of electricity, HVDC systems can play a crucial role in expanding access to affordable energy while minimizing transmission losses. Integration of Renewable Energy: HVDC systems are vital for connecting renewable energy sources (e.g., solar farms and wind turbines) to the electrical grid, especially in areas far from urban centers. The course helps students understand how to design and implement HVDC systems that facilitate the integration of renewable energy, supporting the transition to a cleaner energy grid. Cross-Border Energy Trade: HVDC technology enables the transmission of power over large distances and across borders, fostering the creation of regional power markets and enabling countries to share renewable energy resources. This promotes both affordable energy and supports global energy cooperation. 2. SDG 13: Climate Action Reducing Greenhouse Gas Emissions: By reducing energy losses in long-distance power transmission, HVDC systems help minimize the need for additional power generation, which can be a significant source of carbon emissions. The course contributes to climate action by preparing students to design efficient transmission systems that can support low-carbon energy sources, thereby reducing the carbon footprint of electricity distribution. Supporting Renewable Energy Integration: HVDC is particularly well-suited for integrating offshore wind farms and remote solar power stations into the grid. These technologies are pivotal in reducing the reliance on fossil fuels and supporting the decarbonization of energy systems. By enabling efficient transmission of renewable energy, HVDC can help meet global climate goals related to reducing greenhouse gas emissions and transitioning to a low-carbon energy economy. 3. SDG 9: Industry, Innovation, and Infrastructure Advancing Energy Infrastructure: HVDC technology is considered a major advancement in electrical infrastructure, providing high-efficiency solutions for long-distance power transmission. The course contributes to SDG 9 by teaching students about this innovative technology, enabling them to contribute to the development of modern energy infrastructure. HVDC is also integral to creating smart grids and more resilient power networks. Innovations in Power Transmission: The course will likely cover emerging trends in HVDC technology, such as Voltage Source Converters (VSC-HVDC), which allow for more flexible and efficient integration of renewables into the grid and can support off-grid and islanded applications. These innovations are essential to creating sustainable and reliable energy infrastructure. 4. SDG 11: Sustainable Cities and Communities Sustainable Urban Development: By optimizing power transmission, HVDC systems can help supply clean, reliable energy to growing urban areas. The course supports SDG 11 by preparing students to design and maintain efficient energy infrastructure that is scalable to meet the needs of sustainable cities. Reducing Transmission Losses and Costs: By teaching students to implement HVDC systems effectively, this course can contribute to cost-effective energy solutions for cities. Efficient transmission reduces energy costs and helps make sustainable energy solutions more affordable for urban communities. 5. SDG 12: Responsible Consumption and Production Minimizing Energy Wastage: HVDC systems are designed to reduce energy losses during transmission, which is a key aspect of responsible consumption and production in the energy sector. The course highlights the importance of designing energy-efficient transmission systems that minimize wastage and ensure that the power reaching consumers is as clean and efficient as possible. Sustainable Design: The course may also cover sustainable practices in the design and deployment of HVDC systems, including the use of eco-friendly materials and technologies that have a lower environmental impact. 6. SDG 8: Decent Work and Economic Growth Job Creation in the Energy Sector: As demand for more efficient energy systems grows, HVDC technology is likely to create skilled job opportunities in the fields of energy transmission, electrical engineering, and infrastructure development. This course equips students with the knowledge to enter the energy industry, contributing to job creation and economic growth in the renewable energy and power sectors. Supporting Industrial Growth: Efficient energy transmission supports industrial growth by providing reliable electricity to businesses, factories, and industries. Well-functioning HVDC systems help boost productivity and economic stability by ensuring consistent and efficient power supply, which is critical for industrial development and economic growth. 7. SDG 10: Reduced Inequalities Improving Energy Access: By improving the efficiency of long-distance power transmission, HVDC systems make it easier and more cost-effective to provide electricity to remote and underserved communities. This is particularly important in reducing energy inequality, as remote areas and islands often face challenges in accessing reliable electricity. The course can contribute to addressing these disparities by preparing students to develop and implement energy systems that provide equitable access to power. 8. SDG 5: Gender Equality Empowering Women in STEM: While this SDG may not seem directly related to HVDC, the course can encourage more women to pursue careers in engineering and energy technology. As energy-related fields are still male-dominated, increasing the participation of women in courses like HVDC transmission can help improve gender equality in the workforce, especially in STEM careers. Summary of Relevant SDGs for “Direct Current Transmission”: SDG 7: Affordable and Clean Energy: Ensuring efficient, long-distance energy transmission and facilitating the integration of renewable energy. SDG 13: Climate Action: Reducing carbon emissions by improving the efficiency of electricity transmission and enabling the integration of green energy sources. SDG 9: Industry, Innovation, and Infrastructure: Advancing power transmission infrastructure through innovative HVDC technologies and creating sustainable, resilient energy systems. SDG 11: Sustainable Cities and Communities: Supporting urban growth with reliable and sustainable energy infrastructure. SDG 12: Responsible Consumption and Production: Promoting energy-efficient transmission systems to minimize waste and reduce environmental impact. SDG 8: Decent Work and Economic Growth: Fostering job creation in the energy sector and supporting economic growth through efficient energy systems. SDG 10: Reduced Inequalities: Enhancing access to affordable and reliable electricity in underserved and remote areas. SDG 5: Gender Equality: Encouraging female participation in engineering and energy technologies, promoting gender equality in the energy sector. Conclusion: The Direct Current Transmission course aligns with multiple UN Sustainable Development Goals by providing students with the technical skills to design, operate, and optimize HVDC systems that promote energy efficiency, renewable energy integration, and sustainable infrastructure. HVDC technology is crucial for advancing clean energy systems, reducing energy waste, and enabling more equitable and affordable access to electricity, especially in remote areas. By preparing students to contribute to the global energy transition, this course plays a significant role in addressing several key SDGs related to energy, climate action, economic growth, and sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134602 | Peralatan dan Gardu Induk | Equipment and Substations | The course “Equipment and Substations” covers the design, operation, and maintenance of electrical equipment in substations. Students learn about transformers, circuit breakers, and protection systems. The curriculum emphasizes practical applications, safety standards, and operational efficiency, preparing students for careers in power systems and electrical engineering. | 1. SDG 7: Affordable and Clean Energy Efficient Power Distribution: Substations play a key role in distributing electrical power from generation sources to consumers, ensuring that electricity reaches homes, businesses, and industries with minimal losses. By understanding how substations and their equipment work, students can contribute to the development of efficient power distribution networks that minimize energy wastage. Integration of Renewable Energy: Substations are crucial for connecting renewable energy sources (like solar, wind, and hydropower) to the grid. This course equips students with the skills to design substations capable of integrating clean energy sources into the grid, enabling a transition to more sustainable energy systems. 2. SDG 9: Industry, Innovation, and Infrastructure Resilient Infrastructure Development: Substations are integral to modern electrical infrastructure. The course teaches students how to design and maintain substations that are reliable, resilient, and scalable to meet the growing demands for electricity. Well-designed substations can reduce grid failures, prevent power outages, and support overall grid stability. Technological Innovation in Energy Systems: The course covers modern advancements in substation technologies, including the use of smart grids, automated substations, and remote monitoring systems. These innovations help improve efficiency, flexibility, and sustainability in electrical networks, fostering innovation in the energy sector. 3. SDG 11: Sustainable Cities and Communities Energy for Sustainable Urban Development: Substations are critical for delivering reliable and clean electricity to urban areas, supporting the needs of businesses, industries, and residential areas. This course helps ensure that cities can rely on resilient and efficient electrical systems, which are essential for building sustainable cities and communities. Reducing Energy Inefficiencies: By optimizing substation design and equipment, students can contribute to making urban energy grids more efficient, reducing energy losses and ensuring affordable and reliable energy for urban populations, including those in rapidly developing cities. 4. SDG 13: Climate Action Supporting Renewable Energy Integration: Substations are key in integrating renewable energy sources (such as wind, solar, and hydro) into the grid. This course focuses on how substations can be designed to handle and distribute clean energy, contributing to climate action by facilitating the transition away from fossil fuel-based energy sources. Reducing Grid Losses and Environmental Impact: Efficient substation design can minimize energy losses, which directly reduces the carbon footprint of power distribution. By understanding how to design and maintain energy-efficient substations, students can help reduce the environmental impact of electrical systems and contribute to climate change mitigation. 5. SDG 12: Responsible Consumption and Production Energy Efficiency in Power Distribution: By focusing on optimizing the equipment used in substations, this course encourages responsible consumption of electrical resources. Reducing inefficiencies in substations can lead to significant energy savings and more sustainable energy production and consumption. Sustainable Equipment Choices: The course may address the selection of sustainable materials and energy-efficient technologies in the design of substation equipment, promoting the use of resources in ways that minimize waste and environmental impact. 6. SDG 8: Decent Work and Economic Growth Job Creation in the Energy Sector: As the demand for reliable and clean electricity grows, there is a rising need for skilled workers in the energy and electrical infrastructure sectors. This course provides the foundational knowledge required for students to pursue careers in the development, operation, and maintenance of substations and related systems, contributing to job creation in the energy industry. Supporting Economic Growth: Efficient and reliable power distribution networks are essential for economic growth. By learning how to design and optimize substations, students contribute to stable and reliable power systems, which support the functioning of businesses, industries, and economic development. 7. SDG 10: Reduced Inequalities Improving Energy Access in Remote Areas: Substations play a critical role in extending electrical power to rural and remote areas. Properly designed substations can ensure that even underserved communities have access to reliable and affordable energy, thus reducing energy inequality. This course helps students develop the skills needed to extend energy access to underserved populations, promoting energy equity. Affordability: Efficient substations reduce transmission and distribution losses, which can lower the cost of electricity. This can make electricity more affordable for low-income and vulnerable populations, contributing to reduced inequalities in access to energy. 8. SDG 3: Good Health and Well-being Electrical Safety: Substations must be designed to meet high safety standards to prevent accidents, such as electrical fires or electrocution. This course emphasizes the importance of safety in substation design, ensuring the protection of workers and local communities from electrical hazards. Safe power distribution systems contribute to public health and well-being by preventing injuries or fatalities from electrical incidents. 9. SDG 5: Gender Equality Encouraging Gender Diversity in STEM: As the energy sector is traditionally male-dominated, the course can help encourage more female students to pursue careers in electrical engineering and power systems. By promoting gender diversity in these fields, the course supports gender equality and helps empower women in STEM (science, technology, engineering, and mathematics) careers. Summary of Relevant SDGs for “Equipment and Substations”: SDG 7: Affordable and Clean Energy: Ensuring efficient, reliable, and sustainable energy distribution. SDG 9: Industry, Innovation, and Infrastructure: Advancing electrical infrastructure with efficient substation design and technology innovations. SDG 11: Sustainable Cities and Communities: Supporting the development of resilient and sustainable energy systems in urban areas. SDG 13: Climate Action: Enabling the integration of renewable energy into the grid and reducing carbon emissions from energy transmission. SDG 12: Responsible Consumption and Production: Promoting energy efficiency and sustainable practices in power infrastructure. SDG 8: Decent Work and Economic Growth: Creating jobs in the energy sector and supporting economic growth through efficient energy systems. SDG 10: Reduced Inequalities: Enhancing access to affordable electricity in underserved and remote communities. SDG 3: Good Health and Well-being: Ensuring the safety of workers and communities through proper substation design and operation. SDG 5: Gender Equality: Promoting gender equality in the energy sector by encouraging more women in electrical engineering and energy technology. Conclusion: The Equipment and Substations course supports several UN Sustainable Development Goals by equipping students with the knowledge and skills to design and operate electrical substations that are efficient, safe, and sustainable. By focusing on clean energy integration, reliable power distribution, and innovative infrastructure, the course helps address global challenges related to energy access, climate change, and sustainable development. Ultimately, this course plays an important role in shaping the future of energy systems, contributing to affordable and clean energy, economic growth, gender equality, and more sustainable and equitable societies. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134702 | Teknologi Transportasi Listrik | Electric Transportation | The course “Electric Transportation” examines the technologies and systems related to electric vehicles (EVs) and public transport solutions. Students learn about electric drive systems, battery technologies, and charging infrastructure. The curriculum covers policy, market trends, and the environmental impact of electric transportation. This course prepares students for careers in transportation engineering and sustainable mobility. | 1. SDG 7: Affordable and Clean Energy Electric Vehicles and Clean Energy: EVs offer a significant opportunity to reduce dependence on fossil fuels and promote the use of clean, renewable energy. The course may cover how electric vehicles can be integrated with renewable energy sources such as solar and wind, thereby promoting affordable and clean energy for transportation. Energy Efficiency in Transport: Electric vehicles are more energy-efficient than traditional internal combustion engine vehicles. By teaching students how to design and optimize electric transportation systems, the course supports the transition to energy-efficient and sustainable transportation solutions, helping reduce overall energy consumption and reliance on fossil fuels. 2. SDG 9: Industry, Innovation, and Infrastructure Advancement of Electric Mobility: The course plays a key role in fostering innovation in the electric transportation sector, which is rapidly evolving. Students learn about the latest developments in electric vehicle design, battery technologies, and charging infrastructure—all of which contribute to the development of modern and sustainable transport infrastructure. Supporting Technological Innovation: Electric transportation is at the forefront of transportation technology innovation. The course covers technological advancements that enable electric vehicles to operate efficiently, including battery management systems, vehicle-to-grid (V2G) technology, and smart charging systems. This fosters sustainable industrial development and positions students to contribute to future innovations in energy and transport. 3. SDG 11: Sustainable Cities and Communities Sustainable Urban Transport Systems: Electric vehicles (EVs) play a key role in sustainable urban development. The course may explore how electric buses, electric cars, and electric trains can help reduce air pollution and noise in cities, contributing to healthier and more sustainable communities. Reducing Traffic Congestion and Pollution: Electric vehicles contribute to reducing both greenhouse gas emissions and local air pollution in urban environments. The course may focus on how electric transportation can help create cleaner, greener, and more livable cities, aligning with the goal of promoting sustainable cities and communities. 4. SDG 13: Climate Action Reducing Carbon Emissions: A key benefit of electric vehicles is their potential to significantly reduce greenhouse gas emissions from the transportation sector, which is one of the largest sources of emissions globally. The course provides students with the tools to design, operate, and promote EV infrastructure, directly contributing to climate action by reducing the carbon footprint of transportation. Electrification of Transport as a Climate Solution: As EVs become more widespread and are integrated with renewable energy sources, they can help significantly reduce fossil fuel consumption and air pollution. The course helps students understand how electric transportation can contribute to global efforts to mitigate climate change and move towards net-zero emissions. 5. SDG 12: Responsible Consumption and Production Sustainable Transport Systems: The course may cover life-cycle assessments of electric vehicles, including how to make electric transportation systems more sustainable. This includes considerations for battery recycling, sustainable sourcing of materials, and the reduction of environmental impact from EV production, usage, and disposal. Promoting Circular Economy: As electric transportation evolves, the course may include discussions on the circular economy, particularly around battery use and recycling. Encouraging responsible consumption and production patterns helps reduce waste and ensures that electric vehicles and batteries are produced and disposed of in an environmentally responsible manner. 6. SDG 8: Decent Work and Economic Growth Job Creation in Electric Transportation: The growing electric vehicle market is creating new job opportunities in manufacturing, research and development, infrastructure, and support services. The course prepares students to contribute to this expanding industry, supporting job creation in the electric vehicle and clean energy sectors. Supporting Green Economic Growth: By learning about the technological, economic, and environmental impacts of electric transportation, students can contribute to economic growth in the green economy, particularly in the transportation, energy, and manufacturing industries. 7. SDG 10: Reduced Inequalities Equitable Access to Clean Transportation: Electric transportation systems have the potential to improve access to clean, affordable transportation for all, especially in urban areas where air quality can be poor due to the high concentration of gas-powered vehicles. The course can explore how to make electric mobility accessible and affordable, even in underserved or economically disadvantaged areas. Reducing Energy Inequality: Electric transportation systems can also contribute to reducing energy inequalities, particularly when they are integrated with renewable energy sources in low-income regions, enabling access to affordable clean energy for transportation. 8. SDG 5: Gender Equality Encouraging Women in STEM and Clean Tech: As the electric transportation sector is evolving, there is a growing need for skilled professionals, including women, to contribute to this transformation. By encouraging more women to pursue careers in clean technology and electric transportation, the course can help promote gender equality in STEM fields, particularly in the areas of engineering, technology, and renewable energy. 9. SDG 3: Good Health and Well-being Improved Air Quality: One of the key benefits of electric transportation is the reduction of air pollution and vehicle emissions, which are major contributors to respiratory diseases, cardiovascular conditions, and other health problems. By promoting electric vehicles, the course helps improve public health and well-being by reducing harmful emissions in urban environments. Noise Reduction: Electric vehicles produce less noise pollution compared to traditional combustion engine vehicles, contributing to healthier and quieter urban environments. Summary of Relevant SDGs for “Electric Transportation”: SDG 7: Affordable and Clean Energy: Promoting the use of electric vehicles powered by clean, renewable energy. SDG 9: Industry, Innovation, and Infrastructure: Fostering innovation in electric vehicle technology, charging infrastructure, and smart grids. SDG 11: Sustainable Cities and Communities: Creating sustainable urban transport systems and reducing urban pollution. SDG 13: Climate Action: Reducing carbon emissions in the transportation sector and supporting the transition to net-zero emissions. SDG 12: Responsible Consumption and Production: Promoting sustainable production and disposal of electric vehicles and their components, particularly batteries. SDG 8: Decent Work and Economic Growth: Creating job opportunities in the growing electric vehicle and clean transportation sectors. SDG 10: Reduced Inequalities: Ensuring equitable access to clean, affordable electric transportation, particularly in underserved areas. SDG 5: Gender Equality: Encouraging more women to participate in the electric transportation and clean technology industries. SDG 3: Good Health and Well-being: Improving public health by reducing pollution and noise in urban environments. Conclusion: The Electric Transportation course aligns with multiple UN Sustainable Development Goals by equipping students with the knowledge and skills to design, implement, and optimize electric transportation systems. These systems have a profound impact on reducing emissions, improving air quality, and creating sustainable, affordable, and equitable transport solutions. By supporting the transition to clean, energy-efficient mobility solutions, the course helps to promote the development of sustainable cities, climate action, and economic growth within the broader framework of sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134802 | Proteksi Lanjut | Advanced Protection | The course “Advanced Protection” focuses on sophisticated protective relaying schemes and technologies used in power systems. Students learn about protection coordination, fault analysis, and system security measures. The curriculum covers emerging technologies, such as digital relays and cybersecurity in protection systems. This course prepares students for careers in power system protection and electrical engineering. | 1. SDG 7: Affordable and Clean Energy Ensuring Reliable Power Supply: Advanced protection systems are critical in maintaining the reliability and stability of electrical grids. These protection systems detect faults (like short circuits) and ensure rapid disconnection to prevent widespread power outages. By maintaining the stability of electrical systems, the course supports the availability of clean and affordable energy for industries and households. Integration of Renewable Energy: As renewable energy sources like solar and wind are more integrated into the power grid, advanced protection mechanisms are necessary to ensure that the grid remains stable and can efficiently absorb renewable energy. The course helps future engineers design protection systems that support the smooth integration of clean energy sources into the grid. 2. SDG 9: Industry, Innovation, and Infrastructure Enhancing Infrastructure Resilience: Power system protection is essential for the reliable and resilient operation of modern energy infrastructure. The course equips students with advanced knowledge of protection relays, fault analysis, and system coordination, all of which contribute to the durability and reliability of energy infrastructure. This is crucial for the functioning of industries, communities, and businesses that rely on stable electricity. Technological Innovation in Protection Systems: The course covers innovations in protection technology, such as digital relays, smart grid integration, and adaptive protection schemes. These advancements contribute to the modernization of electrical infrastructure, ensuring that it is both safe and efficient, which is vital for the growth of industries and the adoption of renewable energy technologies. 3. SDG 11: Sustainable Cities and Communities Power System Stability in Urban Areas: Advanced protection systems ensure that urban power grids remain stable and functional, even in the face of disturbances like electrical faults or natural disasters. By preventing large-scale blackouts, the course helps ensure that cities and communities can rely on continuous access to electricity, which is crucial for urban development and sustainability. Enhancing the Safety of Energy Networks: By ensuring that power systems are protected against faults and failures, students can contribute to making urban infrastructure safer, more resilient, and less prone to electrical hazards, supporting the development of safe and sustainable cities. 4. SDG 13: Climate Action Supporting the Transition to Renewable Energy: As protection systems are enhanced, there is a greater capacity to integrate renewable energy sources like wind, solar, and hydropower into the power grid without compromising stability. This course contributes to climate action by ensuring that renewable energy can be reliably and safely incorporated into the electricity grid, thereby reducing the need for fossil fuel-based power generation. Reducing Carbon Emissions: Efficient power system protection helps minimize grid failures, which can sometimes result in unnecessary power generation from backup systems like diesel generators. The course helps optimize energy consumption and support carbon-neutral energy strategies by ensuring the proper operation of renewable and clean energy sources. 5. SDG 12: Responsible Consumption and Production Minimizing Energy Waste: By teaching advanced protection strategies that prevent electrical faults and inefficiencies, the course helps reduce energy waste. For instance, protection systems can help isolate faulty sections of the grid and prevent the loss of energy, leading to more efficient power usage and contributing to responsible energy consumption. Extending Equipment Lifespan: Proper protection mechanisms reduce the wear and tear on electrical equipment, ensuring that infrastructure like transformers, circuit breakers, and other key components last longer. This contributes to sustainable infrastructure management by minimizing the need for frequent replacements and reducing the overall environmental impact. 6. SDG 8: Decent Work and Economic Growth Supporting Economic Growth through Energy Reliability: Advanced protection systems ensure that industries, businesses, and households have reliable access to electricity, which is essential for economic activities. By stabilizing power systems, the course contributes to economic growth, particularly in sectors dependent on continuous and stable energy supply. Job Creation in the Energy Sector: By equipping students with specialized knowledge in power system protection, the course prepares them to fill critical roles in the energy sector, contributing to job creation in engineering, power systems, and infrastructure maintenance. 7. SDG 10: Reduced Inequalities Ensuring Access to Reliable Energy: Power system protection ensures that energy is available and reliable, which is crucial for reducing inequalities, especially in under-served or rural communities that may be vulnerable to power disruptions. The course focuses on creating systems that improve energy access for all, reducing regional energy disparities. Improving Access to Clean Energy: The course might include topics on integrating decentralized energy systems like microgrids, which can help bring reliable, clean, and affordable electricity to communities that are otherwise off the main grid, promoting equal access to energy. 8. SDG 3: Good Health and Well-being Safety and Protection from Electrical Hazards: Power system protection is critical to preventing accidents caused by electrical faults, such as fires or electrocution. By learning how to design robust protection systems, students help ensure that electrical infrastructure is safe and secure for the health and well-being of both workers and the general public. Ensuring the Safety of Critical Infrastructure: Advanced protection systems ensure that hospitals, schools, and other critical facilities remain powered during emergencies, improving the overall public health and well-being of communities, particularly in disaster situations. 9. SDG 5: Gender Equality Encouraging Women in Engineering: The energy and electrical engineering fields have historically been male-dominated, but by encouraging women to take courses like Advanced Protection, there is an opportunity to promote gender equality in STEM fields. As the industry grows and becomes more diverse, women can have an influential role in shaping the future of power systems and energy technologies. Summary of Relevant SDGs for “Advanced Protection”: SDG 7: Affordable and Clean Energy: Ensuring that power systems are protected and stable, which is crucial for reliable and sustainable energy. SDG 9: Industry, Innovation, and Infrastructure: Supporting the development of reliable and resilient infrastructure and fostering innovation in protection technologies. SDG 11: Sustainable Cities and Communities: Contributing to urban resilience and reliable energy access in cities. SDG 13: Climate Action: Facilitating the integration of renewable energy sources into the power grid and reducing carbon emissions. SDG 12: Responsible Consumption and Production: Promoting efficient energy use and sustainable infrastructure management. SDG 8: Decent Work and Economic Growth: Supporting the economic growth of industries and job creation in the energy sector. SDG 10: Reduced Inequalities: Improving energy access and reducing regional inequalities in energy availability. SDG 3: Good Health and Well-being: Ensuring safety and protection of communities from electrical hazards and ensuring reliable power for critical health services. SDG 5: Gender Equality: Promoting gender diversity in the energy sector and encouraging more women in engineering and power systems. Conclusion: The Advanced Protection course aligns with multiple UN Sustainable Development Goals by providing the knowledge and tools needed to enhance the reliability, resilience, and sustainability of electrical power systems. This course contributes to the affordable and clean energy transition, ensures safety and economic growth, and supports the integration of renewable energy while promoting the reduction of inequalities. By preparing students to design and manage advanced protection systems, the course plays a key role in advancing the global agenda for sustainable development, climate action, and inclusive economic progress. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134902 | Keandalan Sistem Tenaga Listrik | Electric Power System Reliability | The course “Electric Power System Reliability” examines the principles and methodologies used to assess and enhance the reliability of power systems. Students learn about reliability metrics, failure analysis, and risk assessment techniques. The curriculum emphasizes strategies for improving system resilience and stability, preparing students for careers in power systems engineering and management. | 1. SDG 7: Affordable and Clean Energy Ensuring Reliable Energy Access: A core focus of the course is to improve the reliability and resilience of power systems, ensuring that electricity is consistently available, affordable, and accessible to all users, even during adverse conditions. By focusing on reliable power delivery, the course directly supports the goal of universal access to clean and affordable energy. Supporting Renewable Energy Integration: As more renewable energy sources like wind and solar are integrated into the grid, ensuring reliable operation of power systems becomes increasingly complex. This course addresses the challenges of grid integration of renewable energy, helping to ensure that these clean energy sources can be effectively and safely integrated without compromising grid stability. 2. SDG 9: Industry, Innovation, and Infrastructure Resilient Infrastructure: Power system reliability is critical for the resilience of modern infrastructure. The course emphasizes techniques for improving the reliability of electrical grids, including fault analysis, redundancy planning, and real-time monitoring of systems, contributing to the creation of resilient infrastructure that is better prepared for failures or natural disasters. Technological Innovation in Power Systems: This course also explores advanced technologies used to enhance reliability, such as smart grids, distributed generation, and digital monitoring systems. By preparing students to innovate in these areas, the course contributes to the development of more advanced, efficient, and sustainable electrical infrastructure. 3. SDG 11: Sustainable Cities and Communities Ensuring Reliable Urban Energy Supply: Power system reliability is vital for the functioning of urban centers, which depend on continuous access to electricity for services like transportation, healthcare, communication, and industry. The course ensures that students understand how to design power systems that remain reliable under stress, contributing to sustainable urban development. Resilient Communities: The course focuses on creating electrical systems that can withstand natural disasters and system failures, ensuring that cities and communities can recover quickly from disturbances and continue to function without significant disruptions, which is vital for building sustainable, resilient communities. 4. SDG 13: Climate Action Enhancing Grid Resilience to Climate Events: Power systems are vulnerable to extreme weather events, such as storms, flooding, and wildfires, which are becoming more frequent due to climate change. The course addresses how to design electrical grids that are resilient to these climate impacts by incorporating reliable fault detection and contingency planning to minimize damage during extreme events. Supporting Decarbonization Efforts: Reliable power systems are essential for the transition to renewable energy sources. The course ensures that students understand how to maintain reliability while integrating renewable energy sources like wind and solar, which are intermittent and require advanced grid management to ensure stable power delivery, helping to reduce dependence on fossil fuels and support climate action. 5. SDG 12: Responsible Consumption and Production Efficient Use of Energy: A reliable electrical grid helps reduce energy wastage that can occur due to inefficient grid operations or frequent power outages. By improving system reliability, the course contributes to the efficient consumption of electricity, which in turn helps reduce energy losses and waste. Sustainable Infrastructure Maintenance: Ensuring the long-term reliability of power systems reduces the need for frequent repairs or replacements of electrical equipment. This leads to more sustainable practices in the production and consumption of electrical infrastructure, thus contributing to responsible resource management in the energy sector. 6. SDG 8: Decent Work and Economic Growth Supporting Economic Stability: Reliable power systems are essential for the smooth operation of businesses and industries. By ensuring that the grid remains operational even during disruptions, the course helps to ensure that businesses can continue their operations without the costly impacts of power outages, directly supporting economic growth and job stability. Fostering Job Creation: As the demand for skilled professionals in the energy sector grows, the course helps to prepare students for roles in the design, operation, and management of reliable power systems, thereby contributing to job creation and economic development within the energy and infrastructure sectors. 7. SDG 10: Reduced Inequalities Improving Access to Electricity in Underserved Areas: Power system reliability is particularly important for communities in remote or underserved regions. The course may cover ways to improve grid resilience and reliability in these areas, helping to bridge the gap in access to electricity between urban and rural or remote areas, and ensuring more equitable access to clean and affordable energy. Reducing Energy Poverty: By ensuring that power systems are reliable, the course helps reduce energy poverty by making electricity more consistently available to all socioeconomic groups, promoting equitable access to energy. 8. SDG 3: Good Health and Well-being Ensuring Power for Healthcare: Reliable power is critical for the operation of healthcare facilities, especially hospitals, emergency services, and critical medical equipment. The course focuses on ensuring that power systems can maintain continuity of service to healthcare facilities, supporting public health and ensuring that essential services are available without interruption. Reducing Health Risks from Power Failures: System reliability can help prevent dangerous situations, such as power outages that disrupt critical services or lead to the failure of medical devices. By learning about how to improve power system reliability, students can contribute to reducing risks to health and well-being due to unreliable electrical supply. 9. SDG 5: Gender Equality Encouraging Women in Engineering and Energy: The energy sector, including reliability engineering, has historically been male-dominated. By offering courses like Electric Power System Reliability, there is an opportunity to encourage more women to enter the energy and engineering sectors, contributing to greater gender equality in STEM fields. Summary of Relevant SDGs for “Electric Power System Reliability”: SDG 7: Affordable and Clean Energy: Ensuring reliable access to clean energy by improving the reliability and resilience of power systems. SDG 9: Industry, Innovation, and Infrastructure: Contributing to the resilience and modernization of energy infrastructure and fostering innovative technologies in power systems. SDG 11: Sustainable Cities and Communities: Ensuring reliable and uninterrupted energy supply for urban areas and communities. SDG 13: Climate Action: Enhancing grid resilience to extreme weather events and supporting the transition to renewable energy. SDG 12: Responsible Consumption and Production: Promoting energy efficiency and sustainable infrastructure management. SDG 8: Decent Work and Economic Growth: Supporting economic stability and job creation in the energy sector. SDG 10: Reduced Inequalities: Improving energy access and reducing inequality in electricity availability, particularly in underserved areas. SDG 3: Good Health and Well-being: Ensuring reliable power to healthcare facilities and critical infrastructure. SDG 5: Gender Equality: Promoting gender diversity in the energy and engineering sectors. Conclusion: The Electric Power System Reliability course contributes significantly to achieving multiple UN Sustainable Development Goals by equipping students with the tools to create reliable, resilient, and efficient power systems. The course helps ensure that electrical systems are stable and can support the transition to renewable energy, while also contributing to economic growth, social equity, and climate action. Through innovations in power system reliability, the course supports the creation of a more sustainable, inclusive, and resilient energy future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133602 | Arsitektur Komputer | Computer Architecture | The course “Computer Architecture” provides an overview of computer system design, focusing on hardware components and their interactions. Students learn about processor architecture, memory hierarchy, input/output systems, and performance evaluation. The curriculum emphasizes the design principles of modern computing systems, preparing students for careers in computer engineering and system design. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation in Computing: A course on computer architecture teaches students how to design and optimize high-performance computing systems, which are foundational to advancements in various industries such as telecommunications, healthcare, transportation, and manufacturing. These innovations help foster economic growth by improving productivity and enabling new technologies. Building Efficient, Scalable Infrastructure: Modern cloud computing infrastructures, data centers, and supercomputers depend on efficient and reliable computer architecture. This course empowers students to design scalable, highly efficient, and cost-effective systems, contributing to the development of sustainable infrastructure. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Computing: One of the key topics in computer architecture is energy efficiency in computing systems, including the design of processors and memory systems that reduce energy consumption. As the demand for cloud computing and data processing grows, making these systems energy-efficient is crucial for minimizing their environmental impact. The course helps students understand how to build energy-efficient architectures, which can contribute to reducing the carbon footprint of the IT industry. Optimizing Energy Use in Data Centers: A significant portion of global energy consumption is dedicated to data centers, which rely on efficient computer architecture to reduce power consumption while maintaining high performance. The course focuses on how to optimize hardware designs for reduced energy use, thereby contributing to clean energy goals. 3. SDG 4: Quality Education Improving Access to Technology: The knowledge gained in Computer Architecture provides students with the technical skills to work with cutting-edge technology and build systems that are integral to modern education platforms. This contributes to the overall quality of education by improving access to advanced computing technologies that support educational tools, resources, and online learning platforms. STEM Education and Skills Development: As computer architecture is a core subject for many technology and engineering programs, it prepares students for careers in computing, engineering, and software development, equipping them with the expertise to innovate in a wide range of industries. 4. SDG 8: Decent Work and Economic Growth Creating High-Tech Jobs: The course provides foundational knowledge for designing and optimizing computer systems, which is crucial for the development of new software applications, hardware products, and IT systems. This knowledge creates job opportunities in fields such as hardware engineering, software development, AI/ML systems design, and cloud computing. In turn, this helps stimulate economic growth in the tech sector and beyond. Fostering Innovation: Through the design and optimization of new computer systems, the course contributes to technological advancements that drive innovation across industries, contributing to the broader economic development of societies. 5. SDG 13: Climate Action Minimizing Environmental Impact: Advanced computer architectures enable more efficient processing and energy use in data centers, supercomputers, and cloud services. By teaching students how to design systems that require less power and use resources more efficiently, the course supports efforts to reduce the IT sector’s carbon emissions and mitigate climate change. Designing for Sustainability: The course covers methods to design low-power architectures that have a smaller environmental impact, directly supporting climate action by making computing systems more sustainable and reducing the amount of e-waste generated by inefficient systems. 6. SDG 5: Gender Equality Encouraging Gender Diversity in Tech: The field of computer architecture, like many STEM fields, has historically seen a gender imbalance. However, a course in computer architecture can help promote gender equality by providing opportunities for all students, regardless of gender, to learn and innovate in a traditionally male-dominated field. Encouraging women to pursue education and careers in computer science and engineering helps close the gender gap in the technology sector. 7. SDG 10: Reduced Inequalities Bridging the Digital Divide: By learning how to design efficient, affordable, and scalable computing systems, students can contribute to building solutions that help reduce inequality in access to technology. Efficient computer architecture can help make computing resources more accessible to underprivileged communities, enabling greater access to digital services, education, and healthcare. Promoting Inclusivity in Technology: With the knowledge of computer architecture, students can help design systems that are more accessible to different populations, including those in remote areas, by focusing on low-cost, energy-efficient technologies. 8. SDG 3: Good Health and Well-being Enabling Health Technologies: Computer architecture is fundamental to the development of health-related technologies such as medical imaging systems, wearable health devices, and healthcare IT systems. The course prepares students to design systems that can process health data efficiently, improve diagnostic tools, and support telemedicine platforms, contributing to improved healthcare and well-being. Optimizing Medical Research: By optimizing computer systems, especially in the area of supercomputing, students can contribute to medical research. Efficient computer architecture is key to running complex simulations for drug discovery, genetic research, and pandemic response, all of which can improve global health outcomes. 9. SDG 11: Sustainable Cities and Communities Smart City Technologies: The development of smart cities relies on efficient, scalable computing systems for tasks such as traffic management, energy distribution, and public safety. Knowledge of computer architecture is key to designing the systems that power these smart solutions. The course helps students design architectures for urban systems that are resource-efficient and sustainable, contributing to the development of smart and sustainable cities. 10. SDG 16: Peace, Justice, and Strong Institutions Building Secure Systems: Computer architecture plays an important role in developing secure systems that protect sensitive data, maintain privacy, and ensure that institutions are cybersecure. This contributes to stronger, more transparent institutions by teaching students how to build systems that can withstand attacks and maintain trust. Summary of Relevant SDGs for “Computer Architecture”: SDG 9: Industry, Innovation, and Infrastructure: Contributing to technological innovation and the development of efficient, scalable infrastructures. SDG 7: Affordable and Clean Energy: Teaching students how to design energy-efficient computing systems, which is crucial for reducing the energy footprint of modern computing. SDG 4: Quality Education: Improving access to technology and enhancing the quality of education in computing and engineering. SDG 8: Decent Work and Economic Growth: Fostering job creation in the tech sector and stimulating economic growth through innovation in computing systems. SDG 13: Climate Action: Designing low-power, energy-efficient computing systems that contribute to sustainability and climate action. SDG 5: Gender Equality: Encouraging gender diversity and inclusivity in the field of computer architecture and technology. SDG 10: Reduced Inequalities: Ensuring access to technology in underserved regions and bridging the digital divide. SDG 3: Good Health and Well-being: Enabling the development of medical technologies and contributing to health and well-being through efficient computing systems. SDG 11: Sustainable Cities and Communities: Designing efficient and sustainable computing systems for smart cities and urban infrastructure. SDG 16: Peace, Justice, and Strong Institutions: Ensuring secure, resilient systems that support institutional trust and cybersecurity. Conclusion: The Computer Architecture course aligns with multiple UN Sustainable Development Goals by empowering students to design and optimize computing systems that are more efficient, secure, and sustainable. By focusing on energy efficiency, accessibility, and scalability, the course helps contribute to the development of clean energy, economic growth, technological innovation, and inclusive societies. Through the application of computer architecture in various fields like healthcare, education, and urban planning, students can drive forward solutions that tackle global challenges and promote sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133702 | Robotika Industri | Industrial Robotics | The course “Industrial Robotics” explores the design, programming, and application of robotic systems in industrial settings. Students learn about robot kinematics, dynamics, and control strategies. The curriculum covers programming languages, safety standards, and the integration of robots into manufacturing processes. This course prepares students for careers in automation, robotics engineering, and manufacturing technology. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation in Manufacturing: Industrial robotics is at the forefront of advanced manufacturing technologies. By automating repetitive and dangerous tasks, robotics enables industries to improve efficiency, quality, and safety. The course prepares students to design, implement, and optimize robotic systems that drive innovation in manufacturing, contributing to sustainable industrialization and infrastructure development. Automation and Productivity: Robotics allows industries to automate complex production processes, leading to faster production, higher precision, and lower costs. This supports the broader goals of improving industrial productivity and infrastructure efficiency, especially in sectors like automotive, electronics, and consumer goods. 2. SDG 8: Decent Work and Economic Growth Job Creation through Robotics: While automation may reduce certain types of manual labor, the robotics industry itself generates new high-skilled jobs in robotic design, maintenance, programming, and operation. By equipping students with knowledge of robotics, the course fosters job creation in the growing field of automation and robotics, which is contributing to economic growth. Enhancing Productivity: The automation of industrial processes leads to enhanced productivity, allowing businesses to produce more with fewer resources. This directly contributes to economic growth and helps industries remain competitive on a global scale. 3. SDG 12: Responsible Consumption and Production Sustainable Manufacturing: Industrial robots can help optimize manufacturing processes by reducing material waste, improving energy efficiency, and enabling more precise production. The course covers how to integrate robots into sustainable production practices, contributing to the responsible consumption and production of goods. Circular Economy: Robotics can play a role in enhancing the circular economy by enabling better recycling processes, automation of waste management, and reducing the environmental footprint of production. The course teaches students to design systems that minimize waste and optimize resource usage, fostering a more sustainable industrial system. 4. SDG 7: Affordable and Clean Energy Energy Efficiency in Manufacturing: Industrial robots can be designed to operate more energy-efficiently, helping industries reduce their energy consumption. This is crucial as energy-intensive manufacturing processes are often key contributors to carbon emissions. Through efficient design and optimization, robotics can play a significant role in reducing energy consumption and lowering the carbon footprint of industrial production, aligning with clean energy goals. 5. SDG 13: Climate Action Reducing Environmental Impact: Robotics plays a significant role in reducing the environmental impact of industrial processes. By optimizing production lines, robots can help reduce material waste, minimize energy consumption, and lower emissions. The course also covers how automation can help industries comply with environmental regulations, contributing to climate action by minimizing negative environmental impacts. Support for Green Technologies: Industrial robots are also used in green technology industries, including the manufacturing of solar panels, wind turbines, and electric vehicles. The course could explore the application of robotics in the renewable energy sector, directly supporting climate action by facilitating the production of cleaner technologies. 6. SDG 4: Quality Education Educational Access to Advanced Technologies: By providing students with a strong foundation in robotics and automation, this course supports STEM education and technological literacy. The course prepares students for careers in robotics, automation, and manufacturing technologies, contributing to the development of a highly skilled workforce capable of driving innovation and solving global challenges. Workforce Development: As automation and robotics become more integrated into industries worldwide, there is increasing demand for individuals who are skilled in these technologies. The course helps bridge this skills gap, contributing to the quality of education in technical fields. 7. SDG 5: Gender Equality Encouraging Women in STEM: Industrial robotics, like many technical fields, has traditionally seen low representation of women. However, initiatives to promote robotics education can encourage more women to pursue careers in engineering, manufacturing, and robotics, supporting gender equality in these industries. The course can help promote female participation in robotics by creating an inclusive and supportive learning environment for women in STEM. 8. SDG 10: Reduced Inequalities Promoting Equal Access to Robotics Education: By offering robotics courses, universities can reduce inequalities in access to advanced manufacturing technologies. Robotics education can help students from all backgrounds, including those from underprivileged communities or regions with fewer resources, acquire valuable skills in automation and robotics, enabling them to compete in the global tech industry. Global Application: The use of industrial robots in developing countries can help these regions boost their industrial capacity, create jobs, and improve their manufacturing standards. Through knowledge sharing and capacity building, this course contributes to reducing economic inequalities by preparing students to engage in global markets. 9. SDG 3: Good Health and Well-being Improving Workplace Safety: One of the primary benefits of industrial robots is the ability to handle hazardous tasks in dangerous environments, such as heavy lifting, toxic material handling, or high-precision operations. This reduces the risk of workplace injuries and health hazards, improving the well-being and safety of workers. Medical Robotics Applications: In addition to industrial applications, robotics is increasingly used in the healthcare sector, particularly in surgical robots and rehabilitation devices. The course could discuss the role of industrial robots in medical technologies, improving the quality of healthcare delivery. 10. SDG 11: Sustainable Cities and Communities Smart Infrastructure and Automation: Robotics plays a crucial role in building smart cities, where automation can be used in construction, maintenance, and management of urban infrastructure. By teaching students how to integrate robots into these urban systems, the course supports the development of sustainable cities and communities. Urban Manufacturing Solutions: Robotics can be applied in the creation of local manufacturing hubs within cities, allowing for more efficient production processes in urban environments, reducing the carbon footprint associated with transporting goods over long distances. Summary of Relevant SDGs for “Industrial Robotics”: SDG 9: Industry, Innovation, and Infrastructure: Contributing to advanced manufacturing and technological innovation in industrial sectors. SDG 8: Decent Work and Economic Growth: Creating high-tech jobs, improving productivity, and driving economic growth in manufacturing. SDG 12: Responsible Consumption and Production: Enabling sustainable manufacturing practices, including reduced waste and energy efficiency. SDG 7: Affordable and Clean Energy: Fostering energy-efficient systems that reduce the energy consumption of manufacturing processes. SDG 13: Climate Action: Supporting green technologies and low-emission industrial practices through robotics. SDG 4: Quality Education: Promoting STEM education and providing access to cutting-edge technology education. SDG 5: Gender Equality: Encouraging gender diversity and the participation of women in the robotics field. SDG 10: Reduced Inequalities: Improving access to advanced technologies and creating opportunities for underrepresented groups. SDG 3: Good Health and Well-being: Enhancing workplace safety and healthcare applications of robotics. SDG 11: Sustainable Cities and Communities: Contributing to smart city development and sustainable urban manufacturing. Conclusion: The Industrial Robotics course aligns with several UN Sustainable Development Goals by promoting sustainable industrial practices, driving economic growth through technological innovation, and improving workplace safety. Through its focus on energy efficiency, automation, and advanced manufacturing systems, the course also contributes to climate action and responsible production. Furthermore, it helps equip students with the skills needed for a technologically advanced workforce, thus supporting quality education, economic development, and gender equality in the growing field of robotics. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133802 | Iluminasi dan Pengkondisian Udara | Illumination and Air Conditioning | The course “Illumination and Air Conditioning” examines the principles of lighting design and HVAC (heating, ventilation, and air conditioning) systems. Students learn about energy-efficient lighting solutions, thermal comfort, and indoor air quality. The curriculum emphasizes practical applications in building design and environmental control, preparing students for careers in building services engineering and environmental design. | 1. SDG 7: Affordable and Clean Energy Energy-Efficient Lighting and Cooling: A key focus of the course is the design and optimization of energy-efficient lighting and air conditioning systems. Students learn how to select and implement lighting technologies (such as LED lighting) and air conditioning units that minimize energy consumption while providing adequate lighting and thermal comfort. By teaching students how to reduce energy use in these systems, the course contributes directly to promoting clean and affordable energy. Renewable Energy Integration: The course may also explore the integration of solar energy and renewable energy sources to power lighting and cooling systems, further supporting the transition to sustainable energy solutions in buildings. 2. SDG 11: Sustainable Cities and Communities Smart and Sustainable Buildings: The course encourages the design of smart, sustainable buildings that integrate advanced illumination and air conditioning systems to improve comfort and energy efficiency. Students may learn to apply principles of green building design and sustainable architecture, making buildings more resource-efficient and environmentally friendly. Indoor Environmental Quality: Good illumination and air conditioning systems contribute to the health and well-being of residents and occupants by ensuring optimal lighting and thermal comfort. Well-designed systems can help create healthy urban spaces and reduce energy consumption in urban environments, which is essential for building sustainable cities. 3. SDG 12: Responsible Consumption and Production Minimizing Energy Waste: The course highlights methods to design lighting and air conditioning systems that minimize waste in terms of energy use and material consumption. For example, the use of energy-efficient HVAC systems or LED lighting reduces the demand for energy and the need for frequent replacements, which contributes to responsible production and consumption. Sustainable Product Life Cycle: Students may also be taught about the lifecycle of lighting and air conditioning systems, from their manufacturing to disposal. This knowledge promotes the design of long-lasting, repairable, and recyclable products, contributing to the circular economy and reducing the environmental impact of production. 4. SDG 13: Climate Action Reducing Carbon Footprint: Air conditioning and lighting systems are major consumers of energy, and optimizing their efficiency directly helps reduce the carbon footprint of buildings. By teaching students how to design systems that consume less energy, the course contributes to climate change mitigation. Sustainable Cooling Technologies: The course might address natural ventilation, passive cooling, and low-carbon refrigerants for air conditioning. These technologies help reduce the use of harmful refrigerants and lower the environmental impact of cooling systems, in line with climate action goals. 5. SDG 3: Good Health and Well-being Indoor Comfort and Air Quality: Proper illumination and air conditioning systems are crucial for indoor health and well-being. Well-designed systems that optimize thermal comfort and air quality help improve the physical and mental health of building occupants. This is particularly important in workplaces, hospitals, and schools, where comfort can impact productivity, learning, and recovery. Reducing Heat Stress: In regions with high temperatures, efficient air conditioning can help reduce heat stress and related illnesses. Sustainable cooling systems contribute to public health by providing comfortable and safe indoor environments. 6. SDG 9: Industry, Innovation, and Infrastructure Technological Advancements: The course covers the design and optimization of cutting-edge illumination and air conditioning technologies, fostering innovation in building systems. Students learn to apply modern technologies, such as smart lighting (e.g., sensor-based and IoT-enabled systems) and energy-efficient HVAC systems (e.g., variable refrigerant flow or geothermal cooling), driving technological advancements in the building industry. Building Infrastructure: The design and integration of efficient and sustainable air conditioning and lighting systems are fundamental to developing resilient infrastructure. The course prepares students to design these systems in a way that enhances energy efficiency and the sustainability of building infrastructure. 7. SDG 5: Gender Equality Promoting Inclusive Education in STEM: The course, like many engineering and technical courses, offers an opportunity to encourage gender equality in the STEM (science, technology, engineering, and mathematics) fields. By creating an inclusive and supportive learning environment for both male and female students, the course contributes to gender diversity in fields like building design, engineering, and sustainability. 8. SDG 10: Reduced Inequalities Affordable and Accessible Technologies: By teaching students to design affordable and energy-efficient systems for illumination and air conditioning, the course helps reduce inequalities by ensuring that low-income and developing regions can access clean, affordable energy solutions. Students can be trained to develop cost-effective systems for improving living conditions in areas with limited resources. 9. SDG 4: Quality Education Equipping Students with Technical Skills: The course provides students with important knowledge and practical skills in building systems design, energy efficiency, and environmental sustainability. This technical education prepares students for careers in engineering, sustainability consulting, and building services design, contributing to quality education in engineering and architecture. 10. SDG 6: Clean Water and Sanitation Sustainable Water and Cooling Systems: In the context of air conditioning, cooling towers and evaporative cooling systems often require water consumption. The course may explore water-efficient cooling solutions and techniques to minimize water waste in cooling processes, contributing to sustainable water use and aligning with SDG 6. Reducing the Environmental Impact of Cooling Systems: By teaching energy-efficient design principles, the course also helps to reduce water waste and other environmental impacts associated with air conditioning systems. Summary of Relevant SDGs for “Illumination and Air Conditioning”: SDG 7: Affordable and Clean Energy: Focusing on energy-efficient systems for lighting and cooling, contributing to clean energy solutions in buildings. SDG 11: Sustainable Cities and Communities: Promoting smart buildings and urban environments that are energy-efficient, comfortable, and sustainable. SDG 12: Responsible Consumption and Production: Supporting sustainable production and minimizing waste in energy consumption and material use for lighting and air conditioning. SDG 13: Climate Action: Helping reduce carbon emissions and promoting sustainable cooling technologies to mitigate climate change. SDG 3: Good Health and Well-being: Improving indoor air quality and thermal comfort to enhance occupant health and well-being. SDG 9: Industry, Innovation, and Infrastructure: Fostering innovation in building systems design, improving infrastructure with energy-efficient solutions. SDG 5: Gender Equality: Promoting gender diversity in engineering and sustainable building design. SDG 10: Reduced Inequalities: Ensuring that energy-efficient technologies are accessible to all, especially in developing regions. SDG 4: Quality Education: Providing students with technical skills in energy-efficient building systems and sustainability. SDG 6: Clean Water and Sanitation: Promoting water-efficient cooling technologies and reducing the water footprint of air conditioning systems. Conclusion: The Illumination and Air Conditioning course aligns with multiple UN Sustainable Development Goals by teaching students how to design and implement energy-efficient, sustainable, and environmentally responsible building systems. By focusing on clean energy, energy efficiency, and sustainable infrastructure, this course prepares students to contribute to smart cities, climate action, and responsible consumption and production in the built environment. It also plays a role in improving health and well-being by designing systems that create comfortable and healthy indoor environments for occupants. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133902 | Teknologi Isolasi Tenaga Listrik | Electric Power Isolation Technology | The course “Electric Power Isolation Technology” focuses on techniques and technologies used for isolating electrical systems to ensure safety and reliability. Students learn about isolation methods, protective devices, and maintenance practices. The curriculum includes practical applications and safety protocols, preparing students for careers in power engineering and electrical maintenance. | 1. SDG 7: Affordable and Clean Energy Enhancing Power System Reliability: Proper isolation of electrical circuits and power systems is crucial to ensuring the reliability and stability of the energy supply. By teaching students the technologies and techniques involved in electrical isolation, the course directly contributes to the goal of providing reliable and affordable energy. Safety and Efficiency: Effective isolation technology helps prevent power outages, faults, and inefficiencies in power systems. By improving the safety and reliability of the electrical grid, this course supports the clean and affordable energy objective by reducing downtime and energy losses in the transmission and distribution of electricity. 2. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation in Power Systems: The course covers advanced electrical isolation techniques, contributing to the development and deployment of cutting-edge technologies in the power industry. Innovations in isolation, such as insulation materials, smart switches, and fault protection systems, are essential for modernizing power grids, especially as they transition to smart grids and renewable energy integration. Infrastructure Resilience: Isolation technology helps ensure the robustness and resilience of electrical infrastructure, which is vital as power grids evolve to handle the growing demand for electricity, including distributed energy sources like solar and wind. This aligns with SDG 9 by supporting the growth of resilient infrastructure that can withstand various electrical disturbances. 3. SDG 13: Climate Action Supporting Renewable Energy Integration: As the world shifts toward renewable energy sources like solar, wind, and hydropower, electrical isolation technologies are vital in ensuring safe and reliable integration of these energy sources into the grid. Proper isolation ensures that renewable energy systems can connect to and disconnect from the grid safely, preventing faults and ensuring the efficient use of clean energy. Reducing Carbon Emissions: Effective isolation and protection mechanisms in power systems help optimize the distribution of electricity, reducing the energy losses associated with inefficient transmission and distribution. This supports the broader goal of climate action by improving the energy efficiency of power grids and reducing carbon emissions. 4. SDG 3: Good Health and Well-being Worker and Public Safety: The primary function of electrical isolation is to protect both workers and the public from electrical hazards, such as electrical shocks, burns, and fires. This course contributes to occupational safety by teaching the principles of isolating live electrical circuits during maintenance or repair, ensuring safe working conditions in power plants, substations, and distribution networks. Reducing Electrical Accidents: By enhancing safety protocols and fault protection systems, the course helps reduce the risk of electrical accidents and fires, which can lead to serious injuries and damage. This is essential for protecting both the workforce and the general public, contributing to health and well-being. 5. SDG 11: Sustainable Cities and Communities Ensuring Safe Energy for Urban Areas: Electrical isolation technologies play a crucial role in providing safe and reliable energy in urban areas. In densely populated cities, the importance of ensuring that electrical systems are properly isolated to prevent dangerous power surges, faults, and outages is critical. The course’s focus on these technologies supports the creation of sustainable and safe communities by ensuring that electrical infrastructure operates without risk to public safety. Smart Grids and Urban Energy Systems: As cities move toward smart grid systems, isolation technologies become essential for safe integration of smart meters, distributed energy resources, and energy storage systems. This course helps students understand how to design and implement systems that enable the efficient and safe use of electrical energy in cities. 6. SDG 12: Responsible Consumption and Production Efficient Use of Energy: By learning about electrical isolation, students understand how to design systems that help minimize energy waste. Isolation techniques can prevent power loss due to leakage or inefficiencies in energy transmission, contributing to responsible consumption and production in the power sector. Reducing Faults and Downtime: Effective isolation helps protect electrical equipment from damage caused by faults, leading to longer equipment lifespans and reduced need for replacements, which aligns with the goal of sustainable production by minimizing waste and maximizing the useful life of electrical systems. 7. SDG 5: Gender Equality Promoting Gender Diversity in Engineering: The Electric Power Isolation Technology course, like many technical courses in engineering and energy, offers an opportunity to increase gender diversity in traditionally male-dominated fields like electrical engineering. By encouraging the participation of women in the course and related fields, the university can contribute to gender equality in STEM (Science, Technology, Engineering, and Mathematics). Inclusive Education: Offering this course to students of all genders fosters an inclusive educational environment and helps bridge the gender gap in technical fields such as power systems engineering. 8. SDG 10: Reduced Inequalities Training for a Skilled Workforce: The course provides technical skills and knowledge in electrical isolation technologies, preparing students for careers in the growing energy sector. These skills can be particularly valuable in developing countries or emerging markets, where modernizing energy infrastructure is a priority. By equipping students with knowledge of safe and efficient electrical systems, the course can help reduce inequality by providing career opportunities in the energy and power sectors. 9. SDG 4: Quality Education Developing Technical Expertise: The course helps students acquire specialized knowledge and skills in the field of electrical power isolation, enhancing their ability to design, maintain, and optimize power systems. This directly contributes to quality education by offering students practical, industry-relevant training in a crucial area of electrical engineering. Hands-on Learning: The course may involve practical exercises and projects, helping students apply theoretical knowledge to real-world situations. This hands-on experience in safety systems and power protection can prepare them for careers in the energy industry, directly contributing to high-quality education in a critical technical field. 10. SDG 6: Clean Water and Sanitation Water Treatment Facilities: Electrical isolation plays a role in the operation of critical infrastructure like water treatment plants, where power systems must be isolated and maintained safely. The course may cover how electrical isolation is used in various systems to ensure the safe operation of essential services such as water purification and sanitation, contributing to safe water and sanitation in communities. Summary of Relevant SDGs for “Electric Power Isolation Technology”: SDG 7: Affordable and Clean Energy: Ensuring safe, reliable, and efficient energy distribution through effective isolation techniques. SDG 9: Industry, Innovation, and Infrastructure: Advancing technologies in power systems and ensuring resilient infrastructure for energy distribution. SDG 13: Climate Action: Supporting renewable energy integration and reducing energy losses in power grids. SDG 3: Good Health and Well-being: Protecting workers and the public from electrical hazards, enhancing safety in energy systems. SDG 11: Sustainable Cities and Communities: Ensuring safe energy systems for urban areas and supporting smart grid technologies. SDG 12: Responsible Consumption and Production: Promoting efficient energy use and minimizing waste in electrical systems. SDG 5: Gender Equality: Promoting gender diversity in electrical engineering and power systems education. SDG 10: Reduced Inequalities: Providing technical training and career opportunities in energy sector jobs. SDG 4: Quality Education: Delivering high-quality education in electrical engineering and power systems safety. SDG 6: Clean Water and Sanitation: Supporting the safe operation of water treatment facilities and other critical infrastructure. Conclusion: The Electric Power Isolation Technology course aligns with several UN Sustainable Development Goals by focusing on safe, reliable, and efficient energy systems. It enhances infrastructure resilience, supports climate action through energy efficiency, and improves worker safety in the energy sector. Additionally, the course contributes to quality education in engineering and offers pathways for a diverse workforce in the growing field of energy and power systems. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134002 | Penggunaan Komputer dalam Sistem Tenaga | Use of Computers in Power Systems | The course “Use of Computers in Power Systems” explores the role of computer technology in analyzing and managing electrical power systems. Students learn about software tools for simulation, modeling, and data analysis. The curriculum emphasizes practical applications in power system operations, monitoring, and control, preparing students for careers in power systems engineering and IT in the energy sector. | 1. SDG 7: Affordable and Clean Energy Smart Grid Technologies: The use of computers in power systems is essential for the development and operation of smart grids, which can optimize energy distribution, manage demand, and integrate renewable energy sources like solar and wind. The course likely covers tools and algorithms that enable the efficient management of energy resources, reducing waste and improving access to clean and affordable energy. Energy Management and Optimization: Computer simulations and control systems help optimize energy distribution and reduce transmission losses, thereby improving the reliability and cost-effectiveness of power systems. These technologies are crucial for promoting affordable and clean energy solutions in power grids. 2. SDG 9: Industry, Innovation, and Infrastructure Digitalization of Power Systems: The course fosters the application of advanced computing techniques (e.g., artificial intelligence, machine learning, data analytics) in power system operations, driving innovation in the energy sector. The digitalization of power grids allows for more efficient, adaptive, and intelligent systems, which are key for developing modern infrastructure in energy systems. Power System Automation: Computer-based systems enable automation in monitoring, control, and fault detection. This contributes to building resilient and innovative infrastructure in energy transmission and distribution networks. 3. SDG 13: Climate Action Renewable Energy Integration: Computers play a crucial role in the integration of renewable energy sources into power systems by facilitating real-time monitoring, demand forecasting, and grid balancing. This helps reduce dependency on fossil fuels, lowers greenhouse gas emissions, and contributes to climate action. Optimizing Energy Consumption: The use of computing in power systems helps minimize energy waste and optimize the efficiency of energy systems, reducing the overall environmental footprint of power generation, distribution, and consumption, which is vital for climate change mitigation. 4. SDG 11: Sustainable Cities and Communities Efficient Urban Energy Management: Power systems that use advanced computing for optimization and control can significantly improve the sustainability of urban energy use. This includes smart meters, demand-response systems, and energy-efficient buildings, all of which contribute to creating sustainable cities. Smart Cities: The integration of computing technologies into urban power systems is a key component of smart cities. These cities use digital infrastructure to optimize resource consumption (energy, water, etc.), improve safety, and reduce waste. 5. SDG 12: Responsible Consumption and Production Energy Efficiency: By teaching students how to apply computers to optimize energy systems, the course promotes the efficient use of electricity and reduces unnecessary energy consumption. This aligns with the goals of responsible consumption and production by teaching students to design systems that reduce waste and promote sustainability in energy systems. Resource Efficiency: Computing tools in power systems, such as load forecasting and demand-side management, help reduce the overproduction and underuse of energy, ensuring that energy production and consumption are as efficient as possible. 6. SDG 3: Good Health and Well-being Improved Grid Reliability: The course’s focus on computer-based analysis of power systems can contribute to increased reliability and stability of electrical grids, which is essential for maintaining public health and well-being. Reliable access to electricity ensures that critical infrastructure like hospitals, water systems, and public health facilities function smoothly. Reducing Environmental Hazards: Optimized power systems reduce the need for over-reliance on inefficient and polluting power generation methods, contributing to cleaner air, water, and overall healthier living environments. 7. SDG 5: Gender Equality Encouraging Women in STEM: Like many technical courses in engineering and technology, the Use of Computers in Power Systems course provides opportunities for women to engage with the growing energy sector. By fostering inclusivity and gender diversity in STEM education, this course can contribute to reducing the gender gap in the engineering and energy industries. Inclusive Education: Offering this course to students of all genders creates an inclusive environment for pursuing careers in energy and technology, which are traditionally male-dominated fields. 8. SDG 10: Reduced Inequalities Access to Clean Energy: By focusing on optimizing power systems, the course teaches students how to contribute to more equitable energy distribution, ensuring that even remote or underserved communities can have access to reliable and affordable electricity. This is especially relevant for developing regions that are working to expand their energy infrastructure. Empowering Future Engineers: The course empowers students with advanced technical skills in computerized power systems, giving them the tools to address energy access issues and contribute to reducing inequalities in energy availability across the globe. 9. SDG 4: Quality Education Developing Technical Skills: The course provides students with the knowledge and practical skills to apply computing in the power systems domain, fostering expertise in smart grids, load forecasting, network analysis, and energy management. This is critical to ensuring quality education in the engineering and energy sectors, equipping students with the tools they need to solve real-world problems in the energy field. Practical Training: The course may involve hands-on projects, simulations, and case studies that allow students to apply theoretical knowledge to practical problems in power system design and operation, improving their technical competency. 10. SDG 6: Clean Water and Sanitation Energy for Water Systems: Reliable electricity is essential for the operation of water and sanitation systems, especially for pumping and treatment facilities. The course’s focus on optimizing power systems contributes to ensuring reliable energy for the safe operation of water systems, which is essential for clean water and sanitation. Water-Energy Nexus: The course may cover the interdependence between water and energy resources, such as how optimized energy systems can reduce the water consumption associated with power generation (e.g., cooling processes in power plants). Summary of Relevant SDGs for “Use of Computers in Power Systems”: SDG 7: Affordable and Clean Energy: Optimizing power systems using computers to ensure reliable and affordable clean energy. SDG 9: Industry, Innovation, and Infrastructure: Driving technological innovation and digital infrastructure for modern energy systems. SDG 13: Climate Action: Supporting the integration of renewable energy and reducing carbon emissions through efficient system management. SDG 11: Sustainable Cities and Communities: Contributing to smart city development by enhancing energy efficiency and grid management. SDG 12: Responsible Consumption and Production: Promoting energy efficiency and reducing waste in energy systems. SDG 3: Good Health and Well-being: Ensuring reliable energy access for critical infrastructure, promoting better health and well-being. SDG 5: Gender Equality: Encouraging gender diversity in the energy and technology sectors by promoting inclusive education. SDG 10: Reduced Inequalities: Providing technical skills to address energy access and reduce inequalities in energy distribution. SDG 4: Quality Education: Delivering high-quality education with hands-on learning in advanced power systems. SDG 6: Clean Water and Sanitation: Ensuring energy supply for critical water systems and improving water-energy efficiency. Conclusion: The Use of Computers in Power Systems course aligns with multiple UN Sustainable Development Goals by fostering smart energy systems, renewable energy integration, and efficient infrastructure. The course prepares students to contribute to sustainable cities, affordable clean energy, and climate action through the application of computing technologies in power system optimization. It also supports gender equality, quality education, and equitable energy access, making it an important course in addressing global challenges in the energy sector. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134102 | Manajemen Energi | Energy Management | The course “Energy Management” covers strategies for optimizing energy use in various sectors, including industrial, commercial, and residential applications. Students learn about energy auditing, efficiency measures, and renewable energy integration. The curriculum emphasizes policy, economic analysis, and sustainable practices, preparing students for careers in energy consulting and management. | 1. SDG 7: Affordable and Clean Energy Energy Efficiency: The course focuses on improving energy efficiency in various sectors, reducing energy waste, and ensuring that energy is used in the most cost-effective and sustainable way. Efficient energy use helps reduce costs and supports the availability of affordable energy to more people. Renewable Energy Integration: Energy management strategies promote the integration of renewable energy sources such as solar, wind, and hydropower into the grid. By optimizing the mix of energy sources and enhancing grid stability, the course contributes to ensuring clean and sustainable energy for all. Energy Access: Efficient energy management practices are crucial for ensuring that clean energy is accessible to all communities, including underserved or rural areas, in an affordable and reliable manner. 2. SDG 13: Climate Action Reducing Greenhouse Gas Emissions: Energy management strategies are key to reducing the carbon footprint of energy systems. By promoting energy-saving technologies and encouraging the use of renewable energy sources, the course helps lower greenhouse gas emissions and mitigates climate change. Carbon Footprint Reduction: The course educates students on methods to assess and reduce the carbon footprint of energy consumption. This includes energy audits, energy conservation, and the implementation of low-carbon energy solutions. 3. SDG 9: Industry, Innovation, and Infrastructure Innovative Energy Solutions: The course equips students with knowledge on cutting-edge technologies such as smart meters, energy management systems (EMS), building energy management systems (BEMS), and advanced metering infrastructure. These innovations are critical for modernizing energy systems and improving energy efficiency. Sustainable Infrastructure: By focusing on energy-efficient and sustainable infrastructure, energy management supports the development of green buildings, low-energy industrial processes, and the integration of renewable energy into smart grids, all of which contribute to building sustainable infrastructure. 4. SDG 12: Responsible Consumption and Production Reducing Energy Waste: The course teaches students about methods to reduce energy consumption and optimize energy use across various sectors, leading to a more responsible consumption of energy resources. This contributes to minimizing energy waste and encourages the circular economy in energy production and use. Sustainable Production: Energy management is integral to improving the sustainability of industrial and commercial production processes. By adopting energy-efficient practices in manufacturing, transport, and other sectors, the course promotes responsible production and reduces the environmental impact of industrial operations. 5. SDG 11: Sustainable Cities and Communities Urban Energy Efficiency: The course provides essential knowledge for managing the energy demands of urban areas, where energy consumption is high. Implementing efficient energy systems in smart cities can reduce overall energy demand, promote sustainable living, and improve the quality of life for urban dwellers. Resilient Energy Systems: Energy management strategies help build more resilient energy infrastructure in cities by ensuring that the grid is flexible and adaptable to the demands of rapidly growing urban populations and integrating renewable energy into urban power systems. 6. SDG 3: Good Health and Well-being Energy for Public Health: Energy management plays an important role in ensuring that energy is reliably and safely distributed to essential services such as hospitals, healthcare facilities, and public health systems. This helps ensure that these critical services operate without interruption, directly benefiting health and well-being. Reducing Pollution: By promoting clean energy solutions and optimizing energy use, the course helps reduce the negative impact of pollution on air quality and public health, leading to healthier environments for communities. 7. SDG 5: Gender Equality Encouraging Women in Energy: As with many other STEM-related courses, the Energy Management course can encourage gender diversity by offering opportunities for women to pursue careers in the energy sector, which is traditionally male-dominated. This can help contribute to gender equality in the field of energy management and related industries. Inclusive Education: Offering the course to students of all genders helps promote an inclusive and diverse educational environment, fostering equal opportunities in energy-related careers. 8. SDG 10: Reduced Inequalities Affordable Energy Access for All: Energy management focuses on making energy systems more efficient, which can lower costs and improve access to affordable energy for underserved communities. By promoting efficient energy systems in rural or low-income areas, the course supports the reduction of inequalities in energy access. Equitable Distribution: The course also teaches about energy equity and how to create fair energy policies that ensure all communities have access to the same benefits of modern energy systems. 9. SDG 4: Quality Education Skills Development: The course provides students with a broad set of skills in energy management, including energy auditing, efficiency measures, renewable energy integration, and data analysis for energy optimization. These skills are vital for solving global energy challenges and ensuring quality education for future professionals in the energy sector. Hands-on Learning: The course may offer practical exercises and case studies, which help students apply theoretical knowledge to real-world energy management challenges, enhancing the quality of education in this critical field. 10. SDG 6: Clean Water and Sanitation Energy for Water Systems: The reliable energy supply enabled by energy management is crucial for the operation of water treatment plants, pumping stations, and sanitation systems. Optimizing the energy use in water and sanitation infrastructure helps improve access to clean water and sanitation for communities. Summary of Relevant SDGs for “Energy Management”: SDG 7: Affordable and Clean Energy: Promotes energy efficiency, renewable energy integration, and ensures affordable and reliable energy access. SDG 13: Climate Action: Reduces carbon emissions through energy optimization and supports climate mitigation strategies. SDG 9: Industry, Innovation, and Infrastructure: Fosters innovative energy solutions and sustainable infrastructure for energy systems. SDG 12: Responsible Consumption and Production: Encourages responsible energy consumption and efficient production practices in various sectors. SDG 11: Sustainable Cities and Communities: Supports the development of sustainable urban energy systems and smart cities. SDG 3: Good Health and Well-being: Ensures reliable energy for health services and reduces pollution for better public health. SDG 5: Gender Equality: Promotes gender diversity in the energy sector and offers equal opportunities in energy management careers. SDG 10: Reduced Inequalities: Ensures equitable energy access and supports energy equity in underserved communities. SDG 4: Quality Education: Provides students with high-quality education and practical skills in energy management. SDG 6: Clean Water and Sanitation: Ensures efficient energy use in water and sanitation infrastructure, improving access to clean water. Conclusion: The Energy Management course plays a key role in advancing several UN Sustainable Development Goals by fostering efficient energy systems, supporting renewable energy adoption, reducing carbon emissions, and promoting affordable energy access. By training students in the principles of energy optimization, sustainability, and climate action, this course contributes to the global efforts to create more sustainable and resilient energy systems, reduce inequalities, and address climate change. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04134202 | Energi Baru dan Terbarukan | New and Renewable Energy | The course “New and Renewable Energy” explores various sources of renewable energy, including solar, wind, hydro, and bioenergy. Students learn about the technologies, policies, and economic considerations associated with renewable energy systems. The curriculum emphasizes the integration of renewable sources into the existing energy grid, preparing students for careers in | 1. SDG 7: Affordable and Clean Energy Renewable Energy Integration: The core focus of the course is on renewable energy sources (solar, wind, hydro, geothermal, etc.), which are key to achieving clean, affordable, and reliable energy for all. It emphasizes the development and implementation of renewable technologies, which are essential for meeting the global energy demand sustainably. Energy Access for All: By promoting technologies like solar and wind energy, the course supports solutions that can be deployed in both urban and rural areas, especially in developing countries where access to traditional energy infrastructure is limited. These technologies are often cheaper, more adaptable, and more reliable than conventional fossil fuel-based energy sources, contributing to affordable energy for all. Decentralized Energy Solutions: Distributed renewable energy systems such as solar panels and small wind turbines can provide off-grid solutions, improving energy access in remote or underserved areas, contributing to SDG 7. 2. SDG 13: Climate Action Reducing Greenhouse Gas Emissions: The course addresses the need for decarbonizing the energy sector by transitioning to renewable energy solutions, which produce little to no greenhouse gas emissions compared to fossil fuels. By replacing conventional energy sources with renewables, it helps combat climate change and reduce carbon footprints. Sustainable Energy Practices: It encourages the implementation of clean technologies and the adoption of climate-resilient energy systems that help reduce the environmental impact of energy production, contributing to global climate action efforts. 3. SDG 9: Industry, Innovation, and Infrastructure Energy Innovation: The course fosters innovation in renewable energy technologies, including advancements in energy storage, solar power systems, wind turbines, and bioenergy technologies. It encourages students to explore new ways to improve the efficiency, cost-effectiveness, and scalability of renewable energy systems. Building Sustainable Infrastructure: By teaching students how to design and implement renewable energy systems, the course directly supports the creation of sustainable energy infrastructure that can be integrated into both urban and rural settings. This includes designing infrastructure to support renewable energy grids and enhancing the resilience of energy systems to environmental changes. 4. SDG 12: Responsible Consumption and Production Sustainable Energy Systems: The course promotes the idea of energy efficiency and sustainability in energy production. It emphasizes the importance of reducing energy waste, promoting efficient energy use, and developing renewable energy systems that can provide clean energy without depleting natural resources or causing significant environmental damage. Circular Economy: As renewable energy technologies often rely on using sustainable resources like wind, sunlight, and water, the course supports sustainable production practices, encouraging the use of resources that are abundant and renewable, contributing to responsible production. 5. SDG 11: Sustainable Cities and Communities Clean Energy for Urban Development: As urbanization continues globally, there is an increasing need for sustainable cities. The course supports the integration of renewable energy technologies into urban planning and smart city development, which can help reduce urban energy demand and carbon emissions. Green Energy for Communities: Renewable energy solutions, such as solar power and wind energy, are especially important for building resilient communities. These systems can be deployed in community-based energy projects to provide affordable and clean energy while promoting sustainable development within cities and rural areas alike. 6. SDG 3: Good Health and Well-being Improved Air Quality: By focusing on renewable energy, the course contributes to reducing the reliance on fossil fuels, which are major contributors to air pollution and health problems such as respiratory issues and cardiovascular diseases. Transitioning to clean energy reduces toxic emissions that can harm human health. Energy for Healthcare: Renewable energy can be crucial for ensuring reliable energy access to healthcare facilities, particularly in remote areas. Solar and wind energy systems can power healthcare infrastructure without the need for fossil fuels, contributing to better health and well-being in underserved regions. 7. SDG 10: Reduced Inequalities Access to Clean Energy for All: The course emphasizes the importance of providing clean and affordable energy to communities that may have limited access to electricity or reliable energy sources. Decentralized renewable energy systems (like solar or wind power) can provide much-needed energy access to remote or marginalized communities, reducing inequality in energy access. Energy for Social Development: By promoting renewable energy technologies, the course helps to empower communities, particularly in developing countries, to improve their economic opportunities and quality of life. 8. SDG 4: Quality Education Training Future Energy Leaders: The course provides students with the knowledge and practical skills needed to work in the renewable energy sector, fostering a new generation of engineers, scientists, and technicians capable of driving the global transition to sustainable energy. This directly contributes to quality education by teaching students about cutting-edge technologies and the global energy landscape. Building Technical Expertise: The course equips students with technical knowledge on renewable energy systems, their design, implementation, and maintenance. This education contributes to the overall improvement of engineering and energy education. 9. SDG 6: Clean Water and Sanitation Energy for Water Systems: Renewable energy solutions, such as solar-powered pumps or wind energy, can be used to provide energy access for water pumping and purification systems, ensuring clean water is available for communities, particularly in off-grid or remote areas. This contributes to achieving clean water and sanitation for all. Water-Energy Nexus: The course may explore the link between water and energy—how energy systems, especially renewable ones, can improve water access and sustainable management of water resources. Summary of Relevant SDGs for “New and Renewable Energy”: SDG 7: Affordable and Clean Energy: Promotes renewable energy solutions that provide clean, affordable, and reliable energy for all. SDG 13: Climate Action: Supports climate action by reducing greenhouse gas emissions and fostering carbon-neutral energy systems. SDG 9: Industry, Innovation, and Infrastructure: Drives technological innovation in the renewable energy sector and supports sustainable energy infrastructure. SDG 12: Responsible Consumption and Production: Encourages efficient use of energy and promotes sustainable production using renewable energy. SDG 11: Sustainable Cities and Communities: Contributes to the creation of sustainable cities through the integration of renewable energy technologies. SDG 3: Good Health and Well-being: Improves air quality, reduces health risks, and provides reliable energy for healthcare facilities. SDG 10: Reduced Inequalities: Helps reduce energy inequality by providing clean energy solutions to underserved and marginalized communities. SDG 4: Quality Education: Provides quality education on renewable energy technologies and builds the expertise needed to transition to sustainable energy systems. SDG 6: Clean Water and Sanitation: Supports the provision of clean water through renewable energy-powered water systems. Conclusion: The New and Renewable Energy course is strongly aligned with several UN Sustainable Development Goals by promoting clean energy technologies, fostering climate action, supporting energy access for all, and encouraging innovation in the energy sector. By teaching students about renewable energy systems, their benefits, and their implementation, the course plays a pivotal role in the global transition to more sustainable, resilient, and equitable energy systems. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132502 | Kestabilan dan Kendali Sistem Tenaga Listrik | Stability and Control of Electric Power Systems | This course explores the concepts of stability in electrical power systems, focusing on dynamic behavior during disturbances. Students learn about system modeling, stability analysis techniques, and control strategies to maintain system reliability and performance. | 1. SDG 7: Affordable and Clean Energy Grid Stability for Clean Energy: The course is crucial in ensuring the stable integration of renewable energy sources (such as solar, wind, and hydropower) into the power grid. Renewables can be intermittent, and their integration requires advanced control systems to ensure stable and reliable electricity supply, making SDG 7 highly relevant. Energy Efficiency: By teaching the principles of power system optimization, the course helps reduce energy losses and improves the efficiency of the electrical grid, contributing to more affordable and reliable energy systems. Energy Security: The course ensures that power systems are designed and controlled to be resilient, reducing the risk of blackouts and other disruptions that could impact energy access, contributing to affordable and sustainable energy for all. 2. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation in Power Systems: The course delves into the advanced technologies used in power system control (e.g., smart grids, energy storage systems, and demand response technologies), fostering innovation in the energy sector. Building Resilient Infrastructure: Ensuring the stability and control of electric power systems is key to developing resilient energy infrastructure that can withstand disruptions, whether from natural disasters or cyber-attacks. The course promotes smart grid technologies, which are essential for modernizing power grids and improving their ability to integrate diverse energy sources. 3. SDG 13: Climate Action Reducing Carbon Footprint: By improving the stability and efficiency of power systems, the course helps reduce the carbon emissions associated with energy production and transmission. Stable integration of renewable energy reduces reliance on fossil fuels and helps mitigate climate change. Facilitating Renewable Energy Integration: As the energy mix shifts toward renewable sources, the stability of power systems becomes increasingly important. The course supports the transition to a low-carbon economy by equipping students with the knowledge to manage and stabilize renewable energy integration into the grid. 4. SDG 11: Sustainable Cities and Communities Resilient Urban Energy Systems: The course supports the development of smart grids that can provide reliable, clean energy to urban areas, making cities more sustainable and resilient. Urban areas increasingly depend on efficient energy systems, and the course addresses key concepts such as voltage control, frequency regulation, and demand-side management that contribute to the sustainability of cities. Decentralized Energy Solutions: Modern power systems often incorporate distributed energy resources (DERs) like rooftop solar panels and small-scale wind turbines. The course provides the tools for stabilizing and controlling such decentralized sources, ensuring that sustainable energy can be efficiently used within urban communities. 5. SDG 12: Responsible Consumption and Production Energy Efficiency in Power Systems: The course emphasizes how to optimize energy use in the power grid, which leads to responsible consumption of energy resources. This reduces energy waste and ensures that electricity is used more effectively across sectors. Sustainable Energy Systems: The focus on grid stability and smart grid technology promotes sustainable energy production and consumption, encouraging the use of energy-efficient practices in the generation, distribution, and consumption of electricity. 6. SDG 3: Good Health and Well-being Reliable Power for Health Services: Ensuring the stability and reliability of power systems is critical for the operation of healthcare facilities. Stable electricity is needed for essential medical equipment, lighting, and climate control systems, directly impacting public health. Reducing Pollution and Improving Air Quality: The transition to renewable energy and energy-efficient technologies in the power grid helps reduce air pollution from fossil fuel-based power generation, leading to better health outcomes for communities. 7. SDG 10: Reduced Inequalities Energy Access for All: The course supports the development of reliable and affordable electricity systems, which can contribute to reducing energy inequality. Through improving grid stability and reliability, the course contributes to greater access to electricity for underserved communities, especially in rural or remote areas. Affordable Energy for Developing Regions: The development of smart grids and control systems that integrate renewable energy can help lower the costs of energy production and distribution, making electricity more affordable and accessible to low-income communities. 8. SDG 4: Quality Education Education in Power System Technologies: The course provides in-depth knowledge about the principles of power system stability and control technologies, equipping students with the skills needed to develop innovative solutions for modern power grids. This contributes to quality education in the fields of electrical engineering, power systems, and sustainable energy. Skill Development for Future Careers: Students gain expertise in managing and optimizing complex energy systems, which prepares them for careers in energy management, grid operations, and smart grid technology, fostering workforce development and capacity building. 9. SDG 6: Clean Water and Sanitation Energy for Water Systems: Stable power systems are essential for the operation of water treatment plants, pumping stations, and sanitation facilities. The control and stability of power systems ensure that water and sanitation services continue to function, especially in areas where access to electricity may be unreliable or intermittent. Renewable Energy for Water Access: The integration of renewable energy solutions into the grid can improve energy access for water supply systems, ensuring that clean water is available in communities with limited access to reliable electricity. Summary of Relevant SDGs for “Stability and Control of Electric Power Systems”: SDG 7: Affordable and Clean Energy: Promotes energy stability and the integration of renewable energy sources, ensuring reliable and clean energy for all. SDG 9: Industry, Innovation, and Infrastructure: Encourages innovation in power system control and promotes resilient infrastructure for modern energy systems. SDG 13: Climate Action: Supports climate action by reducing carbon emissions through the integration of renewables and improving the efficiency of power systems. SDG 11: Sustainable Cities and Communities: Contributes to sustainable urban energy systems and the development of smart grids for resilient cities. SDG 12: Responsible Consumption and Production: Promotes energy efficiency and responsible consumption in electricity systems. SDG 3: Good Health and Well-being: Ensures reliable energy for healthcare facilities and contributes to better air quality by reducing fossil fuel dependence. SDG 10: Reduced Inequalities: Supports energy access for all, particularly in rural and underserved communities, ensuring affordable electricity for all. SDG 4: Quality Education: Provides quality education in power system stability and control technologies, preparing students for careers in energy systems. SDG 6: Clean Water and Sanitation: Ensures reliable electricity for water and sanitation systems, contributing to clean water access. Conclusion: The Stability and Control of Electric Power Systems course is directly aligned with multiple UN Sustainable Development Goals by contributing to sustainable energy systems, grid resilience, and the integration of renewable energy sources. By providing students with the tools to optimize and stabilize power systems, the course plays a key role in advancing clean energy, improving energy access, and ensuring sustainable infrastructure that supports economic development and climate action. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132601 | Praktikum Teknik Tenaga Listrik | Electrical Power Engineering Practicum | This hands-on course provides practical experience in electrical power engineering concepts. Students engage in laboratory exercises related to power generation, transmission, and distribution, applying theoretical knowledge to real-world scenarios. | 1. SDG 7: Affordable and Clean Energy Practical Application of Clean Energy Technologies: The practicum likely covers renewable energy systems (e.g., solar, wind, hydropower), emphasizing their integration into existing electrical grids. Students learn how to work with both traditional and renewable energy systems, contributing to the global effort to provide clean and affordable energy. Energy Efficiency: By working with actual power systems, students can learn how to improve the efficiency of power transmission and distribution, reducing energy losses and improving the sustainability of energy use in society. 2. SDG 9: Industry, Innovation, and Infrastructure Building Resilient Power Infrastructure: The practicum helps students gain hands-on experience with the design, installation, and maintenance of power systems, contributing to the development of resilient energy infrastructure. They learn how to ensure the stability and reliability of energy networks, which is critical for modern industries and growing urban centers. Innovation in Electrical Power Systems: The course allows students to work on cutting-edge technologies in smart grids, automation, and distributed energy systems. This aligns with the SDG goal of promoting innovation and improving infrastructure in power systems. 3. SDG 13: Climate Action Reducing Carbon Emissions: Students learn to work with cleaner energy technologies, such as solar panels and wind turbines, which directly contribute to reducing the carbon footprint of energy systems. These skills are critical for addressing climate change and promoting the global transition toward low-carbon energy. Sustainable Energy Solutions: By providing hands-on knowledge of renewable energy integration, the course helps to decarbonize energy systems and reduce reliance on fossil fuels, which is vital for climate action and mitigating environmental impacts. 4. SDG 11: Sustainable Cities and Communities Smart Grid Technologies for Urban Areas: In urban environments, power systems must be reliable, efficient, and sustainable to meet the needs of growing populations. The practicum may include working with smart grid technologies, which optimize the flow of electricity and integrate renewable energy, making cities more resilient and sustainable. Ensuring Energy Access for All: Through practical experience, students learn to design systems that ensure reliable power distribution across urban and rural areas. This helps ensure uninterrupted access to electricity, which is essential for community development and well-being. 5. SDG 12: Responsible Consumption and Production Efficient Power Systems: By gaining practical experience in the operation and optimization of power systems, students learn how to reduce energy waste and improve system efficiency. These skills help in the responsible consumption of energy, ensuring that electricity is used efficiently throughout the system. Sustainable Use of Resources: The course may also focus on how to integrate renewable energy technologies and reduce resource depletion, encouraging sustainable energy production practices and contributing to the circular economy in energy production. 6. SDG 3: Good Health and Well-being Safe Energy Systems: Working with electrical systems requires a strong understanding of safety and health regulations. The practicum teaches students how to work in a safe environment, reducing the risk of accidents that could affect health and well-being. It ensures that power systems are safe to operate, which is critical for the protection of workers and communities. Reliable Power for Healthcare: Reliable electricity is essential for healthcare facilities, including hospitals and medical devices. By training students in maintaining and operating stable power systems, the course supports the uninterrupted operation of health services. 7. SDG 10: Reduced Inequalities Energy Access for Underserved Communities: The practicum may address the need for energy access in remote or underserved areas. By learning how to design and maintain cost-effective, decentralized, or off-grid power solutions, students help reduce energy inequality, improving access to affordable and reliable electricity for all communities. Decentralized Energy Systems: The use of microgrids and renewable energy systems in remote areas is a key focus of the practicum, contributing to reducing inequalities in energy access. 8. SDG 4: Quality Education Hands-On Technical Training: The practicum provides students with direct, hands-on experience in power engineering. This practical training is essential to ensure quality education in the field of electrical engineering and energy systems. Developing Skilled Professionals: The course helps develop future leaders in the energy sector, equipping them with the technical skills needed to address global energy challenges and advance sustainable energy solutions. 9. SDG 6: Clean Water and Sanitation Powering Water Systems: Reliable power is critical for water pumping stations, water treatment plants, and other infrastructure essential for clean water and sanitation. The practicum teaches how to maintain and improve power systems, ensuring that essential services like water and sanitation are reliably powered, especially in areas where energy access is limited. Summary of Relevant SDGs for “Electrical Power Engineering Practicum”: SDG 7: Affordable and Clean Energy: The practicum supports the integration of renewable energy into power systems and helps optimize grid efficiency, ensuring reliable and sustainable energy. SDG 9: Industry, Innovation, and Infrastructure: The course provides hands-on experience with innovative power system technologies and supports the development of resilient infrastructure. SDG 13: Climate Action: By focusing on clean energy systems, the practicum contributes to reducing carbon emissions and mitigating climate change. SDG 11: Sustainable Cities and Communities: The practicum prepares students to work on smart grids and efficient power systems, contributing to sustainable urban development. SDG 12: Responsible Consumption and Production: Students learn how to design energy-efficient systems, reducing waste and promoting sustainable energy production. SDG 3: Good Health and Well-being: Ensures safe operation of power systems, which is critical for the health and safety of workers and the broader community. SDG 10: Reduced Inequalities: The course addresses the issue of energy access, particularly for marginalized or underserved communities, promoting affordable electricity. SDG 4: Quality Education: Provides practical training in electrical power systems, enhancing technical education in engineering and energy systems. SDG 6: Clean Water and Sanitation: Ensures the reliable operation of water and sanitation systems through stable energy supply. Conclusion: The Electrical Power Engineering Practicum is strongly aligned with several UN Sustainable Development Goals, particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 13 (Climate Action). By equipping students with the practical skills necessary to work with modern power systems, the course supports the transition to clean energy, enhances energy efficiency, and contributes to building resilient energy infrastructure globally. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132702 | Operasi Sistem Tenaga Listrik | Electric Power System Operations | The course covers the principles and practices of operating electric power systems. Students learn about load forecasting, system balancing, and the management of generation and distribution to ensure reliable electricity supply. | 1. SDG 7: Affordable and Clean Energy Energy Management: The course focuses on efficient energy management and grid operations, ensuring that electricity is delivered reliably and efficiently to consumers. This contributes to the goal of providing affordable, reliable, sustainable, and modern energy for all. Renewable Energy Integration: As power systems become more reliant on renewable energy sources (solar, wind, etc.), this course addresses the integration of these intermittent energy sources into the grid. It equips students with the knowledge to balance energy generation and demand while maintaining system stability. Grid Optimization: By teaching students about real-time grid operations, the course contributes to making power systems more reliable and cost-effective, which is crucial for making energy affordable and sustainable. 2. SDG 9: Industry, Innovation, and Infrastructure Smart Grids and Technological Innovation: The course likely covers smart grid technologies, automation, and advanced metering systems, all of which help improve the efficiency and reliability of power systems. The integration of IoT and big data analytics into power system operations promotes innovation in the energy sector. Resilient Power Systems: The course teaches students how to design and manage resilient power systems capable of withstanding natural disasters, cyber-attacks, and other disruptions. Resilient infrastructure is crucial for ensuring continuous energy supply to industries, cities, and communities. Infrastructure Modernization: As the global demand for energy grows, upgrading power systems is essential. The course promotes the importance of modernizing infrastructure to keep pace with energy demand and technological advancements. 3. SDG 13: Climate Action Reducing Carbon Emissions: The course plays a key role in reducing the carbon footprint of power systems by emphasizing renewable energy integration and improving the efficiency of energy production and distribution. It helps in the transition toward low-carbon electricity grids and contributes to the global fight against climate change. Sustainable Power Operations: It covers operational techniques that reduce fossil fuel dependency in power generation and promote the use of clean energy, such as wind and solar power. This shift contributes to reducing greenhouse gas emissions and mitigating the impacts of climate change. Adaptation to Climate Change: By understanding how to manage and operate power systems in varying conditions (such as during extreme weather events), the course helps future engineers develop strategies for adapting to climate change impacts on energy infrastructure. 4. SDG 11: Sustainable Cities and Communities Reliable Power for Urban Development: Reliable and sustainable electricity is essential for the development of smart cities. The course teaches students to manage urban power grids, ensuring that electricity distribution in cities is efficient and resilient, which is key to achieving sustainable urbanization. Decentralized Power Systems: In addition to traditional grids, the course may cover the use of microgrids and distributed generation systems. These technologies can be particularly beneficial for cities in developing countries or areas with unreliable power grids, improving access to affordable electricity. 5. SDG 12: Responsible Consumption and Production Energy Efficiency: The course promotes the optimization of electrical grids, helping to reduce energy losses during generation, transmission, and distribution. Improved efficiency reduces overall energy consumption and supports sustainable production practices. Demand-Side Management: Students learn about techniques like demand response and load forecasting, which help balance supply and demand, preventing overconsumption and ensuring that energy production matches consumption patterns. Resource Efficiency: The course focuses on managing power systems in ways that optimize the use of resources, ensuring the most efficient deployment of renewable energy and reducing unnecessary energy waste. 6. SDG 3: Good Health and Well-being Power for Healthcare Systems: Reliable electricity is critical for the operation of healthcare infrastructure, including hospitals, clinics, and medical equipment. This course ensures that students understand how to maintain the stability and reliability of power systems, which is crucial for public health and the delivery of healthcare services. Air Quality and Public Health: By integrating more clean energy sources into power systems, this course contributes to reducing air pollution from fossil fuel generation, thereby improving air quality and health outcomes in surrounding communities. 7. SDG 10: Reduced Inequalities Energy Access for All: One of the primary goals of Electric Power System Operations is to ensure that energy reaches all communities, including remote and underserved areas. The course teaches students about designing cost-effective, accessible, and reliable power distribution systems, contributing to reducing inequalities in energy access. Affordable Electricity: By optimizing the operation of power systems, the course helps lower costs, making electricity more affordable for disadvantaged and marginalized communities, promoting energy justice. 8. SDG 4: Quality Education Practical Training: The course provides students with hands-on experience and practical knowledge about the operation of real-world electrical grids. This practical learning environment equips students with the skills needed for careers in the energy sector, fostering a skilled workforce in line with the goal of providing quality education. Workforce Development: By equipping students with expertise in electric power operations, the course helps prepare the next generation of engineers to manage and innovate within energy systems, contributing to technical education in the field of electrical engineering. 9. SDG 6: Clean Water and Sanitation Reliable Power for Water Systems: Power systems ensure the operation of water supply and sanitation infrastructure. The course emphasizes the importance of reliable and stable electricity for pumping stations, wastewater treatment plants, and other water services, which are crucial for clean water access in communities. Summary of Relevant SDGs for “Electric Power System Operations”: SDG 7: Affordable and Clean Energy: Focuses on renewable energy integration, grid optimization, and reliable power delivery, making energy more sustainable and accessible. SDG 9: Industry, Innovation, and Infrastructure: Promotes innovation in power system operations, including smart grid technologies and the development of resilient energy infrastructure. SDG 13: Climate Action: Supports reducing carbon emissions through the integration of clean energy and improving energy efficiency in grid operations. SDG 11: Sustainable Cities and Communities: Ensures reliable and resilient energy supply to cities, supporting sustainable urbanization and smart grid deployment. SDG 12: Responsible Consumption and Production: Promotes energy efficiency and sustainable energy consumption through better grid management and demand-side strategies. SDG 3: Good Health and Well-being: Ensures stable electricity for healthcare facilities and contributes to better air quality through cleaner energy sources. SDG 10: Reduced Inequalities: Supports affordable electricity access and contributes to reducing energy inequality, particularly in underserved areas. SDG 4: Quality Education: Provides practical education in power system operations, preparing a skilled workforce for the energy sector. SDG 6: Clean Water and Sanitation: Ensures reliable power for water systems, which are critical for clean water and sanitation. Conclusion: The Electric Power System Operations course is highly relevant to a number of UN Sustainable Development Goals, particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 13 (Climate Action). By teaching students the skills required to efficiently operate and manage modern power systems, the course contributes to creating sustainable, efficient, and resilient energy infrastructure that supports economic development, climate goals, and social equity. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132802 | Sistem Distribusi Tenaga Listrik | Electric Power Distribution System | This course focuses on the design and operation of electric power distribution systems. Students learn about distribution network components, load analysis, and the impact of renewable energy integration on distribution systems. | 1. SDG 7: Affordable and Clean Energy Reliable and Efficient Power Distribution: The course equips students with the skills to design and operate efficient power distribution systems that ensure reliable and stable electricity delivery to all sectors. Efficient distribution minimizes losses and ensures that electricity is available at the lowest possible cost, supporting the goal of affordable and reliable energy for all. Renewable Energy Integration: As renewable energy sources (solar, wind, etc.) are increasingly being integrated into the grid, the course covers the integration of distributed generation into the electric power distribution system, helping to support the global transition to clean and renewable energy. Smart Grid Technologies: The course may cover smart grid technologies that optimize energy distribution, balance demand with supply, and improve the overall reliability of the system. These advancements support the development of clean and affordable energy systems. 2. SDG 9: Industry, Innovation, and Infrastructure Modernizing Power Distribution Systems: The course provides knowledge on the latest technologies used in power distribution, such as smart grids, automation, and digital substations. These innovations improve system performance, reduce losses, and enhance grid resilience, promoting the development of sustainable infrastructure. Building Resilient Power Networks: The course emphasizes the importance of designing and maintaining resilient power distribution networks that can withstand disruptions (e.g., natural disasters, cyberattacks) and continue to deliver power efficiently and reliably, which is essential for industrial development and economic stability. Optimizing Energy Distribution: The optimization of distribution networks allows for better management of peak demand and load balancing, ensuring that energy resources are used effectively and efficiently. 3. SDG 13: Climate Action Reducing Carbon Emissions: By focusing on the integration of clean energy technologies (such as solar, wind, and hydropower) into the power distribution system, the course helps to reduce the carbon footprint of electricity generation and delivery. Efficient and reliable distribution systems are essential for achieving net-zero emissions targets and mitigating the effects of climate change. Energy Efficiency: The course emphasizes strategies for improving energy efficiency in the distribution network, which directly supports efforts to reduce the overall carbon emissions associated with electricity production and consumption. Sustainable Energy Transition: The integration of renewable energy sources and the transition to clean grids are key components of this course, contributing to climate action through sustainable energy practices. 4. SDG 11: Sustainable Cities and Communities Reliable Energy for Urban Development: Urban centers rely on the effective and reliable distribution of electricity to power homes, businesses, and essential services like hospitals and transportation. This course teaches how to design and manage power distribution systems to support the growth of smart, sustainable cities. Decentralized and Resilient Power Systems: With the advent of microgrids and decentralized power systems, the course promotes the development of local solutions that can provide reliable electricity to both urban and remote communities. This is particularly important for ensuring sustainable infrastructure and improving the quality of life in urban settings. 5. SDG 12: Responsible Consumption and Production Reducing Energy Losses: One of the key focuses of the course is improving energy efficiency by minimizing transmission and distribution losses in the system. This ensures that less energy is wasted and that the electricity that is generated is delivered in the most efficient way possible, contributing to responsible consumption of energy. Promoting Sustainable Energy Practices: The course may cover the use of demand-side management techniques and technologies that help balance electricity demand and prevent overproduction, leading to more sustainable production of electricity. Smart Metering and Energy Management: By integrating smart meters and energy management systems, students learn how to provide consumers with data to track their energy usage, promoting energy-conscious behavior and encouraging responsible energy consumption. 6. SDG 10: Reduced Inequalities Energy Access for All: Power distribution systems are vital for providing universal access to electricity, especially in underserved rural areas or economically disadvantaged regions. This course explores how to design systems that ensure reliable power to all areas, including those that may traditionally be off the grid. Inclusive Energy Distribution: The course covers how to make energy systems more inclusive by ensuring that every community, regardless of location or income, has access to affordable and reliable electricity, helping to reduce energy inequalities and promote social equity. 7. SDG 3: Good Health and Well-being Reliable Power for Healthcare Systems: A critical aspect of power distribution is ensuring that healthcare facilities, especially in remote areas, have reliable electricity. The course teaches students how to design power distribution networks that can ensure uninterrupted power supply for hospitals, clinics, and other essential healthcare services. Reducing Health Impacts of Polluting Energy Sources: By promoting the integration of clean energy and improving the efficiency of power distribution, the course contributes to reducing the health risks associated with pollution from fossil fuel-based power generation, improving the overall well-being of communities. 8. SDG 6: Clean Water and Sanitation Powering Water and Sanitation Systems: The reliable distribution of electricity is critical for water treatment and pumping stations, which are essential for providing clean water and sanitation. The course ensures that students understand how to design power distribution systems that can support these vital infrastructure systems, which directly impact public health and well-being. 9. SDG 4: Quality Education Hands-On Learning: The course offers practical experience in the design, operation, and optimization of electric power distribution networks, providing students with technical skills that are critical for careers in energy and infrastructure. This contributes to improving technical education and fostering a skilled workforce in the energy sector. Summary of Relevant SDGs for “Electric Power Distribution System”: SDG 7: Affordable and Clean Energy: Focuses on ensuring reliable, efficient, and clean energy distribution through the integration of renewable energy sources and the optimization of power networks. SDG 9: Industry, Innovation, and Infrastructure: Promotes the development of smart grids, automation, and resilient infrastructure, ensuring that power systems are innovative and sustainable. SDG 13: Climate Action: Contributes to reducing carbon emissions and promoting energy efficiency within the electricity distribution sector. SDG 11: Sustainable Cities and Communities: Focuses on reliable electricity for urban centers, while also promoting decentralized energy systems for sustainable urbanization. SDG 12: Responsible Consumption and Production: Teaches how to reduce energy losses and promote sustainable energy production and consumption. SDG 10: Reduced Inequalities: Ensures universal access to electricity, particularly in underserved and rural areas, reducing energy inequality. SDG 3: Good Health and Well-being: Ensures that healthcare facilities have reliable electricity for critical operations, and reduces health risks by promoting clean energy. SDG 6: Clean Water and Sanitation: Supports the operation of water supply and sanitation systems through stable power distribution. SDG 4: Quality Education: Provides practical education in power distribution systems, contributing to the development of a skilled workforce in the energy sector. Conclusion: The Electric Power Distribution System course is aligned with several UN Sustainable Development Goals, especially SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 13 (Climate Action). By equipping students with practical skills in designing, operating, and optimizing modern electrical distribution systems, the course plays a significant role in ensuring the global transition to sustainable energy, improving energy access in underserved areas, and promoting climate resilience through clean energy solutions. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133302 | Komunikasi Serat Optik | Fiber Optic Communications | Students explore the principles of fiber optic technology, including signal transmission, modulation, and network design. The curriculum covers applications in telecommunications and data networking, emphasizing design and installation techniques. | 1. SDG 9: Industry, Innovation, and Infrastructure Digital Infrastructure Development: Fiber optics are critical for modern communication systems and broadband infrastructure. This course contributes to the development of high-speed internet and reliable digital communication networks, which are essential for industry innovation and the growth of digital economies. Smart Cities and Innovation: Fiber optic communication systems are foundational for the creation of smart cities, supporting IoT devices, data centers, and advanced services like telemedicine, e-governance, and smart grids. The course promotes the infrastructure needed to foster innovation and technological advancement. Global Connectivity: By teaching the principles of fiber optic technology, the course supports the global expansion of high-speed internet infrastructure, bridging digital divides and facilitating the growth of innovative industries in urban and rural areas alike. 2. SDG 4: Quality Education Educational Opportunities through Digital Connectivity: Fiber optic communications are crucial for providing fast and reliable internet access to educational institutions. The course contributes to expanding access to quality education, especially in remote and underserved areas, by enabling the development of high-bandwidth educational platforms like online courses, e-learning, and digital libraries. Enhancing Research and Collaboration: High-speed fiber optic networks enable global collaboration in research and education. The course empowers students with the knowledge needed to improve education systems through better digital infrastructure, ensuring that all students can participate in global academic exchanges. 3. SDG 10: Reduced Inequalities Bridging the Digital Divide: By improving fiber optic infrastructure in underserved areas, this course contributes to bridging the digital divide between rural and urban communities. Affordable and reliable high-speed internet enables individuals in remote areas to access education, healthcare, and economic opportunities, reducing digital inequalities. Inclusive Access to Information: The course helps students understand how fiber optics can enable broadband internet access for marginalized communities, improving access to information, services, and economic opportunities for all. 4. SDG 7: Affordable and Clean Energy Energy Efficiency in Communication Networks: Fiber optics offer significant energy efficiency advantages over traditional copper-based systems. The course teaches students how fiber optic communication systems consume less energy for data transmission, contributing to more sustainable and efficient communication infrastructure. Green Telecommunications: Fiber optics enable the development of low-energy broadband solutions that support the digital economy while minimizing environmental impact. The course highlights the role of energy-efficient technologies in reducing the carbon footprint of communication systems, which aligns with efforts to transition to more sustainable infrastructure. 5. SDG 11: Sustainable Cities and Communities Sustainable Urban Infrastructure: Fiber optic networks are essential for creating sustainable cities by enabling efficient, reliable, and scalable digital communication systems. The course teaches how fiber optic cables support smart city initiatives, from smart grids to public transportation management and environmental monitoring. Improved Connectivity for Urban and Rural Areas: Fiber optics are key in ensuring that all communities, whether urban or rural, have access to the necessary infrastructure for sustainable development. This contributes to the goal of creating inclusive, resilient, and smart urban areas. 6. SDG 13: Climate Action Reducing Environmental Impact of Communication Systems: Fiber optic communication systems are more energy-efficient compared to traditional copper-based systems. As a result, they contribute to lower energy consumption and reduced carbon emissions, which supports climate action by minimizing the environmental impact of telecommunication networks. Supporting Climate Monitoring and Data Sharing: The high-speed data transmission capabilities enabled by fiber optics are essential for climate monitoring and disaster response. The course highlights how fiber optic communication networks can be used to improve climate resilience by enabling real-time data sharing and sustainability initiatives. 7. SDG 5: Gender Equality Equal Access to Digital Technologies: Fiber optic communication systems are essential for creating inclusive digital platforms that provide equal access to information, services, and opportunities, including in education, healthcare, and employment. The course supports gender equality by emphasizing how affordable internet and digital infrastructure can benefit women and girls in underrepresented communities. Empowering Women through Connectivity: In regions where women face significant barriers to technology access, fiber optics can enable digital platforms that empower women by providing access to education, entrepreneurship opportunities, and community engagement. 8. SDG 8: Decent Work and Economic Growth Fostering Economic Development through Connectivity: Fiber optic networks are critical for the development of digital economies. The course teaches how fiber optics enable high-speed internet for businesses, startups, and industries, thus promoting economic growth and job creation in the digital sector. Remote Work and Economic Opportunities: Fiber optics support remote working and telecommuting, providing opportunities for employment and collaboration that extend beyond geographical boundaries. This contributes to inclusive economic growth and provides new opportunities for people in remote areas. 9. SDG 6: Clean Water and Sanitation Telecommunication for Water Systems: Fiber optic systems are used in remote monitoring of water supply systems, wastewater management, and environmental monitoring. The course highlights the role of fiber optics in improving the efficiency and effectiveness of clean water management systems, contributing to sustainable water practices. Improved Disaster Management: The real-time data communication facilitated by fiber optic networks is crucial for managing water-related disasters such as floods and droughts, improving climate resilience and access to clean water in vulnerable regions. Summary of Relevant SDGs for “Fiber Optic Communications”: SDG 9: Industry, Innovation, and Infrastructure: Supports the development of modern digital infrastructure essential for innovation, industrial growth, and global connectivity. SDG 4: Quality Education: Enhances digital access for education, enabling online learning, global research collaboration, and improving access to quality education. SDG 10: Reduced Inequalities: Helps reduce the digital divide by promoting universal broadband access and ensuring that marginalized communities have access to essential information and services. SDG 7: Affordable and Clean Energy: Promotes energy-efficient communication networks that contribute to sustainable and clean energy solutions in telecommunication infrastructure. SDG 11: Sustainable Cities and Communities: Supports the development of smart cities through fiber optic infrastructure, improving urban sustainability and resilience. SDG 13: Climate Action: Reduces the carbon footprint of communication systems by enabling low-energy data transmission and supporting climate monitoring. SDG 5: Gender Equality: Ensures equal access to digital technologies, empowering women and girls through connectivity. SDG 8: Decent Work and Economic Growth: Promotes economic growth by enabling digital economies and providing opportunities for remote work and business development. SDG 6: Clean Water and Sanitation: Supports water and sanitation systems through real-time data communication and environmental monitoring. Conclusion: The Fiber Optic Communications course is highly relevant to several UN Sustainable Development Goals, particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 10 (Reduced Inequalities), and SDG 7 (Affordable and Clean Energy). By enabling the development of efficient, high-speed, and reliable digital communication systems, the course plays a critical role in supporting economic growth, social equity, sustainable infrastructure, and climate action through improved telecommunications and connectivity. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133403 | Sistem Kendali Digital | Digital Control System | This course covers the analysis and design of digital control systems. Students learn about discrete-time systems, sampling theory, and the implementation of control algorithms using digital controllers. | 1. SDG 9: Industry, Innovation, and Infrastructure Automation and Process Optimization: Digital control systems are critical in optimizing manufacturing and industrial processes, enhancing productivity, and ensuring reliable, high-quality outputs. The course teaches students how to design systems that improve efficiency and reduce energy consumption, leading to more sustainable industrial practices. Smart Manufacturing: With the rise of Industry 4.0, digital control systems are at the heart of smart factories and automated production systems. The course helps students understand the integration of digital technologies like sensors, IoT, and automation to create innovative, flexible, and resource-efficient manufacturing processes. Infrastructure Improvement: By teaching students how to design and implement digital control systems, the course supports the development of modern infrastructure for industries ranging from energy to transport, water management, and healthcare, fostering long-term sustainability. 2. SDG 7: Affordable and Clean Energy Energy Efficiency in Control Systems: Digital control systems can significantly improve energy efficiency in a variety of settings, including power plants, electrical grids, and industrial facilities. The course includes topics on energy management, teaching students how to design systems that optimize energy consumption and reduce waste. Integration of Renewable Energy: As renewable energy sources like solar and wind become more common, they require advanced control systems for integration into the grid. This course addresses how digital control systems can help manage variable power sources and improve the reliability and efficiency of renewable energy grids, contributing to sustainable energy systems. 3. SDG 8: Decent Work and Economic Growth Automation and Workforce Efficiency: The course provides knowledge on how digital control systems enable automation, which improves the efficiency and output of industries. This leads to the creation of more economically viable businesses and promotes economic growth by making industries more competitive and sustainable. Job Creation in High-Tech Industries: As industries adopt more sophisticated control technologies, the demand for professionals skilled in digital control systems rises. The course prepares students for high-tech roles in automation, robotics, AI, and other cutting-edge fields, contributing to the creation of decent jobs in modern sectors. Improved Production Processes: Digital control systems improve the quality and efficiency of manufacturing processes, which can enhance the competitiveness of companies and regions, driving economic growth. 4. SDG 13: Climate Action Reducing Energy Consumption: Efficient digital control systems can optimize the use of energy across industries, reducing carbon emissions. For example, the course covers how to design systems that optimize HVAC (heating, ventilation, and air conditioning), lighting, and industrial machines, contributing to more energy-efficient operations. Smart Grids for Renewable Energy: Digital control systems are integral to managing smart grids, which are essential for integrating renewable energy sources into the existing power infrastructure. The course explores how digital systems can help balance energy supply and demand, enhance the reliability of energy networks, and facilitate the transition to low-carbon energy systems. Sustainable Practices in Industry: Through control systems, industries can minimize waste, improve the efficiency of manufacturing processes, and reduce the environmental impact of industrial activities. The course prepares students to design systems that minimize the ecological footprint of industries. 5. SDG 11: Sustainable Cities and Communities Smart Cities and Automation: Digital control systems are key components in the development of smart cities, where technology is used to optimize urban infrastructure. The course may cover applications in traffic management, public transportation, waste management, and water distribution, making cities more efficient, sustainable, and resilient. Infrastructure Resilience: Control systems play a major role in ensuring that urban infrastructure is resilient and efficient, from water and waste systems to energy grids. The course prepares students to design systems that can detect faults, predict failures, and adapt to dynamic urban environments, enhancing the resilience of cities. 6. SDG 3: Good Health and Well-being Healthcare Automation and Monitoring: Digital control systems are crucial in the healthcare industry, where they are used to monitor medical devices, patient care systems, and hospital operations. The course provides the knowledge needed to design and implement systems that ensure reliable, accurate, and safe operation of medical technologies, contributing to improved health outcomes. Medical Equipment Control: Digital control is also used in systems for controlling medical devices like ventilators, infusion pumps, and diagnostic equipment. The course provides students with skills to design control systems that ensure these devices function efficiently and safely, improving patient care and supporting public health. 7. SDG 12: Responsible Consumption and Production Waste Reduction and Efficiency: Digital control systems can optimize production processes to minimize waste, enhance resource use, and improve overall production efficiency. This leads to a reduction in overproduction and better utilization of materials, contributing to responsible consumption and production. Sustainable Manufacturing Practices: The course equips students with skills in designing automated systems that improve manufacturing sustainability by reducing material waste, energy consumption, and emissions. It teaches the principles of lean production and sustainability in industry, supporting sustainable practices in manufacturing. 8. SDG 10: Reduced Inequalities Access to Modern Technology: Digital control systems are used to create technologies that can be implemented in underdeveloped regions, helping to improve infrastructure, energy access, and economic development in underserved areas. The course addresses the challenges of designing systems that can be applied in resource-limited environments, thus contributing to reducing inequalities. 9. SDG 6: Clean Water and Sanitation Water Treatment Automation: Digital control systems are widely used in the management of water treatment plants and wastewater systems, where they help regulate processes, ensure optimal chemical usage, and manage flow rates. The course may cover topics related to control in water purification, contributing to improved access to clean water and sanitation. Optimizing Water Distribution Systems: Control systems can also be applied to automate and optimize water distribution networks, improving efficiency and ensuring that water is delivered reliably to communities in both urban and rural areas. Summary of Relevant SDGs for “Digital Control Systems”: SDG 9: Industry, Innovation, and Infrastructure: Promotes industrial automation, innovation, and the development of efficient infrastructure through digital control systems. SDG 7: Affordable and Clean Energy: Contributes to energy efficiency and the integration of renewable energy into grids through optimized control systems. SDG 8: Decent Work and Economic Growth: Encourages economic growth by improving industrial productivity and fostering high-tech job creation in automation and control fields. SDG 13: Climate Action: Reduces energy consumption and supports green energy initiatives through efficient control of systems in industries and energy networks. SDG 11: Sustainable Cities and Communities: Supports the development of smart cities, improving urban sustainability and infrastructure resilience. SDG 3: Good Health and Well-being: Improves healthcare through automation and reliable medical device control. SDG 12: Responsible Consumption and Production: Promotes sustainable production practices and waste reduction through optimized control systems. SDG 10: Reduced Inequalities: Helps bridge the technological gap by making advanced control systems accessible in underserved areas. SDG 6: Clean Water and Sanitation: Supports water treatment and distribution optimization through advanced digital control systems. Conclusion: The Digital Control Systems course is highly aligned with several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), and SDG 13 (Climate Action). By teaching students how to design, implement, and optimize digital control systems across a wide range of industries, the course directly contributes to enhancing industrial sustainability, improving energy efficiency, and promoting innovation that aligns with global sustainability efforts. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04133503 | Sistem Berbasis Mikroprosesor | Microprocessor Based Systems | This course focuses on the architecture, programming, and application of microprocessors in embedded systems. Students learn about the functioning of microprocessors, including instruction sets, interfacing techniques, and system design. The curriculum covers topics such as assembly language programming, memory management, and peripheral interfacing. Through hands-on projects and laboratory work, students gain practical experience in designing and implementing microprocessor-based systems for various applications, preparing them for careers in electronics, automation, and embedded systems development. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation in Industry: Microprocessors are at the heart of the modern digital revolution and are integral to smart manufacturing, automation, and digital control systems. The course empowers students to design and implement microprocessor-based systems that improve industrial processes, data acquisition, and control systems for a wide variety of applications in industries such as manufacturing, robotics, and automation. Advancing Digital Infrastructure: Through learning about microprocessor-based designs, students contribute to the development of digital infrastructure, which supports smart cities, IoT (Internet of Things) applications, and automated systems in industries. These technologies are key to the evolution of efficient and sustainable infrastructure. 2. SDG 7: Affordable and Clean Energy Energy-efficient Systems: Microprocessors and microcontrollers are central to energy-efficient devices and smart grids. The course equips students with the knowledge to develop embedded systems that manage energy consumption, optimize resource use, and support renewable energy systems. This is particularly important in smart homes, energy meters, and solar panel systems, where microprocessors are used to monitor and optimize energy use. Optimization in Power Systems: Microprocessor-based systems play a crucial role in modern electricity grids, enabling the integration of renewable energy sources like solar and wind. The course teaches how these systems can be used to balance supply and demand, monitor power generation, and improve the efficiency of energy distribution. 3. SDG 8: Decent Work and Economic Growth Job Creation in Technology and Innovation: The course prepares students for careers in high-tech industries such as electronics, automation, telecommunications, and embedded systems design. As microprocessors are a key enabler of automation and modern technology, students gain skills that help create jobs in innovative sectors, boosting economic growth. Support for Startups and Small Businesses: By learning about microprocessor-based systems, students can contribute to the creation of low-cost, efficient solutions that can be adopted by startups and small businesses to build new products and services, creating economic value in emerging markets. 4. SDG 12: Responsible Consumption and Production Designing Efficient and Sustainable Systems: Microprocessor-based systems enable the design of energy-efficient products, such as smart appliances, eco-friendly electronics, and low-power devices. The course encourages the development of resource-efficient systems, promoting sustainable consumption and production by minimizing waste, energy consumption, and the environmental impact of electronic devices. Reducing E-Waste: Microprocessor-based systems can contribute to the development of products that are longer-lasting, modular, and easier to recycle, which can help address the growing problem of electronic waste (e-waste). Students may explore ways to design microprocessor-based products with sustainability in mind, reducing the overall environmental footprint of electronics. 5. SDG 4: Quality Education Access to Technology in Education: Microprocessor-based systems are central to the development of educational tools, such as interactive whiteboards, digital classrooms, and e-learning devices. The course can contribute to improving access to quality education by enabling the development of affordable educational technologies and tools that enhance learning experiences. Promoting Digital Literacy: By learning how microprocessors are used in various applications, students become more digitally literate, empowering them to develop technologies that promote education equity and help make learning accessible to all. 6. SDG 10: Reduced Inequalities Affordable Access to Technology: Microprocessor-based systems can help reduce technological inequality by enabling the development of low-cost, high-efficiency devices that are accessible to underserved and remote populations. For instance, microprocessors are used in low-cost healthcare devices, educational tools, and community-based solutions that can help bridge the digital divide. Empowering Underserved Communities: Microprocessors are at the core of systems that enable low-cost telemedicine, remote education, and community development initiatives, giving marginalized communities access to technology and services that were previously unavailable. 7. SDG 11: Sustainable Cities and Communities Smart City Development: Microprocessor-based systems are crucial to the development of smart city technologies, including intelligent transportation systems, smart traffic lights, environmental monitoring, and public safety systems. By learning how to design these systems, students contribute to the creation of sustainable, efficient, and resilient urban infrastructures. Resource Management and Optimization: Microprocessors are used in smart grids, water management systems, and waste management systems, helping cities become more resource-efficient and sustainable. The course explores how to design systems that enhance urban quality of life and reduce environmental impact. 8. SDG 13: Climate Action Energy-efficient Technologies: Microprocessors enable the development of energy-efficient technologies and smart systems that help mitigate the effects of climate change. These systems can manage energy consumption, reduce emissions, and integrate renewable energy sources into power grids. The course may involve learning how microprocessors can be applied to green technologies, carbon footprint reduction, and climate adaptation strategies. Environmental Monitoring: Microprocessor-based systems are widely used in environmental monitoring devices that track factors like air quality, water quality, temperature, and pollution levels. Students in the course may work on systems that contribute to climate research and data collection for climate action. 9. SDG 5: Gender Equality Gender-inclusive Technologies: As digital technologies evolve, microprocessor-based systems can be used to design solutions that address the specific needs of women and girls in different areas, such as healthcare, education, and personal security. The course may encourage students to think about how affordable, accessible technologies can empower women and girls. Bridging the Digital Divide for Women: Microprocessors enable the development of affordable devices that can help improve women’s access to education, job opportunities, and healthcare, particularly in rural and underserved areas. Students may learn how to design technologies that empower women and reduce gender inequalities. Summary of Relevant SDGs for “Microprocessor-Based Systems”: SDG 9: Industry, Innovation, and Infrastructure: Promotes the use of microprocessor-based technologies to innovate and modernize industrial systems, automation, and infrastructure. SDG 7: Affordable and Clean Energy: Supports the design of energy-efficient systems and the integration of renewable energy sources using microprocessor control. SDG 8: Decent Work and Economic Growth: Facilitates economic growth and job creation in high-tech industries such as electronics, automation, and IoT. SDG 12: Responsible Consumption and Production: Encourages the design of sustainable, energy-efficient devices, and helps reduce electronic waste. SDG 4: Quality Education: Improves access to digital tools for education, enhancing learning opportunities. SDG 10: Reduced Inequalities: Supports affordable technology for underserved communities, bridging the digital divide. SDG 11: Sustainable Cities and Communities: Contributes to the development of smart cities with efficient resource management and sustainable infrastructure. SDG 13: Climate Action: Promotes energy-efficient technologies and environmental monitoring systems to mitigate climate change. SDG 5: Gender Equality: Helps design technologies that empower women and girls, improving their access to education, healthcare, and economic opportunities. Conclusion: The Microprocessor-Based Systems course is highly relevant to several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), and SDG 12 (Responsible Consumption and Production). By equipping students with the skills to design and implement microprocessor-based systems, the course supports the development of energy-efficient, innovative, and sustainable technologies that contribute to global efforts for economic growth, social equity, and environmental responsibility. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131802 | Elektronika Telekomunikasi | Telecommunication Electronics | This course focuses on the electronic components and systems used in telecommunications. Topics include signal processing, modulation techniques, and the design of communication circuits. | 1. SDG 9: Industry, Innovation, and Infrastructure Innovation in Telecommunications: Telecommunication electronics are essential for the continued innovation and development of global communication networks. The course provides students with the skills to design and improve telecommunication systems, which are critical for global connectivity and the expansion of modern infrastructure. Next-Generation Networks: The course often covers advanced communication technologies such as 5G, fiber optics, satellite systems, and IoT (Internet of Things). These technologies are central to the modernization of infrastructure, enabling faster, more efficient, and reliable communication systems that support industries ranging from healthcare to manufacturing and education. Smart Cities and Industrial Automation: Through telecommunication electronics, students learn how to develop and maintain the communication networks that power smart cities and automated industries, contributing to the establishment of sustainable urban infrastructure. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Communication Systems: Telecommunication networks consume significant amounts of energy. The course helps students understand the design of energy-efficient systems for communication infrastructure. This can reduce the carbon footprint of telecommunications and help improve energy sustainability in communication networks. Renewable Energy Integration: As telecommunication systems grow, there is an increasing emphasis on using renewable energy sources (such as solar or wind) for communication towers and infrastructure. The course may cover the integration of renewable energy solutions into telecommunications systems, contributing to clean energy solutions. 3. SDG 8: Decent Work and Economic Growth Job Creation in the Telecom Sector: The course prepares students for careers in telecommunications, a rapidly growing industry. Telecommunications is a significant source of employment, with opportunities in areas such as network design, electronic engineering, system integration, and technical support. The development of telecommunication infrastructure drives economic growth and creates decent jobs in both developed and emerging markets. Boosting Productivity and Economic Opportunities: The development and maintenance of robust telecommunication systems support the global economy, providing businesses and individuals with access to information, communication, and networking tools that boost productivity and foster economic development. 4. SDG 10: Reduced Inequalities Bridging the Digital Divide: Telecommunication technologies play a pivotal role in reducing inequalities by enabling access to information and connectivity in underserved and rural regions. The course may cover technologies designed to bring mobile communications and internet access to remote areas, helping to bridge the digital divide and promote inclusive development. Affordable Connectivity: Telecommunication systems can be leveraged to provide affordable internet access to low-income communities, improving education, healthcare, and economic opportunities for marginalized populations. The course prepares students to develop cost-effective solutions that promote digital inclusion. 5. SDG 4: Quality Education Enabling Distance Learning: Telecommunication systems are critical in delivering quality education globally, especially through distance learning platforms. The course equips students to design systems that improve the accessibility and quality of educational content, enabling students in remote or underserved areas to participate in online education. Promoting Digital Literacy: The course also enhances digital literacy, preparing students to work with complex communication systems and digital technologies, thus empowering them to foster technological advancement in education and provide better access to educational resources. 6. SDG 11: Sustainable Cities and Communities Smart Cities: The course teaches students how telecommunication systems play a crucial role in the development of smart cities. These cities rely on advanced telecommunication infrastructure for services such as traffic management, public safety, healthcare, and environmental monitoring, all of which contribute to the sustainability and efficiency of urban spaces. Urban Connectivity: Effective telecommunication systems are essential for ensuring that cities are well-connected, enabling resource optimization, real-time communication, and effective management of urban services. 7. SDG 13: Climate Action Reducing the Environmental Impact of Telecom Systems: Telecommunications systems, especially data centers and network infrastructure, consume significant energy. The course includes designing more energy-efficient telecommunications infrastructure, reducing the carbon footprint of the sector. This could include low-power communication systems and eco-friendly network designs that contribute to climate action. Sustainable Communication Technologies: The course might also cover emerging technologies in green telecom, including the development of systems that are less energy-intensive and use sustainable materials. By optimizing telecom equipment and networks, the course contributes to mitigating the environmental impact of the telecommunication industry. 8. SDG 3: Good Health and Well-being Telemedicine and Healthcare Access: The course prepares students to design telecommunication systems that enable telemedicine and other healthcare technologies. Through remote monitoring, diagnostics, and consultations, telecommunications systems allow better access to healthcare, especially in rural or underserved areas. Improved Public Health Communication: Telecommunication systems are also crucial for public health campaigns, emergency services, and the dissemination of critical health information. The course teaches the design of systems that ensure effective health communication. 9. SDG 5: Gender Equality Gender-Inclusive Technologies: The telecommunications sector is a significant enabler of gender equality. By providing access to information and communication technologies, women and girls can gain better access to education, healthcare, and economic opportunities. The course can explore how telecommunication systems can be designed and deployed to meet the needs of women and marginalized groups, helping to bridge the gender gap in technology and empower women in the digital economy. Summary of Relevant SDGs for “Telecommunication Electronics”: SDG 9: Industry, Innovation, and Infrastructure: Promotes technological innovation and the development of smart communication networks. SDG 7: Affordable and Clean Energy: Encourages the design of energy-efficient and renewable-powered telecommunication systems. SDG 8: Decent Work and Economic Growth: Fosters economic growth and job creation in the growing telecommunications sector. SDG 10: Reduced Inequalities: Helps to bridge the digital divide and improve connectivity in underserved communities. SDG 4: Quality Education: Supports distance learning, digital literacy, and access to quality education through telecommunication technologies. SDG 11: Sustainable Cities and Communities: Enhances urban sustainability through smart city technologies powered by telecommunications. SDG 13: Climate Action: Reduces the carbon footprint of telecommunications infrastructure and encourages green telecom solutions. SDG 3: Good Health and Well-being: Facilitates telemedicine, healthcare access, and public health communication. SDG 5: Gender Equality: Promotes gender equality by providing equal access to communication technologies for women and marginalized groups. Conclusion: The Telecommunication Electronics course is closely aligned with several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), and SDG 10 (Reduced Inequalities). By equipping students with the knowledge to design and optimize telecommunication systems, the course helps improve global connectivity, supports sustainable infrastructure, and contributes to economic growth while addressing pressing issues like climate change, healthcare access, and education inequality. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131902 | Otomasi Industri dan Kendali Proses | Industrial Automation and Process Control | Students learn about automation technologies and control systems used in industrial settings. The curriculum covers sensors, actuators, and programming of industrial control systems for process optimization. | 1. SDG 9: Industry, Innovation, and Infrastructure Industrial Automation: Industrial automation directly contributes to innovation in industries by introducing advanced control systems and robotics into manufacturing processes. The course prepares students to design and implement automated systems that optimize the production process, improve product quality, and reduce human error. Smart Manufacturing: Automation and process control are key to smart manufacturing systems, which improve the efficiency and flexibility of production lines, integrate IoT (Internet of Things) technologies, and use data for real-time decision-making. These systems help create more intelligent, sustainable industrial infrastructures. Resilient Infrastructure: Students learn to design control systems that improve the resilience and reliability of critical industrial infrastructure, from energy generation to transportation and manufacturing. 2. SDG 7: Affordable and Clean Energy Energy Efficiency: One of the primary goals of automation and process control is to optimize energy consumption in industrial processes. By applying advanced control algorithms and automation technologies, students can design systems that reduce energy consumption, minimize waste, and integrate renewable energy sources into industrial operations. Smart Grid Integration: Automation plays a significant role in the integration of renewable energy sources into power grids by managing demand and supply dynamically. The course teaches how automation systems can be applied to improve energy use, promote smart grids, and manage energy in industrial systems. Sustainable Energy Management: Automated systems allow industries to monitor and optimize their energy consumption, contributing to cleaner production and reduced environmental impact. 3. SDG 8: Decent Work and Economic Growth Job Creation and Economic Growth: Automation and process control technologies create new opportunities for employment, especially in fields such as robotics, industrial control, and smart manufacturing. The course prepares students for careers in these high-demand sectors, fostering economic growth and the creation of decent jobs. Increased Productivity and Efficiency: By using automation to optimize processes, companies can increase productivity and reduce production costs, making goods more affordable and increasing the competitiveness of industries, which supports broader economic growth. Entrepreneurship in Automation: The course can also foster innovation and entrepreneurship in the development of new automated systems, which could lead to the creation of startups focused on automation technologies, robotics, and smart manufacturing solutions. 4. SDG 12: Responsible Consumption and Production Resource Efficiency: Industrial automation helps optimize the use of raw materials and resources by improving process efficiency and minimizing waste. The course teaches students to design and implement systems that maximize resource use, reduce consumption, and minimize environmental impact. Sustainable Manufacturing: Automation systems are integral to creating more sustainable manufacturing processes by controlling the use of energy, materials, and water. These systems can help reduce industrial waste and emissions, promoting circular economy practices in manufacturing industries. Eco-friendly Technologies: Students may learn how automation technologies can be applied to eco-friendly manufacturing processes that prioritize recycling, waste reduction, and energy savings. 5. SDG 13: Climate Action Reducing Environmental Impact: By optimizing processes, automation and process control systems help reduce energy consumption, emissions, and waste generation. The course can focus on technologies that contribute to climate action, such as energy-efficient control systems for industrial plants and automated carbon capture systems. Green Technologies: Industrial automation can enable industries to adopt green technologies that reduce their environmental impact. These systems may monitor and control emissions, manage renewable energy sources, and optimize energy usage in real time, all of which contribute to climate action. 6. SDG 4: Quality Education Access to Education and Skill Development: The course equips students with practical knowledge of advanced industrial systems, automation, and control technologies, which are critical skills in the modern industrial sector. By offering students expertise in these areas, the course contributes to the development of highly skilled professionals, enhancing quality education and opportunities for lifelong learning in the field of industrial automation. Educational Tools and Resources: Automation systems are used in educational settings to improve teaching methods and increase access to advanced learning platforms. For example, automated labs, interactive learning tools, and virtual simulators are used to teach complex subjects like process control and robotics. 7. SDG 10: Reduced Inequalities Digital Inclusion: Automation technologies can help bridge gaps in industrial access, especially in remote or underdeveloped regions. By enabling more efficient production and providing easier access to advanced technologies, industrial automation can contribute to reducing inequalities and improving access to industrial and economic opportunities. Affordable Technologies: The design of affordable automation solutions can help industries in emerging markets improve their productivity, efficiency, and sustainability, promoting greater economic equity and inclusive growth. 8. SDG 11: Sustainable Cities and Communities Smart Cities: Automation technologies are integral to the development of smart cities, which rely on efficient energy management, smart transportation, and automated urban services. The course may teach students how industrial automation principles can be applied to urban infrastructure to create more sustainable, connected, and resilient cities. Urban Sustainability: Automation also helps improve the sustainability of urban areas by reducing waste, improving energy efficiency, and supporting automated recycling systems and green technologies. 9. SDG 5: Gender Equality Women in STEM: Automation and industrial control are traditionally male-dominated fields. However, a focus on inclusive education and equal opportunity can help promote greater gender equality in technology. The course may help encourage female participation in engineering, automation, and technology careers, reducing barriers for women in technical fields. Summary of Relevant SDGs for “Industrial Automation and Process Control”: SDG 9: Industry, Innovation, and Infrastructure: Supports innovation in automation technologies and the development of modern industrial infrastructure. SDG 7: Affordable and Clean Energy: Promotes the integration of energy-efficient systems and the use of renewable energy sources in industrial automation. SDG 8: Decent Work and Economic Growth: Contributes to job creation in the automation industry and increases economic productivity. SDG 12: Responsible Consumption and Production: Encourages resource-efficient and eco-friendly manufacturing processes, reducing waste and energy consumption. SDG 13: Climate Action: Supports environmentally sustainable practices in industry, reducing carbon footprints and improving energy efficiency. SDG 4: Quality Education: Enhances access to technical education and promotes skill development in automation and process control technologies. SDG 10: Reduced Inequalities: Contributes to digital inclusion and economic equity through affordable automation technologies. SDG 11: Sustainable Cities and Communities: Supports smart city development and the creation of sustainable urban environments using automation technologies. SDG 5: Gender Equality: Encourages gender equality and increases the participation of women in STEM fields, particularly in automation and process control. Conclusion: The Industrial Automation and Process Control course is highly relevant to multiple UN Sustainable Development Goals (SDGs), especially SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), and SDG 12 (Responsible Consumption and Production). By equipping students with the knowledge to design and implement automated systems, the course supports sustainable industrial practices, resource efficiency, economic growth, and the development of smart cities. Furthermore, it provides critical skills for fostering green technologies and climate action, all while encouraging inclusive participation in technological innovation. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132003 | Sistem Kendali | Control System | This foundational course introduces the principles of control systems, including feedback mechanisms, stability, and control strategies. Students learn to analyze and design control systems for various applications. | 1. SDG 9: Industry, Innovation, and Infrastructure Industrial Automation and Innovation: Control systems are integral to industrial automation and process optimization, which contribute to smart manufacturing, Industry 4.0, and innovative infrastructure. The course prepares students to design systems that improve industrial productivity, quality, and flexibility, while minimizing waste and downtime. This supports the modernization of infrastructure and technological innovation in various industries. Advanced Control Systems: Knowledge of control systems allows for the development of advanced technologies like robotics, autonomous systems, and smart machines. These innovations enhance industrial processes, contributing to economic growth and resilient infrastructure. 2. SDG 7: Affordable and Clean Energy Energy Efficiency: Control systems play a critical role in improving the energy efficiency of systems in industries like power generation, manufacturing, and transportation. By optimizing energy consumption, reducing waste, and improving performance, control systems contribute to cleaner energy use. Smart Grids and Renewable Energy Integration: Control systems are used in smart grids to manage the integration of renewable energy sources (such as solar and wind) into the electricity grid. They regulate power flow, monitor energy demand, and ensure stability, which is crucial for the successful deployment of renewable energy. Energy Management: The course could cover the design of control systems used in energy management systems, such as those in buildings or industrial plants, that optimize the use of energy and reduce the overall carbon footprint. 3. SDG 12: Responsible Consumption and Production Resource Efficiency and Sustainability: Control systems help industries optimize their resource use and reduce waste, leading to sustainable production practices. For example, control systems in manufacturing can reduce material waste, minimize energy consumption, and improve process reliability. Automation for Sustainable Production: The course helps students design control systems for processes that ensure continuous improvement in sustainability, such as optimizing water use in agricultural systems or minimizing emissions in chemical production processes. Automation and optimization through control systems contribute to responsible production in many sectors. 4. SDG 13: Climate Action Mitigating Environmental Impact: Control systems are essential in minimizing the environmental impact of industrial activities by improving the efficiency of energy use and reducing emissions. For example, systems that control carbon capture, renewable energy production, or pollution control technologies rely heavily on advanced control strategies to function effectively. Climate-Friendly Technologies: Control systems can be used in technologies that promote climate action, such as energy-efficient buildings, sustainable transportation, and green manufacturing processes. By managing and optimizing these systems, control systems contribute to the reduction of global carbon footprints and environmental degradation. 5. SDG 8: Decent Work and Economic Growth Job Creation and Economic Growth: The control systems industry is a significant driver of job creation in areas like engineering, automation, and robotics. By designing and improving control systems, graduates contribute to economic growth in industries that rely on automation and smart systems, which are vital for a competitive, sustainable economy. Optimizing Industrial Productivity: Control systems help optimize industrial processes, improving productivity, reducing costs, and enhancing efficiency. This leads to economic growth, especially in manufacturing, energy, and other key sectors. Control systems also help industries adapt to market demands, thereby fostering economic resilience. 6. SDG 4: Quality Education Advanced Technical Education: Control systems are a foundational aspect of engineering education. The course provides students with advanced technical knowledge in areas like mathematics, system dynamics, feedback mechanisms, and optimization. This knowledge equips students to solve complex problems in diverse industries and contributes to the quality education of future engineers and technologists. Promoting STEM Education: The field of control systems encourages students to engage in STEM (Science, Technology, Engineering, and Mathematics) education and careers, fostering critical thinking, problem-solving skills, and innovation. 7. SDG 10: Reduced Inequalities Affordable Access to Technology: Control systems technologies are essential in creating affordable solutions that can be deployed in low-resource environments. For instance, control systems in agriculture, healthcare, and renewable energy can improve the quality of life and reduce inequalities in underserved areas. Inclusive Innovation: Control systems can help in developing inclusive technologies that are accessible to people with different abilities or people living in rural or remote areas. Examples include technologies for remote health monitoring, telecommunication systems, or affordable renewable energy solutions for underserved regions. 8. SDG 11: Sustainable Cities and Communities Smart Cities and Infrastructure: Control systems are a fundamental component of smart cities, where they regulate everything from traffic to waste management and energy distribution. The course helps students design systems that make cities more efficient, sustainable, and livable, improving the overall quality of urban life. Urban Sustainability: Control systems contribute to creating sustainable urban environments by managing the resources and services that keep cities running smoothly. For instance, systems that control water distribution, public transport, and energy consumption help reduce the environmental impact and improve the quality of life in urban areas. 9. SDG 5: Gender Equality Encouraging Women in STEM: Control systems are a field within engineering, where women are historically underrepresented. Courses in control systems can actively encourage female participation in this field by promoting diversity and inclusivity in STEM education and offering opportunities for women to lead in technology-driven industries. Gender-Inclusive Technologies: As control systems often underpin technologies related to healthcare, public safety, and smart cities, these systems can be designed to ensure they are accessible and serve the needs of all populations, including women and vulnerable groups. 10. SDG 3: Good Health and Well-being Healthcare Systems: Control systems are widely used in the medical field, particularly in devices like ventilators, heart-lung machines, prosthetics, and robot-assisted surgery. By teaching students the design and application of these systems, the course supports the development of life-saving technologies. Improving Public Health: Control systems can help in the management of public health systems, such as remote monitoring systems for patients or real-time data collection and analysis for disease prevention and control. Summary of Relevant SDGs for “Control System”: SDG 9: Industry, Innovation, and Infrastructure: Encourages innovation in industrial systems and supports modern infrastructure through automation. SDG 7: Affordable and Clean Energy: Contributes to energy-efficient systems and renewable energy integration. SDG 12: Responsible Consumption and Production: Optimizes resource efficiency and promotes sustainable production practices. SDG 13: Climate Action: Supports climate-friendly technologies and energy efficiency to reduce carbon footprints. SDG 8: Decent Work and Economic Growth: Promotes economic growth through automation, job creation, and industrial optimization. SDG 4: Quality Education: Provides high-quality education in engineering and control system technologies. SDG 10: Reduced Inequalities: Helps reduce inequalities by enabling inclusive innovation and access to technology. SDG 11: Sustainable Cities and Communities: Contributes to smart city development and urban sustainability. SDG 5: Gender Equality: Encourages gender equality and promotes female participation in STEM fields. SDG 3: Good Health and Well-being: Supports healthcare technologies and public health systems through advanced control systems. Conclusion: The Control Systems course directly supports several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). By providing students with the knowledge to design and optimize systems that regulate and control dynamic processes, the course plays a crucial role in fostering sustainability, economic growth, innovation, |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132103 | Perancangan Sistem Digital | Digital Systems Design | This course focuses on the design and implementation of digital systems using hardware description languages. Students learn about combinational and sequential logic design, as well as simulation and testing methods. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Digital systems are at the heart of modern technological innovation. The course teaches students how to design and implement systems that form the backbone of modern industries, including manufacturing, automotive, aerospace, and communications. Smart Manufacturing and Industry 4.0: Digital systems play a significant role in smart factories and Industry 4.0, where automation, IoT, and AI are integrated to improve efficiency, reduce waste, and enable real-time monitoring. By designing digital circuits and systems, students contribute to modernizing industry and creating innovative infrastructure. Advanced Communication Systems: Digital systems are central to building reliable, high-performance communication networks for modern telecommunications and internet infrastructure, contributing to infrastructure resilience. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Systems: Digital systems can significantly improve the energy efficiency of various applications, including energy management systems, smart grids, and embedded systems in renewable energy technologies. The course might include the design of low-power systems and optimization techniques that contribute to energy efficiency and the integration of renewable energy sources. Smart Grids and Energy Monitoring: Digital systems are critical for developing smart grid technology, where real-time data from energy meters and sensors can be used to optimize energy distribution and integrate solar, wind, and other renewable sources into the grid. Designing digital systems for this purpose directly supports clean energy initiatives. 3. SDG 12: Responsible Consumption and Production Sustainable Design Practices: Digital systems design focuses on creating energy-efficient and resource-efficient systems that reduce material and energy waste in manufacturing and industrial processes. By teaching students to design optimized, low-power, and low-cost systems, the course promotes responsible production and sustainable consumption. Eco-friendly Technologies: Digital systems can be applied to create eco-friendly technologies, such as automated recycling systems, smart waste management systems, and energy-efficient appliances, supporting sustainable development practices in industries and urban areas. 4. SDG 8: Decent Work and Economic Growth Job Creation and Economic Growth: The skills gained in a digital systems design course are critical for job creation in the growing fields of electronics, embedded systems, IoT, and telecommunications. Students are prepared for careers in industries that drive economic growth, such as hardware development, software engineering, and electronics manufacturing. Boosting Innovation and Productivity: By designing efficient digital systems, students contribute to boosting productivity in industries such as manufacturing, transportation, healthcare, and communications, which in turn supports overall economic development. 5. SDG 4: Quality Education Technical Education and Skill Development: The Digital Systems Design course provides high-quality technical education, equipping students with the skills needed to design and optimize digital circuits and systems. This kind of education fosters a deep understanding of engineering principles, as well as practical design and implementation skills, contributing to the advancement of quality education. STEM Education: Digital systems design is part of the broader STEM (Science, Technology, Engineering, and Mathematics) curriculum, promoting innovation, critical thinking, and problem-solving skills, which are key to high-quality education in modern societies. 6. SDG 10: Reduced Inequalities Access to Technology: Digital systems play a significant role in providing affordable technologies to underrepresented populations, including low-cost communication devices, smart home systems, and low-power computing platforms. By focusing on designing efficient and affordable systems, students help make technology more accessible and inclusive. Technological Inclusivity: By designing affordable and energy-efficient digital systems, the course can contribute to reducing the digital divide and ensuring that marginalized communities can benefit from digital technologies, education, and innovation. 7. SDG 11: Sustainable Cities and Communities Smart Cities and IoT: Digital systems are essential for building smart cities, where data from interconnected devices (e.g., sensors, smart meters, traffic control systems) are processed and used to improve urban living conditions. This could include systems that manage waste, energy, and water usage, making cities more sustainable and livable. Urban Sustainability: The course may cover the design of systems that enable smart transportation, sustainable public services, and energy-efficient buildings, all of which contribute to more sustainable urban environments. 8. SDG 5: Gender Equality Encouraging Women in STEM: Like many other technical fields, digital systems design can sometimes be male-dominated. However, focusing on inclusivity within the course can help encourage female participation in STEM education and careers, addressing gender imbalances and fostering gender equality in technology fields. Promoting Equal Opportunities: Digital systems technologies can be used to create tools and platforms that empower women and marginalized groups in developing countries, such as platforms for education, healthcare, and economic development. 9. SDG 3: Good Health and Well-being Medical Devices and Health Technologies: Digital systems design is crucial for the development of medical devices and health monitoring systems. Students learn to design systems that could be used in diagnostic tools, wearable health monitors, smart prosthetics, and robot-assisted surgeries, all of which contribute to improving health outcomes and well-being. 10. SDG 13: Climate Action Sustainable Electronics: Digital systems can be optimized to consume less energy and produce fewer emissions. The course could emphasize the design of low-power digital systems that help reduce the carbon footprint of electronic devices and systems, contributing to global climate action efforts. Environmental Monitoring Systems: Students may also design digital systems that are used in environmental monitoring, such as air quality sensors or climate change detection systems, which are critical for tracking and mitigating the effects of climate change. Summary of Relevant SDGs for “Digital Systems Design”: SDG 9: Industry, Innovation, and Infrastructure: Fosters technological innovation and supports the development of modern industrial infrastructure. SDG 7: Affordable and Clean Energy: Contributes to the design of energy-efficient systems and the integration of renewable energy technologies. SDG 12: Responsible Consumption and Production: Promotes resource efficiency, eco-friendly designs, and sustainable production methods. SDG 8: Decent Work and Economic Growth: Drives job creation and economic growth in the electronics and technology sectors. SDG 4: Quality Education: Provides high-quality technical education and STEM skills to the next generation of engineers. SDG 10: Reduced Inequalities: Ensures that affordable technologies are accessible to marginalized communities and reduces the digital divide. SDG 11: Sustainable Cities and Communities: Supports the development of smart cities and sustainable urban systems. SDG 5: Gender Equality: Promotes gender inclusivity in STEM fields, particularly in digital system design. SDG 3: Good Health and Well-being: Contributes to the design of health technologies and medical devices. SDG 13: Climate Action: Focuses on sustainable electronics and the development of low-carbon technologies. Conclusion: The Digital Systems Design course directly supports multiple UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 8 (Decent Work and Economic Growth), SDG 12 (Responsible Consumption and Production), and SDG 13 (Climate Action). Through the design of efficient digital systems, students contribute to sustainable infrastructure, smart cities, economic development, and technological innovation. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132203 | Sistem Instrumentasi Elektronik | Electronic Instrumentation Systems | Students explore the design and application of electronic instruments for measurement and control. Topics include sensors, signal conditioning, and data acquisition systems. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Electronic instrumentation systems are foundational in advancing industrial automation, smart factories, and industrial monitoring systems. The course equips students to design systems that enable the optimization of manufacturing processes, improving productivity, quality control, and efficiency in various industries. Smart Infrastructure: Students will learn how to design systems that support smart infrastructure, including applications in building management, energy monitoring, and traffic control. Instrumentation systems are critical for making cities and industries more efficient and resilient. Advanced Monitoring Technologies: The course may also cover the integration of advanced sensors and data acquisition systems that are essential for innovative industrial processes and infrastructure development. 2. SDG 7: Affordable and Clean Energy Energy Monitoring and Management: Electronic instrumentation systems are essential for the monitoring and optimization of energy use in buildings, industrial plants, and renewable energy systems. By designing systems that manage energy consumption and integrate renewable sources into the grid, students contribute to the efficient use of clean energy. Smart Grids and Energy Distribution: Instrumentation systems are used to manage the distribution of energy through smart grids. These systems monitor electricity flow, optimize energy distribution, and help reduce wastage, ensuring that clean energy sources like solar and wind can be efficiently integrated into the grid. Renewable Energy Systems: The course may also cover the design of instrumentation systems that monitor and optimize solar power systems, wind turbines, and other forms of renewable energy, directly contributing to the goal of affordable, clean energy. 3. SDG 12: Responsible Consumption and Production Sustainable Production Processes: Electronic instrumentation plays a crucial role in improving resource efficiency in industrial production processes. By using real-time data and feedback loops, these systems help optimize material use, energy consumption, and waste management. Eco-friendly Manufacturing: Instrumentation systems help monitor environmental impact through systems like pollution sensors, waste treatment, and sustainable resource management. These systems enable greener production and reduce the environmental footprint of industries. 4. SDG 8: Decent Work and Economic Growth Job Creation in Technology and Engineering: The field of electronic instrumentation systems is central to job creation in sectors like automation, manufacturing, telecommunications, healthcare, and environmental monitoring. The course prepares students for roles in both design and implementation of these systems, boosting employment opportunities. Increasing Productivity and Economic Growth: By improving the accuracy and efficiency of industrial systems, electronic instrumentation directly contributes to economic growth. For example, more efficient production lines and quality control systems help businesses reduce costs and improve productivity, which in turn contributes to a stronger economy. 5. SDG 4: Quality Education STEM Education: The course provides foundational knowledge and skills related to electronics, instrumentation, data acquisition, and signal processing. This type of technical education is essential for the growth of a skilled workforce in the engineering and technology sectors. Hands-on Learning: Students in the course often engage in practical projects, giving them real-world experience in designing and implementing electronic instrumentation systems. This supports high-quality education and prepares students for successful careers in STEM fields. 6. SDG 3: Good Health and Well-being Medical Instrumentation: Electronic instrumentation is pivotal in healthcare, where it is used in devices like patient monitoring systems, diagnostic tools, lab instruments, and wearable health devices. Students learn to design systems that can improve healthcare outcomes by providing accurate, real-time data on patient conditions. Telemedicine and Remote Monitoring: Instrumentation systems are critical for telemedicine applications, where remote monitoring of vital signs allows for better management of chronic diseases and early detection of health issues. These technologies improve healthcare accessibility and efficiency. Health and Environmental Sensors: Students may also learn to design systems for environmental health monitoring, including the detection of air quality, water pollution, and toxic substances that can affect public health. 7. SDG 13: Climate Action Environmental Monitoring: Electronic instrumentation systems are essential for measuring environmental parameters such as temperature, humidity, air quality, and water quality. These systems are used in climate research, environmental protection, and natural disaster monitoring, contributing to climate action and the ability to mitigate environmental risks. Climate Change Monitoring: Students may design instrumentation systems for the collection of data related to climate change, such as carbon dioxide levels, sea-level rise, and temperature variations. This data is crucial for monitoring and responding to climate change. 8. SDG 10: Reduced Inequalities Access to Essential Services: Instrumentation systems help provide basic services to underserved populations, such as affordable energy, clean water, and healthcare. By focusing on affordable, low-cost instrumentation, the course supports efforts to reduce inequalities by ensuring that marginalized communities benefit from technological advancements. Technology Accessibility: Electronic instrumentation systems can also be designed to be affordable and accessible in low-resource settings, ensuring that communities in developing countries have access to essential infrastructure like clean water, electricity, and healthcare. 9. SDG 11: Sustainable Cities and Communities Smart Cities: Electronic instrumentation systems are foundational in building smart cities, where systems such as smart traffic management, water management, and waste monitoring are automated and optimized. These systems contribute to sustainable urban environments and improved quality of life. Urban Sustainability: The course may focus on sustainable urban infrastructure, where instrumentation systems help cities manage resources efficiently and monitor environmental quality, contributing to the goal of building resilient, sustainable communities. Summary of Relevant SDGs for “Electronic Instrumentation Systems”: SDG 9: Industry, Innovation, and Infrastructure: Contributes to industrial automation, innovative infrastructure, and advanced monitoring technologies. SDG 7: Affordable and Clean Energy: Supports energy efficiency, smart grids, and renewable energy systems. SDG 12: Responsible Consumption and Production: Promotes resource efficiency, sustainable production, and eco-friendly manufacturing. SDG 8: Decent Work and Economic Growth: Fosters job creation and economic growth through automation and industrial productivity improvements. SDG 4: Quality Education: Provides high-quality technical education in electronics and instrumentation. SDG 3: Good Health and Well-being: Contributes to the design of medical devices, health monitoring systems, and telemedicine solutions. SDG 13: Climate Action: Supports environmental monitoring and climate change data collection to drive climate action. SDG 10: Reduced Inequalities: Promotes technology accessibility and affordable services for underserved communities. SDG 11: Sustainable Cities and Communities: Facilitates smart city technologies and urban sustainability. Conclusion: The Electronic Instrumentation Systems course directly supports several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), SDG 8 (Decent Work and Economic Growth), and SDG 13 (Climate Action). By equipping students with the knowledge to design and implement efficient, sustainable, and innovative instrumentation systems, the course contributes to building a more sustainable, productive, and equitable global future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132302 | Perancangan Sistem Elektroteknik | Electrotechnical Systems Design | This course covers the principles of designing electrotechnical systems, including electrical and electronic components. Students learn to create system specifications and layouts for various applications. | 1. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: Electrotechnical systems are integral to advancing industrial automation, smart grids, and modern infrastructure. The course equips students with skills in designing systems that optimize energy usage, reduce costs, and increase efficiency in industries like manufacturing, automotive, construction, and telecommunications. Sustainable and Resilient Infrastructure: Students may work on the design of reliable electrical systems that form the backbone of critical infrastructure such as power plants, electricity distribution networks, and smart cities. The course fosters the creation of smart and sustainable infrastructure that can adapt to future technological needs. Automation and Control Systems: The course encourages the use of control systems and automation technologies to improve industrial processes, leading to innovative production systems and efficiency in manufacturing and construction industries. 2. SDG 7: Affordable and Clean Energy Energy Efficiency and Optimization: The design of electrotechnical systems often focuses on making power systems and electrical grids more efficient and sustainable. This can involve renewable energy integration, smart grid technologies, and energy storage solutions that reduce waste and optimize energy consumption. Renewable Energy Integration: The course may cover how to design systems that incorporate solar, wind, and other renewable energy sources into the electrical grid. This supports the transition to clean energy and helps reduce reliance on fossil fuels. Energy Access and Distribution: Electrotechnical systems design also plays a role in creating systems that provide affordable and reliable energy to underserved areas. For example, designing systems for rural electrification or off-grid solar energy solutions. 3. SDG 12: Responsible Consumption and Production Sustainable Production Processes: Students learn how to design systems that maximize the efficient use of resources and minimize waste in the production of electrical devices and components. This can include designing energy-efficient appliances, eco-friendly manufacturing processes, and low-power circuits. Life Cycle Analysis: The course might also emphasize the importance of considering the full lifecycle of electrical systems, including materials sourcing, energy use, and end-of-life disposal. This contributes to sustainable production practices and responsible consumption in industries such as electronics and power systems. Green Technologies: Electrotechnical systems design often explores green technologies, including energy-saving devices, electric vehicles, and sustainable infrastructure. 4. SDG 8: Decent Work and Economic Growth Job Creation in Technology and Engineering: By equipping students with the skills to design and optimize electrical systems, the course supports the growth of high-tech industries and the engineering workforce. This contributes to job creation and economic growth in sectors like electric power, telecommunications, automation, and renewable energy. Increasing Productivity: Electrotechnical systems design plays a role in improving the productivity and efficiency of industrial processes, which boosts the economic output of various sectors. Students learn to design systems that help companies optimize operations, reduce downtime, and cut energy costs. 5. SDG 4: Quality Education Technical Education in Engineering: The course offers high-quality technical education in areas such as electrical systems design, control systems, and automation technologies. By providing students with essential knowledge and hands-on experience, it contributes to the development of skilled engineers who are equipped to meet the challenges of modern technology. STEM Skill Development: Electrotechnical systems design is part of the broader STEM (Science, Technology, Engineering, and Mathematics) curriculum, promoting critical thinking, problem-solving, and creative design in students. This aligns with the goal of high-quality education and empowering students with the skills needed for future careers in engineering. 6. SDG 13: Climate Action Mitigating Environmental Impact: The course provides opportunities to design systems that reduce carbon footprints and minimize environmental impact. For instance, the integration of renewable energy technologies and energy-efficient electrical systems can help mitigate climate change and reduce greenhouse gas emissions from energy production and consumption. Environmental Monitoring Systems: Students may also design instrumentation systems that monitor environmental conditions such as air quality, energy use, and pollution levels, contributing to climate action and better environmental stewardship. 7. SDG 10: Reduced Inequalities Affordable and Accessible Energy: By focusing on the design of affordable and scalable electrotechnical systems, students contribute to making modern energy and technology more accessible to marginalized communities. This can include work on off-grid solutions, low-cost renewable energy systems, and affordable electrical infrastructure in rural or underserved areas. Inclusive Design: The course also emphasizes inclusive design practices, ensuring that electrotechnical systems can be used by people with varying needs, including those with disabilities or living in remote areas. 8. SDG 11: Sustainable Cities and Communities Smart Cities and Infrastructure: Electrotechnical systems design is at the heart of building smart cities, where advanced electrical and automation systems enable the efficient use of resources like energy, water, and waste. The course provides knowledge on designing systems that contribute to smart homes, smart grids, intelligent transportation, and sustainable urban development. Urban Sustainability: Students learn to design systems that support sustainable urban environments by improving energy efficiency in buildings, waste management systems, smart lighting, and other components essential to creating livable and eco-friendly cities. 9. SDG 5: Gender Equality Empowering Women in Engineering: Like many other STEM fields, electrical engineering and systems design have traditionally had lower participation from women. Offering a course that emphasizes inclusive educational practices and promotes equal opportunities for all genders can encourage female participation in the field of electrical engineering. Technology for Women’s Empowerment: Electrotechnical systems can also be used to develop technologies that empower women, particularly in areas like healthcare, telecommunications, and education, where women in underserved communities can benefit from technology access. Summary of Relevant SDGs for “Electrotechnical Systems Design”: SDG 9: Industry, Innovation, and Infrastructure: Contributes to industrial innovation, smart grids, and efficient infrastructure. SDG 7: Affordable and Clean Energy: Supports renewable energy systems, energy efficiency, and clean energy integration. SDG 12: Responsible Consumption and Production: Promotes sustainable production and eco-friendly design of electrical systems. SDG 8: Decent Work and Economic Growth: Fosters job creation, economic growth, and industrial productivity through technology. SDG 4: Quality Education: Provides high-quality technical education in electrical systems design and STEM fields. SDG 13: Climate Action: Supports climate action through energy-efficient systems and renewable energy integration. SDG 10: Reduced Inequalities: Ensures affordable and accessible energy solutions for underserved communities. SDG 11: Sustainable Cities and Communities: Contributes to smart cities and sustainable urban infrastructure. SDG 5: Gender Equality: Promotes gender inclusivity and encourages female participation in engineering. Conclusion: The Electrotechnical Systems Design course directly supports several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 12 (Responsible Consumption and Production), SDG 8 (Decent Work and Economic Growth), and SDG 13 (Climate Action). By teaching students how to design efficient, sustainable, and innovative electrical systems, the course plays a key role in shaping a more sustainable, equitable, and technologically advanced future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04132402 | Manajemen Proyek | Project Management | This course introduces the principles and techniques of project management in engineering contexts. Students learn about project planning, execution, monitoring, and evaluation, emphasizing teamwork and leadership skills. | 1. SDG 8: Decent Work and Economic Growth Economic Growth: Project management is essential to fostering economic growth by ensuring that projects are completed on time, within budget, and in line with goals. Whether in construction, technology, or service industries, effective project management ensures that resources are used efficiently, boosting productivity and stimulating economic activity. Job Creation: The course prepares students to become skilled project managers who will oversee large projects that contribute to job creation, especially in sectors like infrastructure development, technology, and renewable energy. Efficiency in Operations: Project managers optimize the use of resources and maximize efficiency in industries, ensuring that processes are streamlined and outcomes are achieved in the most cost-effective manner. 2. SDG 9: Industry, Innovation, and Infrastructure Infrastructure Development: Effective project management is crucial in the development and maintenance of critical infrastructure like transportation systems, energy grids, telecommunications, and public facilities. A Project Management course prepares students to manage complex projects that build and sustain infrastructure in both developed and developing regions. Innovation: Project managers play a key role in ensuring that innovative technologies and ideas are effectively implemented, tested, and scaled. The course trains students to manage projects that involve innovative solutions, such as smart cities, renewable energy systems, or new technological developments. Systematic Project Execution: The course covers the methodologies and tools required to plan and execute projects with precision, helping ensure that ambitious industrial and infrastructural projects are delivered successfully. 3. SDG 4: Quality Education Accessible Education: Project management courses often emphasize the importance of project-based learning, allowing students to engage in hands-on, real-world projects that can help reinforce theoretical knowledge. This contributes to quality education by ensuring that students acquire practical, industry-ready skills. Education for Sustainable Development: The course can focus on how to manage projects that support sustainable education initiatives, such as educational infrastructure development, digital learning platforms, or training programs for underserved communities. Skill Development: By teaching students how to effectively manage projects, the course contributes to the broader goal of capacity building and the development of skills in project management, which is essential for economic and social progress. 4. SDG 10: Reduced Inequalities Inclusive Development Projects: A key focus of project management is ensuring that projects benefit all stakeholders, including marginalized and underserved groups. The course may emphasize how to manage projects that reduce inequalities, such as initiatives aimed at improving education, healthcare, access to resources, and economic opportunities for vulnerable populations. Equitable Resource Allocation: Project managers are trained to ensure that resources are allocated equitably and that the benefits of projects are shared across all segments of society, particularly in diverse communities and developing countries. 5. SDG 11: Sustainable Cities and Communities Sustainable Infrastructure Projects: Project management plays a crucial role in building sustainable cities and communities. The course covers how to manage urban development projects that contribute to green buildings, energy-efficient infrastructure, affordable housing, transportation networks, and public amenities. Community Engagement: Effective project management involves engaging with communities and ensuring that projects meet the needs of local residents. This can include designing inclusive public spaces, improving access to services, or developing resilient communities in response to environmental challenges. Smart City Projects: Many urban planning and infrastructure projects today focus on creating smart cities, which utilize technology to improve living conditions and make cities more efficient and sustainable. Project managers are key to ensuring these projects are successfully planned and executed. 6. SDG 12: Responsible Consumption and Production Sustainable Project Delivery: Project management techniques emphasize sustainability in all phases of a project, from planning to execution. The course may explore sustainable practices such as resource-efficient construction, green procurement, waste reduction, and energy-efficient designs. Circular Economy Projects: Projects that incorporate the principles of the circular economy—reusing, recycling, and reducing waste—are often managed through a well-defined project management framework. These types of projects contribute directly to responsible consumption and production. Minimizing Environmental Impact: Students are taught to integrate environmental impact assessments into their project management processes, ensuring that negative effects on the environment are minimized, and that projects support the long-term sustainability of natural resources. 7. SDG 5: Gender Equality Inclusive Project Management: Project management courses often stress the importance of fostering gender equality in project teams and leadership roles. By equipping students with the tools to manage diverse teams, the course can contribute to reducing the gender gap in industries such as construction, technology, and engineering. Empowering Women in Leadership: Project management offers opportunities for leadership roles, and the course may provide strategies to ensure that women and other underrepresented groups are empowered to take on leadership positions in projects, thereby contributing to gender equality in the workplace. 8. SDG 13: Climate Action Sustainable Project Planning: Project management is crucial in designing projects that take into account the climate crisis and contribute to climate action. This includes managing projects that focus on reducing emissions, energy efficiency, climate resilience, and sustainable resource use. Environmental Impact: A key component of project management education is to assess and manage the environmental impact of any project. Students are trained to conduct environmental impact assessments and adopt strategies that mitigate negative environmental effects while promoting climate adaptation. 9. SDG 17: Partnerships for the Goals Collaboration and Stakeholder Engagement: Effective project management is about building partnerships and ensuring strong collaboration among stakeholders, including governments, businesses, NGOs, and local communities. The course may emphasize cross-sector partnerships needed to tackle global challenges and meet the SDGs. International Projects: Many global projects, such as humanitarian aid, global infrastructure, and international development, require cross-border collaboration. The course helps students understand how to manage such projects, aligning with SDG 17 and its emphasis on global partnerships. Summary of Relevant SDGs for Project Management: SDG 8: Decent Work and Economic Growth: Ensures efficient use of resources and promotes job creation through successful project implementation. SDG 9: Industry, Innovation, and Infrastructure: Critical for developing and managing infrastructure projects and driving innovation. SDG 4: Quality Education: Enhances education through hands-on learning and the development of project management skills. SDG 10: Reduced Inequalities: Ensures that projects benefit all, with a focus on inclusive development. SDG 11: Sustainable Cities and Communities: Facilitates the creation of sustainable cities through urban development and infrastructure projects. SDG 12: Responsible Consumption and Production: Promotes sustainable production and responsible consumption within projects. SDG 5: Gender Equality: Promotes gender equality in leadership roles and teams through inclusive project management. SDG 13: Climate Action: Ensures that projects contribute to climate action by minimizing their environmental impact. SDG 17: Partnerships for the Goals: Fosters partnerships and collaboration to achieve global goals. Conclusion: A Project Management course covers a wide range of UN Sustainable Development Goals (SDGs), particularly SDG 8 (Decent Work and Economic Growth), SDG 9 (Industry, Innovation, and Infrastructure), SDG 12 (Responsible Consumption and Production), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). By preparing students to manage complex projects, this course enables them to contribute to sustainable development through efficient, inclusive, and innovative project execution in diverse sectors |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131102 | Elektronika Daya | Power Electronics | Students explore the principles and applications of power electronic devices and circuits. Topics include converters, inverters, and the control of electrical energy in power systems. | 1. SDG 7: Affordable and Clean Energy Energy Conversion and Efficiency: Power electronics is at the core of modern energy conversion systems. Devices such as inverters, DC-DC converters, and rectifiers are essential for integrating renewable energy sources like solar, wind, and hydropower into the power grid. The course teaches students how to design and optimize power converters that improve the efficiency of energy systems, reducing losses and increasing the sustainability of power generation and consumption. Renewable Energy Integration: Power electronics allows for the efficient conversion of energy from renewable sources into usable forms (e.g., converting solar power into DC or AC). The course covers the design of systems that enable smooth integration of renewable sources into the electric grid, enhancing clean energy adoption and reducing dependency on fossil fuels. Electric Vehicles (EVs): Power electronics plays a crucial role in electric vehicles (EVs) by controlling power flow in the battery, motor, and charging systems. The course addresses the design of EV powertrains and charging infrastructure, supporting the transition to clean transportation. 2. SDG 9: Industry, Innovation, and Infrastructure Industrial Automation: Power electronics is key to modernizing industrial automation systems. It is used in motors, actuators, and automation controls, which are foundational in sectors like manufacturing, mining, and energy distribution. The course helps students understand how to design and integrate power systems that drive industrial innovation and improve infrastructure efficiency. Smart Grids: Power electronics is a critical component of smart grids, where it is used to control the flow of electricity and enhance grid stability. The course covers advanced power electronic systems for grid integration, voltage regulation, and demand response, all of which contribute to creating intelligent, resilient power infrastructure. Renewable Energy Infrastructure: Power electronics enables the smooth integration of renewable energy technologies into national or regional electric grids. The course addresses how to design systems that optimize power quality and stability, which is crucial for scaling up clean energy infrastructure. 3. SDG 12: Responsible Consumption and Production Energy Efficiency: Power electronics improves the energy efficiency of electrical systems, reducing waste and losses in power conversion processes. The course teaches students to design systems that make better use of resources, such as high-efficiency power supplies, transformers, and motors that consume less energy and generate less waste. Sustainable Manufacturing: In the design of power electronic devices, attention is given to selecting environmentally friendly materials and design for recycling. The course may address how to design systems that minimize the environmental impact of their manufacturing and end-of-life disposal. 4. SDG 13: Climate Action Reduction of Carbon Footprint: Power electronics enables the use of clean energy sources and energy-efficient systems that can significantly reduce the carbon footprint of electricity generation and consumption. By improving the efficiency of electrical devices and promoting the use of renewable energy, power electronics contributes directly to mitigating climate change. Energy Management: The course covers the design of power management systems for buildings, industries, and transportation, helping to reduce energy consumption and carbon emissions. These systems can help monitor and control the use of electricity, reducing unnecessary consumption and promoting sustainable energy practices. 5. SDG 8: Decent Work and Economic Growth Job Creation in High-Tech Sectors: The knowledge gained in a power electronics course prepares students for careers in emerging technologies such as electric vehicles, renewable energy systems, smart grids, and industrial automation. These sectors are integral to job creation and economic growth, as they are increasingly central to modern economies. Technological Innovation: By teaching students to design and optimize power electronics systems, the course fosters technological innovation that can lead to more efficient, sustainable, and economically viable solutions in a variety of industries, from energy to automotive to manufacturing. 6. SDG 11: Sustainable Cities and Communities Smart Infrastructure: Power electronics contributes to the development of smart cities by enabling efficient power distribution and demand-side management. The course covers systems that can reduce energy use in urban environments, such as smart lighting, electric vehicle charging stations, and renewable-powered buildings. Green Building Design: Power electronics can be used in green buildings to manage power distribution and energy storage more efficiently. The course may cover the integration of solar power, energy storage systems, and efficient energy management into building designs, contributing to more sustainable urban environments. 7. SDG 10: Reduced Inequalities Access to Energy in Underserved Areas: Power electronics enables off-grid and low-cost energy solutions, which are crucial for providing affordable and reliable energy to underserved communities. The course may address the design of solar home systems, microgrids, or small-scale power systems that can bring electricity to rural or remote areas. Affordable Clean Energy Technologies: Power electronics supports the development of low-cost energy solutions, making clean energy more accessible to people in developing countries. The course can focus on how to design affordable energy solutions that help reduce energy inequality. 8. SDG 5: Gender Equality Empowering Women in STEM: Power electronics, as a field of study and application, provides opportunities for women to enter engineering and technology sectors. By providing inclusive education and opportunities in this field, the course helps address gender disparities in STEM (Science, Technology, Engineering, and Mathematics) disciplines. Leadership Roles in Sustainable Technologies: By empowering women engineers with skills in power electronics, the course helps foster gender equality in the renewable energy and electrical engineering industries, areas that are crucial for sustainable development. Summary of Relevant SDGs for Power Electronics: SDG 7: Affordable and Clean Energy: Enables the efficient conversion of renewable energy and supports clean transportation. SDG 9: Industry, Innovation, and Infrastructure: Facilitates industrial innovation and supports the development of smart grids and sustainable infrastructure. SDG 12: Responsible Consumption and Production: Promotes energy efficiency, reduces waste, and fosters sustainable manufacturing. SDG 13: Climate Action: Reduces carbon emissions and supports climate action by improving energy efficiency and enabling renewable energy integration. SDG 8: Decent Work and Economic Growth: Contributes to economic growth and job creation in high-tech sectors. SDG 11: Sustainable Cities and Communities: Supports the development of smart cities and green building systems. SDG 10: Reduced Inequalities: Provides affordable and clean energy to underserved communities. SDG 5: Gender Equality: Empowers women in STEM and promotes gender equality in the energy sector. Conclusion: A Power Electronics course aligns with several UN Sustainable Development Goals (SDGs), especially SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), SDG 13 (Climate Action), and SDG 12 (Responsible Consumption and Production). By teaching students how to design and implement efficient power conversion systems, the course helps drive the adoption of clean energy, supports the development of sustainable infrastructure, and contributes to global climate action and economic growth. It also plays a role in reducing inequalities and empowering women in engineering and technology fields. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131202 | Antena dan Propagasi | Antennas and Propagation | This course covers the fundamentals of antennas and electromagnetic wave propagation. Students learn about antenna design, radiation patterns, and the factors affecting signal transmission in various environments. | 1. SDG 9: Industry, Innovation, and Infrastructure Telecommunication Networks: Antennas are integral to modern telecommunication systems, which are a backbone of industrial innovation and the development of infrastructure. The course covers how antennas are used in wireless communication, which is vital for building smart cities, IoT systems, and smart infrastructure. 5G and Beyond: With the advent of 5G technologies, antennas and their propagation properties are critical to achieving high-speed, high-capacity, and low-latency communication. The course prepares students to design and analyze antennas for next-generation communication systems, including 5G, 6G, satellite communication, and emerging wireless technologies. Global Connectivity: Antennas are central to providing global communication systems, enabling data transfer in remote and underserved areas. The course equips students with knowledge to contribute to worldwide connectivity, especially in areas where traditional infrastructure (like fiber optics) is not feasible. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Communication Systems: The design of efficient antennas contributes to energy-efficient wireless systems. Optimized antenna systems can reduce energy consumption by ensuring effective signal transmission and reception, which is important for the sustainability of large-scale communication networks, including those used for renewable energy monitoring and smart grids. Renewable Energy Monitoring: Wireless communication systems, relying on antennas, are widely used in renewable energy installations like solar farms, wind turbines, and off-grid systems to monitor and control energy production and distribution. The course may explore how antennas are used to facilitate the monitoring of sustainable energy systems. 3. SDG 11: Sustainable Cities and Communities Smart Cities: The design and implementation of antennas are crucial for the development of smart cities, where wireless networks enable the interconnectedness of urban infrastructure. The course helps students understand how antenna systems can support internet of things (IoT) applications, including smart grids, automated traffic control, and environmental monitoring. Connectivity in Urban Planning: Antennas play a key role in ensuring that urban environments remain connected and efficient through wireless communication technologies. The course contributes to the design of communication infrastructure for sustainable cities and communities. 4. SDG 4: Quality Education Access to Communication and Information: A strong understanding of antennas and propagation is key to the development of affordable and reliable communication systems that ensure equitable access to information. The course helps students develop the skills needed to support communication systems that are accessible to all, including educational platforms, remote learning technologies, and online resources in rural and underserved regions. STEM Education: By providing technical education in the fields of telecommunications, electromagnetic theory, and antenna design, the course helps foster interest and innovation in STEM (Science, Technology, Engineering, and Mathematics), contributing to a higher quality of education in technical fields. 5. SDG 10: Reduced Inequalities Bridging the Digital Divide: Antennas and wireless communication systems are vital for providing affordable internet access in underserved regions. By understanding the principles of wireless propagation and antenna design, students can contribute to reducing the digital divide by developing systems that ensure universal access to information and communication technologies, even in remote and rural areas. Rural Connectivity: The course may explore how to design low-cost antennas and wireless networks that enable rural communities to access the internet, online education, and other essential services, thus promoting social inclusion and economic participation. 6. SDG 13: Climate Action Environmental Monitoring: Antennas play a critical role in climate monitoring systems. Wireless sensors powered by antenna technology are used for monitoring environmental factors such as air quality, temperature, humidity, and oceanographic data. These systems provide valuable data that can help address climate change and guide efforts in mitigation and adaptation. Sustainability in Communication: The course may focus on optimizing antenna systems to improve the energy efficiency of communication networks, contributing to efforts to reduce the carbon footprint of telecommunication systems. 7. SDG 8: Decent Work and Economic Growth Telecommunication Industry Growth: The field of wireless communication is a rapidly growing sector that contributes significantly to economic growth by creating jobs in the telecommunication, networking, and electronics industries. By equipping students with the knowledge of antennas and propagation, the course contributes to the skilling of the workforce for advanced technological sectors. Innovation and Entrepreneurship: Understanding the principles of antenna design opens up opportunities for entrepreneurship in the wireless communications sector, which is crucial for driving economic development. Students can contribute to the creation of new technologies, applications, and solutions in areas such as mobile communication, satellite systems, and emerging wireless services. 8. SDG 17: Partnerships for the Goals Collaboration in Communication Projects: The course fosters an understanding of how international collaboration is key in the development of global communication networks, including satellite systems, telecom infrastructure, and cross-border networks. It encourages students to think about how public-private partnerships, research institutions, and governments can work together to improve global connectivity and address common challenges like providing universal internet access and climate monitoring. Summary of Relevant SDGs for Antennas and Propagation: SDG 9: Industry, Innovation, and Infrastructure: Supports the development of innovative wireless communication systems, including 5G and smart infrastructure. SDG 7: Affordable and Clean Energy: Contributes to energy-efficient communication systems and enables monitoring of renewable energy projects. SDG 11: Sustainable Cities and Communities: Promotes the development of smart cities and interconnected urban infrastructures. SDG 4: Quality Education: Ensures equitable access to communication technologies for educational purposes. SDG 10: Reduced Inequalities: Helps bridge the digital divide by enabling affordable access to wireless technologies in underserved areas. SDG 13: Climate Action: Contributes to environmental monitoring and sustainable communication systems that minimize carbon emissions. SDG 8: Decent Work and Economic Growth: Promotes job creation and economic growth through the telecommunication industry and innovation. SDG 17: Partnerships for the Goals: Encourages global collaboration in developing telecommunication infrastructures and wireless technologies. Conclusion: The Antennas and Propagation course aligns with several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 11 (Sustainable Cities and Communities), SDG 13 (Climate Action), and SDG 10 (Reduced Inequalities). By enabling students to understand and design cutting-edge antenna systems, the course contributes to enhancing connectivity, sustainable development, and economic growth, while supporting global efforts to address pressing issues like climate change, digital inclusion, and smart infrastructure development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131302 | Sistem Komunikasi Analog dan Digital | Analog and Digital Communication Systems | Students learn the principles of both analog and digital communication systems, focusing on modulation techniques, signal processing, and error detection. The curriculum emphasizes practical applications in telecommunications. | 1. SDG 9: Industry, Innovation, and Infrastructure Telecommunication Networks and Infrastructure: The course is directly related to the design and optimization of communication networks, which are crucial for the development of modern infrastructure. By understanding analog and digital communication techniques, students contribute to the creation of reliable and high-performance networks used in industries such as telecommunications, broadcasting, and Internet of Things (IoT). Innovation in Communication Systems: Modern communication systems, such as 5G, satellite networks, and fiber optic communications, depend on a solid understanding of analog and digital modulation, coding, and signal processing. This course promotes innovation by preparing students to work on cutting-edge technologies that improve the quality, speed, and reliability of communications. 2. SDG 7: Affordable and Clean Energy Efficient Communication for Energy Management: Communication systems play an essential role in energy management. In smart grids, for example, communication systems are needed to control energy flow, monitor grid performance, and manage energy distribution. The course includes learning how to design low-power communication systems that can be used for monitoring and controlling renewable energy installations (e.g., solar panels, wind turbines), helping to improve the efficiency of energy systems and promoting sustainable energy. Wireless Communication for Remote Energy Systems: Analog and digital communication systems are used in remote energy systems, such as solar power systems or off-grid renewable energy solutions. The course may cover the design of communication technologies that allow remote monitoring and control of these systems, contributing to affordable and reliable energy solutions in rural and remote areas. 3. SDG 10: Reduced Inequalities Bridging the Digital Divide: One of the major applications of analog and digital communication systems is to enhance communication infrastructure in underserved and rural areas. By understanding wireless technologies, mobile networks, and broadband internet, students can contribute to improving access to information and communication services in areas that lack proper infrastructure, helping to reduce inequalities and provide universal access to information. Universal Connectivity: Communication systems are key to connecting people across different regions. The course helps prepare students to design systems that extend connectivity to underserved communities, contributing to reduced inequalities in access to education, healthcare, and economic opportunities. 4. SDG 11: Sustainable Cities and Communities Smart Cities and IoT: Communication systems, both analog and digital, are integral to building smart cities. These cities rely on advanced communication systems for managing traffic, public services, sustainable energy, and environmental monitoring. The course helps students design and understand the communication systems necessary to make cities more efficient, sustainable, and resilient. Communication for Sustainable Development: In urban planning and sustainability, the course applies to systems that enable real-time monitoring of various infrastructure components in cities, such as waste management, water distribution, and energy use, which are critical for sustainable development. 5. SDG 4: Quality Education Access to Knowledge and Information: Communication systems are central to online learning platforms, remote education, and digital libraries, especially in rural or isolated regions. The course helps students understand how communication technologies can enable equitable access to education by providing reliable and affordable connectivity to educational resources, making quality education available to a broader audience. Expanding Educational Resources: In addition to physical classrooms, digital communication systems support the creation of virtual learning environments, webinars, and e-learning platforms, promoting inclusive and quality education worldwide. 6. SDG 13: Climate Action Environmental Monitoring and Communication: Digital and analog communication systems are used in environmental monitoring systems that track climate conditions, air quality, temperature, and other environmental parameters. This data is essential for understanding climate change and making informed decisions on climate action. The course may cover systems used for data transmission from remote sensors to central hubs for analysis and decision-making. Green Communication Technologies: The course may also explore energy-efficient communication systems that reduce the environmental impact of modern communication infrastructure, including low-power wireless communication for sustainable networks. 7. SDG 8: Decent Work and Economic Growth Job Creation in Telecommunication and Technology: The course prepares students for careers in the telecommunication and electronics industries, sectors that provide significant employment opportunities globally. The communication sector has seen tremendous growth, especially in areas like 5G deployment, smart cities, satellite communications, and IoT. These sectors drive economic growth by creating new markets, products, and services. Technological Innovation and Entrepreneurship: Students trained in analog and digital communication systems can contribute to the development of new technologies and services in sectors like telemedicine, e-commerce, and remote collaboration, fostering innovation and entrepreneurship. 8. SDG 17: Partnerships for the Goals Collaborative Solutions for Global Challenges: Modern communication systems enable international collaboration in addressing global challenges like disaster response, climate monitoring, and global health initiatives. The course prepares students to contribute to global networks that support international cooperation and the sharing of knowledge and resources across borders, facilitating partnerships for sustainable development. Summary of Relevant SDGs for Analog and Digital Communication Systems: SDG 9: Industry, Innovation, and Infrastructure: Advances the design and operation of communication networks critical for smart cities, industrial innovation, and global infrastructure. SDG 7: Affordable and Clean Energy: Supports energy management systems and remote energy monitoring using communication technologies. SDG 10: Reduced Inequalities: Helps extend communication networks to underserved areas, reducing the digital divide and promoting equal access to information. SDG 11: Sustainable Cities and Communities: Enables smart city infrastructure and sustainable development through communication systems that manage urban resources efficiently. SDG 4: Quality Education: Facilitates online education, expanding access to quality education through digital communication tools. SDG 13: Climate Action: Supports environmental monitoring and sustainable communication networks, helping to track and respond to climate change. SDG 8: Decent Work and Economic Growth: Drives economic growth through jobs in telecommunications and technology sectors. SDG 17: Partnerships for the Goals: Facilitates international collaboration and the sharing of resources and knowledge to achieve global development goals. Conclusion: The Analog and Digital Communication Systems course aligns with multiple UN Sustainable Development Goals (SDGs), especially SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). By equipping students with the skills to design and optimize modern communication systems, the course plays a crucial role in advancing sustainable infrastructure, fostering economic growth, and promoting global connectivity. It also contributes to quality education, climate action, and reducing inequalities in access to information and services. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131402 | Saluran Transmisi dan Frekuensi Tinggi | Transmission Channels and High Frequencies | This course explores the behavior of transmission channels at high frequencies, including signal integrity, distortion, and noise. Students learn to design and analyze communication systems for effective signal transmission. | 1. SDG 9: Industry, Innovation, and Infrastructure Communication Infrastructure Development: The course plays a direct role in understanding how to optimize high-frequency communication channels for use in various infrastructure applications, such as wireless communication, satellite systems, 5G networks, and microwave communication. These infrastructures are key to building smart cities, improving global connectivity, and ensuring reliable communication systems. Innovation in Communication Systems: Students gain the knowledge to contribute to the development and enhancement of high-frequency communication systems. These systems are central to new technologies in mobile networks, satellite communications, radar systems, and emerging fields like 5G and 6G, supporting technological innovation. 2. SDG 7: Affordable and Clean Energy Energy-Efficient Communication Systems: High-frequency transmission systems, especially those used in wireless communication and satellite communication, need to be designed to be energy-efficient to minimize their environmental impact. By studying transmission channels and their characteristics, students can contribute to the development of low-power communication solutions for smart grids, remote energy monitoring, and renewable energy applications. Renewable Energy Systems: Communication systems at high frequencies are also used for monitoring and control in renewable energy setups like solar power and wind turbines. This course may cover how to design systems that ensure efficient data transmission from remote renewable energy installations, helping to improve the reliability and scalability of clean energy systems. 3. SDG 10: Reduced Inequalities Universal Connectivity: One of the key applications of high-frequency communication systems is in providing global connectivity. This course prepares students to design systems that enable affordable internet access in remote and underserved areas, reducing the digital divide. Satellite systems, for example, are used in rural areas to provide internet and telecommunication services where terrestrial networks are unavailable, thus contributing to reduced inequalities in access to information and services. Remote Communities: By exploring high-frequency transmission methods like microwave and satellite communication, the course can help students design systems that provide essential services (e.g., education, health) to isolated regions, ensuring that communities far from urban centers are not left behind in terms of digital access. 4. SDG 11: Sustainable Cities and Communities Smart Cities and IoT: High-frequency communication systems are critical in the design of smart city technologies, including urban mobility systems, smart grids, energy management, and environmental monitoring. The course prepares students to develop the communication infrastructure needed for interconnected cities, contributing to urban sustainability. Resilient Urban Infrastructure: The study of high-frequency channels, including microwave, satellite, and radio-frequency systems, equips students to design robust communication systems that can function effectively in urban environments, supporting services like public safety, traffic management, and emergency response systems in sustainable cities. 5. SDG 13: Climate Action Climate Monitoring Systems: High-frequency communication systems are essential for remote environmental monitoring stations used to track climate change, weather patterns, and other environmental parameters. The course provides students with the knowledge to design systems that enable efficient data collection and transmission of climate data, which is vital for climate action. Satellite Communication for Climate Studies: Satellites often rely on high-frequency transmission to send data back to Earth, supporting research and initiatives related to climate monitoring. By studying the principles of high-frequency channels, students can contribute to the development of better satellite systems for climate research and disaster management. 6. SDG 8: Decent Work and Economic Growth Telecommunications Industry and Employment: The high-frequency communications sector (including 5G, satellite communications, and microwave networks) is a rapidly growing industry that provides significant employment opportunities in fields like telecommunications engineering, network design, and satellite technology. By mastering these communication systems, students can contribute to the growth of the telecommunication sector and create new job opportunities. Economic Development via Connectivity: Effective communication networks facilitate economic growth by enabling businesses to operate more efficiently and providing access to new markets. High-frequency systems are at the core of providing high-speed internet and mobile connectivity that supports global trade, business communications, and economic activities. 7. SDG 4: Quality Education Enhancing Educational Access: High-frequency communication systems are key in providing distance education and online learning platforms, especially in areas where traditional infrastructure is lacking. By studying transmission channels, students can contribute to the design of systems that improve access to education for remote and rural populations. Expanding E-Learning Opportunities: The course could explore how satellite communication and microwave transmission can be used to enable global education systems that provide educational resources, video lectures, and interactive learning to communities with limited internet connectivity, ensuring inclusive education for all. 8. SDG 17: Partnerships for the Goals International Collaboration on Communication Systems: High-frequency communication systems, particularly those in satellite and microwave technologies, require international collaboration. Countries often work together on global communication projects to improve internet access, telecommunication networks, and disaster response. The course highlights the importance of partnerships between governments, telecommunication companies, and research institutions in achieving global connectivity. Sharing Knowledge and Resources: The course prepares students to work on projects that require cross-border cooperation, such as global environmental monitoring and global telecommunication networks, which contribute to achieving shared goals in sustainable development. Summary of Relevant SDGs for Transmission Channels and High Frequencies: SDG 9: Industry, Innovation, and Infrastructure: Supports the development of high-frequency communication technologies for advanced infrastructure and innovation in telecommunications. SDG 7: Affordable and Clean Energy: Promotes energy-efficient communication systems and supports renewable energy monitoring using communication systems. SDG 10: Reduced Inequalities: Enables global connectivity, reducing the digital divide and providing communication solutions for remote areas. SDG 11: Sustainable Cities and Communities: Helps design smart city infrastructure and urban communication systems for sustainability. SDG 13: Climate Action: Contributes to climate monitoring and environmental research using satellite and high-frequency communication systems. SDG 8: Decent Work and Economic Growth: Drives job creation and economic growth in the telecommunications and satellite industries. SDG 4: Quality Education: Facilitates remote learning and distance education through high-frequency communication systems. SDG 17: Partnerships for the Goals: Fosters international collaboration on telecommunication projects and global connectivity. Conclusion: The Transmission Channels and High Frequencies course aligns with several UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). The course helps prepare students to design and optimize communication systems that support global connectivity, smart infrastructure, and sustainable development. It also contributes to advancing innovative technologies that improve access to education, energy systems, and environmental monitoring, making it a vital component of the global effort to achieve sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131502 | Komunikasi Satelit | Satellite Communications | Students study the principles and technologies used in satellite communication systems. Topics include satellite orbits, communication protocols, and applications in global communications. | 1. SDG 9: Industry, Innovation, and Infrastructure Telecommunication Infrastructure: Satellite communication is a vital part of global telecommunications infrastructure, enabling communication in remote, rural, and underdeveloped regions where terrestrial networks are impractical. The course helps students understand how satellites provide high-bandwidth communication for industries, media, and emergency services, driving advancements in communication infrastructure. Innovative Technologies: The study of satellite communications fosters technological innovation, particularly in areas such as satellite constellations, global internet coverage (e.g., Starlink), and high-throughput satellites (HTS). It prepares students to contribute to the development of next-generation satellite technologies and their integration into broader global infrastructure. 2. SDG 10: Reduced Inequalities Universal Connectivity: Satellites play a crucial role in providing internet and communication services to remote areas where other infrastructures (like fiber optics or cellular networks) are unavailable. By improving access to telecommunication services, satellite communication helps reduce the digital divide, ensuring that rural, underserved, and isolated populations can access education, healthcare, and economic opportunities. Bridging Global Gaps: Satellite communication technologies are instrumental in bridging gaps in digital connectivity and helping to reduce inequalities between different regions and communities. This includes supporting remote education, telemedicine, and access to critical information. 3. SDG 7: Affordable and Clean Energy Renewable Energy Monitoring: Satellite communication systems are increasingly used for monitoring renewable energy resources, such as solar panels, wind turbines, and hydroelectric power plants. The course may cover how satellite systems can help manage remote energy grids, enabling real-time data transmission for energy management and monitoring. Energy-Efficient Communication Systems: As part of global efforts to reduce energy consumption and make communication technologies more sustainable, students may study how to design low-power satellite systems and enhance the energy efficiency of satellite communications, especially in remote areas or off-grid regions. 4. SDG 11: Sustainable Cities and Communities Smart Cities and IoT: Satellite communication technologies enable smart city initiatives by providing global connectivity to various IoT devices used in urban infrastructure (e.g., traffic management, smart grids, waste management). This course helps students design satellite systems that enable data exchange between different urban sectors, contributing to the sustainability and efficiency of smart cities. Disaster Management and Emergency Response: Satellites are integral to disaster monitoring and emergency response systems. By learning how satellite communication works, students can contribute to creating systems that help manage natural disasters, such as floods, earthquakes, and hurricanes, providing critical information and remote communication capabilities to affected areas. 5. SDG 13: Climate Action Climate Monitoring and Data Collection: Satellites are extensively used for environmental monitoring and climate research, tracking temperature changes, sea level rise, deforestation, pollution levels, and other climate indicators. This course enables students to understand the role of satellites in gathering climate data and supporting climate change mitigation and adaptation strategies. Sustainable Resource Management: Satellite communication plays a crucial role in monitoring natural resources such as water, land, and forests, providing data that helps in sustainable management and conservation efforts, directly supporting global climate action. 6. SDG 8: Decent Work and Economic Growth Job Creation in Telecommunications: The satellite communication industry is a significant employer, providing opportunities in areas like network design, satellite operations, engineering, and space-based technology. By preparing students to work in this field, the course contributes to job creation in the telecommunications and aerospace industries, which are integral to economic growth. Global Economic Connectivity: Satellite systems contribute to global commerce by enabling businesses to operate in remote or underserved areas. By improving communication and connectivity, satellite communications help companies expand their markets, promote digital trade, and support economic development. 7. SDG 4: Quality Education Access to Education in Remote Areas: Satellite-based communication systems provide remote communities and isolated regions with access to educational resources, e-learning platforms, and virtual classrooms. The course helps students design systems that can provide quality education in underserved areas, where terrestrial internet connections may not be feasible. Global Knowledge Sharing: By improving global connectivity, satellite communications facilitate the sharing of knowledge, research, and learning across borders, contributing to more inclusive and equitable educational opportunities worldwide. 8. SDG 17: Partnerships for the Goals International Collaboration on Communication Systems: The design and deployment of satellite communication systems often involve international cooperation. Governments, telecommunications companies, and space agencies (e.g., NASA, ESA) collaborate on satellite projects to ensure global connectivity and address shared challenges. This course prepares students to work on global projects that support the achievement of the SDGs. Global Cooperation in Space: Satellite communication systems are a product of global partnerships in space exploration and satellite technology. The course may emphasize how nations and private organizations collaborate on satellite launches, networking, and data exchange, contributing to broader global goals. Summary of Relevant SDGs for Satellite Communications: SDG 9: Industry, Innovation, and Infrastructure: Supports the development of telecommunication infrastructure, satellite systems, and innovative technologies for global connectivity. SDG 7: Affordable and Clean Energy: Contributes to energy monitoring and sustainable energy management through satellite-based systems. SDG 10: Reduced Inequalities: Bridges the digital divide by providing universal access to communication services in remote and underserved areas. SDG 11: Sustainable Cities and Communities: Enables smart city technologies, disaster management, and resilient urban infrastructures via satellite communication. SDG 13: Climate Action: Supports climate monitoring, environmental data collection, and sustainable resource management using satellite technologies. SDG 8: Decent Work and Economic Growth: Drives job creation and supports economic growth through the satellite telecommunications industry. SDG 4: Quality Education: Provides remote education and distance learning in underserved and isolated regions. SDG 17: Partnerships for the Goals: Facilitates international collaboration and global communication networks for sustainable development. Conclusion: The Satellite Communications course aligns with multiple UN Sustainable Development Goals (SDGs), particularly SDG 9 (Industry, Innovation, and Infrastructure), SDG 7 (Affordable and Clean Energy), SDG 10 (Reduced Inequalities), SDG 11 (Sustainable Cities and Communities), and SDG 13 (Climate Action). By understanding how satellite systems function, students are equipped to contribute to the global effort in sustainable development, economic growth, educational access, and environmental protection. The course is essential for addressing modern challenges in connectivity, climate change, and sustainable infrastructure, making satellite communications a vital tool in achieving the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131602 | Teknologi Multimedia | Multimedia Technology | This course covers the integration of multimedia elements, including audio, video, and graphics, in digital applications. Students learn about multimedia production, editing, and distribution techniques. | 1. SDG 4: Quality Education Enhanced Learning Platforms: Multimedia technology plays a crucial role in the development of interactive learning materials, such as online courses, virtual classrooms, educational games, and interactive simulations. These tools improve access to quality education, especially in remote and underserved regions. Inclusive Education: Multimedia enables the creation of content that supports differentiated learning, helping students with disabilities (e.g., using subtitles, sign language videos, and audio descriptions) to have more accessible learning experiences. Digital Literacy: A course in multimedia technology empowers students with essential digital skills that are necessary for navigating and creating in the digital world, which is fundamental for lifelong learning and inclusive education. 2. SDG 9: Industry, Innovation, and Infrastructure Innovation in Communication Technology: Multimedia technology drives innovation in the communication industry by enabling the development of interactive media platforms, mobile apps, streaming services, and virtual reality applications. These technologies enhance how businesses and individuals interact with digital content and each other. Infrastructure Development: The course prepares students to design and implement multimedia systems that can be integrated into websites, digital advertising, social media platforms, and mobile apps, which are integral parts of modern infrastructure. Creative Industry Growth: Students contribute to the growth of creative industries such as film production, game development, digital advertising, and online content creation through the application of multimedia tools and techniques. 3. SDG 10: Reduced Inequalities Universal Access to Information: Multimedia content, such as videos, podcasts, and interactive tools, can help bridge information gaps and increase access to knowledge, particularly in low-income areas. The course helps create media content that is accessible and understandable to diverse audiences, promoting inclusive communication. Empowerment of Marginalized Communities: Multimedia can be used to give a voice to marginalized communities, such as by creating documentaries, social media campaigns, or interactive websites that address issues like human rights, gender equality, or social justice. By empowering these communities to tell their own stories, the course supports the reduction of inequalities. 4. SDG 11: Sustainable Cities and Communities Smart City Solutions: Multimedia technology plays a role in developing smart city applications, such as interactive maps, augmented reality (AR) tools for urban navigation, and virtual tours. These tools enhance the liveability of cities, supporting sustainable urban development and inclusive communities. Cultural and Heritage Preservation: Multimedia can be used to create digital archives or virtual tours that preserve cultural heritage and make it accessible to the public, contributing to the development of cultural tourism and promoting the sustainability of urban environments. Public Awareness and Engagement: The course can focus on creating multimedia content that raises public awareness on issues related to sustainability, climate change, and urban planning, supporting efforts to make cities more sustainable and resilient. 5. SDG 13: Climate Action Raising Awareness on Climate Issues: Through multimedia content such as documentaries, infographics, and interactive websites, students can contribute to raising awareness on climate change, environmental protection, and sustainable practices. Multimedia technology is essential in educating the public and mobilizing action on climate change. Virtual and Augmented Reality for Environmental Education: Virtual reality (VR) and augmented reality (AR) are powerful tools for immersive environmental education. These technologies can be used to create virtual experiences that simulate the effects of climate change or promote sustainable behaviors, helping to engage a wider audience. 6. SDG 8: Decent Work and Economic Growth Job Creation in the Creative and Digital Industries: The multimedia technology course equips students with the skills necessary to work in the rapidly growing fields of media production, game development, graphic design, animation, and digital marketing. These sectors are key contributors to the creative economy and economic growth. Entrepreneurship in Digital Media: Students learn how to develop multimedia products and content, fostering entrepreneurial opportunities in fields such as e-commerce, content creation, and freelance media production, thus contributing to the creation of new jobs and economic opportunities. 7. SDG 5: Gender Equality Gender-Inclusive Media Production: Multimedia technology can be used to produce content that promotes gender equality and challenges gender stereotypes. By creating films, games, or interactive media that portray gender diversity, the course helps students contribute to a more inclusive media landscape. Empowering Women and Girls through Digital Media: Multimedia tools can be used to create educational and advocacy content aimed at empowering women and girls, promoting gender equality, and addressing issues such as gender-based violence, access to education, and economic independence. 8. SDG 17: Partnerships for the Goals Collaboration in Content Creation: Multimedia technology is often a collaborative field that involves teamwork between designers, programmers, writers, filmmakers, and other professionals. The course fosters interdisciplinary partnerships that enable the co-creation of digital products that address global challenges, including those related to health, education, and sustainability. Global Communication and Awareness Campaigns: The course may focus on using multimedia tools to develop campaigns that raise awareness about the SDGs and encourage global cooperation to address pressing world issues, contributing to the realization of the UN Sustainable Development Goals. Summary of Relevant SDGs for Multimedia Technology: SDG 4: Quality Education: Supports the development of interactive learning tools, e-learning platforms, and inclusive education. SDG 9: Industry, Innovation, and Infrastructure: Drives innovation in digital media and supports the development of multimedia-based infrastructure for communication and entertainment. SDG 10: Reduced Inequalities: Promotes universal access to information and empowers marginalized communities through media representation. SDG 11: Sustainable Cities and Communities: Contributes to smart city solutions, public engagement, and the preservation of cultural heritage through digital media. SDG 13: Climate Action: Raises awareness and educates the public on climate change through multimedia content. SDG 8: Decent Work and Economic Growth: Fosters job creation and entrepreneurship in the creative and digital industries. SDG 5: Gender Equality: Promotes gender equality through inclusive media content and empowers women and girls with digital tools. SDG 17: Partnerships for the Goals: Supports collaborative projects and global communication campaigns aimed at achieving the SDGs. Conclusion: The Multimedia Technology course plays a significant role in supporting the UN Sustainable Development Goals (SDGs), especially in the areas of education, innovation, economic development, gender equality, sustainable cities, and climate action. By providing students with the tools and knowledge to create impactful digital content, this course contributes to the global effort to promote inclusive communication, technological innovation, and social empowerment. The skills gained in multimedia technology can be applied to address pressing global challenges and help achieve the SDGs. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131702 | Rekayasa Trafik | Traffic Engineering | Students explore the principles of traffic flow, control systems, and transportation planning. The curriculum emphasizes the analysis and design of transportation networks for efficiency and safety. | 1. SDG 9: Industry, Innovation, and Infrastructure Sustainable Transportation Infrastructure: Traffic engineering contributes directly to the development of sustainable transport infrastructure, including road networks, public transport systems, and intelligent traffic management systems. These infrastructure developments support economic growth and innovation in transportation. Smart Mobility and Innovation: Traffic engineering also involves the integration of smart technologies, such as traffic signals, traffic flow sensors, and autonomous vehicles to create efficient, innovative transportation systems that are essential to modern cities. 2. SDG 11: Sustainable Cities and Communities Urban Mobility: One of the core focuses of traffic engineering is the development of efficient and sustainable urban mobility systems. By designing and improving public transportation, pedestrian pathways, bicycle lanes, and green spaces, traffic engineers contribute to the creation of sustainable, livable cities. Traffic Safety and Public Health: Traffic engineering aims to improve road safety by reducing traffic accidents, creating safer pedestrian crossings, and designing better road layouts. This contributes to the health and well-being of residents, while also reducing air pollution and traffic congestion, improving quality of life in urban environments. Smart City Planning: Traffic engineers play a vital role in shaping smart cities by utilizing data analytics, real-time traffic management, and integrated transport systems to optimize traffic flow, minimize congestion, and reduce environmental impact. 3. SDG 3: Good Health and Well-being Safety and Injury Prevention: Traffic engineering contributes directly to improving road safety and reducing traffic-related accidents, injuries, and fatalities. This is critical in enhancing public health by preventing road accidents and improving traffic safety. Air Quality and Pollution Reduction: Traffic congestion and inefficient road systems contribute to air pollution, which negatively impacts health. By optimizing traffic flow and promoting sustainable transport options (e.g., public transit, cycling, electric vehicles), traffic engineers help reduce carbon emissions, leading to better air quality and public health. 4. SDG 13: Climate Action Sustainable Transport Solutions: Traffic engineering plays a key role in promoting environmentally friendly transport solutions, such as electric vehicles (EVs), bicycles, public transport, and shared mobility services. By designing infrastructure that supports these systems, traffic engineers contribute to reducing greenhouse gas emissions from the transport sector, which is a major contributor to climate change. Energy Efficiency: Traffic engineers optimize traffic flow to reduce fuel consumption and minimize energy waste. Improved traffic management can reduce the number of idling vehicles, lowering the overall carbon footprint of urban transport systems. Adapting to Climate Change: Traffic engineers design transportation systems that are resilient to climate change, ensuring that transport infrastructure can withstand extreme weather events (e.g., flooding, storms, heatwaves) and continue to function effectively in changing climates. 5. SDG 10: Reduced Inequalities Equitable Access to Transportation: Traffic engineering helps design transportation systems that provide equitable access to all individuals, including marginalized groups such as low-income populations, people with disabilities, and those in rural or underserved areas. This includes improving accessibility, affordability, and reliability of public transit systems. Inclusive Urban Design: By improving the design of roads, public transportation, and pedestrian areas, traffic engineers ensure that transportation infrastructure is accessible and inclusive, allowing everyone to participate in economic, social, and cultural activities. 6. SDG 8: Decent Work and Economic Growth Job Creation in Transportation Sector: The traffic engineering field contributes to the creation of jobs in the design, construction, and operation of transportation systems, which are essential for economic growth and development. Improved Productivity: Efficient traffic management systems reduce traffic congestion, improving the flow of goods and people, which leads to increased economic productivity. Well-designed transportation infrastructure facilitates easier access to employment opportunities, markets, and services, contributing to sustainable economic growth. 7. SDG 7: Affordable and Clean Energy Sustainable Transport Systems: Traffic engineering helps promote the use of cleaner transport technologies, such as electric vehicles (EVs) and hydrogen-powered vehicles, by designing EV-friendly infrastructure (e.g., charging stations) and public transport systems that run on renewable energy. This supports the transition to clean energy in the transportation sector. Reduced Dependence on Fossil Fuels: By optimizing traffic flow and encouraging the use of energy-efficient vehicles, traffic engineers help reduce reliance on fossil fuels, contributing to global efforts to transition to cleaner energy solutions. Summary of Relevant SDGs for Traffic Engineering: SDG 9: Industry, Innovation, and Infrastructure: Supports the development of sustainable transport infrastructure, smart mobility solutions, and innovative traffic management systems. SDG 11: Sustainable Cities and Communities: Contributes to sustainable urban mobility, road safety, smart city planning, and improved quality of life through efficient and safe transportation systems. SDG 3: Good Health and Well-being: Enhances traffic safety, reduces road accidents, and improves air quality, positively impacting public health. SDG 13: Climate Action: Promotes sustainable transport solutions, energy efficiency, and resilient infrastructure to address climate change. SDG 10: Reduced Inequalities: Ensures equitable access to affordable and accessible transportation for all members of society. SDG 8: Decent Work and Economic Growth: Contributes to job creation, economic growth, and increased productivity through improved transportation systems. SDG 7: Affordable and Clean Energy: Supports the adoption of clean energy in transportation, reducing reliance on fossil fuels and encouraging the use of electric vehicles and renewable energy. Conclusion: A Traffic Engineering course plays a key role in achieving multiple UN Sustainable Development Goals (SDGs), especially in areas related to sustainable infrastructure, urban mobility, economic growth, public health, climate action, and reduced inequalities. By focusing on improving traffic safety, environmental sustainability, and inclusive transportation systems, traffic engineering contributes significantly to the creation of livable, resilient, and equitable cities, supporting the broader SDG agenda for a more sustainable and inclusive world. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130402 | Kewirausahaan | Entrepreneurship | This course introduces the fundamentals of entrepreneurship, focusing on business planning, marketing strategies, and financial management. Students learn to develop and evaluate business ideas in technology and engineering sectors. | 1. SDG 8: Decent Work and Economic Growth Job Creation: Entrepreneurship is a key driver of job creation. By starting new businesses, entrepreneurs can create employment opportunities, which directly contributes to economic growth and poverty reduction. This also supports the formalization of the workforce, including in sectors such as tech, manufacturing, and services. Inclusive Economic Growth: Entrepreneurs often innovate in underserved markets, creating new business models and providing access to goods and services in regions or demographics that are often neglected by traditional businesses. This helps stimulate inclusive economic growth and ensures that economic benefits reach a broader population. Support for Small and Medium-Sized Enterprises (SMEs): Many entrepreneurs build and grow SMEs, which are the backbone of most economies and crucial for economic diversification and resilience. 2. SDG 9: Industry, Innovation, and Infrastructure Innovation and Technology: Entrepreneurship fosters innovation and the development of new technologies that can revolutionize industries. Entrepreneurs develop new products, services, and solutions that enhance productivity and efficiency across various sectors. For example, tech startups contribute to the development of artificial intelligence, renewable energy, fintech, and healthcare innovations. Infrastructure Development: Entrepreneurs are involved in creating the infrastructure necessary for their businesses to operate, including the development of digital platforms, supply chains, and technological solutions that can scale globally and contribute to sustainable industrialization. 3. SDG 10: Reduced Inequalities Economic Empowerment: Entrepreneurship provides a path to economic empowerment for marginalized communities and individuals. Entrepreneurs, especially those from underrepresented groups such as women, minorities, and refugees, can break barriers by creating businesses that address the needs of their communities. This helps reduce inequalities by creating equal opportunities for economic participation. Inclusive Business Models: Many entrepreneurs design businesses around inclusive models, such as microfinance or social enterprises, which provide financial inclusion and opportunities to people who have been excluded from traditional economic systems. Access to Resources: Entrepreneurs can help reduce inequality by democratizing access to education, technology, and financial resources, allowing individuals from disadvantaged backgrounds to develop their own enterprises. 4. SDG 4: Quality Education Educational Innovations: Entrepreneurship in the education sector helps to design new educational platforms, e-learning tools, and vocational training programs that provide access to quality education for students of all ages and backgrounds. Skills Development: Entrepreneurs are often responsible for creating opportunities for skills training in emerging industries. For example, tech startups may offer coding bootcamps or digital literacy courses, thereby equipping individuals with the skills needed for today’s job market. 5. SDG 5: Gender Equality Women Entrepreneurs: Entrepreneurship can be a powerful tool for advancing gender equality. Women who start their own businesses can overcome barriers to employment, access to resources, and social expectations. Supporting women in entrepreneurial ventures helps break gender stereotypes and provides opportunities for economic independence. Inclusive Entrepreneurship: Courses in entrepreneurship often focus on creating business models that are gender-responsive and promote female participation in industries traditionally dominated by men, such as technology, finance, and manufacturing. 6. SDG 12: Responsible Consumption and Production Sustainable Business Practices: Entrepreneurs increasingly adopt sustainable business models that prioritize resource efficiency, environmental sustainability, and social responsibility. For example, entrepreneurs in the fashion, food, or technology industries are innovating to create products that minimize waste, reduce carbon footprints, and promote ethical sourcing. Circular Economy: Many entrepreneurs are embracing the concept of the circular economy, where products are designed to be reused, repaired, or recycled, reducing environmental impacts and promoting responsible production and consumption. 7. SDG 1: No Poverty Economic Opportunities for the Poor: Entrepreneurship offers a pathway for individuals in poverty to create their own sources of income. By encouraging small businesses and startups, entrepreneurship contributes to poverty alleviation by providing economic opportunities to those who might otherwise be excluded from the formal economy. Micro-entrepreneurship: Many entrepreneurs focus on providing affordable products or services in low-income communities, addressing essential needs like food, water, healthcare, and education, which directly contribute to poverty reduction. 8. SDG 13: Climate Action Green Innovations: Entrepreneurs can contribute to climate action by developing innovative products and services that promote sustainability and climate resilience. For example, green startups working on clean energy, energy-efficient technologies, or climate-adaptive infrastructure provide solutions to mitigate climate change. Social Enterprises: Many entrepreneurs establish social enterprises focused on addressing environmental challenges and promoting sustainable livelihoods, such as businesses that recycle waste, use renewable energy, or offer eco-friendly products. 9. SDG 17: Partnerships for the Goals Collaborative Initiatives: Entrepreneurship often involves building partnerships between businesses, governments, NGOs, and civil society organizations. Through collaborative efforts, entrepreneurs can create solutions that contribute to achieving the SDGs by leveraging resources and expertise from diverse stakeholders. Innovative Solutions for Global Challenges: Entrepreneurs can form partnerships to tackle global challenges such as healthcare access, clean water, or education by creating new products, services, and technologies that align with the SDGs. For example, startups in developing countries may partner with international organizations to bring innovative technologies to underserved regions. Summary of Relevant SDGs for Entrepreneurship: SDG 8: Decent Work and Economic Growth: Fosters job creation, inclusive growth, and the development of SMEs and innovative business models. SDG 9: Industry, Innovation, and Infrastructure: Drives innovation in technology, infrastructure, and industry, with a focus on creating sustainable and scalable solutions. SDG 10: Reduced Inequalities: Reduces inequality by empowering marginalized groups and creating inclusive economic opportunities. SDG 4: Quality Education: Provides access to education and skills development through entrepreneurial ventures, particularly in e-learning and vocational training. SDG 5: Gender Equality: Promotes gender equality by supporting women entrepreneurs and creating inclusive business environments. SDG 12: Responsible Consumption and Production: Encourages sustainable business practices and the adoption of a circular economy to reduce environmental impact. SDG 1: No Poverty: Creates economic opportunities for low-income individuals and fosters poverty alleviation through entrepreneurship. SDG 13: Climate Action: Supports green innovations and environmentally sustainable business practices to mitigate climate change. SDG 17: Partnerships for the Goals: Facilitates collaborative partnerships to address global challenges and contribute to the achievement of the SDGs. Conclusion: A course in Entrepreneurship covers a broad range of UN Sustainable Development Goals (SDGs) by fostering innovation, creating job opportunities, driving economic growth, promoting social equality, and supporting sustainable business practices. By empowering individuals to launch new businesses and pursue solutions to global challenges, entrepreneurship can make a significant impact on achieving the SDGs, particularly those related to economic development, social inclusion, environmental sustainability, and gender equality. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130502 | Analisis Sistem Tenaga | Power System Analysis | Students learn techniques for analyzing power systems, including load flow analysis, fault analysis, and stability assessment. The curriculum emphasizes the application of computational tools for system evaluation. | 1. SDG 7: Affordable and Clean Energy Access to Reliable Energy: Power system analysis helps in designing and managing efficient and reliable power grids, ensuring that energy is distributed effectively to meet demand. By ensuring stable power supply, it plays a direct role in making electricity accessible to all populations, especially in underserved or remote areas. Renewable Energy Integration: The analysis of power systems is crucial for integrating renewable energy sources like solar, wind, and hydropower into the grid. This supports the transition to cleaner energy systems by ensuring that intermittent renewable sources are properly balanced with traditional sources. Energy Efficiency: Power system analysis helps optimize the efficiency of energy transmission and distribution, reducing losses and improving overall system performance. This leads to more efficient use of energy and supports the goal of providing affordable and sustainable energy for all. 2. SDG 13: Climate Action Reducing Greenhouse Gas Emissions: By focusing on the optimization of power systems, the course helps to reduce energy waste and improve the integration of low-carbon energy sources into the grid. This contributes to the global effort of reducing greenhouse gas emissions from the electricity sector, which is one of the largest contributors to climate change. Climate Resilience: Power system analysis also involves understanding how to make grids more resilient to the effects of climate change, such as extreme weather events. Analyzing and improving the reliability and stability of power systems in the face of such events is crucial for maintaining energy availability under changing climatic conditions. 3. SDG 9: Industry, Innovation, and Infrastructure Infrastructure Development: Power system analysis supports the development and optimization of robust energy infrastructure. This includes the design, expansion, and maintenance of electric grids, transformers, substations, and renewable energy systems, which are critical to economic development and industrialization. Technological Innovation: The course emphasizes the role of advanced technologies in power system management, such as smart grids, power electronics, and digitalization. These innovations enhance the efficiency, sustainability, and resilience of electrical infrastructure, supporting the move towards more intelligent, automated, and resilient systems. 4. SDG 11: Sustainable Cities and Communities Urban Energy Solutions: In urban settings, power system analysis ensures that the energy demands of growing cities are met through efficient and sustainable energy distribution systems. The course teaches how to manage the energy needs of urban populations, ensuring that cities can function efficiently while reducing the environmental impact of energy use. Smart Grids and Energy Distribution: Power system analysis contributes to the development of smart grids that integrate renewable energy and enable more efficient energy distribution, helping to build sustainable communities and reduce the carbon footprint of urban areas. 5. SDG 3: Good Health and Well-being Improving Air Quality: A more efficient power system can reduce energy waste, which in turn reduces the burning of fossil fuels and lowers air pollution. By reducing emissions and promoting clean energy, power system analysis helps improve public health and well-being by improving air quality. Reliable Power for Health Infrastructure: Power system reliability is crucial in ensuring that hospitals, health clinics, and other critical health services have uninterrupted power. This course helps ensure that electrical power is consistent and reliable, which is essential for healthcare facilities to operate without disruption, especially during emergencies or power outages. 6. SDG 10: Reduced Inequalities Energy Access for All: Power system analysis helps to identify ways of ensuring equal access to electricity for all social groups, including marginalized and underserved populations. It promotes energy equity, where no one is excluded from access to affordable and clean energy, especially in rural or low-income communities. Empowering Rural Areas: By focusing on rural electrification and improving the efficiency of grid systems, power system analysis can help close the energy access gap between urban and rural areas, thereby reducing inequalities. 7. SDG 1: No Poverty Affordable Energy for Poverty Reduction: Access to reliable and affordable energy is essential for economic development and poverty reduction. Power system analysis helps ensure that energy is provided to low-income households at an affordable rate, which is critical for economic opportunities, education, and healthcare. Empowering Local Economies: Power system optimization helps ensure that local businesses and entrepreneurs have access to a reliable power supply, supporting job creation and economic development in impoverished areas. 8. SDG 17: Partnerships for the Goals Collaborative Efforts for Energy Solutions: Achieving a sustainable energy future requires collaboration across governments, utilities, private companies, and research institutions. Power system analysis encourages the development of collaborative partnerships to solve energy challenges and promote the global transition to renewable energy. Summary of Relevant SDGs for Power System Analysis: SDG 7: Affordable and Clean Energy: Ensures efficient, reliable, and sustainable energy systems, promoting universal energy access and the integration of renewable energy sources. SDG 13: Climate Action: Contributes to reducing greenhouse gas emissions and improving the resilience of power systems to climate change. SDG 9: Industry, Innovation, and Infrastructure: Supports the development of smart infrastructure, energy efficiency, and technological innovation in power systems. SDG 11: Sustainable Cities and Communities: Enhances urban energy solutions, ensuring sustainable energy distribution in growing cities. SDG 3: Good Health and Well-being: Contributes to improving air quality, ensuring reliable power for healthcare facilities, and supporting public health. SDG 10: Reduced Inequalities: Promotes equal access to energy for marginalized communities and reduces the energy access gap between urban and rural areas. SDG 1: No Poverty: Supports poverty reduction by ensuring affordable energy and empowering local economies through reliable power systems. SDG 17: Partnerships for the Goals: Encourages collaboration between various sectors to achieve sustainable energy goals. Conclusion: A Power System Analysis course contributes significantly to achieving several UN Sustainable Development Goals (SDGs), especially those related to affordable and clean energy, climate action, economic growth, sustainable cities, and reduced inequalities. By ensuring efficient, reliable, and sustainable energy systems, power system analysis plays a vital role in addressing global energy challenges, promoting environmental sustainability, and supporting economic development and social equity. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130602 | Mesin Listrik | Electrical Machines | This course covers the principles of electrical machines, including motors, generators, and transformers. Students learn about machine operation, efficiency, and control methods. | 1. SDG 7: Affordable and Clean Energy Energy Efficiency: Electrical machines are essential for the generation, transmission, and distribution of electrical energy. A course in electrical machines emphasizes improving the efficiency of motors, generators, and transformers, thereby reducing energy losses and supporting the goal of affordable and clean energy for all. Renewable Energy Integration: Electrical machines like wind turbines (generators) and solar inverters play a crucial role in renewable energy generation. Understanding how to optimize these machines is essential for integrating renewable energy sources into the grid efficiently and sustainably. Sustainable Power Generation: The operation and improvement of electric machines contribute to more sustainable power generation, especially in renewable energy systems like hydropower, wind, and solar power generation systems. 2. SDG 9: Industry, Innovation, and Infrastructure Industrial Automation: Electrical machines are at the heart of many industrial processes. Efficient operation and control of motors and machines are crucial for improving industrial productivity and automation. This directly supports the growth of sustainable industries and the development of resilient infrastructure. Innovation in Electrical Systems: Advances in the design and optimization of electrical machines, such as high-efficiency motors and smart generators, contribute to the broader effort of technological innovation in energy and industrial systems. These innovations improve system performance, reduce environmental impacts, and lower costs. 3. SDG 13: Climate Action Reducing Carbon Emissions: Electrical machines such as electric motors (especially those used in electric vehicles and public transport) contribute to reducing greenhouse gas emissions when compared to traditional internal combustion engines. The optimization of these machines for greater efficiency directly helps in the fight against climate change by reducing the energy consumption of various systems and industries. Green Technologies: Electrical machines are integral to the green technology sector, particularly in energy-efficient machines and renewable energy systems. For example, wind turbine generators and hydroelectric generators directly contribute to sustainable energy production and carbon reduction. 4. SDG 11: Sustainable Cities and Communities Urban Infrastructure and Smart Grids: Electrical machines, including transformers and motors, are essential components of smart grids and urban energy infrastructure. A reliable and efficient power system is critical for sustainable cities, ensuring that energy is distributed efficiently and waste is minimized. Electrical machines are also integral to electric public transport systems like trams and electric buses, which contribute to cleaner and more sustainable urban transportation systems. Energy for Sustainable Communities: Efficient electrical machines contribute to the overall goal of ensuring access to energy for all, including underprivileged or rural communities. By improving the performance and efficiency of electrical machines used in various energy applications, the course contributes to making energy more affordable, reliable, and accessible. 5. SDG 8: Decent Work and Economic Growth Job Creation in Energy and Manufacturing Sectors: Electrical machines are a core component in sectors like manufacturing, construction, transportation, and energy generation. Courses on electrical machines equip students with the skills needed for careers in these industries, contributing to job creation and economic growth. Support for Industry and Entrepreneurship: Knowledge of electrical machines also helps foster entrepreneurship in the energy sector, including the development of new technologies such as energy-efficient motors and electric vehicle powertrains, which can stimulate economic development and create new business opportunities. 6. SDG 10: Reduced Inequalities Access to Reliable Energy: The study of electrical machines can also contribute to reducing energy inequalities by improving the efficiency and affordability of electrical power systems. This is especially important for rural electrification projects, where efficient electrical machines can help extend grid access to underserved regions. Inclusive Technological Development: Ensuring that electrical machines are developed and deployed in ways that benefit everyone, regardless of their socio-economic status, helps to address inequalities in access to technology and infrastructure. 7. SDG 3: Good Health and Well-being Health Care Infrastructure: Electrical machines like generators and transformers are critical to ensuring reliable power for hospitals, clinics, and healthcare facilities. This ensures that medical equipment can operate without interruptions, which is essential for life-saving medical care. Reduction in Pollution: Electric motors, particularly in electric vehicles and electric transport, contribute to reduced air pollution in cities, leading to healthier urban environments and better public health outcomes. 8. SDG 4: Quality Education Educational Opportunities in Energy and Engineering: The study of electrical machines provides students with the technical expertise needed in a range of engineering disciplines, including electrical engineering, renewable energy, and mechanical engineering. This supports the goal of ensuring that everyone has access to high-quality education in technical fields. Skill Development: Students gain practical skills related to the operation and analysis of electrical machines, which are highly applicable in both industrial settings and research, supporting vocational training and the growth of skilled labor. 9. SDG 17: Partnerships for the Goals Collaborative Innovation: Electrical machines are integral to the development of sustainable energy systems and green technologies. Collaborative efforts between academia, industry, and governments are essential for the continued development of energy-efficient machines and the integration of renewable energy sources into global power grids. Global Knowledge Sharing: The knowledge gained from studying electrical machines can be shared across borders to help improve power generation and distribution technologies worldwide, fostering international partnerships to achieve energy-related SDGs. Summary of Relevant SDGs for Electrical Machines: SDG 7: Affordable and Clean Energy: Improves the efficiency of energy systems and supports the integration of renewable energy sources. SDG 9: Industry, Innovation, and Infrastructure: Drives industrial innovation, automation, and the development of sustainable energy infrastructure. SDG 13: Climate Action: Contributes to reducing carbon emissions through more energy-efficient machines and supporting clean energy technologies. SDG 11: Sustainable Cities and Communities: Enhances urban energy systems, including smart grids and electric transportation. SDG 8: Decent Work and Economic Growth: Fosters job creation and economic growth in the energy and manufacturing sectors. SDG 10: Reduced Inequalities: Supports inclusive access to energy and technological development. SDG 3: Good Health and Well-being: Ensures reliable power for healthcare facilities and helps reduce pollution through electric vehicles. SDG 4: Quality Education: Provides technical education and skills development for students in the energy sector. SDG 17: Partnerships for the Goals: Promotes collaboration to advance sustainable energy technologies and share knowledge globally. Conclusion: An Electrical Machines course has broad implications for achieving several UN Sustainable Development Goals (SDGs). The course directly supports affordable and clean energy (SDG 7), climate action (SDG 13), and sustainable industry (SDG 9), while also contributing to economic growth, job creation, and reducing inequalities. By focusing on improving the efficiency, reliability, and sustainability of electrical machines, the course contributes to a more sustainable, equitable, and resilient global energy future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130702 | Proteksi Sistem Tenaga Listrik | Electric Power System Protection | Students explore the principles and techniques of protecting electric power systems from faults. The curriculum covers protective relays, coordination, and safety standards in power systems. | 1. SDG 7: Affordable and Clean Energy Reliable Energy Supply: Power system protection ensures that electrical grids are stable, preventing system failures and outages. A reliable power supply is crucial for economic activities, public services, and industrial operations. By designing and optimizing protective systems, the course ensures that energy is delivered continuously and efficiently, which is vital for sustainable development and meeting energy demands in urban and rural areas. Integration of Renewable Energy: Protection schemes are essential when integrating renewable energy sources (like solar, wind, and hydropower) into the grid, as they often introduce new dynamics (e.g., variable generation and distributed generation). Effective protection schemes ensure that renewable energy systems can be connected safely to the grid, supporting the transition to cleaner energy. 2. SDG 9: Industry, Innovation, and Infrastructure Sustainable Energy Infrastructure: Power system protection is key to maintaining the resilience and sustainability of electric power infrastructure. This includes ensuring that the transmission lines, transformers, and generators remain operational during disturbances. A stable and secure energy infrastructure supports industrial growth and economic development, while avoiding equipment damage that could lead to downtime. Technological Innovation: The course covers innovations in protective relays, smart grid technologies, and automation for fault detection and isolation. These technologies enhance the intelligence and efficiency of power systems, helping to reduce losses and improve grid performance. Innovations in protection systems make the power grid more adaptive and resilient to faults, ensuring smooth operation even during extreme events. 3. SDG 13: Climate Action Reducing Power System Vulnerabilities: Effective protection schemes help in minimizing the damage to power systems from extreme weather events, which are becoming more frequent due to climate change. By maintaining the integrity of power infrastructure during such events, protection systems help reduce the impact of climate change on energy delivery. Reducing Emissions through Reliability: By ensuring grid stability and preventing power failures, protection systems also indirectly support energy efficiency and reduce emissions. This is especially true in systems where renewable energy integration is prioritized, as efficient management of renewable energy resources contributes to a lower carbon footprint. 4. SDG 11: Sustainable Cities and Communities Reliable Power for Urban Areas: In cities, protection systems ensure that electrical power is supplied without interruption to critical infrastructure such as hospitals, schools, and emergency services. These systems also ensure that public transportation (e.g., electric buses and trams) and smart technologies are powered reliably. Energy Security: Effective protection schemes ensure that urban areas, particularly emerging cities and smart cities, have a resilient and secure energy infrastructure capable of supporting their growing energy needs without risking system instability or failure. 5. SDG 3: Good Health and Well-being Ensuring Power for Healthcare: Electrical power system protection is crucial for ensuring a continuous and stable power supply to hospitals, clinics, and medical equipment, particularly during emergencies. A reliable and stable power system is essential to the operation of life-saving devices like ventilators, heart monitors, and emergency lighting. Preventing Power Outages: Preventing faults and outages in power systems reduces the risk of interruption to essential services like healthcare, which is directly linked to public health and well-being. 6. SDG 8: Decent Work and Economic Growth Job Creation in Energy Sector: Protection system design and implementation require highly specialized skills in electrical engineering, creating job opportunities in the power sector. It also supports industrial operations and manufacturing by ensuring the availability of reliable energy to businesses. Supporting Economic Development: Stable energy supply is fundamental for industries and businesses to operate efficiently. Power system protection ensures minimized downtime and reduced costs from equipment damage and outages, which contributes to the overall economic growth of a country. 7. SDG 10: Reduced Inequalities Universal Access to Reliable Energy: Power system protection contributes to expanding access to electricity in remote or underserved areas. By ensuring that energy infrastructure remains intact even in harsh conditions, protection schemes help bridge the energy access gap in rural or isolated communities. Inclusive Energy Systems: Well-designed protection systems allow for inclusion of new energy sources, including solar and wind in rural and developing regions, thus enabling decentralized energy access and contributing to reduced inequalities in energy availability. 8. SDG 1: No Poverty Reducing Energy Losses and Costs: Protection systems help reduce energy losses by ensuring that faulty parts of the grid are quickly isolated. This improves system efficiency and reduces the overall cost of energy, which is especially important in low-income communities where affordable access to electricity is crucial for alleviating poverty. Improving Energy Access: Power protection schemes ensure reliable and cost-effective electricity for households and businesses in both urban and rural areas, supporting economic opportunities and poverty reduction through enhanced energy availability. 9. SDG 17: Partnerships for the Goals Collaboration and Knowledge Sharing: Power system protection often requires collaboration between governments, utilities, technology providers, and research institutions to design and implement effective protection schemes. This collaborative approach ensures the creation of sustainable energy systems and the sharing of best practices across regions. Global Standards and Best Practices: Global initiatives to standardize protection techniques, such as IEC standards, allow for the transfer of knowledge and expertise in power protection technologies, supporting global efforts to ensure the reliability and sustainability of energy systems. Summary of Relevant SDGs for Electric Power System Protection: SDG 7: Affordable and Clean Energy: Ensures reliable energy supply and supports the integration of renewable energy sources into the grid. SDG 9: Industry, Innovation, and Infrastructure: Enhances the resilience and efficiency of energy infrastructure and supports industrial growth. SDG 13: Climate Action: Reduces the vulnerability of power systems to climate-induced disruptions and supports carbon reduction through renewable energy integration. SDG 11: Sustainable Cities and Communities: Ensures energy security for urban areas and critical infrastructure. SDG 3: Good Health and Well-being: Guarantees uninterrupted power for essential services like healthcare. SDG 8: Decent Work and Economic Growth: Promotes job creation and supports economic development through reliable energy. SDG 10: Reduced Inequalities: Supports inclusive energy access and reduces the energy gap for underserved areas. SDG 1: No Poverty: Contributes to affordable energy and economic opportunities for low-income communities. SDG 17: Partnerships for the Goals: Fosters collaboration and knowledge sharing for global energy security and sustainability. Conclusion: An Electric Power System Protection course plays a key role in supporting the achievement of multiple UN Sustainable Development Goals (SDGs). By ensuring the reliability, efficiency, and resilience of electrical power systems, the course contributes to affordable and clean energy, economic growth, climate action, and the reduction of inequalities. The application of power system protection techniques is central to maintaining a stable, sustainable, and equitable energy supply that benefits all sectors of society. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130802 | Sistem Pembangkitan Tenaga Listrik | Electric Power Generation System | This course examines various methods of electric power generation, including fossil fuels, nuclear, and renewable sources. Students learn about generation technologies and their impact on the energy grid. | 1. SDG 7: Affordable and Clean Energy Sustainable Power Generation: The course explores both traditional and renewable energy sources, ensuring a thorough understanding of how to optimize the generation of affordable and clean energy. This helps in the development of a diverse and sustainable energy mix to meet global energy needs. Renewable Energy Integration: By studying renewable generation systems like solar, wind, hydropower, and biomass, the course directly supports the transition towards cleaner energy sources. This is crucial for providing universal access to affordable, reliable, and modern energy services. 2. SDG 9: Industry, Innovation, and Infrastructure Infrastructure Development: Electric power generation is at the core of developing reliable and sustainable energy infrastructure. The course supports the design and implementation of energy systems that are capable of meeting both current and future energy demands in industrial and urban environments. Technological Innovation: By focusing on the latest innovations in generation technologies, such as smart grids, energy storage, and high-efficiency power plants, the course supports the continuous development of energy systems that are both efficient and sustainable. 3. SDG 13: Climate Action Reduction of Greenhouse Gas Emissions: Understanding how to optimize renewable energy sources (such as wind, solar, and hydropower) and improve the efficiency of thermal power plants can lead to a significant reduction in carbon emissions. The course helps students understand the environmental impact of power generation and how to mitigate the effects of climate change through cleaner energy production methods. Energy Transition: The course helps in transitioning from fossil fuel-based generation to renewable energy, a crucial step toward limiting global warming and meeting international climate targets. 4. SDG 11: Sustainable Cities and Communities Urban Power Needs: Cities require reliable, sustainable, and efficient energy generation to support growing populations. The course ensures that urban energy systems are capable of meeting these demands through a balanced mix of renewable and conventional energy sources, helping to create sustainable cities. Distributed Generation: By exploring technologies like solar rooftops and small-scale wind turbines, the course encourages decentralized generation. This supports the development of sustainable communities with local energy solutions that reduce dependence on centralized power sources. 5. SDG 3: Good Health and Well-being Reliable Energy for Healthcare: Ensuring a stable power supply is crucial for healthcare facilities, particularly in emergency situations. The course ensures that students understand how to design and maintain power generation systems that can provide continuous electricity to critical infrastructure like hospitals and medical centers. Reducing Air Pollution: The transition from fossil fuel-based to clean energy generation reduces air pollution and health risks associated with burning coal and oil, ultimately contributing to better public health. 6. SDG 8: Decent Work and Economic Growth Job Creation: Power generation, especially in the renewable energy sector, creates substantial job opportunities in manufacturing, construction, maintenance, and research and development. By studying electric power generation, students are equipped to work in growing industries that contribute to economic development. Industrial Growth: A reliable and efficient power generation system is essential for industrial growth, providing energy security for businesses and enabling the manufacturing and services sectors to flourish. 7. SDG 10: Reduced Inequalities Energy Access: The course explores methods of extending electricity to underserved regions, ensuring that rural communities and low-income areas have access to reliable and affordable energy. By developing renewable energy solutions, such as solar mini-grids, the course can help address energy inequalities. Inclusive Energy Solutions: Promoting decentralized and renewable energy solutions can contribute to reducing energy poverty and ensuring equal access to energy for everyone, regardless of geographic location or income. 8. SDG 1: No Poverty Energy as a Tool for Poverty Reduction: Access to reliable energy is a key enabler for economic development in poor and marginalized communities. The course teaches how to design affordable and sustainable power generation systems that can be deployed in developing regions, helping to lift people out of poverty by providing them with the energy needed for education, healthcare, and business development. 9. SDG 17: Partnerships for the Goals Collaboration in Energy Development: The course fosters an understanding of the importance of collaboration between governments, businesses, research institutions, and communities in developing sustainable and effective power generation systems. Partnerships in energy technology can accelerate the transition to clean energy systems and promote knowledge exchange. Global Energy Solutions: The course encourages the sharing of global best practices in power generation, particularly in transitioning to renewable energy sources, which is essential for achieving global energy goals. Summary of Relevant SDGs for Electric Power Generation System: SDG 7: Affordable and Clean Energy: Supports sustainable energy generation, ensuring affordable and clean energy solutions for all. SDG 9: Industry, Innovation, and Infrastructure: Contributes to the development of reliable energy infrastructure and encourages technological innovations in power generation. SDG 13: Climate Action: Reduces greenhouse gas emissions and supports the transition to renewable energy systems, contributing to climate change mitigation. SDG 11: Sustainable Cities and Communities: Supports urban energy needs, helping cities become more sustainable and resilient. SDG 3: Good Health and Well-being: Ensures reliable power for healthcare and reduces pollution, improving public health. SDG 8: Decent Work and Economic Growth: Promotes job creation and supports economic growth through sustainable energy industries. SDG 10: Reduced Inequalities: Improves energy access for marginalized communities, contributing to equal opportunities. SDG 1: No Poverty: Reduces energy poverty, enabling communities to access energy for development. SDG 17: Partnerships for the Goals: Encourages collaboration and global partnerships for sustainable energy solutions. Conclusion: An Electric Power Generation Systems course directly supports multiple UN Sustainable Development Goals. By focusing on reliable, clean, and affordable energy generation, the course helps ensure that the world’s energy needs are met while minimizing the environmental impact of energy production. It also promotes economic growth, job creation, reduced inequalities, and the transition to a sustainable energy future, aligning with key global goals for sustainability, poverty reduction, and climate action. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130902 | Kualitas Sistem Tenaga Listrik | Electrical Power System Quality | Students learn about the factors affecting power quality in electrical systems, including harmonics, voltage sags, and transients. The curriculum emphasizes measurement techniques and mitigation strategies. | 1. SDG 7: Affordable and Clean Energy Reliable Energy Supply: Power quality ensures that the electrical energy supplied to consumers is reliable, stable, and free from disturbances that could cause damage to electrical equipment. This ensures affordable and clean energy for industrial, commercial, and residential consumers, contributing to uninterrupted access to energy. Support for Renewable Energy Integration: Power quality management plays an essential role in integrating renewable energy sources (like solar, wind, etc.) into the grid. These sources can introduce voltage fluctuations, frequency variations, and harmonics. The course covers how to manage these disturbances to ensure grid stability and clean energy integration. 2. SDG 9: Industry, Innovation, and Infrastructure Efficient Energy Infrastructure: High power quality is essential for the efficient functioning of energy infrastructure, reducing energy losses, and enhancing the reliability of industrial operations. Electrical power quality management helps avoid downtime, equipment damage, and production losses in industries that rely heavily on stable power supplies. Technological Innovation in Power Systems: The course also addresses innovative technologies used in power quality analysis and improvement, such as power quality meters, filters, and dynamic voltage restorers, which ensure smooth operation of modern electrical systems. 3. SDG 13: Climate Action Reduction of Energy Waste: Maintaining high power quality helps in reducing energy losses caused by inefficiencies in the power system, which contributes to overall energy conservation. By preventing damages caused by voltage fluctuations and harmonics, power quality management improves the efficiency of power systems, leading to lower carbon footprints and supporting climate action. Sustainable Energy Integration: The course aids in integrating renewable energy sources into the grid in a way that minimizes environmental impact. Power quality control ensures that the integration of solar, wind, and other renewables does not cause instability or disruptions, thus supporting climate goals. 4. SDG 11: Sustainable Cities and Communities Urban Power Quality: In urban environments, the demand for reliable electricity is high, and power quality management ensures that electrical grids operate efficiently and are resilient to disturbances. This contributes to the creation of sustainable cities by providing stable energy supplies to industries, homes, and public services. Smart Grids and Smart Cities: The course may also delve into smart grid technologies that enhance power quality through automated monitoring and control systems, which are integral to the development of smart cities. These technologies improve the efficiency and resilience of urban energy infrastructure. 5. SDG 3: Good Health and Well-being Power for Healthcare Facilities: A stable and high-quality electrical supply is crucial for the operation of hospitals and medical equipment. Power quality disturbances can lead to equipment malfunction, resulting in potentially life-threatening situations in healthcare settings. The course ensures students understand the importance of uninterrupted, stable energy for critical services, particularly in healthcare. Reducing Power Quality-related Risks: Power quality issues like voltage sags and harmonics can impact sensitive devices, including medical equipment, life-support machines, and emergency systems. The course equips students with knowledge to ensure that these systems are protected and function properly. 6. SDG 8: Decent Work and Economic Growth Supporting Industrial and Economic Growth: Power quality directly impacts industries, particularly those with high-precision or sensitive equipment, like manufacturing, electronics, and data centers. By studying power quality, students learn how to prevent disruptions and ensure continuous production, which in turn helps in economic growth and job creation in sectors dependent on high-quality power. Cost Efficiency: Ensuring high power quality also reduces the operational cost for businesses by preventing the damage and wear on equipment, leading to fewer breakdowns and longer lifespans for machinery and electrical systems. This fosters greater productivity and economic stability. 7. SDG 10: Reduced Inequalities Equitable Energy Access: Poor power quality disproportionately affects low-income communities and small businesses that lack the infrastructure to handle voltage instability or fluctuations. By promoting high-quality power systems, the course contributes to the reduction of energy disparities across different socio-economic groups. Affordable and Reliable Energy: High power quality ensures that all consumers, including marginalized communities, have reliable and safe energy that doesn’t cause additional financial burdens due to equipment failure or power outages. 8. SDG 1: No Poverty Reducing Power Interruptions in Low-income Areas: Power quality is crucial for low-income communities, where power interruptions and poor-quality power can exacerbate poverty. The course helps develop solutions to ensure that these communities receive stable and reliable power, essential for economic development and poverty alleviation. Enabling Small-scale Businesses: Power quality directly influences the viability of small businesses in underserved areas. Stable and high-quality power allows these businesses to operate without costly interruptions or damages to their equipment. 9. SDG 17: Partnerships for the Goals Collaboration for Better Power Quality: Addressing power quality challenges often requires collaboration between utilities, technology providers, regulatory authorities, and academic institutions. The course emphasizes the importance of partnerships to improve power quality standards and deploy advanced technologies globally. Knowledge Sharing: Students are encouraged to share global best practices in power quality management, which can be implemented in diverse contexts, from developed to developing regions, fostering cooperation in sustainable energy management. Summary of Relevant SDGs for Electrical Power System Quality: SDG 7: Affordable and Clean Energy: Ensures reliable, high-quality energy that supports sustainable energy systems. SDG 9: Industry, Innovation, and Infrastructure: Promotes efficient power systems, supporting industrial growth through high-quality energy. SDG 13: Climate Action: Reduces energy waste and supports the integration of renewables into the grid with minimal environmental impact. SDG 11: Sustainable Cities and Communities: Ensures urban energy resilience and supports smart grid and smart city developments. SDG 3: Good Health and Well-being: Guarantees uninterrupted power for critical health services and reduces risks associated with poor power quality. SDG 8: Decent Work and Economic Growth: Supports economic stability and job creation by reducing power interruptions and ensuring reliable energy for industries. SDG 10: Reduced Inequalities: Promotes equitable access to reliable, stable energy, reducing power-related inequalities. SDG 1: No Poverty: Contributes to energy security in low-income areas and reduces the economic burden of power issues. SDG 17: Partnerships for the Goals: Encourages collaboration for global power quality improvements and knowledge sharing. Conclusion: An Electrical Power System Quality course aligns with a variety of UN Sustainable Development Goals (SDGs), particularly SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 13 (Climate Action). The course ensures that power systems are efficient, reliable, and capable of supporting the energy needs of both urban and rural communities, while minimizing the environmental impact of energy production and consumption. By addressing power quality issues, the course plays a crucial role in supporting economic growth, sustainable energy solutions, and global efforts to reduce inequalities and improve the quality of life. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04131002 | Sistem Transmisi Arus Bolak Balik | Alternating Current Transmission System | This course focuses on the design and operation of alternating current (AC) transmission systems. Students learn about transmission line parameters, voltage regulation, and power flow analysis. | 1. SDG 7: Affordable and Clean Energy Reliable and Efficient Power Delivery: AC transmission systems are crucial for the efficient delivery of electrical power over long distances, ensuring affordable and clean energy is accessible to industrial, commercial, and residential consumers. Renewable Energy Integration: AC transmission networks are essential for integrating renewable energy sources like wind, solar, and hydropower into the grid. The course examines how AC systems can be designed to handle the variability of renewables and ensure a stable supply of clean energy. 2. SDG 9: Industry, Innovation, and Infrastructure Developing Sustainable Infrastructure: The course emphasizes the importance of building efficient, sustainable energy infrastructure for modern economies. It explores how AC transmission systems can be optimized for low-loss energy transmission, contributing to the development of robust energy infrastructure. Innovation in Grid Technology: As energy grids become more smart and flexible, the course introduces students to the innovations in power electronics, high-voltage transmission, and dynamic voltage control, which help increase the efficiency and resilience of transmission systems. 3. SDG 13: Climate Action Reducing Transmission Losses: The course teaches methods to minimize energy losses in the transmission system, which can lead to higher energy efficiency and lower carbon emissions. Reducing losses in AC transmission helps decrease the overall carbon footprint of the energy system, contributing to climate action. Supporting Renewable Energy: Effective AC transmission systems are essential for connecting renewable energy sources (especially those located far from population centers) to the grid, thus supporting the transition to a low-carbon energy system. Electric Grid Resilience: The course may address the integration of smart grid technologies in AC transmission, which can improve the grid’s ability to handle renewable energy and reduce the impact of extreme weather events, contributing to climate resilience. 4. SDG 11: Sustainable Cities and Communities Urban Energy Systems: AC transmission systems are key to supplying reliable electricity to urban centers, where demand for electricity is high. The course addresses how to design and operate AC transmission systems that provide stable and cost-effective energy to growing cities. Grid Stability for Smart Cities: AC transmission systems are critical for smart city infrastructure, which requires a reliable and stable electricity supply. This course supports the development of transmission networks that can meet the needs of sustainable urban development. 5. SDG 8: Decent Work and Economic Growth Supporting Industrial and Economic Development: AC transmission systems are essential for supporting industrial activities, which are directly linked to economic growth. The ability to transmit power efficiently to factories, commercial buildings, and households is fundamental to supporting a thriving economy. Job Creation in the Energy Sector: The study of AC transmission systems prepares students to work in the energy sector, contributing to the creation of skilled jobs in the design, maintenance, and operation of power grids. Advanced training in AC transmission technology can also help students contribute to the global transition to sustainable energy systems. 6. SDG 10: Reduced Inequalities Energy Access for Underserved Regions: Effective AC transmission systems ensure that electricity reaches all regions, including remote and underserved communities. The course addresses how transmission infrastructure can be developed to ensure equitable access to energy, reducing energy poverty and contributing to reduced inequalities. Regional Integration of Energy: AC transmission can help connect rural or isolated areas to the main grid, ensuring more equal access to affordable and reliable electricity. This is especially important for developing regions that rely on centralized energy systems to improve their standard of living. 7. SDG 1: No Poverty Reducing Energy Poverty: AC transmission systems that provide stable and reliable energy contribute to reducing energy poverty, especially in underserved areas. Reliable power enables local businesses, education, and healthcare facilities to function effectively, thus improving the quality of life and contributing to poverty reduction. Energy for Economic Opportunity: Reliable electricity transmission is vital for creating job opportunities and supporting entrepreneurial activities. The course emphasizes how to develop power systems that can meet the needs of growing economies, especially in rural or underdeveloped regions. 8. SDG 17: Partnerships for the Goals Collaboration for Grid Development: The successful development of AC transmission systems often requires partnerships between governments, utilities, energy companies, and academic institutions. The course encourages collaborative efforts to build and maintain transmission systems that can serve growing populations and evolving energy needs. Global Best Practices: By understanding the latest technological developments and best practices in AC transmission, students can contribute to global partnerships aimed at improving energy access, reliability, and sustainability. International cooperation is key to advancing energy infrastructure and achieving SDG 7. Summary of Relevant SDGs for Alternating Current Transmission System: SDG 7: Affordable and Clean Energy: Supports efficient energy transmission, ensuring affordable, clean, and reliable energy delivery. SDG 9: Industry, Innovation, and Infrastructure: Contributes to the development of sustainable and innovative energy infrastructure, including smart grids. SDG 13: Climate Action: Helps reduce energy losses, supporting the integration of renewable energy and reducing carbon emissions. SDG 11: Sustainable Cities and Communities: Ensures reliable power for urban energy systems, supporting the creation of sustainable cities. SDG 8: Decent Work and Economic Growth: Promotes economic growth by ensuring efficient energy transmission for industries, while also supporting job creation in the energy sector. SDG 10: Reduced Inequalities: Ensures energy access for marginalized communities, helping reduce regional inequalities in energy availability. SDG 1: No Poverty: Provides reliable power to areas affected by energy poverty, contributing to poverty reduction and economic development. SDG 17: Partnerships for the Goals: Fosters collaboration between different stakeholders to build and optimize energy transmission systems, driving global partnerships. Conclusion: An Alternating Current Transmission System course directly supports several UN Sustainable Development Goals. By focusing on the efficient, reliable, and sustainable transmission of electrical power, the course contributes to affordable, clean energy (SDG 7), the development of sustainable infrastructure (SDG 9), and climate action (SDG 13). It also supports economic growth (SDG 8), energy access (SDG 10), and the reduction of energy poverty (SDG 1), all while encouraging partnerships for advancing energy infrastructure globally (SDG 17). |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121903 | Algoritma dan Pemrograman | Algorithms and Programming | This course introduces students to the principles of algorithms and programming languages. Topics include algorithm design, data structures, and coding techniques in languages such as Python or Java. | 1. SDG 4: Quality Education Improving Education Access and Quality: The course provides foundational knowledge in problem-solving, logical thinking, and critical reasoning. These skills are essential for students pursuing higher education in fields related to technology, engineering, and data science. By improving the quality of education in computing, the course empowers students with the skills needed for 21st-century challenges. Promoting Digital Literacy: Algorithms and programming courses help bridge the digital divide by promoting computer literacy. This is key to ensuring that students in developing regions gain the skills required to participate in the modern digital economy and technological advancement. Distance Learning and Education Tools: Algorithms and programming are the foundation of many online learning platforms, tools, and resources. By equipping students with these skills, the course helps promote the development of accessible educational technologies that can reach underserved communities. 2. SDG 9: Industry, Innovation, and Infrastructure Fostering Innovation through Technology: Algorithms form the core of modern software systems and applications that drive innovation. The course teaches students to design efficient algorithms that can be used to build scalable and impactful technologies in various sectors, such as healthcare, finance, transportation, and manufacturing. Enhancing Digital Infrastructure: As technology infrastructure evolves, there is a growing need for professionals who understand software development, systems design, and algorithm optimization. This course contributes to building the skilled workforce required to maintain and enhance digital infrastructure. Supporting Technological Advancements: Through programming and algorithm development, students contribute to the advancement of technologies such as artificial intelligence, machine learning, and big data, which are at the heart of next-generation infrastructure and smart systems. 3. SDG 8: Decent Work and Economic Growth Empowering a Tech-Savvy Workforce: As the global economy increasingly relies on technology, proficiency in algorithms and programming is essential for job creation in the technology sector. The course prepares students for careers in software development, data science, cybersecurity, and computer engineering, contributing to economic growth by fostering a skilled workforce. Entrepreneurship in Tech: By understanding how to create efficient algorithms and code robust software systems, students are better equipped to launch their own technology startups. The ability to develop software solutions that address real-world challenges can foster entrepreneurial growth and economic development. Job Creation and Technology Development: The course plays a role in supporting industries that rely on software applications and programming skills, enabling the creation of new technologies and job opportunities across a variety of sectors. 4. SDG 10: Reduced Inequalities Bridging the Digital Divide: Access to programming education is a critical element in reducing inequality. By teaching algorithms and programming skills, the course helps students from various backgrounds, including underrepresented and marginalized communities, gain the tools needed to participate in the global tech economy. Equal Access to Digital Education: The course supports initiatives that offer free or low-cost programming education to underserved populations, helping them break into the tech industry and reduce income inequality. 5. SDG 12: Responsible Consumption and Production Optimizing Resource Use: One of the primary goals in algorithm design is to create efficient solutions that minimize the use of computational resources (such as time and memory). By teaching students how to analyze and optimize algorithms, the course encourages responsible consumption of resources in the development of software systems. Sustainable Software Development: The course also touches on designing algorithms that can lead to energy-efficient computing. As data centers and cloud computing services consume vast amounts of energy, creating optimized algorithms can lead to more sustainable software solutions. 6. SDG 13: Climate Action Climate Change Modeling and Data Analysis: Many algorithms are used in climate-related research, such as weather prediction, climate modeling, and environmental monitoring. The skills learned in this course can contribute to the development of software that analyzes climate data, helping to inform policy decisions and climate action. Optimizing Energy Consumption: As part of the course, students may also explore algorithms used in optimizing the performance of energy systems, helping to create more sustainable solutions in energy production and consumption. This contributes to reducing carbon footprints in the tech sector. 7. SDG 17: Partnerships for the Goals Collaboration for Global Solutions: The course encourages the development of collaborative skills, as many algorithmic problems require teamwork to find optimal solutions. Students will work on group projects and develop an understanding of how partnerships between industry, academia, and government can drive technological innovations and solutions that address global challenges. Open-source Contributions: By learning to code and design algorithms, students are empowered to contribute to open-source software projects that are freely accessible to the global community. Open-source initiatives can foster global collaboration in areas like healthcare, education, and climate change. Summary of Relevant SDGs for Algorithms and Programming: SDG 4: Quality Education: Promotes digital literacy, problem-solving skills, and access to education through technology. SDG 9: Industry, Innovation, and Infrastructure: Supports innovation and the development of digital infrastructure and next-generation technologies. SDG 8: Decent Work and Economic Growth: Creates job opportunities and drives economic growth in the technology sector. SDG 10: Reduced Inequalities: Helps bridge the digital divide and provides equal opportunities for education and employment in the tech industry. SDG 12: Responsible Consumption and Production: Promotes efficient resource use in software development and sustainable computing practices. SDG 13: Climate Action: Enables the development of climate-related software solutions for data analysis and climate modeling. SDG 17: Partnerships for the Goals: Encourages collaboration in developing open-source software solutions that can address global challenges. Conclusion: An Algorithms and Programming course contributes to a wide range of UN Sustainable Development Goals (SDGs). It plays a crucial role in fostering quality education (SDG 4), supporting innovation and infrastructure development (SDG 9), and creating opportunities for economic growth and decent work (SDG 8). Furthermore, it helps reduce inequalities (SDG 10), encourages responsible resource use (SDG 12), and contributes to climate action (SDG 13). By equipping students with the tools to develop efficient, scalable, and sustainable solutions, the course empowers them to become drivers of positive change in the global digital economy. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122002 | Konversi Energi | Energy Conversion | Students explore the principles and technologies involved in energy conversion processes, including thermal, mechanical, and electrical systems. The curriculum emphasizes efficiency and performance analysis. | 1. SDG 7: Affordable and Clean Energy Promoting Clean Energy Technologies: One of the primary focuses of the Energy Conversion course is the study of renewable energy sources like solar, wind, hydropower, and geothermal energy. Understanding and improving energy conversion technologies such as solar panels, wind turbines, and bioenergy conversion is key to achieving affordable, reliable, sustainable, and modern energy for all. Energy Efficiency: The course emphasizes improving energy conversion efficiency, which reduces waste and makes renewable energy more accessible and cost-effective. Efficient energy conversion is essential to increasing the share of renewable energy in the global energy mix and reducing the reliance on fossil fuels. Energy Storage and Grid Integration: Students may also learn about technologies for storing converted energy (such as batteries and energy storage systems) and integrating renewable energy into existing grids, which is vital for ensuring a reliable supply of clean energy. 2. SDG 9: Industry, Innovation, and Infrastructure Technological Innovation: The course covers the latest advancements in energy conversion technologies, such as smart grids, energy-efficient power converters, and advanced renewable systems. These innovations are crucial for the development of sustainable infrastructure that supports the transition to a low-carbon economy. Sustainable Industry: Understanding how to design and implement efficient energy conversion systems is key to creating sustainable industries that reduce energy consumption, lower emissions, and foster green technologies. This is particularly relevant in sectors like manufacturing, transportation, and building infrastructure. 3. SDG 13: Climate Action Reducing Carbon Footprint: Efficient energy conversion helps reduce the carbon emissions associated with energy use. By improving the efficiency of fossil-fuel-based energy systems and increasing the adoption of renewable energy sources, the course contributes to mitigating climate change and achieving climate goals. Advancing Low-Carbon Technologies: The Energy Conversion course supports the transition to low-carbon energy systems by providing the knowledge and skills needed to develop and optimize clean energy technologies such as solar cells, wind turbines, fuel cells, and nuclear fusion (if applicable). 4. SDG 8: Decent Work and Economic Growth Job Creation in the Renewable Energy Sector: As the demand for renewable energy systems and energy-efficient technologies grows, there is an increasing need for skilled professionals who understand energy conversion processes. This course helps students acquire the knowledge and skills necessary to pursue careers in the green energy sector, contributing to economic growth and the creation of decent work opportunities in emerging industries. Economic Development through Sustainable Energy: The deployment of energy-efficient and renewable energy systems can drive economic development, especially in regions where traditional energy infrastructure is limited or outdated. The Energy Conversion course equips students with the tools to design affordable and sustainable energy solutions, fostering local economic growth and reducing poverty in energy-poor regions. 5. SDG 12: Responsible Consumption and Production Efficient Use of Resources: Energy conversion technologies focus on maximizing the efficiency of energy use. For example, high-efficiency motors, power converters, and energy-saving technologies reduce energy waste and help reduce resource consumption in industries. This promotes the responsible consumption of energy and supports the goal of sustainable production practices. Circular Economy: The course may also touch upon recycling energy systems and materials, such as the use of recycled components in solar panels or wind turbines, contributing to a circular economy that reduces waste and promotes resource efficiency. 6. SDG 11: Sustainable Cities and Communities Renewable Energy Integration in Urban Areas: As cities grow, they face increasing demand for sustainable energy solutions. The Energy Conversion course discusses how to integrate renewable energy into urban infrastructure through solar power, wind energy, and district heating systems, which are essential for creating sustainable cities. Smart Grid Technologies: The course may also cover how energy conversion systems can be optimized for use in smart grids, enabling cities to manage energy more efficiently and reduce consumption, helping to build resilient urban communities that are less reliant on fossil fuels. 7. SDG 17: Partnerships for the Goals Collaborative Research and Development: Many of the technologies related to energy conversion, such as solar energy, wind power, and battery storage, require collaborative research between academia, industry, and governments. The Energy Conversion course emphasizes the importance of partnerships in advancing these technologies and scaling their implementation worldwide. Global Knowledge Exchange: The course prepares students to work in international teams, contributing to global knowledge sharing and the development of energy solutions that are applicable across different regions, particularly in developing countries where energy access is a major challenge. Summary of Relevant SDGs for Energy Conversion: SDG 7: Affordable and Clean Energy: Promotes the development and optimization of renewable energy technologies, leading to clean and affordable energy solutions. SDG 9: Industry, Innovation, and Infrastructure: Supports the creation of innovative and sustainable energy systems that are integral to modern infrastructure. SDG 13: Climate Action: Reduces carbon emissions and promotes the transition to low-carbon energy technologies to combat climate change. SDG 8: Decent Work and Economic Growth: Contributes to the creation of green jobs and drives economic growth through the development and deployment of energy-efficient technologies. SDG 12: Responsible Consumption and Production: Focuses on efficient energy use and promotes sustainable production practices in energy systems. SDG 11: Sustainable Cities and Communities: Supports the integration of renewable energy in urban areas, contributing to the creation of smart cities and resilient communities. SDG 17: Partnerships for the Goals: Encourages collaborative efforts and global partnerships to advance the development of energy conversion technologies. Conclusion: An Energy Conversion course plays a critical role in advancing several UN Sustainable Development Goals. It directly supports SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 13 (Climate Action) by teaching students how to develop, optimize, and implement energy conversion technologies that contribute to clean energy solutions and sustainable infrastructure. Additionally, the course addresses economic growth (SDG 8), responsible consumption (SDG 12), and the development of smart cities (SDG 11), all while fostering global partnerships (SDG 17) in the pursuit of a sustainable energy future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122103 | Mikroprosesor dan Antarmuka | Microprocessors and Interfaces | This course covers the architecture and programming of microprocessors, focusing on interfacing with peripherals and applications in embedded systems. Students learn about assembly language and system design. | 1. SDG 4: Quality Education Improving Technological Literacy: The course equips students with the fundamental knowledge needed to work with microprocessors and embedded systems, promoting digital literacy and critical thinking in technology. Understanding how microprocessors interact with external components fosters problem-solving skills that are essential for success in STEM fields. Expanding Access to Education: By providing hands-on experience with embedded systems, students gain practical skills in hardware design, programming, and system integration, preparing them for a variety of technology-driven careers. The course helps bridge the digital divide by giving students from diverse backgrounds the skills needed to participate in the modern tech workforce. 2. SDG 9: Industry, Innovation, and Infrastructure Promoting Technological Innovation: Microprocessors are at the heart of many modern technologies and innovations in industries such as automotive, healthcare, manufacturing, and consumer electronics. The course fosters innovation by teaching students how to design and implement microprocessor-based solutions that can drive new products and applications in various sectors. Advancing Industry Infrastructure: By learning about microprocessor interfaces, students contribute to the development of advanced industrial systems, including automation, robotics, and smart manufacturing. These systems are essential for improving industrial efficiency and building sustainable, smart infrastructure. Internet of Things (IoT): Many applications of IoT rely on microprocessors for the collection and transmission of data from various sensors. Students working on these systems contribute to the digital transformation of industries, improving efficiency, sustainability, and safety in fields like energy management and transportation. 3. SDG 7: Affordable and Clean Energy Optimizing Energy Use: Microprocessors and microcontrollers are key components in energy-efficient systems. Through the course, students learn how to implement energy-efficient controls for renewable energy systems, smart grids, energy-efficient appliances, and buildings. This can lead to the development of technologies that reduce energy consumption while improving energy management in both residential and industrial settings. Advancing Renewable Energy Solutions: Microprocessor-based systems are central to controlling and optimizing renewable energy systems such as solar panels, wind turbines, and battery storage. The course may touch on how microprocessors can help enhance the performance and reliability of renewable energy sources, contributing to SDG 7 (Affordable and Clean Energy). 4. SDG 13: Climate Action Climate Monitoring and Control: Microprocessors are used in various environmental monitoring systems, such as those for air quality, water quality, and climate sensors. Students may learn how to design systems that monitor environmental parameters and help track and address climate change. These systems can be vital in gathering data for climate action initiatives and policy decisions. Energy Efficiency and Sustainability: By improving the design of smart energy systems, microprocessor-based solutions can contribute to the reduction of carbon emissions and the promotion of sustainable energy use in various industries, particularly through the automation of systems and processes that reduce waste. 5. SDG 8: Decent Work and Economic Growth Job Creation in Tech: Microprocessor-based systems are central to many industries, such as consumer electronics, automotive, healthcare, and smart technology sectors. The course equips students with practical skills in embedded systems and hardware/software integration, increasing their employability in the growing fields of electronics, automation, and technology development. Fostering Innovation and Entrepreneurship: By learning how to develop microprocessor-based products and systems, students are well-positioned to engage in entrepreneurship within the tech and electronics industries. They may develop new solutions that can transform markets and create new economic opportunities in sectors like smart homes, healthcare devices, and automated systems. 6. SDG 10: Reduced Inequalities Inclusive Technological Access: The course in microprocessors and interfaces can help reduce inequalities by offering students from diverse socioeconomic backgrounds access to cutting-edge technological education. The skills learned are highly relevant in an increasingly digital and technology-driven global economy. Empowering Underserved Communities: Microprocessor-based systems, such as low-cost health monitoring devices or automated irrigation systems, can help improve the quality of life in underserved or remote communities. This course empowers students to develop affordable, practical solutions to local challenges, promoting inclusive development and economic opportunity. 7. SDG 11: Sustainable Cities and Communities Smart City Technologies: Microprocessors are at the core of smart city infrastructure, such as intelligent traffic systems, public transportation networks, smart grids, and building automation systems. The course teaches students how to design and implement these systems, contributing to the creation of sustainable, efficient, and resilient urban communities. Waste and Resource Management: Students may also learn about smart waste management and resource optimization systems, which rely on microprocessors for real-time data collection and analysis. These systems contribute to more efficient urban environments that minimize waste and promote resource conservation. 8. SDG 17: Partnerships for the Goals Collaboration for Innovation: The course emphasizes teamwork and interdisciplinary collaboration, encouraging students to work in groups and engage in partnerships with industry leaders, researchers, and innovators. The skills learned in microprocessor systems can help drive collaborative efforts in fields like IoT, smart cities, and renewable energy, fostering partnerships for global sustainable development. Global Technological Solutions: As microprocessor technologies are used worldwide, students may work on international collaborations to develop solutions that address global challenges in healthcare, energy, and infrastructure. Summary of Relevant SDGs for Microprocessors and Interfaces: SDG 4: Quality Education: Promotes digital literacy, problem-solving, and critical thinking in technology. SDG 9: Industry, Innovation, and Infrastructure: Fosters innovation in industries through microprocessor-based systems and supports the development of smart infrastructure. SDG 7: Affordable and Clean Energy: Contributes to energy-efficient systems and the development of renewable energy technologies. SDG 13: Climate Action: Supports the development of environmental monitoring and sustainable energy systems. SDG 8: Decent Work and Economic Growth: Creates employment opportunities in electronics, automation, and technology development sectors. SDG 10: Reduced Inequalities: Empowers students from diverse backgrounds with technological skills that reduce the digital divide and support inclusive development. SDG 11: Sustainable Cities and Communities: Contributes to the creation of smart cities and sustainable urban infrastructure. SDG 17: Partnerships for the Goals: Encourages collaborative efforts in developing technological solutions that promote global sustainability. Conclusion: A Microprocessors and Interfaces course supports several UN Sustainable Development Goals, particularly SDG 4 (Quality Education), SDG 9 (Industry, Innovation, and Infrastructure), and SDG 7 (Affordable and Clean Energy). The course helps students develop essential skills in hardware design, embedded systems, and software integration, empowering them to create innovative solutions for industries ranging from smart cities and healthcare to renewable energy and automation. By fostering technological innovation, the course plays a vital role in building a sustainable and inclusive future. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04122202 | Instalasi Listrik | Electrical installation | Students learn about the principles and practices of electrical installations, including wiring, safety standards, and compliance with regulations. The curriculum emphasizes hands-on training and practical skills. | 1. SDG 7: Affordable and Clean Energy Energy Efficiency: Electrical installation plays a significant role in ensuring efficient energy use within buildings and industrial systems. Proper installation of energy-efficient systems, such as LED lighting, solar power systems, and smart grids, helps reduce energy consumption and promotes the use of clean energy. By teaching students how to install energy-saving technologies, the course directly supports SDG 7, which aims to provide affordable, reliable, sustainable, and modern energy for all. Integration of Renewable Energy: An electrical installation course may include training on the integration of solar panels, wind turbines, and battery storage systems into buildings or off-grid systems, which is a critical aspect of achieving clean energy goals. This is essential in reducing the reliance on fossil fuels and increasing the share of renewable energy in the global energy mix. 2. SDG 9: Industry, Innovation, and Infrastructure Sustainable Infrastructure: Electrical installation is integral to the development of sustainable infrastructure. This includes wiring, lighting systems, and the implementation of smart building technologies that enhance energy efficiency and reduce waste. The course equips students with the skills to design and install electrical systems that contribute to smart cities and green buildings, which are central to SDG 9. Technological Innovation: As electrical systems evolve, they integrate with innovative technologies such as automation, smart grids, and intelligent control systems. The course fosters the adoption of modern, innovative electrical technologies to improve the functioning and sustainability of buildings and industries. 3. SDG 11: Sustainable Cities and Communities Building Sustainable Communities: Electrical installation is foundational to the construction and maintenance of smart homes and sustainable buildings that incorporate energy-efficient lighting, heating systems, and renewable energy sources. This course contributes to the creation of sustainable cities by teaching students how to incorporate these technologies into urban planning and building designs. Resilient Urban Infrastructure: Proper electrical installation ensures the resilience of cities, making sure that buildings and communities have reliable power for emergency systems, communication networks, and essential services. This course helps students understand how to build and install systems that can withstand natural disasters and other crises, ensuring a safe living environment for all. 4. SDG 13: Climate Action Reducing Carbon Footprint: The installation of energy-efficient electrical systems (like LED lighting, smart meters, and solar power systems) reduces energy consumption, directly decreasing the carbon footprint of buildings and industrial environments. This course prepares students to contribute to climate action by teaching them how to design and implement electrical systems that lower greenhouse gas emissions and support sustainable energy goals. Promoting Renewable Energy: Electrical installation courses often focus on integrating renewable energy systems such as solar photovoltaic (PV) and solar thermal systems into residential and commercial buildings. This is vital for reducing dependence on fossil fuels and contributing to climate mitigation efforts. 5. SDG 8: Decent Work and Economic Growth Job Creation in Green Building Technologies: The electrical installation industry provides numerous job opportunities, especially as the demand for green buildings and sustainable infrastructure grows. Graduates of this course are well-positioned for careers in the installation, maintenance, and design of electrical systems, contributing to economic growth and the creation of decent work opportunities in the construction and energy sectors. Supporting Innovation and Economic Growth: Proper electrical installations support the efficient operation of industries, businesses, and homes, driving economic productivity. By teaching students how to integrate modern electrical systems, the course helps foster economic growth, particularly in sectors like construction, real estate development, and renewable energy industries. 6. SDG 10: Reduced Inequalities Access to Modern Energy Services: Proper electrical installation is essential for improving access to reliable energy in underserved and remote areas. The course can help students understand how to implement off-grid solutions, such as solar-powered lighting systems or microgrids, that can bring electricity to regions with limited access to national grids. This promotes energy equity and helps reduce inequalities in energy access between urban and rural populations. Affordable Technologies: Electrical installation courses may also teach students how to design and install affordable energy solutions, making clean energy technologies more accessible to lower-income households and communities. This can support SDG 10, which focuses on reducing inequalities in income and access to services. 7. SDG 3: Good Health and Well-being Safe Electrical Systems for Health and Safety: Proper electrical installation is crucial to ensuring the health and safety of building occupants. Electrical systems must meet safety standards to avoid hazards like electrical fires or electrocution. By teaching safe installation practices, the course contributes to ensuring the well-being of communities. Healthcare Facility Infrastructure: Electrical installations are critical to the operation of healthcare facilities, ensuring reliable power for medical equipment, lighting, and emergency systems. The course equips students with the skills to design and install electrical systems that support the health and safety needs of hospitals and clinics. 8. SDG 17: Partnerships for the Goals Collaborative Projects in Green Building: Electrical installation courses may encourage students to work in teams with architects, engineers, and other professionals to design and implement green buildings and sustainable infrastructure projects. This collaborative approach fosters partnerships between academia, industry, and government, advancing the development of innovative energy solutions. Global Knowledge Exchange: As electrical installation techniques and technologies evolve, students can learn about global best practices and how to apply them in diverse contexts. These partnerships help to exchange knowledge and advance the global transition to sustainable energy systems. Summary of Relevant SDGs for Electrical Installation: SDG 7: Affordable and Clean Energy: Promotes energy efficiency and the integration of renewable energy systems. SDG 9: Industry, Innovation, and Infrastructure: Supports the development of smart infrastructure and technological innovation in energy systems. SDG 11: Sustainable Cities and Communities: Contributes to building smart cities, sustainable urban infrastructure, and resilient communities. SDG 13: Climate Action: Reduces the carbon footprint of buildings and industries through energy-efficient electrical systems. SDG 8: Decent Work and Economic Growth: Creates jobs in the electrical installation and construction sectors and drives economic growth through sustainable infrastructure. SDG 10: Reduced Inequalities: Expands access to modern energy solutions in underserved areas, contributing to energy equity. SDG 3: Good Health and Well-being: Ensures safe electrical installations that protect the health and safety of building occupants. SDG 17: Partnerships for the Goals: Encourages collaborative projects to advance sustainable energy solutions. Conclusion: The Electrical Installation course plays a significant role in advancing UN Sustainable Development Goals by focusing on the principles of energy efficiency, renewable energy integration, and the creation of sustainable infrastructure. The course contributes to SDG 7 (Affordable and Clean Energy), SDG 9 (Industry, Innovation, and Infrastructure), SDG 13 (Climate Action), and several other SDGs by preparing students to design and install systems that promote safe, sustainable, and efficient energy usage in buildings and communities. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130102 | Metode Numerik | Numerical Methods | This course introduces students to numerical techniques for solving mathematical problems. Topics include root-finding methods, numerical integration, and differential equations, with applications in engineering. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Numerical methods provide students with essential mathematical skills and computational techniques applicable across many disciplines. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Numerical methods are often used in simulations and optimizations for energy systems, including renewable energy technologies and energy efficiency calculations. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Numerical methods are crucial in engineering simulations, modeling, and design processes, driving innovation and improving infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Numerical methods can be used in urban planning and environmental modeling to analyze data and optimize resource allocation in urban settings. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Numerical techniques can aid in life-cycle assessments, resource management, and optimization processes that encourage responsible use of resources and reduce waste. 6. **SDG 13: Climate Action** – Emphasizes urgent action to combat climate change and its impacts. Numerical methods are employed in climate modeling and simulations to predict climate change effects and evaluate mitigation strategies. 7. **SDG 17: Partnerships for the Goals** – Strengthens the means of implementation and revitalizes the global partnership for sustainable development. Collaborative projects using numerical methods can foster partnerships among researchers, industries, and policymakers to address complex challenges. By integrating these SDGs into a course on Numerical Methods, students gain valuable skills in mathematical modeling and computational techniques while understanding the broader implications of their work in promoting sustainability and addressing real-world challenges across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130202 | Ekonomi Teknik | Engineering Economics | Students explore the economic principles related to engineering projects, including cost analysis, budgeting, and financial decision-making. The curriculum emphasizes the evaluation of engineering investments. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Engineering economics equips students with financial decision-making skills and economic analysis, enhancing their overall educational experience in engineering. 2. **SDG 8: Decent Work and Economic Growth** – Promotes sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. The course prepares students to make economically sound engineering decisions that can contribute to job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding the economic implications of engineering decisions is vital for developing sustainable infrastructure and innovative engineering solutions. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Engineering economics emphasizes cost-benefit analysis and life-cycle assessments, encouraging sustainable practices in resource use and production processes. 5. **SDG 13: Climate Action** – Emphasizes urgent action to combat climate change and its impacts. The course can include economic evaluations of climate-related projects and the cost-effectiveness of various mitigation and adaptation strategies. 6. **SDG 17: Partnerships for the Goals** – Strengthens the means of implementation and revitalizes the global partnership for sustainable development. Collaboration among engineers, economists, and other stakeholders is crucial for developing projects that meet both economic and sustainability goals. By integrating these SDGs into a course on Engineering Economics, students can develop essential skills in economic analysis while understanding the broader implications of their decisions in promoting sustainable development and addressing contemporary challenges in engineering and technology. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04130302 | Ilmu Lingkungan | Environmental Science | This course examines the relationship between human activities and the environment. Students learn about ecological principles, sustainability, and the impact of technology on natural systems. | A1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Environmental science courses provide knowledge about environmental systems, sustainability, and the importance of protecting natural resources, contributing to informed decision-making and public awareness. 2. **SDG 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation for all. Environmental science addresses water quality, management, and conservation, focusing on sustainable practices to protect freshwater resources. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Environmental science plays a crucial role in urban planning, waste management, and pollution control, promoting sustainable development in urban areas. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course emphasizes the importance of resource efficiency, waste reduction, and sustainable practices in various sectors, encouraging responsible consumption behaviors. 5. **SDG 13: Climate Action** – Emphasizes urgent action to combat climate change and its impacts. Environmental science examines climate change causes and effects, exploring mitigation and adaptation strategies to reduce greenhouse gas emissions and enhance resilience. 6. **SDG 14: Life Below Water** – Conserve and sustainably use the oceans, seas, and marine resources for sustainable development. The course can cover topics related to marine ecosystems, fisheries management, and ocean conservation, promoting sustainable practices to protect aquatic environments. 7. **SDG 15: Life on Land** – Protect, restore, and promote sustainable use of terrestrial ecosystems, sustainably manage forests, combat desertification, and halt biodiversity loss. Environmental science investigates ecosystem health, conservation strategies, and the impacts of land use on biodiversity. 8. **SDG 17: Partnerships for the Goals** – Strengthens the means of implementation and revitalizes the global partnership for sustainable development. Environmental science encourages collaboration among governments, NGOs, academia, and communities to address environmental challenges and promote sustainable solutions. By integrating these SDGs into an Environmental Science course, students gain a comprehensive understanding of the complex interactions between human activities and the environment, equipping them with the knowledge and skills needed to contribute to sustainable development and address global environmental challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121202 | Material Elektroteknik | Electrotechnical Materials | udents study the properties and applications of materials used in electrical and electronic components. The curriculum covers conductors, insulators, and semiconductor materials. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in materials science as it pertains to electrotechnical applications, enhancing students’ technical skills and critical thinking. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electrotechnical materials is crucial for developing efficient energy storage and generation systems, particularly in renewable energy technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. The study of electrotechnical materials drives innovation in various applications, such as semiconductors, conductive materials, and insulation technologies, enhancing infrastructure development. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Knowledge of materials can lead to the development of sustainable electrical systems and infrastructure that support smart city initiatives. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize the importance of using sustainable materials and recycling strategies in electrotechnical applications, reducing waste and resource consumption. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Innovations in electrotechnical materials can contribute to the development of energy-efficient devices and systems that help mitigate climate change. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research and projects in electrotechnical materials can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Electrotechnical Materials, students can develop essential skills and knowledge while understanding the broader implications of their studies in promoting sustainable practices and addressing contemporary challenges in materials science and engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121302 | Pengukuran Listrik | Electrical Measurements | This course focuses on the principles and techniques of electrical measurements, including instrumentation, calibration, and data analysis. Students learn to use measurement tools effectively. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with foundational knowledge in electrical measurements, enhancing their technical skills and critical thinking necessary for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electrical measurements is crucial for optimizing energy generation, distribution, and consumption, particularly in renewable energy applications. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Accurate electrical measurements are essential for developing and maintaining reliable electrical systems and technologies, driving innovation in various industries. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electrical measurements are critical for monitoring and managing urban infrastructure, such as public transportation systems and energy usage, contributing to smart city initiatives. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Knowledge in electrical measurements can lead to more efficient designs and operations in various technologies, optimizing resource use and minimizing waste. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Electrical measurements can support the development of technologies that monitor environmental conditions and energy efficiency, helping to mitigate climate change impacts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electrical measurements can foster partnerships between academia, industry, and communities, promoting innovation and addressing energy challenges. By integrating these SDGs into a course on Electrical Measurements, students can gain valuable skills and knowledge while understanding the broader implications of their studies in promoting sustainable energy practices and addressing contemporary challenges in electrical engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121403 | Elektronika Terpadu | Integrated Electronics | Students explore the design and application of integrated circuits (ICs), covering both analog and digital electronics. The curriculum emphasizes circuit design, simulation, and fabrication processes. | A university course on **Integrated Electronics** can address several UN Sustainable Development Goals (SDGs) through its focus on the design, development, and application of integrated circuits and electronic systems. Here are the relevant SDGs: 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in electronics, enhancing students’ technical skills and critical thinking, which are essential for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Integrated electronics are crucial for developing efficient energy management systems, including smart grids and energy-efficient devices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. The development of integrated circuits is key to advancements in various industries, driving technological innovation and enhancing infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Integrated electronic systems contribute to smart city technologies, including traffic management, public safety systems, and efficient transportation networks. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Knowledge in integrated electronics can lead to the design of more efficient and sustainable electronic devices, reducing waste and optimizing resource use. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Integrated electronics play a vital role in developing monitoring systems for climate data and energy-efficient technologies that help mitigate climate change. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in integrated electronics can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Integrated Electronics, students can develop essential skills while understanding the broader implications of their studies in promoting sustainable practices and addressing contemporary challenges in technology and engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121502 | Dasar Tenaga Listrik | Basics of Electric Power | This introductory course covers the fundamental concepts of electric power, including generation, transmission, and distribution. Students learn about power system components and basic electrical principles. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides foundational knowledge in electric power systems, enhancing students’ technical skills and critical thinking necessary for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electric power is crucial for developing efficient energy generation and distribution systems, particularly in renewable energy technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Knowledge of electric power systems is essential for advancements in various industries that rely on electricity, supporting technological innovation and improving infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Effective electric power systems are vital for developing smart city solutions, including efficient energy use, public transportation, and urban resource management. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize designing and implementing electric power systems that optimize energy use and minimize waste, encouraging sustainable practices in energy consumption. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Knowledge gained in this course can contribute to the development of energy-efficient technologies and renewable energy systems that help mitigate climate change impacts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electric power can foster partnerships between academia, industry, and communities, promoting innovation and addressing energy challenges. By integrating these SDGs into a course on Basics of Electric Power, students can gain valuable knowledge while understanding the broader implications of their studies in promoting sustainable energy practices and addressing contemporary challenges in the field of electrical engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121603 | Komunikasi Data dan Jaringan Komputer | Data Communications and Computer Networks | Students learn the principles of data communication and network architecture. The curriculum covers protocols, network design, and security, preparing students for careers in networking and IT. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in data communications and networking, enhancing students’ technical skills and critical thinking, essential for careers in IT and engineering. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Efficient data communication systems can enhance the management of energy resources and support the development of smart grid technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding data communications and networks is crucial for developing robust IT infrastructure, which is fundamental for innovation in various sectors. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Networking technologies enable smart city applications such as intelligent transportation systems, public safety networks, and efficient resource management. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Knowledge of efficient data communication practices can lead to more sustainable practices in IT and telecommunications, optimizing resource use and reducing waste. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Data communication technologies can support climate monitoring systems and enhance the efficiency of systems that track and mitigate climate change impacts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies for sustainable development. Robust data communication networks are essential for transparent governance, civic engagement, and the dissemination of information. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in data communications can foster partnerships between academia, industry, and communities, promoting innovation and addressing challenges in connectivity. By integrating these SDGs into a course on Data Communications and Computer Networks, students can develop essential skills while understanding the broader implications of their studies in promoting sustainable practices and addressing global challenges in technology and communication. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121702 | Isyarat dan Sistem | Cues and Systems | This course introduces students to the concepts of signals and systems, focusing on continuous and discrete signals, system properties, and analysis techniques. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course enhances students’ understanding of systems theory and signal processing, critical for their academic and professional development in engineering fields. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Knowledge in cues and systems is essential for developing control systems in renewable energy technologies and improving energy efficiency in various applications. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Signal processing techniques are integral to telecommunications, automation, and other industries, driving technological innovation and enhancing infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Cues and systems play a role in developing smart city technologies, including traffic management systems, public transportation, and environmental monitoring systems. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Understanding cues and systems can lead to more efficient designs and operations in various technologies, optimizing resource use and minimizing waste. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Signal processing and systems analysis can be applied in environmental monitoring, climate modeling, and developing systems that help mitigate climate change effects. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in cues and systems can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Cues and Systems, students can develop a strong foundation in systems analysis and signal processing while understanding their significance in promoting sustainable practices and addressing contemporary challenges in engineering and technology. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121801 | Praktikum Dasar Tenaga Listrik | Basic Electrical Power Practicum | This hands-on course provides practical experience with electrical power systems, including measurements, circuit analysis, and equipment operation. Students apply theoretical concepts in a lab setting. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with practical skills and knowledge in electrical power systems, enhancing their technical competencies essential for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electrical power systems is critical for the development of efficient energy generation, distribution, and consumption, especially in renewable energy technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Knowledge of electrical power systems is essential for advancements in industries that rely on electricity, driving technological innovation and enhancing infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Effective electrical power systems contribute to the development of smart cities, enabling efficient energy use, transportation systems, and public services. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The practicum can emphasize designing and implementing electrical systems that optimize energy use and minimize waste, encouraging sustainable practices in energy consumption. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Knowledge gained in this course can contribute to developing energy-efficient technologies and renewable energy systems that help mitigate climate change. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electrical power systems can foster partnerships between academia, industry, and communities, promoting innovation and addressing energy challenges. By integrating these SDGs into a course on Basic Electrical Power Practicum, students can gain valuable hands-on experience while understanding the broader implications of their studies in promoting sustainable energy practices and addressing contemporary challenges in the field of electrical engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120502 | Dasar Telekomunikasi | Telecommunication Basics | Students learn the foundational principles of telecommunications, including signal transmission, modulation, and the role of communication networks in modern society. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course equips students with essential knowledge and skills in telecommunications, fostering critical thinking and technical competencies necessary for careers in this field. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Telecommunications play a crucial role in energy management, enabling smart grids and efficient energy distribution systems. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding telecommunication systems is essential for developing modern communication networks, which are critical for technological advancement across various industries. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Telecommunications are vital for smart city solutions, including traffic management, public safety, and efficient urban resource management. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Knowledge of telecommunications can support the design of systems that optimize resource use and minimize waste in communication technologies. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Telecommunication technologies can facilitate remote sensing, environmental monitoring, and data collection, which are essential for climate action initiatives. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies for sustainable development. Telecommunications enhance access to information and governance, improving transparency, accountability, and civic engagement. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in telecommunications can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Telecommunication Basics, students can develop foundational knowledge and practical skills while understanding the broader implications of telecommunications in promoting sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120603 | Elektromagnetika | Electromagnetics | This course covers the principles of electromagnetism, including electric and magnetic fields, Maxwell’s equations, and wave propagation. The curriculum emphasizes applications in electrical engineering. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in electromagnetics, fostering critical thinking and technical skills essential for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Electromagnetic principles are crucial for the development of renewable energy technologies, such as solar panels and wind turbines, as well as efficient energy transmission systems. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding electromagnetics is essential for advancements in telecommunications, electronics, and automation, driving technological innovation and enhancing industrial processes. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electromagnetic technologies contribute to the development of smart city solutions, including wireless communication, public safety systems, and efficient transportation networks. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Electromagnetic technologies can lead to more efficient devices and systems that optimize resource use and minimize waste in electronics manufacturing and usage. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Electromagnetics plays a vital role in developing energy-efficient technologies and monitoring systems that can help mitigate the effects of climate change. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research in electromagnetics can foster partnerships between academia, industry, and government, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Electromagnetics, students can gain a comprehensive understanding of electromagnetic principles while recognizing their significance in promoting sustainable practices and addressing contemporary challenges in technology and engineering. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120702 | Probabilitas dan Statistik | Probability and Statistics | Students explore the fundamentals of probability and statistics, focusing on data analysis, hypothesis testing, and statistical inference. The course emphasizes real-world applications in engineering and research. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course enhances critical thinking and quantitative reasoning skills, essential for academic success and informed decision-making in various fields. 2. **SDG 3: Good Health and Well-Being** – Ensures healthy lives and promotes well-being for all at all ages. Probability and statistics are crucial in public health research, clinical trials, and epidemiology, helping to analyze health data and inform health policies. 3. **SDG 8: Decent Work and Economic Growth** – Promotes sustained economic growth and decent work for all. Statistical methods are widely used in labor market analysis, economic forecasting, and quality control, contributing to informed business decisions and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Data analysis and statistical modeling are essential in various industries for optimizing processes, improving quality, and driving innovation. 5. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Statistics are used in urban planning, transportation modeling, and environmental studies to make data-driven decisions that enhance urban sustainability. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Statistical methods help analyze consumption patterns, evaluate sustainability practices, and optimize resource use in various sectors. 7. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Probability and statistics are used in climate modeling, environmental data analysis, and risk assessment, informing strategies for climate mitigation and adaptation. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaboration in research and data analysis can foster partnerships between academia, government, and industry, promoting evidence-based decision-making. By integrating these SDGs into a course on Probability and Statistics, students can develop essential analytical skills while understanding the importance of data in addressing global challenges and promoting sustainable practices across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120801 | Praktikum Dasar Elektronika | Basic Electronics Practicum | This hands-on course provides practical experience with electronic components and circuits. Students engage in laboratory exercises to design, build, and test basic electronic systems. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides practical skills and knowledge in electronics, fostering critical thinking and technical competencies essential for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Basic electronics are fundamental in developing energy-efficient devices, renewable energy technologies, and smart grid systems that contribute to sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding basic electronics is crucial for advancements in various industries, including telecommunications, automation, and consumer electronics, driving technological innovation and enhancing infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electronics play a key role in developing smart city technologies, including traffic management systems, efficient public transportation, and energy management solutions. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize designing electronic devices that optimize resource use, minimize waste, and promote recycling in the electronics industry. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Basic electronics knowledge can contribute to the development of energy-efficient systems and devices that reduce carbon footprints and support climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electronics can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Basic Electronics Practicum, students can gain practical skills while understanding the broader implications of their studies in promoting sustainable practices and addressing contemporary challenges in engineering and technology. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120901 | Praktikum Dasar Telekomunikasi | Basic Telecommunications Practicum | Students gain practical experience in telecommunications technologies through hands-on projects. The curriculum covers equipment operation, installation, and troubleshooting. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides students with hands-on experience and technical skills in telecommunications, essential for careers in the field. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Telecommunications infrastructure is vital for managing energy distribution and improving energy efficiency through smart grid technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. The course covers fundamental concepts of telecommunications, which are crucial for the development of modern communication networks and technological innovations across various industries. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Telecommunications systems are essential for smart city development, enabling efficient transportation, public safety, and urban resource management. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Telecommunications can help optimize resource management and minimize waste through efficient data transmission and communication systems. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Telecommunications technology can support environmental monitoring systems and facilitate communication related to climate action initiatives. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies for sustainable development. Telecommunications play a critical role in enhancing access to information, governance, and civic engagement, contributing to transparency and accountability. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in telecommunications can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Basic Telecommunications Practicum, students can develop practical skills while understanding the significance of telecommunications in addressing global challenges and promoting sustainable practices across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121001 | Praktikum Rangkaian Listrik | Practical Electrical Circuits | This course focuses on the design and implementation of practical electrical circuits. Students learn about circuit components, analysis techniques, and testing methods through lab exercises. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with practical skills and knowledge in electrical circuits, fostering critical thinking and technical competencies necessary for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Practical knowledge of electrical circuits is crucial for developing efficient energy systems, renewable energy technologies, and smart grid solutions that improve energy access and sustainability. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding practical electrical circuits is fundamental for advancements in various industries, including telecommunications, electronics, and automation, driving innovation and enhancing infrastructure. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Practical applications of electrical circuits are essential in developing smart city technologies, such as efficient lighting, energy management systems, and public safety networks. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize designing circuits and systems that optimize energy use and minimize waste, encouraging responsible practices in electronics design and manufacturing. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Practical electrical circuits can be applied in developing energy-efficient devices and systems that contribute to climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electrical circuit design and implementation can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Practical Electrical Circuits, students can gain valuable hands-on experience while understanding the broader implications of their studies in promoting sustainable practices and addressing contemporary challenges in engineering and technology. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04121102 | Dasar Sistem Kendali | Basic Control Systems | An introductory course on control systems, covering feedback loops, stability, and basic control strategies. Students learn to analyze and design simple control systems. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in control systems, fostering critical thinking and technical skills essential for careers in engineering and technology. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Control systems are vital for optimizing energy management, improving efficiency in renewable energy systems, and integrating smart grid technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Control systems play a crucial role in automation, robotics, and manufacturing processes, driving technological innovation and enhancing industrial efficiency. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Control systems are essential in developing smart city technologies, including traffic management, public transportation, and urban resource management systems. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Understanding control systems can help in designing processes and systems that optimize resource use, minimize waste, and enhance sustainability in various industries. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Control systems can be applied in environmental monitoring, efficient energy use, and the development of technologies that contribute to climate change mitigation. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in control systems can foster partnerships between academia, industry, and communities, promoting innovation and addressing complex engineering challenges. By integrating these SDGs into a course on Basic Control Systems, students can gain practical skills and a comprehensive understanding of control theory while recognizing its relevance in promoting sustainable practices and addressing contemporary challenges in engineering and technology. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110903 | Rangkaian Listrik I | Electric Circuit I | This course introduces students to fundamental concepts of electric circuits, including Ohm’s law, Kirchhoff’s laws, and circuit analysis techniques. Emphasis is placed on both theoretical understanding and practical application. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Electric Circuit I provides foundational knowledge in circuit theory, fostering critical thinking and technical skills essential for careers in electrical engineering and related fields. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electric circuits is crucial for developing efficient energy systems, including renewable energy applications, power distribution, and energy management solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Knowledge of electric circuits is foundational for advancements in various industries, including electronics, telecommunications, and automation, driving technological innovation and infrastructure development. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electric circuits are integral to developing smart city technologies, including efficient lighting systems, transportation networks, and smart grid solutions. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize designing circuits and systems that optimize energy use and minimize waste, encouraging responsible practices in electronics manufacturing and usage. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Understanding electric circuits can support the development of energy-efficient devices and systems, contributing to climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electric circuit design can foster partnerships between academia, industry, and communities, promoting innovation and addressing technological challenges. By integrating these SDGs into a course on Electric Circuit I, students can gain practical skills and a comprehensive understanding of electrical engineering principles while recognizing their relevance in promoting sustainable practices and addressing contemporary societal challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04111003 | Rangkaian Digital | Digital Networks | Students explore the principles and technologies behind digital networking, including packet switching, protocols, and network architecture. The curriculum emphasizes practical applications in modern communication systems. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides foundational knowledge in digital networking principles, fostering critical thinking and technical skills necessary for careers in information technology and telecommunications. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Understanding digital networks is crucial for the development of efficient communication systems, cloud computing, and data management, driving innovation in various industries. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Digital networks enable the development of smart city technologies, such as intelligent transportation systems, public safety networks, and efficient resource management. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Knowledge of networking technologies can contribute to more efficient data management systems that optimize resource use and reduce waste in various sectors. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Digital networks can support environmental monitoring systems and smart energy grids, helping to track and mitigate the effects of climate change. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies for sustainable development. Digital networks play a critical role in communication, governance, and transparency, enhancing access to information and promoting civic engagement. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. The course can foster collaborative projects that involve partnerships between academia, industry, and communities to develop innovative networking solutions. By integrating these SDGs into a course on Digital Networks, students can gain essential skills and knowledge while recognizing the broader implications of their studies in addressing contemporary challenges and promoting sustainable practices across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04111101 | Praktikum Rangkaian Digital | Digital Circuit Practicum | This hands-on course focuses on the design and implementation of digital circuits. Students engage in laboratory exercises using logic gates, flip-flops, and other digital components. | A university course on **Digital Circuit Practicum** can cover several UN Sustainable Development Goals (SDGs) through its focus on practical applications of digital circuit design and analysis. Here are the relevant SDGs: 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course provides hands-on experience and technical skills essential for students pursuing careers in electronics and engineering. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Knowledge of digital circuits can contribute to the design of energy-efficient systems and smart devices that optimize energy use. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Digital circuits are fundamental to advancements in various technologies, including computing, telecommunications, and automation, driving industrial growth and innovation. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Digital circuit applications are crucial in developing smart city technologies, including traffic management systems, smart grids, and efficient public transportation. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Understanding digital circuit design can lead to more efficient electronic devices that minimize waste and support recycling initiatives in the electronics industry. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Digital circuits can be utilized in environmental monitoring systems and energy-efficient technologies, contributing to climate change mitigation efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects and internships in digital circuit design can foster partnerships between academia, industry, and communities, promoting innovation and technological solutions. By integrating these SDGs into a course on Digital Circuit Practicum, students can gain practical skills while understanding the significance of digital technology in addressing societal challenges and promoting sustainable practices across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120103 | Matematika Terapan | Applied Mathematics | This course covers mathematical techniques used in engineering and applied sciences, including calculus, differential equations, and linear algebra, with an emphasis on problem-solving. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Applied Mathematics equips students with critical thinking and analytical skills essential for solving real-world problems, enhancing overall scientific literacy. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Proficiency in applied mathematics is critical in many industries, including finance, engineering, data science, and technology, leading to job creation and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Applied Mathematics is vital in optimizing processes, improving efficiency, and driving innovation in various sectors, including manufacturing, logistics, and technology. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Mathematical modeling can be applied in urban planning, resource management, and transportation systems to enhance the sustainability of urban environments. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Applied mathematics can help in optimizing resource use, minimizing waste, and developing sustainable practices in various industries. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Mathematical modeling is essential for understanding climate systems, predicting environmental changes, and developing strategies for mitigation and adaptation. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Applied mathematics often involves interdisciplinary collaboration, fostering partnerships between academia, industry, and government to tackle complex problems. By integrating these SDGs into a course on Applied Mathematics, students can develop strong analytical and problem-solving skills while understanding the broader implications of their studies in addressing contemporary challenges and promoting sustainable practices across various fields. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120202 | Fisika Terapan | Applied physics | Students study the principles of physics and their applications in engineering. Topics may include mechanics, thermodynamics, and electromagnetism, focusing on practical examples and experiments. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Applied Physics provides students with practical knowledge and skills that are essential in various fields, fostering critical thinking and problem-solving abilities. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Applied Physics plays a crucial role in developing renewable energy technologies, improving energy efficiency, and addressing energy challenges. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Applied Physics contributes to advancements in technology and engineering, enabling innovation in various industries, including telecommunications, manufacturing, and materials science. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Applications of physics in urban planning, smart city technologies, and sustainable building design can help improve urban living conditions. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Applied Physics can lead to the development of more efficient materials and processes, helping reduce waste and encourage recycling in production. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Applied Physics is essential in understanding climate systems, developing technologies for carbon capture, and enhancing renewable energy systems. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Applied Physics often involves interdisciplinary collaboration, fostering partnerships between academia, industry, and governmental organizations to tackle complex challenges. By integrating these SDGs into a course on Applied Physics, students can gain practical skills and a deep understanding of how physics can be applied to address global challenges, promote sustainability, and contribute to innovative solutions across various sectors. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120303 | Rangkaian Listrik II | Electrical Circuits II | Building on Electric Circuit I, this course delves deeper into circuit analysis techniques, including AC circuits, transient response, and frequency response. Students engage in both theoretical and practical applications. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Electrical Circuits II provides advanced knowledge in circuit analysis, design techniques, and application of electrical principles, fostering critical thinking and technical skills. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Understanding electrical circuits is essential for designing efficient energy systems, including renewable energy applications, smart grids, and energy management solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Knowledge of electrical circuits is fundamental for advancements in various industries, including telecommunications, robotics, and automation, driving technological innovation. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electrical circuits play a key role in developing smart city technologies, including intelligent transportation systems, energy-efficient buildings, and communication networks. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize designing circuits and systems that optimize energy use, minimize waste, and encourage the recycling of electronic components. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Knowledge of electrical circuits can support the development of sustainable energy solutions, such as solar panels and energy-efficient devices, contributing to climate action initiatives. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electrical engineering can lead to partnerships between academia, industry, and communities, fostering innovation and addressing technological challenges. By integrating these SDGs into a course on Electrical Circuits II, students can deepen their understanding of electrical engineering principles while recognizing their relevance in promoting sustainable practices and addressing contemporary societal challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04120402 | Dasar Elektronika | Basic Electronics | This introductory course covers the principles of electronics, including components like resistors, capacitors, and diodes. Students learn about circuit theory and basic electronic devices. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Basic Electronics provides essential skills and knowledge in electronic components, circuits, and systems, fostering scientific literacy and critical thinking. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Knowledge of electronics is crucial in developing energy-efficient devices, renewable energy systems, and smart grids that contribute to sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Basic Electronics is foundational for advancements in various fields, including telecommunications, computing, and manufacturing, driving innovation and infrastructure development. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Electronics plays a key role in smart city technologies, including traffic management systems, energy-efficient buildings, and communication networks that enhance urban living. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Understanding electronics can lead to the design and production of more sustainable electronic devices and systems, minimizing waste and encouraging recycling. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Electronic technologies can support environmental monitoring, energy efficiency, and renewable energy solutions, contributing to climate action efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in electronics can foster partnerships between academia, industry, and communities to address technological challenges and promote sustainable solutions. By integrating these SDGs into a course on Basic Electronics, students can gain practical skills and knowledge while understanding the broader implications of their studies in promoting sustainable practices and addressing contemporary challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110203 | Fisika I | Physics I | An introductory physics course covering fundamental concepts such as mechanics, motion, and energy. Students engage in problem-solving | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Physics I provides fundamental knowledge in mechanics, thermodynamics, and wave phenomena, fostering critical thinking and scientific literacy. 2. **SDG 7: Affordable and Clean Energy** – Ensures access to affordable, reliable, sustainable, and modern energy for all. Physics principles are crucial in understanding energy production, conservation, and renewable energy technologies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Physics is foundational for advancements in engineering, technology, and manufacturing, driving innovation and infrastructure development. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding physical principles can help in urban planning and developing technologies that improve city living, such as efficient transportation systems and sustainable building practices. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Physics education can support the development of technologies that optimize resource use and minimize waste in various industries. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Physics principles are essential for understanding climate systems, energy transfer, and environmental impacts, which inform climate action strategies. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research projects in physics can lead to interdisciplinary partnerships that address complex global challenges. By integrating these SDGs into a course on Physics I, students can gain a comprehensive understanding of physical principles while recognizing their relevance to addressing contemporary social, economic, and environmental issues. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110302 | Matematika Diskrit | Discrete Mathematics | This course focuses on mathematical structures that are fundamentally discrete rather than continuous. Topics include set theory, logic, combinatorics, graph theory, and algorithms. It is essential for computer science and engineering applications. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Discrete Mathematics provides essential skills in logical reasoning, problem-solving, and mathematical thinking, which are foundational for further studies in mathematics, computer science, and engineering. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Knowledge of discrete mathematics is critical in various sectors, particularly in computer science and information technology, which drive economic growth and innovation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Discrete Mathematics is vital for algorithm design, cryptography, network theory, and optimization, which are essential for technological advancement and infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Discrete Mathematics can contribute to optimizing resource allocation and logistics in various industries, leading to more efficient and responsible production processes. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Discrete models and algorithms can be used in environmental modeling, data analysis, and resource management, supporting efforts to address climate challenges. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research in areas such as computer science and data analysis, often rooted in discrete mathematics, can foster interdisciplinary partnerships to tackle complex problems. By integrating these SDGs into a course on Discrete Mathematics, students can develop strong analytical and problem-solving skills while understanding the importance of their studies in addressing contemporary challenges across various fields. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110402 | Aljabar Linier | Linear Algebra | Students learn about vector spaces, matrices, determinants, eigenvalues, and eigenvectors in this course. The curriculum emphasizes solving linear equations and understanding transformations, with applications in engineering, physics, and computer science. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Linear Algebra provides essential mathematical tools and concepts that are fundamental for students in mathematics, engineering, physics, computer science, and economics. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Mastery of linear algebra is critical in various industries, including technology, finance, and engineering, thereby enhancing employability and contributing to economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Linear algebra is widely used in engineering and technology for modeling systems, optimizing processes, and designing algorithms, which drive innovation and infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The mathematical modeling techniques learned in linear algebra can be applied to optimize resource use and reduce waste in various industries. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Linear algebra can be used in modeling environmental systems and analyzing data related to climate change, helping inform mitigation and adaptation strategies. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects involving linear algebra can lead to interdisciplinary research and partnerships that enhance problem-solving capabilities across different fields. By integrating these SDGs into a course on Linear Algebra, students can gain valuable mathematical skills while understanding the broader implications of their studies in addressing contemporary social, economic, and environmental challenges. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110502 | Kimia Terapan | Applied Chemistry | This course introduces students to chemical principles and their applications in engineering contexts. Topics may include chemical reactions, materials science, and environmental chemistry, emphasizing practical laboratory work. | 1. **SDG 3: Good Health and Well-Being** – Ensures healthy lives and promotes well-being for all. Applied Chemistry is crucial in the development of pharmaceuticals, healthcare products, and medical diagnostics, contributing to improved health outcomes. 2. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course equips students with practical skills and knowledge in chemistry, fostering scientific literacy and critical thinking. 3. **SDG 6: Clean Water and Sanitation** – Ensures availability and sustainable management of water and sanitation for all. Applied Chemistry plays a vital role in water treatment processes, ensuring safe drinking water and addressing pollution. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Chemistry is essential in the development of new materials, processes, and technologies that drive industrial growth and innovation. 5. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Applied Chemistry contributes to sustainable urban development through the design of environmentally friendly materials and processes. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize green chemistry principles that focus on reducing waste and improving the efficiency of chemical processes. 7. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Applied Chemistry can address climate change through the development of sustainable energy sources, carbon capture technologies, and environmentally friendly materials. 8. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Applied Chemistry can contribute to environmental conservation and the sustainable use of natural resources. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research and projects in applied chemistry can foster partnerships between academia, industry, and communities to address global challenges. By integrating these SDGs into a course on Applied Chemistry, students can develop a comprehensive understanding of the role of chemistry in addressing societal challenges while promoting sustainable practices and responsible stewardship of resources. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110602 | Menggambar Teknik | Engineering Drawing | Students learn the principles of technical drawing and drafting, including geometric constructions, projections, and the use of CAD software. The course emphasizes clear communication of design ideas through drawings. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Engineering Drawing provides foundational skills in technical drawing, design, and visualization, essential for students pursuing careers in engineering and related fields. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Proficiency in engineering drawing is crucial for many technical and engineering jobs, contributing to employment opportunities and economic development. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Engineering drawings are vital in the design and manufacturing processes, enabling innovation and efficient infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Engineering drawing skills can support the design of sustainable products and processes, ensuring efficient use of resources and minimizing waste. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Engineering design that incorporates sustainability principles can help mitigate environmental impacts, and engineering drawings are essential for visualizing and planning such projects. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in engineering drawing can involve teamwork and interdisciplinary approaches, fostering partnerships between different fields and stakeholders. By integrating these SDGs into a course on Engineering Drawing, students can gain technical skills while also understanding the broader implications of their work in promoting sustainable development, innovation, and responsible practices in engineering and design. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110703 | Kalkulus II | Calculus II | Building on Calculus I, this course covers advanced topics such as integration techniques, sequences and series, and differential equations. Students apply these concepts to solve complex problems in engineering and physics. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Calculus II provides essential mathematical knowledge and skills that are foundational for many fields of study, enhancing students’ analytical and problem-solving abilities. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Mastery of calculus is crucial in fields such as engineering, economics, and technology, which contribute to economic development and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promotes resilient infrastructure, sustainable industrialization, and fostering innovation. Calculus is often applied in engineering and technology to model and solve problems, driving innovation and infrastructure development. 4. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Calculus is used in modeling climate systems, understanding rates of change, and predicting future scenarios, which are critical for developing effective climate action strategies. 5. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects in mathematics often involve interdisciplinary approaches that integrate calculus with other fields, fostering partnerships and shared learning experiences. While Calculus II primarily focuses on mathematical concepts, its applications and the skills developed in the course can significantly contribute to achieving various SDGs, particularly in the context of promoting education, innovation, and sustainable development. |
| TEKNIK | TEKNIK ELEKTRO – S1 | Kurikulum Sarjana K-23 | 2023 | 23D04110803 | Fisika II | Physics II | This course continues from Physics I, focusing on topics such as electromagnetism, thermodynamics, and wave phenomena. Students engage in laboratory experiments and problem-solving to reinforce theoretical concepts and their applications. | 1. SDG 7: Affordable and Clean Energy Key Areas: Physics principles, especially in the areas of electromagnetism, thermodynamics, and energy conversion, are crucial for understanding and developing clean energy technologies like solar panels, wind turbines, and other renewable energy sources. The study of electromagnetic fields and wave propagation is central to technologies such as solar energy systems, energy storage, and power transmission. Topics related to energy efficiency and the science of energy in Physics II can directly relate to efforts aimed at providing affordable, reliable, and sustainable energy worldwide. SDG 7 is directly relevant to the course, as the understanding of physics principles is key to developing innovative solutions for clean energy generation and energy-efficient systems. 2. SDG 9: Industry, Innovation, and Infrastructure Key Areas: Physics II plays a role in the development of new technologies, particularly in fields like nanotechnology, materials science, and advanced manufacturing. The course’s focus on electromagnetic theory and optics is essential for the development of communications infrastructure (such as 5G), quantum technologies, and smart materials that could drive future technological advances. Innovation in transportation systems and energy infrastructure is heavily influenced by physics, from improving electric vehicle technology to building sustainable urban infrastructure. SDG 9 is relevant as physics is crucial for understanding and advancing technologies that will enable the creation of sustainable infrastructure and promote innovation in various industries. 3. SDG 13: Climate Action Key Areas: Thermodynamics and heat transfer, often covered in Physics II, are fundamental in understanding and addressing the challenges of global warming, climate change, and sustainable energy use. Understanding the laws of thermodynamics helps in developing more efficient energy systems and carbon capture technologies, which are key to mitigating the effects of climate change. The course may also delve into how physical systems and processes, such as the greenhouse effect and global heat distribution, are governed by principles of physics, offering insight into climate models. SDG 13 ties into Physics II as the course helps students understand and apply scientific principles to develop technologies and strategies for climate action, such as improving energy efficiency and addressing global warming. 4. SDG 12: Responsible Consumption and Production Key Areas: Physics is critical in understanding how to design energy-efficient devices and improve resource usage, reducing waste and enhancing sustainability. Topics such as material science and nanotechnology, often explored in advanced physics, contribute to creating more efficient, sustainable products that require fewer resources to produce and consume. The course might also explore thermodynamics and entropy, which are crucial to understanding waste reduction and sustainability in industrial processes. SDG 12 is relevant to Physics II in the context of sustainable design principles, energy efficiency, and minimizing environmental impact through technology and materials. 5. SDG 4: Quality Education Key Areas: A course like Physics II contributes directly to quality education by fostering scientific literacy, critical thinking, and problem-solving skills. It provides students with the knowledge and skills necessary to pursue careers in STEM fields, contributing to the advancement of technology, engineering, and innovation in various sectors. The course encourages an understanding of fundamental principles that are essential for future research and technological development in various fields, from energy to medicine. SDG 4 is directly relevant, as Physics II is an essential part of fostering quality education in STEM subjects and promoting the development of future generations of scientists, engineers, and innovators. 6. SDG 11: Sustainable Cities and Communities Key Areas: Physics is essential for understanding the principles that govern the design and construction of energy-efficient buildings, sustainable infrastructure, and smart cities. Topics like heat transfer, energy efficiency, and sustainable materials all play a role in creating cities and communities that are climate-resilient and capable of reducing their environmental impact. The course might touch upon technologies that contribute to sustainable urbanization, such as green building materials, renewable energy technologies, and smart energy grids. SDG 11 connects with Physics II by providing students with the knowledge to contribute to the development of sustainable urban systems and efficient, low-carbon infrastructure. 7. SDG 5: Gender Equality Key Areas: Although this goal is not directly related to the core content of Physics II, there is increasing recognition of the importance of fostering gender equality in STEM fields. Encouraging more women and underrepresented groups to pursue courses like Physics II can help ensure a diverse and inclusive scientific community. Many institutions are working to promote gender equality in science by providing support systems, mentorship, and opportunities for women in fields like physics. SDG 5 can be addressed in the context of the course through efforts to promote gender equality in science and encourage a more diverse group of students to engage with STEM education. 8. SDG 17: Partnerships for the Goals Key Areas: Physics II provides foundational knowledge that can help drive global collaboration on scientific research and technological solutions to address global challenges like climate change, energy production, and healthcare. Collaborative efforts between universities, governments, and industries can help apply physics principles to develop innovative technologies that align with sustainable development goals. This SDG is about fostering partnerships to create global solutions for pressing issues, and physics plays a role in enabling those solutions through scientific cooperation. SDG 17 relates to Physics II as the knowledge gained in such courses can lead to international collaborations that address complex global problems. Conclusion: While Physics II is a highly technical and theoretical course, it indirectly contributes to several UN Sustainable Development Goals, including: SDG 7: Affordable and Clean Energy SDG 9: Industry, Innovation, and Infrastructure SDG 13: Climate Action SDG 12: Responsible Consumption and Production SDG 4: Quality Education SDG 11: Sustainable Cities and Communities SDG 5: Gender Equality (through promoting diversity in STEM) SDG 17: Partnerships for the Goals By studying physics, students gain the knowledge necessary to develop innovative technologies and sustainable solutions that align with these goals, particularly in the fields of energy, environmental protection, and technological innovation. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120503 | Meteorologi & Klimatologi Perikanan | fisheries meteorology & climatology | Fisheries Meteorology and Climatology are specialized branches of meteorology and climatology that focus on understanding the interaction between weather, climate, and marine ecosystems, specifically related to fisheries. These disciplines play a crucial role in improving the management of fishery resources, as well as forecasting the impacts of weather and climate on marine biodiversity, fish stocks, and the livelihoods of people involved in the fishing industry. | 1.Goal 2: Zero Hunger – Understanding climate and meteorological factors is crucial for sustainable fishing practices and food security, ensuring that fishery resources are managed effectively to provide nutrition. 2.Goal 13: Climate Action – The course addresses the impact of climate change on marine ecosystems and fisheries, promoting strategies for adaptation and mitigation in the face of climate challenges. 3.Goal 14: Life Below Water – Fisheries meteorology and climatology directly relate to the health of aquatic ecosystems, supporting sustainable management and conservation of marine resources. 4.Goal 15: Life on Land – Understanding the interconnections between terrestrial and aquatic systems can contribute to biodiversity conservation and the sustainable management of ecosystems. 5.Goal 17: Partnerships for the Goals – Collaboration among researchers, policymakers, and local communities is essential for managing fisheries sustainably, fostering partnerships that enhance knowledge sharing and resource management. By equipping students with knowledge of how meteorological and climatic factors influence fisheries, the course supports initiatives that align with these sustainable development goals, promoting sustainable practices and the resilience of aquatic ecosystems. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131903 | Penangkapan Ikan Berbasis Budidaya | cultivation based fishing | Cultivation-based fishing refers to the practice of managing fish populations through artificial environments or systems that mimic natural habitats to cultivate fish and other aquatic species. This form of aquaculture focuses on the cultivation and management of fish, shellfish, or other marine organisms for commercial, recreational, or subsistence purposes. It is a controlled environment that often involves breeding, feeding, and maintaining the health of aquatic species to ensure sustainable production. | 1.Goal 2: Zero Hunger – Cultivation-based fishing contributes to food security by providing a sustainable source of protein and nutrition, helping to combat hunger. 2.Goal 12: Responsible Consumption and Production – The course emphasizes sustainable aquaculture practices that promote responsible use of resources and minimize environmental impact. 3.Goal 13: Climate Action – Understanding the effects of climate change on aquatic ecosystems can help develop strategies for resilient aquaculture practices that mitigate environmental impacts. 4.Goal 14: Life Below Water – Cultivation-based fishing supports the sustainable management of aquatic resources, promoting biodiversity and the health of marine ecosystems. 5.Goal 15: Life on Land – Integrating sustainable practices in aquaculture can have positive effects on terrestrial ecosystems, contributing to overall biodiversity conservation. 6.Goal 17: Partnerships for the Goals – Collaborative approaches among stakeholders, including farmers, researchers, and policymakers, are essential for promoting sustainable aquaculture and ensuring effective resource management. By equipping students with knowledge and skills in sustainable cultivation-based fishing practices, the course supports initiatives that align with these sustainable development goals, fostering responsible resource management and contributing to food security and environmental health. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05132003 | Teknik Optimasi dan Managemen Industri Perikanan Tangkap | optimization and management technigues for the capture fisheries industry | The capture fisheries industry—which involves catching wild fish and other aquatic species—faces numerous challenges, including overfishing, habitat degradation, fluctuating fish populations, climate change, and resource mismanagement. To ensure the sustainability and profitability of the sector, it’s essential to implement optimization and management techniques that promote both ecological balance and economic efficiency. These techniques focus on improving the use of resources, maintaining fish populations, and ensuring the long-term viability of fisheries. | 1.SDG 14: Life Below Water – This goal directly addresses the conservation and sustainable use of oceans, seas, and marine resources. Topics might include sustainable fishing practices, reducing overfishing, and protecting marine ecosystems. 2.SDG 12: Responsible Consumption and Production – This goal promotes sustainable consumption and production patterns, which can be relevant in discussions about sustainable fish sourcing, waste reduction in fisheries, and efficient resource management. 3.SDG 13: Climate Action – The course may address the impacts of climate change on fisheries and aquatic ecosystems, exploring adaptive management strategies to mitigate these effects. 4.SDG 1: No Poverty – Sustainable fisheries management can contribute to poverty alleviation in coastal communities by ensuring a stable food supply and economic opportunities. 5.SDG 8: Decent Work and Economic Growth – This goal relates to promoting sustained economic growth through sustainable practices in the fisheries sector, ensuring fair labor practices and job security. 6.SDG 17: Partnerships for the Goals – Effective fisheries management often requires collaboration between governments, NGOs, and local communities, making this goal relevant for fostering partnerships. By addressing these goals, the course can contribute to a holistic understanding of sustainability in the fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05132102 | Praktik Kerja Sistem Informasi Perikanan Tangkap | capture fisheries information system work practices | A Capture Fisheries Information System (CFIS) is an integrated framework that collects, processes, stores, and disseminates data on fishing activities, fish stocks, and environmental conditions. Such systems are crucial for the sustainable management of fisheries, enabling better decision-making, regulatory enforcement, and resource optimization. The work practices associated with CFIS are designed to ensure data accuracy, compliance with regulations, efficient resource use, and the health of aquatic ecosystems. | 1.SDG 14: Life Below Water – This goal focuses on the sustainable management of oceans and marine resources. The course would cover data collection and management practices that support sustainable fisheries. 2.SDG 12: Responsible Consumption and Production – Effective information systems can promote sustainable practices in fisheries, helping to optimize resource use and minimize waste. 3.SDG 17: Partnerships for the Goals – Collaboration among stakeholders is crucial for effective fisheries management. The course may emphasize the role of information systems in facilitating partnerships among governments, NGOs, and local communities. 4.SDG 1: No Poverty – Sustainable fisheries management informed by data can support livelihoods in coastal communities, contributing to poverty reduction. 5.SDG 8: Decent Work and Economic Growth – By improving data management and decision-making processes, the course can help promote sustainable economic growth in the fisheries sector. These SDGs highlight the importance of effective information systems in promoting sustainable practices and supporting the broader goals of sustainable development in fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05132202 | Praktik Kerja Teknik Penangkapan Ikan | fishing engineering work practices | Fishing engineering refers to the application of engineering principles and technologies to improve various aspects of the fishing industry, including the design of fishing vessels, equipment, and technologies for optimizing fish capture, reducing environmental impact, and ensuring sustainability. The work practices within fishing engineering are multi-faceted, combining knowledge from mechanical, electrical, civil, and marine engineering disciplines. | 1.SDG 14: Life Below Water – This goal is central to fisheries and focuses on the sustainable use and conservation of marine resources. The course would cover engineering practices that promote sustainable fishing methods and reduce bycatch. 2.SDG 12: Responsible Consumption and Production – Topics related to efficient resource use, waste reduction, and sustainable production practices in fishing would align with this goal. 3.SDG 8: Decent Work and Economic Growth – The course may explore the engineering aspects of the fishing industry that contribute to economic growth and job creation while ensuring safe and decent working conditions. 4.SDG 1: No Poverty – Sustainable fishing practices supported by engineering innovations can help improve livelihoods in fishing communities, contributing to poverty reduction. 5.SDG 13: Climate Action – The course might address how fishing engineering can adapt to and mitigate the impacts of climate change on fisheries. 6.SDG 17: Partnerships for the Goals – Collaboration between engineers, fishers, researchers, and policymakers is essential for effective fisheries management and innovation. These SDGs underscore the role of engineering in promoting sustainable practices and enhancing the resilience of the fishing industry. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05132302 | Praktik Kerja Rancangbangun Alat dan Kapal Perikanan | work practices for designing fishing equipment and vessels | Designing fishing equipment and vessels requires a comprehensive approach that integrates engineering, environmental considerations, safety standards, and economic factors. The work practices for designing fishing gear and vessels must ensure that they are efficient, sustainable, and safe, while also optimizing the overall fishing operation. | 1.SDG 14: Life Below Water – This goal is directly relevant as it emphasizes the sustainable management and conservation of marine resources. The course could cover design practices that minimize environmental impact and promote sustainable fishing techniques. 2.SDG 12: Responsible Consumption and Production – The course would likely focus on designing equipment that promotes efficiency and reduces waste in fishing operations, aligning with responsible production practices. 3.SDG 8: Decent Work and Economic Growth – By exploring innovative designs for fishing equipment and vessels, the course can contribute to economic growth and job creation within the fishing industry while ensuring safety and efficiency. 4.SDG 1: No Poverty – Sustainable and efficient fishing practices can support the livelihoods of communities dependent on fishing, contributing to poverty reduction. 5.SDG 13: Climate Action – The course might address how design choices can enhance the resilience of fishing operations to climate change impacts, such as changing fish stocks or extreme weather events. 6.SDG 17: Partnerships for the Goals – Collaborative approaches in design, involving stakeholders from fishing communities, industry, and research, can enhance the effectiveness of fishing practices. These SDGs highlight the importance of sustainable design practices in promoting responsible and effective fishing operations. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05140102 | Seminar Akhir | final seminar | A Final Seminar typically marks the culmination of a research or academic project, where the results are presented to an audience, such as peers, faculty, or industry professionals. If you’re preparing for a final seminar, here are some key steps and best practices to ensure your presentation is effective and well-received. | 1.SDG 4: Quality Education – If the seminar includes discussions on educational initiatives, training, or awareness related to sustainability, this goal would be relevant. 2.SDG 12: Responsible Consumption and Production – Discussions on sustainable practices, resource management, and consumption habits can align with this goal. 3.SDG 13: Climate Action – If the seminar focuses on climate change, its impacts, and mitigation strategies, it would relate directly to this goal. 4.SDG 14: Life Below Water – For seminars addressing marine conservation, sustainable fishing practices, or aquatic ecosystems, this goal would be significant. 5.SDG 15: Life on Land – If the seminar includes topics on biodiversity, land management, or ecosystem conservation, it would relate to this goal. 6.SDG 17: Partnerships for the Goals – Discussions on collaboration, stakeholder engagement, and building partnerships for sustainable development would tie into this goal. By emphasizing these SDGs, the final seminar can highlight the interconnectedness of various sustainability issues and promote a holistic understanding of sustainable development. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05140206 | Tugas Akhir (Skripsi) | final project (thesis) | during their studies, whether at the undergraduate, master’s, or doctoral level. It serves as an opportunity to demonstrate the knowledge, skills, and research capabilities developed over the course of your academic program. Completing a thesis requires careful planning, systematic research, and clear, organized writing. Below is a guide to help you structure and manage your thesis project. | 1.SDG 4: Quality Education – Projects focused on educational programs, methodologies, or innovations that enhance learning and accessibility. 2.SDG 8: Decent Work and Economic Growth – Research exploring employment opportunities, economic development, and sustainable business practices. 3.SDG 12: Responsible Consumption and Production – Studies on sustainable practices, resource management, and waste reduction. 4.SDG 13: Climate Action – Projects addressing climate change impacts, mitigation strategies, or adaptation measures. 5.SDG 14: Life Below Water – Research related to marine conservation, sustainable fishing practices, or aquatic ecosystem management. 6.SDG 15: Life on Land – Topics focused on biodiversity, land use, and ecosystem conservation. 7.SDG 1: No Poverty – Projects investigating poverty alleviation strategies and the socioeconomic factors influencing communities. 8.SDG 17: Partnerships for the Goals – Research emphasizing collaboration among stakeholders, NGOs, and governments to achieve sustainability goals. By aligning the thesis with these SDGs, students can contribute to meaningful discussions and solutions related to global sustainability challenges. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131203 | Penanganan Hasil Tangkapan di Kapal | handing of catches on ships | commercial operations. Efficient, safe, and sustainable handling ensures that the fish are preserved in optimal conditions, minimizing spoilage, damage, and waste. This process varies depending on the type of vessel (e.g., trawler, longliner, or purse seiner) and the fish species being caught. | 1.SDG 14: Life Below Water – This goal is directly relevant, as it focuses on the sustainable management and conservation of marine resources. The course would cover best practices for handling catches to minimize waste and protect marine ecosystems. 2.SDG 12: Responsible Consumption and Production – The course might emphasize efficient use of resources, reducing bycatch, and minimizing waste in the processing and storage of fish. 3.SDG 1: No Poverty – Sustainable practices in handling catches can contribute to the livelihoods of fishing communities, helping to alleviate poverty. 4.SDG 8: Decent Work and Economic Growth – Proper handling techniques can enhance safety and efficiency onboard, supporting economic growth and decent working conditions in the fishing industry. 5.SDG 13: Climate Action – The course may address the impacts of climate change on fish stocks and the importance of adaptive practices in catch handling. 6.SDG 17: Partnerships for the Goals – Collaboration among stakeholders, such as fishers, scientists, and policymakers, can be vital for developing best practices in catch handling. These SDGs highlight the importance of sustainable practices in the fishing industry and the broader implications for marine conservation and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131303 | Pengelolaan Perikanan Tangkap | capture fisheries information system work practices management | The Capture Fisheries Information System (CFIS) is an essential tool for managing the capture fisheries sector effectively, providing data that informs decisions on resource management, sustainability, and regulatory compliance. It involves the collection, storage, analysis, and dissemination of data related to fisheries activities, including catch data, vessel operations, fish stock assessments, and environmental conditions. Efficient work practices in managing CFIS are key to ensuring the accuracy, reliability, and usefulness of this data. | 1.SDG 14: Life Below Water – This goal focuses on the sustainable management and conservation of marine resources. The course would likely emphasize data collection, monitoring, and analysis to support sustainable fisheries management. 2.SDG 12: Responsible Consumption and Production – The course might address efficient resource use and sustainable practices in fisheries, promoting responsible consumption patterns. 3.SDG 8: Decent Work and Economic Growth – Effective management practices informed by data can lead to job creation and economic growth within the fisheries sector while ensuring safe working conditions. 4.SDG 1: No Poverty – Sustainable fisheries management can improve the livelihoods of communities reliant on fishing, contributing to poverty alleviation. 5.SDG 13: Climate Action – The course may cover how information systems can help assess and adapt to the impacts of climate change on fisheries. 6.SDG 17: Partnerships for the Goals – Collaboration among stakeholders, including fishers, government agencies, and researchers, is crucial for effective fisheries management and the sharing of data and resources. These SDGs highlight the role of information systems in promoting sustainable practices and effective management in the capture fisheries sector. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131403 | Respon Ikan pada Alat Tangkap | fish response to fshing gear | The response of fish to fishing gear is a critical factor in the success, efficiency, and sustainability of fishing practices. Fish exhibit various behaviors in response to different types of fishing gear, and understanding these responses is crucial for minimizing bycatch, reducing fish injury, and improving overall fishing practices. The behavior of fish can influence the catch rates, effectiveness of gear, and the sustainability of fishing operations. Additionally, fish responses play a key role in the development of Bycatch Reduction Devices (BRDs) and fishing gear modifications aimed at reducing the negative impacts of fishing on marine ecosystems. | 1.SDG 14: Life Below Water – This goal is directly relevant as it focuses on the sustainable use and conservation of marine resources. The course would examine how different fishing gear impacts fish populations and ecosystems. 2.SDG 12: Responsible Consumption and Production – The course could explore sustainable fishing practices and the design of gear that minimizes bycatch and reduces waste. 3.SDG 8: Decent Work and Economic Growth – Understanding fish behavior in response to gear can inform better practices that enhance productivity and economic sustainability in fisheries, supporting decent work conditions. 4.SDG 1: No Poverty – By promoting sustainable fishing practices and minimizing overfishing, the course can help support the livelihoods of communities dependent on fishing. 5.SDG 13: Climate Action – The course might also address how climate change affects fish behavior and responses to fishing gear, emphasizing adaptive management strategies. 6.SDG 17: Partnerships for the Goals – Collaborations between researchers, fishers, and policymakers are crucial for developing effective gear and management strategies. These SDGs highlight the importance of understanding fish responses to fishing gear in promoting sustainable fisheries and marine conservation. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131503 | Fisiologi Terapan bidang Perikanan Tangkap | appliead physiology in capture fisheries | Applied Physiology in capture fisheries focuses on understanding how the physiological processes of fish and other aquatic organisms influence their behavior, survival, and interaction with fishing gear. This knowledge is essential for improving fishing practices, ensuring sustainability, and optimizing the health and quality of the catch. It encompasses a range of topics from fish biology and stress responses to the effects of fishing gear on fish survival and welfare. | 1.SDG 14: Life Below Water – This goal is directly relevant as it focuses on the sustainable management and conservation of marine resources. Understanding fish physiology can inform sustainable fishing practices and enhance conservation efforts. 2.SDG 12: Responsible Consumption and Production – The course might explore how physiological principles can lead to more efficient and responsible fishing practices, minimizing waste and optimizing resource use. 3.SDG 8: Decent Work and Economic Growth – Insights from physiology can improve fishing techniques and practices, supporting economic growth and decent working conditions in the fisheries sector. 4.SDG 1: No Poverty – By promoting sustainable practices that enhance fish stocks and fishing efficiency, the course can contribute to the livelihoods of communities dependent on fisheries. 5.SDG 13: Climate Action – The course may examine how climate change impacts fish physiology and behavior, informing adaptive management strategies to mitigate these effects. 6.SDG 17: Partnerships for the Goals – Collaboration between scientists, fishers, and policymakers can be vital for applying physiological research to practical management strategies. These SDGs highlight the importance of applied physiology in promoting sustainable practices and enhancing the resilience of capture fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131603 | Mesin Kapal Perikanan | fshing boat engines | Fishing boats rely on a variety of engine types and propulsion systems to ensure efficiency, reliability, and safety while operating in often challenging marine environments. The engine is the heart of any fishing vessel, powering the boat through the water, enabling it to haul fishing gear, and ensuring that it can operate efficiently over long distances or through rough seas. Below is a comprehensive guide to fishing boat engines, including their types, technology, and maintenance practices. | 1.SDG 14: Life Below Water – This goal is relevant as it emphasizes the sustainable use of marine resources. The course could cover efficient engine technologies that reduce environmental impact, such as emissions and fuel consumption. 2.SDG 12: Responsible Consumption and Production – The course may explore sustainable practices in the design and operation of fishing boat engines, promoting efficient resource use and waste reduction. 3.SDG 7: Affordable and Clean Energy – Discussions on energy-efficient engines and alternative fuels can align with this goal, promoting cleaner energy solutions in the fishing industry. 4.SDG 8: Decent Work and Economic Growth – Training in engine maintenance and operation can enhance skills and contribute to job creation and economic growth within the fishing sector. 5.SDG 13: Climate Action – The course could address how engine technology can be adapted to mitigate the impacts of climate change, such as developing more efficient engines that produce fewer greenhouse gas emissions. 6.SDG 17: Partnerships for the Goals – Collaboration among engineers, boat manufacturers, and fishermen can foster innovation in engine technology and promote sustainable practices. These SDGs highlight the importance of sustainable technology and practices in the fishing industry, contributing to environmental conservation and economic viability. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131703 | Konstruksi Alat Penangkap Ikan | construction of fishing equipment | The construction of fishing equipment involves designing and fabricating tools that optimize the capture of target species while minimizing bycatch and damage to marine ecosystems. Whether for commercial, recreational, or artisanal fisheries, the construction of fishing equipment needs to consider several factors, including the target species, fishing environment, and sustainability concerns. | 1.SDG 14: Life Below Water – This goal is directly relevant as it focuses on the sustainable management and conservation of marine resources. The course would emphasize the design and construction of fishing gear that minimizes bycatch and protects marine ecosystems. 2.SDG 12: Responsible Consumption and Production – The course might explore sustainable materials and production techniques for fishing equipment, promoting responsible resource use and waste reduction. 3.SDG 8: Decent Work and Economic Growth – Training in the construction and maintenance of fishing gear can enhance skills and support job creation in the fishing industry, contributing to economic growth. 4.SDG 1: No Poverty – Sustainable and efficient fishing practices supported by well-designed equipment can help improve livelihoods for communities dependent on fishing. 5.SDG 13: Climate Action – The course may address how the construction of fishing gear can be adapted to mitigate climate change impacts, focusing on durability and sustainability. 6.SDG 17: Partnerships for the Goals – Collaboration between manufacturers, fishers, and researchers can lead to the development of innovative and sustainable fishing equipment. These SDGs underscore the role of effective design and construction practices in promoting sustainability within the fishing industry. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131803 | Navigasi Astronomi | Astronomical Navigation | Astronomical navigation is a technique used to determine the position of a vessel or aircraft by measuring angles between celestial bodies (such as stars, the Sun, Moon, and planets) and the horizon. This method has been essential for navigation over long distances, especially before the advent of modern technologies like GPS. Astronomical navigation requires a solid understanding of celestial bodies, precise instruments, and the ability to perform calculations to determine a vessel’s location. | 1.SDG 4: Quality Education – The course promotes learning and skill development in navigation, contributing to education and capacity building in maritime and related fields. 2.SDG 13: Climate Action – Understanding celestial navigation can enhance awareness of environmental changes and their impacts on navigation and maritime practices, particularly in the context of climate change. 3.SDG 14: Life Below Water – This goal focuses on the sustainable use of oceans. Astronomical navigation is crucial for safe and sustainable maritime operations, helping to minimize impacts on marine environments. 4.SDG 9: Industry, Innovation, and Infrastructure – The course may cover the technological aspects of navigation, promoting innovation in maritime technology and infrastructure. 5.SDG 17: Partnerships for the Goals – Astronomical navigation often involves collaboration among various stakeholders, including educational institutions, maritime organizations, and environmental groups. These SDGs highlight the importance of education, environmental sustainability, and innovation in the context of astronomical navigation and its broader implications for maritime practices. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130502 | Metodologi Penelitian Perikanan Tangkap | Capture Fisheries Research Methodology | Capture fisheries research methodology involves the application of various scientific techniques to study fish populations, ecosystems, fishing practices, and the impacts of fishing on marine and freshwater resources. The goal of this research is to improve the sustainability of fisheries, increase the efficiency of fishing operations, and reduce the environmental impacts of overfishing and habitat degradation. Below is an overview of the key elements of capture fisheries research methodology. | 1.SDG 14: Life Below Water – This goal is directly relevant, as it focuses on the sustainable management and conservation of marine resources. Research methodologies in capture fisheries are essential for understanding fish populations, habitats, and ecosystems. 2.SDG 12: Responsible Consumption and Production – The course may explore methodologies for assessing sustainable fishing practices and minimizing waste in fisheries. 3.SDG 1: No Poverty – Research in capture fisheries can lead to improved management practices that support the livelihoods of communities dependent on fishing, helping to alleviate poverty. 4.SDG 8: Decent Work and Economic Growth – By informing better fisheries management practices, research methodologies can contribute to economic growth and job creation within the fishing sector. 5.SDG 13: Climate Action – The course may address how research methodologies can be used to study the impacts of climate change on fisheries and develop adaptive management strategies. 6.SDG 17: Partnerships for the Goals – Effective research often requires collaboration between scientists, policymakers, and local communities, highlighting the importance of partnerships in achieving sustainable fisheries. These SDGs underscore the critical role of research methodologies in promoting sustainable practices and informed decision-making in capture fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130602 | Kebijakan pembangunan perikanan tangkap | Capture fisheries development policy | Capture fisheries development policy refers to the strategies and regulations formulated by governments, international organizations, and other stakeholders to ensure the sustainable development of fisheries. The aim is to balance the need for economic growth, food security, and environmental sustainability. These policies guide decisions on fishing practices, resource management, and the socioeconomic impacts of fisheries in both developed and developing countries. | 1.SDG 14: Life Below Water – This goal is central to the course, focusing on the sustainable management and conservation of marine resources. It involves developing policies that ensure fish populations are maintained and ecosystems are protected. 2.SDG 1: No Poverty – Effective fisheries development policies can help improve livelihoods for communities that rely on fishing, contributing to poverty alleviation. 3.SDG 2: Zero Hunger – The course may address how fisheries policies can ensure food security and nutrition through sustainable fish production. 4.SDG 8: Decent Work and Economic Growth – Development policies in capture fisheries can promote job creation, economic growth, and decent working conditions within the sector. 5.SDG 12: Responsible Consumption and Production – Policies that encourage sustainable fishing practices and responsible resource management align with this goal. 6.SDG 13: Climate Action – The course might cover the importance of incorporating climate change considerations into fisheries policies to enhance resilience and adaptation. 7.SDG 17: Partnerships for the Goals – Effective fisheries development often requires collaboration among various stakeholders, including government agencies, NGOs, and local communities. These SDGs highlight the multifaceted role of development policy in promoting sustainable practices and improving the overall well-being of communities dependent on capture fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130703 | Penginderaan Jauh Perikanan Tangkap | Remote Sensing in Capture Fisheries | Remote sensing in capture fisheries involves the use of satellite, aerial, and other remote sensing technologies to collect data on fish populations, environmental conditions, and fishing activities. By utilizing remotely sensed data, fisheries scientists and managers can gain insights into the dynamics of fish stocks, ecosystem health, and fishing practices across large and often inaccessible areas, without the need for traditional on-the-ground sampling. | 1.SDG 14: Life Below Water – This goal is directly relevant, as remote sensing technologies can be used to monitor marine ecosystems, assess fish populations, and manage fisheries sustainably. 2.SDG 12: Responsible Consumption and Production – The course may focus on how remote sensing can improve resource management, reduce waste, and promote sustainable fishing practices. 3.SDG 13: Climate Action – Remote sensing can provide valuable data on climate change impacts on marine environments and fisheries, supporting adaptive management strategies. 4.SDG 8: Decent Work and Economic Growth – By enhancing the efficiency and sustainability of fishing operations, remote sensing technologies can contribute to economic growth and job creation in the fisheries sector. 5.SDG 1: No Poverty – Improved fisheries management through remote sensing can help support the livelihoods of communities dependent on fishing, contributing to poverty alleviation. 6.SDG 17: Partnerships for the Goals – Collaborations among scientists, fishermen, and policymakers are essential for effectively using remote sensing data to inform fisheries management decisions. These SDGs emphasize the importance of remote sensing in promoting sustainable practices, enhancing resource management, and supporting the livelihoods of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130803 | Akustik Perikanan Tangkap | Capture Fisheries Acoustics | Capture fisheries acoustics refers to the use of sound waves (acoustic signals) to study fish populations, marine ecosystems, and fishing activities. This technique, commonly known as sonar, has become a critical tool in fisheries science and management. It allows researchers and fishers to gather valuable data on fish distribution, abundance, and behavior, and assess the health of aquatic ecosystems. Acoustics are also essential for monitoring the impact of fishing on fish stocks and ensuring the sustainability of fisheries. | 1.SDG 14: Life Below Water – This goal is directly relevant as acoustics are used to monitor fish populations, assess marine ecosystems, and inform sustainable fisheries management. 2.SDG 12: Responsible Consumption and Production – The course may explore how acoustic technologies can optimize fishing practices, reduce bycatch, and promote sustainable resource management. 3.SDG 8: Decent Work and Economic Growth – By improving the efficiency of fishing operations and contributing to sustainable practices, acoustics can support economic growth and job creation in the fisheries sector. 4.SDG 1: No Poverty – Sustainable fisheries management informed by acoustic data can enhance the livelihoods of communities that depend on fishing, helping to alleviate poverty. 5.SDG 13: Climate Action – The course might address how acoustic methods can be used to study the impacts of climate change on fish behavior and populations, aiding in adaptive management strategies. 6.SDG 17: Partnerships for the Goals – Effective use of acoustics often involves collaboration between researchers, fishers, and policymakers, highlighting the importance of partnerships in achieving sustainable fisheries. These SDGs underscore the critical role of acoustics in promoting sustainable practices, enhancing resource management, and supporting the livelihoods of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130903 | Pemodelan dan Komputasi Perikanan Tangkap | Capture Fisheries Modeling and Computation | Capture fisheries modeling and computation is the use of mathematical models and computational tools to understand, predict, and manage fish populations, fishing operations, and the broader marine ecosystem. The primary aim of these models is to simulate fish stock dynamics, forecast catch potential, evaluate fishing strategies, and inform sustainable management practices. The integration of computational tools and models helps optimize fisheries operations and contributes to their long-term sustainability. | 1.SDG 14: Life Below Water – This goal is central to the course, as modeling and computation techniques are essential for understanding fish populations, assessing ecosystem health, and informing sustainable fisheries management. 2.SDG 12: Responsible Consumption and Production – The course may focus on developing models that promote sustainable fishing practices and optimize resource use, reducing waste and bycatch. 3.SDG 8: Decent Work and Economic Growth – Effective fisheries modeling can enhance decision-making and operational efficiency, contributing to economic growth and job creation within the fisheries sector. 4.SDG 1: No Poverty – Improved fisheries management through modeling can help sustain fish stocks and support the livelihoods of communities dependent on fishing, aiding in poverty alleviation. 5.SDG 13: Climate Action – The course might address how models can be used to predict and assess the impacts of climate change on fish populations and ecosystems, informing adaptive management strategies. 6.SDG 17: Partnerships for the Goals – Collaborative approaches involving researchers, fishers, and policymakers are crucial for developing effective models and implementing findings in fisheries management. These SDGs highlight the importance of modeling and computational methods in promoting sustainable practices, enhancing resource management, and supporting the well-being of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131003 | Eksplorasi Perikanan Tangkap | Capture Fisheries Exploration | Capture fisheries exploration refers to the process of discovering, assessing, and utilizing new or under-explored fishery resources. It involves the identification of new fishing grounds, the assessment of fish stocks in these areas, and the evaluation of the ecological and economic potential of new fisheries. Exploration in the context of capture fisheries is vital for the expansion of fishing activities, the development of sustainable fisheries, and the management of fish resources to ensure long-term productivity. | 1.SDG 14: Life Below Water – This goal is central to the course, as exploration activities focus on understanding marine ecosystems, assessing fish populations, and promoting sustainable management of marine resources. 2.SDG 12: Responsible Consumption and Production – The course may emphasize sustainable practices in exploration, ensuring that resource extraction is done responsibly and minimizes environmental impact. 3.SDG 1: No Poverty – Sustainable fisheries exploration can support the livelihoods of communities that rely on fishing, contributing to poverty alleviation through better resource management. 4.SDG 8: Decent Work and Economic Growth – Exploration can lead to improved fishing practices and economic opportunities, promoting job creation and economic development within the fisheries sector. 5.SDG 13: Climate Action – The course might address how exploration can help assess the impacts of climate change on fish habitats and populations, informing adaptive strategies. 6.SDG 17: Partnerships for the Goals – Collaboration among researchers, fishing communities, and policymakers is vital for effective exploration and management of fisheries resources. These SDGs highlight the importance of responsible exploration in promoting sustainable practices, enhancing resource management, and supporting the well-being of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05131103 | Perencanaan dan Tatakelola Pelabuhan Perikanan | Fishing Port Planning and Management | Fishing port planning and management involves the strategic design, development, and administration of fishing ports to support the needs of the fishing industry while ensuring sustainable resource use, safety, and efficient operations. These ports serve as key hubs for fishers, where boats are docked, goods are unloaded, processed, and distributed, and fishery management activities are carried out. Proper planning and management are crucial for optimizing the functionality of fishing ports, improving the livelihood of local communities, and minimizing environmental impacts. | 1.SDG 14: Life Below Water – This goal is directly relevant as effective port planning and management are crucial for sustainable fishing practices, minimizing environmental impact, and protecting marine ecosystems. 2.SDG 12: Responsible Consumption and Production – The course may focus on sustainable practices in port operations, promoting efficient resource use and waste reduction. 3.SDG 8: Decent Work and Economic Growth – Proper planning and management of fishing ports can enhance economic opportunities, job creation, and support the livelihoods of fishing communities. 4.SDG 1: No Poverty – Sustainable fishing ports can improve access to resources and markets for local communities, helping to alleviate poverty. 5.SDG 9: Industry, Innovation, and Infrastructure – The course may explore the development of infrastructure and services in fishing ports that support sustainable fisheries and innovation in the sector. 6.SDG 13: Climate Action – Port planning can incorporate climate resilience measures to address the impacts of climate change on coastal and marine environments. 7.SDG 17: Partnerships for the Goals – Effective port management often involves collaboration among government agencies, the fishing industry, and local communities to achieve sustainable development goals. These SDGs highlight the importance of sustainable port management in enhancing the resilience and sustainability of fishing communities and marine resources. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121303 | Daerah Penangkapan Ikan Laut Dangkal | shallow sea fishing area | Shallow sea fishing areas refer to regions of the ocean where the water is relatively shallow, typically less than 200 meters deep, and are generally located near coastlines or on continental shelves. These areas are vital for both commercial and recreational fisheries because they often support high biodiversity, including various fish species and marine organisms. Shallow seas tend to have abundant nutrients, making them productive environments for fishing. | 1.SDG 14: Life Below Water – This goal is directly relevant as it focuses on the sustainable management and conservation of marine resources, particularly in shallow sea ecosystems that are often rich in biodiversity. 2.SDG 12: Responsible Consumption and Production – The course may emphasize sustainable fishing practices in shallow waters, including techniques that minimize bycatch and promote responsible resource management. 3.SDG 1: No Poverty – Sustainable management of shallow sea fishing areas can support the livelihoods of coastal communities that rely on fishing, contributing to poverty alleviation. 4.SDG 8: Decent Work and Economic Growth – By promoting sustainable fishing practices and enhancing local fisheries, the course can contribute to job creation and economic growth in coastal regions. 5.SDG 13: Climate Action – The course might address the impacts of climate change on shallow marine ecosystems and how adaptive management strategies can mitigate these effects. 6.SDG 15: Life on Land – While primarily focused on marine environments, discussions may also include the interconnectedness of marine and terrestrial ecosystems, particularly in coastal areas. 7.SDG 17: Partnerships for the Goals – Effective management of shallow sea fishing areas often requires collaboration among fishermen, researchers, policymakers, and local communities. These SDGs highlight the importance of sustainable practices and effective management in shallow sea fishing areas to support biodiversity, local economies, and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121402 | Penangkapan Ikan Ramah Lingkungan | environmentally friendly fishing | Environmentally friendly fishing refers to fishing practices that minimize harm to the environment while ensuring the sustainability of fish stocks and the health of marine ecosystems. These practices aim to balance the economic, social, and ecological aspects of fisheries, ensuring that they can be maintained over the long term without depleting resources or causing irreparable environmental damage. | 1.SDG 14: Life Below Water – This goal is directly relevant, focusing on the sustainable management and conservation of marine resources. The course would emphasize practices that protect marine ecosystems and biodiversity. 2.SDG 12: Responsible Consumption and Production – The course may promote sustainable fishing methods that minimize waste, reduce bycatch, and encourage responsible resource use. 3.SDG 8: Decent Work and Economic Growth – Environmentally friendly fishing practices can support economic growth while ensuring safe and decent working conditions for those in the fishing industry. 4.SDG 1: No Poverty – Sustainable fishing methods can enhance food security and livelihoods for coastal communities, contributing to poverty alleviation. 5.SDG 13: Climate Action – The course might address how environmentally friendly fishing practices can help mitigate the impacts of climate change on marine environments and fisheries. 6.SDG 17: Partnerships for the Goals – Collaboration among fishers, researchers, policymakers, and environmental organizations is essential for promoting and implementing sustainable fishing practices. These SDGs highlight the role of environmentally friendly fishing in fostering sustainability, protecting marine ecosystems, and supporting the livelihoods of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121503 | Pengolahan Data Perikanan Tangkap | capture fisheries data procasing | Capture fisheries refers to the harvesting of wild fish and other aquatic organisms from natural water bodies, such as oceans, rivers, and lakes. Accurate data processing is essential for effective fishery management, sustainable harvests, monitoring biodiversity, and ensuring the health of fish stocks. The data processing chain in capture fisheries involves several steps from data collection to analysis, which can inform management decisions, policy-making, and conservation efforts. | 1.SDG 14: Life Below Water – This goal is directly relevant, as data processing is essential for monitoring fish populations, assessing ecosystem health, and informing sustainable fisheries management practices. 2.SDG 12: Responsible Consumption and Production – The course may focus on how data processing can help improve resource management, promote sustainable fishing practices, and reduce waste. 3.SDG 1: No Poverty – Effective data processing can lead to better fisheries management, supporting the livelihoods of communities that depend on fishing and contributing to poverty alleviation. 4.SDG 8: Decent Work and Economic Growth – Accurate data can enhance decision-making and operational efficiency in the fisheries sector, promoting economic growth and job creation. 5.SDG 13: Climate Action – The course might address how data processing can be used to analyze the impacts of climate change on fisheries, supporting adaptive management strategies. 6.SDG 17: Partnerships for the Goals – Collaboration among scientists, fishers, and policymakers is crucial for effective data collection and processing, emphasizing the importance of partnerships in achieving sustainable fisheries. These SDGs underscore the critical role of data processing in promoting sustainable practices, enhancing resource management, and supporting the well-being of fishing communities. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130103 | Manajemen Operasi Penangkapan Ikan | fshing operatrions manaagement | Fishing operations management refers to the strategic planning, execution, and monitoring of fishing activities in a way that optimizes resource use, ensures sustainability, and complies with regulatory requirements. It involves managing both the business and ecological aspects of fisheries, including fleet operations, crew management, supply chain logistics, and environmental sustainability. | 1.SDG 14: Life Below Water – This goal is central to the course, as effective management of fishing operations is crucial for the sustainable use of marine resources and the conservation of marine ecosystems. 2.SDG 12: Responsible Consumption and Production – The course may focus on optimizing fishing practices to minimize waste, reduce bycatch, and promote sustainable resource management. 3.SDG 8: Decent Work and Economic Growth – Effective operations management can enhance efficiency and productivity in the fishing industry, supporting job creation and economic growth. 4.SDG 1: No Poverty – Sustainable management practices can help ensure the livelihoods of communities that depend on fishing, contributing to poverty alleviation. 5.SDG 13: Climate Action – The course might address how fishing operations can be adapted to mitigate the impacts of climate change, including the need for resilience in operations. 6.SDG 17: Partnerships for the Goals – Collaboration among industry stakeholders, government agencies, and local communities is essential for effective management and sustainable practices. These SDGs highlight the importance of sustainable operations management in promoting ecological balance, economic viability, and community well-being within the fishing sector. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130203 | Sistem Informasi Perikanan Tangkap | capture fisheries information system | A Capture Fisheries Information System (CFIS) is a specialized data management system designed to collect, store, analyze, and disseminate information related to capture fisheries. This system helps in monitoring fishing activities, managing fish stocks, ensuring sustainability, and complying with regulations. By efficiently organizing various types of fisheries data, the CFIS plays a key role in improving decision-making, resource management, and policy formulation. | 1. Life Below Water (SDG 14): The course would emphasize the importance of data collection and management for sustainable fishing practices, conservation of marine biodiversity, and the health of deep-sea ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may address how effective information systems can support economic development in fishing communities by improving resource management and enhancing livelihoods. 3. Industry, Innovation, and Infrastructure (SDG 9): The course might explore technological innovations in data collection, processing, and analysis to support sustainable fisheries management. 4. Responsible Consumption and Production (SDG 12): Topics could include how information systems can promote sustainable fishing practices and help minimize waste in the fisheries sector. 5. Climate Action (SDG 13): The course may examine how data on fish populations and environmental conditions can inform responses to climate change impacts on deep-sea fisheries. 6. Partnerships for the Goals (SDG 17): Emphasis may be placed on the importance of collaboration among governments, researchers, and industry stakeholders in developing and utilizing fisheries information systems. These SDGs provide a framework for understanding the role of information systems in supporting sustainable management and conservation in deep capture fisheries. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130302 | Daerah Penangkapan Ikan Laut Dalam | deep sea fshing area | Deep-sea fishing refers to the fishing activities that occur in the ocean’s deep waters, typically beyond the continental shelf, often at depths of over 200 meters (656 feet). This type of fishing targets a wide variety of species that inhabit the ocean depths, which are generally not accessible to traditional coastal or near-shore fishing methods. Deep-sea fishing areas are crucial for supplying high-value fish species to global markets, but they are also sensitive environments that require careful management to ensure sustainability. | 1. Life Below Water (SDG 14): The course would focus on sustainable practices in deep sea fishing, conservation of marine biodiversity, and the management of deep-sea ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may cover the economic aspects of deep sea fishing, including job creation and the livelihoods of communities dependent on this industry. 3. Responsible Consumption and Production (SDG 12): The course might emphasize the importance of sustainable fishing practices and reducing waste in deep sea fisheries. 4. Climate Action (SDG 13): Topics could include the impacts of climate change on deep-sea ecosystems and fish populations, as well as adaptive management strategies. 5. Partnerships for the Goals (SDG 17): The course may highlight the importance of collaboration among researchers, policymakers, and industry stakeholders to promote sustainable deep sea fishing practices. 6. Zero Hunger (SDG 2): The role of deep sea fisheries in global food security and nutrition can be explored, emphasizing the need for sustainable practices to ensure long-term availability. These SDGs provide a framework for understanding the ecological, economic, and social dimensions of deep sea fishing within the course. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05130403 | Kepelautan dan Keselamatan Kerja di Laut | maritime affairs and work sfety at sea | Maritime affairs and work safety at sea are critical components of ensuring the smooth and safe operation of maritime industries, including shipping, fisheries, oil and gas exploration, and naval operations. This encompasses everything from the legal and regulatory frameworks governing the sea to the safety measures put in place to protect the workers on board vessels and in offshore environments. | 1. Decent Work and Economic Growth (SDG 8): The course would focus on promoting safe and secure working environments for maritime workers, addressing labor rights, and enhancing job opportunities in the maritime sector. 2. Life Below Water (SDG 14): Discussions may include the sustainable management of marine resources and the impact of maritime activities on ocean health and biodiversity. 3. Industry, Innovation, and Infrastructure (SDG 9): The course might cover the importance of safe maritime infrastructure and technological advancements in improving safety at sea. 5. Climate Action (SDG 13): Topics could include the implications of climate change for maritime operations and the need for safety measures in increasingly unpredictable conditions. 6. Sustainable Cities and Communities (SDG 11): The course may explore the role of maritime affairs in coastal community development and resilience, focusing on safe maritime transport and trade. 7. Partnerships for the Goals (SDG 17): Emphasis may be placed on collaboration among governments, industry stakeholders, and international organizations to enhance maritime safety and sustainability. These SDGs provide a framework for integrating safety, environmental sustainability, and economic considerations within the maritime sector. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120603 | Oseanografi Perikanan | fisheries oceanography | Fisheries oceanography is the branch of marine science that studies the relationship between oceanographic processes (physical, chemical, biological) and the distribution, abundance, and health of fish populations. It focuses on how the ocean environment affects fish stocks and how these impacts can inform sustainable fisheries management practices. By understanding the oceanographic conditions that influence fish behavior, migration, and productivity, fisheries oceanography helps optimize fishing practices, ensure sustainable harvests, and conserve marine ecosystems. | 1. Life Below Water (SDG 14): The course would focus on understanding ocean ecosystems, fish populations, and the sustainable management of marine resources. 2. Climate Action (SDG 13): Topics may include the impact of climate change on ocean conditions and fish habitats, as well as strategies for adaptation in fisheries management. 3. Zero Hunger (SDG 2): The course can contribute to food security by exploring sustainable fisheries practices and the role of marine resources in global nutrition. 4. Decent Work and Economic Growth (SDG 8): Discussions may cover the economic implications of ocean health and fisheries, emphasizing sustainable practices that support livelihoods in coastal communities. 5. Sustainable Cities and Communities (SDG 11): The course may examine the role of fisheries and ocean health in the development of resilient coastal communities. 6. Responsible Consumption and Production (SDG 12): Topics could include sustainable fishing practices and the importance of reducing waste in the fisheries sector. 7. Partnerships for the Goals (SDG 17): The course might emphasize collaboration among scientists, policymakers, and communities in managing ocean resources effectively. These SDGs provide a framework for understanding the ecological, economic, and social dimensions of fisheries within the context of oceanography. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120703 | Tingkah Laku Ikan | fish behavior | Fish behavior refers to the activities and responses of fish to environmental stimuli, other organisms, and their own internal needs. Understanding fish behavior is important for various fields, such as fisheries science, ecology, aquaculture, and marine conservation. It can help optimize fishing techniques, improve aquaculture management, and enhance conservation efforts by ensuring that fish are understood and managed in a way that preserves both their populations and ecosystems. | 1. Life Below Water (SDG 14): The course would focus on understanding fish behavior in relation to ecosystem health, conservation, and the sustainable management of marine resources. 2. Zero Hunger (SDG 2): Insights into fish behavior can contribute to sustainable fishing practices, enhancing food security and the availability of fish as a protein source. 3. Decent Work and Economic Growth (SDG 8): Understanding fish behavior can inform better fishing practices, potentially improving the livelihoods of fishing communities and contributing to economic growth. 4. Climate Action (SDG 13): The course may explore how climate change affects fish behavior and habitat use, informing strategies for adaptation and conservation. 5. Sustainable Cities and Communities (SDG 11): Topics may include the role of fish behavior in the health of aquatic ecosystems that support urban communities, particularly in coastal areas. 6. Partnerships for the Goals (SDG 17): The course could emphasize the importance of collaboration among researchers, policymakers, and fishing communities in managing fish populations and ecosystems. These SDGs provide a framework for linking the study of fish behavior to broader ecological and socio-economic contexts. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120803 | Hasil-Hasil Perikanan | fishery products | Fishery products are derived from fish and other aquatic organisms (such as shellfish, crustaceans, and mollusks) that are harvested from freshwater and marine environments. These products can be consumed directly or processed into a wide range of food products and by-products used in various industries. Fishery products are a significant source of protein, nutrients, and other beneficial compounds for human consumption and have a major economic impact on global trade. | 1. Life Below Water (SDG 14): The course would focus on sustainable harvesting practices, the conservation of marine biodiversity, and responsible management of fish stocks. 2.Zero Hunger (SDG 2): Discussions may cover the role of fishery products in global food security and nutrition, emphasizing the importance of sustainable seafood sources. 3. Decent Work and Economic Growth (SDG 8): The course might explore the economic impact of fishery products on local and global markets, job creation, and the livelihoods of fishing communities. 4. Responsible Consumption and Production (SDG 12): Topics may include sustainable processing, packaging, and distribution of fishery products, as well as reducing waste and promoting responsible consumption. 5. Climate Action (SDG 13): The course may address how climate change affects fish stocks and production, as well as strategies for adaptation in the fisheries sector. 6. Sustainable Cities and Communities (SDG 11): The course could examine the impact of fishery products on urban food systems and community development, particularly in coastal areas. These SDGs provide a framework for understanding the ecological, economic, and social dimensions of fishery products within the course. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120903 | Teknologi Penangkapan Ikan | fishing technology | Fishing technology refers to the tools, methods, and innovations that have been developed to catch fish more efficiently, sustainably, and safely. Over time, fishing technology has evolved from simple hand-held nets and spears to highly specialized equipment and techniques, enabling commercial fishing industries to harvest marine resources on a large scale. The development of fishing technology has greatly influenced the fishing industry, ecology, and the sustainability of marine resources. | 1. Life Below Water (SDG 14): The course would focus on sustainable fishing practices, innovations in fishing gear, and technologies that help conserve marine biodiversity and ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may cover how advancements in fishing technology can improve productivity, create jobs, and support livelihoods in fishing communities. 3. Industry, Innovation, and Infrastructure (SDG 9): The course would emphasize the development and application of innovative technologies in fishing practices, improving efficiency and sustainability. 4. Responsible Consumption and Production (SDG 12): The curriculum might focus on technologies that minimize waste, reduce bycatch, and promote sustainable fishing practices. 5. Climate Action (SDG 13): The course could explore how fishing technologies can adapt to and mitigate the effects of climate change on marine resources and fishing practices. 6.Sustainable Cities and Communities (SDG 11): Topics may include the impact of fishing technologies on coastal community development and resource management. These SDGs provide a framework for understanding the role of technology in enhancing the sustainability and efficiency of fishing practices. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121003 | Rancang Bangun Kapal Perikanan | fishing vessel design | Fishing vessel design is a highly specialized field that combines naval architecture, engineering, and fisheries science to create boats and ships that are efficient, safe, and capable of carrying out specific fishing tasks. The design of a fishing vessel depends on the type of fishing it is intended for, the environmental conditions, and the specific needs of the fishers or operators. | 1. Life Below Water (SDG 14): The course would focus on sustainable vessel design that minimizes environmental impact, promotes responsible fishing practices, and conserves marine ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may cover the economic aspects of fishing vessel design, including job creation and the importance of sustainable practices for livelihoods in fishing communities. 3. Industry, Innovation, and Infrastructure (SDG 9): The course would emphasize innovative design and technology in fishing vessels, improving efficiency, safety, and sustainability. 4. Responsible Consumption and Production (SDG 12): The design of fishing vessels may include considerations for reducing waste and bycatch, promoting more responsible fishing practices. 5. Climate Action (SDG 13): The course might explore how vessel design can adapt to climate change impacts, including energy efficiency and resilience in fishing operations. 6. Sustainable Cities and Communities (SDG 11): Topics may include the role of fishing vessels in community development and resource management in coastal areas. These SDGs provide a framework for addressing the ecological, economic, and social dimensions of fishing vessel design within the course. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121103 | Rancang Bangun Alat Penangkap Ikan | design and construction of fish catching equipment | The design and construction of fish-catching equipment involve a blend of engineering, materials science, and environmental consideration to create tools that are efficient, sustainable, and minimize harm to ecosystems. The type of fishing gear and equipment depends on the fishing method, target species, and the environmental context. Here’s an overview of the design process and key types of fishing equipment: | 1. Life Below Water (SDG 14): The course would focus on sustainable fishing practices and the development of equipment that minimizes environmental impact and promotes the conservation of marine ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may include the role of innovative fishing gear in enhancing livelihoods, job creation, and economic opportunities in fishing communities. 3. Industry, Innovation, and Infrastructure (SDG 9): The course may emphasize the design and development of advanced fishing technologies and infrastructure that improve efficiency and sustainability. 4. Responsible Consumption and Production (SDG 12): Emphasis could be placed on designing equipment that reduces bycatch and waste, promoting sustainable fishing practices. 5. Climate Action (SDG 13): The course might explore how equipment design can adapt to changing marine environments due to climate change, ensuring resilience in fishing practices. 6.Sustainable Cities and Communities (SDG 11): Topics may include the impact of fishing practices and equipment design on coastal community development and resource management. These SDGs help frame the course’s focus on sustainable practices, technological innovation, and the socio-economic implications of fishing equipment design. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05121202 | Teknologi Alat bantu Penangkapan Ikan | tehnplogy for fishing aids | Fishing aids encompass a wide range of technologies and devices designed to enhance the efficiency, safety, and sustainability of fishing operations. These technologies provide support in areas such as navigation, fish detection, environmental monitoring, and gear handling. Fishing aids are critical for both commercial and artisanal fisheries, helping fishermen optimize their catches, reduce bycatch, and improve overall fishing practices. Below is an overview of various fishing aids technologies that assist in modern fishing operations. | 1. Life Below Water (SDG 14): The course would focus on sustainable fishing practices and technologies that promote the conservation and sustainable use of marine resources. 2. Decent Work and Economic Growth (SDG 8): Discussions may cover the role of fishing technologies in enhancing productivity, improving livelihoods, and creating jobs in fishing communities. 3. Industry, Innovation, and Infrastructure (SDG 9): The course could explore innovative technologies and infrastructure that support sustainable fishing practices and improve the efficiency of fishing operations. 4. Responsible Consumption and Production (SDG 12): Emphasis may be placed on technologies that reduce waste and promote sustainable practices within the fishing industry. 5. Climate Action (SDG 13): The course may examine how technology can help monitor and mitigate the impacts of climate change on fishing practices and marine ecosystems. 6. Sustainable Cities and Communities (SDG 11): Topics might include the integration of fishing aids in community development and sustainable resource management in coastal areas. These SDGs can provide a framework for understanding the technological advancements in fishing and their broader implications for sustainability and community well-being. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05110102 | Matematika-Fisika Terapan | applied mathematics- physic | Applied mathematics is a fundamental tool for understanding and solving physical problems. The application of mathematical concepts and techniques allows physicists to model physical systems, make predictions, and analyze data. Whether it’s through differential equations, algebra, or statistics, mathematics provides the language and structure needed to describe the laws of nature. | 1. Quality Education (SDG 4): The course promotes inclusive and equitable quality education in mathematics and physics, fostering critical thinking and problem-solving skills. 2. Industry, Innovation, and Infrastructure (SDG 9): Applied mathematics and physics are crucial for advancing technology, innovation, and infrastructure development in various fields, including engineering, telecommunications, and manufacturing. 3. Climate Action (SDG 13): Mathematical modeling and physical principles are often applied to study climate change, its impacts, and potential mitigation strategies. 4. Affordable and Clean Energy (SDG 7): Topics may include the development of sustainable energy solutions, such as renewable energy technologies and energy efficiency. 5. Sustainable Cities and Communities (SDG 11): The course may address urban planning and the application of mathematics and physics in creating sustainable and resilient communities. 6. Partnerships for the Goals (SDG 17): Collaborative projects in research and development often involve partnerships across disciplines and sectors to address complex problems. These SDGs provide a framework for integrating mathematical and physical concepts with real-world applications and societal challenges. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05110202 | Dasar-Dasar Perikanan Tangkap | basics of capture fisheries | Capture fisheries refers to the practice of harvesting wild fish and other aquatic organisms directly from natural water bodies such as oceans, rivers, lakes, and estuaries. It is one of the primary sectors of the global fishing industry, responsible for supplying fish and seafood for human consumption, as well as for industrial purposes like fishmeal production. | 1. Life Below Water (SDG 14): The course would address sustainable fishing practices, marine biodiversity, and the importance of healthy aquatic ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may include the socio-economic impact of fisheries, livelihoods for fishing communities, and the balance between economic growth and sustainability. 3. Responsible Consumption and Production (SDG 12): The course might emphasize the importance of sustainable fishing practices and the need for responsible seafood consumption to reduce overfishing and waste. 4. Climate Action (SDG 13): It may explore the effects of climate change on fish stocks and habitats, promoting adaptive management strategies. 5. Sustainable Cities and Communities (SDG 11): Topics could include the role of capture fisheries in community development and resource management in coastal areas. 6. Partnerships for the Goals (SDG 17): The course may highlight the importance of collaboration among various stakeholders, including fishers, scientists, and policymakers, for effective fisheries management. These SDGs can help frame the course content, linking the biological and ecological aspects of fisheries to broader socio-economic and environmental considerations. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05110303 | Bio-ekologi Perikanan Tangkap | bio-elology of capture fisheries | The bio-ecology of capture fisheries refers to the biological and ecological principles that govern the population dynamics of fish species and their ecosystems, particularly in relation to fishing activities. Understanding the bio-ecology of fisheries is essential for sustainable management, conservation, and effective exploitation of marine and freshwater fish stocks. It involves the study of how fish populations interact with their environment, the impact of fishing on those populations, and how ecological processes influence the productivity of fisheries. | 1. Life Below Water (SDG 14): This goal is central to the course, focusing on the conservation and sustainable use of marine resources, fish population dynamics, and habitat health. 2. Decent Work and Economic Growth (SDG 8): The course may cover the economic aspects of fisheries, including the livelihoods they provide and the importance of sustainable practices for economic stability. 3. Responsible Consumption and Production (SDG 12): Discussions may include the importance of sustainable fishing practices, bycatch reduction, and promoting responsible seafood consumption. 4. Climate Action (SDG 13): The course might address the impacts of climate change on fish populations and ecosystems, emphasizing the need for adaptive management strategies. 5. Sustainable Cities and Communities (SDG 11): Topics may explore how sustainable fisheries contribute to community resilience and urban planning, particularly in coastal areas. 6. Partnerships for the Goals (SDG 17): The course may highlight the importance of collaboration among stakeholders, including researchers, policymakers, and local communities, for effective fisheries management. These SDGs provide a framework for understanding the biological, ecological, and socio-economic dimensions of capture fisheries in the course. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120103 | Teknik Pemetaan Perikanan Tangkap | Capture Fisheries Mapping Techniques | Mapping techniques in capture fisheries are essential for monitoring and managing fish stocks, assessing fishing grounds, and ensuring the sustainable use of aquatic resources. These techniques combine physical, environmental, and spatial data to provide a comprehensive view of fisheries dynamics, including the distribution of fish populations, fishing activities, and habitat conditions. | 1. Life Below Water (SDG 14): The course would focus on sustainable fishing practices, conservation of marine ecosystems, and the role of mapping in managing fish stocks and habitats. 2. Decent Work and Economic Growth (SDG 8): Discussions may include the socio-economic aspects of fisheries, job creation in coastal communities, and the importance of sustainable fisheries for economic development. 3. Sustainable Cities and Communities (SDG 11): The course might explore the implications of fisheries management for urban planning and sustainable development in coastal areas. 4. Climate Action (SDG 13): Mapping techniques may integrate data on climate impacts on fisheries, promoting strategies for adaptation and resilience. 5. Responsible Consumption and Production (SDG 12): The course may emphasize sustainable practices in fishing and the importance of responsible seafood consumption to minimize overfishing and waste. 6. Partnerships for the Goals (SDG 17): Collaborative efforts among stakeholders (governments, local communities, NGOs) in fisheries mapping and management are often crucial for successful outcomes. These SDGs provide a framework for addressing the ecological, economic, and social dimensions of capture fisheries in the course. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120203 | Bahan dan Alat Penangkapan Ikan | Capture Fisheries Mapping Techniques | Capture Fisheries Mapping Techniques involve the use of various technologies and methodologies to visualize, analyze, and manage fish stocks, fishing activities, and aquatic ecosystems. These techniques are critical for ensuring the sustainable management of fisheries, optimizing fishing efforts, and conserving marine and freshwater habitats. | 1. Life Below Water (SDG 14): This goal is central, as the course would likely cover sustainable fishing practices, marine conservation, and the mapping of fish habitats and ecosystems. 2. Decent Work and Economic Growth (SDG 8): Discussions may include the economic impact of fisheries, livelihoods for fishing communities, and the importance of sustainable practices for economic stability. 3. Sustainable Cities and Communities (SDG 11): The course might explore how fisheries mapping can contribute to sustainable community planning and resource management in coastal areas. 4. Climate Action (SDG 13): Mapping techniques may incorporate climate change data, assessing its impacts on fish populations and habitats, and promoting adaptive strategies. 5. Responsible Consumption and Production (SDG 12): The course may emphasize the importance of sustainable fishing practices and responsible seafood consumption to reduce overfishing and waste. 6. Partnerships for the Goals (SDG 17): Collaborative approaches involving various stakeholders (governments, NGOs, local communities) in fisheries management and mapping efforts can be a key topic. These SDGs can guide the course’s objectives and discussions on sustainable fisheries management and conservation. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120303 | Pelabuhan Perikanan | fishing harbor | A fishing harbor is a specialized harbor or port designed to support the activities of commercial and artisanal fisheries. These harbors are critical infrastructure for the capture fisheries industry, as they provide a safe and efficient space for fishermen to dock their vessels, offload catches, and access facilities like cold storage, processing units, and maintenance workshops. | 1. Life Below Water (SDG 14): Courses may cover sustainable fishing practices, marine biodiversity conservation, and the impacts of fishing on aquatic ecosystems. 2. Sustainable Cities and Communities (SDG 11): Topics might include the development of fishing harbors in a way that supports sustainable community growth and minimizes environmental impact. 3. Decent Work and Economic Growth (SDG 8): Discussions could involve the economic implications of fishing industries, job creation, and fair labor practices within fishing communities. 4. Climate Action (SDG 13): The course might explore the effects of climate change on marine ecosystems and fishing practices, emphasizing adaptation and mitigation strategies. 5. Responsible Consumption and Production (SDG 12): Topics may include sustainable seafood practices, waste management in fishing operations, and promoting responsible consumer behavior. 6. Partnerships for the Goals (SDG 17): Collaborative efforts between governments, NGOs, and local communities in managing fisheries and harbors could be a focus area. These goals can guide discussions on sustainable management practices and the socio-economic aspects of fishing harbors. |
| ILMU KELAUTAN DAN PERIKANAN | PEMANF. S. DAYA PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23L05120403 | Navigasi | navigation | Navigation is the process of determining and monitoring the position and course of a vehicle (such as a ship, airplane, or spacecraft) to reach a specific destination. It involves the use of various techniques and tools, both traditional and modern, to guide vehicles safely through environments—whether on land, water, or in the air. | 1. Quality Education (SDG 4): Many universities focus on providing inclusive and equitable quality education, promoting lifelong learning opportunities. 2. Gender Equality (SDG 5): Courses may address issues related to gender equity, women’s empowerment, and diversity. 3. Decent Work and Economic Growth (SDG 8): Programs in business, economics, and social sciences often explore sustainable economic growth and decent work conditions. 4. Sustainable Cities and Communities (SDG 11): Urban planning and environmental studies courses may cover sustainable development in urban areas. 5. Climate Action (SDG 13): Environmental science and policy courses frequently address climate change and sustainable practices. Partnerships for the Goals (SDG 17): Collaborative projects and interdisciplinary programs can promote partnerships to achieve the SDGs. Universities often integrate these goals into their curricula, research, and community engagement initiatives to foster awareness and action among students. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110104 | Pengantar Ilmu Pariwisata | Introduction to Tourism Science | Tourism Science is an interdisciplinary field of study that focuses on understanding the dynamics of tourism as a social, cultural, economic, and environmental phenomenon. It examines the behaviors, motivations, and impacts of tourists, as well as the infrastructure, policies, and services that shape the tourism industry. Tourism Science integrates knowledge from various disciplines, including sociology, economics, geography, marketing, psychology, and environmental science, to explore the complexities of tourism. | 1. **SDG 8: Decent Work and Economic Growth** – Examining the role of tourism in economic development, job creation, and sustainable business practices within communities. 2. **SDG 12: Responsible Consumption and Production** – Analyzing sustainable tourism practices that minimize environmental impact and promote responsible consumption in the tourism sector. 3. **SDG 11: Sustainable Cities and Communities** – Investigating how tourism development can contribute to sustainable urban planning and community resilience. 4. **SDG 5: Gender Equality** – Exploring the role of women in tourism and how tourism can empower marginalized groups and promote gender equality. 5. **SDG 10: Reduced Inequalities** – Assessing how tourism can either reduce or exacerbate inequalities within destinations and the strategies to promote inclusive tourism. These connections can be explored through case studies, discussions on sustainable tourism practices, and analyses of the social, economic, and environmental impacts of tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130603 | Pengelolaan Usaha Perjalanan Wisata | Tourist Travel Business Management | Tourist Travel Business Management is a university course focused on the principles and practices of managing businesses within the travel and tourism sector. | 1. **SDG 8: Decent Work and Economic Growth** – Focusing on strategies to create sustainable jobs in the tourism sector and support economic development in local communities. 2. **SDG 12: Responsible Consumption and Production** – Analyzing best practices in managing tourism businesses to minimize environmental impact and promote sustainability. 3. **SDG 11: Sustainable Cities and Communities** – Investigating how tourism management can contribute to sustainable urban planning and enhance community well-being. 4. **SDG 10: Reduced Inequalities** – Exploring how tourism can provide equitable opportunities for marginalized groups and promote inclusive economic growth. 5. **SDG 5: Gender Equality** – Examining the role of women in the tourism industry and strategies to empower female entrepreneurs and leaders in travel businesses. These connections can be explored through case studies, business simulations, and discussions on the social, economic, and environmental implications of travel business practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130703 | Pengelolaan Atraksi Pertunjukan Budaya | Management of Cultural Performance Attractions | University programs in the Management of Cultural Performance Attractions focus on the planning, marketing, and operational management of events and venues that showcase cultural performances, such as theater, music, dance, and festivals. Students learn about event production, audience engagement, programming, and financial management specific to cultural attractions. The curriculum covers topics like arts administration, cultural policy, and community outreach, emphasizing the importance of cultural heritage and the economic impact of performance arts. Through practical experiences and internships, students develop skills in managing events and promoting cultural initiatives. This education prepares graduates for careers in arts management, event planning, and cultural tourism, equipping them to enhance the accessibility and sustainability of cultural performances. | 1. **SDG 8: Decent Work and Economic Growth** – Examining how cultural performance attractions contribute to local economies, job creation, and sustainable tourism. 2. **SDG 11: Sustainable Cities and Communities** – Investigating the role of cultural attractions in promoting urban development and community engagement, enhancing cultural heritage preservation. 3. **SDG 4: Quality Education** – Fostering educational opportunities through cultural performances that promote understanding of local traditions and histories. 4. **SDG 10: Reduced Inequalities** – Analyzing how cultural attractions can provide platforms for marginalized groups, promoting inclusivity and representation in the arts. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Exploring the role of cultural performances in fostering social cohesion, understanding, and dialogue within diverse communities. These connections can be explored through case studies, management strategies, and discussions on the impact of cultural performance attractions on society and the economy. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130802 | Mitigasi Bencana Berbasis Kearifan Lokal | Disaster Mitigation Based on Local Wisdom | University programs in Disaster Mitigation Based on Local Wisdom focus on integrating traditional knowledge and practices into modern disaster management strategies. Students explore how local communities use cultural, historical, and environmental knowledge to prepare for, respond to, and recover from disasters. The curriculum covers topics such as risk assessment, community resilience, and sustainable practices, emphasizing the role of indigenous knowledge in enhancing disaster preparedness. Through case studies and field research, students analyze successful local initiatives and develop strategies that leverage community strengths. This education prepares graduates for careers in disaster management, community planning, and environmental sustainability, equipping them to promote effective, culturally sensitive approaches to disaster mitigation. | 1. **SDG 11: Sustainable Cities and Communities** – Exploring how local knowledge and practices can enhance community resilience and disaster preparedness in urban and rural areas. 2. **SDG 13: Climate Action** – Analyzing traditional ecological knowledge and its role in adapting to climate change and mitigating disaster risks. 3. **SDG 1: No Poverty** – Examining how integrating local wisdom into disaster management can help protect vulnerable populations and reduce the economic impact of disasters. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting community participation in disaster planning and response, fostering trust and collaboration between local institutions and residents. 5. **SDG 4: Quality Education** – Emphasizing the importance of educating communities about local practices and knowledge for effective disaster risk reduction. These connections can be explored through case studies, community engagement projects, and discussions on the effectiveness of utilizing local wisdom in disaster management strategies. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10140101 | Seminar Proposal | Proposal Seminar | University Proposal Seminars are designed to help students develop and refine research proposals in their respective fields. These seminars typically involve discussions on the components of a strong proposal, including research questions, methodology, literature reviews, and ethical considerations. Students present their proposed research topics and receive feedback from peers and faculty, fostering a collaborative environment for improvement. The curriculum emphasizes critical thinking, effective communication, and the importance of well-structured proposals for securing funding or approval for research projects. This experience prepares students for advanced academic research and professional opportunities by enhancing their proposal-writing skills and confidence in presenting their ideas. | 1. **SDG 4: Quality Education** – Fostering skills in research design, critical thinking, and effective communication, which are essential for educational advancement. 2. **SDG 8: Decent Work and Economic Growth** – Encouraging the development of proposals that aim to create sustainable jobs and promote economic development in various sectors. 3. **SDG 10: Reduced Inequalities** – Supporting proposals that address social disparities and promote equity, ensuring that marginalized voices are heard in the development process. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting proposals that focus on governance, social justice, and community empowerment, strengthening institutional frameworks. 5. **SDG 3: Good Health and Well-Being** – Facilitating proposals that aim to improve public health outcomes, access to healthcare, and community well-being. These connections can be explored through the development of proposal drafts, peer reviews, and discussions on the implications of proposed projects for achieving the SDGs. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10140201 | Seminar Akhir | Final Seminar | University Final Seminars serve as a capstone experience for students, typically occurring at the end of their academic programs. In these seminars, students present their final projects, research findings, or thesis work to faculty, peers, and sometimes industry professionals. The format often includes formal presentations followed by Q&A sessions, allowing for in-depth discussions and feedback. This experience helps students refine their presentation and communication skills while demonstrating their knowledge and research capabilities. Final Seminars also foster networking opportunities and provide a platform for students to showcase their work, preparing them for future academic or professional pursuits. | 1. **SDG 4: Quality Education** – Providing a platform for students to showcase their research and findings, enhancing academic discourse and knowledge sharing. 2. **SDG 8: Decent Work and Economic Growth** – Encouraging discussions on projects that promote economic development and sustainable job creation within various sectors. 3. **SDG 10: Reduced Inequalities** – Highlighting research focused on social justice and equity, fostering awareness and advocacy for marginalized communities. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting discussions on governance, civic engagement, and the role of institutions in fostering peace and justice. 5. **SDG 3: Good Health and Well-Being** – Facilitating presentations on health-related research that aims to improve health outcomes and community well-being. These connections can be explored through student presentations, feedback sessions, and discussions on the broader implications of their work for advancing the SDGs. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10140306 | Tugas Akhir (Skripsi) | Final Project (Thesis) | University Final Projects (Theses) represent a significant research undertaking for students, typically completed in the final stages of their degree programs. Students are required to identify a research question or topic within their field of study, conduct thorough literature reviews, and gather and analyze data to address their research objectives. The project culminates in a written thesis that outlines the research process, findings, and implications. Throughout this process, students receive guidance from faculty advisors, fostering critical thinking and independent research skills. Successfully completing a thesis demonstrates a student’s ability to contribute to their field of knowledge and prepares them for further academic or professional opportunities. | 1. **SDG 4: Quality Education** – Contributing to scholarly research that enhances understanding in various fields, promoting educational advancement and innovation. 2. **SDG 3: Good Health and Well-Being** – Focusing on health-related topics that aim to improve health outcomes, access to care, and community well-being. 3. **SDG 10: Reduced Inequalities** – Addressing issues of social justice, equity, and access to resources for marginalized groups through research findings and recommendations. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Investigating governance, social cohesion, and institutional frameworks that promote peace and justice in societies. 5. **SDG 8: Decent Work and Economic Growth** – Exploring topics related to economic development, job creation, and sustainable business practices. These connections can be explored through the development and defense of the thesis, emphasizing the implications of research findings for policy, practice, and the advancement of the SDGs. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121903 | Pariwisata Minat Khusus | Special Interest Tourism | University programs in Special Interest Tourism focus on niche markets within the broader tourism industry, catering to specific interests and activities. Students explore various segments such as adventure tourism, eco-tourism, cultural tourism, wellness tourism, and sports tourism. The curriculum covers topics like market analysis, product development, marketing strategies, and sustainable practices tailored to special interest segments. Through case studies and practical projects, students learn how to create unique travel experiences that meet the needs of specific groups. This education prepares graduates for careers in specialized travel agencies, tour operations, and event planning, equipping them to develop and manage innovative tourism offerings that enhance visitor experiences. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting niche markets within tourism that create jobs and stimulate economic growth in local communities. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in special interest tourism, such as eco-tourism, adventure tourism, and cultural tourism that minimize environmental impact. 3. **SDG 11: Sustainable Cities and Communities** – Enhancing urban and rural development through special interest tourism that respects local cultures and fosters community engagement. 4. **SDG 10: Reduced Inequalities** – Providing opportunities for marginalized communities to showcase their cultural heritage and engage in tourism, promoting inclusivity and diversity. 5. **SDG 4: Quality Education** – Facilitating educational tourism that enhances learning experiences and cultural exchange, promoting understanding and appreciation of diverse cultures. These connections can be explored through case studies, discussions on best practices, and analyses of the social, economic, and environmental impacts of special interest tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10122002 | Geowisata | Geotourism | University programs in Geotourism focus on the promotion and management of tourism that emphasizes the natural and geological features of a destination. Students learn about the interplay between geology, geography, culture, and tourism, exploring how these elements contribute to sustainable travel experiences. The curriculum covers topics such as environmental conservation, landscape interpretation, and community engagement in geotourism initiatives. Through field studies and case analyses, students gain insights into the challenges and opportunities of promoting geologically significant sites. This education prepares graduates for careers in tourism management, environmental advocacy, and sustainable development, equipping them to enhance awareness and appreciation of geological heritage while promoting responsible tourism practices. | 1. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable practices in tourism that preserve geological and geographical features while enhancing community development. 2. **SDG 13: Climate Action** – Raising awareness of climate change impacts on geological landscapes and fostering responsible tourism that educates visitors about environmental stewardship. 3. **SDG 15: Life on Land** – Encouraging conservation efforts by highlighting the importance of geological features and biodiversity in various ecosystems. 4. **SDG 8: Decent Work and Economic Growth** – Supporting local economies through geotourism initiatives that create jobs and stimulate economic growth in rural and remote areas. 5. **SDG 4: Quality Education** – Facilitating educational opportunities through geotourism that enhances visitors’ understanding of geology, ecology, and sustainable practices. These connections can be explored through case studies, discussions on sustainable tourism practices, and analyses of the impact of geotourism on local communities and environments. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130103 | Studi Kelayakan Pariwisata Berkelanjutan | Sustainable Tourism Feasibility Study | University programs in Sustainable Tourism Feasibility Study focus on evaluating the viability of tourism projects with an emphasis on environmental, social, and economic sustainability. Students learn how to conduct comprehensive assessments that consider factors such as site suitability, market demand, community impact, and resource availability. The curriculum covers methodologies for data collection, analysis, and stakeholder engagement, emphasizing the importance of sustainability principles in tourism development. Through practical projects and case studies, students gain hands-on experience in preparing feasibility reports that guide decision-making for sustainable tourism initiatives. This education prepares graduates for careers in tourism planning, consultancy, and environmental management, equipping them to foster responsible tourism practices that benefit both communities and ecosystems. | 1. **SDG 8: Decent Work and Economic Growth** – Evaluating the potential for sustainable tourism projects to create jobs and stimulate local economies while ensuring long-term economic viability. 2. **SDG 11: Sustainable Cities and Communities** – Assessing the impacts of tourism development on urban and rural communities, promoting sustainable practices that enhance community well-being. 3. **SDG 12: Responsible Consumption and Production** – Analyzing sustainability practices within tourism projects, including resource management, waste reduction, and environmental conservation. 4. **SDG 13: Climate Action** – Identifying potential environmental impacts of tourism initiatives and exploring strategies to mitigate climate change effects on destinations. 5. **SDG 10: Reduced Inequalities** – Investigating how sustainable tourism can provide equitable opportunities for marginalized communities and promote inclusivity in tourism development. These connections can be explored through feasibility study frameworks, case studies of successful sustainable tourism projects, and discussions on best practices for balancing economic growth with environmental and social responsibility. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130203 | Perencanaan Lanskap Pariwisata | Tourism Landscape Planning | University programs in Tourism Landscape Planning focus on the design and management of physical spaces to enhance the tourism experience while promoting environmental sustainability. Students learn about the integration of natural and cultural landscapes, land use planning, and the principles of sustainable development. The curriculum covers topics such as spatial analysis, site assessment, and community engagement in tourism planning processes. Through hands-on projects and field studies, students gain practical experience in developing tourism infrastructure, preserving natural resources, and creating visitor-friendly environments. This education prepares graduates for careers in urban and regional planning, tourism management, and environmental consultancy, equipping them to create landscapes that support both tourism growth and ecological integrity. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on making cities and human settlements inclusive, safe, resilient, and sustainable, often through the planning of tourism infrastructure. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in tourism, including waste management and resource conservation. 3. **Goal 13: Climate Action** – Addresses the impact of tourism on climate change and the importance of adapting landscapes to mitigate climate-related risks. 4. **Goal 15: Life on Land** – Relates to the conservation and sustainable use of terrestrial ecosystems, which are often key to tourism landscapes. 5. **Goal 8: Decent Work and Economic Growth** – Focuses on promoting sustainable economic growth through tourism, creating jobs, and supporting local economies. These goals highlight the interconnectedness of sustainable tourism practices with broader environmental, social, and economic objectives. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130304 | Metodologi Penelitian | Research methodology | University programs in Research Methodology focus on the principles and techniques used to conduct research across various fields. Students learn about different research designs, data collection methods, and analytical approaches, emphasizing both qualitative and quantitative research. The curriculum covers topics such as hypothesis formulation, sampling techniques, statistical analysis, and ethical considerations in research. Through practical exercises and project work, students develop skills in designing research proposals, conducting literature reviews, and interpreting findings. This education prepares graduates for careers in academia, industry, and research organizations, equipping them to effectively conduct and evaluate research that contributes to their respective fields. | 1. **Quality Education (SDG 4)**: Research methodology courses enhance critical thinking, analytical skills, and research capabilities, contributing to quality education. 2. **Gender Equality (SDG 5)**: Many research methodology courses emphasize gender-sensitive research practices and the importance of considering gender in data collection and analysis. 3. **Reduced Inequalities (SDG 10)**: Methodologies often address issues of equity and inclusion, focusing on how to conduct research that considers diverse populations and marginalized groups. 4. **Sustainable Cities and Communities (SDG 11)**: Research methodologies in urban studies or social sciences often focus on sustainable practices and community engagement. 5. **Partnerships for the Goals (SDG 17)**: Research methodology courses may promote collaborative research practices, encouraging partnerships between academia, government, and communities. Depending on the specific focus of the course, other SDGs may also be addressed, especially in the context of applied research or case studies. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130403 | Pengelolaan Usaha Daya Tarik Wisata | Tourist Attraction Business Management | University programs in Tourist Attraction Business Management focus on the operational and strategic management of attractions that draw visitors, such as theme parks, museums, historical sites, and natural landmarks. Students learn about marketing, financial management, visitor experience design, and the importance of sustainability in attraction management. The curriculum covers topics such as customer service, event planning, and community engagement, emphasizing how to enhance visitor satisfaction and operational efficiency. Through practical experiences, including internships and case studies, students develop skills in managing various aspects of tourist attractions. This education prepares graduates for careers in tourism management, hospitality, and event coordination, equipping them to create memorable experiences for visitors while ensuring the success of the attraction. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth and employment opportunities in the tourism sector. 2. **SDG 11: Sustainable Cities and Communities** – Focusing on making tourism in urban areas sustainable and enhancing cultural heritage. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the management of tourist attractions, including resource conservation and waste management. 4. **SDG 13: Climate Action** – Addressing the impact of tourism on climate change and promoting eco-friendly practices. 5. **SDG 15: Life on Land** – Supporting the preservation of biodiversity and ecosystems that tourist attractions rely on. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among stakeholders in the tourism industry for sustainable development. These goals can be integrated into course content through discussions on sustainable practices, case studies, and project work that emphasizes responsible tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10130503 | Pengelolaan Usaha Akomodasi | Accommodation Business Management | University programs in Accommodation Business Management focus on the principles and practices involved in managing lodging facilities, such as hotels, resorts, and guesthouses. Students learn about operational management, marketing strategies, customer service, and financial management specific to the hospitality industry. The curriculum covers topics like front office operations, housekeeping management, revenue management, and the importance of sustainability in accommodation services. Through practical experiences, including internships and simulations, students develop skills in creating positive guest experiences and optimizing operational efficiency. This education prepares graduates for careers in hotel management, event planning, and tourism consultancy, equipping them to succeed in the dynamic accommodation sector. | 1. **SDG 8: Decent Work and Economic Growth** – Fostering sustainable economic growth and promoting fair employment practices in the accommodation sector. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging sustainable practices in urban accommodation and enhancing community involvement. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable resource use, waste management, and eco-friendly practices within accommodations. 4. **SDG 13: Climate Action** – Addressing the environmental impact of accommodation facilities and promoting strategies for energy efficiency and carbon reduction. 5. **SDG 15: Life on Land** – Supporting biodiversity conservation and sustainable land use practices in and around accommodation facilities. 6. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between accommodations, local governments, and communities for sustainable tourism development. Integrating these goals into the curriculum can involve case studies, sustainability initiatives, and discussions on best practices in the accommodation industry. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121203 | Manajemen Warisan Budaya dan Museum | Cultural Heritage and Museum Management | University programs in Cultural Heritage and Museum Management focus on the preservation, interpretation, and management of cultural heritage and museum resources. Students learn about the significance of cultural heritage, conservation techniques, exhibition design, and visitor engagement strategies. The curriculum covers topics such as collection management, cultural policy, and community involvement in heritage preservation. Through practical experiences, including internships in museums and cultural institutions, students develop skills in curatorial practices, program development, and educational outreach. This education prepares graduates for careers in museum management, cultural heritage conservation, and arts administration, equipping them to promote and preserve cultural heritage for future generations. | 1. **SDG 11: Sustainable Cities and Communities** – Promoting the preservation and management of cultural heritage in urban settings, enhancing community identity and cohesion. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the management of cultural resources and minimizing environmental impact. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting the safeguarding of cultural heritage as a means of fostering peace and justice in societies. 4. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among museums, cultural organizations, and communities to promote cultural heritage. 5. **SDG 4: Quality Education** – Fostering education and awareness about cultural heritage, promoting lifelong learning opportunities through museums and cultural institutions. 6. **SDG 8: Decent Work and Economic Growth** – Supporting the role of cultural heritage in driving local economies and creating job opportunities in the cultural sector. Incorporating these goals into the course can involve discussions on sustainable practices, case studies of successful heritage management, and projects focused on community engagement and education. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121302 | Ekowisata | Ecotourism | University programs in Ecotourism focus on the sustainable management and promotion of travel experiences that emphasize environmental conservation and cultural awareness. Students learn about the principles of ecotourism, including the ecological and socio-economic impacts of tourism on natural areas. The curriculum covers topics such as sustainable tourism practices, wildlife conservation, community engagement, and responsible travel behavior. Through field studies and project-based learning, students gain practical insights into developing ecotourism initiatives that benefit both the environment and local communities. This education prepares graduates for careers in sustainable tourism management, environmental advocacy, and conservation efforts, equipping them to create meaningful and responsible travel experiences. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth through job creation in ecotourism while ensuring fair labor practices. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in tourism that minimize waste, conserve resources, and promote responsible consumption. 3. **SDG 13: Climate Action** – Addressing the impact of tourism on climate change and promoting eco-friendly practices that reduce carbon footprints. 4. **SDG 14: Life Below Water** – Focusing on sustainable practices that protect marine ecosystems, particularly in coastal and marine ecotourism. 5. **SDG 15: Life on Land** – Supporting biodiversity conservation and sustainable land use practices in ecotourism destinations, ensuring the protection of natural habitats. 6. **SDG 11: Sustainable Cities and Communities** – Integrating ecotourism into sustainable urban and rural development, enhancing community resilience and involvement. 7. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among stakeholders, including local communities, governments, and businesses, to promote sustainable ecotourism initiatives. By incorporating these goals, the course can cover topics such as conservation practices, community engagement, sustainable resource management, and the economic impacts of ecotourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121402 | Pariwisata Bahari | Marine Tourism | University programs in Marine Tourism focus on the exploration and management of tourism activities related to marine environments, such as coastal areas, oceans, and aquatic ecosystems. Students learn about marine ecology, sustainable tourism practices, and the economic and cultural significance of marine tourism destinations. The curriculum covers topics such as marine conservation, water sports management, and the impact of tourism on marine resources. Through field studies and practical experiences, students gain insights into developing and promoting marine tourism activities that protect natural habitats while providing enriching visitor experiences. This education prepares graduates for careers in marine conservation, tourism management, and environmental advocacy, equipping them to contribute to sustainable practices in marine tourism. | 1. **SDG 14: Life Below Water** – Focused on the sustainable use of ocean resources, this goal is central to marine tourism, emphasizing the importance of marine conservation and protecting aquatic ecosystems. 2. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth and job creation in coastal and marine communities through responsible tourism practices. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices that minimize waste and promote resource conservation in marine tourism activities. 4. **SDG 13: Climate Action** – Addressing the impacts of climate change on marine environments and promoting strategies for resilience and adaptation in tourism practices. 5. **SDG 11: Sustainable Cities and Communities** – Enhancing the sustainability of coastal communities through integrated tourism planning that balances development and conservation. 6. **SDG 15: Life on Land** – Supporting the interconnection between land and marine ecosystems, promoting sustainable land use practices that benefit marine environments. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among various stakeholders, including local communities, businesses, and governments, to foster sustainable marine tourism. Integrating these goals into the course can involve discussions on conservation strategies, community involvement, the impacts of tourism on marine ecosystems, and best practices for sustainable marine tourism development. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121502 | Agrowisata | Agrotourism | University programs in Agrotourism focus on the intersection of agriculture and tourism, emphasizing the promotion of agricultural experiences for visitors. Students learn about farm management, sustainable agricultural practices, and the economic benefits of agrotourism for rural communities. The curriculum covers topics such as marketing strategies for agritourism businesses, visitor engagement, and the development of farm-based activities, such as tours, workshops, and on-farm events. Through practical experiences and case studies, students gain insights into creating authentic agricultural experiences that enhance consumer awareness of food production. This education prepares graduates for careers in agritourism management, rural development, and hospitality, equipping them to foster sustainable tourism initiatives that benefit both farms and visitors. | 1. **SDG 2: Zero Hunger** – Promoting sustainable agriculture practices and food security through education and experiences in agrotourism. 2. **SDG 8: Decent Work and Economic Growth** – Supporting economic growth in rural areas by creating jobs and promoting fair labor practices in agrotourism enterprises. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable agricultural practices and responsible consumption of local products within agrotourism settings. 4. **SDG 13: Climate Action** – Addressing climate change impacts on agriculture and promoting sustainable practices that reduce carbon footprints in farming and tourism. 5. **SDG 15: Life on Land** – Supporting biodiversity and sustainable land use through responsible agricultural practices and conservation efforts in agrotourism. 6. **SDG 11: Sustainable Cities and Communities** – Strengthening rural communities by integrating agrotourism into local development strategies and enhancing community resilience. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among farmers, local businesses, and tourism operators to promote sustainable agrotourism initiatives. Incorporating these goals into the course can involve discussions on sustainable farming practices, community engagement, the economic impacts of agrotourism, and case studies of successful agrotourism projects. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121603 | Pariwisata Arkeologi | Archaeological Tourism | University programs in Archaeological Tourism focus on the exploration and management of tourism activities related to archaeological sites and heritage. Students learn about the significance of archaeological research, conservation practices, and the role of tourism in preserving cultural heritage. The curriculum covers topics such as site management, visitor interpretation, cultural sensitivity, and sustainable tourism practices. Through field studies and hands-on projects, students gain insights into developing archaeological tourism initiatives that enhance public understanding while protecting valuable sites. This education prepares graduates for careers in heritage management, tourism planning, and archaeological conservation, equipping them to promote responsible and enriching tourism experiences centered on archaeological sites. | 1. **SDG 11: Sustainable Cities and Communities** – Promoting the sustainable management of cultural heritage sites and enhancing community involvement in archaeological tourism. 2. **SDG 8: Decent Work and Economic Growth** – Supporting local economies through job creation and sustainable economic development associated with archaeological sites. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the management and promotion of archaeological sites, minimizing environmental impact and promoting responsible tourism. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Protecting cultural heritage as a means to promote peace and understanding, fostering respect for diverse cultures and histories. 5. **SDG 4: Quality Education** – Providing educational opportunities through archaeological tourism that promote awareness and appreciation of cultural heritage. 6. **SDG 15: Life on Land** – Supporting conservation efforts for archaeological sites that also protect surrounding ecosystems and biodiversity. 7. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration among local communities, governments, and cultural organizations to promote sustainable archaeological tourism initiatives. Integrating these goals into the course can involve discussions on site management, conservation practices, community engagement, and the role of archaeology in promoting sustainable tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121702 | Pariwisata Gastronomy (kuliner) | Gastronomy (culinary) Tourism | University programs in Gastronomy (Culinary) Tourism focus on the relationship between food, culture, and travel, exploring how culinary experiences can enhance tourism. Students learn about the importance of local cuisine, food production, and culinary traditions in attracting tourists. The curriculum covers topics such as food marketing, sustainable food practices, and the role of gastronomy in cultural identity. Through practical experiences, including cooking classes, food tours, and tastings, students develop skills in creating and promoting unique culinary experiences for visitors. This education prepares graduates for careers in food tourism, hospitality management, and culinary arts, equipping them to enhance tourism through innovative and immersive gastronomic experiences. | 1. **SDG 2: Zero Hunger** – Promoting sustainable food systems and supporting local agriculture through culinary tourism, which can enhance food security. 2. **SDG 8: Decent Work and Economic Growth** – Creating jobs and stimulating economic growth in local communities by leveraging culinary tourism to attract visitors. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in food sourcing, preparation, and consumption, emphasizing local and seasonal ingredients. 4. **SDG 11: Sustainable Cities and Communities** – Enhancing the sustainability of urban and rural areas by promoting local culinary traditions and heritage, fostering community pride and involvement. 5. **SDG 13: Climate Action** – Addressing the environmental impact of food production and consumption and promoting eco-friendly culinary practices. 6. **SDG 4: Quality Education** – Providing educational opportunities through culinary experiences that promote awareness of local food culture, cooking techniques, and nutrition. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among local producers, restaurants, and tourism operators to promote sustainable culinary tourism initiatives. Integrating these goals into the course can involve discussions on sustainable food practices, community engagement, the economic impacts of culinary tourism, and case studies of successful culinary tourism projects. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121803 | Pariwisata Buatan | Artificial Tourism | University programs in Artificial Tourism explore the integration of technology and artificial intelligence within the tourism industry. Students learn about the development and application of smart tourism solutions, such as virtual reality experiences, AI-driven travel planning tools, and data analytics for enhancing visitor experiences. The curriculum covers topics like digital marketing, user experience design, and the ethical implications of technology in tourism. Through hands-on projects and case studies, students gain practical insights into how technology can improve operational efficiency, personalize customer experiences, and promote sustainable tourism practices. This education prepares graduates for careers in tourism management, technology development, and digital marketing, equipping them to innovate and enhance the tourism landscape through artificial intelligence. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting job creation and sustainable economic growth through the development of artificial attractions that draw tourists. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging the integration of artificial tourism into urban planning, enhancing community engagement and cultural experiences. 3. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices in the development and management of artificial attractions, including resource efficiency and waste reduction. 4. **SDG 13: Climate Action** – Addressing the environmental impacts of artificial tourism, such as energy use and waste management, and promoting eco-friendly innovations. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovation in tourism through the development of artificial attractions, technologies, and experiences that enhance visitor engagement. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between stakeholders—such as governments, private sector, and communities—in creating sustainable artificial tourism projects. 7. **SDG 10: Reduced Inequalities** – Ensuring that the benefits of artificial tourism are distributed equitably within communities, fostering inclusivity and access for all. Incorporating these goals into the course can involve discussions on the impacts of artificial attractions, case studies of successful developments, community engagement strategies, and sustainable practices in the tourism sector. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120502 | Bisnis dan Kewirausahaan Pariwisata | Tourism Business and Entrepreneurship | University programs in Tourism Business and Entrepreneurship focus on the development and management of businesses within the tourism sector. Students learn about entrepreneurial principles, business planning, and market analysis specific to tourism ventures. The curriculum covers topics such as tourism marketing, financial management, and innovation in tourism products and services. Through practical experiences, including internships and business plan competitions, students develop skills in creating and managing tourism-related businesses, from startups to established enterprises. This education prepares graduates for careers as entrepreneurs, tourism consultants, or business managers, equipping them to identify opportunities and drive growth in the dynamic tourism industry. | 1. **SDG 8: Decent Work and Economic Growth** – Fostering entrepreneurship in the tourism sector to create jobs, stimulate economic growth, and promote sustainable business practices. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in tourism business models, technology use, and infrastructure development to enhance visitor experiences. 3. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable tourism practices that contribute to the development of vibrant, inclusive, and resilient communities. 4. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices in tourism businesses, including waste management, resource efficiency, and responsible sourcing. 5. **SDG 13: Climate Action** – Addressing the impacts of tourism on climate change and promoting eco-friendly business practices within the tourism industry. 6. **SDG 4: Quality Education** – Supporting educational initiatives that empower entrepreneurs with the skills and knowledge necessary for successful tourism ventures. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between various stakeholders—such as government, private sector, and local communities—in promoting sustainable tourism entrepreneurship. Integrating these goals into the course can involve discussions on business planning, marketing strategies, case studies of successful tourism enterprises, and the role of innovation in driving sustainable practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120602 | Sistem Informasi Kepariwisataan | Tourism Information System | University programs in Tourism Information Systems focus on the technology and tools used to manage and analyze data within the tourism industry. Students learn about information systems design, data management, and the role of technology in enhancing tourist experiences and operational efficiency. The curriculum covers topics such as Geographic Information Systems (GIS), online booking systems, and data analytics for market trends. Through practical projects and case studies, students gain insights into how information systems can support decision-making, improve customer service, and optimize tourism operations. This education prepares graduates for careers in tourism management, data analysis, and technology development, equipping them to leverage information systems to drive innovation in the tourism sector. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the use of technology and innovative systems to enhance tourism infrastructure and services. 2. **SDG 8: Decent Work and Economic Growth** – Supporting economic growth through improved access to information, which can boost tourism-related job creation and business development. 3. **SDG 11: Sustainable Cities and Communities** – Enhancing the management of urban tourism through information systems that promote sustainable practices and better resource allocation. 4. **SDG 12: Responsible Consumption and Production** – Facilitating the collection and analysis of data to promote sustainable tourism practices and responsible consumption within the industry. 5. **SDG 4: Quality Education** – Providing tools and information that enhance educational opportunities for tourists and support lifelong learning in local communities. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration among stakeholders—such as tourism operators, local governments, and tech companies—to develop effective information systems that benefit the tourism sector. 7. **SDG 13: Climate Action** – Using data analytics to assess the environmental impact of tourism and to implement strategies for sustainability and climate resilience. Incorporating these goals into the course can involve discussions on the role of technology in tourism, data management, case studies of successful tourism information systems, and strategies for promoting sustainable tourism through effective information sharing. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120702 | Pariwisata Berkelanjutan | Sustainable Tourism | University programs in Sustainable Tourism focus on the principles and practices that promote responsible travel while minimizing negative impacts on the environment, society, and economy. Students learn about sustainable tourism development, conservation efforts, and community engagement strategies. The curriculum covers topics such as ecotourism, cultural preservation, and sustainable business practices within the tourism industry. Through case studies and fieldwork, students gain practical experience in designing and implementing sustainable tourism initiatives that benefit local communities and ecosystems. This education prepares graduates for careers in tourism management, environmental advocacy, and community development, equipping them to create and promote sustainable travel experiences that support long-term ecological and cultural health. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth in the tourism sector while creating quality jobs and supporting local communities. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging responsible urban tourism development that respects local cultures and environments, enhancing community resilience. 3. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices in tourism, such as minimizing waste, conserving resources, and promoting responsible consumption. 4. **SDG 13: Climate Action** – Addressing the impacts of tourism on climate change and promoting strategies that reduce carbon footprints and enhance climate resilience. 5. **SDG 14: Life Below Water** – Supporting sustainable practices in coastal and marine tourism, promoting the conservation of marine ecosystems. 6. **SDG 15: Life on Land** – Encouraging biodiversity conservation and sustainable land use practices in tourism development to protect natural habitats. 7. **SDG 4: Quality Education** – Fostering awareness and education about sustainable tourism practices among tourists and local communities. 8. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among stakeholders, including governments, businesses, and communities, to promote sustainable tourism initiatives. Integrating these goals into the course can involve discussions on best practices in sustainable tourism, case studies of successful initiatives, community engagement strategies, and the role of policy in promoting sustainable tourism development. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120802 | Hospitaliti Pariwisata | Tourism Hospitality | University programs in Tourism Hospitality focus on the intersection of tourism and the hospitality industry, emphasizing the skills and knowledge required to provide exceptional service to travelers. Students learn about hotel and restaurant management, customer service, event planning, and tourism marketing. The curriculum covers topics such as operations management, human resources, and the importance of sustainability in hospitality practices. Through practical experiences, including internships and hands-on projects, students develop the ability to create memorable experiences for guests while managing the complexities of hospitality operations. This education prepares graduates for careers in hotel management, event coordination, and tourism services, equipping them to excel in the dynamic and customer-focused hospitality sector. | 1. **SDG 8: Decent Work and Economic Growth** – Fostering economic growth and creating quality jobs within the hospitality sector, emphasizing fair labor practices and career development. 2. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable practices in hospitality that enhance community well-being and cultural heritage, integrating local resources and services. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable resource management in hospitality operations, including waste reduction, energy efficiency, and responsible sourcing of products. 4. **SDG 13: Climate Action** – Addressing the environmental impact of hospitality operations and promoting practices that reduce greenhouse gas emissions and enhance sustainability. 5. **SDG 4: Quality Education** – Providing training and educational opportunities for staff and students, fostering skills development in hospitality management and customer service. 6. **SDG 15: Life on Land** – Supporting biodiversity and sustainable land use practices in hospitality developments, ensuring that local ecosystems are protected. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among hospitality businesses, local communities, and governments to promote sustainable practices in the tourism sector. Incorporating these goals into the course can involve discussions on sustainable hospitality practices, case studies of successful hospitality businesses, community engagement, and strategies for promoting responsible tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120902 | Bahasa Jepang Khusus Pariwisata | Japanese Language Special for Tourism | University programs in Japanese Language Special for Tourism are designed to equip students with language skills and cultural knowledge tailored for the tourism industry in Japan. Students learn Japanese language proficiency, including conversational skills, reading, and writing, alongside tourism-specific vocabulary and phrases. The curriculum often includes cultural studies, etiquette, and practical scenarios such as customer service in hospitality and tour guiding. Through immersive experiences and language practice, students develop the ability to communicate effectively with Japanese-speaking tourists and enhance visitor experiences. This education prepares graduates for careers in tourism management, hospitality, and cultural exchange programs, enabling them to bridge language and cultural gaps in the tourism sector. | 1. **SDG 4: Quality Education** – Providing language education that enhances communication skills and cultural understanding, promoting lifelong learning opportunities for students. 2. **SDG 8: Decent Work and Economic Growth** – Equipping students with language skills that enhance employability in the tourism sector, supporting economic growth through better service delivery. 3. **SDG 11: Sustainable Cities and Communities** – Fostering cultural exchange and understanding, which can enhance community engagement and the sustainable development of tourism in Japan. 4. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between tourism businesses and educational institutions to promote language learning and cultural exchange. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting cultural awareness and mutual respect, which can contribute to peace and understanding among diverse communities. 6. **SDG 12: Responsible Consumption and Production** – Educating students about sustainable tourism practices in Japan, encouraging responsible tourism behaviors. Incorporating these goals into the course can involve language instruction alongside cultural studies, discussions on sustainable tourism practices in Japan, and opportunities for students to engage with local communities and businesses. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121002 | Geografi Pariwisata | Tourism Geography | University programs in Tourism Geography focus on the spatial aspects of tourism and the relationships between travel, destinations, and the environment. Students learn about geographic concepts, tourism patterns, and the factors influencing travel behavior. The curriculum covers topics such as destination development, the impact of geography on tourism trends, and the role of cultural and physical landscapes in shaping tourist experiences. Through field studies and geographic information systems (GIS), students gain practical skills in analyzing tourism data and understanding the dynamics of different regions. This education prepares graduates for careers in tourism planning, destination management, and geographic analysis, equipping them to address challenges and opportunities in the tourism industry from a geographical perspective. | 1. **SDG 11: Sustainable Cities and Communities** – Examining how tourism impacts urban planning and development, and promoting sustainable practices in urban tourism. 2. **SDG 8: Decent Work and Economic Growth** – Understanding the geographic distribution of tourism resources and their role in economic development, supporting job creation in various regions. 3. **SDG 12: Responsible Consumption and Production** – Analyzing the environmental impacts of tourism activities in different geographical areas and promoting sustainable consumption practices. 4. **SDG 13: Climate Action** – Studying how geographic factors influence climate resilience in tourism and promoting strategies to mitigate climate change impacts. 5. **SDG 15: Life on Land** – Exploring the relationship between tourism and biodiversity, emphasizing the importance of protecting natural habitats and ecosystems. 6. **SDG 4: Quality Education** – Providing insights into geographical concepts that enhance understanding of cultural diversity, heritage, and tourism impacts on communities. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between stakeholders, including local governments, communities, and tourism businesses, to promote sustainable tourism development. Integrating these goals into the course can involve discussions on spatial analysis, case studies of tourism destinations, and the role of geography in shaping tourism trends and practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10121102 | Pariwisata Digital | Digital Tourism | University programs in digital tourism focus on the integration of technology and digital platforms within the tourism industry. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the use of digital technologies to innovate and improve tourism infrastructure and services. 2. **SDG 8: Decent Work and Economic Growth** – Supporting economic growth through digital platforms that enhance tourism operations, create jobs, and improve access to tourism-related services. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices through digital solutions that promote responsible tourism, such as apps for eco-friendly travel options. 4. **SDG 11: Sustainable Cities and Communities** – Utilizing digital tools to enhance urban tourism experiences and improve community engagement and resource management. 5. **SDG 4: Quality Education** – Providing educational resources and digital training for tourism professionals and tourists, fostering skills in digital literacy and online engagement. 6. **SDG 13: Climate Action** – Analyzing the role of digital technologies in promoting sustainable tourism practices and reducing the carbon footprint of travel. 7. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between technology providers, tourism operators, and local communities to create integrated digital solutions for tourism. Incorporating these goals into the course can involve discussions on digital marketing, data analytics, the impact of social media on travel behavior, and the role of technology in enhancing the visitor experience while promoting sustainability. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110902 | Etika Profesi | Professional Ethics | University programs in professional ethics focus on the moral principles and standards that guide behavior in various professions. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting ethical practices in the workplace that ensure fair treatment, respect for workers’ rights, and the creation of safe and healthy work environments. 2. **SDG 12: Responsible Consumption and Production** – Encouraging ethical decision-making that leads to sustainable practices in tourism and hospitality, such as responsible sourcing and waste management. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Fostering integrity, transparency, and accountability in tourism businesses, contributing to stronger institutions and promoting justice in the industry. 4. **SDG 4: Quality Education** – Providing education on ethical standards and practices, equipping students with the knowledge to make responsible decisions in their professional careers. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging ethical tourism practices that respect local cultures, promote community engagement, and protect cultural heritage. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and ethical partnerships among stakeholders in the tourism sector to promote sustainable development. Incorporating these goals into the course can involve discussions on ethical dilemmas in tourism, case studies of ethical practices, and frameworks for making ethical decisions in professional settings. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10111002 | Bahasa Inggris Khusus Pariwisata | Special English for Tourism | University programs in Special English for Tourism focus on developing language skills tailored specifically for the tourism and hospitality industry. | 1. **SDG 4: Quality Education** – Enhancing language skills for students and professionals in the tourism sector, fostering effective communication and promoting lifelong learning. 2. **SDG 8: Decent Work and Economic Growth** – Equipping learners with the English language proficiency necessary for employment in the global tourism industry, supporting job creation and economic development. 3. **SDG 11: Sustainable Cities and Communities** – Promoting cultural exchange and understanding through language, enhancing community engagement and sustainable tourism practices. 4. **SDG 12: Responsible Consumption and Production** – Encouraging awareness of sustainable tourism practices and responsible travel behaviors through specialized vocabulary and communication skills. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration in the tourism sector, including effective communication among diverse stakeholders. 6. **SDG 13: Climate Action** – Providing the language tools needed to discuss and promote sustainable practices in tourism, emphasizing environmental responsibility. Incorporating these goals into the course can involve practical language exercises, discussions on tourism-related topics, and training in effective communication strategies for various contexts within the tourism industry. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10111102 | Bahasa Mandarin Khusus Pariwisata | Mandarin Special for Tourism | University programs in Mandarin Special for Tourism focus on equipping students with Mandarin language skills specifically tailored for the tourism and hospitality industry. | 1. **SDG 4: Quality Education** – Providing language education that enhances communication skills, fostering understanding of Chinese culture and tourism practices. 2. **SDG 8: Decent Work and Economic Growth** – Equipping students with Mandarin language skills that improve employability in the growing tourism market, supporting economic development. 3. **SDG 11: Sustainable Cities and Communities** – Promoting cultural exchange and community engagement through language learning, enhancing tourism experiences in Mandarin-speaking regions. 4. **SDG 12: Responsible Consumption and Production** – Raising awareness about sustainable tourism practices in Mandarin-speaking countries and encouraging responsible travel behaviors. 5. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between tourism businesses and language learners to promote effective communication and mutual understanding. 6. **SDG 13: Climate Action** – Providing the language tools needed to discuss sustainability issues and promote eco-friendly tourism practices in Mandarin. Integrating these goals into the course can involve practical language exercises, cultural studies, discussions on tourism topics, and opportunities for real-world communication scenarios in the tourism industry. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120103 | Teknik Pemandu Wisata | Tour Guide Techniques | University programs in Tour Guide Techniques focus on developing the skills and knowledge necessary to lead and engage groups of tourists effectively. | 1. **SDG 8: Decent Work and Economic Growth** – Equipping students with the skills necessary for employment in the tourism industry, promoting job creation and economic development. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging responsible tourism practices that respect local cultures and environments, enhancing community engagement and sustainability. 3. **SDG 4: Quality Education** – Providing training in communication, storytelling, and educational techniques that enhance the visitor experience and promote lifelong learning. 4. **SDG 12: Responsible Consumption and Production** – Promoting awareness of sustainable practices among tour guides and tourists, encouraging responsible behaviors during tours. 5. **SDG 13: Climate Action** – Educating tour guides on the importance of sustainability and how to incorporate eco-friendly practices into their tours. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among tour operators, local communities, and stakeholders to enhance the tourism experience and promote sustainable practices. Integrating these goals into the course can involve practical training in guiding techniques, case studies of successful tours, and discussions on the role of tour guides in promoting sustainability and cultural awareness. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120203 | Pemasaran Pariwisata | Tourism Marketing | University programs in Tourism Marketing focus on strategies and techniques to promote destinations, attractions, and tourism services. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth by equipping students with marketing skills that enhance job opportunities in the tourism sector. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging marketing strategies that promote responsible tourism and highlight the cultural and environmental assets of local communities. 3. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable marketing practices that promote eco-friendly options and responsible consumer behaviors in tourism. 4. **SDG 4: Quality Education** – Providing education on effective marketing techniques, digital marketing, and branding, fostering skills that enhance professional development. 5. **SDG 13: Climate Action** – Incorporating discussions on marketing strategies that highlight sustainable tourism practices and promote climate-resilient travel options. 6. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration between tourism stakeholders—such as local businesses, governments, and communities—in creating effective marketing campaigns. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Encouraging marketing approaches that promote cultural understanding and respect, contributing to social cohesion through tourism. Integrating these goals into the course can involve case studies, practical marketing projects, and discussions on trends and challenges in the tourism marketing landscape. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120303 | Pariwisata Pedesaan | Rural Tourism | University programs in Rural Tourism focus on the development and promotion of tourism in rural areas, emphasizing the unique opportunities and challenges these regions face. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting job creation and economic diversification in rural areas through the development of sustainable tourism initiatives. 2. **SDG 11: Sustainable Cities and Communities** – Enhancing the sustainability and resilience of rural communities by encouraging responsible tourism practices that respect local culture and environment. 3. **SDG 2: Zero Hunger** – Supporting local agriculture and food systems through agritourism and culinary experiences, promoting food security and sustainable farming practices. 4. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices in rural tourism that minimize waste and promote responsible resource management. 5. **SDG 13: Climate Action** – Addressing the impacts of climate change on rural environments and promoting eco-friendly practices within rural tourism. 6. **SDG 15: Life on Land** – Supporting biodiversity conservation and sustainable land use practices in rural tourism development. 7. **SDG 17: Partnerships for the Goals** – Encouraging collaboration among local communities, governments, and businesses to develop and promote sustainable rural tourism initiatives. Integrating these goals into the course can involve discussions on community engagement, case studies of successful rural tourism projects, and strategies for balancing tourism development with environmental conservation and social equity. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10120403 | Pariwisata Perkotaan dan MICE | Urban Tourism and MICE | University programs in Urban Tourism and MICE (Meetings, Incentives, Conferences, and Exhibitions) focus on the dynamics of tourism in urban environments and the organization of business events. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting job creation and economic development in urban areas through the growth of the MICE sector and related tourism services. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging sustainable urban tourism practices that enhance the livability and resilience of cities, integrating tourism into urban planning. 3. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices in the MICE industry, such as waste management, energy efficiency, and responsible sourcing. 4. **SDG 4: Quality Education** – Providing training and educational opportunities for professionals in the urban tourism and MICE sectors, enhancing skills and knowledge. 5. **SDG 13: Climate Action** – Addressing the environmental impacts of urban tourism and MICE events, promoting strategies that mitigate climate change and promote sustainability. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among various stakeholders, including local governments, businesses, and communities, to develop effective urban tourism and MICE initiatives. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting transparency and ethical practices in the planning and execution of MICE events, contributing to strong institutions. Integrating these goals into the course can involve discussions on urban planning, case studies of successful MICE events, strategies for enhancing the visitor experience, and the role of technology in urban tourism. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110203 | Pengantar Perencanaan Pariwisata | Introduction to Tourism Planning | University programs in Introduction to Tourism Planning focus on the fundamental principles and processes involved in developing and managing tourism in various contexts. | 1. **SDG 11: Sustainable Cities and Communities** – Promoting sustainable tourism development within urban planning frameworks, ensuring that tourism benefits local communities and enhances livability. 2. **SDG 8: Decent Work and Economic Growth** – Supporting economic growth through strategic tourism planning that creates jobs and stimulates local economies. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in tourism planning that minimize environmental impacts and promote responsible use of resources. 4. **SDG 13: Climate Action** – Addressing the impacts of tourism on climate change and promoting strategies for climate resilience in tourism development. 5. **SDG 15: Life on Land** – Supporting biodiversity conservation and sustainable land use practices through thoughtful tourism planning. 6. **SDG 4: Quality Education** – Providing foundational knowledge in tourism planning principles and practices, fostering skills that contribute to professional development. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among stakeholders—such as government, private sector, and local communities—in the planning process. Integrating these goals into the course can involve discussions on the principles of tourism planning, case studies of successful tourism destinations, stakeholder engagement strategies, and the role of policy in guiding sustainable tourism development. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110303 | Pengantar Filsafat | Introduction to Philosophy | University programs in Introduction to Philosophy provide an overview of fundamental philosophical questions, concepts, and methods. | 1. **SDG 4: Quality Education** – Promoting critical thinking, analytical skills, and a deeper understanding of philosophical concepts, contributing to a well-rounded education. 2. **SDG 16: Peace, Justice, and Strong Institutions** – Encouraging discussions on ethics, justice, and human rights, fostering a culture of peace and understanding in diverse societies. 3. **SDG 10: Reduced Inequalities** – Examining philosophical ideas related to social justice, equity, and human rights, which can help address issues of inequality and discrimination. 4. **SDG 17: Partnerships for the Goals** – Highlighting the importance of dialogue and collaboration across different philosophical perspectives to tackle global challenges. 5. **SDG 13: Climate Action** – Exploring ethical considerations related to environmental philosophy and our responsibilities toward the planet and future generations. 6. **SDG 5: Gender Equality** – Engaging with feminist philosophy and discussions around gender, power dynamics, and social roles to promote equality. Integrating these goals into the course can involve discussions on various philosophical traditions, ethical dilemmas, and the application of philosophical reasoning to contemporary social issues, encouraging students to think critically about their role in society. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110402 | Pariwisata Nasional dan Internasional | National and International Tourism | University programs in National and International Tourism focus on the dynamics of tourism within both domestic and global contexts. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting job creation and economic development through both national and international tourism, enhancing livelihoods in various regions. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging sustainable tourism practices that benefit urban and rural communities, enhancing local culture and infrastructure. 3. **SDG 12: Responsible Consumption and Production** – Advocating for responsible tourism practices that minimize environmental impact and promote sustainable resource management on both national and international levels. 4. **SDG 13: Climate Action** – Addressing the environmental impacts of tourism and promoting strategies for climate resilience, especially in regions vulnerable to climate change. 5. **SDG 17: Partnerships for the Goals** – Highlighting the importance of international cooperation and partnerships between countries to promote sustainable tourism practices and share best practices. 6. **SDG 10: Reduced Inequalities** – Examining how tourism can reduce inequalities through inclusive practices that empower marginalized communities both domestically and abroad. 7. **SDG 4: Quality Education** – Providing insights into global tourism trends and issues, enhancing the understanding of the interconnectedness of local and international tourism. Integrating these goals into the course can involve discussions on tourism policy, case studies of successful national and international tourism initiatives, and the role of global organizations in promoting sustainable tourism practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110502 | Sosiologi Pariwisata | Sociology of Tourism | University programs in Sociology of Tourism explore the social dynamics and cultural implications of tourism as a social phenomenon. | 1. **SDG 8: Decent Work and Economic Growth** – Analyzing the social implications of tourism development on local economies and job creation, promoting equitable economic growth. 2. **SDG 11: Sustainable Cities and Communities** – Examining the impact of tourism on urban and rural communities, emphasizing the importance of sustainable practices that benefit residents and visitors alike. 3. **SDG 10: Reduced Inequalities** – Exploring how tourism can either exacerbate or mitigate social inequalities, focusing on issues of access, representation, and empowerment for marginalized groups. 4. **SDG 12: Responsible Consumption and Production** – Investigating the social behaviors and cultural practices related to consumption in tourism, promoting responsible and sustainable tourism practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Addressing the role of tourism in promoting cultural understanding, social cohesion, and peaceful interactions among diverse groups. 6. **SDG 4: Quality Education** – Highlighting the importance of education in fostering a better understanding of social dynamics in tourism and the impact of cultural exchange. 7. **SDG 17: Partnerships for the Goals** – Emphasizing the role of collaboration among various stakeholders, including local communities, governments, and tourism operators, in achieving sustainable tourism development. Integrating these goals into the course can involve discussions on cultural exchange, social identity, the impact of tourism on community dynamics, and the ethical considerations of tourism practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110603 | Pengantar Pengelolaan Pariwisata | Introduction to Tourism Management | University programs in Introduction to Tourism Management provide a foundational understanding of the principles and practices involved in managing tourism businesses and destinations. | 1. **SDG 8: Decent Work and Economic Growth** – Promoting sustainable economic growth through effective tourism management practices that create jobs and support local economies. 2. **SDG 11: Sustainable Cities and Communities** – Encouraging the development of sustainable tourism practices that enhance urban and rural community resilience and cultural heritage. 3. **SDG 12: Responsible Consumption and Production** – Advocating for responsible tourism management that minimizes environmental impact and promotes sustainable resource use. 4. **SDG 13: Climate Action** – Addressing the challenges of climate change within the tourism sector, promoting strategies for sustainability and resilience. 5. **SDG 4: Quality Education** – Providing foundational knowledge and skills in tourism management, enhancing educational opportunities for students and professionals. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration among stakeholders—including governments, businesses, and communities—to achieve effective and sustainable tourism management. 7. **SDG 10: Reduced Inequalities** – Exploring how inclusive tourism management practices can empower marginalized communities and promote equitable access to tourism opportunities. Integrating these goals into the course can involve discussions on tourism planning, destination management, stakeholder engagement, and the ethical considerations involved in tourism management practices. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110702 | Kebijakan dan Hukum Pariwisata | Tourism Policy and Law | University tourism policy and law programs typically focus on the intersection of tourism management and legal frameworks. | 1. **SDG 8: Decent Work and Economic Growth** – Analyzing how effective tourism policies can stimulate economic growth, create jobs, and ensure fair labor practices within the tourism sector. 2. **SDG 11: Sustainable Cities and Communities** – Exploring the role of policy in promoting sustainable tourism development that benefits local communities and preserves cultural heritage. 3. **SDG 12: Responsible Consumption and Production** – Examining legal frameworks that govern sustainable tourism practices, promoting responsible resource management and minimizing environmental impact. 4. **SDG 13: Climate Action** – Addressing how tourism policies can mitigate climate change impacts, promote resilience, and encourage eco-friendly practices within the industry. 5. **SDG 4: Quality Education** – Providing students with knowledge of the legal and policy frameworks that govern tourism, fostering skills essential for effective tourism management. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting transparency, accountability, and ethical governance in tourism policy development and implementation. 7. **SDG 10: Reduced Inequalities** – Exploring how inclusive tourism policies can address disparities and promote equitable access to tourism benefits for marginalized communities. Integrating these goals into the course can involve discussions on case studies of tourism policies, the impact of laws on tourism development, stakeholder engagement in policy-making, and the ethical implications of tourism regulation. |
| ILMU BUDAYA | PARIWISATA – S1 | Kurikulum Sarjana K-23 | 2023 | 23F10110803 | Aksesibilitas Destinasi Pariwisata | Accessibility of Tourism Destinations | University programs focused on the Accessibility of Tourism Destinations examine how physical, social, and economic factors affect access to various tourist sites and services. Students explore topics such as infrastructure, transportation, and inclusive design, considering the needs of diverse groups, including individuals with disabilities, seniors, and families. The curriculum emphasizes the importance of equitable access in enhancing the tourism experience and promoting sustainable practices. Through case studies and field research, students analyze accessibility challenges and propose solutions to improve destination inclusivity. This education prepares graduates for careers in tourism management, urban planning, and policy development, equipping them to advocate for and implement accessible tourism practices. | 1. **SDG 10: Reduced Inequalities** – Focusing on improving access to tourism for all individuals, including those with disabilities, the elderly, and marginalized groups, promoting equity in travel experiences. 2. **SDG 11: Sustainable Cities and Communities** – Emphasizing the importance of inclusive urban planning and infrastructure development that accommodates diverse needs in tourism destinations. 3. **SDG 8: Decent Work and Economic Growth** – Encouraging the development of accessible tourism services that create job opportunities and stimulate economic growth in various communities. 4. **SDG 4: Quality Education** – Raising awareness about accessibility issues in tourism and educating stakeholders on best practices to create inclusive environments. 5. **SDG 12: Responsible Consumption and Production** – Advocating for sustainable practices that consider accessibility in the design and management of tourism products and services. 6. **SDG 17: Partnerships for the Goals** – Highlighting the need for collaboration among governments, tourism operators, and organizations advocating for accessibility to improve tourism experiences for all. 7. **SDG 13: Climate Action** – Discussing how accessible tourism can incorporate sustainable practices, ensuring that efforts to improve accessibility do not harm the environment. Integrating these goals into the course can involve discussions on legislation, case studies of accessible tourism destinations, strategies for improving accessibility, and the role of technology in enhancing tourism experiences for all. |
| ILMU KELAUTAN DAN PERIKANAN | TEKNOLOGI HASIL PERIKANAN – S1 | Kurikulum Sarjana K-23 | 2023 | |||||
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110103 | Dasar-Dasar Filsafat Ilmu Sosial dan Ilmu Budaya | Basics of Philosophy of Social Sciences and Cultural Sciences | The Basics of Philosophy of Social Sciences and Cultural Sciences course explores the foundational philosophical concepts and theories that underpin social and cultural research. It examines the nature, methods, and implications of social sciences and cultural studies, addressing how philosophical inquiry shapes our understanding of human behavior, society, and culture. | 1. **SDG 4: Quality Education** – The course promotes critical thinking and understanding of foundational theories in philosophy, culture, and society, which contribute to the development of a well-rounded education. 2. **SDG 5: Gender Equality** – Discussions on social sciences often cover issues related to gender, equality, and how cultural practices and philosophies influence gender norms and equality. 3. **SDG 10: Reduced Inequalities** – Many philosophy and social science topics focus on inequalities within and between societies, addressing concepts like social justice, human rights, and fairness, which align with reducing inequalities. 4. **SDG 16: Peace, Justice, and Strong Institutions** – By exploring the philosophical underpinnings of justice, human rights, and the role of institutions in society, this course contributes to understanding peace, justice, and building strong institutions. 5. **SDG 17: Partnerships for the Goals** – The philosophical exploration of cultural interactions, cooperation, and the role of different societies can foster an understanding of global cooperation and partnerships, especially in addressing global challenges. These SDGs are related to the overarching themes of philosophical inquiry into society and culture, including issues of justice, equality, and human development. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130602 | Kajian Pelestarian Cagar Budaya | Cultural Heritage Preservation Study | The Cultural Heritage Preservation Study course focuses on the principles, practices, and methodologies involved in the conservation and preservation of cultural heritage sites, artifacts, and traditions. It examines the significance of cultural heritage in understanding history, identity, and community values, and explores the challenges and strategies for protecting these resources for future generations. | 1. **SDG 4: Quality Education** – The course contributes to quality education by raising awareness about the importance of cultural heritage, promoting understanding of history, identity, and cultural diversity, which are vital for a well-rounded education. 2. **SDG 8: Decent Work and Economic Growth** – Cultural heritage preservation often involves sectors like tourism and the arts, which contribute to economic growth, employment opportunities, and sustainable tourism. 3. **SDG 11: Sustainable Cities and Communities** – This goal explicitly includes a target to strengthen efforts to protect and safeguard the world’s cultural and natural heritage. The course would discuss sustainable management of heritage sites and communities to ensure their preservation for future generations. 4. **SDG 12: Responsible Consumption and Production** – Preservation efforts are closely tied to responsible use of resources, such as materials in conservation work, as well as ensuring that tourism and community interaction with heritage sites are sustainable and not exploitative. 5. **SDG 13: Climate Action** – The course might touch on how climate change affects cultural heritage sites (e.g., rising sea levels, extreme weather) and the need for strategies to preserve heritage in the face of environmental challenges. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Preservation of cultural heritage promotes peace and reconciliation by fostering a deeper understanding and respect for different cultures and histories. It also supports strong institutions by safeguarding historical records and legacies. 7. **SDG 17: Partnerships for the Goals** – Cultural heritage preservation often requires international cooperation, involving governments, non-governmental organizations, and local communities to preserve and protect heritage globally, fostering partnerships for the achievement of broader sustainable development goals. The course likely emphasizes both the cultural and practical significance of preserving heritage, promoting sustainability in heritage management, and fostering a global perspective on cultural conservation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130702 | Tata Pamer Museum | Museum Exhibition Arrangement | The Museum Exhibition Arrangement course focuses on the principles and practices involved in designing and organizing exhibitions in museums and galleries. It covers the artistic, educational, and logistical aspects of creating engaging and informative exhibits that effectively communicate a theme or narrative to the audience. | 1. **SDG 4: Quality Education** – Museums play a crucial role in education, and exhibitions are an essential tool for public learning. This course would help students understand how to design exhibitions that educate visitors about history, science, culture, and more, aligning with the goal of promoting inclusive and equitable quality education. 2. **SDG 8: Decent Work and Economic Growth** – The museum sector contributes to job creation and sustainable economic growth, particularly through tourism and cultural industries. Learning how to arrange exhibitions fosters skills that can contribute to career opportunities in the cultural sector. 3. **SDG 10: Reduced Inequalities** – Exhibitions can play a role in addressing social inequalities by representing diverse cultures and perspectives, making art and history accessible to all, and fostering inclusivity in museum spaces. 4. **SDG 11: Sustainable Cities and Communities** – Museums are integral to the cultural life of cities and communities, and exhibitions can contribute to a sense of identity, community cohesion, and sustainability by preserving and showcasing cultural heritage. This aligns with creating sustainable cities where cultural assets are protected and celebrated. 5. **SDG 12: Responsible Consumption and Production** – Museum exhibitions can promote responsible consumption by educating the public about sustainability, conservation, and resource management through the objects and themes they display. The course may also emphasize sustainable practices in exhibition design, such as using eco-friendly materials. 6. **SDG 13: Climate Action** – Exhibitions on environmental and climate issues can raise awareness and encourage public engagement in climate action. Moreover, museums need to consider the environmental impact of their operations, including exhibition arrangements and materials used. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Exhibitions can support peace and justice by showcasing the importance of human rights, social justice, and conflict resolution, and by contributing to cultural diplomacy through international collaborations. 8. **SDG 17: Partnerships for the Goals** – Exhibition design often involves partnerships between museums, communities, international organizations, and educational institutions. These partnerships support global efforts in cultural exchange, conservation, and education, aligning with the goal of strengthening global cooperation. The course likely highlights the intersection of creativity, sustainability, and education in exhibition arrangement, aiming to foster impactful cultural engagement through museum work. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130802 | Teknoarkeologi | Ethnoarchaeology | The Ethnoarchaeology course examines the relationship between contemporary cultural practices and archaeological interpretation. It focuses on understanding how modern societies use and interact with material culture, and how these practices can inform our understanding of past human behavior and societal development. | 1. **SDG 4: Quality Education** – Ethnoarchaeology contributes to education by promoting a deeper understanding of human history, cultural diversity, and indigenous knowledge systems. It fosters critical thinking and a comprehensive understanding of the past and its relevance to present and future societies. 2. **SDG 10: Reduced Inequalities** – The course highlights the value of indigenous and marginalized communities’ practices and knowledge. It can contribute to reducing inequalities by promoting respect for diverse cultural heritages and emphasizing the importance of preserving the voices and contributions of underrepresented groups. 3. **SDG 11: Sustainable Cities and Communities** – Ethnoarchaeology supports the protection of cultural heritage, both tangible and intangible. The course can explore how understanding traditional practices contributes to the sustainable development of modern communities and informs conservation efforts for cultural sites. 4. **SDG 13: Climate Action** – By studying the ways ancient and indigenous communities adapted to environmental changes, the course can offer insights into sustainable practices and climate resilience. Ethnoarchaeological research can provide valuable lessons for addressing contemporary climate challenges. 5. **SDG 15: Life on Land** – Ethnoarchaeology often involves studying the relationship between past human societies and their natural environments. This can contribute to the sustainable use of ecosystems and biodiversity, showing how traditional practices helped protect the environment and natural resources. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The course promotes cultural understanding and historical awareness, which can contribute to social cohesion and peacebuilding. It can also discuss the role of archaeology in fostering strong institutions that protect cultural heritage and promote inclusivity. 7. **SDG 17: Partnerships for the Goals** – Ethnoarchaeology typically requires collaboration with indigenous communities, governments, and international organizations. These partnerships help promote the exchange of knowledge, cultural preservation, and cooperation toward sustainable development. This course emphasizes the interconnections between past human societies and contemporary issues, offering valuable insights for sustainable development, cultural heritage preservation, and social inclusion. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130902 | Arkeologi Arsitektur (p) | Architectural Archeology (p) | The Architectural Archaeology course focuses on the study of ancient structures and their architectural features to understand past cultures, societies, and technologies. It combines principles of archaeology, architecture, and history to investigate how buildings and built environments reflect the social, economic, and political aspects of the civilizations that created them. | 1. **SDG 4: Quality Education** – The course promotes critical thinking and interdisciplinary learning by integrating history, archaeology, and architecture. It contributes to quality education by teaching students to analyze, preserve, and learn from historical buildings and architectural heritage. 2. **SDG 11: Sustainable Cities and Communities** – This goal includes the protection of cultural and natural heritage, which is central to architectural archaeology. The course teaches students to study and preserve ancient architecture, contributing to sustainable cities that respect and protect their architectural heritage for future generations. 3. **SDG 8: Decent Work and Economic Growth** – Architectural archaeology is closely tied to cultural tourism and heritage management, which provide job opportunities and economic growth in many regions. This course helps students acquire skills in heritage conservation, which can contribute to sustainable tourism and economic development. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Through the study of ancient buildings and their construction methods, students may gain insights into innovative design and sustainable infrastructure practices. Learning from past architectural achievements can inspire modern sustainable building techniques. 5. **SDG 12: Responsible Consumption and Production** – The course may cover sustainable conservation practices in preserving historical architecture, promoting the responsible use of materials and methods in restoration and conservation. It also encourages respect for cultural artifacts and responsible heritage management. 6. **SDG 13: Climate Action** – Architectural archaeology can explore how ancient societies adapted their buildings to local climates and environmental conditions, offering lessons for contemporary sustainable architecture in response to climate change. Preservation efforts must also consider the impact of climate on heritage sites. 7. **SDG 15: Life on Land** – The course may involve the study of how ancient architecture interacted with natural landscapes, such as sustainable land use and ecological balance. It also ties into the conservation of cultural landscapes that combine architecture with natural heritage. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Preservation of architectural heritage promotes cultural understanding and peace by recognizing and safeguarding shared human history. Strong institutions are needed to protect these heritage sites, and architectural archaeologists often work within frameworks that support justice and cultural integrity. 9. **SDG 17: Partnerships for the Goals** – Architectural archaeology typically involves international collaboration between governments, academic institutions, and cultural organizations to preserve and study ancient buildings. The course likely emphasizes the importance of partnerships for achieving conservation goals. This course contributes to both the cultural and technical aspects of sustainable development, focusing on the preservation of historical architecture and its relevance to modern challenges. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07131002 | Arkeologi Konflik (p) | Conflict Archeology (p) | The Conflict Archaeology course examines the archaeological remains and material culture associated with conflict and warfare throughout history. It focuses on how the physical remnants of violence, military operations, and societal responses to conflict can provide insights into the experiences of individuals and communities affected by war. | A university course on **Conflict Archaeology**—which investigates the material remains of past conflicts, including battlefields, fortifications, and the social impact of warfare—aligns with several United Nations Sustainable Development Goals (SDGs), particularly those related to peace, justice, cultural heritage, and education. Here are the SDGs likely covered: 1. **SDG 4: Quality Education** – Conflict archaeology contributes to quality education by providing students with a deeper understanding of historical conflicts and their long-term effects on societies. The course fosters critical thinking and multidisciplinary learning, integrating history, archaeology, and sociology. 2. **SDG 10: Reduced Inequalities** – This course can address how conflict has affected different social, ethnic, and economic groups throughout history. It may explore marginalized groups’ experiences in war, contributing to the recognition of historical inequalities and fostering a more inclusive understanding of past events. 3. **SDG 11: Sustainable Cities and Communities** – Conflict archaeology often involves the preservation and study of battlefields, fortifications, and other conflict-related sites. Protecting these cultural heritage sites contributes to sustainable communities by fostering historical memory, cultural tourism, and identity preservation. 4. **SDG 16: Peace, Justice, and Strong Institutions** – The course is directly related to this goal, as it examines the causes, consequences, and material evidence of conflict and violence. By studying the remnants of war and conflict, students gain insights into the social impact of violence, the importance of justice, and the need for strong institutions to maintain peace and prevent future conflicts. 5. **SDG 17: Partnerships for the Goals** – Conflict archaeology often requires collaboration between governments, international organizations, and academic institutions to excavate, preserve, and study sites of conflict. Such partnerships help foster cross-border cooperation in protecting cultural heritage and advancing historical understanding. 6. **SDG 8: Decent Work and Economic Growth** – The preservation of conflict-related sites can contribute to cultural tourism, which in turn creates job opportunities and economic growth, particularly in regions with significant historical conflict sites. 7. **SDG 13: Climate Action** – Although not central, conflict archaeology may touch on how past conflicts impacted the environment and how modern climate change threatens the preservation of conflict sites. Understanding how conflict landscapes evolved can inform sustainable environmental practices in heritage preservation. 8. **SDG 15: Life on Land** – Some conflict sites, such as battlefields and memorial landscapes, also serve as important natural habitats. The course might discuss the balance between conserving cultural heritage and protecting natural environments in these areas. The course provides a nuanced understanding of how conflicts shape societies and landscapes and contributes to global efforts to preserve history, promote peace, and sustain cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07131102 | Media Sosial dan Arkeologi | Social Media and Archaeology | The Social Media and Archaeology course explores the intersection of social media technologies and archaeological practice, examining how platforms like Twitter, Facebook, Instagram, and blogs can enhance archaeological research, public engagement, and dissemination of knowledge | A university course on **Social Media and Archaeology** would intersect with several United Nations Sustainable Development Goals (SDGs), particularly those focused on education, innovation, reducing inequalities, and sustainable communities. This course likely explores how social media can be used for public archaeology, outreach, and preserving cultural heritage. Here are the SDGs it likely covers: 1. **SDG 4: Quality Education** – Social media is a powerful tool for educational outreach in archaeology. The course would likely teach students how to use platforms to make archaeological knowledge accessible to a wider audience, promoting inclusive and equitable quality education. It can also engage people globally in learning about archaeology and history in innovative ways. 2. **SDG 9: Industry, Innovation, and Infrastructure** – By teaching students how to leverage digital tools and social media platforms, the course promotes innovation in the field of archaeology. Social media can help create digital infrastructure that makes cultural heritage accessible to a global audience, encouraging technological advancements in archaeology. 3. **SDG 10: Reduced Inequalities** – Social media allows for the democratization of information. This course could explore how digital platforms help reduce inequalities by making archaeological knowledge more accessible to underrepresented communities, both in terms of audience and professionals. It can also give a voice to marginalized groups in the representation of heritage. 4. **SDG 11: Sustainable Cities and Communities** – Social media can help promote the value of cultural heritage in urban and rural settings, supporting efforts to create sustainable communities that preserve their historical and archaeological assets. The course might explore how social media campaigns can raise awareness about protecting heritage sites and engage local communities in preservation efforts. 5. **SDG 12: Responsible Consumption and Production** – The course could address how social media platforms can be used to promote responsible approaches to archaeology, such as discouraging the looting of sites or the unethical consumption of artifacts. Social media can educate the public on sustainable practices in cultural heritage and raise awareness about the ethical challenges in archaeology. 6. **SDG 16: Peace, Justice, and Strong Institutions** – By promoting transparent and ethical communication about archaeology and cultural heritage, social media can foster respect for justice and cultural diversity. The course might cover how social media is used to document and raise awareness about the destruction of heritage in conflict zones and promote cultural diplomacy. 7. **SDG 17: Partnerships for the Goals** – Social media enables collaboration across borders. This course could highlight how platforms can foster partnerships between archaeologists, institutions, and the public to promote cultural heritage preservation and global cooperation in archaeology. It also supports global partnerships by facilitating international dialogue on archaeological findings and heritage management. In summary, this course bridges archaeology and modern communication tools, helping foster global awareness, education, and collaboration for cultural heritage preservation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07131202 | Arkeometri (p) | Archaeometry (p) | The Archaeometry course focuses on the application of scientific techniques and analytical methods to study archaeological materials and artifacts. It integrates principles from archaeology, chemistry, physics, and engineering to analyze materials, dating methods, and preservation techniques, enhancing our understanding of past cultures and societies. | 1. **SDG 4: Quality Education** – Archaeometry provides students with interdisciplinary skills by combining archaeology, chemistry, physics, and materials science. The course enhances critical thinking and technical knowledge, contributing to inclusive and equitable quality education by preparing students for a wide range of careers in archaeology and conservation science. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Archaeometry involves advanced technologies like radiocarbon dating, spectroscopy, and materials analysis, promoting innovation in the study of archaeological sites and artifacts. It aligns with SDG 9 by encouraging scientific innovation, development of new tools, and the infrastructure necessary for cutting-edge research in cultural heritage preservation. 3. **SDG 11: Sustainable Cities and Communities** – The course likely emphasizes the conservation and preservation of cultural heritage through scientific techniques. Archaeometry helps protect archaeological sites and artifacts, contributing to the creation of sustainable cities and communities that value and preserve their historical and cultural heritage for future generations. 4. **SDG 12: Responsible Consumption and Production** – Archaeometry promotes the responsible management and use of archaeological resources. By scientifically analyzing materials and artifacts, archaeologists can make informed decisions about conservation and restoration, ensuring that cultural resources are used sustainably. The course would cover how to minimize damage during excavation and preservation. 5. **SDG 13: Climate Action** – Archaeometry can contribute to climate research by analyzing how ancient civilizations responded to environmental changes. Additionally, the course may explore how climate change impacts archaeological sites and how scientific methods can help mitigate these effects by preserving vulnerable heritage in changing environments. 6. **SDG 15: Life on Land** – The study of archaeological materials often includes the examination of past human interactions with the environment. Archaeometry can provide insights into sustainable land use practices of ancient civilizations, contributing to modern efforts to protect ecosystems, conserve biodiversity, and use resources responsibly. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Archaeometry supports the goal of peace and justice by ensuring the proper documentation, conservation, and restoration of cultural heritage. It helps protect archaeological findings, which are essential for understanding shared human history, fostering dialogue, and promoting strong cultural institutions. 8. **SDG 17: Partnerships for the Goals** – Archaeometry is inherently interdisciplinary and often requires collaboration between scientists, archaeologists, museums, and governmental and non-governmental organizations. The course promotes international partnerships, sharing of knowledge, and cooperation across various fields to support sustainable development and cultural heritage preservation. This course underscores the importance of scientific methods in the sustainable study, conservation, and management of archaeological resources, contributing to both cultural heritage preservation and broader sustainability goals. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121102 | Arkeologi Digital | Digital Archaeology | The Digital Archaeology course explores the use of digital technologies and methodologies in archaeological research, documentation, and dissemination. It focuses on how digital tools can enhance the study of archaeological sites and artifacts, improve data management, and engage the public with archaeological findings. | 1. **SDG 4: Quality Education** – Digital archaeology promotes quality education by equipping students with advanced technological skills and fostering interdisciplinary learning. It enhances accessibility to archaeological knowledge through digital platforms, virtual reconstructions, and databases, contributing to inclusive and equitable education for diverse audiences. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the use of innovative technologies such as 3D scanning, Geographic Information Systems (GIS), virtual reality (VR), and artificial intelligence (AI) in archaeological research. It fosters innovation by developing new tools and digital infrastructure for studying, preserving, and sharing archaeological findings. 3. **SDG 10: Reduced Inequalities** – Digital archaeology increases accessibility to cultural heritage by making archaeological data available online and through virtual platforms. This reduces barriers for marginalized groups, researchers in low-resource settings, and the general public, promoting equal access to archaeological knowledge. 4. **SDG 11: Sustainable Cities and Communities** – Digital archaeology contributes to the preservation of cultural heritage in cities and communities. By creating digital archives and models of archaeological sites and artifacts, this course supports sustainable heritage management and helps ensure that cultural assets are preserved for future generations. 5. **SDG 12: Responsible Consumption and Production** – Digital tools in archaeology allow for non-invasive and minimally destructive methods of investigation, reducing the need for large-scale excavation and physical intervention. The course likely teaches students how to responsibly manage and produce digital representations of cultural heritage, contributing to sustainable practices in archaeology. 6. **SDG 13: Climate Action** – Digital archaeology can be used to monitor and document the effects of climate change on archaeological sites, particularly those at risk due to rising sea levels, desertification, or extreme weather events. The course may explore how digital preservation methods can help safeguard endangered cultural heritage from climate impacts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – By documenting and preserving archaeological sites, digital archaeology helps protect cultural heritage, fostering understanding of human history and promoting social cohesion. The course contributes to the creation of strong institutions for heritage management and can support efforts to combat the destruction of heritage in conflict zones. 8. **SDG 17: Partnerships for the Goals** – Digital archaeology often requires collaboration across disciplines, institutions, and countries. The course may focus on international partnerships and cooperation to digitize and preserve archaeological data, ensuring it is accessible to researchers and the public worldwide. In summary, **Digital Archaeology** integrates technology with archaeology to enhance cultural heritage preservation, accessibility, and sustainable practices. It plays a vital role in advancing innovation, education, and global cooperation while addressing contemporary challenges such as climate change and inequality. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121202 | Arkeologi Geospasial | Geospatial Archaeology | The Geospatial Archaeology course focuses on the application of geospatial technologies and methods in archaeological research and analysis. It examines how tools such as Geographic Information Systems (GIS), remote sensing, and spatial analysis can enhance the understanding of archaeological sites, landscapes, and patterns of human behavior in the past. | 1. **SDG 4: Quality Education** – Geospatial archaeology contributes to quality education by teaching students advanced technical skills in GIS and spatial analysis. It promotes interdisciplinary learning and enhances understanding of archaeological contexts through the integration of technology and fieldwork. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the use of innovative geospatial technologies in archaeological research, fostering the development of new tools and infrastructure for site analysis, mapping, and data management. This encourages technological advancements in both archaeology and related fields. 3. **SDG 10: Reduced Inequalities** – Geospatial archaeology can enhance accessibility to archaeological data by allowing marginalized communities and researchers from diverse backgrounds to engage with spatial data. The use of online mapping platforms and open-source GIS tools can help democratize access to archaeological knowledge. 4. **SDG 11: Sustainable Cities and Communities** – This goal focuses on protecting cultural heritage and promoting sustainable urban development. Geospatial archaeology aids in the preservation of archaeological sites, informs urban planning, and helps manage heritage in urban areas, ensuring that historical contexts are considered in development projects. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in archaeological research by using non-invasive methods for site investigation and preservation. Geospatial technologies can minimize environmental impacts, allowing for responsible management of archaeological resources. 6. **SDG 13: Climate Action** – Geospatial archaeology can be employed to study the impacts of climate change on archaeological sites and landscapes. The course may cover how spatial analysis can help monitor changes in the environment, assess risks to heritage sites, and develop strategies for adaptation and preservation. 7. **SDG 15: Life on Land** – The course may address the relationship between archaeological sites and their natural environments. Geospatial archaeology helps understand land use patterns, ecosystem changes, and the interactions between human activity and natural resources, contributing to sustainable land management practices. 8. **SDG 16: Peace, Justice, and Strong Institutions** – By documenting and preserving archaeological heritage through geospatial methods, the course supports cultural understanding and social cohesion. It can also emphasize the importance of protecting heritage in conflict areas and the role of institutions in safeguarding archaeological resources. 9. **SDG 17: Partnerships for the Goals** – Geospatial archaeology often requires collaboration across disciplines, institutions, and geographic regions. The course may focus on partnerships between universities, governments, and NGOs to promote research, data sharing, and capacity building in archaeological practice. In summary, **Geospatial Archaeology** integrates technology and archaeology to enhance the understanding and preservation of cultural heritage while addressing contemporary challenges in sustainability, urban development, and climate action. The course plays a vital role in fostering innovation, education, and global cooperation in archaeological research. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121302 | Arkeologi Publik | Public Archaeology | The Public Archaeology course explores the interaction between archaeology and the public, focusing on how archaeological knowledge can be shared with and engaged by communities, stakeholders, and broader audiences. It emphasizes the importance of communication, education, and collaboration in making archaeological research accessible and relevant to society. | 1. **SDG 4: Quality Education** – Geospatial archaeology contributes to quality education by teaching students advanced technical skills in GIS and spatial analysis. It promotes interdisciplinary learning and enhances understanding of archaeological contexts through the integration of technology and fieldwork. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the use of innovative geospatial technologies in archaeological research, fostering the development of new tools and infrastructure for site analysis, mapping, and data management. This encourages technological advancements in both archaeology and related fields. 3. **SDG 10: Reduced Inequalities** – Geospatial archaeology can enhance accessibility to archaeological data by allowing marginalized communities and researchers from diverse backgrounds to engage with spatial data. The use of online mapping platforms and open-source GIS tools can help democratize access to archaeological knowledge. 4. **SDG 11: Sustainable Cities and Communities** – This goal focuses on protecting cultural heritage and promoting sustainable urban development. Geospatial archaeology aids in the preservation of archaeological sites, informs urban planning, and helps manage heritage in urban areas, ensuring that historical contexts are considered in development projects. 5. **SDG 12: Responsible Consumption and Production** – The course promotes sustainable practices in archaeological research by using non-invasive methods for site investigation and preservation. Geospatial technologies can minimize environmental impacts, allowing for responsible management of archaeological resources. 6. **SDG 13: Climate Action** – Geospatial archaeology can be employed to study the impacts of climate change on archaeological sites and landscapes. The course may cover how spatial analysis can help monitor changes in the environment, assess risks to heritage sites, and develop strategies for adaptation and preservation. 7. **SDG 15: Life on Land** – The course may address the relationship between archaeological sites and their natural environments. Geospatial archaeology helps understand land use patterns, ecosystem changes, and the interactions between human activity and natural resources, contributing to sustainable land management practices. 8. **SDG 16: Peace, Justice, and Strong Institutions** – By documenting and preserving archaeological heritage through geospatial methods, the course supports cultural understanding and social cohesion. It can also emphasize the importance of protecting heritage in conflict areas and the role of institutions in safeguarding archaeological resources. 9. **SDG 17: Partnerships for the Goals** – Geospatial archaeology often requires collaboration across disciplines, institutions, and geographic regions. The course may focus on partnerships between universities, governments, and NGOs to promote research, data sharing, and capacity building in archaeological practice. In summary, **Geospatial Archaeology** integrates technology and archaeology to enhance the understanding and preservation of cultural heritage while addressing contemporary challenges in sustainability, urban development, and climate action. The course plays a vital role in fostering innovation, education, and global cooperation in archaeological research. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130102 | Arkeologi dan Pariwisata | Archeology and Tourism | The Archaeology and Tourism course examines the relationship between archaeological sites and the tourism industry, focusing on how heritage tourism can impact the preservation and interpretation of archaeological resources. It explores the benefits and challenges of promoting archaeological sites as tourist destinations and the role of archaeology in enhancing cultural tourism experiences. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Archaeology and tourism programs can educate students and communities about cultural heritage and conservation. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Tourism related to archaeological sites can create jobs and promote local economies while ensuring sustainable practices. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Archaeological tourism can enhance the cultural heritage of cities while encouraging sustainable development. 4. **SDG 12: Responsible Consumption and Production** – Aims for sustainable consumption and production patterns. The course can emphasize responsible tourism practices that minimize environmental impact and promote the conservation of archaeological sites. 5. **SDG 13: Climate Action** – Highlights the need for urgent action to combat climate change. Archaeological tourism can explore the impacts of climate change on cultural heritage and promote climate-resilient practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Archaeology can foster cultural understanding and respect for diverse heritages, contributing to social cohesion. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening the means of implementation and revitalizing the global partnership for sustainable development. Collaborative efforts between archaeologists, tourism operators, and local communities can be emphasized. Incorporating these SDGs into the curriculum can help students understand the broader impacts of archaeology and tourism on society and the environment. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130202 | Aspek Hukum dalam Arkeologi | Legal Aspects in Archaeology | The Legal Aspects in Archaeology course focuses on the legal frameworks and regulations that govern archaeological practice, heritage preservation, and the protection of cultural resources. It examines national and international laws, ethical considerations, and the implications of legal issues for archaeologists, cultural heritage professionals, and stakeholders. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course can provide education on the legal frameworks governing archaeology, fostering informed and responsible practices. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding legal aspects can help in creating fair employment opportunities within the archaeology sector, especially in relation to cultural heritage management. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The course can cover legal protections for archaeological sites in urban areas, promoting their preservation amidst development pressures. 4. **SDG 12: Responsible Consumption and Production** – Aims for sustainable consumption and production patterns. Legal frameworks can help ensure that archaeological practices are conducted responsibly, minimizing environmental impact and protecting cultural heritage. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. A strong legal framework can help protect cultural heritage from illicit trade and destruction, fostering respect for different cultures and promoting justice. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening the means of implementation and revitalizing the global partnership for sustainable development. Legal aspects often involve collaboration between governments, NGOs, and local communities in heritage protection efforts. These goals highlight the importance of legal education in archaeology for fostering sustainable practices, protecting cultural heritage, and promoting social justice. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130402 | Etnoarkeologi | Ethnoarchaeology | The Ethnoarchaeology course focuses on the study of contemporary cultures to gain insights into past human behaviors, practices, and material cultures. It emphasizes how observing and analyzing the everyday activities of living communities can inform archaeological interpretations of artifacts, sites, and social structures from the past. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Ethnoarchaeology helps educate students about the cultural practices and perspectives of different societies, fostering a deeper understanding of human behavior and cultural heritage. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Ethnoarchaeological studies can contribute to understanding traditional practices and livelihoods, promoting sustainable development and local economies. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The course can explore how traditional knowledge and practices inform contemporary urban planning and community development. 4. **SDG 12: Responsible Consumption and Production** – Aims for sustainable consumption and production patterns. Ethnoarchaeology often examines resource use and waste management in traditional societies, providing insights into sustainable practices that can be applied today. 5. **SDG 13: Climate Action** – Highlights the need for urgent action to combat climate change. Ethnoarchaeological research can document how past societies adapted to environmental changes, offering valuable lessons for contemporary climate resilience. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Ethnoarchaeology can contribute to understanding the cultural significance of heritage sites, fostering respect for diversity and social cohesion. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. Ethnoarchaeology often involves collaboration with local communities, governments, and NGOs to preserve cultural heritage. Incorporating these SDGs into an Ethnoarchaeology course can help students appreciate the relevance of cultural practices to contemporary challenges, promoting sustainable development and cultural preservation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130502 | Geoarkeologi | Geoarchaeology | The Geoarchaeology course focuses on the application of geological and geomorphological principles to the study of archaeological sites and artifacts. It explores how understanding the Earth’s processes and the physical environment can enhance the interpretation of archaeological findings and contribute to the reconstruction of past human activities. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Geoarchaeology offers students interdisciplinary education by integrating geology with archaeology, enhancing their understanding of environmental contexts. 2. **SDG 6: Clean Water and Sanitation** – Focuses on ensuring availability and sustainable management of water and sanitation for all. Geoarchaeology can address ancient water management systems and the importance of sustainable practices for future water security. 3. **SDG 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. Understanding geological processes helps in urban planning and mitigating risks related to natural hazards, thereby supporting sustainable community development. 4. **SDG 12: Responsible Consumption and Production** – Aims for sustainable consumption and production patterns. Geoarchaeology can provide insights into resource extraction and use in the past, informing sustainable practices in modern contexts. 5. **SDG 13: Climate Action** – Highlights the need for urgent action to combat climate change. Geoarchaeological research can help reconstruct past climates and human responses, providing valuable information for contemporary climate adaptation strategies. 6. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting and reversing land degradation, and halting biodiversity loss. Geoarchaeology can study the impacts of ancient land-use practices on ecosystems, informing modern conservation efforts. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. Collaborative research between geologists, archaeologists, and local communities can enhance understanding and management of cultural and natural resources. By integrating these SDGs into a Geoarchaeology course, students can explore the interconnections between geology, archaeology, and sustainable development, gaining insights that are relevant for addressing contemporary challenges. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110603 | Arkeologi Prasejarah | Prehistoric Archaeology | The Prehistoric Archaeology course focuses on the study of human societies and cultures before the advent of written records. It examines the archaeological evidence from prehistoric periods, including tools, artifacts, and settlement patterns, to reconstruct the lives, behaviors, and social structures of early human communities. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Prehistoric archaeology provides insights into human history and cultural development, fostering critical thinking and understanding of human behavior. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. The course can explore how prehistoric societies developed economic systems and resource management practices, contributing to sustainable development. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding prehistoric settlement patterns and land use can inform modern urban planning and community resilience strategies. 4. **SDG 12: Responsible Consumption and Production** – Aims for sustainable consumption and production patterns. Prehistoric archaeology studies ancient resource use and subsistence strategies, providing lessons for sustainable practices today. 5. **SDG 13: Climate Action** – Highlights the need for urgent action to combat climate change. Researching prehistoric human adaptations to environmental changes can offer valuable insights for contemporary climate resilience and adaptation strategies. 6. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting land degradation, and halting biodiversity loss. Prehistoric archaeology examines interactions between humans and their environments, contributing to conservation efforts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. By studying prehistoric societies and their cultural practices, students can foster respect for diversity and understanding of human cooperation and conflict resolution. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening the means of implementation and revitalizing global partnerships for sustainable development. Collaborative research in prehistoric archaeology often involves partnerships with local communities, enhancing cultural heritage preservation. Integrating these SDGs into a Prehistoric Archaeology course can help students understand the relevance of ancient human experiences to contemporary challenges, promoting sustainable development and cultural appreciation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110703 | Arkeologi Pengaruh Hindu Budha | Archeology of Hindu Buddhist Influence | The Archaeology of Hindu-Buddhist Influence course examines the archaeological evidence and cultural interactions between Hinduism and Buddhism, particularly in regions where these religions historically coexisted and influenced one another. It focuses on the material culture, architectural styles, and artistic expressions that reflect the shared and divergent aspects of these two major religions. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can provide insights into the cultural, historical, and philosophical foundations of Hinduism and Buddhism, fostering a deeper understanding of these religions and their archaeological heritage. 2. **SDG 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. Understanding the archaeological sites and urban planning associated with Hindu and Buddhist influences can inform sustainable development practices in modern contexts. 3. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable consumption and production patterns. The course can discuss the resource management practices and environmental considerations evident in historical Hindu-Buddhist sites, offering lessons for contemporary sustainability. 4. **SDG 15: Life on Land** – Concerns the sustainable management of forests, combating desertification, halting land degradation, and halting biodiversity loss. The influence of Hinduism and Buddhism on land use, agriculture, and conservation practices can be explored, promoting sustainable interactions with the environment. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can examine how Hindu and Buddhist philosophies emphasize values like compassion, non-violence, and coexistence, contributing to social harmony and conflict resolution. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects involving archaeologists, local communities, and cultural institutions can be emphasized, highlighting the importance of preserving and promoting cultural heritage. 7. **SDG 13: Climate Action** – While less direct, discussions on how historical societies adapted to environmental changes and their sustainable practices can provide insights for current climate action efforts. By integrating these SDGs into the curriculum, a course on the Archaeology of Hindu-Buddhist Influence can help students appreciate the significance of these traditions and their archaeological heritage in addressing contemporary social and environmental challenges. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120302 | Arkeologi Maritim | Maritime Archaeology | The Maritime Archaeology course focuses on the study of human interaction with the sea and waterways through the archaeological investigation of shipwrecks, ports, coastal settlements, and underwater sites. It examines the cultural, economic, and technological aspects of maritime activities throughout history. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can educate students about the historical significance of maritime cultures and practices, enhancing their understanding of human history and cultural heritage. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Maritime archaeology can contribute to understanding the maritime economy, trade routes, and resource management, which can inform sustainable practices in coastal communities. 3. **SDG 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. The course can explore the impact of maritime activities on urban development and community resilience, particularly in coastal areas. 4. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable consumption and production patterns. Discussions on resource use, fishing practices, and shipbuilding in maritime societies can provide insights into sustainable practices and the importance of preserving marine resources. 5. **SDG 13: Climate Action** – Highlights the need for urgent action to combat climate change. Maritime archaeology can examine how ancient societies adapted to changing sea levels and climate conditions, offering valuable lessons for contemporary climate resilience. 6. **SDG 14: Life Below Water** – Focuses on conserving and sustainably using the oceans, seas, and marine resources. The study of submerged sites, shipwrecks, and maritime practices can inform conservation efforts and raise awareness of marine heritage. 7. **SDG 15: Life on Land** – While primarily focused on marine environments, discussions on the interconnectedness of terrestrial and maritime ecosystems can emphasize the importance of sustainable land and water management. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects involving archaeologists, marine conservationists, and local communities can enhance the preservation of underwater cultural heritage. By integrating these SDGs into a Maritime Archaeology course, students can gain insights into the historical and contemporary significance of maritime practices and their role in promoting sustainability and cultural heritage preservation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120402 | Arkeologi Kolonial | Arkeologi Kolonial | Arkeologi Kolonial (Colonial Archaeology) is a course that focuses on the archaeological study of colonial contexts, examining the impact of colonialism on cultures, societies, and landscapes. This field investigates the material remains and cultural practices that emerged as a result of colonial encounters, exploring the interactions between colonizers and indigenous populations. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can educate students about the impacts of colonialism on societies, cultures, and environments, fostering critical thinking about historical narratives. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. By examining the economic systems established during colonial periods, students can understand the historical context of modern economies and labor practices. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Colonial archaeology can critically explore the social hierarchies and power dynamics established during colonial rule, contributing to discussions on equity and social justice. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding the urban planning and architectural influences of colonialism can inform contemporary discussions on urban development and heritage preservation. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can explore the resource extraction and exploitation practices during colonial times, highlighting lessons for responsible resource management today. 6. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting land degradation, and halting biodiversity loss. Colonial archaeology can examine the environmental impacts of colonial practices on land use and resource management. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can discuss the historical injustices of colonialism and the importance of acknowledging and addressing these injustices in contemporary society. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research between archaeologists, local communities, and cultural institutions can foster understanding and preservation of shared heritage. By integrating these SDGs into a course on Colonial Archaeology, students can develop a deeper understanding of the legacies of colonialism and their relevance to current social, economic, and environmental issues, promoting a more equitable and sustainable future. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120502 | Bioarkeologi | Bioarchaeology | The Bioarchaeology course focuses on the study of human remains from archaeological contexts to understand past populations’ biological, cultural, and social aspects. This interdisciplinary field combines principles from archaeology, anthropology, and biology to analyze skeletal remains and burial practices, providing insights into health, diet, lifestyle, and social structures of ancient communities. | 1. **SDG 3: Good Health and Well-being** – Focuses on ensuring healthy lives and promoting well-being for all at all ages. Bioarchaeology studies human skeletal remains to understand past health, disease, nutrition, and lifestyle, contributing to our understanding of health trends over time. 2. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. The course can provide insights into human history through biological remains, fostering critical thinking and interdisciplinary knowledge. 3. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Bioarchaeology can contribute to understanding how past societies organized labor, health, and economy, informing contemporary discussions on work and health. 4. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Bioarchaeological research can explore disparities in health and living conditions among different populations, highlighting social inequalities throughout history. 5. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding the impacts of urbanization on health in ancient populations can provide lessons for modern urban planning and public health. 6. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Bioarchaeology can examine how past societies managed resources and their diets, providing insights into sustainable practices and dietary choices. 7. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting land degradation, and halting biodiversity loss. Bioarchaeological studies can assess the interactions between human populations and their environments, informing conservation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Researching the causes of past conflicts and social structures can contribute to understanding social cohesion and the importance of justice in human societies. By integrating these SDGs into a Bioarchaeology course, students can explore the connections between health, society, and the environment throughout history, enhancing their understanding of contemporary challenges and promoting sustainable practices. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120602 | Etika Profesi Arkeologi | Archaeological Professional Ethics | The Archaeological Professional Ethics course focuses on the ethical principles and guidelines that govern archaeological practice and research. It examines the responsibilities of archaeologists toward the communities they study, the cultural heritage they work with, and the broader society. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can educate students about ethical considerations in archaeology, fostering critical thinking and informed practices in the field. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Discussions on ethical practices can emphasize the importance of respecting indigenous rights, cultural heritage, and the equitable treatment of different communities involved in archaeological research. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Ethical considerations in archaeological practices can inform responsible urban development and the preservation of cultural heritage in urban areas. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can cover ethical approaches to resource management, conservation, and the responsible use of archaeological findings. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Ethical practices in archaeology can contribute to social justice, reconciliation efforts, and respect for diverse cultural narratives and histories. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. The course can emphasize the importance of collaboration between archaeologists, local communities, and stakeholders, ensuring ethical engagement and shared benefits. By integrating these SDGs into a course on Archaeological Professional Ethics, students can develop a deeper understanding of the ethical implications of archaeological work and their relevance to contemporary social and environmental issues, promoting sustainable practices and social responsibility in the field. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120702 | Keramologi | Keramology | Keramology is the study of ceramics, focusing on the analysis, classification, and interpretation of ceramic artifacts from archaeological contexts. This course delves into the technological, cultural, and historical aspects of pottery and other ceramic materials, offering insights into past societies’ daily lives, economies, and artistic expressions. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. A course in keramology can educate students about the cultural, historical, and technological significance of ceramics, fostering interdisciplinary learning. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding the production and trade of ceramics can inform discussions on traditional craftsmanship, artisanal industries, and sustainable economic practices. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The study of ceramics can inform urban planning and cultural heritage preservation in cities, enhancing community identity and social cohesion. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address sustainable practices in ceramic production, including resource management, recycling, and minimizing environmental impact. 5. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting land degradation, and halting biodiversity loss. Understanding traditional ceramic production methods can provide insights into sustainable land use and resource extraction practices. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The study of ceramics can explore cultural identities and histories, fostering respect for diversity and contributing to social cohesion. 7. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaboration between researchers, artisans, and local communities can enhance the understanding and preservation of ceramic traditions. Integrating these SDGs into a keramology course can help students appreciate the relevance of ceramic studies to contemporary social, economic, and environmental challenges while promoting sustainable practices and cultural heritage preservation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121703 | Seni Gambar Prasejarah | Prehistoric Pictorial Art | The Prehistoric Pictorial Art course focuses on the study of visual representations created by prehistoric peoples, exploring the artistic expressions found in cave paintings, rock art, and portable art forms such as figurines and carvings. It examines the cultural, social, and symbolic significance of these artworks in understanding prehistoric societies. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can educate students about the historical significance and cultural contexts of prehistoric art, fostering critical thinking and interdisciplinary learning. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Understanding prehistoric art can promote appreciation for diverse cultural expressions and histories, highlighting the importance of inclusivity in interpreting human heritage. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The study of prehistoric art can inform contemporary discussions on cultural heritage preservation and community identity, especially in areas with significant archaeological sites. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Discussions about the materials and techniques used in prehistoric art can lead to insights on sustainable practices in art-making and resource management. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Exploring how prehistoric societies adapted their artistic practices to environmental changes can provide valuable lessons for contemporary climate resilience. 6. **SDG 15: Life on Land** – Focuses on sustainably managing forests, combating desertification, halting land degradation, and halting biodiversity loss. Prehistoric art often reflects the relationship between humans and their environments, contributing to understanding the impact of human activities on landscapes and ecosystems. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The interpretation of prehistoric art can encourage discussions about cultural identity, social cohesion, and the importance of respecting diverse narratives in the context of heritage management. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaboration between archaeologists, artists, and local communities can enhance the preservation and appreciation of prehistoric art. By integrating these SDGs into a course on Prehistoric Pictorial Art, students can explore the significance of prehistoric art in understanding human history, culture, and environmental interactions while promoting sustainable practices and cultural appreciation. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121802 | Zooarkeologi | Zooarchaeology | The Zooarchaeology course focuses on the study of animal remains from archaeological sites to understand past human-animal interactions and the ecological contexts of ancient societies. It examines the role of animals in human subsistence, economy, culture, and environmental change, utilizing techniques from archaeology, biology, and ecology. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course educates students about the relationships between humans and animals throughout history, fostering critical thinking and interdisciplinary learning. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding historical animal use in economies (e.g., hunting, domestication) can inform discussions about sustainable practices in modern animal husbandry and wildlife management. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Zooarchaeological studies can explore how different societies interacted with animal resources, highlighting the implications for social structures and inequalities in access to resources. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Insights from zooarchaeology can inform urban planning and sustainable practices in managing local wildlife and domestic animals. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can discuss ancient subsistence strategies and resource management, providing valuable lessons for contemporary sustainable practices in agriculture and wildlife conservation. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Zooarchaeological research can provide insights into how past societies adapted their animal husbandry and hunting practices to environmental changes, informing current strategies for resilience. 7. **SDG 14: Life Below Water** – Focuses on conserving and sustainably using the oceans, seas, and marine resources. Zooarchaeology often includes studies of marine fauna, contributing to understanding historical human impacts on marine ecosystems and informing conservation efforts. 8. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Zooarchaeological studies can assess past interactions between humans and terrestrial animals, contributing to wildlife conservation and habitat management efforts. 9. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Researching historical relationships between humans and animals can inform discussions on cultural heritage and the ethical treatment of animals in contemporary society. By integrating these SDGs into a Zooarchaeology course, students can develop a comprehensive understanding of the historical significance of human-animal relationships, enhancing their awareness of contemporary social, economic, and environmental issues while promoting sustainable practices. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07130304 | Ekskavasi Arkeologis | Archaeological Excavation | The Archaeological Excavation course provides students with practical training and theoretical knowledge in the techniques and methodologies of conducting archaeological excavations. It focuses on the systematic recovery of artifacts, features, and ecofacts from archaeological sites, emphasizing proper excavation practices and documentation. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides practical and theoretical knowledge about excavation techniques, enhancing students’ understanding of archaeology as a discipline. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. The course can include discussions on the economic aspects of archaeological projects, such as job creation in heritage management and tourism related to excavated sites. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Archaeological excavations often involve local communities, and discussions can focus on equitable engagement and representation in archaeological practices. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The course can explore how archaeological findings inform urban development, heritage preservation, and community identity in contemporary settings. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Excavation practices can emphasize ethical considerations in resource management, conservation, and the preservation of cultural heritage. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. The course can discuss how archaeological data can inform our understanding of past human adaptations to climate change and provide insights for current resilience strategies. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Archaeological excavations can assess past human interactions with terrestrial ecosystems, contributing to conservation efforts and sustainable land use. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Ethical considerations in archaeological excavation, including the treatment of human remains and cultural artifacts, can foster respect for diverse cultural narratives and social justice. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaboration between archaeologists, local communities, and cultural institutions can enhance the preservation and understanding of archaeological sites. By integrating these SDGs into a course on Archaeological Excavation, students can develop a comprehensive understanding of the significance of excavation practices in addressing contemporary social, economic, and environmental challenges while promoting sustainable heritage management. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07131302 | Paleografi dan Filologi Sulawesi (p) | Paleography and Philology of Sulawesi (p) | The Paleography and Philology of Sulawesi course focuses on the study of ancient writing systems, manuscripts, and textual traditions specific to Sulawesi, Indonesia. It combines the analysis of written documents (paleography) with the study of language and literature (philology) to understand the historical and cultural contexts of the region. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course can provide students with specialized knowledge in reading and interpreting ancient texts, fostering critical thinking and scholarly skills. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The study of Sulawesi’s paleography and philology can highlight diverse cultural narratives and the importance of indigenous knowledge systems, contributing to a more equitable representation of history. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding the historical texts and manuscripts of Sulawesi can inform contemporary discussions on cultural heritage preservation and community identity. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can discuss the preservation of manuscripts and the ethical considerations surrounding the use of historical texts in research and education. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Studying the historical texts can contribute to understanding the cultural context of conflict and resolution in Sulawesi, fostering respect for diverse narratives. 6. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaboration between researchers, local communities, and cultural institutions can enhance the preservation and appreciation of Sulawesi’s written heritage. By integrating these SDGs into a course on Paleography and Philology of Sulawesi, students can develop a deeper understanding of the significance of written texts in understanding cultural history and identity, while promoting sustainable practices and inclusive representation in the study of heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07131402 | Desain Penelitian Arkeologi | vArchaeological Research Design | The Archaeological Research Design course focuses on the principles and methodologies involved in planning and conducting archaeological research projects. It emphasizes the importance of formulating clear research questions, selecting appropriate methods, and designing studies that effectively address archaeological problems. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with the skills to design effective research proposals and methodologies in archaeology, fostering critical thinking and problem-solving abilities. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding archaeological research design can prepare students for careers in archaeology, cultural heritage management, and related fields, contributing to economic opportunities. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The course can address ethical considerations in research design, ensuring equitable engagement with local communities and stakeholders in archaeological projects. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Archaeological research can inform urban development and heritage preservation strategies, enhancing community identity and cultural continuity. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize ethical resource management in archaeological research, including considerations for excavation practices and site preservation. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Archaeological research can provide insights into past human adaptations to environmental changes, contributing to contemporary discussions on resilience and sustainability. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Research design in archaeology can consider the impact of human activities on terrestrial ecosystems, informing conservation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Developing a robust research design can enhance the integrity and transparency of archaeological work, fostering respect for diverse cultural narratives and promoting social justice. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research design can enhance cooperation among archaeologists, local communities, and cultural institutions, ensuring shared benefits and knowledge exchange. By integrating these SDGs into a course on Archaeological Research Design, students can develop a comprehensive understanding of the ethical, social, and environmental implications of archaeological research, promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07140106 | Skripsi | Thesis | The Thesis course is a capstone project typically required for students pursuing advanced degrees, such as a Master’s or Ph.D., in various academic disciplines. It involves independent research and the production of a substantial written document that contributes new knowledge or insights to the field of study. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. A thesis writing course enhances students’ research skills, critical thinking, and academic writing abilities, contributing to their overall educational development. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Completing a thesis often involves engaging in research that can contribute to various industries, potentially leading to job opportunities and economic contributions. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By encouraging diverse topics and perspectives, a thesis writing course can empower underrepresented voices and contribute to a more equitable representation of knowledge. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Theses often explore local issues, contributing to community development and providing insights into sustainable practices. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Research conducted in thesis projects can focus on sustainability issues, exploring responsible practices within various fields. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Theses can address climate-related research topics, contributing to understanding and solutions for environmental challenges. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Research topics in theses can explore issues related to social justice, governance, and the rule of law, contributing to informed discussions on peace and justice. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Thesis projects can involve collaboration with organizations, communities, or academic institutions, fostering partnerships that enhance research impact. By integrating these SDGs into a Thesis Writing course, students can develop a deeper understanding of the broader implications of their research and its relevance to contemporary global challenges, promoting responsible scholarship and contributing to sustainable development goals. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110302 | Pengantar Arkeologi | Introduction to Archaeology | The Introduction to Archaeology course provides a foundational overview of the field of archaeology, exploring its history, methodologies, and significance in understanding human history and cultural development. This course is designed for students new to the discipline and aims to cultivate an appreciation for the scientific study of past societies through material remains. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides foundational knowledge about archaeology, fostering critical thinking and analytical skills among students. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Understanding archaeological practices and the representation of different cultures can promote appreciation for diverse perspectives and histories, contributing to a more equitable narrative of human history. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The course can address the role of archaeology in urban planning, heritage preservation, and community identity, enhancing the sustainability of cultural heritage. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Discussions about the ethical implications of archaeological practices can lead to greater awareness of responsible resource management and heritage conservation. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Archaeology can provide insights into how past societies adapted to environmental changes, informing contemporary strategies for climate resilience. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The study of human interactions with the environment throughout history can inform conservation efforts and sustainable land use practices. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can explore how archaeology contributes to understanding social justice, cultural heritage, and the rights of indigenous communities, fostering respect for diverse narratives. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. The course may emphasize collaboration between archaeologists, local communities, and cultural institutions to enhance the understanding and preservation of archaeological sites. By integrating these SDGs into an Introduction to Archaeology course, students can gain a comprehensive understanding of the discipline’s significance in addressing contemporary social, economic, and environmental challenges while promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120203 | Arkeologi Islam | Islamic Archaeology | The Islamic Archaeology course focuses on the study of archaeological sites, artifacts, and cultural practices related to Islamic societies from the emergence of Islam in the 7th century to the present. This course examines the material culture and architectural developments that reflect the social, political, and religious aspects of Islamic civilizations across different regions. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides knowledge about Islamic history and culture through archaeological evidence, fostering critical thinking and interdisciplinary learning. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By highlighting diverse narratives and histories within Islamic culture, the course can promote a greater understanding of social justice and representation in historical narratives. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The study of Islamic archaeological sites can inform contemporary urban development and cultural heritage preservation, enhancing community identity and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address the ethical implications of archaeological practices, emphasizing responsible resource management and conservation of heritage sites. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Research in Islamic archaeology can provide insights into how past Islamic societies adapted to environmental changes, informing contemporary strategies for resilience. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The course can explore human-environment interactions in historical Islamic contexts, contributing to understanding sustainable land use practices. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Islamic archaeology can contribute to understanding social cohesion, conflict resolution, and the preservation of cultural heritage, fostering respect for diverse cultural narratives. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. The course can encourage collaboration between archaeologists, local communities, and cultural institutions, enhancing the understanding and preservation of Islamic heritage. By integrating these SDGs into an Islamic Archaeology course, students can develop a comprehensive understanding of the cultural and historical significance of Islamic societies while promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120803 | Pengelolaan Sumber Daya Arkeologi | Archaeological Resource Management | The Archaeological Resource Management (ARM) course focuses on the principles and practices involved in the management, preservation, and protection of archaeological sites and cultural heritage resources. This course addresses the legal, ethical, and practical aspects of safeguarding archaeological heritage in the context of development, tourism, and public engagement. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with the knowledge and skills necessary for effective management of archaeological resources, fostering critical thinking and interdisciplinary learning. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding archaeological resource management can prepare students for careers in cultural heritage management, tourism, and conservation, contributing to economic development. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The course can emphasize the importance of equitable engagement with local communities in archaeological resource management, promoting social justice and inclusivity. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Archaeological resource management plays a crucial role in urban planning and heritage preservation, enhancing community identity and sustainability. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations in the management of archaeological resources, emphasizing responsible stewardship and conservation practices. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Archaeological resource management can inform understanding of how past societies adapted to environmental changes, providing insights for contemporary climate resilience. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Effective archaeological resource management contributes to the preservation of cultural landscapes and biodiversity, promoting sustainable land use practices. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can explore the role of archaeology in cultural heritage preservation and social cohesion, fostering respect for diverse cultural narratives and heritage rights. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative approaches in archaeological resource management can enhance cooperation among archaeologists, local communities, and cultural institutions, ensuring shared benefits and knowledge exchange. By integrating these SDGs into an Archaeological Resource Management course, students can develop a comprehensive understanding of the significance of effective management practices in addressing contemporary social, economic, and environmental challenges while promoting sustainable stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120904 | Prasejarah Sulawesi | Prehistory of Sulawesi | The Prehistory of Sulawesi course explores the archaeological and cultural developments of Sulawesi, an island in Indonesia, from its earliest human occupation to the emergence of historical societies. This course examines the rich and diverse prehistory of the region, emphasizing the interactions between indigenous cultures and their environments. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with insights into the prehistoric cultures of Sulawesi, fostering critical thinking and interdisciplinary approaches to understanding human history. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By exploring the diverse cultures and histories of Sulawesi, the course can promote appreciation for indigenous knowledge and narratives, contributing to a more equitable representation of history. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding the prehistoric societies of Sulawesi can inform contemporary discussions on cultural heritage preservation, community identity, and sustainable practices. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations regarding the management and preservation of archaeological sites and resources in Sulawesi. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Prehistoric studies can provide insights into how past societies in Sulawesi adapted to environmental changes, informing current strategies for resilience and sustainability. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The course can explore the relationships between prehistoric societies and their environments, contributing to understanding sustainable land use and conservation practices. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The study of prehistory can foster respect for diverse cultural narratives and heritage rights, contributing to social cohesion and justice. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative efforts between archaeologists, local communities, and cultural institutions in Sulawesi can enhance the preservation and understanding of prehistoric heritage. By integrating these SDGs into a course on the Prehistory of Sulawesi, students can develop a comprehensive understanding of the cultural and historical significance of prehistoric societies while promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121004 | Arkeologi Bawah Air | Archaeological Conservation | The Archaeological Conservation course focuses on the principles and practices involved in the preservation and restoration of archaeological artifacts and sites. It equips students with the knowledge and skills necessary to protect and maintain cultural heritage, ensuring that archaeological materials are conserved for future generations. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with essential knowledge and skills for preserving archaeological sites and artifacts, fostering critical thinking and technical expertise. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding archaeological conservation can lead to careers in cultural heritage management, tourism, and conservation, contributing to economic development and job creation. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The course can highlight the importance of equitable engagement with local communities in conservation efforts, promoting social justice and inclusivity in heritage management. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Archaeological conservation plays a crucial role in urban planning and heritage preservation, enhancing community identity and promoting sustainable development practices. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course addresses ethical considerations in the conservation of archaeological resources, emphasizing responsible stewardship and sustainability practices. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Conservation practices can be informed by historical data on how past societies adapted to environmental changes, providing insights for current climate resilience strategies. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Effective archaeological conservation contributes to the preservation of cultural landscapes and biodiversity, promoting sustainable land use. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can explore the role of archaeological conservation in protecting cultural heritage, fostering respect for diverse narratives, and promoting social cohesion. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative approaches in archaeological conservation can enhance cooperation between archaeologists, local communities, and cultural institutions, ensuring shared benefits and knowledge exchange. By integrating these SDGs into an Archaeological Conservation course, students can develop a comprehensive understanding of the significance of conservation practices in addressing contemporary social, economic, and environmental challenges while promoting sustainable stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121403 | Konservasi Arkeologis | Archaeological Conservation | The Archaeological Conservation course focuses on the principles, techniques, and practices involved in the preservation, restoration, and stabilization of archaeological artifacts and sites. It aims to equip students with the skills necessary to protect cultural heritage and ensure the long-term survival of material remains for future study and appreciation. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with essential skills and knowledge for preserving archaeological sites and artifacts, fostering critical thinking and technical expertise. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding archaeological conservation can lead to careers in cultural heritage management, tourism, and conservation, contributing to economic development and job creation. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The course can highlight the importance of equitable engagement with local communities in conservation efforts, promoting social justice and inclusivity in heritage management. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Archaeological conservation plays a crucial role in urban planning and heritage preservation, enhancing community identity and promoting sustainable development practices. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course addresses ethical considerations in the conservation of archaeological resources, emphasizing responsible stewardship and sustainability practices. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Conservation practices can be informed by historical data on how past societies adapted to environmental changes, providing insights for current climate resilience strategies. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Effective archaeological conservation contributes to the preservation of cultural landscapes and biodiversity, promoting sustainable land use. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can explore the role of archaeological conservation in protecting cultural heritage, fostering respect for diverse narratives, and promoting social cohesion. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative approaches in archaeological conservation can enhance cooperation between archaeologists, local communities, and cultural institutions, ensuring shared benefits and knowledge exchange. By integrating these SDGs into an Archaeological Conservation course, students can develop a comprehensive understanding of the significance of conservation practices in addressing contemporary social, economic, and environmental challenges while promoting sustainable stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121503 | Museologi | Museology | The Museology course focuses on the study of museums and their role in society, encompassing the theory, practice, and management of museum operations. It examines the significance of museums as institutions for preserving, interpreting, and displaying cultural and natural heritage, as well as their impact on education, research, and community engagement. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. Museology courses provide students with knowledge about museum practices, curation, and education, fostering critical thinking and interdisciplinary skills. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. Understanding museology can prepare students for careers in museum management, cultural heritage, and education, contributing to job creation and economic development. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Museology emphasizes the importance of representing diverse cultures and narratives in museum collections and exhibitions, promoting social justice and inclusivity. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Museums play a critical role in community engagement, heritage preservation, and cultural education, contributing to the sustainability of urban environments. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Museology courses can address ethical considerations in collection management, conservation, and exhibition practices, emphasizing responsible stewardship of cultural resources. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Museums can serve as platforms for raising awareness about climate change and sustainability, engaging the public in discussions on environmental issues. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Museums often focus on natural history and biodiversity, promoting conservation efforts and public understanding of environmental issues. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Museology can explore the role of museums in fostering dialogue, understanding, and respect for diverse cultural narratives, contributing to social cohesion and justice. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects between museums, communities, and educational institutions can enhance cultural exchange and mutual understanding. By integrating these SDGs into a Museology course, students can develop a comprehensive understanding of the significance of museums in addressing contemporary social, economic, and environmental challenges while promoting cultural heritage, education, and sustainable practices. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07121603 | Penafsiran Data Arkeologi | Interpretation of Archaeological Data | The Interpretation of Archaeological Data course focuses on the methods and frameworks used to analyze and interpret the material remains recovered from archaeological sites. This course emphasizes the integration of various forms of data, including artifacts, features, and ecofacts, to develop a comprehensive understanding of past human behavior, culture, and societal development. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with skills in critical thinking, analysis, and interpretation, fostering a deeper understanding of archaeological methodologies and data. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By exploring diverse archaeological narratives and contexts, the course can promote appreciation for various cultural perspectives and histories, contributing to a more equitable representation of the past. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding archaeological data can inform contemporary urban planning and heritage preservation, enhancing community identity and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations in data interpretation, emphasizing responsible stewardship of archaeological resources and cultural heritage. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Interpretation of archaeological data can provide insights into how past societies adapted to environmental changes, informing current climate resilience strategies. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The course can explore human-environment interactions through archaeological data, contributing to understanding sustainable land use practices and conservation efforts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The interpretation of archaeological data can foster respect for diverse cultural narratives and heritage rights, contributing to social cohesion and understanding. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research and interpretation involving local communities and stakeholders can enhance knowledge exchange and foster shared benefits. By integrating these SDGs into a course on the Interpretation of Archaeological Data, students can gain a comprehensive understanding of the importance of archaeological research in addressing contemporary social, economic, and environmental challenges while promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110203 | Sejarah dan Kebudayaan Indonesia | Indonesian History and Culture | The Indonesian History and Culture course provides a comprehensive overview of Indonesia’s rich and diverse historical developments, cultural practices, and societal changes from prehistoric times to the contemporary era. It emphasizes the interplay between various ethnic groups, religions, and external influences that have shaped the archipelago’s unique identity. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with a comprehensive understanding of Indonesia’s diverse history and cultural heritage, fostering critical thinking and interdisciplinary learning. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By exploring the histories and cultures of various ethnic groups in Indonesia, the course promotes appreciation for diversity and social justice, contributing to a more equitable representation of different narratives. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding the historical and cultural context of Indonesian communities can inform sustainable development practices, urban planning, and cultural heritage preservation. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address cultural practices related to resource use, conservation, and sustainability, highlighting traditional knowledge and practices that contribute to environmental stewardship. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. The course can explore how Indonesian societies have historically adapted to environmental changes, providing valuable insights for contemporary climate resilience and sustainability efforts. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The study of Indonesian history and culture can shed light on indigenous practices related to land management, conservation, and biodiversity preservation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Understanding the historical context of social movements, conflicts, and governance in Indonesia can contribute to discussions on peacebuilding, justice, and institutional development. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects that involve local communities, cultural institutions, and educational organizations can enhance cultural exchange and mutual understanding. By integrating these SDGs into a course on Indonesian History and Culture, students can develop a nuanced understanding of the country’s diverse cultural heritage while promoting sustainable practices and responsible stewardship of cultural resources. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110403 | Sejarah Budaya Sulawesi | Cultural History of Sulawesi | The Cultural History of Sulawesi course examines the rich and diverse cultural heritage of Sulawesi, an island in Indonesia, from prehistoric times to the present. This course explores the unique traditions, practices, and historical developments that have shaped the island’s various societies and their interactions with each other and the wider world. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with a deep understanding of Sulawesi’s cultural heritage, fostering critical thinking and interdisciplinary approaches. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By exploring the diverse cultures and histories of various ethnic groups in Sulawesi, the course can promote appreciation for social justice and the representation of marginalized narratives. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding Sulawesi’s cultural history can inform contemporary discussions on community identity, heritage preservation, and sustainable development practices. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations in the management of cultural resources and practices, emphasizing the importance of sustainable stewardship of heritage. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. The cultural history of Sulawesi can provide insights into how past societies adapted to environmental changes, informing contemporary strategies for resilience and sustainability. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The course can explore the relationships between Sulawesi’s cultures and their environments, highlighting traditional practices that promote sustainable land use and biodiversity conservation. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The study of Sulawesi’s cultural history can foster respect for diverse cultural narratives, contributing to social cohesion and conflict resolution. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative projects involving local communities, cultural institutions, and academic organizations can enhance cultural exchange and mutual understanding. By integrating these SDGs into a course on the Cultural History of Sulawesi, students can gain a comprehensive understanding of the region’s cultural significance while promoting sustainable practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110503 | Kewirausahaan Warisan Budaya | Cultural Heritage Entrepreneurship | The Cultural Heritage Entrepreneurship course explores the intersection of cultural heritage and entrepreneurial practices, focusing on how heritage resources can be utilized to foster economic development, community engagement, and sustainable tourism. This course emphasizes the importance of preserving cultural heritage while creating innovative business models that contribute to local economies. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with knowledge and skills in entrepreneurship, focusing on the management and promotion of cultural heritage. 2. **SDG 8: Decent Work and Economic Growth** – Encourages sustained economic growth and decent work for all. By teaching students how to create sustainable businesses centered on cultural heritage, the course can contribute to job creation and local economic development. 3. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Cultural heritage entrepreneurship can empower marginalized communities by providing them with opportunities to showcase and monetize their cultural assets, fostering inclusivity. 4. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. The course can highlight the role of cultural heritage in urban planning, community identity, and sustainable tourism, promoting community engagement and heritage preservation. 5. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can emphasize ethical entrepreneurship practices that prioritize sustainable resource use, cultural preservation, and responsible tourism. 6. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Students can learn how cultural heritage entrepreneurship can be aligned with sustainability goals, including promoting practices that mitigate climate impact. 7. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Cultural heritage initiatives can contribute to the conservation of cultural landscapes and biodiversity. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. By empowering communities through cultural heritage entrepreneurship, the course can contribute to social cohesion and conflict resolution. 9. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. The course can foster collaboration between entrepreneurs, cultural institutions, and local communities, enhancing cultural exchange and mutual benefits. By integrating these SDGs into a course on Cultural Heritage Entrepreneurship, students can gain a comprehensive understanding of how to leverage cultural heritage for sustainable economic development while promoting social, environmental, and cultural sustainability. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110802 | Pengantar Teori Arkeologi | Introduction to Archaeological Theory | The Introduction to Archaeological Theory course provides an overview of the various theoretical frameworks and concepts that guide archaeological research and interpretation. This course aims to familiarize students with the evolution of archaeological thought, the major schools of thought, and how these theories influence the practice of archaeology and the interpretation of the archaeological record. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides foundational knowledge of archaeological theories and methodologies, fostering critical thinking and analytical skills. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By exploring various archaeological theories and their applications, the course can promote appreciation for diverse cultural narratives and address issues of representation in archaeological practice. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding archaeological theory can inform contemporary discussions about cultural heritage preservation and sustainable urban development. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations in archaeological research and practice, emphasizing the importance of responsible stewardship of cultural resources. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Archaeological theories related to human-environment interactions can provide insights into past adaptations and resilience strategies, informing current climate action efforts. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. The course can explore the relationships between archaeological findings and land management practices, promoting sustainable land use. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The study of archaeological theory can contribute to discussions about cultural heritage rights, ethical practices, and social justice in archaeology. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative research approaches that incorporate local knowledge and perspectives can enhance archaeological understanding and community engagement. By integrating these SDGs into a course on Introduction to Archaeological Theory, students can develop a comprehensive understanding of the significance of archaeological research in addressing contemporary social, economic, and environmental challenges while promoting ethical practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07110902 | Pengantar Antropologi | Introduction to Anthropology | The Introduction to Anthropology course provides a comprehensive overview of the field of anthropology, exploring the diversity of human societies, cultures, and behaviors across time and space. This foundational course introduces students to the four main subfields of anthropology: cultural anthropology, physical (or biological) anthropology, archaeology, and linguistic anthropology. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course provides students with a comprehensive understanding of anthropological concepts, theories, and methods, fostering critical thinking and cultural awareness. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. Anthropology emphasizes the study of diverse cultures and social structures, promoting understanding and appreciation of marginalized voices and perspectives. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding human behavior and cultural practices can inform urban planning, community development, and sustainability initiatives. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. Anthropological studies can examine cultural practices related to resource use and sustainability, emphasizing the importance of responsible stewardship of resources. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Anthropology can provide insights into how different cultures understand and respond to environmental challenges, informing climate adaptation strategies. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Anthropology often explores the relationships between people and their environments, promoting sustainable land use and conservation practices. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Anthropology examines power dynamics, social justice, and conflict resolution, contributing to discussions on equity and human rights. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative anthropological research can enhance community engagement and knowledge sharing, fostering partnerships between local communities, governments, and organizations. By integrating these SDGs into a course on Introduction to Anthropology, students can gain a comprehensive understanding of the social, cultural, and environmental dimensions of human behavior, contributing to the development of responsible and sustainable practices in various contexts. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07111004 | Survei dan Perekaman Data Arkeologi | Archaeological Survey and Data Recording | The Archaeological Survey and Data Recording course focuses on the techniques and methodologies used to identify, document, and analyze archaeological sites and artifacts in the field. This course provides students with practical skills in survey methods and data management essential for archaeological research. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with essential skills in survey techniques and data management, fostering critical thinking and practical application of archaeological methods. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. The course can emphasize the importance of inclusive approaches to archaeological surveys that respect local knowledge and cultural heritage, promoting social justice and representation. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Understanding archaeological survey methods can inform urban planning and community development by preserving cultural heritage within urban contexts. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address ethical considerations in archaeological practices, emphasizing responsible stewardship and sustainable management of cultural resources. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Data collected from archaeological surveys can provide insights into past human-environment interactions, informing current climate adaptation and mitigation strategies. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Archaeological surveys can contribute to understanding land use and management practices over time, promoting sustainable land use and conservation efforts. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. The course can explore the role of archaeological data in understanding historical narratives, contributing to discussions on cultural heritage rights and social justice. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative archaeological surveys that involve local communities can enhance engagement and knowledge sharing, fostering mutual benefits and respect for local heritage. By integrating these SDGs into a course on Archaeological Survey and Data Recording, students can develop a comprehensive understanding of the significance of archaeological research in addressing contemporary social, economic, and environmental challenges while promoting ethical practices and responsible stewardship of cultural heritage. |
| ILMU BUDAYA | ARKEOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23F07120104 | Analisis Data Arkeologi | Archaeological Data Analysis | The Archaeological Data Analysis course focuses on the methods and techniques used to analyze data collected from archaeological sites, helping students develop the skills necessary to interpret the material evidence of past human behavior and culture. This course emphasizes both quantitative and qualitative approaches to data analysis in archaeology. | 1. **SDG 4: Quality Education** – Promotes inclusive and equitable quality education and lifelong learning opportunities. This course equips students with the analytical skills necessary for interpreting archaeological data, fostering critical thinking and methodological proficiency. 2. **SDG 10: Reduced Inequalities** – Aims to reduce inequality within and among countries. By analyzing data related to various cultures and communities, the course can highlight underrepresented narratives, contributing to a more equitable understanding of history. 3. **SDG 11: Sustainable Cities and Communities** – Focuses on making cities inclusive, safe, resilient, and sustainable. Data analysis can inform urban planning and community development by integrating archaeological findings into discussions about cultural heritage preservation and sustainable development. 4. **SDG 12: Responsible Consumption and Production** – Promotes sustainable consumption and production patterns. The course can address the ethical implications of data analysis in archaeology, emphasizing responsible management of archaeological resources and cultural heritage. 5. **SDG 13: Climate Action** – Emphasizes the need for urgent action to combat climate change. Archaeological data can provide insights into past human responses to environmental changes, informing current climate adaptation and resilience strategies. 6. **SDG 15: Life on Land** – Aims to sustainably manage forests, combat desertification, halt land degradation, and halt biodiversity loss. Analysis of archaeological data can shed light on historical land use practices and their impacts on ecosystems, promoting sustainable land management. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes peaceful and inclusive societies. Analyzing archaeological data can contribute to understanding historical injustices and conflicts, fostering dialogue about cultural heritage rights and social justice. 8. **SDG 17: Partnerships for the Goals** – Focuses on strengthening partnerships for sustainable development. Collaborative data analysis involving local communities and stakeholders can enhance archaeological research and foster mutual understanding and respect. By integrating these SDGs into a course on Archaeological Data Analysis, students can develop a comprehensive understanding of how archaeological research can address contemporary social, economic, and environmental challenges while promoting ethical practices and responsible stewardship of cultural heritage. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08110103 | Gambar Rekayasa | Engineering Drawings | A university course in Engineering Drawings focuses on the principles and techniques used to create technical drawings and plans essential for engineering design and communication. | 1. **Quality Education (SDG 4)**: Engineering Drawings courses enhance technical skills and knowledge, contributing to quality education in engineering disciplines. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: These courses promote understanding of design and production processes, essential for building resilient infrastructure and fostering innovation. 3. **Sustainable Cities and Communities (SDG 11)**: Engineering drawings often focus on urban planning and development, which can help create sustainable and resilient urban environments. 4. **Responsible Consumption and Production (SDG 12)**: Students learn about efficient design practices and resource management, promoting sustainable production methods. 5. **Climate Action (SDG 13)**: Courses may address sustainable design principles that minimize environmental impact and promote climate-resilient engineering solutions. Integrating these SDGs into the curriculum can enhance the relevance of engineering education in addressing global challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08140105 | Skripsi | Thesis | A university course in Thesis involves independent research and writing on a specific topic within a student’s field of study. | 1. **Quality Education (SDG 4)**: Theses contribute to knowledge creation and academic rigor, enhancing educational quality. 2. **Decent Work and Economic Growth (SDG 8)**: Research may explore topics related to employment, economic development, and sustainable business practices. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Many theses focus on technological innovations, engineering solutions, and improvements in industrial practices. 4. **Reduced Inequalities (SDG 10)**: Research can address social disparities, promoting inclusivity and equality in various sectors. 5. **Sustainable Cities and Communities (SDG 11)**: Theses often explore urban development, sustainable practices, and community engagement. 6. **Climate Action (SDG 13)**: Many research projects investigate environmental issues, climate change impacts, and sustainable solutions. By choosing relevant topics, thesis work can significantly contribute to advancing these global goals. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08140201 | Seminar Hasil Skripsi | Thesis Results Seminar | A university course in Thesis Results Seminar is designed for students to present and discuss the findings of their research projects. | 1. **Quality Education (SDG 4)**: The seminar promotes academic discourse and knowledge sharing, enhancing educational quality and critical thinking. 2. **Decent Work and Economic Growth (SDG 8)**: Presentations might cover research related to labor markets, economic sustainability, and job creation. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Many theses explore technological advancements, innovative practices, and infrastructure improvements. 4. **Reduced Inequalities (SDG 10)**: Research may focus on social justice, equity, and addressing disparities in various fields. 5. **Sustainable Cities and Communities (SDG 11)**: Theses might examine urban planning, sustainable development, and community resilience. 6. **Climate Action (SDG 13)**: Research can address environmental issues, sustainability practices, and responses to climate change. Through the exchange of research findings, a Thesis Results Seminar can effectively contribute to understanding and advancing these SDGs. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133602 | Keselamatan dan Kesehatan Kerja (K3) | Occupational Safety and Health (K3) | A university course in Occupational Safety and Health (K3) focuses on the principles and practices aimed at ensuring safety and health in the workplace. | 1. **Decent Work and Economic Growth (SDG 8)**: This goal is directly related as the course focuses on creating safe and healthy work environments, which contribute to decent work conditions and productivity. 2. **Good Health and Well-Being (SDG 3)**: Occupational safety and health initiatives promote physical and mental well-being, reducing workplace injuries and illnesses. 3. **Reduced Inequalities (SDG 10)**: The course can address disparities in occupational health standards, promoting equitable access to safe working conditions for all workers. 4. **Sustainable Cities and Communities (SDG 11)**: By promoting safe working conditions, the course supports the development of sustainable and resilient communities. 5. **Partnerships for the Goals (SDG 17)**: Collaboration between employers, workers, and governments is essential in promoting occupational safety, fostering partnerships for achieving better health and safety standards. These connections highlight the importance of occupational safety and health education in contributing to broader sustainable development objectives. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133302 | Manajemen Rantai Pasok dan Logistik | Supply Chain Management and Logistics | A university course in Supply Chain Management and Logistics focuses on the processes involved in the movement of goods and services from suppliers to consumers. | 1. **Decent Work and Economic Growth (SDG 8)**: Efficient supply chains and logistics support economic growth and job creation by enhancing productivity and employment opportunities. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course emphasizes the importance of resilient infrastructure and innovative practices in supply chains, promoting sustainable industrialization. 3. **Responsible Consumption and Production (SDG 12)**: Topics such as sustainable sourcing, waste reduction, and efficient resource use are key components, encouraging responsible production practices. 4. **Climate Action (SDG 13)**: The course may address the environmental impacts of logistics and transportation, focusing on strategies to reduce carbon footprints and promote sustainability. 5. **Sustainable Cities and Communities (SDG 11)**: Efficient supply chains contribute to urban sustainability by optimizing transportation and distribution systems within cities. 6. **Partnerships for the Goals (SDG 17)**: Collaboration among stakeholders in the supply chain is essential for achieving sustainability goals, fostering partnerships for better practices. Integrating these SDGs into the curriculum can enhance the relevance of supply chain management education in addressing global challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133402 | Simulasi dan Pemodelan Hidrodinamika | Hydrodynamic Simulation and Modeling | A university course in Hydrodynamic Simulation and Modeling focuses on the principles and techniques used to simulate and analyze fluid flow and associated phenomena in various environments. | 1. **Clean Water and Sanitation (SDG 6)**: This goal is directly related as hydrodynamic modeling helps in understanding and managing water resources, ensuring access to clean water and effective sanitation. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course fosters innovative techniques and technologies in modeling and simulation, contributing to improved infrastructure and industrial applications. 3. **Sustainable Cities and Communities (SDG 11)**: By studying water flow and management in urban environments, the course supports the development of sustainable urban infrastructure. 4. **Climate Action (SDG 13)**: Hydrodynamic models can be used to study the impacts of climate change on water systems, helping to develop strategies for resilience and adaptation. 5. **Life Below Water (SDG 14)**: The course can focus on aquatic ecosystems and the effects of human activities on marine environments, promoting sustainable use of ocean resources. 6. **Life on Land (SDG 15)**: Understanding hydrodynamics is crucial for managing freshwater ecosystems and preventing soil erosion, contributing to terrestrial ecosystem sustainability. These connections highlight the significance of hydrodynamic simulation and modeling in addressing critical environmental and sustainability challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133502 | Hidrologi dan Infrastruktur Tambak | Pond Hydrology and Infrastructure | A university course in Pond Hydrology and Infrastructure focuses on the study of water dynamics in pond ecosystems and the design and management of associated infrastructures. | 1. **Clean Water and Sanitation (SDG 6)**: The course emphasizes the management of water resources, ensuring the availability and sustainable management of water for all. 2. **Sustainable Cities and Communities (SDG 11)**: Understanding pond hydrology is vital for urban planning and development, contributing to sustainable infrastructure and resilient communities. 3. **Climate Action (SDG 13)**: The course may address how climate change impacts pond ecosystems, fostering strategies for resilience and adaptation in water management. 4. **Life Below Water (SDG 14)**: Studying pond ecosystems contributes to the protection and sustainable use of freshwater habitats and biodiversity. 5. **Life on Land (SDG 15)**: Pond hydrology impacts terrestrial ecosystems, influencing biodiversity and land conservation efforts. 6. **Responsible Consumption and Production (SDG 12)**: The course can cover sustainable practices in water management and usage, promoting responsible consumption in agricultural and industrial contexts. These connections underscore the role of pond hydrology and infrastructure in promoting sustainability and addressing environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133605 | Disain Rekayasa Bangunan Pantai & Pelabuhan | Beach & Harbor Building Engineering Design | A university course in Beach & Harbor Building Engineering Design focuses on the planning, design, and construction of structures along coastlines and within harbor environments. | 1. **Clean Water and Sanitation (SDG 6)**: The course emphasizes the management of water resources, ensuring the availability and sustainable management of water for all. 2. **Sustainable Cities and Communities (SDG 11)**: Understanding pond hydrology is vital for urban planning and development, contributing to sustainable infrastructure and resilient communities. 3. **Climate Action (SDG 13)**: The course may address how climate change impacts pond ecosystems, fostering strategies for resilience and adaptation in water management. 4. **Life Below Water (SDG 14)**: Studying pond ecosystems contributes to the protection and sustainable use of freshwater habitats and biodiversity. 5. **Life on Land (SDG 15)**: Pond hydrology impacts terrestrial ecosystems, influencing biodiversity and land conservation efforts. 6. **Responsible Consumption and Production (SDG 12)**: The course can cover sustainable practices in water management and usage, promoting responsible consumption in agricultural and industrial contexts. These connections underscore the role of pond hydrology and infrastructure in promoting sustainability and addressing environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133705 | Disain Rekayasa Bangunan Lepas Pantai | Offshore Building Engineering Design | A university course in Offshore Building Engineering Design focuses on the principles and practices involved in the design and construction of structures in marine environments, such as oil rigs, wind farms, and other offshore facilities. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course emphasizes innovative engineering practices and technologies for designing sustainable offshore structures, contributing to resilient infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: Offshore projects often create job opportunities and stimulate economic growth in coastal and marine regions. 3. **Climate Action (SDG 13)**: The course may focus on designing structures that can withstand climate change impacts, such as rising sea levels and extreme weather conditions. 4. **Life Below Water (SDG 14)**: Sustainable design practices help protect marine ecosystems during the construction and operation of offshore facilities, promoting the responsible use of ocean resources. 5. **Sustainable Cities and Communities (SDG 11)**: The development of offshore infrastructure can contribute to the sustainability of coastal communities by providing resources and services. 6. **Clean Water and Sanitation (SDG 6)**: Properly designed offshore structures can help manage water quality and sanitation in coastal and marine environments. These connections highlight the significance of offshore building engineering in promoting sustainability and addressing environmental and societal challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133801 | Seminar Disain Rekayasa Bangunan Pantai & Pelabuhan | Seminar on Coastal & Harbor Building Engineering Design | A university course in Seminar on Coastal & Harbor Building Engineering Design is designed to engage students in advanced discussions and presentations related to the design and engineering of coastal and harbor structures. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on designing resilient coastal and harbor infrastructure, enhancing urban development while considering environmental impacts. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing innovative engineering solutions, the seminar promotes sustainable infrastructure development in coastal areas. 3. **Climate Action (SDG 13)**: The seminar may address strategies for adapting coastal and harbor designs to climate change impacts, such as sea-level rise and extreme weather. 4. **Life Below Water (SDG 14)**: Sustainable design practices help protect marine ecosystems during construction and operation, promoting responsible stewardship of ocean resources. 5. **Decent Work and Economic Growth (SDG 8)**: Coastal and harbor engineering projects can create jobs and stimulate local economies, contributing to sustainable economic growth. 6. **Clean Water and Sanitation (SDG 6)**: The course can cover the importance of maintaining water quality in coastal areas and effective sanitation measures in harbor designs. These connections emphasize the role of coastal and harbor engineering in promoting sustainability and addressing environmental and social challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133901 | Seminar Disain Rekayasa Bangunan Lepas Pantai | Offshore Building Engineering Design Seminar | A university course in Offshore Building Engineering Design Seminar is focused on advanced topics and contemporary issues related to the design and engineering of offshore structures. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The seminar focuses on innovative design and engineering practices for offshore structures, enhancing the resilience and efficiency of infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: Offshore projects often create job opportunities and stimulate economic development in coastal regions. 3. **Climate Action (SDG 13)**: The course may cover strategies for designing offshore structures to withstand climate change impacts, such as rising sea levels and severe weather events. 4. **Life Below Water (SDG 14)**: Emphasis on sustainable practices in offshore construction helps protect marine ecosystems and promotes the responsible use of ocean resources. 5. **Sustainable Cities and Communities (SDG 11)**: Designing offshore infrastructure can support the sustainability of coastal communities by providing necessary resources and services. 6. **Clean Water and Sanitation (SDG 6)**: The seminar may address the importance of maintaining water quality and effective waste management in offshore environments. These connections highlight the importance of offshore engineering design in promoting sustainability and addressing both environmental and socio-economic challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132602 | Energi Non Konvensional | Non-Conventional Energy | A university course in Non-Conventional Energy focuses on alternative energy sources that are not derived from fossil fuels. | 1. **Affordable and Clean Energy (SDG 7)**: The course directly addresses the promotion of renewable energy sources, enhancing access to sustainable and clean energy for all. 2. **Climate Action (SDG 13)**: By focusing on alternative energy sources, the course contributes to reducing greenhouse gas emissions and combating climate change. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: The course encourages innovation in energy technologies and infrastructure development, supporting sustainable industrial practices. 4. **Sustainable Cities and Communities (SDG 11)**: Non-conventional energy solutions can contribute to urban sustainability by reducing dependence on fossil fuels and improving air quality. 5. **Decent Work and Economic Growth (SDG 8)**: The growth of the renewable energy sector can create job opportunities and stimulate economic growth in green technologies. 6. **Responsible Consumption and Production (SDG 12)**: The course may cover sustainable practices in energy production and consumption, promoting efficient use of resources. These connections highlight the significance of non-conventional energy education in fostering sustainability and addressing global energy challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132702 | Teknologi Bawah Air | Underwater Technology | A university course in Underwater Technology focuses on the principles and applications of technologies used in underwater exploration, construction, and research. | 1. **Life Below Water (SDG 14)**: This goal is directly relevant, as the course focuses on technologies that support the sustainable use and protection of marine ecosystems. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course promotes innovation in underwater technologies, which are essential for various industries, including marine research, resource extraction, and infrastructure development. 3. **Climate Action (SDG 13)**: Understanding underwater environments can help assess the impacts of climate change on marine ecosystems and support adaptation strategies. 4. **Sustainable Cities and Communities (SDG 11)**: Technologies developed in this field can contribute to the sustainable management of coastal areas and urban waterfronts. 5. **Decent Work and Economic Growth (SDG 8)**: The development and application of underwater technologies can create job opportunities in marine industries and research sectors. 6. **Responsible Consumption and Production (SDG 12)**: The course may address sustainable practices in the exploration and use of underwater resources, promoting responsible management. These connections highlight the importance of underwater technology education in fostering sustainability and addressing environmental and economic challenges in marine environments. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132802 | Topik Khusus | Special Topics | A university course in Special Topics is designed to explore specific subjects or emerging issues that may not be covered in the standard curriculum. | 1. **Quality Education (SDG 4)**: The course may promote critical thinking, interdisciplinary learning, and knowledge sharing on various topics. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: If the course includes discussions on technological advancements or infrastructure development, it can promote innovative solutions. 3. **Sustainable Cities and Communities (SDG 11)**: Topics related to urban planning, sustainability, and community development could align with this goal. 4. **Climate Action (SDG 13)**: If the course addresses environmental issues, climate change, or sustainability practices, it contributes to this goal. 5. **Reduced Inequalities (SDG 10)**: Discussions on social justice, equity, and inclusion can promote understanding and action towards reducing inequalities. 6. **Partnerships for the Goals (SDG 17)**: Topics that emphasize collaboration and partnerships across sectors can support this goal. By focusing on relevant themes, a Special Topics course can make meaningful contributions to various SDGs. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132902 | Pencemaran & Keselamatan Laut | Marine Pollution & Safety | A university course in Marine Pollution & Safety focuses on the causes, effects, and management of pollution in marine environments, along with strategies for ensuring safety in marine activities. | 1. **Life Below Water (SDG 14)**: This goal is directly relevant, as the course focuses on understanding and mitigating marine pollution to protect ocean ecosystems and biodiversity. 2. **Clean Water and Sanitation (SDG 6)**: The course may address issues related to water quality and the impacts of pollution on freshwater and marine environments. 3. **Climate Action (SDG 13)**: Discussions on the effects of climate change on marine environments and how pollution exacerbates these effects can be included. 4. **Sustainable Cities and Communities (SDG 11)**: The course can cover the impact of urban runoff and pollution on coastal communities and the importance of sustainable practices. 5. **Industry, Innovation, and Infrastructure (SDG 9)**: If the course discusses technological innovations in pollution prevention and management, it aligns with this goal. 6. **Responsible Consumption and Production (SDG 12)**: The course may emphasize sustainable practices in industries that affect marine environments, promoting responsible use of resources. These connections highlight the importance of addressing marine pollution and safety in achieving sustainability and protecting marine ecosystems. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133002 | Analisa Spasial Sumber Daya Kelautan | Spatial Analysis of Marine Resources | A university course in Marine Pollution & Safety focuses on the causes, effects, and management of pollution in marine environments, along with strategies for ensuring safety in marine activities. | 1. **Life Below Water (SDG 14)**: This goal is directly relevant, as the course focuses on the sustainable management and protection of marine ecosystems and resources. 2. **Sustainable Cities and Communities (SDG 11)**: Understanding marine resources can contribute to sustainable coastal development and urban planning. 3. **Climate Action (SDG 13)**: Spatial analysis can help assess the impacts of climate change on marine resources and inform adaptation strategies. 4. **Responsible Consumption and Production (SDG 12)**: The course may address sustainable practices in the use of marine resources, promoting responsible management and consumption. 5. **Industry, Innovation, and Infrastructure (SDG 9)**: If the course explores innovative spatial technologies (like GIS) for managing marine resources, it aligns with this goal. 6. **Decent Work and Economic Growth (SDG 8)**: Effective management of marine resources can support sustainable livelihoods and economic opportunities in coastal communities. These connections highlight the role of spatial analysis in promoting sustainability and responsible management of marine resources. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133102 | Analisa Keandalan | Reliability Analysis | A university course in Reliability Analysis focuses on the principles and methodologies used to assess and enhance the reliability of systems and components over time. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on improving the reliability of systems and infrastructures, contributing to sustainable industrial practices and resilient infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: Reliability analysis can enhance operational efficiency and safety, leading to better job conditions and economic growth within industries. 3. **Sustainable Cities and Communities (SDG 11)**: By ensuring the reliability of urban infrastructure, the course supports the development of sustainable and resilient communities. 4. **Responsible Consumption and Production (SDG 12)**: The principles of reliability can be applied to promote sustainable production practices, reducing waste and resource consumption. 5. **Climate Action (SDG 13)**: Reliability analysis can help assess the durability and performance of systems in the face of climate change impacts, promoting resilience. These connections highlight the importance of reliability analysis in enhancing sustainability, safety, and efficiency across various sectors. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08133202 | Mitigasi Bencana | Disaster Mitigation | A university course in Disaster Mitigation focuses on strategies and practices aimed at reducing the impact of natural and man-made disasters. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on creating resilient urban environments that can withstand and recover from disasters, promoting sustainable development. 2. **Climate Action (SDG 13)**: Disaster mitigation often involves understanding and addressing the impacts of climate change, helping communities adapt to changing environmental conditions. 3. **Partnerships for the Goals (SDG 17)**: Effective disaster mitigation relies on collaboration between governments, NGOs, and communities, fostering partnerships to improve preparedness and response. 4. **Good Health and Well-Being (SDG 3)**: Mitigating disasters contributes to public health by reducing the risks of injury, disease, and displacement during emergencies. 5. **Decent Work and Economic Growth (SDG 8)**: By reducing the impacts of disasters, communities can maintain economic stability and protect livelihoods. 6. **Reduced Inequalities (SDG 10)**: The course may focus on ensuring that vulnerable populations are prioritized in disaster planning and response efforts, promoting equity. These connections underscore the importance of disaster mitigation education in fostering resilience and sustainability within communities. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131902 | Analisa Transpor Sedimen | Sediment Transport Analysis | A university course in Sediment Transport Analysis focuses on the processes and mechanisms involved in the movement of sediment in various environments, particularly in rivers, lakes, and coastal regions. | 1. **Life Below Water (SDG 14)**: Understanding sediment transport is crucial for protecting marine ecosystems, as it impacts water quality, habitat health, and biodiversity in aquatic environments. 2. **Sustainable Cities and Communities (SDG 11)**: The course can address the effects of sediment transport on urban planning, particularly in coastal and riverine areas, supporting sustainable infrastructure development. 3. **Climate Action (SDG 13)**: Sediment transport studies can inform how climate change affects erosion and deposition processes, helping to develop strategies for resilience and adaptation. 4. **Clean Water and Sanitation (SDG 6)**: Analyzing sediment transport can help manage water quality and reduce pollution in water bodies, contributing to access to clean water. 5. **Life on Land (SDG 15)**: Understanding sediment transport is important for land management, soil conservation, and preventing erosion, which are vital for terrestrial ecosystem health. 6. **Industry, Innovation, and Infrastructure (SDG 9)**: The course may cover the implications of sediment transport for construction and infrastructure projects, promoting innovative and sustainable engineering practices. These connections highlight the significance of sediment transport analysis in promoting sustainability and protecting both aquatic and terrestrial environments. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132002 | Dinamika Estuaria | Estuary Dynamics | A university course in Estuary Dynamics focuses on the complex interactions between freshwater and saltwater in estuarine environments, as well as the physical, chemical, and biological processes that shape these unique ecosystems. | 1. **Life Below Water (SDG 14)**: Estuaries are critical ecosystems that support biodiversity; understanding their dynamics is essential for protecting marine life and habitats. 2. **Clean Water and Sanitation (SDG 6)**: The course may address the impact of land use and pollution on water quality in estuaries, promoting sustainable practices to ensure clean water resources. 3. **Sustainable Cities and Communities (SDG 11)**: Estuaries are often adjacent to urban areas; studying their dynamics can inform sustainable coastal development and urban planning. 4. **Climate Action (SDG 13)**: The course can explore how climate change affects estuarine environments, including sea-level rise and altered hydrology, contributing to adaptation strategies. 5. **Life on Land (SDG 15)**: Understanding estuarine dynamics helps in managing land use in surrounding areas, promoting conservation of ecosystems and biodiversity. 6. **Partnerships for the Goals (SDG 17)**: Effective management of estuaries often requires collaboration among various stakeholders, fostering partnerships for integrated management practices. These connections underscore the importance of estuary dynamics in promoting sustainability, environmental health, and effective resource management. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132102 | Ekonomi Kepelabuhanan | Port Economics | A university course in Port Economics focuses on the economic principles and practices related to the development, operation, and management of ports and shipping activities. | 1. **Decent Work and Economic Growth (SDG 8)**: The course explores how ports contribute to economic development, job creation, and sustainable livelihoods in coastal regions. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Port economics emphasizes the importance of efficient and resilient infrastructure for supporting trade and transportation, fostering industrial growth. 3. **Sustainable Cities and Communities (SDG 11)**: Understanding port operations can inform sustainable urban planning and development in coastal cities, minimizing environmental impacts. 4. **Responsible Consumption and Production (SDG 12)**: The course may address sustainable practices in port operations, promoting efficient resource use and waste management. 5. **Climate Action (SDG 13)**: Port economics can incorporate strategies for reducing the carbon footprint of shipping and port activities, contributing to climate resilience. 6. **Partnerships for the Goals (SDG 17)**: The course may highlight the need for collaboration between public and private sectors to optimize port operations and promote sustainable practices. These connections illustrate the significance of port economics in promoting sustainability and supporting global trade while addressing environmental and economic challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132202 | Pelabuhan Khusus | Special Port | A university course in Special Port focuses on the unique aspects and specialized operations of specific types of ports, such as container terminals, bulk ports, or cruise ship facilities. | 1. **Decent Work and Economic Growth (SDG 8)**: The course may focus on the economic impact of ports, including job creation and sustainable livelihoods in port-related industries. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing the development and management of specialized port facilities supports efficient transportation and trade infrastructure. 3. **Sustainable Cities and Communities (SDG 11)**: Understanding the role of special ports in urban development can inform sustainable practices and minimize environmental impacts on surrounding communities. 4. **Responsible Consumption and Production (SDG 12)**: The course may cover sustainable practices in port operations, including waste management and resource efficiency. 5. **Climate Action (SDG 13)**: Special ports can implement strategies to reduce greenhouse gas emissions and adapt to climate change impacts, contributing to climate resilience. 6. **Partnerships for the Goals (SDG 17)**: Collaboration among various stakeholders, including government, industry, and local communities, is essential for optimizing port operations and promoting sustainable practices. These connections highlight the significance of studying special ports in the context of sustainability and economic development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132302 | Pondasi Dasar Laut | Seabed Foundations | A university course in Seabed Foundations focuses on the principles and practices involved in designing and analyzing foundations placed on or in seabed soils for marine structures. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the engineering and technological aspects of designing and constructing foundations for offshore structures, supporting resilient infrastructure development. 2. **Decent Work and Economic Growth (SDG 8)**: The construction and maintenance of seabed foundations create job opportunities and stimulate economic activity in marine and coastal sectors. 3. **Climate Action (SDG 13)**: Understanding seabed dynamics is crucial for assessing the impacts of climate change on offshore structures, promoting designs that withstand environmental challenges. 4. **Life Below Water (SDG 14)**: The course can address the ecological considerations of seabed construction and its impact on marine ecosystems, promoting sustainable practices. 5. **Sustainable Cities and Communities (SDG 11)**: Effective seabed foundation design supports the development of coastal and offshore facilities, contributing to sustainable urban planning. 6. **Partnerships for the Goals (SDG 17)**: Collaboration among engineers, environmental scientists, and stakeholders is essential for ensuring that seabed foundation projects are sustainable and socially responsible. These connections underscore the importance of seabed foundations in promoting sustainable development and addressing environmental and economic challenges in marine contexts. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132402 | Manajemen Operasional Pelabuhan | Port Operational Management | A university course in Port Operational Management focuses on the efficient management and operations of port facilities, emphasizing logistics, coordination, and performance optimization. | 1. **Decent Work and Economic Growth (SDG 8)**: The course focuses on efficient port operations that enhance productivity and create jobs, contributing to economic growth in coastal regions. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing best practices in port management supports the development and maintenance of resilient and efficient infrastructure for transportation and trade. 3. **Sustainable Cities and Communities (SDG 11)**: Effective port operations can improve urban logistics and reduce congestion, contributing to sustainable urban development. 4. **Responsible Consumption and Production (SDG 12)**: The course may cover sustainable practices in port operations, including waste management and resource efficiency, promoting responsible operations. 5. **Climate Action (SDG 13)**: Port management strategies can include measures to reduce greenhouse gas emissions and enhance the resilience of port operations to climate change impacts. 6. **Partnerships for the Goals (SDG 17)**: Collaboration among stakeholders, including government, industry, and local communities, is crucial for optimizing port operations and promoting sustainability. These connections highlight the significance of port operational management in fostering sustainability and addressing economic and environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08132502 | Optimasi | Optimization | A university course in Optimization focuses on mathematical techniques and methodologies used to find the best solution or outcome in various decision-making problems. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Optimization techniques can enhance the efficiency and effectiveness of industrial processes, supporting innovation and resilient infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: By improving operational efficiency, optimization contributes to economic growth and the creation of decent jobs in various sectors. 3. **Sustainable Cities and Communities (SDG 11)**: Optimization can be applied to urban planning and resource management, helping to create more sustainable and livable cities. 4. **Responsible Consumption and Production (SDG 12)**: The course may cover methods to optimize resource use and minimize waste, promoting sustainable production practices. 5. **Climate Action (SDG 13)**: Optimization techniques can be used to design systems that are more energy-efficient and environmentally friendly, helping to mitigate climate change. 6. **Zero Hunger (SDG 2)**: In agricultural contexts, optimization can improve food production systems and distribution networks, enhancing food security. These connections illustrate the broad applicability of optimization in promoting sustainability and addressing various global challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131202 | Dinamika Bangunan Apung | Dynamics of Floating Buildings | A university course in Dynamics of Floating Buildings focuses on the principles of engineering and design related to structures that float on water, such as offshore platforms, floating homes, and other maritime constructions. | 1. **Sustainable Cities and Communities (SDG 11)**: The course explores innovative solutions for housing and infrastructure in coastal and flood-prone areas, promoting sustainable urban development. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: It emphasizes the development of resilient infrastructure and innovative engineering solutions for floating structures. 3. **Climate Action (SDG 13)**: Understanding the dynamics of floating buildings can help in designing structures that adapt to climate change impacts, such as rising sea levels and extreme weather events. 4. **Decent Work and Economic Growth (SDG 8)**: The development and construction of floating buildings can create jobs and stimulate economic activity in coastal regions. 5. **Life Below Water (SDG 14)**: The course may address the ecological impacts of floating structures on marine ecosystems, promoting sustainable practices in design and construction. 6. **Resilient Infrastructure (SDG 9)**: Floating buildings can serve as resilient infrastructure in areas vulnerable to flooding, enhancing community safety and adaptability. These connections highlight the importance of studying the dynamics of floating buildings in promoting sustainability, resilience, and innovative urban solutions. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131302 | Teknologi Galangan | Shipyard Technology | A university course in Shipyard Technology focuses on the principles and practices involved in the design, construction, repair, and maintenance of ships and marine vessels. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on advanced shipbuilding techniques and technologies, promoting innovation and sustainable industrial practices. 2. **Decent Work and Economic Growth (SDG 8)**: Shipyard operations create jobs and stimulate economic growth in coastal regions, contributing to decent work opportunities. 3. **Climate Action (SDG 13)**: The course may cover sustainable shipbuilding practices aimed at reducing emissions and enhancing the energy efficiency of vessels, contributing to climate change mitigation. 4. **Sustainable Cities and Communities (SDG 11)**: By addressing the design and construction of vessels that support sustainable transportation, the course can contribute to more sustainable urban and coastal development. 5. **Responsible Consumption and Production (SDG 12)**: The course may explore sustainable materials and processes in shipbuilding, promoting resource efficiency and waste reduction. 6. **Life Below Water (SDG 14)**: Sustainable practices in shipyard technology can help protect marine ecosystems by minimizing pollution and addressing the environmental impact of shipping activities. These connections underscore the role of shipyard technology education in fostering sustainability, innovation, and economic growth within the maritime industry. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131402 | Manajemen Material | Material Management | Material Management is a course that focuses on the processes involved in acquiring, handling, and controlling materials within an organization. Students learn about inventory management, procurement strategies, supply chain logistics, and the principles of just-in-time (JIT) systems. The curriculum covers topics such as forecasting, demand planning, warehousing, and the role of technology in material management. Through case studies and practical exercises, students develop skills in optimizing material flow, reducing costs, and improving operational efficiency. This course prepares students for careers in logistics, supply chain management, and operations management, emphasizing the importance of effective material management in achieving organizational goals. | 1. **Responsible Consumption and Production (SDG 12)**: The course emphasizes efficient use of materials, waste reduction, and sustainable procurement practices, promoting responsible resource management. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Material management plays a crucial role in optimizing supply chains and production processes, fostering innovation and sustainable industrial practices. 3. **Decent Work and Economic Growth (SDG 8)**: Effective material management contributes to operational efficiency and economic growth, creating job opportunities in various sectors. 4. **Sustainable Cities and Communities (SDG 11)**: By focusing on sustainable materials and logistics, the course can support urban planning and development that minimizes environmental impacts. 5. **Climate Action (SDG 13)**: The course may address the role of material management in reducing carbon footprints through optimized logistics and sustainable material choices. 6. **Partnerships for the Goals (SDG 17)**: Collaboration among various stakeholders in the supply chain is essential for effective material management, promoting partnerships for sustainability. These connections highlight the importance of material management in promoting sustainability, efficiency, and responsible consumption across industries. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131502 | Manajemen Mutu | Quality Management | A university course in Quality Management focuses on the principles, practices, and methodologies used to ensure that products and services meet established standards of quality. | 1. **Decent Work and Economic Growth (SDG 8)**: Quality management practices enhance operational efficiency and product quality, contributing to economic growth and the creation of decent jobs. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course emphasizes the importance of quality assurance in manufacturing and service industries, promoting innovation and resilient infrastructure. 3. **Responsible Consumption and Production (SDG 12)**: By focusing on continuous improvement and waste reduction, quality management supports sustainable production practices and resource efficiency. 4. **Sustainable Cities and Communities (SDG 11)**: Quality management principles can improve urban services and infrastructure, contributing to more sustainable and livable communities. 5. **Good Health and Well-Being (SDG 3)**: In healthcare settings, effective quality management ensures the safety and quality of services, improving patient outcomes and public health. 6. **Partnerships for the Goals (SDG 17)**: Quality management often involves collaboration among stakeholders, fostering partnerships that drive improvements and sustainable practices. These connections illustrate the significance of quality management education in promoting sustainability, efficiency, and responsible practices across various sectors. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131602 | Teknologi Perawatan Bangunan Laut | Marine Building Maintenance Technology | A university course in Marine Building Maintenance Technology focuses on the maintenance, repair, and management of structures and facilities in marine environments, such as docks, piers, and offshore platforms. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the maintenance and upkeep of marine structures, promoting innovative practices and resilient infrastructure in the maritime sector. 2. **Decent Work and Economic Growth (SDG 8)**: Effective maintenance practices can enhance operational efficiency and safety, contributing to job creation and economic growth in the marine industry. 3. **Sustainable Cities and Communities (SDG 11)**: By ensuring the longevity and safety of marine buildings, the course supports sustainable coastal development and urban planning. 4. **Climate Action (SDG 13)**: Understanding maintenance technologies can help address the impacts of climate change on marine structures, promoting resilience and adaptation strategies. 5. **Life Below Water (SDG 14)**: Proper maintenance of marine buildings helps minimize environmental impacts and protect marine ecosystems from degradation due to poorly maintained structures. 6. **Responsible Consumption and Production (SDG 12)**: The course may cover sustainable practices in maintenance operations, promoting resource efficiency and waste reduction. These connections highlight the importance of marine building maintenance technology in promoting sustainability, safety, and economic viability in the maritime sector. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131702 | Analisa Dampak Lingkungan | Environmental Impact Analysis | A university course in Environmental Impact Analysis focuses on the methods and processes used to assess the potential environmental effects of proposed projects, policies, or developments. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on assessing the environmental effects of urban development projects, promoting sustainable planning and management practices. 2. **Climate Action (SDG 13)**: Environmental impact analysis often includes evaluating the potential impacts of projects on climate change and assessing mitigation strategies. 3. **Life Below Water (SDG 14)**: The course may address the effects of development on marine ecosystems, promoting practices that protect aquatic environments. 4. **Life on Land (SDG 15)**: Analyzing the impacts of projects on terrestrial ecosystems helps in conserving biodiversity and promoting sustainable land use practices. 5. **Responsible Consumption and Production (SDG 12)**: The course emphasizes sustainable practices and resource management, ensuring that development projects minimize negative environmental impacts. 6. **Partnerships for the Goals (SDG 17)**: Effective environmental impact analysis often involves collaboration among various stakeholders, fostering partnerships for sustainable development. These connections illustrate the significance of environmental impact analysis in promoting sustainability, protecting ecosystems, and guiding responsible development practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131802 | Perencanaan dan Pengelolaan Wilayah Pesisir | Coastal Area Planning and Management | A university course in Coastal Area Planning and Management focuses on the integrated approach to managing coastal resources and addressing the challenges faced by coastal regions. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on sustainable development practices in coastal regions, promoting resilient and livable communities. 2. **Life Below Water (SDG 14)**: Effective coastal management protects marine ecosystems and biodiversity, addressing issues such as overfishing and pollution. 3. **Climate Action (SDG 13)**: The course may include strategies for adapting to climate change impacts, such as rising sea levels and increased storm intensity in coastal areas. 4. **Clean Water and Sanitation (SDG 6)**: Coastal management practices can improve water quality and protect freshwater resources, ensuring access to clean water. 5. **Decent Work and Economic Growth (SDG 8)**: Sustainable coastal planning can support local economies through tourism, fisheries, and other marine activities, creating job opportunities. 6. **Partnerships for the Goals (SDG 17)**: Effective coastal management requires collaboration among various stakeholders, including government, communities, and the private sector, to ensure integrated approaches. These connections highlight the importance of coastal area planning and management in promoting sustainability, environmental protection, and community resilience. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130503 | Konstruksi Bangunan Apung | Floating Building Construction | A university course in Floating Building Construction focuses on the principles and techniques involved in designing and constructing buildings that float on water, such as floating homes, platforms, and commercial structures. | 1. **Sustainable Cities and Communities (SDG 11)**: The course promotes innovative housing solutions in flood-prone or coastal areas, supporting resilient urban development. 2. **Climate Action (SDG 13)**: Floating buildings can be designed to adapt to climate change impacts, such as rising sea levels and extreme weather events, enhancing community resilience. 3. **Life Below Water (SDG 14)**: The course may address environmental considerations, ensuring that floating structures minimize their impact on marine ecosystems. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing advanced construction techniques and materials for floating buildings promotes innovation in the construction industry. 5. **Decent Work and Economic Growth (SDG 8)**: The development and construction of floating buildings can create job opportunities and stimulate economic activity in coastal regions. 6. **Responsible Consumption and Production (SDG 12)**: The course may explore sustainable materials and practices in floating construction, promoting resource efficiency and waste reduction. These connections illustrate the significance of floating building construction in fostering sustainability, resilience, and innovation in the face of environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130602 | Teknologi Pengeboran dan Reservoir | Drilling and Reservoir Technology | A university course in Drilling and Reservoir Technology focuses on the techniques and technologies involved in the exploration and extraction of oil, gas, and other resources from subsurface reservoirs. | 1. **Affordable and Clean Energy (SDG 7)**: The course focuses on technologies and techniques for extracting fossil fuels and other energy resources, contributing to energy production and efficiency. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: It emphasizes advancements in drilling technologies and reservoir management, promoting innovative practices within the energy sector. 3. **Climate Action (SDG 13)**: Understanding drilling and reservoir technology can lead to improved methods for reducing greenhouse gas emissions and enhancing carbon capture and storage practices. 4. **Decent Work and Economic Growth (SDG 8)**: The course prepares students for careers in the energy sector, supporting job creation and economic growth in related industries. 5. **Responsible Consumption and Production (SDG 12)**: It may address sustainable practices in resource extraction and management, promoting efficiency and reducing waste in energy production. 6. **Partnerships for the Goals (SDG 17)**: Effective drilling and reservoir management often require collaboration among various stakeholders, including governments, industry, and research institutions. These connections highlight the importance of drilling and reservoir technology education in promoting sustainable energy practices, innovation, and economic development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130702 | Pelabuhan dan Dermaga | Ports and Piers | A university course in Ports and Piers focuses on the design, operation, and management of port facilities and piers that facilitate maritime transportation and trade. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the design, construction, and management of ports and piers, promoting resilient infrastructure and innovative practices in the maritime sector. 2. **Decent Work and Economic Growth (SDG 8)**: Ports and piers are vital for trade and logistics, contributing to job creation and economic growth in coastal communities. 3. **Sustainable Cities and Communities (SDG 11)**: The course may address the integration of ports into urban planning, ensuring that port development supports sustainable and livable coastal areas. 4. **Climate Action (SDG 13)**: Understanding the environmental impacts of port operations can help develop strategies to mitigate climate change effects and enhance resilience in coastal infrastructure. 5. **Life Below Water (SDG 14)**: The course can emphasize the importance of protecting marine ecosystems from the impacts of port activities, promoting sustainable practices in port management. 6. **Responsible Consumption and Production (SDG 12)**: It may cover sustainable practices in the construction and operation of ports, focusing on resource efficiency and minimizing waste. These connections highlight the significance of studying ports and piers in fostering sustainable development, economic growth, and environmental protection in coastal regions. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130802 | Bangunan Apung II | Floating Buildings II | A university course in Floating Buildings II serves as an advanced exploration of the design, engineering, and construction of floating structures, building on foundational concepts covered in an introductory course. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on innovative solutions for housing and infrastructure in flood-prone or coastal areas, promoting resilient urban development. 2. **Climate Action (SDG 13)**: Floating buildings are designed to adapt to climate change impacts, such as rising sea levels and increased storm intensity, enhancing community resilience. 3. **Life Below Water (SDG 14)**: The course may address environmental considerations, ensuring that floating structures minimize their impact on marine ecosystems and promote sustainable practices. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing advanced construction techniques and materials for floating buildings promotes innovation within the construction industry. 5. **Decent Work and Economic Growth (SDG 8)**: The development and construction of floating buildings can create job opportunities and stimulate economic activity in coastal regions. 6. **Responsible Consumption and Production (SDG 12)**: The course may explore sustainable materials and practices in floating construction, promoting resource efficiency and waste reduction. These connections illustrate the importance of Floating Buildings II in fostering sustainability, resilience, and innovation in the face of environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130902 | Metode Elemen Hingga | Finite Element Method | A university course in Finite Element Method (FEM) focuses on the numerical technique used for solving complex engineering and physical problems. This method is widely applied in structural analysis, heat transfer, fluid dynamics, and more. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: FEM is widely used in engineering and manufacturing for designing and analyzing structures, contributing to innovation and the development of resilient infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: The application of FEM in various industries enhances operational efficiency and product quality, supporting economic growth and job creation. 3. **Sustainable Cities and Communities (SDG 11)**: By optimizing structural designs and materials through FEM, the course supports the development of sustainable urban infrastructure and buildings. 4. **Climate Action (SDG 13)**: FEM can be utilized to analyze and mitigate the impacts of climate change on structures, promoting designs that are more resilient to environmental stresses. 5. **Responsible Consumption and Production (SDG 12)**: The method allows for better resource allocation and material usage in engineering designs, promoting sustainability and reducing waste. 6. **Quality Education (SDG 4)**: Teaching FEM contributes to the education and skill development of engineers, ensuring that future professionals are equipped with important analytical tools. These connections underscore the significance of the Finite Element Method in promoting sustainability, innovation, and efficiency across various engineering disciplines. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131002 | Mekanika Kelelahan | Fatigue Mechanics | A university course in Fatigue Mechanics focuses on the study of material behavior under cyclic loading conditions, which can lead to failure over time. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Fatigue mechanics is crucial in designing and analyzing the durability and reliability of structures and components, promoting innovative engineering practices. 2. **Decent Work and Economic Growth (SDG 8)**: Understanding fatigue in materials and structures helps improve safety and performance in various industries, supporting economic growth and job creation. 3. **Sustainable Cities and Communities (SDG 11)**: Knowledge of fatigue mechanics contributes to the design of safer and more resilient infrastructure, which is essential for sustainable urban development. 4. **Climate Action (SDG 13)**: The course may address the effects of environmental factors on material fatigue, promoting designs that are resilient to climate change impacts. 5. **Responsible Consumption and Production (SDG 12)**: By improving the longevity and performance of materials, fatigue mechanics helps reduce waste and promote sustainable production practices. 6. **Quality Education (SDG 4)**: Teaching fatigue mechanics equips students with essential skills in material science and structural engineering, fostering a knowledgeable workforce. These connections highlight the importance of Fatigue Mechanics in promoting sustainability, safety, and innovation in engineering practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08131102 | Teknologi Penambatan | Tethering Technology | A university course in Tethering Technology focuses on the principles, design, and applications of tether systems used in various fields, such as marine, aerospace, and robotics. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on advanced tethering systems used in various industries, including marine, aerospace, and renewable energy, promoting innovation in infrastructure design. 2. **Affordable and Clean Energy (SDG 7)**: Tethering technology is often applied in offshore wind and marine energy systems, supporting the development of sustainable and renewable energy sources. 3. **Climate Action (SDG 13)**: The application of tethering technology can enhance the stability and efficiency of renewable energy systems, contributing to climate change mitigation efforts. 4. **Sustainable Cities and Communities (SDG 11)**: By promoting technologies that enable sustainable transportation and infrastructure, the course supports the development of resilient urban environments. 5. **Decent Work and Economic Growth (SDG 8)**: The development and application of tethering technology can create job opportunities in various sectors, driving economic growth. 6. **Life Below Water (SDG 14)**: Tethering systems used in marine environments must consider ecological impacts, promoting practices that protect marine ecosystems. These connections highlight the importance of Tethering Technology in fostering sustainability, innovation, and economic development across various sectors. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121802 | Teknologi Pengelasan | Welding Technology | A university course in Welding Technology focuses on the principles, techniques, and applications of welding processes used in various industries. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Welding technology is essential in the manufacturing and construction industries, promoting innovation and the development of resilient infrastructure. 2. **Decent Work and Economic Growth (SDG 8)**: Skills in welding can lead to job creation and support economic growth in various sectors, including construction, automotive, and manufacturing. 3. **Responsible Consumption and Production (SDG 12)**: The course may emphasize sustainable welding practices that reduce waste and energy consumption, promoting resource efficiency. 4. **Quality Education (SDG 4)**: Teaching welding technology equips students with practical skills and knowledge, fostering a skilled workforce for the industry. 5. **Sustainable Cities and Communities (SDG 11)**: Proper welding techniques are crucial for the safety and durability of structures, contributing to sustainable urban development. 6. **Climate Action (SDG 13)**: Innovations in welding technology can lead to more efficient manufacturing processes and sustainable materials, supporting climate change mitigation efforts. These connections illustrate the significance of Welding Technology in promoting sustainability, innovation, and economic development in various industrial applications. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121902 | Instalasi Perpipaan | Piping Installation | A university course in Piping Installation focuses on the principles and practices involved in the installation of piping systems used in various applications, such as industrial processes, water supply, and HVAC systems. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the design, installation, and maintenance of piping systems, which are crucial for infrastructure development in various sectors, including water supply, energy, and manufacturing. 2. **Clean Water and Sanitation (SDG 6)**: Proper piping installation is essential for ensuring safe and efficient water distribution and wastewater management, contributing to access to clean water and sanitation. 3. **Affordable and Clean Energy (SDG 7)**: Piping systems are critical in the energy sector, particularly for the transportation of fuels and the distribution of energy resources, supporting the transition to cleaner energy. 4. **Sustainable Cities and Communities (SDG 11)**: Effective piping installation contributes to the development of sustainable urban infrastructure, improving the quality of life in cities. 5. **Responsible Consumption and Production (SDG 12)**: The course may emphasize sustainable practices in piping installation, including the use of efficient materials and minimizing waste during construction. 6. **Decent Work and Economic Growth (SDG 8)**: Skills in piping installation can create job opportunities in various industries, supporting economic growth and decent work conditions. These connections highlight the importance of Piping Installation in promoting sustainability, infrastructure development, and economic viability across multiple sectors. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08122002 | Kewirausahaan | Entrepreneurship | A university course in Entrepreneurship focuses on the principles, practices, and challenges of starting and managing a new business. | 1. **Decent Work and Economic Growth (SDG 8)**: The course emphasizes job creation, innovation, and economic development through the establishment and growth of new businesses. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Entrepreneurship drives innovation and the development of new products and services, contributing to resilient industries and infrastructure. 3. **Reduced Inequalities (SDG 10)**: By encouraging diverse entrepreneurial ventures, the course can support underrepresented groups and promote inclusive economic opportunities. 4. **Sustainable Cities and Communities (SDG 11)**: Entrepreneurs can address urban challenges by developing sustainable business models that improve community living conditions. 5. **Responsible Consumption and Production (SDG 12)**: The course may cover sustainable business practices, encouraging entrepreneurs to consider environmental impacts and resource efficiency. 6. **Partnerships for the Goals (SDG 17)**: Entrepreneurship often involves collaboration with various stakeholders, including government, private sector, and community organizations, fostering partnerships for sustainable development. These connections highlight the role of entrepreneurship education in fostering innovation, economic growth, and sustainability. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130102 | Dinamika Struktur | Structural Dynamics | A university course in Structural Dynamics focuses on the behavior of structures subjected to dynamic loads, such as earthquakes, wind, and other forces. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the analysis and design of structures to withstand dynamic loads, promoting resilient infrastructure and innovative engineering practices. 2. **Sustainable Cities and Communities (SDG 11)**: Understanding structural dynamics is crucial for developing safe and durable buildings and infrastructure, contributing to sustainable urban development. 3. **Climate Action (SDG 13)**: The course may cover how structures respond to environmental forces, such as wind and seismic activity, helping design buildings that are resilient to climate change impacts. 4. **Decent Work and Economic Growth (SDG 8)**: By equipping students with essential engineering skills, the course supports job creation and economic growth in the construction and engineering sectors. 5. **Quality Education (SDG 4)**: Teaching structural dynamics provides students with critical analytical skills in engineering, fostering a knowledgeable workforce. 6. **Life on Land (SDG 15)**: Proper structural design contributes to land use sustainability, ensuring that constructions do not adversely affect local ecosystems. These connections emphasize the importance of Structural Dynamics in promoting safety, resilience, and sustainability in engineering and construction practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130202 | Pengerukan dan Reklamasi | Dredging and Reclamation | A university course in Dredging and Reclamation focuses on the techniques and processes involved in dredging materials from water bodies and reclaiming land for various uses, such as construction, environmental restoration, and infrastructure development. | 1. **Sustainable Cities and Communities (SDG 11)**: Dredging and reclamation are critical for developing urban infrastructure, enhancing coastal resilience, and creating new land for urban development. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course emphasizes the technologies and methods used in dredging and land reclamation, promoting innovative practices in engineering and construction. 3. **Life Below Water (SDG 14)**: Understanding the ecological impacts of dredging and reclamation is essential for protecting marine ecosystems and promoting sustainable practices in coastal management. 4. **Climate Action (SDG 13)**: Reclamation projects can help enhance coastal resilience to climate change impacts, such as sea level rise and extreme weather events. 5. **Decent Work and Economic Growth (SDG 8)**: Dredging and reclamation projects create job opportunities in engineering, construction, and environmental management, contributing to economic growth. 6. **Partnerships for the Goals (SDG 17)**: Successful dredging and reclamation projects often involve collaboration among government, private sector, and local communities, fostering partnerships for sustainable development. These connections highlight the importance of Dredging and Reclamation in supporting sustainable urban development, environmental protection, and economic growth. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130302 | Proses & Bangunan Pantai | Panta Process & Building | The course Panta Process & Building focuses on the principles and methodologies involved in the planning, design, and construction of buildings and infrastructure projects. Students explore the entire lifecycle of construction, from initial concept and feasibility studies to the implementation of building processes and project management techniques. The curriculum emphasizes sustainable building practices, material selection, and the integration of advanced technologies in construction. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on sustainable building practices and processes that contribute to the development of resilient urban environments. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing innovative construction methods and processes, the course supports the development of efficient and sustainable infrastructure. 3. **Affordable and Clean Energy (SDG 7)**: The course may cover energy-efficient building techniques and materials, promoting the use of renewable energy sources in construction. 4. **Responsible Consumption and Production (SDG 12)**: It encourages sustainable practices in material selection and waste management, promoting resource efficiency and reducing environmental impact. 5. **Climate Action (SDG 13)**: Understanding the environmental impacts of building processes helps develop strategies to mitigate climate change effects in construction practices. 6. **Decent Work and Economic Growth (SDG 8)**: The course prepares students for careers in sustainable construction, contributing to job creation and economic development in the industry. These connections underscore the significance of Panta Process & Building in promoting sustainability, innovation, and economic viability in the construction sector. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08130402 | Teknologi Produksi BLP | BLP Production Technology | The course BLP Production Technology explores the principles and practices of production processes in various industries, emphasizing the integration of technology to enhance efficiency and quality. Students learn about different manufacturing methods, including traditional and advanced techniques, and how these methods impact product design and workflow. The curriculum covers topics such as production planning, process optimization, automation, and the use of modern tools like computer-aided design (CAD) and computer-aided manufacturing (CAM). | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on advanced production techniques in construction, promoting innovative practices and resilient infrastructure development. 2. **Sustainable Cities and Communities (SDG 11)**: Emphasizing efficient construction methods, the course contributes to the development of sustainable urban environments and infrastructure. 3. **Responsible Consumption and Production (SDG 12)**: It encourages sustainable practices in material use, waste reduction, and efficient resource management in the construction process. 4. **Decent Work and Economic Growth (SDG 8)**: By preparing students for careers in production technology, the course supports job creation and economic growth within the construction industry. 5. **Climate Action (SDG 13)**: The course may address the environmental impacts of construction practices and promote strategies for reducing carbon footprints and enhancing sustainability. 6. **Quality Education (SDG 4)**: Providing students with practical and theoretical knowledge in production technology fosters a skilled workforce for the construction sector. These connections highlight the role of BLP Production Technology in promoting sustainable practices, innovation, and economic development in the construction industry. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121102 | Analisa Struktur | Structural Analysis | The course Structural Analysis provides an in-depth understanding of the behavior of structures under various loads and conditions. Students learn to analyze beams, trusses, and frames using classical methods and modern software tools. The curriculum emphasizes equilibrium, deformation, and internal forces, equipping students with the skills to assess structural integrity and design safe structures. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on the analysis and design of structures, promoting resilient infrastructure and innovative engineering solutions. 2. **Sustainable Cities and Communities (SDG 11)**: Understanding structural behavior is essential for developing safe and durable buildings and infrastructure, contributing to sustainable urban development. 3. **Climate Action (SDG 13)**: The course may address how structures respond to environmental forces (like wind and seismic activity), helping design buildings that are resilient to climate change impacts. 4. **Decent Work and Economic Growth (SDG 8)**: By equipping students with essential engineering skills, the course supports job creation and economic growth in the construction and engineering sectors. 5. **Quality Education (SDG 4)**: Teaching structural analysis provides students with critical analytical skills in engineering, fostering a knowledgeable and skilled workforce. 6. **Life on Land (SDG 15)**: Proper structural design ensures that constructions do not adversely affect land use and local ecosystems, supporting sustainable land development. These connections emphasize the importance of Structural Analysis in promoting safety, resilience, and sustainability in engineering and construction practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121202 | Spesifikasi dan Analisa Biaya | Specifications and Cost Analysis | The course Specifications and Cost Analysis focuses on the preparation of project specifications and the assessment of project costs in engineering. Students learn how to write clear and concise specifications that outline material requirements, construction methods, and quality standards. The curriculum also covers various cost estimation techniques, helping students understand budgeting and financial planning in engineering projects. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course emphasizes the importance of detailed specifications and accurate cost analysis in the construction industry, promoting effective project management and resilient infrastructure development. 2. **Sustainable Cities and Communities (SDG 11)**: By focusing on sustainable building practices and cost-effective solutions, the course contributes to the development of environmentally friendly and livable urban environments. 3. **Responsible Consumption and Production (SDG 12)**: The course may address sustainable material selection and resource-efficient practices, promoting responsible consumption in construction projects. 4. **Decent Work and Economic Growth (SDG 8)**: Understanding cost analysis is essential for budgeting and financial planning in construction projects, supporting economic growth and job creation in the industry. 5. **Quality Education (SDG 4)**: Providing students with skills in specifications and cost analysis fosters a knowledgeable workforce equipped to manage construction projects effectively. 6. **Partnerships for the Goals (SDG 17)**: Successful project specifications and cost analysis often involve collaboration among various stakeholders, fostering partnerships that can lead to more sustainable outcomes. These connections highlight the significance of Specifications and Cost Analysis in promoting sustainability, effective project management, and economic viability in the construction industry. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121303 | Bangunan Apung I | Floating Building I | The course Floating Building I explores the design and engineering principles behind floating structures, focusing on their applications in marine environments. Students study the buoyancy, stability, and environmental impacts of floating buildings, including energy efficiency and sustainability considerations. The curriculum emphasizes innovative design strategies that address the unique challenges posed by aquatic settings. | 1. **Sustainable Cities and Communities (SDG 11)**: The course focuses on innovative solutions for housing and infrastructure in flood-prone or coastal areas, promoting resilient urban development. 2. **Climate Action (SDG 13)**: Floating buildings are designed to adapt to climate change impacts, such as rising sea levels and increased storm intensity, enhancing community resilience. 3. **Life Below Water (SDG 14)**: The course may address environmental considerations, ensuring that floating structures minimize their impact on marine ecosystems and promote sustainable practices. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizing advanced construction techniques and materials for floating buildings promotes innovation within the construction industry. 5. **Decent Work and Economic Growth (SDG 8)**: The development and construction of floating buildings can create job opportunities and stimulate economic activity in coastal regions. 6. **Responsible Consumption and Production (SDG 12)**: The course may explore sustainable materials and practices in floating construction, promoting resource efficiency and waste reduction. These connections highlight the importance of Floating Building I in fostering sustainability, resilience, and innovation in the face of environmental challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121403 | Survey dan Pemetaan | Survey and Mapping | The course Survey and Mapping covers the fundamental techniques and technologies used in land surveying and geographic mapping. Students learn about traditional surveying methods, as well as modern tools like GPS and Geographic Information Systems (GIS). The curriculum emphasizes the importance of accurate measurements and data representation for effective land use planning and civil engineering projects. | 1. **Sustainable Cities and Communities (SDG 11)**: Accurate surveying and mapping are essential for urban planning, land use management, and the development of sustainable infrastructure in cities. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The course promotes the use of advanced surveying technologies and methods, contributing to the development of resilient infrastructure and innovative practices in construction and land management. 3. **Life on Land (SDG 15)**: Surveying and mapping play a crucial role in land management, conservation efforts, and the sustainable use of terrestrial ecosystems, supporting biodiversity and habitat protection. 4. **Climate Action (SDG 13)**: Understanding geographical data helps in assessing environmental changes and planning for climate resilience, including the impacts of natural disasters. 5. **Quality Education (SDG 4)**: Teaching surveying and mapping equips students with essential technical skills and knowledge, fostering a skilled workforce in geospatial fields. 6. **Partnerships for the Goals (SDG 17)**: Effective surveying and mapping often require collaboration among various stakeholders, including governments, NGOs, and the private sector, to ensure comprehensive data collection and analysis. These connections highlight the importance of Survey and Mapping in supporting sustainable development, effective planning, and resource management. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121502 | Teknologi Pengangkatan | Lifting Technology | The course Lifting Technology focuses on the principles and practices of lifting and handling loads in construction and industrial settings. Students learn about various lifting equipment, including cranes, hoists, and rigging systems, as well as safety regulations and best practices for lifting operations. The curriculum emphasizes the importance of load stability, operational efficiency, and risk management in lifting activities. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: The course focuses on advanced lifting techniques and equipment used in construction and manufacturing, promoting innovation and resilient infrastructure development. 2. **Decent Work and Economic Growth (SDG 8)**: By providing skills in lifting technology, the course supports job creation and economic growth in various industries, including construction, logistics, and manufacturing. 3. **Sustainable Cities and Communities (SDG 11)**: Effective lifting technology is essential for safe construction practices and the efficient movement of goods, contributing to sustainable urban development. 4. **Responsible Consumption and Production (SDG 12)**: The course may address the importance of efficient lifting practices that minimize energy use and reduce waste in construction and logistics operations. 5. **Quality Education (SDG 4)**: Teaching lifting technology equips students with practical skills and knowledge, fostering a skilled workforce ready to meet industry demands. 6. **Partnerships for the Goals (SDG 17)**: The implementation of lifting technology often involves collaboration among various stakeholders, including equipment manufacturers, construction firms, and regulatory bodies. These connections highlight the role of Lifting Technology in promoting safety, efficiency, and sustainability across multiple industries. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121602 | Rekayasa Pondasi | Foundation Engineering | The course Foundation Engineering focuses on the principles and practices involved in designing and constructing foundations for buildings and other structures. Students study soil behavior, foundation types, load transfer mechanisms, and site investigation techniques. The curriculum emphasizes the importance of understanding geotechnical properties and design considerations to ensure structural stability and safety. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Foundation engineering is critical for the design and construction of safe and resilient structures, promoting innovative practices in infrastructure development. 2. **Sustainable Cities and Communities (SDG 11)**: Proper foundation design is essential for the durability and safety of buildings and infrastructure, contributing to sustainable urban development. 3. **Climate Action (SDG 13)**: The course may address the impacts of climate change on ground conditions and foundation design, helping to create structures that are resilient to environmental changes. 4. **Quality Education (SDG 4)**: Teaching foundation engineering provides students with essential skills and knowledge in geotechnical engineering, fostering a skilled workforce in the construction industry. 5. **Decent Work and Economic Growth (SDG 8)**: Foundation engineering supports job creation in the construction and civil engineering sectors, contributing to economic development. 6. **Life on Land (SDG 15)**: Understanding the interaction between foundations and the natural environment is crucial for land use planning and sustainable development, promoting responsible land management. These connections underscore the importance of Foundation Engineering in ensuring safety, sustainability, and resilience in construction practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121702 | Pemrograman Komputer | Computer Programming | The course Computer Programming introduces students to the fundamentals of programming using various languages and paradigms. Students learn to write, debug, and optimize code, gaining proficiency in algorithms, data structures, and software development processes. The curriculum emphasizes problem-solving skills and prepares students for careers in software engineering, data analysis, and information technology. | 1. **Quality Education (SDG 4)**: The course provides foundational skills in programming, fostering critical thinking and problem-solving abilities essential for students’ educational and career development. 2. **Decent Work and Economic Growth (SDG 8)**: Proficiency in programming supports job creation and economic growth by equipping students with in-demand skills in the technology sector. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Programming skills drive innovation in technology and infrastructure, enabling the development of new software applications and systems that enhance efficiency and productivity. 4. **Reduced Inequalities (SDG 10)**: Access to computer programming education can empower underrepresented groups, helping to bridge the digital divide and promote inclusivity in the tech industry. 5. **Sustainable Cities and Communities (SDG 11)**: Programming contributes to the development of smart city solutions, improving urban planning, transportation, and resource management through technology. 6. **Partnerships for the Goals (SDG 17)**: Collaborative programming projects can foster partnerships between academia, industry, and community organizations, enhancing knowledge sharing and innovation. These connections illustrate the significant role of Computer Programming in promoting education, economic growth, innovation, and social equity. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120403 | Matematika Rekayasa | Engineering Mathematics | The course Engineering Mathematics provides a comprehensive overview of mathematical techniques essential for engineering applications. Topics include calculus, linear algebra, differential equations, and complex analysis. The curriculum emphasizes the application of these mathematical concepts to solve real-world engineering problems, enhancing students’ analytical skills. | 1. **Quality Education (SDG 4)**: The course provides essential mathematical skills and knowledge, fostering critical thinking and analytical abilities that are vital for engineering disciplines. 2. **Decent Work and Economic Growth (SDG 8)**: Proficiency in engineering mathematics equips students with the quantitative skills needed for various engineering careers, supporting job creation and economic growth. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Mathematical principles are fundamental in designing and analyzing complex systems and structures, promoting innovation and the development of resilient infrastructure. 4. **Sustainable Cities and Communities (SDG 11)**: Engineering mathematics is crucial in urban planning and development, optimizing resource allocation and contributing to sustainable urban environments. 5. **Climate Action (SDG 13)**: Mathematical modeling techniques can be applied to analyze and mitigate the impacts of climate change, helping develop sustainable engineering solutions. 6. **Partnerships for the Goals (SDG 17)**: Collaborative projects and research in engineering mathematics can foster partnerships between academic institutions, industries, and government organizations to address complex challenges. These connections highlight the significance of Engineering Mathematics in promoting education, innovation, sustainability, and economic development in engineering practices. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120503 | Mekanika Rekayasa II | Engineering Mechanics II | The course Engineering Mechanics II delves into the principles of dynamics, focusing on the motion of particles and rigid bodies. Students study concepts such as force, acceleration, momentum, and energy in various systems. The curriculum emphasizes the application of these principles to analyze mechanical systems and solve engineering challenges. | 1. **Quality Education (SDG 4)**: The course enhances students’ understanding of fundamental mechanics principles, fostering critical thinking and problem-solving skills essential for engineering. 2. **Decent Work and Economic Growth (SDG 8)**: Mastery of engineering mechanics supports career opportunities in various engineering sectors, contributing to job creation and economic development. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Engineering mechanics principles are crucial for the design, analysis, and improvement of structures and systems, promoting innovation and resilient infrastructure. 4. **Sustainable Cities and Communities (SDG 11)**: The course contributes to the development of safe and efficient urban infrastructure, ensuring that buildings and transportation systems are resilient and sustainable. 5. **Climate Action (SDG 13)**: Understanding mechanical systems can aid in designing energy-efficient solutions and reducing the environmental impact of engineering projects. 6. **Life on Land (SDG 15)**: Application of mechanics in sustainable land use and resource management helps protect terrestrial ecosystems and promotes responsible land development. These connections highlight the importance of Engineering Mechanics II in supporting education, innovation, sustainability, and economic growth within engineering disciplines. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120602 | Hidrodinamika | Hydrodynamics | The course Hydrodynamics examines the behavior of fluids in motion, focusing on the principles of fluid dynamics and their applications in engineering. Students study topics such as fluid flow, pressure distribution, and boundary layers. The curriculum emphasizes the importance of hydrodynamic principles in fields like civil engineering, environmental engineering, and marine technology. | 1. **Clean Water and Sanitation (SDG 6)**: Hydrodynamics is crucial for understanding water flow, treatment processes, and the management of water resources, which directly impacts access to clean water. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: The principles of hydrodynamics are vital for designing efficient transportation systems, such as ships and submarines, and for developing sustainable engineering solutions. 3. **Sustainable Cities and Communities (SDG 11)**: Knowledge of hydrodynamics helps in urban planning, particularly in managing stormwater, flood prevention, and maintaining water quality in urban environments. 4. **Climate Action (SDG 13)**: Hydrodynamics plays a role in studying the impact of climate change on water bodies, including river dynamics and sea level rise, which is essential for climate resilience. 5. **Life Below Water (SDG 14)**: Understanding hydrodynamics is critical for marine ecology, including the study of currents, waves, and their effects on marine life and ecosystems. By integrating these SDGs into the curriculum, students can gain insights into the societal and environmental implications of their studies in hydrodynamics. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120703 | Mekanika Gelombang | Wave Mechanics | The course Wave Mechanics explores the principles governing wave phenomena in various contexts, including mechanical, acoustic, and electromagnetic waves. Students learn about wave propagation, reflection, refraction, and interference. The curriculum emphasizes the applications of wave mechanics in engineering, physics, and technology development. | 1. **Quality Education (SDG 4)**: By providing foundational knowledge in physics and engineering, the course contributes to quality education and promotes critical thinking and problem-solving skills. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Wave mechanics is essential in fields like telecommunications, materials science, and engineering, supporting innovation and the development of resilient infrastructure. 3. **Sustainable Cities and Communities (SDG 11)**: Understanding wave phenomena is crucial in urban planning, particularly in areas like acoustics and urban noise management, which contribute to the sustainability of cities. 4. **Climate Action (SDG 13)**: Wave mechanics can be applied in understanding climate-related phenomena, such as ocean waves and their interaction with climate systems, which is vital for environmental sustainability. 5. **Life Below Water (SDG 14)**: Knowledge of wave mechanics is important in oceanography and marine science, particularly in studying wave dynamics and their effects on marine ecosystems. Incorporating these SDGs into the curriculum can enhance students’ awareness of the broader implications of their studies. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120802 | Metode Numerik | Numerical Methods | The course Numerical Methods introduces students to computational techniques for solving mathematical problems that cannot be addressed analytically. Topics include numerical integration, differentiation, and solving ordinary and partial differential equations. The curriculum emphasizes the application of these methods in engineering and scientific research, enhancing students’ computational skills. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Numerical methods are widely used in engineering and industrial applications for design, analysis, and optimization of systems and structures. 2. **SDG 13: Climate Action** – Numerical simulations can model climate change impacts, allowing for better predictions and strategies for mitigation and adaptation. 3. **SDG 6: Clean Water and Sanitation** – Numerical methods can be applied to hydrology and water resource management, improving the modeling of water systems and pollution control. 4. **SDG 3: Good Health and Well-Being** – In biomedical applications, numerical methods are used to analyze medical data, model biological systems, and improve healthcare technologies. 5. **SDG 7: Affordable and Clean Energy** – These methods are important in optimizing renewable energy systems and modeling energy production and consumption dynamics. 6. **SDG 11: Sustainable Cities and Communities** – Numerical methods assist in urban planning and the analysis of transportation systems, contributing to the development of sustainable urban environments. By integrating these themes, numerical methods courses help students appreciate their relevance in tackling global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120902 | Teknologi Beton | Concrete Technology | The course Concrete Technology focuses on the materials, properties, and design of concrete in construction. Students learn about the composition of concrete, its strength and durability, and the methods of testing and quality control. The curriculum emphasizes sustainable practices in concrete production and the importance of material selection in structural design. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Concrete technology is essential for the development of durable infrastructure, including buildings, roads, and bridges, promoting sustainable industrial practices. 2. **SDG 11: Sustainable Cities and Communities** – Understanding concrete properties and applications supports the construction of sustainable urban environments, enhancing resilience to natural disasters. 3. **SDG 12: Responsible Consumption and Production** – Courses often address the sustainable use of materials in concrete production, including recycling and waste reduction practices. 4. **SDG 13: Climate Action** – Innovations in concrete technology, such as low-carbon alternatives and energy-efficient practices, can contribute to reducing the carbon footprint of construction. 5. **SDG 7: Affordable and Clean Energy** – Concrete technology may include the design of energy-efficient buildings and infrastructure that utilize materials with better thermal performance. 6. **SDG 15: Life on Land** – Sustainable practices in concrete production can help mitigate land degradation and promote responsible land use. By exploring these connections, students can understand the role of concrete technology in promoting sustainable development and addressing global challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08121003 | Mekanika Tanah | Soil Mechanics | The course Soil Mechanics examines the physical and engineering properties of soil and its behavior under various conditions. Students study soil classification, compaction, shear strength, and consolidation. The curriculum emphasizes the application of soil mechanics principles in geotechnical engineering, foundation design, and environmental engineering. | 1. **SDG 11: Sustainable Cities and Communities** – Soil mechanics is crucial for understanding ground behavior in urban development, ensuring safe and sustainable construction practices in cities. 2. **SDG 6: Clean Water and Sanitation** – Understanding soil properties and behavior is essential for effective groundwater management, land use planning, and ensuring clean water access. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge of soil mechanics is vital for designing and constructing infrastructure projects, such as roads, bridges, and foundations, which support industrial development. 4. **SDG 13: Climate Action** – Soil stability and erosion control are important in mitigating the impacts of climate change, particularly in relation to flooding and landslides. 5. **SDG 15: Life on Land** – Soil mechanics contributes to sustainable land management practices, helping to preserve soil health and prevent degradation. 6. **SDG 12: Responsible Consumption and Production** – Courses may address sustainable practices in construction and land development, promoting responsible resource use and waste reduction. These connections help students see the significance of soil mechanics in addressing environmental and societal challenges outlined in the SDGs. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08110202 | Pengantar Teknologi Kelautan | Introduction to Marine Technology | The course Introduction to Marine Technology provides an overview of the technologies and engineering principles related to marine environments. Students learn about vessel design, marine systems, and oceanographic research. The curriculum emphasizes the importance of marine technology in sustainable resource management and environmental protection. | 1. **SDG 14: Life Below Water** – This goal directly relates to marine technology, emphasizing the sustainable use of oceans, seas, and marine resources. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Marine technology involves the development of innovative solutions for marine transportation, offshore structures, and underwater technology, contributing to infrastructure development. 3. **SDG 13: Climate Action** – Understanding marine systems is vital for addressing climate change impacts on oceans, such as rising sea levels and ocean acidification. 4. **SDG 7: Affordable and Clean Energy** – Courses may explore marine renewable energy sources, such as tidal and wave energy, promoting clean energy technologies. 5. **SDG 12: Responsible Consumption and Production** – Marine technology can address issues related to sustainable fishing practices and the management of marine resources to reduce waste and pollution. 6. **SDG 11: Sustainable Cities and Communities** – Marine technology can contribute to sustainable coastal development and urban planning, particularly in areas prone to flooding or other environmental challenges. By exploring these connections, students can understand the broader implications of marine technology in promoting sustainable development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08110303 | Mekanika Rekayasa I | Engineering Mechanics II | The course Engineering Mechanics II (repeated title) delves deeper into dynamics, covering advanced topics such as rotational motion, vibrations, and mechanical systems’ response to forces. Students apply analytical methods to solve complex problems involving motion and forces. The curriculum emphasizes real-world applications in mechanical and structural engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding dynamics is essential for designing and optimizing machinery, structures, and transportation systems, supporting innovation in engineering and infrastructure development. 2. **SDG 11: Sustainable Cities and Communities** – The principles of dynamics are applied in urban planning, transportation systems, and the design of resilient structures to enhance the sustainability of communities. 3. **SDG 7: Affordable and Clean Energy** – Engineering mechanics principles are vital in the design of renewable energy systems, such as wind turbines and energy-efficient vehicles. 4. **SDG 3: Good Health and Well-Being** – Engineering mechanics can contribute to biomedical engineering applications, such as the design of medical devices and analysis of human movement. 5. **SDG 12: Responsible Consumption and Production** – By applying mechanics to optimize product design and manufacturing processes, engineers can create more efficient and sustainable production methods. These connections help students see the relevance of engineering mechanics in addressing global challenges outlined in the SDGs. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08110403 | Mekanika Fluida | Fluid Mechanics | The course Fluid Mechanics examines the behavior of fluids at rest and in motion, focusing on fundamental principles such as viscosity, pressure, and flow dynamics. Students study both theoretical and practical applications of fluid mechanics in engineering systems. The curriculum emphasizes the importance of fluid mechanics in various fields, including civil, mechanical, and environmental engineering. | 1. **SDG 6: Clean Water and Sanitation** – Fluid mechanics is crucial for understanding water flow, water treatment, and management systems that ensure access to clean water and sanitation. 2. **SDG 11: Sustainable Cities and Communities** – Courses often cover topics related to urban drainage systems, flood management, and the design of sustainable infrastructure in cities. 3. **SDG 7: Affordable and Clean Energy** – Fluid mechanics is essential in designing systems for energy generation, such as wind turbines and hydroelectric power plants, contributing to renewable energy solutions. 4. **SDG 13: Climate Action** – Understanding fluid dynamics helps in modeling climate-related phenomena, such as ocean currents and atmospheric flows, aiding in climate change mitigation efforts. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Fluid mechanics principles are applied in various industries for the design and optimization of processes and equipment, supporting innovation in manufacturing and infrastructure. 6. **SDG 3: Good Health and Well-Being** – Fluid mechanics can play a role in biomedical applications, such as blood flow analysis and respiratory systems, contributing to healthcare improvements. By integrating these themes, fluid mechanics courses help students understand the broader implications of fluid dynamics in sustainable development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08110502 | Ilmu Bahan | Materials Science | The course Materials Science explores the properties, structures, and behaviors of different materials used in engineering applications. Students learn about metals, ceramics, polymers, and composites, including their mechanical, thermal, and electrical properties. The curriculum emphasizes material selection and performance, preparing students for careers in materials engineering and design. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Materials science is essential for developing innovative materials and technologies that support sustainable infrastructure and industrial processes. 2. **SDG 12: Responsible Consumption and Production** – The course often focuses on sustainable materials, recycling, and reducing waste, promoting responsible production methods. 3. **SDG 7: Affordable and Clean Energy** – Materials science plays a critical role in developing renewable energy technologies, such as solar panels and batteries. 4. **SDG 13: Climate Action** – Research in materials science can lead to the creation of materials that improve energy efficiency and reduce greenhouse gas emissions. 5. **SDG 11: Sustainable Cities and Communities** – The development of advanced materials can enhance urban infrastructure and contribute to sustainable building practices. 6. **SDG 3: Good Health and Well-Being** – Biomaterials and medical applications of materials science can lead to advancements in healthcare technologies and improve health outcomes. By exploring these connections, materials science courses contribute to understanding and addressing key sustainability challenges. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120102 | Statistik dan Probabilitas | Statistics and Probability | The course Statistics and Probability provides an introduction to statistical methods and probability theory as applied in engineering. Students learn about data analysis, hypothesis testing, and statistical modeling. The curriculum emphasizes the importance of statistical tools in quality control, reliability engineering, and decision-making processes. | 1. **SDG 3: Good Health and Well-Being** – Statistical methods are crucial in public health research, epidemiology, and analyzing health data to improve health outcomes. 2. **SDG 4: Quality Education** – Statistics and probability are fundamental in educational research, helping to assess and improve teaching methods and learning outcomes. 3. **SDG 11: Sustainable Cities and Communities** – Statistical analysis aids in urban planning, resource allocation, and assessing the impact of policies on community well-being. 4. **SDG 12: Responsible Consumption and Production** – Data analysis can evaluate consumption patterns and support sustainable practices in production and resource management. 5. **SDG 13: Climate Action** – Statistical techniques are vital for analyzing climate data, modeling environmental changes, and assessing the impacts of climate policies. 6. **SDG 17: Partnerships for the Goals** – Statistics play a role in monitoring and evaluating the effectiveness of partnerships and collaborative efforts towards sustainable development. Through these connections, statistics and probability courses equip students with the analytical skills necessary to address various global challenges outlined in the SDGs. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120202 | Ekonomi Rekayasa | Engineering Economics | The course Engineering Economics focuses on the economic principles and analysis techniques relevant to engineering projects. Students study cost estimation, economic evaluation methods, and the financial aspects of engineering decision-making. The curriculum emphasizes the importance of understanding economic factors in project planning and management, preparing students for leadership roles in engineering and business. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Engineering economics often focuses on the development of sustainable infrastructure and technologies, promoting innovation in engineering practices. 2. **SDG 12: Responsible Consumption and Production** – This goal relates to efficient resource use, waste reduction, and sustainable production practices, which are key topics in engineering economics. 3. **SDG 13: Climate Action** – Courses may cover the economic implications of climate change and the importance of sustainable practices in engineering projects to mitigate environmental impacts. 4. **SDG 8: Decent Work and Economic Growth** – Engineering economics looks at the financial viability of projects, job creation, and promoting sustainable economic growth through engineering solutions. 5. **SDG 4: Quality Education** – Emphasizing the importance of education in engineering disciplines, courses contribute to developing skills and knowledge for sustainable practices in the workforce. By integrating economic principles with engineering practices, these courses can help students understand the broader impact of engineering decisions on sustainable development. |
| TEKNIK | TEKNIK KELAUTAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23D08120302 | Oseanografi | Oceanography | This course offers an in-depth exploration of the ocean’s various aspects, including its physical, chemical, biological, and geological features. Students examine ocean circulation, wave dynamics, marine ecosystems, and the ocean floor’s geological structures.Key topics include the role of oceans in climate regulation, oceanic nutrient cycles, marine biodiversity, and the impact of human activities such as pollution and climate change on marine environments. The curriculum combines theoretical lectures with practical experiences, including field studies and laboratory analyses of water samples and marine organisms. Through research projects and case studies, students develop skills in data collection, analysis, and interpretation, addressing contemporary challenges in ocean science. This course prepares students for careers in marine research, environmental management, and policy, providing a solid foundation in understanding the ocean’s critical role in global systems. | 1. **SDG 14: Life Below Water** – This goal is directly related to oceanography, focusing on the conservation and sustainable use of the oceans, seas, and marine resources. 2. **SDG 13: Climate Action** – Oceanography often examines the role of oceans in climate regulation, ocean acidification, and the impacts of climate change on marine environments. 3. **SDG 12: Responsible Consumption and Production** – Discussions on sustainable practices related to marine resources and pollution are common in oceanography courses. 4. **SDG 15: Life on Land** – While primarily focused on terrestrial ecosystems, oceanography can also connect to how land activities impact marine environments, such as runoff and habitat degradation. 5. **SDG 17: Partnerships for the Goals** – Collaborative research and partnerships in oceanographic studies are essential for addressing global marine challenges. Courses may also touch on themes related to sustainable development, environmental justice, and community engagement, which relate to several other SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110104 | Studio Pemetaan | Mapping Studio | Mapping Studio is a university course designed to introduce students to the principles and practices of spatial analysis and geographic information systems (GIS). | 1. SDG 11: Sustainable Cities and Communities – Focusing on urban planning, sustainable infrastructure, and enhancing urban resilience. 2. SDG 15: Life on Land – Addressing land use, ecosystem conservation, and sustainable management of terrestrial ecosystems. 3. SDG 6: Clean Water and Sanitation – Integrating water resource management and sanitation in urban environments. 4. SDG 13: Climate Action – Analyzing climate impacts on urban areas and promoting adaptation strategies. 5. SDG 9: Industry, Innovation, and Infrastructure – Encouraging sustainable industrialization and fostering innovation in urban settings. Depending on the specific focus of the course, other goals may also be integrated. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130302 | Kuliah Kerja Lapangan | Field Work Lectures | The Field Work Lectures course provides students with a foundational understanding of practical skills and methodologies for conducting research and data collection in real-world settings. It emphasizes the importance of fieldwork in various disciplines, including environmental science, sociology, and anthropology. Students learn about research design, ethical considerations, and data collection techniques, such as surveys, observations, and interviews. The course often includes lectures from experienced practitioners and researchers who share insights from their field experiences. Through discussions and case studies, students prepare for upcoming fieldwork opportunities, equipping them with the knowledge and skills necessary to conduct effective and ethical research in diverse environments. | 1. SDG 4: Quality Education – Promoting inclusive and equitable education through experiential learning and practical applications in the field. 2. SDG 11: Sustainable Cities and Communities – Focusing on urban development, community planning, and sustainable practices through real-world observations and engagements. 3. SDG 13: Climate Action – Investigating local climate impacts and adaptation strategies during field visits, emphasizing the importance of environmental awareness. 4. SDG 6: Clean Water and Sanitation – Analyzing local water resources and sanitation issues, often involving data collection and community assessment. 5. SDG 15: Life on Land – Exploring land use, conservation practices, and ecosystem management through direct observation and community involvement. 6. SDG 9: Industry, Innovation, and Infrastructure – Engaging with local industries and infrastructure projects, assessing their sustainability and impact on communities. These fieldwork lectures help students connect theoretical concepts to practical applications while addressing real-world challenges related to these SDG |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132802 | Perencanaan Infrastruktur Energi, Listrik dan Telekomunikasi Wilayah dan Kota | Regional and City Energy, Electricity and Telecommunications Infrastructure Planning | The Regional and City Energy, Electricity, and Telecommunications Infrastructure Planning course focuses on the design and development of sustainable energy and telecommunications systems within urban and regional contexts. It covers key concepts such as energy demand forecasting, renewable energy integration, grid management, and telecommunications infrastructure design. Students learn to analyze the interactions between energy and telecommunications systems, assess environmental impacts, and explore regulatory and policy frameworks. The course emphasizes practical planning skills, including spatial analysis and project management, through case studies and collaborative projects. By the end, students are equipped to contribute to the development of resilient and efficient infrastructure that meets the needs of growing populations and supports sustainable development goals. | 1. SDG 7: Affordable and Clean Energy focuses on ensuring universal access to reliable, sustainable, and modern energy services, which includes developing renewable energy sources and efficiency strategies to reduce dependence on fossil fuels. 2. SDG 9: Industry, Innovation, and Infrastructure promotes building resilient and sustainable infrastructure, teaching students about the importance of innovative energy and telecommunications infrastructure to support economic growth and enhance quality of life in urban areas. 3. SDG 11: Sustainable Cities and Communities emphasizes the development of inclusive and safe cities, encompassing infrastructure planning that supports efficient transportation and access to adequate energy and telecommunications services. 4. SDG 13: Climate Action highlights the need for action to address climate change, involving the development of adaptation and mitigation strategies to reduce greenhouse gas emissions and increase infrastructure resilience to climate risks. 5. SDG 1: No Poverty underscores the goal of eradicating poverty in all its forms, emphasizing the importance of ensuring that marginalized communities have equal access to energy and telecommunications services. 6. SDG 5: Gender Equality emphasizes gender equality and the empowerment of women, considering their needs and roles in accessing energy and telecommunications, and ensuring their participation in decision-making processes. 7. SDG 17: Partnerships for the Goals stresses the importance of partnerships among governments, the private sector, and civil society to achieve the SDGs, where collaboration among stakeholders is crucial for creating sustainable and inclusive solutions. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132903 | Pembiayaan Pengembangan Wilayah dan Kota | Regional and City Development Financing | The Regional and City Development Financing course explores the financial mechanisms and strategies for funding urban and regional development projects. It covers topics such as public and private financing options, investment analysis, budgeting, and financial planning for infrastructure and community development. Students learn about the role of government, financial institutions, and private sector partnerships in financing development initiatives. The course also addresses issues like sustainable financing, risk management, and the impact of economic policies on regional growth. Through case studies and practical projects, students develop the skills necessary to design and implement effective financing strategies that support sustainable and equitable urban and regional development. | 1. SDG 8: Decent Work and Economic Growth focuses on promoting sustained, inclusive economic growth, full and productive employment, and decent work for all. Financing development projects in cities and regions contributes to job creation and economic resilience. 2. SDG 9: Industry, Innovation, and Infrastructure emphasizes the importance of building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. Financial planning for infrastructure projects is crucial for sustainable urban development. 3. SDG 11: Sustainable Cities and Communities highlights the need for sustainable urbanization and effective, inclusive, and sustainable planning and management. Adequate financing is essential for developing infrastructure and services that meet the needs of growing urban populations. 4. SDG 1: No Poverty underscores the importance of ensuring access to financial resources for marginalized communities, enabling them to participate in local development initiatives and benefit from urban growth. 5. SDG 10: Reduced Inequalities addresses the need for equitable financing mechanisms that ensure all communities, especially vulnerable populations, have access to the benefits of urban development. 6. SDG 13: Climate Action focuses on integrating climate change measures into policies, strategies, and planning. Financing sustainable infrastructure projects can help cities mitigate and adapt to climate change impacts. 7. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration and partnerships in mobilizing resources for sustainable development. Effective financing often involves cooperation between public and private sectors, as well as community engagement. This course would explore how effective financing strategies can support sustainable development goals and promote resilient, equitable, and inclusive urban environments. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10133003 | Isu PWK dan Studi Kasus | PWK Issues and Case Studies | The PWK Issues and Case Studies course focuses on examining key issues in planning, water management, and environmental sustainability through the analysis of real-world case studies. Students explore a variety of topics, including urban planning, resource allocation, environmental impact assessments, and community engagement strategies. The course emphasizes critical thinking and problem-solving by analyzing how different stakeholders approach complex challenges in planning and water management. Through group discussions, presentations, and project work, students develop practical skills in applying theoretical concepts to real-life scenarios, preparing them for careers in planning, environmental management, and related fields. | 1. SDG 11: Sustainable Cities and Communities focuses on making cities inclusive, safe, resilient, and sustainable. This includes addressing urban planning challenges and promoting sustainable urban development. 2. SDG 1: No Poverty emphasizes the need for planning that reduces poverty by ensuring access to resources and services for marginalized communities, highlighting case studies that show effective strategies for poverty alleviation. 3. SDG 10: Reduced Inequalities addresses the importance of equitable urban development. Case studies often explore how to reduce inequalities in access to housing, services, and opportunities within urban areas. 4. SDG 13: Climate Action focuses on integrating climate change considerations into urban planning. Case studies may illustrate how cities are adapting to climate change and implementing mitigation strategies. 5. SDG 5: Gender Equality highlights the need for gender-responsive planning. Case studies may examine how urban planning can address the specific needs of women and promote gender equality. 6. SDG 9: Industry, Innovation, and Infrastructure emphasizes the role of sustainable infrastructure in urban planning. Case studies may look at innovative approaches to infrastructure development that support sustainable urban growth. 7. SDG 17: Partnerships for the Goals underscores the importance of collaboration between stakeholders. Case studies often highlight successful partnerships that have led to effective urban planning outcomes. This course would analyze various urban planning issues through real-world case studies, providing students with insights into best practices and lessons learned in addressing these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10133103 | Perencanaan Pembangunan Wilayah Kota | City Regional Development Planning | The City Regional Development Planning course focuses on the principles and practices of planning for sustainable urban and regional development. It covers topics such as land use planning, transportation systems, housing, economic development, and environmental sustainability. Students learn to analyze urban dynamics, assess community needs, and develop strategic plans that promote equitable growth and improve quality of life. The course emphasizes the importance of stakeholder engagement, policy analysis, and the integration of social, economic, and environmental factors in the planning process. Through case studies and practical projects, students gain hands-on experience in creating development plans that address the unique challenges faced by cities and regions. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for urban planning that promotes inclusive, safe, resilient, and sustainable cities. The course would explore strategies for effective land use, transportation, and housing. 2. SDG 8: Decent Work and Economic Growth focuses on promoting sustained economic growth and decent employment opportunities. The course may analyze how regional development planning can stimulate local economies and create jobs. 3. SDG 9: Industry, Innovation, and Infrastructure highlights the importance of building resilient infrastructure and fostering innovation. Discussions may cover sustainable infrastructure development and its role in regional connectivity and economic growth. 4. SDG 1: No Poverty underscores the importance of inclusive planning that addresses the needs of vulnerable populations, ensuring equitable access to resources and services. 5. SDG 10: Reduced Inequalities stresses the need to reduce inequalities in urban and regional development. The course may examine policies and practices that promote social equity and address disparities. 6. SDG 13: Climate Action focuses on integrating climate change mitigation and adaptation into planning processes. Students may study how cities can develop strategies to combat climate change and enhance resilience. 7. SDG 17: Partnerships for the Goals emphasizes the significance of collaboration among stakeholders, including government, private sector, and communities, in achieving sustainable development goals. This course would provide students with the tools to understand and analyze the complexities of city regional development planning while aligning with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10133202 | Kewirasusahaan | Entrepreneurship | The Entrepreneurship course provides an overview of the key principles and practices involved in starting and managing a business. It covers essential topics such as opportunity identification, business planning, market analysis, funding strategies, and innovation. Students learn about the entrepreneurial process, including the development of business models and the importance of networking and mentorship. The course emphasizes practical skills through case studies, group projects, and pitching business ideas. By the end, students gain a comprehensive understanding of the challenges and rewards of entrepreneurship, preparing them to launch their own ventures or contribute to entrepreneurial efforts within existing organizations. | 1. SDG 8: Decent Work and Economic Growth focuses on promoting sustained economic growth, full and productive employment, and decent work for all. The course would explore how entrepreneurship can drive economic development and job creation. 2. SDG 9: Industry, Innovation, and Infrastructure emphasizes the role of innovation and sustainable industrialization in economic growth. Students may learn about how new business models and technological advancements can enhance productivity and sustainability. 3. SDG 1: No Poverty highlights the potential of entrepreneurship to reduce poverty by creating opportunities and increasing income levels, particularly in underserved communities. 4. SDG 10: Reduced Inequalities stresses the importance of inclusive entrepreneurship that provides opportunities for marginalized groups, helping to reduce economic disparities. 5. SDG 12: Responsible Consumption and Production encourages sustainable business practices. The course may cover how entrepreneurs can integrate sustainability into their business models, promoting responsible resource use. 6. SDG 13: Climate Action focuses on the role of entrepreneurship in addressing climate change through innovative solutions and sustainable practices, including green technologies and business strategies. 7. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration between entrepreneurs, governments, and other stakeholders to foster an enabling environment for sustainable business development. This course would provide students with the skills and knowledge to identify opportunities, create viable business plans, and understand the broader impact of entrepreneurship on sustainable development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10140105 | Studio LBE Perencanaan/ Riset | LBE Planning/Research Studio | The LBE Planning/Research Studio course focuses on hands-on, project-based learning in landscape and built environment (LBE) planning and research. Students engage in collaborative projects that involve analyzing real-world urban and environmental challenges, applying design principles, and developing innovative solutions. The course covers essential methodologies for research and planning, including site analysis, stakeholder engagement, and policy evaluation. Students work in teams to create comprehensive plans or proposals that address specific issues such as land use, sustainability, and community development. Through workshops, critiques, and presentations, the studio format fosters critical thinking and creativity, preparing students for professional practice in urban planning, landscape architecture, and related fields. | 1. SDG 11: Sustainable Cities and Communities emphasizes creating inclusive, safe, resilient, and sustainable urban environments. The studio may explore how landscape and building planning can enhance urban livability. 2. SDG 13: Climate Action focuses on integrating climate considerations into planning and design. Students might engage in projects that promote climate resilience and sustainability in landscapes and buildings. 3. SDG 15: Life on Land highlights the importance of sustainable land use and ecosystem conservation. The course may address how to protect biodiversity and restore degraded landscapes through thoughtful planning. 4. SDG 9: Industry, Innovation, and Infrastructure underscores the need for sustainable infrastructure development. The studio may involve innovative design approaches that incorporate environmental sustainability. 5. SDG 6: Clean Water and Sanitation could be relevant, especially in planning for sustainable water management practices in landscape and building design. 6. SDG 1: No Poverty can be addressed by considering how equitable access to green spaces and sustainable environments can improve the quality of life for marginalized communities. 7. SDG 17: Partnerships for the Goals highlights the importance of collaboration among various stakeholders in planning and design processes, promoting community engagement and partnerships for sustainable outcomes. This course would typically involve hands-on projects, case studies, and research that apply these SDGs to real-world planning challenges, allowing students to develop practical solutions that align with sustainable development principles. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10140206 | TUGAS AKHIR (SKRIPSI) | FINAL PROJECT (Thesis) | The Final Project (Thesis) course represents a capstone experience for students, allowing them to conduct in-depth research on a topic related to their field of study. Students develop a research question, design a methodology, and gather data to explore their chosen subject. The course emphasizes critical thinking, analytical skills, and academic writing, guiding students through the process of drafting, revising, and presenting their findings. Regular feedback from faculty advisors and peer reviews help refine their work. By the end of the course, students produce a comprehensive thesis that demonstrates their ability to apply theoretical knowledge to practical issues, showcasing their readiness for professional practice or further academic pursuits. | 1. SDG 11: Sustainable Cities and Communities focuses on promoting inclusive, safe, resilient, and sustainable urban environments. Thesis topics may examine urban development strategies, housing solutions, or public space design that enhance livability. 2. SDG 13: Climate Action encourages research on climate change mitigation and adaptation strategies. Projects may explore how urban areas can reduce their carbon footprint and enhance resilience to climate impacts. 3. SDG 9: Industry, Innovation, and Infrastructure emphasizes the need for sustainable infrastructure development. Thesis projects might investigate innovative solutions for transportation, energy systems, or waste management. 4. SDG 1: No Poverty highlights the importance of addressing social equity in development projects. Research may focus on how urban planning can reduce poverty and improve access to essential services for marginalized communities. 5. SDG 10: Reduced Inequalities addresses the need for equitable development. Thesis topics may explore policies or designs that promote social inclusion and address disparities in access to resources. 6. SDG 6: Clean Water and Sanitation could be relevant for projects focused on water resource management, sanitation systems, or sustainable landscaping practices. 7. SDG 15: Life on Land emphasizes the need for sustainable land use and biodiversity conservation. Research may focus on strategies for protecting green spaces, ecosystems, and natural resources in urban settings. 8. SDG 17: Partnerships for the Goals underscores the importance of collaboration among stakeholders. Thesis projects may explore case studies of successful partnerships in urban development or environmental management. This final project serves as an opportunity for students to conduct in-depth research and develop practical solutions to complex issues, aligning their work with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132102 | Manajemen Pembangunan Kota | City Development Management | The City Development Management course focuses on the strategies and practices involved in managing urban development and growth effectively. It covers key topics such as land use planning, infrastructure development, urban policy, and community engagement. Students learn to analyze urban challenges, including housing, transportation, and environmental sustainability, and develop practical solutions that promote equitable and efficient city development. The course emphasizes the importance of collaboration among various stakeholders, including government agencies, private sector partners, and community organizations. Through case studies, project work, and field visits, students gain hands-on experience in the principles of effective city management, preparing them for careers in urban planning, public administration, and related fields. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of making cities inclusive, safe, resilient, and sustainable. The course may explore strategies for urban planning, zoning, and infrastructure development that enhance urban livability. 2. SDG 8: Decent Work and Economic Growth focuses on promoting sustained economic growth and productive employment. Discussions may include how effective city management can stimulate local economies and create job opportunities. 3. SDG 9: Industry, Innovation, and Infrastructure highlights the role of sustainable infrastructure in urban development. Students may analyze how to develop and maintain infrastructure that supports economic growth while being environmentally sustainable. 4. SDG 1: No Poverty underscores the need for city management practices that address poverty reduction and ensure access to essential services for all residents, particularly marginalized groups. 5. SDG 10: Reduced Inequalities stresses the importance of equitable access to resources and opportunities within urban environments. The course may examine policies that promote social equity in city development. 6. SDG 13: Climate Action focuses on integrating climate change strategies into city management practices. Students might study how cities can develop resilience to climate impacts and implement mitigation strategies. 7. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration among various stakeholders, including government, private sector, and communities, to achieve effective city development and management. This course typically involves case studies, best practices, and strategies for managing urban growth and development in a way that aligns with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132202 | Perencanaan Kota Layak Huni dan Berkelanjutan | Livable and Sustainable City Planning | The Livable and Sustainable City Planning course explores strategies for creating urban environments that are both livable and environmentally sustainable. It covers key concepts such as sustainable land use, transportation planning, green infrastructure, and community resilience. Students learn to assess urban issues like housing affordability, public health, and environmental impact, and develop integrated solutions that promote social equity and quality of life. The course emphasizes the role of stakeholder engagement and participatory planning in creating vibrant communities. Through case studies, design exercises, and collaborative projects, students gain practical skills in planning and policy development, preparing them to contribute to sustainable urban initiatives. | 1. SDG 11: Sustainable Cities and Communities focuses on making cities inclusive, safe, resilient, and sustainable. The course explores urban design principles that enhance livability, including access to green spaces, affordable housing, and efficient public transport. 2. SDG 13: Climate Action emphasizes the need for strategies that mitigate climate change impacts. Students may study how to incorporate climate resilience into urban planning, such as flood management and heat reduction techniques. 3. SDG 8: Decent Work and Economic Growth highlights the relationship between urban planning and economic development. The course may address how livable cities can stimulate local economies and create job opportunities through well-designed spaces and infrastructure. 4. SDG 1: No Poverty underscores the importance of equitable planning that addresses the needs of marginalized populations. This involves ensuring access to essential services and amenities for all residents. 5. SDG 10: Reduced Inequalities focuses on promoting social equity within urban areas. The course may examine strategies for inclusive urban planning that reduces disparities in access to resources and opportunities. 6. SDG 6: Clean Water and Sanitation emphasizes the need for sustainable water management practices in urban settings. Students may explore solutions for water conservation, stormwater management, and sanitation systems. 7. SDG 15: Life on Land addresses sustainable land use and biodiversity conservation. The course may cover how urban planning can protect natural habitats and promote green infrastructure. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders in the planning process. The course may explore how partnerships with community members, businesses, and government entities can lead to more effective and sustainable urban development. This course typically integrates theoretical knowledge with practical applications, helping students develop strategies for creating livable and sustainable urban environments that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132302 | Manajemen Lalu Lintas Kota | City Traffic Management | The City Traffic Management course focuses on the principles and practices of managing urban transportation systems to enhance mobility and safety. It covers topics such as traffic flow theory, transportation planning, road safety, public transit systems, and the integration of non-motorized transportation. Students learn to analyze traffic patterns, assess infrastructure needs, and develop effective traffic management strategies that address congestion and environmental impacts. The course emphasizes the use of technology, such as intelligent transportation systems (ITS), to improve traffic operations. Through case studies and practical applications, students gain the skills needed to design and implement traffic management solutions that support sustainable and efficient urban mobility. | 1. SDG 11: Sustainable Cities and Communities focuses on making cities inclusive, safe, resilient, and sustainable. The course explores strategies for effective traffic management that improve urban mobility, reduce congestion, and enhance the quality of urban life. 2. SDG 9: Industry, Innovation, and Infrastructure emphasizes the importance of building resilient infrastructure. Students may study innovative traffic management technologies, such as smart traffic signals and integrated transportation systems, to enhance urban mobility. 3. SDG 13: Climate Action highlights the need to reduce greenhouse gas emissions from the transportation sector. The course may cover strategies for promoting sustainable transportation options, such as public transit, cycling, and walking, to mitigate climate change impacts. 4. SDG 3: Good Health and Well-Being addresses the health implications of urban traffic. Students may analyze how traffic management can reduce air pollution and promote safer streets, contributing to improved public health outcomes. 5. SDG 10: Reduced Inequalities focuses on ensuring equitable access to transportation for all residents, particularly marginalized groups. The course may explore how to design inclusive transportation systems that serve diverse communities. 6. SDG 6: Clean Water and Sanitation may be relevant in the context of managing stormwater runoff and reducing pollution from roadways, emphasizing the integration of transportation planning with environmental sustainability. 7. SDG 17: Partnerships for the Goals underscores the importance of collaboration among stakeholders, including government, private sector, and community members, to develop effective traffic management solutions. This course typically combines theoretical frameworks with practical applications, helping students develop comprehensive traffic management strategies that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132402 | Perencanaan Infrastruktur Ramah Lingkungan | Environmentally Friendly Infrastructure Planning | The Environmentally Friendly Infrastructure Planning course focuses on designing and developing infrastructure that minimizes environmental impact while promoting sustainability. It covers key topics such as green building practices, sustainable materials, eco-friendly transportation systems, and water resource management. Students learn to assess environmental impacts, apply sustainability principles in planning, and integrate natural systems into urban infrastructure. The course emphasizes the importance of stakeholder engagement and regulatory frameworks in achieving environmentally responsible outcomes. Through case studies and project-based learning, students gain practical skills in creating infrastructure plans that balance development needs with ecological preservation, preparing them for careers in urban planning, civil engineering, and environmental management. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for infrastructure that is inclusive, resilient, and sustainable. The course focuses on planning urban environments that minimize environmental impact while enhancing livability. 2. SDG 13: Climate Action highlights the importance of integrating climate change considerations into infrastructure planning. Students may study how to design infrastructure that is resilient to climate impacts and contributes to mitigation efforts. 3. SDG 9: Industry, Innovation, and Infrastructure underscores the role of sustainable infrastructure in promoting innovation and economic growth. The course may explore the use of green technologies and materials in infrastructure projects. 4. SDG 6: Clean Water and Sanitation focuses on sustainable water management practices. The course may cover infrastructure planning for effective water supply, wastewater treatment, and stormwater management. 5. SDG 15: Life on Land addresses the preservation of ecosystems and biodiversity. Students may analyze how to integrate natural systems into infrastructure planning to protect habitats and enhance urban green spaces. 6. SDG 12: Responsible Consumption and Production emphasizes the need for sustainable resource use. The course may explore strategies for minimizing waste and promoting the circular economy in infrastructure development. 7. SDG 1: No Poverty highlights the importance of equitable access to infrastructure for marginalized communities. The course may examine how environmentally friendly infrastructure can improve access to essential services for all. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders, including government agencies, private sector, and communities, to achieve sustainable infrastructure outcomes. This course typically combines theoretical knowledge with practical applications, helping students develop strategies for planning and implementing environmentally friendly infrastructure that aligns with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132502 | Perencanaan Transportasi Maritim | Maritime Transportation Planning | The Maritime Transportation Planning course focuses on the principles and practices involved in the planning and management of maritime transportation systems. It covers key topics such as port operations, shipping logistics, coastal management, and the integration of maritime transport with land-based transport systems. Students learn about the economic, environmental, and regulatory aspects of maritime transportation, including sustainability practices and the impact of global trade. The course emphasizes the importance of data analysis, spatial planning, and stakeholder collaboration in developing effective maritime transport strategies. Through case studies and practical projects, students gain hands-on experience in addressing challenges and opportunities in the maritime transportation sector, preparing them for careers in logistics, transportation planning, and port management. | 1. SDG 9: Industry, Innovation, and Infrastructure emphasizes the importance of building resilient and sustainable infrastructure, including ports and shipping networks. The course may focus on innovative technologies and practices that enhance maritime logistics and infrastructure. 2. SDG 11: Sustainable Cities and Communities relates to integrating maritime transportation into urban planning. Students may examine how ports and shipping can be aligned with urban development to promote sustainable coastal cities. 3. SDG 13: Climate Action highlights the need for strategies to mitigate the environmental impact of maritime transport. This may include exploring alternative fuels, reducing emissions, and implementing sustainable practices in shipping operations. 4. SDG 3: Good Health and Well-Being addresses the health implications of maritime transportation. The course may cover how to manage pollution and enhance safety standards in maritime transport to protect public health. 5. SDG 14: Life Below Water focuses on the conservation and sustainable use of oceans, seas, and marine resources. Students may explore the impact of maritime transportation on marine ecosystems and strategies to minimize harm. 6. SDG 1: No Poverty emphasizes the role of maritime transportation in economic development and job creation, particularly in coastal regions. The course may discuss how efficient maritime transport can facilitate trade and economic opportunities for local communities. 7. SDG 10: Reduced Inequalities looks at ensuring equitable access to maritime transportation services. The course may explore policies that promote accessibility and inclusivity in maritime logistics. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders, including government, private sector, and international organizations, to achieve sustainable maritime transportation outcomes. This course typically combines theoretical frameworks with practical applications, helping students develop comprehensive maritime transportation plans that align with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132602 | Manajemen Infrastruktur Kota dan Wilayah | City and Regional Infrastructure Management | The City and Regional Infrastructure Management course focuses on the planning, development, and maintenance of infrastructure systems within urban and regional contexts. It covers essential topics such as transportation networks, utilities (water, sewage, and energy), and public facilities. Students learn to analyze infrastructure needs, assess performance, and develop strategies for sustainable and efficient management. The course emphasizes the importance of integrating technology, data analysis, and stakeholder engagement in infrastructure decision-making. Through case studies and practical projects, students gain hands-on experience in addressing infrastructure challenges, fostering resilience, and ensuring that systems support the overall growth and well-being of communities. This prepares them for careers in urban planning, civil engineering, and public administration. | 1. SDG 9: Industry, Innovation, and Infrastructure emphasizes the importance of resilient infrastructure for sustainable development. The course may focus on best practices for managing and upgrading urban and regional infrastructure to support economic growth. 2. SDG 11: Sustainable Cities and Communities highlights the need for inclusive, safe, and sustainable urban environments. Students may explore how effective infrastructure management can enhance urban livability and accessibility. 3. SDG 13: Climate Action focuses on integrating climate resilience into infrastructure planning and management. The course may cover strategies for mitigating climate risks and adapting infrastructure to changing environmental conditions. 4. SDG 6: Clean Water and Sanitation addresses the importance of sustainable water management and sanitation infrastructure. Students may study how to ensure efficient and equitable access to clean water and sanitation facilities. 5. SDG 1: No Poverty emphasizes the role of infrastructure in poverty reduction. The course may explore how equitable infrastructure management can improve access to essential services for underserved communities. 6. SDG 10: Reduced Inequalities looks at ensuring that infrastructure development and management address social disparities. The course may analyze policies that promote inclusivity and equitable access to infrastructure. 7. SDG 15: Life on Land relates to sustainable land use and environmental conservation. Students may examine how infrastructure planning can protect ecosystems and promote green spaces in urban and regional contexts. 8. SDG 17: Partnerships for the Goals underscores the importance of collaboration among various stakeholders, including government, private sector, and communities, in achieving effective infrastructure management. This course typically combines theoretical concepts with practical applications, equipping students with the skills to develop and manage infrastructure systems that align with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132702 | Perencanaan Infrastruktur Air Bersih Wilayah dan Kota | Regional and City Clean Water Infrastructure Planning | The Regional and City Clean Water Infrastructure Planning course focuses on the design, development, and management of clean water systems in urban and regional settings. It covers key topics such as water supply, wastewater treatment, stormwater management, and the integration of green infrastructure solutions. Students learn about regulatory frameworks, sustainability practices, and technologies used to ensure safe and efficient water distribution and treatment. The course emphasizes the importance of public health, environmental protection, and community engagement in planning processes. Through case studies and hands-on projects, students gain practical skills in assessing water infrastructure needs and developing plans that promote sustainable water management, preparing them for careers in environmental engineering, urban planning, and public health. | 1. SDG 6: Clean Water and Sanitation is the most directly relevant, focusing on ensuring availability and sustainable management of water and sanitation for all. The course would address strategies for providing equitable access to clean water and improving sanitation infrastructure. 2. SDG 11: Sustainable Cities and Communities emphasizes the importance of resilient and sustainable urban environments. Students may study how clean water infrastructure can enhance urban livability and support sustainable urban planning. 3. SDG 3: Good Health and Well-Being highlights the health implications of clean water access. The course may cover how effective water infrastructure can reduce waterborne diseases and promote overall public health. 4. SDG 13: Climate Action focuses on integrating climate resilience into water infrastructure planning. Students may explore strategies for managing water resources in the face of climate change impacts, such as flooding and drought. 5. SDG 15: Life on Land relates to the sustainable management of terrestrial ecosystems and biodiversity. The course may examine how clean water infrastructure planning can protect watersheds and aquatic ecosystems. 6. SDG 1: No Poverty emphasizes the importance of access to clean water for poverty alleviation. The course may analyze how effective water management can improve the livelihoods of marginalized communities. 7. SDG 10: Reduced Inequalities addresses the need for equitable access to water resources. The course may explore policies and practices that ensure all communities, particularly vulnerable populations, have access to clean water. 8. SDG 17: Partnerships for the Goals underscores the importance of collaboration among stakeholders, including government agencies, NGOs, and community members, to achieve effective clean water infrastructure outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to design and implement clean water infrastructure projects that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131402 | Perencanaan Kota Pusaka Maritim | Maritime Heritage City Planning | The Maritime Heritage City Planning course focuses on the preservation and enhancement of coastal and maritime heritage within urban planning frameworks. It covers topics such as the historical significance of maritime sites, sustainable development practices, and the integration of cultural heritage into city planning. Students learn about strategies for protecting waterfronts, promoting maritime tourism, and balancing development with conservation efforts. The course emphasizes stakeholder engagement, community involvement, and the role of policy in managing maritime heritage. Through case studies and project-based learning, students gain practical skills in planning and implementing initiatives that celebrate and preserve maritime culture while fostering sustainable urban development, preparing them for careers in urban planning, heritage management, and coastal studies. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of making cities inclusive, safe, resilient, and sustainable. The course may focus on integrating maritime heritage into urban planning to enhance cultural identity and community engagement. 2. SDG 14: Life Below Water highlights the need to conserve and sustainably use the oceans, seas, and marine resources. Students may study the impact of maritime activities on coastal ecosystems and explore sustainable practices in maritime heritage management. 3. SDG 8: Decent Work and Economic Growth focuses on promoting sustained economic growth and decent work opportunities. The course may examine how preserving maritime heritage can boost tourism and create jobs, contributing to local economies. 4. SDG 15: Life on Land addresses the preservation of terrestrial ecosystems and biodiversity. The course may discuss the importance of balancing urban development with the protection of coastal and marine environments. 5. SDG 1: No Poverty underscores the role of cultural heritage in economic development. The course may explore how maritime heritage can contribute to poverty alleviation through tourism and community development initiatives. 6. SDG 10: Reduced Inequalities emphasizes the importance of equitable access to cultural resources. The course may cover strategies to ensure that all community members benefit from maritime heritage initiatives. 7. SDG 13: Climate Action focuses on integrating climate change considerations into planning. Students may explore how maritime heritage sites can be adapted and protected against climate impacts such as rising sea levels and extreme weather events. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders, including government, local communities, and heritage organizations, in the planning and management of maritime heritage sites. This course typically combines theoretical concepts with practical applications, equipping students with the skills to integrate maritime heritage into urban planning in a way that aligns with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131502 | Perencanaan Desa Terpadu | Integrated Village Planning | The Integrated Village Planning course focuses on the holistic development of rural communities through sustainable and inclusive planning practices. It covers key topics such as land use planning, resource management, infrastructure development, and community engagement. Students learn to assess the needs of rural populations, integrate traditional knowledge with modern planning techniques, and develop strategies that promote economic development, social equity, and environmental sustainability. The course emphasizes collaboration with local stakeholders and the importance of cultural preservation in the planning process. Through case studies and practical projects, students gain hands-on experience in creating comprehensive plans that enhance the quality of life in rural areas, preparing them for careers in rural development, urban planning, and community engagement. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for inclusive, safe, and sustainable urban and rural environments. The course may focus on strategies for integrating various aspects of village planning to enhance livability and community cohesion. 2. SDG 1: No Poverty highlights the importance of sustainable development in reducing poverty. Students may study how integrated village planning can improve access to essential services and economic opportunities for all residents. 3. SDG 2: Zero Hunger addresses the need for sustainable agriculture and food security. The course may explore how village planning can support local food production, access to markets, and sustainable land use practices. 4. SDG 3: Good Health and Well-Being focuses on improving health outcomes through better infrastructure and access to services. The course may cover how integrated planning can enhance healthcare access and promote healthy living environments. 5. SDG 4: Quality Education emphasizes the importance of access to education for all. The course may examine how village planning can ensure educational facilities are accessible and meet community needs. 6. SDG 10: Reduced Inequalities focuses on ensuring equitable access to resources and opportunities within communities. The course may explore policies that promote social equity and inclusivity in village planning. 7. SDG 6: Clean Water and Sanitation highlights the importance of sustainable water management and sanitation. Students may study how integrated planning can improve access to clean water and sanitation facilities. 8. SDG 15: Life on Land addresses sustainable land use and biodiversity conservation. The course may discuss how integrated village planning can protect natural resources and promote sustainable agricultural practices. 9. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration among stakeholders, including government, NGOs, and community members, to achieve effective village planning outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to develop integrated planning strategies that align with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131602 | Perencanaan dan Perancangan Kawasan Wisata | Planning and Designing Tourist Areas | The Planning and Designing Tourist Areas course focuses on the principles and practices involved in the development and management of tourist destinations. It covers key topics such as site selection, sustainable tourism practices, cultural heritage conservation, and infrastructure planning. Students learn to analyze market trends, assess the environmental and social impacts of tourism, and develop strategies that enhance visitor experiences while preserving local culture and ecosystems. The course emphasizes the importance of stakeholder collaboration, community engagement, and economic viability in tourism planning. Through case studies and hands-on projects, students gain practical skills in creating and implementing effective plans for tourist areas, preparing them for careers in tourism management, urban planning, and destination development. | 1. SDG 8: Decent Work and Economic Growth emphasizes the importance of promoting sustained economic growth through tourism. The course may focus on strategies for creating job opportunities and enhancing local economies through well-planned tourist areas. 2. SDG 11: Sustainable Cities and Communities highlights the need for inclusive, safe, and sustainable urban environments. Students may study how to design tourist areas that enhance community livability while preserving local culture and heritage. 3. SDG 12: Responsible Consumption and Production focuses on promoting sustainable practices in tourism. The course may cover strategies for minimizing waste, encouraging responsible tourism behaviors, and promoting local products. 4. SDG 14: Life Below Water emphasizes the importance of protecting marine ecosystems. If the tourist areas involve coastal or marine environments, the course may explore sustainable practices to mitigate tourism’s impact on these ecosystems. 5. SDG 15: Life on Land addresses the need for sustainable land use and conservation of terrestrial ecosystems. The course may examine how to balance tourism development with the preservation of natural habitats and biodiversity. 6. SDG 10: Reduced Inequalities focuses on ensuring equitable access to tourism benefits. The course may explore strategies for inclusive tourism development that benefits marginalized communities. 7. SDG 3: Good Health and Well-Being highlights the importance of health and safety in tourism. The course may cover how to design tourist areas that promote public health and safety for both visitors and local residents. 8. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration among various stakeholders, including government, local communities, and the tourism industry, to achieve sustainable tourism outcomes. This course typically combines theoretical concepts with practical applications, equipping students with the skills to plan and design tourist areas that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131702 | Perencanaan Berbasis Mitigasi | Mitigation Based Planning | The Mitigation Based Planning course focuses on strategies for reducing risks and enhancing resilience in the face of natural and man-made hazards. It covers key concepts such as disaster risk assessment, climate adaptation, land-use planning, and the integration of mitigation measures into urban and regional planning processes. Students learn to analyze vulnerabilities, develop hazard mitigation plans, and implement strategies that protect communities while promoting sustainable development. The course emphasizes collaboration with stakeholders, regulatory frameworks, and the role of public policy in effective mitigation efforts. Through case studies and practical projects, students gain hands-on experience in creating plans that enhance community resilience, preparing them for careers in emergency management, urban planning, and environmental sustainability. | 1. SDG 13: Climate Action is the most directly relevant, focusing on the urgent need to combat climate change and its impacts. The course may emphasize strategies for reducing greenhouse gas emissions and enhancing resilience in urban and regional planning. 2. SDG 11: Sustainable Cities and Communities highlights the importance of planning for resilient and sustainable urban environments. Students may study how to integrate mitigation strategies into city planning to reduce vulnerability to climate-related hazards. 3. SDG 9: Industry, Innovation, and Infrastructure underscores the need for sustainable infrastructure development. The course may cover innovative practices and technologies that contribute to mitigation efforts in urban and regional infrastructure. 4. SDG 7: Affordable and Clean Energy focuses on promoting sustainable energy sources. The course may explore how to incorporate renewable energy solutions into planning and reduce reliance on fossil fuels. 5. SDG 15: Life on Land addresses sustainable land use and biodiversity conservation. Students may analyze how mitigation planning can protect natural habitats and promote sustainable land management practices. 6. SDG 1: No Poverty emphasizes the importance of equitable development in mitigation strategies. The course may discuss how to ensure that vulnerable communities are included in mitigation planning and benefit from sustainable practices. 7. SDG 10: Reduced Inequalities focuses on promoting social equity in planning processes. The course may explore policies that ensure fair access to resources and opportunities for all communities in mitigation efforts. 8. SDG 17: Partnerships for the Goals emphasizes the importance of collaboration among various stakeholders, including government, private sector, and community organizations, in achieving effective mitigation outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to develop and implement mitigation-based planning strategies that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131802 | Manajemen Properti Publik Kota | Municipal Public Property Management | The Municipal Public Property Management course focuses on the principles and practices involved in managing public assets within municipal settings. It covers key topics such as asset valuation, maintenance, leasing, and compliance with regulations. Students learn about the importance of effective property management for enhancing community services, maximizing public benefit, and ensuring sustainability. The course emphasizes financial management, stakeholder engagement, and strategic planning in the context of public property. Through case studies and practical exercises, students develop skills in assessing property needs, implementing management strategies, and optimizing the use of municipal assets, preparing them for careers in public administration, urban planning, and property management. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of managing urban spaces sustainably. The course may focus on strategies for optimizing the use of public properties to enhance community livability and accessibility. 2. SDG 1: No Poverty highlights the need for equitable access to public resources. Students may study how effective management of municipal properties can support social equity and provide essential services to marginalized communities. 3. SDG 8: Decent Work and Economic Growth focuses on promoting economic development through efficient use of public assets. The course may explore how municipal properties can be leveraged to create job opportunities and stimulate local economies. 4. SDG 12: Responsible Consumption and Production addresses sustainable resource management. The course may cover practices for maintaining public properties that minimize waste and promote sustainable practices in public spaces. 5. SDG 10: Reduced Inequalities emphasizes ensuring equitable access to public amenities. The course may explore policies and strategies for inclusive property management that benefits all community members. 6. SDG 3: Good Health and Well-Being focuses on promoting healthy environments. Students may study how public property management can enhance community health through the development of parks, recreational facilities, and safe public spaces. 7. SDG 15: Life on Land addresses the importance of managing green spaces and natural resources. The course may cover strategies for preserving biodiversity and promoting sustainable land use within municipal properties. 8. SDG 17: Partnerships for the Goals emphasizes collaboration among stakeholders, including government agencies, community organizations, and the private sector, to achieve effective public property management outcomes. This course typically combines theoretical knowledge with practical applications, equipping students with the skills to manage municipal public properties in ways that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131902 | Perencanaan Pengembangan Wilayah Strategis | Strategic Regional Development Planning | The Strategic Regional Development Planning course focuses on the long-term planning and management of regional growth and development. It covers key concepts such as regional analysis, economic development, land use planning, and sustainability. Students learn to assess regional needs, identify opportunities and challenges, and develop strategic plans that align with community goals and values. The course emphasizes stakeholder engagement, policy formulation, and the integration of social, economic, and environmental factors in planning processes. Through case studies and collaborative projects, students gain practical skills in creating actionable development strategies that promote balanced and sustainable regional growth, preparing them for careers in urban planning, public policy, and regional development. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for inclusive, safe, and sustainable urban and regional environments. The course may focus on strategies for developing regional plans that enhance community resilience and livability. 2. SDG 8: Decent Work and Economic Growth highlights the importance of promoting sustained economic growth through strategic planning. Students may study how to create job opportunities and support local economies through effective regional development strategies. 3. SDG 9: Industry, Innovation, and Infrastructure underscores the need for resilient infrastructure development. The course may cover how to plan for sustainable infrastructure that supports regional economic activities and connectivity. 4. SDG 1: No Poverty focuses on the role of regional planning in reducing poverty. The course may explore how strategic development plans can improve access to essential services and promote equitable growth for marginalized communities. 5. SDG 10: Reduced Inequalities addresses the importance of promoting social equity in regional development. Students may analyze policies that ensure all community members benefit from development initiatives. 6. SDG 13: Climate Action emphasizes integrating climate resilience into regional planning. The course may cover strategies for mitigating climate impacts and adapting to changing environmental conditions in regional contexts. 7. SDG 15: Life on Land relates to sustainable land use and biodiversity conservation. The course may examine how strategic planning can protect natural resources and promote sustainable land management practices. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders, including government, private sector, and community organizations, in achieving effective regional development outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to develop strategic regional plans that align with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10132002 | Rencana Tata Bangunan dan Lingkungan | Building and Environmental Planning | The Building and Environmental Planning course focuses on the integration of architectural design, construction practices, and environmental sustainability in the planning of built environments. It covers key topics such as site analysis, building codes, sustainable materials, energy efficiency, and the impact of buildings on ecosystems. Students learn to assess environmental considerations in the design process, apply green building practices, and develop plans that enhance livability and reduce ecological footprints. The course emphasizes collaboration with stakeholders, regulatory compliance, and innovative design solutions. Through case studies and practical projects, students gain hands-on experience in creating building plans that prioritize sustainability and environmental stewardship, preparing them for careers in architecture, urban planning, and environmental design. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of making urban and coastal areas inclusive, safe, resilient, and sustainable. The course may focus on strategies for planning housing that considers the unique challenges of coastal environments. 2. SDG 13: Climate Action highlights the need to address climate change impacts, particularly in coastal areas vulnerable to rising sea levels and extreme weather events. Students may study adaptation and mitigation strategies for coastal settlements. 3. SDG 1: No Poverty underscores the importance of providing affordable housing options. The course may explore how to design housing solutions that meet the needs of low-income populations in coastal regions. 4. SDG 10: Reduced Inequalities focuses on ensuring equitable access to housing and services for all communities, including marginalized groups. The course may analyze policies that promote inclusivity in coastal housing development. 5. SDG 6: Clean Water and Sanitation addresses the need for sustainable water management and sanitation in coastal settlements. Students may study infrastructure planning that ensures access to clean water and adequate sanitation facilities. 6. SDG 14: Life Below Water emphasizes the importance of protecting marine ecosystems. The course may examine how housing and coastal development can be planned to minimize environmental impacts on coastal and marine resources. 7. SDG 15: Life on Land relates to sustainable land use and biodiversity conservation. The course may explore the integration of natural habitats into coastal settlement planning to enhance ecological resilience. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders, including government, local communities, and environmental organizations, in achieving sustainable housing and coastal planning outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to develop housing and coastal settlement plans that align with these critical SDGs.1 |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130702 | Perencanaan Perumahan dan Permukiman Pesisir | Housing and Coastal Settlement Planning | The Housing and Coastal Settlement Planning course focuses on the unique challenges and opportunities associated with developing residential areas in coastal regions. It covers key topics such as land use planning, environmental impact assessment, climate resilience, and sustainable development practices specific to coastal environments. Students learn to analyze the interplay between housing needs, coastal hazards, and environmental conservation, as well as the importance of community engagement in the planning process. The course emphasizes innovative design solutions that promote livability, accessibility, and sustainability while addressing issues like rising sea levels and natural resource management. Through case studies and practical projects, students gain the skills needed to create effective housing and settlement plans that enhance community well-being in coastal areas, preparing them for careers in urban planning, environmental management, and real estate development. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of making urban and coastal areas inclusive, safe, resilient, and sustainable. The course focuses on strategies for planning housing that accommodates the unique challenges posed by coastal environments, such as flooding and erosion. 2. SDG 13: Climate Action highlights the need for effective responses to climate change impacts, particularly in coastal regions vulnerable to rising sea levels and extreme weather events. Students may study adaptation strategies to enhance resilience in coastal settlements. 3. SDG 1: No Poverty underscores the importance of providing affordable and accessible housing. The course explores how to create housing solutions that cater to low-income populations in coastal areas, ensuring equitable access to safe shelter. 4. SDG 10: Reduced Inequalities focuses on promoting social equity in housing access. The course may analyze policies and strategies to ensure that marginalized communities benefit from housing development and are included in planning processes. 5. SDG 6: Clean Water and Sanitation addresses the need for sustainable water management and sanitation facilities in coastal settlements. Students may examine infrastructure planning that ensures access to clean water and adequate sanitation. 6. SDG 14: Life Below Water emphasizes the importance of protecting marine ecosystems. The course may explore how housing and coastal development can minimize environmental impacts and promote the sustainable use of coastal resources. 7. SDG 15: Life on Land relates to sustainable land use and conservation. The course may cover strategies for integrating natural habitats into housing development, enhancing ecological resilience and biodiversity. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders, including government, local communities, and environmental organizations, to achieve sustainable housing and coastal planning outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to develop housing and coastal settlement plans that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130802 | Pengembangan Perencanaan Permukiman Baru | Development of New Settlement Planning | The Development of New Settlement Planning course focuses on the principles and practices involved in designing and implementing new communities. It covers key topics such as land use planning, infrastructure development, environmental sustainability, and community engagement. Students learn to assess site suitability, analyze demographic trends, and create comprehensive plans that address housing, transportation, public services, and recreational needs. The course emphasizes innovative design solutions that promote social equity and environmental stewardship while considering economic viability. Through case studies and practical projects, students gain hands-on experience in developing settlement plans that enhance quality of life and foster resilient communities, preparing them for careers in urban planning, real estate development, and community design. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for inclusive, safe, resilient, and sustainable urban areas. The course focuses on principles of sustainable development to create settlements that enhance quality of life and environmental sustainability. 2. SDG 1: No Poverty underscores the importance of ensuring that new settlements provide affordable housing options and access to basic services for low-income populations, aiming to reduce poverty and inequality. 3. SDG 8: Decent Work and Economic Growth highlights the role of new settlements in promoting economic development. Students may study how to design communities that create job opportunities and support local economies. 4. SDG 6: Clean Water and Sanitation addresses the necessity of integrating sustainable water management and sanitation solutions in new settlements to ensure access to clean water and hygiene facilities. 5. SDG 13: Climate Action focuses on integrating climate resilience into settlement planning. The course may explore strategies for mitigating climate impacts and adapting infrastructure to withstand environmental challenges. 6. SDG 10: Reduced Inequalities emphasizes the importance of social equity in planning processes. The course may examine strategies for ensuring that all community members, especially marginalized groups, have a voice in settlement development. 7. SDG 15: Life on Land relates to sustainable land use and biodiversity conservation. The course may cover how to incorporate green spaces and protect natural habitats in the design of new settlements. 8. SDG 17: Partnerships for the Goals stresses the significance of collaboration among various stakeholders, including government, private sector, and community organizations, to achieve successful settlement planning outcomes. This course typically combines theoretical knowledge with practical applications, equipping students with the skills to develop new settlement plans that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130902 | Revitalisasi Perumahan dan Permukiman Kumuh | Revitalization of Housing and Slum Settlements | The Revitalization of Housing and Slum Settlements course focuses on strategies and practices aimed at improving the living conditions of underserved communities and transforming slum areas into sustainable neighborhoods. It covers key topics such as urban renewal, participatory planning, infrastructure development, and social equity. Students learn to assess the unique challenges faced by slum settlements, including issues related to health, safety, and access to services. The course emphasizes the importance of community engagement, stakeholder collaboration, and integrating local culture into revitalization efforts. Through case studies and practical projects, students gain hands-on experience in developing and implementing effective revitalization plans that enhance housing quality and promote community resilience, preparing them for careers in urban planning, social development, and housing policy. | 1. SDG 11: Sustainable Cities and Communities focuses on making urban areas inclusive, safe, resilient, and sustainable. The course emphasizes strategies for improving living conditions in slum settlements while integrating them into the broader urban fabric. 2. SDG 1: No Poverty highlights the need to reduce poverty through improved housing. Students study how revitalization efforts can enhance access to basic services and economic opportunities for low-income residents. 3. SDG 6: Clean Water and Sanitation addresses the importance of providing access to clean water and sanitation facilities in revitalized areas, which is crucial for public health. 4. SDG 10: Reduced Inequalities emphasizes promoting social equity. The course may examine policies that ensure marginalized communities are actively involved in revitalization efforts and benefit from improved conditions. 5. SDG 3: Good Health and Well-Being focuses on creating healthier living environments. The course may explore how improved housing conditions can lead to better health outcomes for residents. 6. SDG 8: Decent Work and Economic Growth highlights the potential for revitalization projects to create jobs and stimulate local economies through construction and related activities. 7. SDG 13: Climate Action focuses on integrating climate resilience into housing revitalization efforts, ensuring that communities are better prepared for climate-related challenges. 8. SDG 17: Partnerships for the Goals underscores the importance of collaboration among various stakeholders, including government, NGOs, and community organizations, to achieve successful revitalization outcomes. This course typically combines theoretical frameworks with practical approaches, equipping students with the skills to revitalize housing and slum settlements sustainably and inclusively. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131002 | Permukiman Swadaya dan Pengembangan Kemitraan | Self-Help Settlements and Partnership Development | The course “Self-Help Settlements and Partnership Development” likely focuses on informal or self-built housing communities, often in developing regions or low-income areas, and how partnerships can improve their development. It covers the dynamics of self-help settlements (where residents build their own homes and infrastructure) and explores collaboration between communities, governments, NGOs, and private entities to improve living conditions, access to services, and sustainable urban development. Key topics may include community empowerment, participatory planning, urban policy, social justice, and sustainable development. | 1. SDG 1: No Poverty emphasizes the need to reduce poverty through community-driven initiatives. The course explores how self-help settlements can empower low-income groups to improve their living conditions and access basic services. 2. SDG 11: Sustainable Cities and Communities focuses on making urban areas inclusive and sustainable. Students may study the role of self-help housing in contributing to urban resilience and community development. 3. SDG 10: Reduced Inequalities addresses the importance of social equity. The course may examine how self-help approaches can promote inclusivity and ensure marginalized communities have a voice in development processes. 4. SDG 3: Good Health and Well-Being highlights the importance of creating healthier living environments. The course may explore how self-help settlements can incorporate health considerations, such as sanitation and access to clean water. 5. SDG 8: Decent Work and Economic Growth emphasizes the potential for partnership development to create jobs and stimulate local economies. The course may cover how self-help initiatives can foster economic opportunities within communities. 6. SDG 6: Clean Water and Sanitation addresses the need for sustainable water management. Students may study how self-help settlements can improve access to clean water and sanitation through community-led initiatives. 7. SDG 17: Partnerships for the Goals underscores the importance of collaboration among stakeholders, including government, NGOs, and community members, in developing successful self-help settlement initiatives. 8. SDG 13: Climate Action focuses on integrating climate resilience into self-help projects. The course may explore strategies for adapting housing and settlements to climate change impacts. This course typically combines theoretical knowledge with practical applications, equipping students with the skills to support self-help settlements and foster partnerships that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131102 | Perencanaan Ruang Publik Tepian Air | Waterfront Public Space Planning | The course “Waterfront Public Space Planning” focuses on the design, development, and management of public spaces along waterfronts, such as rivers, lakes, and coastal areas. It examines the unique challenges and opportunities associated with waterfront locations, including environmental sustainability, flood management, access to water, and the integration of public amenities. Key topics may include urban design, landscape architecture, ecological preservation, recreation, public access, and the role of waterfronts in enhancing community engagement, tourism, and economic development. The course also explores case studies of successful waterfront developments and planning strategies. | 1. SDG 11: Sustainable Cities and Communities emphasizes the creation of inclusive, safe, and sustainable urban spaces. The course focuses on designing waterfront areas that enhance community access, promote recreation, and improve the quality of urban life. 2. SDG 14: Life Below Water highlights the importance of protecting marine ecosystems. Students may study strategies for designing waterfront spaces that minimize environmental impacts and promote the sustainable use of coastal and marine resources. 3. SDG 3: Good Health and Well-Being emphasizes the role of public spaces in promoting physical and mental health. The course may explore how well-designed waterfront areas can encourage physical activity and social interaction. 4. SDG 8: Decent Work and Economic Growth focuses on leveraging waterfront spaces for economic development. The course may cover how to create vibrant public areas that attract tourism and support local businesses. 5. SDG 6: Clean Water and Sanitation addresses the need for sustainable water management. Students may examine how waterfront planning can incorporate measures to ensure clean water access and protect water quality. 6. SDG 10: Reduced Inequalities emphasizes the importance of equitable access to public spaces. The course may analyze policies and designs that ensure all community members can benefit from waterfront areas. 7.SDG 15: Life on Land relates to the integration of green spaces and biodiversity conservation in waterfront planning. The course may discuss strategies for enhancing ecological value in urban waterfronts. 8. SDG 17: Partnerships for the Goals underscores the importance of collaboration among stakeholders, including government, community organizations, and private entities, to achieve successful waterfront planning outcomes. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to design and plan waterfront public spaces that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131202 | Perencanaan Kawasan Pesisir dan Pulau Kecil | Planning for Coastal Areas and Small Islands | The course “Planning for Coastal Areas and Small Islands” focuses on the sustainable development and management of coastal zones and small island ecosystems. It addresses the environmental, social, and economic challenges these areas face, such as climate change, rising sea levels, erosion, biodiversity conservation, and the impact of tourism. The course explores planning strategies to balance development with ecological preservation, disaster risk reduction, and the protection of marine resources. Key topics may include coastal zone management, spatial planning, community resilience, sustainable tourism, and policy frameworks for small island states and coastal areas. | 1. SDG 11: Sustainable Cities and Communities emphasizes the need for sustainable urban and rural development in coastal areas and small islands. The course focuses on creating resilient communities that can adapt to environmental changes. 2. SDG 14: Life Below Water highlights the importance of conserving marine ecosystems. Students may study strategies for protecting biodiversity and sustainable fisheries while planning for development in coastal regions. 3. SDG 13: Climate Action addresses the need for climate resilience in vulnerable coastal areas. The course may cover adaptation strategies to mitigate the impacts of climate change, such as rising sea levels and extreme weather events. 4. SDG 1: No Poverty underscores the importance of providing economic opportunities and improving living conditions in coastal communities. The course may explore how planning can support livelihoods and reduce poverty. 5. SDG 6: Clean Water and Sanitation focuses on ensuring access to clean water and sanitation facilities. Students may examine the challenges of water management in coastal areas and the importance of sustainable practices. 6. SDG 10: Reduced Inequalities emphasizes the need for equitable access to resources and opportunities in coastal planning. The course may analyze policies that ensure inclusivity in development processes. 7. SDG 15: Life on Land relates to the integration of land use planning and biodiversity conservation. The course may explore how to balance development with the protection of terrestrial ecosystems. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders, including government, local communities, and NGOs, to achieve effective planning outcomes in coastal areas and small islands. This course typically combines theoretical concepts with practical applications, equipping students with the skills to develop sustainable planning strategies for coastal and island communities that align with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10131302 | Perencanaan Tepian Air Berbasis Perubahan Iklim | Climate Change Based Waterfront Planning | The course “Climate Change Based Waterfront Planning” focuses on the challenges and strategies for planning and developing waterfront areas in the context of climate change. It explores how rising sea levels, extreme weather events, flooding, and coastal erosion impact waterfronts and how urban planners and designers can adapt these areas for resilience and sustainability. Key topics include climate change mitigation and adaptation strategies, sustainable urban design, green infrastructure, flood management, and risk assessment. The course also covers policies and technologies for creating climate-resilient waterfronts that balance environmental, social, and economic needs. | 1. SDG 11: Sustainable Cities and Communities emphasizes the creation of resilient urban environments. The course focuses on designing waterfront areas that adapt to climate change impacts, such as flooding and erosion, while enhancing community accessibility and livability. 2. SDG 13: Climate Action highlights the urgent need to combat climate change and its impacts. Students may study strategies for mitigating climate risks in waterfront development, including adaptive infrastructure and green design principles. 3. SDG 14: Life Below Water addresses the protection and sustainable use of marine resources. The course may explore how waterfront planning can preserve marine ecosystems while accommodating urban development. 4. SDG 6: Clean Water and Sanitation focuses on ensuring water quality and sustainable management. Students may examine how waterfront planning can prevent pollution and promote clean water access. 5. SDG 3: Good Health and Well-Being emphasizes the role of public spaces in promoting physical and mental health. The course may explore how climate-resilient waterfronts can enhance recreational opportunities and improve community health outcomes. 6. SDG 1: No Poverty underscores the importance of equitable development. The course may discuss how climate-resilient waterfront planning can create economic opportunities and reduce vulnerabilities for low-income communities. 7. SDG 10: Reduced Inequalities emphasizes the need for inclusive planning processes. The course may analyze strategies to ensure that all community members, particularly marginalized groups, are involved in waterfront planning. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders, including governments, local communities, and NGOs, to achieve effective climate-resilient waterfront planning outcomes. This course typically combines theoretical knowledge with practical applications, equipping students with the skills to develop waterfront plans that are resilient to climate change and aligned with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10121303 | Metodologi Penelitian | Research methodology | The course “Research Methodology” teaches students the fundamental principles and techniques involved in conducting scientific research. It covers the entire research process, from formulating research questions to designing studies, collecting and analyzing data, and presenting findings. Students learn about different research methods, including qualitative, quantitative, and mixed methods, as well as tools for data collection, such as surveys, interviews, experiments, and case studies. Key topics include hypothesis formulation, sampling techniques, literature review, data analysis, ethical considerations in research, and how to write research proposals and reports. | 1. SDG 4: Quality Education emphasizes the importance of providing inclusive and equitable quality education. The course may focus on teaching students the principles of effective research design, data collection, and analysis. 2. SDG 10: Reduced Inequalities highlights the need for research that addresses social inequalities. Students may learn to develop methodologies that ensure marginalized voices are included in research processes. 3. SDG 11: Sustainable Cities and Communities relates to conducting research that informs sustainable urban development. The course may explore methodologies for assessing urban issues, community needs, and the effectiveness of planning interventions. 4. SDG 3: Good Health and Well-Being emphasizes the importance of research in public health. Students may study methodologies for evaluating health interventions and understanding the social determinants of health. 5. SDG 13: Climate Action highlights the role of research in addressing climate change. The course may cover methodologies for studying environmental impacts and developing adaptive strategies. 6. SDG 1: No Poverty underscores the need for research that identifies and analyzes poverty-related issues. Students may learn to design studies that assess the effectiveness of poverty alleviation programs. 7. SDG 17: Partnerships for the Goals stresses the importance of collaboration in research. The course may explore methodologies for engaging stakeholders and fostering partnerships that enhance research relevance and impact. 8. SDG 6: Clean Water and Sanitation may be addressed through research methodologies that evaluate water management practices and their effectiveness in ensuring access to clean water. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to design and conduct research that aligns with these critical SDGs |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10121402 | Pemodelan Perencanaan Wilayah dan Kta | Regional and City Planning Modeling | The course “Regional and City Planning Modeling” focuses on the use of models and simulation techniques to analyze and plan for the growth and development of cities and regions. It explores various modeling tools that help planners forecast urban expansion, transportation systems, land use patterns, and environmental impacts. Students learn how to use Geographic Information Systems (GIS), spatial analysis, and other computational models to support decision-making in urban and regional planning. Key topics may include urban growth modeling, land use and transportation interaction, demographic forecasting, and scenario planning for sustainable development. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of making urban and regional areas inclusive, safe, resilient, and sustainable. The course focuses on modeling techniques that can assess and improve urban planning outcomes. 2. SDG 9: Industry, Innovation, and Infrastructure highlights the need for resilient infrastructure and innovative planning solutions. Students may study how modeling can support the design and evaluation of infrastructure projects that promote sustainable development. 3. SDG 1: No Poverty underscores the role of planning in reducing poverty. The course may explore models that assess housing accessibility and the socio-economic impacts of planning decisions on low-income communities. 4. SDG 10: Reduced Inequalities emphasizes ensuring equitable access to resources and opportunities. The course may examine modeling techniques that help identify disparities in urban services and inform inclusive planning practices. 5.SDG 13: Climate Action addresses the need for climate-resilient planning. Students may learn to use modeling to evaluate the impacts of climate change on urban areas and develop adaptation strategies. 6. SDG 6: Clean Water and Sanitation focuses on the importance of sustainable water management. The course may cover models that assess water resource management and the impacts of urban development on water quality. 7. SDG 3: Good Health and Well-Being emphasizes the role of urban planning in promoting health. The course may explore modeling techniques that evaluate the health impacts of urban environments and infrastructure. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders in planning processes. The course may discuss how modeling can facilitate stakeholder engagement and informed decision-making. This course typically combines theoretical knowledge with practical applications, equipping students with the skills to use modeling techniques for effective regional and city planning that aligns with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130105 | Studio Perencanaan Wilayah | Regional Planning Studio | The course “Regional Planning Studio” is a hands-on, project-based course where students apply regional planning theories and techniques to real-world planning challenges. It focuses on the design and implementation of planning strategies at a regional scale, addressing issues such as land use, transportation, economic development, environmental sustainability, and social equity. Working in teams, students analyze regional data, engage with stakeholders, and develop comprehensive planning proposals. Key aspects of the course include fieldwork, spatial analysis, policy evaluation, and the development of solutions that balance growth, resource management, and community needs. | 1. SDG 11: Sustainable Cities and Communities emphasizes creating inclusive, safe, resilient, and sustainable urban and rural areas. The studio may focus on developing regional plans that enhance livability and community well-being. 2. SDG 1: No Poverty highlights the importance of addressing poverty through effective planning. Students may explore strategies to ensure access to essential services and resources for marginalized communities within the region. 3. SDG 8: Decent Work and Economic Growth focuses on fostering economic development through regional planning. The studio may involve projects that stimulate local economies and create job opportunities. 4. SDG 10: Reduced Inequalities emphasizes promoting social equity in planning processes. Students may analyze policies and strategies that ensure equitable distribution of resources and opportunities across different communities. 5. SDG 6: Clean Water and Sanitation addresses the need for sustainable water management. The studio may involve planning for water resources and sanitation infrastructure to ensure access for all residents. 6. SDG 13: Climate Action highlights the importance of integrating climate resilience into regional planning. Students may develop strategies to mitigate climate impacts and adapt infrastructure to environmental changes. 7. SDG 9: Industry, Innovation, and Infrastructure relates to creating resilient infrastructure and fostering innovation. The studio may focus on planning for transportation, utilities, and other critical infrastructure that supports regional development. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among stakeholders. The studio may emphasize working with government, community organizations, and private sectors to achieve comprehensive regional planning outcomes. This course typically combines theoretical frameworks with hands-on projects, equipping students with the skills to create effective regional plans that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130203 | Ekonomi Wilayah Kota | City Area Economy | The course “City Area Economy” explores the economic dynamics and development patterns within urban areas. It focuses on how cities function as economic entities, examining factors such as employment, industry clusters, housing markets, and infrastructure that drive urban economic growth. The course also covers issues like income distribution, spatial inequality, urban poverty, and the role of public policy in shaping local economies. Key topics may include urban economic theory, land use economics, real estate markets, urbanization, and the impact of globalization on city economies. Students learn to analyze economic trends and develop strategies for sustainable urban economic development. | 1. SDG 8: Decent Work and Economic Growth emphasizes the need to promote sustained economic growth, full and productive employment, and decent work for all. The course may focus on analyzing urban economic dynamics and developing strategies to enhance local job creation. 2. SDG 1: No Poverty highlights the importance of addressing poverty through economic development. Students may explore how economic policies and initiatives can uplift low-income communities and reduce inequalities within urban areas. 3. SDG 10: Reduced Inequalities focuses on ensuring equitable economic opportunities. The course may examine how urban economies can be structured to provide fair access to resources, services, and employment for all residents. 4. SDG 11: Sustainable Cities and Communities relates to fostering urban areas that are inclusive, safe, and sustainable. The course may address how economic activities can be aligned with sustainable urban planning to improve quality of life. 5. SDG 9: Industry, Innovation, and Infrastructure emphasizes the importance of resilient infrastructure and fostering innovation. Students may study how infrastructure investments can drive economic growth and improve urban competitiveness. 6. SDG 4: Quality Education underscores the need for education and training to support economic development. The course may explore how educational initiatives can enhance workforce skills and meet the needs of local economies. 7. SDG 3: Good Health and Well-Being highlights the connection between economic prosperity and health outcomes. The course may analyze how economic policies can contribute to improved health and well-being for urban populations. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders. The course may focus on building partnerships between government, private sector, and community organizations to foster economic development. This course typically combines theoretical concepts with practical applications, equipping students with the skills to analyze and enhance the economic dynamics of urban areas in alignment with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130403 | Manajemen Kelembangaan dan Perencanaan | Development Management and Planning | The course “Development Management and Planning” focuses on the strategies and processes involved in managing and planning development projects, particularly in urban and regional contexts. It covers the intersection of policy, planning, and management, teaching students how to effectively implement development plans while considering economic, social, and environmental factors. Key topics include project management, governance, public-private partnerships, sustainable development, stakeholder engagement, and regulatory frameworks. Students also explore tools for managing resources, timelines, and budgets in development projects, with an emphasis on aligning development goals with broader planning objectives for sustainable growth and community well-being. | 1. SDG 11: Sustainable Cities and Communities emphasizes the importance of developing inclusive, safe, resilient, and sustainable urban areas. The course may focus on strategies for effective urban planning that enhances community well-being and environmental sustainability. 2. SDG 1: No Poverty highlights the need for development management that addresses poverty alleviation. Students may explore policies and programs aimed at improving living conditions and economic opportunities for disadvantaged communities. 3. SDG 10: Reduced Inequalities underscores the importance of promoting social equity in development processes. The course may examine strategies to ensure that marginalized groups are included in planning and decision-making. 4. SDG 8: Decent Work and Economic Growth focuses on fostering economic development through effective management and planning. Students may analyze how development initiatives can stimulate local economies and create job opportunities. 5. SDG 6: Clean Water and Sanitation addresses the necessity of sustainable water and sanitation management. The course may cover planning strategies that ensure access to clean water and hygiene facilities for all residents. 6. SDG 3: Good Health and Well-Being emphasizes the connection between development planning and health outcomes. The course may explore how effective planning can improve public health and access to healthcare services. 7. SDG 13: Climate Action highlights the need for integrating climate resilience into development planning. Students may study strategies to mitigate climate impacts and promote sustainable practices in development projects. 8. SDG 17: Partnerships for the Goals stresses the importance of collaboration among various stakeholders in development management. The course may focus on building effective partnerships between government, NGOs, and the private sector to achieve development goals. This course typically combines theoretical frameworks with practical applications, equipping students with the skills to manage and plan development initiatives that align with these critical SDGs. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130502 | Etika Perencanaan Wilayah dan Kota | Regional and City Planning Ethics | The course “Regional and City Planning Ethics” examines the ethical principles and dilemmas that arise in the practice of urban and regional planning. It focuses on the responsibilities of planners to the public, stakeholders, and the environment, guiding students in making fair and just decisions in the planning process. Key topics include social justice, equity in access to resources, environmental stewardship, conflicts of interest, transparency, and the role of public participation in planning. The course also explores the ethical implications of policy decisions, zoning, land use, and development, helping students develop a framework for ethical decision-making in their professional practice. | 1. Sustainable Cities and Communities (SDG 11): Ethics in planning ensure that urban and regional development is conducted transparently and inclusively. This means considering the needs of all community members, including marginalized populations, in urban development projects. Ethical planning helps create cities that are safe, inclusive, and sustainable, with access to housing, public transportation, and green spaces for everyone. 2. Reduced Inequalities (SDG 10): Ethical principles in planning focus on fairness and equity, especially for disadvantaged communities. It ensures that planning decisions do not disproportionately burden vulnerable populations and that benefits, such as infrastructure improvements, are equitably distributed. This aligns with the goal of reducing disparities in access to services and opportunities across different social groups. 3. Climate Action (SDG 13): Planning ethics include responsibilities towards environmental stewardship. Ethical planners advocate for integrating climate resilience into urban design, reducing environmental impact, and promoting sustainable practices. This includes fair decision-making processes that address climate change adaptation and mitigation efforts in urban areas, ensuring that vulnerable populations are protected from climate risks. 4. Life Below Water (SDG 14) & Life on Land (SDG 15): Ethical planning practices help protect natural ecosystems by advocating for responsible land-use decisions and preservation of natural habitats. This involves careful consideration of how urban expansion impacts biodiversity and water resources, ensuring that development does not come at the expense of ecological balance. 5. No Poverty (SDG 1) & Zero Hunger (SDG 2): Ethical planning considers the social implications of land use and development. This can include designing urban areas that provide opportunities for affordable housing, access to food, and economic activities that support low-income communities. This approach helps alleviate poverty and food insecurity through thoughtful and inclusive urban planning. 6. Good Health and Well-being (SDG 3): Ethical considerations in planning include creating healthy living environments. This means promoting access to clean air, green spaces, safe recreational areas, and designing cities that encourage active lifestyles. Ensuring access to these resources contributes to the overall well-being of the population. 7. Gender Equality (SDG 5): Ethics in regional and city planning promote gender-sensitive approaches, ensuring that public spaces and infrastructure are accessible and safe for all genders. Ethical planning helps address gender disparities by designing spaces that meet the diverse needs of men, women, and non-binary people. 8. Partnerships for the Goals (SDG 17): Ethical planning promotes collaboration and engagement with diverse stakeholders, including local communities, government, and private entities. It emphasizes transparency, accountability, and participation in the planning process, helping to build trust and achieve shared goals for sustainable development. Focusing on ethics in Regional and City Planning ensures that urban growth and development are approached with fairness, transparency, and a commitment to social and environmental responsibility. It empowers planners to create spaces that prioritize human dignity, social justice, and sustainability, driving progress toward a more just and sustainable world. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10130603 | Hukum Perencanaan dan Kebijakan Publik | Planning Law and Public Policy | The course “Planning Law and Public Policy” explores the legal frameworks and regulatory processes that govern urban and regional planning. It examines how laws and policies shape land use, zoning, environmental protection, and public participation in planning decisions. Students learn about the relationship between planning law and public policy, including the roles of federal, state, and local governments in land use planning. Key topics include property rights, due process, administrative law, environmental regulations, and the impact of litigation on planning practices. The course also emphasizes the importance of legal knowledge for planners in advocating for effective policies and ensuring compliance with relevant laws. | 1. Sustainable Cities and Communities (SDG 11): Planning laws directly influence urban development, infrastructure, and land use. Through zoning, building codes, and urban planning policies, they help create cities that are sustainable, resilient, and inclusive. This includes ensuring access to housing, transportation, and public spaces, while addressing urban sprawl and environmental impacts. 2. Reduced Inequalities (SDG 10): Public policy and planning can address social and economic disparities through policies that promote affordable housing, equitable access to services, and inclusive decision-making processes. These frameworks ensure that marginalized communities are considered in urban and regional planning efforts. 3. Climate Action (SDG 13): Planning laws and policies play a crucial role in climate adaptation and mitigation. By integrating climate considerations into land-use planning and building regulations, policies can reduce carbon footprints and promote climate-resilient infrastructure. This involves disaster risk reduction, sustainable transportation, and energy-efficient building practices. 4. Clean Water and Sanitation (SDG 6): Planning policies help regulate water use and sanitation systems, guiding the development of infrastructure that ensures access to clean water. This includes planning for sustainable drainage systems, managing wastewater, and protecting watersheds. 5. Decent Work and Economic Growth (SDG 8): Planning laws can create conditions for sustainable economic growth by promoting balanced regional development and supporting local economies. This involves creating zoning regulations that support economic activities, fostering job creation, and developing spaces that encourage innovation and investment. 6. Life on Land (SDG 15): Planning policies help protect ecosystems and manage land resources sustainably. This includes regulations on land use that aim to prevent deforestation, protect natural habitats, and promote green spaces in urban areas, contributing to biodiversity conservation. 7. Good Health and Well-being (SDG 3): Planning laws can create environments that promote physical and mental well-being through policies that ensure access to healthcare, clean air, recreational areas, and safe neighborhoods. Urban design can encourage active lifestyles and reduce pollution exposure, contributing to better overall public health. 8. Partnerships for the Goals (SDG 17): Collaboration between government, communities, and private sectors is essential in creating and implementing effective planning laws and public policies. This ensures a coordinated approach to sustainable development, leveraging resources and expertise across different stakeholders. A focus on Planning Law and Public Policy empowers students to understand and influence the frameworks that shape sustainable development. It provides the tools to create policies that balance economic, social, and environmental needs, driving progress towards a more equitable and sustainable world. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120603 | Tata Guna Ruang | Space Use Planning | The course “Space Use Planning” focuses on the strategic allocation and management of land and resources in urban and rural settings. It examines how different types of spaces—such as residential, commercial, recreational, and industrial—can be effectively planned to promote sustainability, functionality, and community well-being. Students learn about zoning laws, land use policies, and spatial analysis techniques to assess how space can be utilized efficiently and equitably. Key topics may include urban design principles, public space planning, transportation integration, community needs assessment, and the impact of land use decisions on social dynamics and the environment. The course emphasizes a holistic approach to planning that balances competing interests and fosters vibrant, livable spaces. | 1. Climate Action (SDG 13): Space Use Planning is vital for monitoring climate change, tracking greenhouse gas emissions, and assessing climate impacts. It uses satellite data to develop climate mitigation and adaptation strategies, helping to manage climate risks effectively. 2. Life Below Water (SDG 14) & Life on Land (SDG 15): Space technologies provide valuable data for monitoring ocean health, tracking deforestation, and assessing biodiversity. This data is crucial for sustainable management of marine and terrestrial ecosystems, aiding in conservation efforts and biodiversity monitoring. 3. Sustainable Cities and Communities (SDG 11): Space-based technologies support urban planning, infrastructure management, and optimization of transportation systems. They help in disaster response, monitoring urban growth, and making cities more resilient to natural hazards, contributing to sustainable urban development. 4. Clean Water and Sanitation (SDG 6): Earth observation data is used to monitor water resources, track water quality, and assess drought conditions. It plays a key role in managing water resources effectively and ensuring access to clean water. 5. Zero Hunger (SDG 2): Satellite technology aids in monitoring crop health, optimizing irrigation, and assessing agricultural land suitability. It helps to enhance food security by supporting sustainable agriculture practices. 6.Reduced Inequalities (SDG 10): Space technologies can be utilized to monitor environmental and social inequalities, especially in remote and underserved regions. They contribute to more equitable resource distribution and development opportunities. 7. Partnerships for the Goals (SDG 17): Effective space use planning often requires international collaboration. It involves coordination across countries to promote responsible use of space and leverage space technologies to achieve the SDGs collectively. A course on Space Use Planning can educate students on using these technologies to address global challenges, fostering a deeper understanding of how space-based data can drive progress towards a more sustainable and equitable future. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120703 | Sistem Informasi Perencanaan | Planning Information System | The course “Planning Information System” focuses on the tools and techniques used to collect, manage, analyze, and visualize data relevant to urban and regional planning. It covers Geographic Information Systems (GIS), remote sensing, and other data management technologies that aid planners in making informed decisions. Students learn how to integrate spatial data with planning processes, assess land use patterns, analyze demographic trends, and visualize potential development scenarios. Key topics include data sources, spatial analysis techniques, mapping, and the role of technology in public participation and stakeholder engagement. The course emphasizes the importance of effective information systems in enhancing planning efficiency, transparency, and collaboration among stakeholders. | 1. Quality Education (SDG 4): Promoting access to quality education for all through information systems designed to support educational institutions and promote access to quality education. 2. Sustainable Cities and Communities (SDG 11): Optimizing transportation systems, urban infrastructure, resource efficiency, and public safety through information systems. Industry, Innovation and Infrastructure (SDG 9): Supporting sustainable industrialization, innovation, and infrastructure management through the development of information systems. 3. Reduced Inequalities (SDG 10): Reducing social and economic inequalities through the use of information systems to address disparities and empower marginalized communities. 4. Climate Action (SDG 13): Monitoring the impacts of climate change, developing sustainable solutions, and promoting climate-resilient infrastructure through information systems. 5. Life Below Water (SDG 14) and Life on Land (SDG 15): Monitoring and managing marine and terrestrial ecosystems, promoting sustainable practices, and addressing environmental challenges. 6. Partnerships for the Goals (SDG 17): Encouraging global collaboration to achieve the SDGs through information systems that facilitate cooperation among stakeholders. This course can also indirectly contribute to other SDGs by promoting data-driven decision-making, enhancing transparency and accountability, and empowering individuals and communities. It is important to note that the specific SDGs covered in a “Planning Information Systems” course will vary depending on the institution, instructors, and the course’s objectives. However, the course has the potential to make a significant contribution to achieving several SDGs by providing students with the knowledge and skills to design and implement information systems that support sustainable development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120803 | Sistem Perumahan Permukiman | Residential Housing System | The course “Residential Housing System” explores the various aspects of housing, including its design, construction, financing, and policy frameworks. It examines the factors that influence residential development, such as market trends, demographic changes, and socio-economic conditions. Students learn about different housing types, from single-family homes to multifamily units, and the impact of zoning, land use regulations, and urban planning on housing availability and affordability. Key topics may include sustainable housing practices, housing finance systems, community development, and the role of government and private sectors in addressing housing needs. The course aims to equip students with the knowledge and skills to develop effective housing strategies that promote equitable, sustainable, and livable communities. | 1. SDG 11: Sustainable Cities and Communities – Focuses on safe, affordable, and sustainable housing. 2. SDG 3: Good Health and Well-being – Considers health impacts of housing quality and living conditions. 3. SDG 10: Reduced Inequalities – Emphasizes equitable access to housing for all social groups. 4. SDG 4: Quality Education – Highlights the link between housing stability and educational outcomes. 5. SDG 1: No Poverty – Addresses housing’s role in poverty alleviation and improving living standards. 6. SDG 13: Climate Action – Examines sustainable building practices and resilience in housing design. 7. SDG 7: Affordable and Clean Energy – Considers energy efficiency and access to clean energy in housing. These SDGs guide students in understanding the complexities and impacts of residential housing systems on communities and sustainability. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120905 | Studio Perencanaan Kota | City Planning Studio | This hands-on course immerses students in the practice of city planning through collaborative, project-based work. Students engage in real-world case studies, applying planning theories and methodologies to address urban challenges. Key activities include site analysis, stakeholder engagement, and the development of comprehensive planning proposals that focus on land use, transportation, and community development. The curriculum emphasizes creativity, critical thinking, and the integration of sustainable practices. Through group projects and presentations, students enhance their skills in urban design, communication, and project management. This studio course prepares students for careers in urban planning and design, providing practical experience and insights into the complexities of city development. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive and sustainable urban environments. 2. SDG 3: Good Health and Well-being – Considers health impacts of urban design and access to green spaces. 3. SDG 10: Reduced Inequalities – Emphasizes equitable access to resources and services for all. 4 SDG 13: Climate Action – Integrates climate resilience and sustainability into urban planning. 5. SDG 15: Life on Land – Promotes sustainable management of urban green spaces and biodiversity. 6. SDG 4: Quality Education – Highlights the role of educational facilities and community engagement in planning. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among stakeholders in the planning process. These SDGs guide students in developing comprehensive and sustainable city planning strategies. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10121003 | Perencanaan Transportasi Wilayah dan Kota | Urban and Regional Transport Planning | This course focuses on the principles and practices of planning transportation systems in urban and regional contexts. Students learn about the key components of transportation planning, including demand forecasting, modal analysis, and the integration of land use and transportation systems. | 1. SDG 11: Sustainable Cities and Communities – Focuses on inclusive and sustainable transportation systems. 2. SDG 9: Industry, Innovation, and Infrastructure – Emphasizes resilient infrastructure and sustainable transport development. 3. SDG 13: Climate Action – Addresses reducing greenhouse gas emissions in transportation planning. 4. SDG 3: Good Health and Well-being – Considers health impacts and promotes active transportation options. 5. SDG 10: Reduced Inequalities – Ensures equitable access to transportation services for all communities. 6. SDG 7: Affordable and Clean Energy – Examines energy-efficient transportation solutions. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among stakeholders in planning processes. These SDGs guide students in creating sustainable and equitable transport systems that enhance connectivity in urban and regional contexts. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10121103 | Ekologi Kawasan Tepian Air | Waterfront Ecology | This course explores the ecological principles and environmental processes associated with waterfront ecosystems, including rivers, lakes, and coastal areas. Students study the interactions between aquatic and terrestrial environments, focusing on biodiversity, habitat dynamics, and the influence of human activities on these ecosystems. | 1. SDG 6: Clean Water and Sanitation – Focuses on sustainable water resource management and quality. 2. SDG 14: Life Below Water – Emphasizes the conservation of marine resources and ecosystems. 3. SDG 15: Life on Land – Relates to protecting and restoring terrestrial ecosystems, including waterfront habitats. 4. SDG 11: Sustainable Cities and Communities – Integrates ecological considerations into urban waterfront planning. 5. SDG 13: Climate Action – Addresses climate change impacts on waterfront ecosystems and resilience strategies. 6. SDG 3: Good Health and Well-being – Highlights the importance of healthy ecosystems for public health. These SDGs guide students in promoting sustainable management and conservation practices for waterfront areas. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10121202 | Teknik Evaluasi Perencanaan | Planning Evaluation Techniques | This course focuses on methods and frameworks for evaluating planning processes and outcomes. Students learn to assess the effectiveness and efficiency of various planning initiatives, policies, and programs through qualitative and quantitative evaluation techniques. Key topics include performance indicators, cost-benefit analysis, stakeholder feedback, and the use of evaluation tools such as surveys and case studies. The curriculum emphasizes the importance of data collection and analysis in informing decision-making and improving future planning efforts. Through hands-on projects and case analyses, students gain practical experience in developing evaluation frameworks and presenting findings. This course prepares students for careers in urban planning, policy analysis, and program evaluation, equipping them with essential skills to contribute to effective and accountable planning practices. | 1. SDG 11: Sustainable Cities and Communities – Evaluates urban and regional plans for sustainability. 2. SDG 3: Good Health and Well-being – Assesses health impacts of planning decisions. 3. SDG 10: Reduced Inequalities – Evaluates equity in planning outcomes for marginalized groups. 4. SDG 13: Climate Action – Analyzes plans for climate change mitigation and adaptation. 5. SDG 6: Clean Water and Sanitation – Assesses water management and sanitation initiatives. 6. SDG 4: Quality Education – Evaluates the integration of educational facilities in communities. 7. SDG 17: Partnerships for the Goals – Promotes collaboration among stakeholders in evaluation processes. These SDGs guide students in assessing the effectiveness and sustainability of planning initiatives. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110904 | Kartografi dan Penginderaan Jauh | Cartography and Remote Sensing | This course explores the principles and techniques of cartography and remote sensing, focusing on the representation and analysis of spatial data. Students learn how to create and interpret maps, utilizing both traditional and digital mapping techniques. Key topics include map design, geographic information systems (GIS), and the use of remote sensing technologies to gather and analyze data from aerial and satellite imagery. The curriculum emphasizes the integration of spatial analysis with environmental and urban planning applications. Through practical exercises and projects, students develop skills in data collection, visualization, and interpretation, preparing them for careers in geography, environmental science, urban planning, and related fields. | 1. SDG 11: Sustainable Cities and Communities – Analyzes urban growth and infrastructure planning. 2. SDG 15: Life on Land – Monitors ecosystems and biodiversity using remote sensing. 3. SDG 13: Climate Action – Provides data for climate change studies and environmental impacts. 4. SDG 6: Clean Water and Sanitation – Supports water resource management and quality monitoring. 5. SDG 9: Industry, Innovation, and Infrastructure – Enhances infrastructure planning through spatial analysis. 6. SDG 3: Good Health and Well-being – Maps health resources and monitors environmental health factors. 7. SDG 17: Partnerships for the Goals – Promotes collaboration through data sharing and analysis. These SDGs guide students in using cartographic and remote sensing tools to tackle environmental and social challenges effectively. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10111002 | Perencanaan dan Pengembangan Masyarakat | Community Planning and Development | This course explores the principles and practices of community planning, focusing on sustainable development, community engagement, and the integration of social, economic, and environmental factors. Students learn about the planning process, stakeholder involvement, and strategies for improving quality of life in communities. | 1. SDG 11: Sustainable Cities and Communities – Focuses on inclusive and resilient community development. 2. SDG 3: Good Health and Well-being – Addresses health access through community design. 3. SDG 10: Reduced Inequalities – Emphasizes equitable access for marginalized groups. 4. SDG 4: Quality Education – Highlights the role of educational facilities in community empowerment. 5. SDG 13: Climate Action – Covers climate resilience and sustainability strategies. 6. SDG 15: Life on Land – Promotes sustainable land use and resource conservation. 7. SDG 6: Clean Water and Sanitation – Examines water management and sanitation access. 8. SDG 17: Partnerships for the Goals – Stresses collaboration among stakeholders. These SDGs guide students in creating inclusive and sustainable solutions for their communities. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120104 | Studio Perencanaan Kawasan | Regional Planning Studio | This studio-based course provides hands-on experience in regional planning through collaborative projects. Students apply planning theories and tools to analyze regional issues, develop planning proposals, and create strategies for sustainable development. Emphasis is placed on real-world applications and stakeholder engagement. | 1. SDG 11: Sustainable Cities and Communities – Focuses on inclusive and resilient regional development. 2. SDG 3: Good Health and Well-being – Addresses health impacts through access to healthcare and recreational spaces. 3. SDG 10: Reduced Inequalities – Aims to reduce disparities and ensure equitable access to resources. 4. SDG 13: Climate Action – Integrates climate resilience and mitigation strategies in planning. 5. SDG 15: Life on Land – Promotes sustainable land management and biodiversity conservation. 6. SDG 6: Clean Water and Sanitation – Examines water management and access to sanitation. 7. SDG 9: Industry, Innovation, and Infrastructure – Focuses on sustainable infrastructure development. 8. SDG 17: Partnerships for the Goals – Highlights collaboration among stakeholders. These SDGs guide students in creating sustainable and equitable regional plans that address real-world challenges. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120203 | Teori dan Prinsip Perencanaan | Planning Theories and Principles | This course examines key theories and principles that underpin urban and regional planning. Students explore various planning paradigms, historical contexts, and contemporary challenges, gaining insights into the ethical and practical considerations that influence planning decisions. | 1. SDG 11: Sustainable Cities and Communities – Focuses on creating inclusive, safe, resilient, and sustainable urban areas. 2. SDG 3: Good Health and Well-being – Emphasizes health considerations in planning, including access to healthcare and recreational spaces. 3. SDG 4: Quality Education – Integrates educational facilities into urban planning for community empowerment. 4. SDG 10: Reduced Inequalities – Addresses planning to reduce inequalities in access to services and opportunities. 5. SDG 13: Climate Action – Covers strategies for climate change mitigation and adaptation in urban areas. 6. SDG 15: Life on Land – Focuses on sustainable land use and biodiversity conservation. 7. SDG 17: Partnerships for the Goals – Highlights collaboration among stakeholders to achieve sustainable development. 8. SDG 6: Clean Water and Sanitation – Examines water management and access to sanitation in urban planning. 9. SDG 12: Responsible Consumption and Production – Discusses sustainable land use and resource efficiency. These SDGs guide students in developing strategies that promote sustainable development at the local level. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120302 | Sistem Sosial Kependudukan | Population Social System | Students study the dynamics of population growth, distribution, and migration, focusing on social systems and their impact on urban development. The course emphasizes the interplay between demographic trends and social issues, such as housing, employment, and public services. | 1. Goal 1: No Poverty – Examine the impact of population dynamics on poverty and resource access. 2. Goal 3: Good Health and Well-Being – Analyze the relationship between population health and healthcare access. 3. Goal 4: Quality Education – Explore how population trends affect education access and quality. 4. Goal 5: Gender Equality – Assess gender disparities in population data and their implications. 5. Goal 10: Reduced Inequality – Investigate the contribution of population factors to social and economic inequalities. 6. Goal 11: Sustainable Cities and Communities – Understand population growth’s influence on urban planning. 7. Goal 13: Climate Action – Analyze the effects of population on environmental sustainability and climate change. These SDGs highlight the connections between population dynamics and social systems, underscoring their relevance to sustainable development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120403 | Metode Analisis Perencanaan | Planning Analysis Method | This course introduces students to analytical methods used in planning, including quantitative and qualitative techniques. Students learn to collect, interpret, and analyze data to inform planning decisions and evaluate policy outcomes. | 1. Goal 11: Sustainable Cities and Communities – Develop analytical methods for sustainable urban planning. 2. Goal 9: Industry, Innovation, and Infrastructure – Promote resilient infrastructure and innovation in industry through analysis. 3. Goal 10: Reduced Inequality – Assess and address inequalities in resource distribution. 4. Goal 3: Good Health and Well-Being – Evaluate planning strategies that impact public health. 5. Goal 13: Climate Action – Analyze methods for promoting climate-resilient planning. 6. Goal 4: Quality Education – Enhance access to quality education through effective planning. These SDGs highlight the importance of planning analysis in promoting sustainability and equitable development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10120503 | Perencanaan Prasarana Wilayah dan Kota | Urban and Regional Infrastructure Planning | Focusing on the design and management of infrastructure systems, this course covers topics such as transportation, utilities, and public facilities. Students learn about the planning processes involved in developing and maintaining infrastructure to support urban and regional growth. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focus on building resilient infrastructure. 2. Goal 11: Sustainable Cities and Communities – Emphasize sustainable urban planning and inclusive communities. 3. Goal 6: Clean Water and Sanitation – Plan for effective water supply and sanitation infrastructure. 4. Goal 7: Affordable and Clean Energy – Integrate renewable energy solutions into infrastructure. 5. Goal 13: Climate Action – Address climate resilience in infrastructure planning. 6. Goal 10: Reduced Inequality – Ensure equitable access to infrastructure and services. These SDGs demonstrate the importance of infrastructure planning in supporting sustainable urban and regional development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110203 | Statistik | Statistics | This foundational course covers statistical concepts and methods, emphasizing their application in data analysis and interpretation. Students learn about descriptive statistics, probability, hypothesis testing, and inferential techniques essential for research and decision-making. | 1. Goal 1: No Poverty – Analyze poverty data and intervention effectiveness. 2. Goal 3: Good Health and Well-Being – Examine health statistics and trends. 3. Goal 4: Quality Education – Evaluate educational access and outcomes. 4. Goal 5: Gender Equality – Analyze gender disparities in various sectors. 5. Goal 10: Reduced Inequality – Assess income distribution and social inequalities. 6. Goal 11: Sustainable Cities and Communities – Study urban data for sustainability. 7. Goal 13: Climate Action – Use statistical modeling for climate data analysis. 8. Goal 17: Partnerships for the Goals – Measure effectiveness of collaborative efforts. These SDGs illustrate the importance of statistics in analyzing and addressing sustainability challenges. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110302 | Sejarah Pengembangan Wilayah Kota | History of Urban Development | Students explore the historical evolution of urban areas, examining key movements, trends, and policies that have shaped cities over time. The course emphasizes the impact of historical events on contemporary urban planning and development. | 1. Goal 11: Sustainable Cities and Communities – Focus on urban planning and sustainable urbanization. 2. Goal 8: Decent Work and Economic Growth – Explore the impact of urban development on economies and labor markets. 3. Goal 3: Good Health and Well-Being – Discuss urbanization’s effects on public health and living conditions. 4. Goal 9: Industry, Innovation, and Infrastructure – Examine the role of industrialization and infrastructure in urban growth. 5. Goal 10: Reduced Inequality – Address inequalities in access to resources and opportunities within urban areas. 6. Goal 12: Responsible Consumption and Production – Consider sustainable resource use in historical urban contexts. 7. Goal 13: Climate Action – Analyze urban development’s contributions to climate challenges and the need for resilience. These SDGs help frame the historical context of urban development and its relevance to current sustainability efforts. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110402 | Pengantar Pengembangan Wilayah Kota | Introduction to Urban Area Development | This course provides an overview of urban development processes, including land use planning, zoning, and urban design. Students learn about the challenges and opportunities in managing urban growth and fostering sustainable communities. | 1. Goal 11: Sustainable Cities and Communities – Focus on inclusive and resilient urbanization. 2. Goal 6: Clean Water and Sanitation – Address water supply, sanitation, and waste management. 3. Goal 7: Affordable and Clean Energy – Explore sustainable energy access and efficiency. 4. Goal 9: Industry, Innovation, and Infrastructure – Discuss resilient infrastructure and sustainable industrial practices. 5. Goal 10: Reduced Inequality – Highlight strategies to reduce inequalities in urban access to resources. 6. Goal 13: Climate Action – Examine urban planning’s role in climate resilience and sustainability. These SDGs emphasize the interconnectedness of urban development and sustainability, preparing students to tackle contemporary urban challenges. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110503 | Kalkulus | Calculus | This mathematics course introduces students to fundamental concepts of calculus, including limits, derivatives, and integrals. Students learn to apply calculus techniques to solve problems in various fields, including engineering, economics, and the sciences. | 1. Goal 2: Zero Hunger – Model population dynamics and optimize agricultural production. 2. Goal 6: Clean Water and Sanitation – Analyze water flow rates and pollution dispersion. 3. Goal 7: Affordable and Clean Energy – Model energy consumption trends and optimize renewable systems. 4. Goal 11: Sustainable Cities and Communities – Model urban growth and traffic patterns for city planning. 5. Goal 13: Climate Action – Use differential equations to model climate change and carbon emissions. 6. Goal 15: Life on Land – Model ecological dynamics and resource management strategies. These applications show how calculus can help address sustainability challenges. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110604 | Studio Pendataan | Data Collection Studio | In this hands-on course, students engage in data collection techniques and methodologies relevant to urban and regional planning. They learn to design surveys, conduct field studies, and analyze data to inform planning decisions, emphasizing practical applications and teamwork. | 1. Goal 4: Quality Education – Focuses on using data to improve educational outcomes. 2. Goal 9: Industry, Innovation, and Infrastructure – Emphasizes data-driven innovation and sustainable industry development. 3. Goal 10: Reduced Inequality – Highlights the role of data in addressing societal inequalities. 4. Goal 11: Sustainable Cities and Communities – Involves data collection for urban development and community sustainability. 5. Goal 17: Partnerships for the Goals – Encourages collaboration and data sharing among stakeholders. These SDGs illustrate the importance of data in promoting sustainable development and informed decision-making. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110702 | Teknik Presentasi dan Komunikasi | Presentation and Communication Techniques | This course focuses on developing effective communication and presentation skills essential for academic and professional success. Students learn the principles of clear and persuasive communication, including verbal, non-verbal, and written methods. Key topics include audience analysis, message structuring, visual aids design, and the use of technology in presentations. The curriculum emphasizes practical exercises, allowing students to practice delivering presentations, engaging in discussions, and providing constructive feedback. Through peer evaluations and real-world scenarios, students enhance their ability to convey ideas confidently and effectively. This course prepares students for a variety of career paths by equipping them with the skills to communicate complex information clearly and engage diverse audiences. | 1. Goal 4: Quality Education – Emphasizes effective communication skills and critical thinking. 2. Goal 5: Gender Equality – Promotes inclusive communication practices. 3. Goal 9: Industry, Innovation, and Infrastructure – Highlights the role of communication in fostering innovation. 4. Goal 10: Reduced Inequality – Focuses on strategies for inclusive communication to reduce inequalities. 5. Goal 17: Partnerships for the Goals – Encourages collaboration and partnership-building. These SDGs help students understand the impact of their communication skills on sustainable development. |
| TEKNIK | TEKNIK PERENCANAAN WILAYAH KOTA – S1 | Kurikulum Sarjana K-23 | 2023 | 23D10110802 | Proses Perencanaan | Planning Process | This course provides an in-depth exploration of the planning process in various contexts, including urban, regional, and organizational planning. Students learn about the stages of planning, from problem identification and data collection to strategy development and implementation. Key topics include goal setting, stakeholder engagement, policy analysis, and the use of planning tools and techniques. The curriculum emphasizes the importance of integrating social, economic, and environmental considerations in the planning process. Through case studies and practical projects, students gain hands-on experience in developing planning proposals and strategies, enhancing their critical thinking and problem-solving skills. This course prepares students for careers in urban planning, public administration, and project management, equipping them with the skills necessary to navigate complex planning challenges and contribute to effective decision-making processes. | 1. SDG 4: Quality Education – Focuses on inclusive and equitable education. 2. SDG 11: Sustainable Cities and Communities – Emphasizes sustainable urban planning. 3. SDG 9: Industry, Innovation, and Infrastructure – Encourages resilient infrastructure and innovation. 4. SDG 12: Responsible Consumption and Production – Supports sustainable resource use and waste management. 5. SDG 13: Climate Action – Integrates climate resilience and mitigation strategies. 6. SDG 16: Peace, Justice, and Strong Institutions – Addresses governance and effective planning frameworks. 7. SDG 17: Partnerships for the Goals – Promotes collaboration among stakeholders. By covering these SDGs, the course prepares students to contribute effectively to sustainable development. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110102 | Statistik dan Probabilitas | Statistics and Probability | is a course that introduces students to the fundamental concepts and techniques used in statistical analysis and probability theory | 1. SDG 4: Quality Education – By teaching statistical methods, these courses promote quality education and equip students with essential analytical skills. 2. SDG 3: Good Health and Well-Being – Statistics is crucial in public health research, including the analysis of health data, epidemiology, and understanding health outcomes. 3. SDG 5: Gender Equality – Statistical methods can be used to analyze gender disparities and measure progress toward gender equality. 4. SDG 10: Reduced Inequalities – Statistics helps to identify and analyze inequalities within societies, enabling targeted interventions. 5. SDG 12: Responsible Consumption and Production – Data analysis can support sustainability practices and inform responsible resource management. 6. SDG 13: Climate Action – Statistical models are essential for climate research, including data on emissions, climate patterns, and impact assessments. 7. SDG 17: Partnerships for the Goals – Statistical data analysis fosters collaboration and data-sharing among organizations working towards sustainable development. By integrating real-world data and case studies related to these goals, statistics courses can enhance understanding and support the pursuit of sustainable development. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01140104 | Perancangan Bangunan Sipil Terpadu | Integrated Civil Building Design | “Integrated Civil Building Design” is a course that focuses on the comprehensive approach to designing and constructing buildings and infrastructure. It covers the principles of architectural design, structural engineering, environmental sustainability, and project management. Students learn how to integrate various disciplines to create functional, efficient, and sustainable building solutions. The course emphasizes collaboration among architects, engineers, and construction professionals, incorporating advanced technologies and design software to produce innovative designs. Through practical projects and case studies, students develop the skills necessary to address complex design challenges in the civil engineering and construction industries. | 1. SDG 9: Industry, Innovation, and Infrastructure – The course focuses on sustainable infrastructure and innovation in building design and construction methods. 2. SDG 11: Sustainable Cities and Communities – Integrated design promotes urban sustainability, efficient land use, and resilient infrastructure to create livable cities. 3. SDG 12: Responsible Consumption and Production – Emphasis on sustainable materials, waste reduction, and efficient resource use aligns with this goal. 4. SDG 13: Climate Action – Courses often cover strategies for reducing carbon footprints, adapting buildings to climate change, and promoting energy efficiency. 5. SDG 7: Affordable and Clean Energy – Focus on energy-efficient building designs and renewable energy integration contributes to clean energy goals. 6. SDG 15: Life on Land – Sustainable design practices often include considerations for biodiversity, green spaces, and ecosystem services. 7. SDG 4: Quality Education – Education in sustainable building practices helps cultivate a skilled workforce capable of addressing modern challenges in construction and design. By integrating these goals into the curriculum, students can develop a holistic understanding of sustainable building practices and their impact on society and the environment. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01140204 | Tugas Akhir | Thesis | The “Thesis” course involves conducting independent research on a specific topic within a student’s field of study. Students develop a research proposal, conduct thorough literature reviews, gather and analyze data, and draw conclusions based on their findings. The course culminates in the writing of a formal thesis document that presents the research methodology, results, and implications. Students may also be required to defend their thesis before a committee. This course is designed to enhance critical thinking, research skills, and academic writing abilities, serving as a capstone project for many graduate programs. | 1. SDG 4: Quality Education – Research can explore educational methodologies, access to education, or innovations in teaching and learning. 2. SDG 3: Good Health and Well-Being – Theses in health sciences, public health, or social sciences may investigate health interventions, mental health issues, or healthcare systems. 3. SDG 5: Gender Equality – Topics can include gender studies, women’s rights, or the impacts of gender policies on society. 4. SDG 10: Reduced Inequalities – Research can focus on social inequalities, economic disparities, or marginalized communities and their challenges. 5. SDG 12: Responsible Consumption and Production – Theses might analyze sustainable practices in industries, consumer behavior, or waste management. 6. SDG 13: Climate Action – Research could focus on climate change impacts, mitigation strategies, or sustainable practices across various sectors. 7. SDG 11: Sustainable Cities and Communities – Topics might include urban planning, housing, transportation, or community resilience. 8. SDG 17: Partnerships for the Goals – Theses can investigate collaborative approaches, networks, or partnerships aimed at achieving sustainable development. By aligning research topics with these goals, students can contribute to knowledge and solutions that address global challenges and promote sustainable development. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23U02132904 | Kuliah Kerja Nyata | Community Service Program | The “Community Service Program” course emphasizes the importance of civic engagement and social responsibility by involving students in community-based projects and service activities. Students work on initiatives that address local needs, promote health and well-being, and enhance community development. The course typically includes reflective components where students analyze their experiences, the impact of their service, and the skills gained during the process. By engaging with diverse populations, students develop empathy, leadership, and teamwork skills while applying their academic knowledge to real-world challenges. | 1. SDG 4: Quality Education – Community service often involves educational initiatives, tutoring, or mentoring programs that enhance learning opportunities. 2. SDG 3: Good Health and Well-Being – Programs may focus on health awareness, mental health support, or services for underserved populations, promoting overall well-being. 3. SDG 10: Reduced Inequalities – Community service can address social inequalities by providing support to marginalized groups and fostering inclusivity. 4. SDG 11: Sustainable Cities and Communities – Projects may involve improving community infrastructure, enhancing local environments, or promoting sustainable urban development. 5. SDG 1: No Poverty – Engaging in initiatives that support low-income communities, food security, or job training helps address poverty. 6. SDG 16: Peace, Justice, and Strong Institutions – Community service can promote civic engagement, conflict resolution, and the strengthening of community institutions. 7. SDG 17: Partnerships for the Goals – Collaborations with local organizations, governments, and community members can foster partnerships aimed at achieving sustainable development. By integrating hands-on community engagement with academic learning, these programs help students apply their skills and knowledge while making a positive impact in society. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132502 | Rekayasa Gempa | Earthquake Engineering | “Earthquake Engineering” is a specialized course that focuses on the design and construction of structures to withstand seismic forces and minimize damage during earthquakes. It covers fundamental concepts such as seismic hazard analysis, structural dynamics, and the behavior of materials under seismic loads. Students learn about various design methodologies, building codes, and retrofitting techniques to enhance the resilience of buildings and infrastructure. The course emphasizes the importance of understanding geological conditions and incorporating advanced engineering practices to ensure safety and functionality in earthquake-prone areas. | 1. SDG 9: Industry, Innovation, and Infrastructure – Emphasizes building resilient infrastructure and fostering innovation in engineering practices to withstand seismic events. 2. SDG 11: Sustainable Cities and Communities – Focuses on creating safe and sustainable urban environments, ensuring buildings and infrastructure can endure earthquakes and protect communities. 3. SDG 3: Good Health and Well-Being – Contributes to public safety by minimizing risks associated with earthquakes, thereby protecting the health and well-being of affected populations. 4. SDG 13: Climate Action – Although primarily focused on seismic activity, the course may include considerations for climate resilience in building practices. 5. SDG 1: No Poverty – Enhancing building safety can help protect low-income communities from the economic devastation that can follow a major earthquake. 6. SDG 16: Peace, Justice, and Strong Institutions – Promotes the development of robust building codes and regulations that ensure community safety and resilience. By integrating these goals into the curriculum, Earthquake Engineering courses can prepare students to design structures that not only withstand seismic events but also contribute to the overall sustainability and resilience of communities. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132602 | Transportasi Multi Moda | Multi-Mode Transportation | “Multi-Mode Transportation” is a course that examines the integration and management of various transportation modes, including road, rail, air, and maritime systems. Students learn about the principles of transportation planning, logistics, and supply chain management, as well as the economic, environmental, and social impacts of different transportation modes. The course emphasizes the importance of efficient multimodal systems in facilitating movement, enhancing connectivity, and promoting sustainable development. Through case studies and practical applications, students gain insights into the challenges and strategies for optimizing transportation networks in urban and regional contexts. | 1. SDG 11: Sustainable Cities and Communities – Focuses on developing inclusive, safe, and sustainable urban transport systems that reduce congestion and improve accessibility. 2. SDG 9: Industry, Innovation, and Infrastructure – Promotes the development of resilient infrastructure and innovative transport solutions that can enhance connectivity and economic growth. 3. SDG 13: Climate Action – Encourages strategies for reducing greenhouse gas emissions through sustainable transportation options and modal shifts towards public transit, cycling, and walking. 4. SDG 3: Good Health and Well-Being – Supports healthier lifestyles by promoting active transport modes (like walking and cycling) and reducing air pollution from vehicles. 5. SDG 10: Reduced Inequalities – Aims to improve access to transportation for marginalized communities, ensuring that all individuals can benefit from mobility options. 6. SDG 12: Responsible Consumption and Production – Focuses on sustainable consumption patterns in transportation, such as reducing waste and optimizing resource use in transport systems. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among governments, private sector, and communities to develop integrated transportation systems. By integrating these goals, courses on Multi-Mode Transportation can equip students with the knowledge and skills to contribute to sustainable and efficient transportation systems that meet the needs of diverse populations.1 |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132702 | Rekayasa Jalan Rel | Railway Engineering | “Railway Engineering” is a course that focuses on the design, construction, and maintenance of railway systems. It covers essential topics such as track design, signaling systems, train operations, and the structural components of railway infrastructure. Students learn about the principles of railway dynamics, safety regulations, and the integration of modern technologies in rail transport. The course also emphasizes sustainability and efficiency in railway operations, preparing students for careers in transportation engineering, project management, and infrastructure development within the railway sector. | 1. SDG 9: Industry, Innovation, and Infrastructure – Emphasizes the development of resilient and sustainable infrastructure, including modern railway systems that enhance connectivity. 2. SDG 11: Sustainable Cities and Communities – Promotes the use of rail transport to reduce urban congestion, enhance mobility, and support sustainable urban development. 3. SDG 13: Climate Action – Encourages the transition to low-emission transportation systems, as railways typically have a lower carbon footprint compared to road and air transport. 4. SDG 3: Good Health and Well-Being – Contributes to public health by reducing air pollution and traffic accidents associated with road transport. 5. SDG 10: Reduced Inequalities – Enhances access to transportation for underserved communities, promoting equity in mobility and economic opportunities. 6. SDG 12: Responsible Consumption and Production – Focuses on sustainable practices in the construction and operation of railway systems, including resource efficiency and waste reduction. 7. SDG 17: Partnerships for the Goals – Encourages collaboration among governments, private sector, and communities to develop integrated transport networks. By addressing these goals, Railway Engineering courses can prepare students to contribute to the development of sustainable and efficient railway systems that benefit society and the environment. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132802 | Rekayasa Bandar Udara | Airport Engineering | “Airport Engineering” is a course that focuses on the design, construction, and operation of airport facilities and infrastructure. It covers essential topics such as runway and taxiway design, terminal layout, air traffic control systems, and airport safety and security measures. Students learn about the planning and management of airport operations, including passenger flow, baggage handling, and environmental considerations. The course emphasizes the integration of engineering principles with regulatory standards to create efficient, safe, and sustainable airport environments, preparing students for careers in aviation engineering, airport management, and related fields. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizes the development of resilient infrastructure and innovative technologies in airport design and operations. 2. **SDG 11: Sustainable Cities and Communities** – Promotes the integration of airports into urban planning to enhance connectivity while minimizing environmental impact. 3. **SDG 13: Climate Action** – Encourages the adoption of sustainable practices in airport operations to reduce greenhouse gas emissions and enhance resilience to climate change. 4. **SDG 3: Good Health and Well-Being** – Focuses on improving air quality and public health through better airport operations and noise management. 5. **SDG 10: Reduced Inequalities** – Aims to enhance accessibility to air travel for underserved communities, ensuring equitable transportation options. 6. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable materials, waste management, and resource efficiency in airport construction and operations. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between governments, private sectors, and local communities to achieve sustainable airport development. By addressing these goals, Airport Engineering courses can prepare students to design and manage airports that are environmentally sustainable, economically viable, and socially responsible. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132902 | Manajemen Mutu Konstruksi | Construction Quality Management | “Construction Quality Management” is a course that focuses on the principles and practices of ensuring quality in construction projects. It covers topics such as quality planning, control, assurance, and continuous improvement throughout the construction process. Students learn about various quality management systems, standards, and methodologies, including Total Quality Management (TQM) and Six Sigma. The course emphasizes the importance of effective communication, documentation, and teamwork in achieving high-quality outcomes while minimizing defects and rework. By applying these principles, students gain the skills necessary to manage quality effectively in construction projects, ensuring compliance with specifications and client expectations. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and promoting sustainable industrialization through quality management practices. 2. **SDG 11: Sustainable Cities and Communities** – Ensures that construction projects contribute to the creation of safe, sustainable, and resilient urban environments. 3. **SDG 12: Responsible Consumption and Production** – Encourages efficient use of resources and sustainable practices in construction processes, including waste reduction and recycling. 4. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of safety and quality in construction to protect the health and well-being of workers and building occupants. 5. **SDG 10: Reduced Inequalities** – Promotes fair labor practices and quality standards that can enhance working conditions in the construction industry. 6. **SDG 13: Climate Action** – Incorporates practices that reduce the carbon footprint of construction projects and promote sustainability. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among stakeholders, including government, industry, and communities, to ensure high-quality construction practices. By addressing these goals, Construction Quality Management courses can prepare students to implement quality assurance practices that enhance sustainability, safety, and efficiency in the construction industry. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01133002 | Manajemen Sains dan Konstruksi Berkelanjutan | Science Management and Sustainable Construction | “Science Management and Sustainable Construction” is a course that explores the intersection of scientific principles, project management, and sustainable practices in the construction industry. It covers topics such as sustainable building materials, energy-efficient design, waste reduction, and environmental impact assessments. Students learn about project management techniques, including planning, scheduling, and resource allocation, while emphasizing sustainability in construction processes. The course prepares students to implement innovative solutions that enhance the efficiency and sustainability of construction projects, equipping them with the skills to address environmental challenges and promote responsible construction practices. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. Sustainable construction practices align with this goal by improving infrastructure efficiency and resilience. 2. **SDG 11: Sustainable Cities and Communities** – Aims to make cities inclusive, safe, resilient, and sustainable. This course directly connects with the need for sustainable construction to accommodate urban growth without compromising environmental and social quality. 3. **SDG 12: Responsible Consumption and Production** – Focuses on sustainable consumption and production patterns. Science management and construction techniques taught in the course promote resource-efficient building practices, reducing waste and environmental impact. 4. **SDG 13: Climate Action** – Addresses urgent action to combat climate change and its impacts. Sustainable construction plays a key role in mitigating carbon emissions and increasing the energy efficiency of buildings and infrastructure. 5. **SDG 7: Affordable and Clean Energy** – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy. The course may touch upon energy-efficient construction practices, renewable energy integration, and green building technologies. 6. **SDG 6: Clean Water and Sanitation** – Involves ensuring availability and sustainable management of water and sanitation for all. Sustainable construction techniques include water-saving technologies and systems to reduce water waste in buildings and infrastructure. 7. **SDG 8: Decent Work and Economic Growth** – Focuses on promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work. Science management in construction fosters practices that ensure fair labor conditions and sustainable economic practices in the industry. These SDGs highlight the holistic impact of sustainable construction, addressing environmental, social, and economic aspects of sustainability. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01133102 | Sistem Manajemen K3 | K3 Management System | “K3 Management System” is a course that focuses on the principles and practices of managing health, safety, and environmental (HSE) aspects within organizations. “K3” stands for “Keselamatan dan Kesehatan Kerja” in Indonesian, which translates to Occupational Health and Safety (OHS). The course covers topics such as risk assessment, safety regulations, accident prevention, and the implementation of safety management systems. Students learn to develop and maintain K3 protocols to ensure a safe working environment, promote employee well-being, and comply with legal requirements. Emphasis is placed on fostering a culture of safety and continuous improvement in organizational practices. | 1. **SDG 3: Good Health and Well-being** – This goal ensures healthy lives and promotes well-being for all. K3 systems contribute directly by prioritizing occupational health and safety, aiming to prevent work-related accidents and illnesses. 2. **SDG 8: Decent Work and Economic Growth** – K3 management promotes safe and secure working environments, which are essential for promoting decent work conditions. This aligns with the goal of ensuring productive employment and safeguarding workers’ rights. 3. **SDG 9: Industry, Innovation, and Infrastructure** – K3 systems ensure quality and safety standards in industrial and construction practices, promoting innovation and sustainability in infrastructure development, while enhancing efficiency and risk management. 4. **SDG 12: Responsible Consumption and Production** – This goal emphasizes sustainable management and efficient use of resources. K3 management systems, particularly those focused on environmental protection, ensure that organizations minimize waste, manage resources responsibly, and reduce their ecological footprint. 5. **SDG 6: Clean Water and Sanitation** – The environmental aspects of K3 management often involve regulations and standards for water use and pollution control, helping ensure clean and sustainable water management in industrial processes. 6. **SDG 13: Climate Action** – K3 systems related to environmental protection contribute to combating climate change by promoting sustainable practices, reducing emissions, and ensuring compliance with environmental regulations. 7. **SDG 11: Sustainable Cities and Communities** – K3 systems ensure that infrastructure development, especially in urban environments, adheres to safety and environmental standards. This contributes to building safe, resilient, and sustainable communities. By focusing on quality, health, safety, and environmental standards, a course on K3 Management System contributes to a range of SDGs, particularly those related to worker welfare, environmental sustainability, and responsible industrial practices. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131802 | Metode Perbaikan/Perkuatan Tanah | Soil Repair/Strengthening Methods | “Soil Repair/Strengthening Methods” is a course that focuses on techniques and technologies used to improve the engineering properties of soil for construction and environmental applications. Students learn about various soil stabilization methods, including mechanical, chemical, and biological approaches, as well as the assessment of soil properties and behavior under different conditions. The course covers design principles, implementation strategies, and case studies of soil repair in infrastructure projects. Emphasis is placed on sustainable practices and the impact of soil improvement on overall project performance, safety, and longevity. | 1. **SDG 15: Life on Land** – This goal focuses on sustainably managing forests, combating desertification, halting and reversing land degradation, and halting biodiversity loss. Soil repair and strengthening methods directly contribute to this by preventing soil erosion, enhancing soil health, and rehabilitating degraded land. 2. **SDG 11: Sustainable Cities and Communities** – Soil strengthening is critical for safe and resilient infrastructure development. This course supports the creation of sustainable urban environments by ensuring stable foundations for buildings and infrastructure, reducing risks of landslides, and promoting long-term urban resilience. 3. **SDG 13: Climate Action** – Soil plays a key role in mitigating climate change by acting as a carbon sink. Soil repair and conservation methods that enhance soil health can increase its capacity to sequester carbon, contributing to climate mitigation efforts and reducing land vulnerability to climate impacts. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Stable soil is essential for sustainable and resilient infrastructure. The course connects with this goal by promoting innovative soil strengthening techniques that ensure infrastructure can withstand natural and human-induced pressures, making it more durable and sustainable. 5. **SDG 6: Clean Water and Sanitation** – Healthy soils are crucial for water filtration and management. Strengthening and repairing soil can improve water retention and prevent contamination, contributing to cleaner water sources and more effective water management in both rural and urban settings. 6. **SDG 2: Zero Hunger** – Healthy soil is the foundation of sustainable agriculture. Soil repair methods help restore degraded farmland, enhancing productivity, ensuring food security, and supporting sustainable agricultural practices. 7. **SDG 12: Responsible Consumption and Production** – This goal is about sustainable management of resources. Soil repair aligns with this by promoting the responsible use of land resources, reducing degradation, and encouraging the sustainable rehabilitation of land for various uses, including agriculture and infrastructure development. By addressing soil health and stability, a course on Soil Repair/Strengthening Methods contributes to building resilient ecosystems, sustainable infrastructure, and climate-resilient land management practices. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131902 | Metode Elemen Hingga Geoteknik | Geotechnical Finite Element Method | “Geotechnical Finite Element Method” is a course that introduces students to the application of finite element analysis (FEA) in geotechnical engineering. It covers the theoretical foundations of the finite element method and its practical implementation for analyzing soil-structure interactions, slope stability, foundation design, and tunneling. Students learn how to create and interpret numerical models to assess the behavior of geotechnical systems under various loading conditions. The course emphasizes the importance of computational techniques in solving complex geotechnical problems, enhancing students’ skills in using software tools and understanding the underlying principles of geotechnical analysis. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – FEM in geotechnical engineering is essential for designing resilient and sustainable infrastructure. It allows engineers to model complex ground-structure interactions, improving the design of foundations, tunnels, and other critical infrastructure, leading to safer and more efficient industrial and infrastructure development. 2. **SDG 11: Sustainable Cities and Communities** – Geotechnical FEM contributes to building safe, inclusive, and resilient urban environments. By predicting and analyzing soil behavior and ensuring stable foundations, the course helps engineers design structures that withstand natural hazards (like earthquakes) and contribute to urban sustainability. 3. **SDG 13: Climate Action** – FEM can model the effects of climate change on geotechnical structures (e.g., rising sea levels or increased flooding) and help in designing adaptive infrastructure. FEM also plays a role in assessing landslides, soil stability, and other geohazards exacerbated by climate change, contributing to climate resilience in engineering practices. 4. **SDG 12: Responsible Consumption and Production** – The use of FEM in geotechnical engineering promotes resource efficiency by optimizing the design and material usage in construction. It helps reduce waste, minimize over-design, and ensure that construction practices are sustainable, promoting responsible use of materials and energy in geotechnical projects. 5. **SDG 15: Life on Land** – FEM is used in assessing the impact of engineering projects on land, including soil erosion, landslide risk, and ground stability. By promoting sustainable land management and preventing land degradation, the course contributes to the preservation of ecosystems and biodiversity. 6. **SDG 6: Clean Water and Sanitation** – Geotechnical FEM can be applied to the design of sustainable water management systems, such as dams, levees, and flood defenses, as well as to assess groundwater flow and contamination. This supports clean water access and sustainable water management in infrastructure projects. 7. **SDG 7: Affordable and Clean Energy** – FEM methods are used in the geotechnical analysis of energy-related infrastructure, including the foundations of renewable energy structures like wind turbines, as well as in geothermal energy projects. This contributes to the sustainable development of clean energy infrastructure. By enabling precise modeling and optimization in geotechnical engineering, the *Geotechnical Finite Element Method* course contributes to the development of sustainable infrastructure, climate resilience, and responsible land and resource management. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132002 | Rekayasa Fondasi Lanjut | Advanced Foundation Engineering | “Advanced Foundation Engineering” is a specialized course that focuses on the design, analysis, and construction of deep foundations and complex foundation systems. It covers advanced topics such as pile and shaft design, ground improvement techniques, soil-structure interaction, and the behavior of foundations under various loading conditions. Students learn about the latest methods and technologies used in foundation engineering, including finite element analysis and geotechnical instrumentation. The course emphasizes practical applications and case studies, equipping students with the skills necessary to tackle challenging foundation projects in civil engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and promoting inclusive and sustainable industrialization. Advanced foundation engineering contributes directly to this by ensuring that infrastructure projects (such as buildings, bridges, and highways) are stable and can withstand both natural and human-induced stresses. The course teaches innovative foundation techniques that improve infrastructure resilience and durability. 2. **SDG 11: Sustainable Cities and Communities** – Advanced foundation engineering is essential for creating sustainable urban environments. Foundations play a critical role in ensuring the safety and longevity of buildings and other structures in cities. This course promotes the design of foundations that withstand geotechnical challenges like soil instability and seismic activity, contributing to safer, more resilient cities. 3. **SDG 13: Climate Action** – The course supports climate action by teaching engineers to design foundations that can withstand climate-related challenges such as floods, rising sea levels, and other extreme weather events. Additionally, advanced foundation techniques help in minimizing environmental impact during construction, such as reducing the carbon footprint and managing the effects of soil displacement and erosion. 4. **SDG 6: Clean Water and Sanitation** – Advanced foundation engineering is relevant for designing water-related infrastructure such as dams, levees, and flood defense systems, which contribute to managing water resources and ensuring access to clean water. Proper foundation design ensures the stability and efficiency of such systems, contributing to sustainable water management. 5. **SDG 12: Responsible Consumption and Production** – This goal focuses on sustainable resource management and reducing environmental impacts. Advanced foundation engineering promotes responsible use of materials by optimizing foundation design, minimizing overuse of concrete and steel, and reducing construction waste. Techniques learned in this course can help balance resource consumption with project needs, making construction more sustainable. 6. **SDG 15: Life on Land** – Advanced foundation techniques can minimize land degradation and the impact of construction on ecosystems. This is particularly important in environmentally sensitive areas where foundations must be designed to prevent soil erosion, protect habitats, and maintain land stability, contributing to the sustainable management of terrestrial ecosystems. 7. **SDG 7: Affordable and Clean Energy** – The course also has relevance for the energy sector, particularly in the design of foundations for renewable energy infrastructure, such as wind turbines and solar panels. Well-designed foundations contribute to the stability and efficiency of these energy systems, supporting the goal of increasing access to clean and renewable energy. By focusing on designing robust, sustainable, and innovative foundations, a course in *Advanced Foundation Engineering* contributes to the development of safe, resilient infrastructure and the responsible use of resources, supporting a range of SDGs related to sustainability, infrastructure, and environmental protection. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132102 | Dinamika Tanah | Soil Dynamics | “Soil Dynamics” is a course that explores the behavior of soil under dynamic loading conditions, such as earthquakes, vibrations from machinery, and construction activities. It covers fundamental concepts including wave propagation, soil liquefaction, and dynamic soil properties. Students learn about the principles of soil behavior in response to dynamic forces, as well as methods for analyzing and designing foundations and structures to withstand such conditions. The course emphasizes practical applications and real-world case studies, preparing students for challenges in geotechnical engineering related to seismic design and other dynamic scenarios. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure. Soil dynamics plays a critical role in designing foundations and structures that can withstand dynamic loads such as earthquakes, machine vibrations, and traffic. By understanding soil behavior under these conditions, engineers can design innovative, resilient infrastructure that reduces the risk of failure. 2. **SDG 11: Sustainable Cities and Communities** – Soil dynamics is vital for ensuring the safety and resilience of urban infrastructure, particularly in earthquake-prone areas. This course equips students with the tools to design earthquake-resistant buildings, bridges, and other structures, directly contributing to the creation of safe, resilient, and sustainable cities and communities. 3. **SDG 13: Climate Action** – Climate change increases the frequency and intensity of extreme weather events and natural hazards like landslides and floods, which often induce dynamic forces on soil. Knowledge of soil dynamics helps engineers mitigate these risks and design infrastructure that can adapt to changing climatic conditions, contributing to climate resilience. 4. **SDG 15: Life on Land** – Soil dynamics helps prevent land degradation by promoting sustainable practices in construction and land use. Properly designed foundations and mitigation strategies for dynamic soil conditions reduce the risks of landslides, erosion, and other forms of land degradation that negatively affect ecosystems and biodiversity. 5. **SDG 6: Clean Water and Sanitation** – Soil dynamics is relevant in designing water infrastructure, such as dams, levees, and pipelines, that must withstand dynamic forces like hydraulic pressure and wave action. Understanding how soil responds to these forces helps ensure the stability and longevity of water management systems, contributing to sustainable water infrastructure. 6. **SDG 7: Affordable and Clean Energy** – Dynamic soil analysis is important for designing foundations for energy infrastructure, such as wind turbines, geothermal plants, and solar farms. Soil dynamics ensures that these energy systems remain stable under cyclic loading, promoting the development of clean and renewable energy solutions that are both efficient and safe. 7. **SDG 12: Responsible Consumption and Production** – The knowledge gained in soil dynamics can promote resource-efficient design in construction by optimizing foundation and structural designs to avoid overuse of materials. This ensures that projects are not only safe and resilient but also environmentally sustainable, minimizing waste and material consumption. By focusing on understanding soil behavior under dynamic conditions, a course in *Soil Dynamics* contributes to building resilient infrastructure, enhancing climate adaptation strategies, and promoting sustainable construction practices that align with key SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132202 | Struktur Beton Prategang | Prestressed Concrete Structures | “Prestressed Concrete Structures” is a course that focuses on the design and analysis of concrete structures that utilize prestressing techniques to enhance performance and load-bearing capacity. The course covers the principles of prestressing, including the methods of pre-tensioning and post-tensioning, and how they improve the structural behavior of concrete elements. Students learn to analyze and design various prestressed components, such as beams, slabs, and bridges, taking into account factors like serviceability, durability, and ultimate strength. The course emphasizes practical applications, including case studies and design projects, preparing students for careers in structural engineering and construction. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure and fostering innovation. Prestressed concrete structures provide enhanced strength and durability, allowing for more efficient use of materials and innovative design in infrastructure projects. These structures are widely used in bridges, buildings, and other large-scale projects, contributing to long-lasting and sustainable infrastructure development. 2. **SDG 11: Sustainable Cities and Communities** – Prestressed concrete is often used in urban infrastructure due to its high strength-to-weight ratio, making it ideal for constructing resilient and long-lasting buildings, bridges, and transit systems. By providing safer, more durable structures, prestressed concrete contributes to creating sustainable cities and communities that can withstand natural disasters and other challenges. 3. **SDG 12: Responsible Consumption and Production** – The use of prestressed concrete promotes material efficiency, reducing the amount of concrete and steel needed in construction. This contributes to responsible consumption and production by minimizing resource use, reducing waste, and lowering the environmental impact of construction projects. It also encourages the use of high-performance materials that have a longer lifespan and lower maintenance requirements. 4. **SDG 13: Climate Action** – Climate resilience is a key consideration in the design of prestressed concrete structures, which can withstand extreme weather conditions such as earthquakes, floods, and hurricanes. Additionally, because prestressed concrete uses fewer materials and lasts longer, it has a reduced carbon footprint, supporting climate action by lowering the environmental impact of construction. 5. **SDG 6: Clean Water and Sanitation** – Prestressed concrete is often used in the construction of water infrastructure, such as dams, water treatment plants, and pipelines. These structures require high durability and resistance to environmental stressors, ensuring long-term, reliable access to clean water and sanitation services. 6. **SDG 7: Affordable and Clean Energy** – Prestressed concrete plays a key role in the construction of renewable energy infrastructure, such as foundations for wind turbines and other energy facilities. Its high strength and efficiency make it suitable for supporting large-scale clean energy projects, contributing to the transition to sustainable energy systems. 7. **SDG 15: Life on Land** – By promoting sustainable land use through efficient construction techniques, prestressed concrete structures help reduce the environmental impact of large-scale projects. This minimizes land degradation and ensures that infrastructure projects are built in harmony with surrounding ecosystems. By enhancing the durability and sustainability of construction projects, a course in *Prestressed Concrete Structures* contributes to building resilient, resource-efficient, and environmentally conscious infrastructure, aligning with several key SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132302 | Metode Elemen Hingga Struktur | Finite Element Method of Structure | “Finite Element Method of Structures” is a course that focuses on the application of the finite element analysis (FEA) technique for solving complex structural engineering problems. The course covers the theoretical foundations of FEA, including discretization, element types, and the formulation of stiffness matrices. Students learn to model various structural elements and systems, analyze their behavior under different loading conditions, and interpret the results. The course emphasizes practical applications of FEA in real-world scenarios, equipping students with the skills to use software tools effectively for structural design, optimization, and assessment of safety and performance in engineering structures. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – FEM enables the development of innovative, resilient, and sustainable infrastructure. It is used to analyze complex structures such as bridges, buildings, and transportation systems, allowing engineers to optimize designs, improve material efficiency, and ensure that structures can withstand various stresses, promoting sustainable and safe industrialization. 2. **SDG 11: Sustainable Cities and Communities** – FEM plays a critical role in designing structures that are safe and resilient, particularly in urban areas where population density requires highly reliable infrastructure. FEM helps optimize designs to withstand natural hazards such as earthquakes and wind loads, contributing to the development of safer, more sustainable cities. 3. **SDG 13: Climate Action** – FEM can be used to model the impact of climate-related forces (e.g., wind, floods, earthquakes) on structures, ensuring that buildings and infrastructure are climate-resilient. By designing structures that are resistant to extreme weather events, the course helps address climate risks and supports adaptation strategies. 4. **SDG 12: Responsible Consumption and Production** – FEM allows engineers to optimize the use of materials in construction, reducing waste and lowering environmental impact. By simulating how structures behave under different loads, FEM ensures that resources are used efficiently, promoting sustainable consumption and reducing the carbon footprint of construction projects. 5. **SDG 7: Affordable and Clean Energy** – FEM is applied in the design of energy infrastructure, such as wind turbines, solar panel structures, and hydroelectric plants. By analyzing and optimizing these structures, FEM contributes to the efficient development of renewable energy projects, which are crucial for increasing access to affordable and clean energy. 6. **SDG 15: Life on Land** – FEM is used to assess the impact of infrastructure on the surrounding environment, including land stability and soil-structure interactions. By ensuring that projects are designed to minimize environmental degradation and land disruption, FEM helps promote sustainable land use and ecosystem conservation. 7. **SDG 6: Clean Water and Sanitation** – FEM can be employed in the design of water-related infrastructure, such as dams, levees, and treatment facilities. It ensures these structures are safe, efficient, and durable, contributing to the sustainable management of water resources and access to clean water. By enabling precise structural analysis and optimization, the *Finite Element Method of Structure* course supports the development of resilient, sustainable, and resource-efficient infrastructure that aligns with multiple SDGs related to sustainability, resource management, and climate resilience. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01132402 | Rekayasa Forensik dan Perkuatan Struktur | Forensic Engineering and Structural Strengthening | “Forensic Engineering and Structural Strengthening” is a course that focuses on the investigation of structural failures and the assessment of existing structures for potential strengthening and rehabilitation. Students learn methodologies for diagnosing the causes of structural issues, such as material degradation, design flaws, or construction defects. The course also covers techniques for evaluating the structural integrity of buildings and infrastructure, including non-destructive testing methods. In addition, students explore various structural strengthening methods, such as retrofitting, reinforcement, and repair strategies, to enhance the performance and safety of aging or damaged structures. Practical case studies and real-world applications are emphasized to prepare students for careers in forensic engineering and structural rehabilitation. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. Forensic engineering helps identify the causes of structural failures, providing critical insights into improving future designs and construction practices. Structural strengthening ensures that existing infrastructure is retrofitted to be more resilient, extending its life and reducing the need for new construction, promoting sustainable industrial practices. 2. **SDG 11: Sustainable Cities and Communities** – Structural strengthening plays a key role in maintaining and upgrading aging urban infrastructure. This helps create safer, more resilient buildings, bridges, and transportation systems, contributing to the sustainability and safety of urban environments. Forensic engineering ensures that potential risks in infrastructure are addressed, promoting safer and more sustainable communities. 3. **SDG 13: Climate Action** – As climate change increases the frequency of extreme weather events, forensic engineering helps identify vulnerabilities in infrastructure exposed to these forces, such as floods, storms, and earthquakes. Structural strengthening ensures that buildings and infrastructure can withstand the impacts of climate change, supporting climate adaptation and disaster risk reduction. 4. **SDG 12: Responsible Consumption and Production** – Forensic engineering promotes resource efficiency by diagnosing failures early and extending the life of existing structures through strengthening rather than demolition and rebuilding. This reduces material consumption, waste, and environmental impact, promoting sustainable construction practices and responsible resource use. 5. **SDG 15: Life on Land** – By focusing on the repair and strengthening of existing infrastructure, the course supports sustainable land use. Retrofitting and strengthening existing structures reduce the need for new land development, helping to minimize land degradation, protect ecosystems, and limit urban sprawl. 6. **SDG 6: Clean Water and Sanitation** – Forensic engineering helps assess and strengthen critical water infrastructure, such as dams, levees, and pipelines, to prevent failures that could lead to water contamination or service disruption. Ensuring that water infrastructure is reliable and safe contributes to the sustainable management of water resources and access to clean water. 7. **SDG 7: Affordable and Clean Energy** – Forensic engineering and structural strengthening are also relevant for energy infrastructure, particularly in the context of renewable energy systems like wind turbines and solar installations. By identifying structural weaknesses and strengthening energy infrastructure, the course helps improve the safety and efficiency of clean energy systems. By diagnosing structural failures and promoting the retrofitting and strengthening of infrastructure, a course in *Forensic Engineering and Structural Strengthening* supports the development of resilient, sustainable, and resource-efficient structures, directly contributing to the achievement of several SDGs related to sustainability, safety, and responsible resource use. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131102 | Pengembangan Sumber Daya Air | Water Resources Development | “Water Resources Development” is a course that focuses on the planning, management, and sustainable use of water resources. It covers key topics such as hydrology, water supply systems, irrigation, flood control, and watershed management. Students learn about the challenges associated with water scarcity, pollution, and climate change, as well as strategies for developing and conserving water resources in both urban and rural settings. The course emphasizes the importance of integrated water resource management (IWRM) and the socio-economic and environmental impacts of water development projects. Through case studies and practical applications, students gain skills necessary for addressing contemporary water resource issues. | 1. **SDG 6: Clean Water and Sanitation** – This goal aims to ensure the availability and sustainable management of water and sanitation for all. A course on Water Resources Development directly addresses this by teaching students how to develop and manage water systems for equitable access, efficient usage, and quality improvement, especially in regions facing water scarcity or quality issues. 2. **SDG 7: Affordable and Clean Energy** – Water resources are vital for the generation of clean energy, particularly hydropower. This course can cover the design and management of water systems that contribute to renewable energy production, supporting the development of affordable and clean energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Water resources are integral to infrastructure development, including dams, irrigation systems, and water supply networks. Sustainable water management ensures that industries and communities have reliable water access, while also promoting the development of innovative water technologies and infrastructure solutions. 4. **SDG 11: Sustainable Cities and Communities** – Managing water resources effectively is essential for building sustainable cities. Water resources development helps ensure that urban areas have sufficient and reliable water supplies, flood protection, and wastewater management systems. This supports the creation of resilient and sustainable communities. 5. **SDG 13: Climate Action** – Climate change has a direct impact on water availability and distribution. A course on Water Resources Development includes strategies for adapting water management practices to climate change impacts, such as droughts, floods, and changing precipitation patterns. By planning and developing water systems that are resilient to climate extremes, this course contributes to climate adaptation efforts. 6. **SDG 2: Zero Hunger** – Water resources are critical for agriculture, especially for irrigation in food production. Efficient water management ensures sustainable agricultural practices, helping to improve food security and agricultural productivity, which is directly linked to this goal. 7. **SDG 12: Responsible Consumption and Production** – The course promotes responsible consumption of water resources by teaching methods of optimizing water usage and reducing wastage. Efficient water management systems contribute to the sustainable use of resources, supporting industries and agricultural sectors in minimizing their water footprint. 8. **SDG 15: Life on Land** – Sustainable water resources management is crucial for protecting terrestrial ecosystems, particularly in areas where overuse or contamination of water resources can lead to land degradation, loss of biodiversity, and ecosystem damage. This course encourages the protection of natural water systems and sustainable land use practices. 9. **SDG 14: Life Below Water** – Sustainable water resources development is also essential for the protection of aquatic ecosystems, as improper water management can lead to pollution and habitat destruction in rivers, lakes, and coastal areas. The course may address strategies to minimize the environmental impact of water development projects on freshwater and marine ecosystems. A course in *Water Resources Development* equips students with the skills to design and implement sustainable water management solutions, which are crucial for addressing key global challenges related to water security, climate resilience, and sustainable development across multiple sectors. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131202 | Rekayasa Fondasi II | Foundation Engineering II | “Foundation Engineering II” is an advanced course that builds on the principles learned in introductory foundation engineering. It focuses on the design, analysis, and construction of deep foundations, including piles, drilled shafts, and caissons. The course covers advanced topics such as load transfer mechanisms, settlement analysis, lateral load behavior, and foundation design criteria for various soil conditions. Students also learn about foundation performance monitoring and the use of geotechnical software for analysis. Emphasis is placed on real-world applications, case studies, and the practical considerations involved in deep foundation projects, preparing students for careers in geotechnical and structural engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. Foundation Engineering II contributes to this by teaching advanced design methods and innovative solutions for foundation systems, ensuring they are capable of supporting structures under various loading conditions and improving the overall safety and reliability of infrastructure. 2. **SDG 11: Sustainable Cities and Communities** – The course is crucial for developing safe and resilient urban infrastructure. Proper foundation design is essential for buildings, bridges, and other structures, especially in urban areas where the population density is high. Ensuring that foundations are designed to withstand environmental challenges contributes to the sustainability and safety of cities. 3. **SDG 13: Climate Action** – Climate change impacts, such as increased flooding and soil instability, can affect foundation performance. The course addresses the need for climate-resilient foundation design, enabling engineers to consider potential climate-related risks and adapt their designs accordingly to ensure the safety and longevity of structures. 4. **SDG 12: Responsible Consumption and Production** – Advanced foundation engineering promotes resource efficiency by optimizing foundation designs to use materials effectively, minimizing waste, and reducing the environmental impact of construction. This is important for sustainable construction practices and responsible resource management. 5. **SDG 6: Clean Water and Sanitation** – Foundations are often involved in the construction of water-related infrastructure, such as dams, levees, and wastewater treatment plants. A strong understanding of foundation engineering helps ensure that these structures are safe and durable, contributing to the sustainable management of water resources and ensuring access to clean water and sanitation. 6. **SDG 7: Affordable and Clean Energy** – Foundation Engineering II is relevant for designing foundations for renewable energy infrastructure, such as wind turbines and solar farms. Proper foundation design is critical for the stability and performance of these energy systems, supporting the transition to affordable and clean energy. 7. **SDG 15: Life on Land** – The course also addresses the impact of foundation construction on land and ecosystems. Sustainable foundation practices help minimize land degradation and promote the responsible use of land resources, supporting biodiversity and ecosystem health. By focusing on advanced techniques in foundation design and analysis, a course in *Foundation Engineering II* contributes to building resilient, sustainable, and resource-efficient infrastructure, supporting multiple SDGs related to sustainability, safety, and responsible resource use. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131302 | Metode Pelaksanaan Konstruksi | Construction Implementation Methods | “Construction Implementation Methods” is a course that focuses on the strategies and techniques used to effectively execute construction projects. It covers various phases of construction, including planning, scheduling, resource allocation, and project management. Students learn about different construction methods and technologies, including traditional and innovative practices, as well as the importance of safety, quality control, and environmental considerations in the construction process. The course emphasizes real-world applications through case studies, enabling students to develop problem-solving skills and practical knowledge necessary for successful project implementation in the construction industry. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and promoting sustainable industrialization. A course on Construction Implementation Methods equips students with the skills to plan and execute construction projects efficiently, ensuring that infrastructure is built to high standards and can withstand environmental challenges. 2. **SDG 11: Sustainable Cities and Communities** – Proper implementation methods are critical for developing sustainable urban environments. The course focuses on techniques that ensure projects meet safety, quality, and environmental standards, contributing to the development of safe, resilient, and sustainable communities. 3. **SDG 12: Responsible Consumption and Production** – The course promotes efficient resource management in construction, including minimizing waste, optimizing material use, and implementing sustainable practices. By teaching methods for responsible consumption and production, the course helps reduce the environmental impact of construction projects. 4. **SDG 13: Climate Action** – Construction Implementation Methods can incorporate strategies for mitigating the impacts of climate change, such as using materials and methods that reduce carbon emissions and enhance energy efficiency. The course may cover how to adapt construction practices to withstand climate-related challenges, contributing to climate resilience. 5. **SDG 6: Clean Water and Sanitation** – Construction plays a significant role in developing infrastructure for water and sanitation systems. The course may address best practices for implementing projects related to water supply, wastewater management, and stormwater control, ensuring access to clean water and sanitation. 6. **SDG 7: Affordable and Clean Energy** – Sustainable construction practices can support the development of renewable energy infrastructure, such as solar and wind projects. The course may cover implementation methods that promote the efficient construction of clean energy systems, contributing to the transition to affordable and sustainable energy sources. 7. **SDG 15: Life on Land** – The course may also address the environmental impact of construction activities on land and ecosystems. Teaching students to implement construction practices that minimize land degradation, protect habitats, and promote biodiversity supports sustainable land use. 8. **SDG 8: Decent Work and Economic Growth** – Effective construction implementation methods contribute to job creation and economic growth in the construction sector. The course emphasizes safety management and fair labor practices, promoting decent work conditions within the industry. By focusing on practical methods for successful construction project implementation, the *Construction Implementation Methods* course contributes to building resilient infrastructure, promoting sustainable practices, and ensuring the responsible use of resources, aligning with multiple SDGs related to sustainability, safety, and economic growth. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131402 | Teknik Pantai | Coastal Engineering | “Coastal Engineering” is a course that focuses on the design and management of coastal and marine structures, as well as the study of processes affecting coastal environments. It covers topics such as wave dynamics, coastal erosion, sediment transport, and the impact of human activities on coastal systems. Students learn about the principles of coastal protection, including the design of breakwaters, seawalls, and beach nourishment projects. The course emphasizes sustainable practices in managing coastal resources and mitigating the effects of climate change and sea-level rise. Through case studies and practical applications, students gain the skills necessary for addressing challenges in coastal engineering and environmental protection. | 1. **SDG 14: Life Below Water** – This goal aims to conserve and sustainably use the oceans, seas, and marine resources. Coastal engineering is crucial for protecting marine ecosystems, managing fisheries, and mitigating the impacts of human activities on marine life. The course addresses the sustainable development of coastal resources, habitat preservation, and the impact of coastal structures on aquatic ecosystems. 2. **SDG 13: Climate Action** – Coastal regions are particularly vulnerable to climate change impacts, including rising sea levels, increased storm intensity, and coastal erosion. The course teaches strategies for assessing and mitigating these risks through resilient coastal design and management practices, contributing to climate adaptation efforts. 3. **SDG 11: Sustainable Cities and Communities** – Coastal engineering plays a vital role in developing resilient infrastructure in coastal cities, such as seawalls, levees, and ports. The course focuses on ensuring that urban coastal areas are designed to withstand environmental challenges, promoting sustainable and safe communities. 4. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. Coastal engineering involves innovative design and construction techniques for marine and coastal structures, contributing to the development of resilient infrastructure that can cope with changing environmental conditions. 5. **SDG 12: Responsible Consumption and Production** – Sustainable coastal management practices taught in the course promote responsible use of marine resources and minimize environmental impacts. The course may cover best practices for reducing pollution, managing waste, and ensuring that coastal development is sustainable and environmentally friendly. 6. **SDG 15: Life on Land** – Coastal areas often interface with terrestrial ecosystems, and effective coastal engineering can help protect these habitats from degradation and loss. The course emphasizes the importance of managing land-sea interactions and promoting sustainable practices that protect both coastal and terrestrial ecosystems. 7. **SDG 7: Affordable and Clean Energy** – Coastal engineering is relevant for the development of offshore renewable energy sources, such as wind and wave energy. The course may cover the design and management of infrastructure needed for these energy systems, contributing to the transition to affordable and clean energy. 8. **SDG 1: No Poverty** – Coastal areas often have vulnerable populations that depend on marine resources for their livelihoods. By promoting sustainable coastal development and disaster risk management, the course contributes to poverty alleviation efforts in these communities. By focusing on the challenges and opportunities related to coastal environments, a course in *Coastal Engineering* supports the sustainable management of coastal resources, enhances resilience to climate change, and promotes environmental protection, directly contributing to several key SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131502 | Teknik Reklamasi dan Pengerukan | Reclamation and Dredging Techniques | “Reclamation and Dredging Techniques” is a course that focuses on the methods and practices used in land reclamation and dredging operations. It covers the principles of hydrology, sediment transport, and the environmental impacts associated with these activities. Students learn about different reclamation methods, including the use of fill materials and the design of dredging projects for various applications, such as port development and habitat restoration. The course emphasizes best practices for minimizing ecological disruption, ensuring safety, and managing sediment disposal. Through case studies and practical exercises, students gain the knowledge and skills needed to plan and execute reclamation and dredging projects effectively. | 1. **SDG 14: Life Below Water** – This goal aims to conserve and sustainably use the oceans, seas, and marine resources. The course addresses the environmental impacts of dredging and reclamation activities on aquatic ecosystems, teaching students how to mitigate negative effects and promote sustainable practices in marine resource management. 2. **SDG 11: Sustainable Cities and Communities** – Reclamation can create new land for urban development, infrastructure, and public spaces. The course emphasizes sustainable reclamation practices that contribute to the creation of resilient and livable coastal communities, ensuring that development meets environmental and social needs. 3. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure and fostering innovation. The course covers advanced dredging and reclamation techniques, promoting innovative approaches to construction and land development that minimize environmental impacts and enhance infrastructure resilience. 4. **SDG 12: Responsible Consumption and Production** – The course addresses the responsible use of materials in dredging and reclamation projects. By promoting practices that minimize waste and reduce resource consumption, it contributes to sustainable production and consumption patterns in coastal and marine activities. 5. **SDG 13: Climate Action** – Reclamation and dredging projects can be influenced by climate change impacts, such as sea-level rise and increased flooding. The course teaches students to consider these factors in project planning and implementation, contributing to climate resilience in coastal areas. 6. **SDG 6: Clean Water and Sanitation** – Proper dredging techniques are essential for maintaining water quality in lakes, rivers, and coastal areas. The course emphasizes practices that prevent contamination and promote clean water access, supporting sustainable water management. 7. **SDG 15: Life on Land** – Dredging and reclamation projects can impact terrestrial ecosystems and land use. The course addresses the need for integrated land-sea planning and management to ensure that reclamation activities do not degrade land-based ecosystems and biodiversity. 8. **SDG 7: Affordable and Clean Energy** – Coastal reclamation projects may involve the development of infrastructure for renewable energy, such as offshore wind farms. The course may cover the design and implementation of reclamation techniques that support clean energy initiatives. By focusing on the techniques and environmental considerations associated with reclamation and dredging, the *Reclamation and Dredging Techniques* course contributes to sustainable coastal and marine development, resource management, and environmental protection, aligning with multiple SDGs related to sustainability and resilience. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131602 | Erosi dan Angkutan Sedimen | Erosion and Sediment Transport | “Erosion and Sediment Transport” is a course that explores the processes and mechanisms of soil erosion and the movement of sediments in natural and engineered environments. The course covers fundamental concepts such as the factors influencing erosion rates, sediment yield, and transport mechanisms in various settings, including rivers, hillslopes, and coastal areas. Students learn about the implications of erosion and sediment transport on land management, water quality, and ecosystem health. The course also emphasizes methods for measuring and modeling these processes, as well as strategies for erosion control and sediment management in engineering and environmental contexts. Through case studies and practical applications, students gain insights into the challenges and solutions associated with erosion and sediment transport. | 1. **SDG 15: Life on Land** – This goal aims to protect, restore, and promote sustainable use of terrestrial ecosystems. Understanding erosion and sediment transport is crucial for managing land degradation, preserving soil health, and maintaining biodiversity. The course covers techniques for minimizing erosion, restoring ecosystems, and ensuring sustainable land use practices. 2. **SDG 13: Climate Action** – Erosion and sediment transport can be influenced by climate change, such as increased rainfall intensity and altered weather patterns. The course addresses how these changes affect soil stability and sediment dynamics, emphasizing the importance of adaptive management strategies in response to climate impacts. 3. **SDG 11: Sustainable Cities and Communities** – Urban development can exacerbate erosion and sediment issues, leading to increased flooding and water quality degradation. The course provides insights into sustainable urban planning and infrastructure design that mitigate erosion and manage sediment effectively, contributing to resilient and sustainable communities. 4. **SDG 6: Clean Water and Sanitation** – Erosion and sediment transport can impact water quality by increasing sedimentation in water bodies and transporting pollutants. The course emphasizes the need for effective soil and water management practices that protect water resources and ensure access to clean water. 5. **SDG 12: Responsible Consumption and Production** – Sustainable land management practices taught in the course aim to minimize soil degradation and erosion, promoting responsible consumption of land and natural resources. By focusing on sustainable practices, the course helps reduce waste and environmental impacts. 6. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure. Understanding erosion and sediment transport is essential for designing and maintaining infrastructure, such as roads, dams, and bridges, that can withstand erosive forces and sedimentation impacts. 7. **SDG 2: Zero Hunger** – Soil erosion can lead to reduced agricultural productivity and food insecurity. The course addresses sustainable agricultural practices that minimize erosion, ensuring the long-term viability of food production systems and supporting food security efforts. 8. **SDG 14: Life Below Water** – While primarily focused on terrestrial systems, sediment transport can also impact aquatic ecosystems. Erosion can lead to increased sedimentation in rivers and oceans, affecting aquatic habitats. The course may cover integrated management approaches that protect both land and water ecosystems. By focusing on the processes of erosion and sediment transport and their implications for land and water management, the *Erosion and Sediment Transport* course supports sustainable practices that protect ecosystems, enhance resilience to climate change, and contribute to the achievement of multiple SDGs related to sustainability and environmental protection. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131702 | Rekayasa Sungai dan Rawa | River and Swamp Engineering | “River and Swamp Engineering” is a course that focuses on the design, management, and rehabilitation of river and wetland systems. It covers the hydrological and hydraulic principles governing river flow, sediment transport, and the ecological functions of swamps and floodplains. Students learn about the challenges associated with riverbank erosion, flooding, and habitat degradation, as well as engineering solutions for flood control, drainage, and habitat restoration. The course emphasizes sustainable practices and the importance of balancing engineering objectives with environmental conservation. Through case studies and practical applications, students develop skills in assessing river and swamp systems, designing effective interventions, and managing water resources in these unique environments. | 1. **SDG 6: Clean Water and Sanitation** – This goal emphasizes the importance of ensuring availability and sustainable management of water resources. The course focuses on the engineering and management practices necessary to maintain clean water quality in rivers and swamps, including flood control, pollution management, and sustainable water use. 2. **SDG 14: Life Below Water** – While primarily focused on terrestrial and freshwater ecosystems, effective river management is crucial for maintaining healthy aquatic environments. The course addresses the impacts of engineering projects on aquatic biodiversity and promotes sustainable practices that protect freshwater ecosystems. 3. **SDG 11: Sustainable Cities and Communities** – River and swamp engineering plays a vital role in managing urban flood risks and ensuring resilient infrastructure. The course teaches students how to design and implement flood management systems that protect communities from flooding, contributing to safer and more sustainable urban environments. 4. **SDG 15: Life on Land** – The management of swamp ecosystems is critical for biodiversity conservation and ecosystem health. The course emphasizes the importance of protecting and restoring natural habitats, which supports land-based biodiversity and promotes sustainable land use practices. 5. **SDG 2: Zero Hunger** – Swamps and wetlands can provide essential resources for agriculture and fisheries. The course may cover sustainable management practices that enhance food security and support livelihoods for communities dependent on these ecosystems for food production. 6. **SDG 13: Climate Action** – River and swamp systems play a crucial role in climate change adaptation and mitigation. The course addresses how these systems can be designed and managed to enhance resilience to climate impacts, such as flooding and habitat loss, while also considering their role in carbon sequestration. 7. **SDG 12: Responsible Consumption and Production** – Sustainable practices in river and swamp engineering promote responsible management of natural resources, including water and land. The course emphasizes minimizing environmental impacts and ensuring that development practices are sustainable and equitable. 8. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure. The course covers the engineering methods and innovations necessary for developing infrastructure that manages water flow and protects communities while considering ecological sustainability. By focusing on the sustainable management of river and swamp systems, a course in *River and Swamp Engineering* supports practices that protect ecosystems, enhance community resilience to climate change, and promote sustainable development, contributing to multiple SDGs related to water, land, and environmental sustainability. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130402 | Struktur Beton II | Concrete Structures II | “Concrete Structures II” is an advanced course that builds upon the foundational concepts learned in introductory concrete design. It focuses on the analysis and design of more complex concrete structures, including multistory buildings, bridges, and industrial facilities. The course covers advanced topics such as shear and torsion in concrete members, design for serviceability, detailing for reinforcement, and the behavior of concrete under various loading conditions. Students also learn about the latest codes and standards governing concrete design, as well as the use of software tools for structural analysis. Through practical projects and case studies, the course emphasizes real-world applications, preparing students for careers in structural engineering and construction. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course covers advanced techniques and innovative designs in concrete structures, ensuring that infrastructure is strong, durable, and capable of withstanding various environmental challenges. 2. **SDG 11: Sustainable Cities and Communities** – Concrete structures are integral to urban development, including buildings, bridges, and transportation systems. The course focuses on designing structures that are not only functional and aesthetically pleasing but also sustainable, promoting the development of safe and resilient urban environments. 3. **SDG 12: Responsible Consumption and Production** – The course addresses sustainable practices in concrete production and construction, including material efficiency, waste reduction, and the use of eco-friendly materials. This promotes responsible consumption and production patterns in the construction industry. 4. **SDG 13: Climate Action** – Understanding the environmental impact of concrete production and construction practices is essential for climate resilience. The course may cover strategies for minimizing carbon emissions associated with concrete structures and adapting designs to withstand climate-related challenges. 5. **SDG 6: Clean Water and Sanitation** – Concrete structures can play a significant role in water management systems, such as reservoirs and wastewater treatment facilities. The course may address the design and construction of concrete systems that ensure clean water access and effective sanitation. 6. **SDG 7: Affordable and Clean Energy** – Concrete structures are often used in the development of renewable energy facilities, such as solar and wind energy infrastructure. The course may cover aspects of designing and constructing these energy systems, contributing to the transition to affordable and clean energy sources. 7. **SDG 8: Decent Work and Economic Growth** – The construction industry is a significant source of employment. By teaching students advanced concrete design and construction techniques, the course contributes to economic growth and the creation of decent work opportunities in the engineering and construction sectors. 8. **SDG 15: Life on Land** – The course may also address the environmental impacts of concrete structures on land and ecosystems. Sustainable design practices that minimize land degradation and promote biodiversity can be integrated into the course content. By focusing on advanced design and construction practices for concrete structures, the *Concrete Structures II* course supports the development of resilient infrastructure, promotes sustainable practices in the construction industry, and aligns with multiple SDGs related to sustainability, safety, and responsible resource management. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130503 | Perancangan Perkerasan Jalan | Road Pavement Design | “Road Pavement Design” is a course that focuses on the principles and practices involved in designing durable and efficient road pavement systems. The course covers various types of pavement materials, including flexible, rigid, and composite pavements, and examines factors influencing pavement performance, such as traffic loads, climate conditions, and soil characteristics. Students learn about design methodologies, including the use of empirical and mechanistic-empirical approaches, as well as the latest standards and specifications for pavement design. The course emphasizes the importance of sustainable practices and maintenance considerations in extending the lifespan of road pavements. Through case studies and practical applications, students develop the skills necessary to design and evaluate road pavement structures effectively. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course covers advanced techniques in road pavement design that ensure durability, safety, and efficiency in transportation systems, contributing to the development of high-quality infrastructure. 2. **SDG 11: Sustainable Cities and Communities** – Sustainable road design is essential for urban development and mobility. The course focuses on creating road systems that enhance accessibility, safety, and livability in urban areas, supporting the development of sustainable cities and communities. 3. **SDG 12: Responsible Consumption and Production** – The course addresses sustainable materials and practices in road construction, promoting efficient resource use, waste reduction, and the use of recycled materials in pavement design. This contributes to responsible consumption and production patterns in the construction industry. 4. **SDG 13: Climate Action** – Road pavements can contribute to climate change mitigation through design practices that reduce greenhouse gas emissions, such as using sustainable materials and optimizing the road lifecycle. The course may cover strategies for making road infrastructure more resilient to climate impacts. 5. **SDG 7: Affordable and Clean Energy** – Sustainable road design can incorporate considerations for public transportation systems, which can reduce energy consumption and promote the use of clean energy. The course may discuss how efficient road networks support the transition to sustainable energy use in transportation. 6. **SDG 3: Good Health and Well-Being** – Well-designed road pavements can improve safety for all road users, including pedestrians and cyclists, contributing to better health outcomes. The course may address safety features and design considerations that promote the well-being of communities. 7. **SDG 8: Decent Work and Economic Growth** – The construction and maintenance of road infrastructure create jobs and stimulate economic growth. The course contributes to workforce development in the civil engineering and construction sectors, supporting decent work opportunities. 8. **SDG 15: Life on Land** – The course may also address the environmental impacts of road construction on land ecosystems and biodiversity. Sustainable road design practices can help minimize habitat disruption and promote responsible land use. By focusing on the design and construction of sustainable road pavements, the *Road Pavement Design* course supports the development of resilient infrastructure, promotes environmental sustainability, and aligns with multiple SDGs related to transportation, sustainability, and community well-being. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130603 | Rekayasa Pelabuhan | Port Engineering | “Port Engineering” is a course that focuses on the design, construction, and operation of port facilities and their associated infrastructure. It covers key topics such as port layout and planning, dock and berth design, navigation channels, and cargo handling systems. Students learn about the various types of marine structures, including breakwaters, piers, and terminals, as well as the environmental and economic factors that influence port development. The course emphasizes the importance of efficient logistics and supply chain management in port operations. Through case studies and practical applications, students gain insights into the challenges and best practices in managing and enhancing port facilities to support maritime trade and transportation. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course covers advanced techniques in port design and construction that enhance the efficiency and safety of maritime operations, contributing to the development of robust trade and transportation networks. 2. **SDG 14: Life Below Water** – Ports can significantly impact marine ecosystems. The course addresses sustainable practices in port development and operation that minimize environmental impacts, protect marine biodiversity, and promote the sustainable use of ocean resources. 3. **SDG 11: Sustainable Cities and Communities** – Ports are integral to urban development and economic growth. The course focuses on designing port facilities that enhance connectivity, support sustainable trade, and improve the quality of life for surrounding communities, contributing to the development of sustainable cities. 4. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in port operations, including waste management, resource efficiency, and pollution reduction. This contributes to responsible consumption and production patterns in the maritime sector. 5. **SDG 13: Climate Action** – Ports are vulnerable to climate change impacts, such as rising sea levels and extreme weather events. The course may cover strategies for climate adaptation and mitigation in port design and operation, promoting resilience in coastal infrastructure. 6. **SDG 8: Decent Work and Economic Growth** – Port facilities are critical for international trade and economic activity, providing employment opportunities in various sectors. The course contributes to workforce development in port management and engineering, supporting decent work initiatives. 7. **SDG 7: Affordable and Clean Energy** – Ports can facilitate the transition to clean energy sources through the development of infrastructure for renewable energy projects, such as offshore wind farms. The course may cover how ports can support sustainable energy initiatives and reduce carbon emissions in maritime operations. 8. **SDG 15: Life on Land** – Sustainable port development can help protect terrestrial ecosystems adjacent to port areas. The course may address land-use planning and environmental impact assessments to ensure that port facilities do not degrade local habitats and biodiversity. By focusing on the sustainable management and development of port facilities, the *Port Engineering* course supports the creation of resilient infrastructure, promotes environmental sustainability, and aligns with multiple SDGs related to sustainable development, trade, and community well-being. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130702 | Perencanaan dan Pengendalian Proyek | Project Planning and Control | “Project Planning and Control” is a course that focuses on the methodologies and tools used to effectively plan, execute, and monitor projects across various industries. The course covers key concepts such as project life cycles, scope definition, scheduling techniques (including Gantt charts and Critical Path Method), resource allocation, budgeting, and risk management. Students learn to use project management software and techniques to develop project plans and control processes, ensuring that projects are completed on time, within budget, and to the desired quality standards. Emphasis is placed on practical applications, including case studies and group projects, equipping students with the skills necessary for successful project management in their future careers. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course covers project management techniques that enhance the efficiency and effectiveness of infrastructure projects, contributing to sustainable industrial practices and innovation in project delivery. 2. **SDG 11: Sustainable Cities and Communities** – Effective project planning and control are crucial for the successful development of urban projects that promote sustainability, resilience, and livability. The course teaches students how to manage projects that contribute to sustainable urban development and improved community well-being. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes resource management and efficient project execution, which contribute to reducing waste and promoting sustainable production practices. Project managers learn to apply best practices for minimizing environmental impact and ensuring responsible resource use. 4. **SDG 8: Decent Work and Economic Growth** – Project planning and control are vital for creating job opportunities and promoting economic growth through successful project execution. The course prepares students for careers in project management, contributing to decent work initiatives in various industries. 5. **SDG 13: Climate Action** – The course may cover the importance of integrating climate considerations into project planning and control processes. Students learn to assess and mitigate environmental risks associated with projects, promoting resilience to climate change. 6. **SDG 17: Partnerships for the Goals** – Effective project management often involves collaboration among various stakeholders, including governments, businesses, and communities. The course emphasizes the importance of partnerships and stakeholder engagement in achieving project objectives and advancing sustainable development goals. 7. **SDG 3: Good Health and Well-Being** – Projects in various sectors, such as healthcare and infrastructure, directly impact public health and well-being. The course may address how effective project planning and control can enhance health outcomes and promote community well-being through thoughtful project execution. 8. **SDG 4: Quality Education** – Education and capacity building are often integral to project planning. The course may cover the importance of education and training in project execution, contributing to improved educational outcomes and lifelong learning opportunities. By focusing on the principles and practices of project planning and control, the course supports the successful execution of projects that contribute to sustainable development, enhance community resilience, and align with multiple SDGs related to economic growth, environmental protection, and social well-being. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130802 | Struktur Baja II | Steel Structures II | “Steel Structures II” is an advanced course that builds on foundational concepts in steel design and focuses on the analysis and design of complex steel structures. It covers topics such as advanced design methods, including limit states design and the behavior of steel under various loads and conditions. Students learn about the design of critical structural components, including beams, columns, connections, and frames, with an emphasis on stability, strength, and serviceability. The course also addresses modern fabrication techniques, detailing practices, and the use of design codes and standards. Through practical projects and case studies, students gain the skills needed to design and evaluate steel structures effectively, preparing them for careers in structural engineering and construction. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course covers advanced techniques in steel design and construction, contributing to the development of strong, durable, and innovative structural systems. 2. **SDG 11: Sustainable Cities and Communities** – Steel structures are essential for urban development, including buildings, bridges, and transportation systems. The course focuses on creating efficient and sustainable designs that enhance urban livability, safety, and functionality. 3. **SDG 12: Responsible Consumption and Production** – The course addresses sustainable practices in steel production and construction, including resource efficiency, recycling of materials, and minimizing waste. This promotes responsible consumption and production patterns in the construction industry. 4. **SDG 13: Climate Action** – Understanding the environmental impact of steel production and construction practices is essential for climate resilience. The course may cover strategies for reducing greenhouse gas emissions associated with steel structures and designing for climate adaptability. 5. **SDG 3: Good Health and Well-Being** – Well-designed steel structures can improve safety and health outcomes for occupants and users. The course may address safety features and design considerations that promote the well-being of communities and ensure structural integrity. 6. **SDG 8: Decent Work and Economic Growth** – The construction and engineering sectors are significant sources of employment. By teaching students advanced steel design and construction techniques, the course contributes to workforce development and economic growth in the civil engineering field. 7. **SDG 15: Life on Land** – Sustainable design practices taught in the course can help minimize land degradation and promote biodiversity. Students may learn about the environmental impacts of steel structures on land ecosystems and strategies to mitigate them. 8. **SDG 7: Affordable and Clean Energy** – Steel structures can support the development of renewable energy infrastructure, such as wind and solar energy facilities. The course may discuss how steel design can facilitate the transition to clean energy sources. By focusing on advanced design and construction practices for steel structures, the *Steel Structures II* course supports the development of resilient and sustainable infrastructure, promotes responsible engineering practices, and aligns with multiple SDGs related to sustainability, safety, and responsible resource management. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130902 | Rekayasa Drainase | Drainage Engineering | “Drainage Engineering” is a course that focuses on the design and management of drainage systems for urban and rural environments. It covers key topics such as hydrology, hydrodynamics, and the principles of stormwater management. Students learn about various drainage techniques, including surface and subsurface drainage, and the design of components like culverts, storm sewers, and retention basins. The course emphasizes the importance of minimizing flooding, controlling erosion, and protecting water quality through effective drainage solutions. Through case studies and practical applications, students develop the skills necessary to design and evaluate drainage systems that address both engineering and environmental considerations. | 1. **SDG 6: Clean Water and Sanitation** – This goal emphasizes the importance of ensuring availability and sustainable management of water resources. The course covers drainage systems designed to improve water quality, manage stormwater, and prevent flooding, thus contributing to clean water access. 2. **SDG 11: Sustainable Cities and Communities** – Effective drainage systems are crucial for urban planning and development. The course focuses on sustainable drainage practices that enhance urban resilience, reduce flooding risks, and improve community infrastructure, contributing to livable cities. 3. **SDG 13: Climate Action** – Drainage engineering plays a vital role in adapting to climate change impacts, such as increased rainfall and flooding. The course may cover strategies for designing drainage systems that are resilient to climate variability and extreme weather events. 4. **SDG 12: Responsible Consumption and Production** – The course addresses sustainable practices in drainage system design, including resource efficiency and pollution control. This promotes responsible consumption and management of water resources in both urban and rural settings. 5. **SDG 15: Life on Land** – Sustainable drainage practices can protect terrestrial ecosystems and reduce soil erosion. The course may emphasize the importance of managing land use and drainage impacts on biodiversity and natural habitats. 6. **SDG 3: Good Health and Well-Being** – Effective drainage systems can improve public health by managing wastewater and reducing the risk of waterborne diseases. The course may address how proper drainage contributes to healthier communities and environments. 7. **SDG 8: Decent Work and Economic Growth** – The development and maintenance of drainage infrastructure create job opportunities and stimulate economic growth in construction and engineering sectors. The course supports workforce development in drainage engineering and related fields. 8. **SDG 7: Affordable and Clean Energy** – Proper drainage management can facilitate the development of renewable energy projects, such as hydropower, by ensuring effective water flow management. The course may discuss the relationship between drainage systems and energy generation. By focusing on the principles and practices of drainage engineering, the course supports the sustainable management of water resources, enhances community resilience to climate change, and aligns with multiple SDGs related to water, land, and environmental sustainability. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01131002 | Piranti Ketekniksipilan | Civil Engineering Tools | “Civil Engineering Tools” is a course designed to introduce students to various software and technological tools used in the field of civil engineering. The course covers essential tools for design, analysis, and project management, including computer-aided design (CAD) software, building information modeling (BIM), and geographic information systems (GIS). Students learn how to apply these tools in real-world scenarios, enhancing their ability to create, visualize, and manage civil engineering projects effectively. The course also emphasizes the integration of these tools into the engineering workflow, enabling students to improve productivity, collaboration, and decision-making in their future careers. Practical exercises and case studies provide hands-on experience with the tools, preparing students for industry challenges. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course introduces students to cutting-edge tools and technologies that enhance the design and construction processes in civil engineering, promoting innovative solutions for infrastructure challenges. 2. **SDG 11: Sustainable Cities and Communities** – Effective civil engineering tools support sustainable urban planning and development. The course may cover tools for modeling urban systems, transportation networks, and environmental impacts, contributing to the creation of livable and resilient cities. 3. **SDG 12: Responsible Consumption and Production** – The course addresses the importance of using tools that promote resource efficiency and sustainable practices in construction. Students learn about software and methodologies that help minimize waste and optimize material use in civil engineering projects. 4. **SDG 8: Decent Work and Economic Growth** – The integration of advanced tools and technologies in civil engineering can enhance productivity and create job opportunities in the engineering and construction sectors. The course supports workforce development by equipping students with the skills needed to effectively use these tools. 5. **SDG 13: Climate Action** – Civil engineering tools can assist in assessing and mitigating climate-related risks in projects. The course may cover tools for analyzing the environmental impact of civil engineering designs and for integrating climate resilience into infrastructure projects. 6. **SDG 3: Good Health and Well-Being** – The course may highlight tools that contribute to designing safer infrastructure, which can enhance public health outcomes. For example, tools for modeling transportation systems can help reduce accidents and improve access to healthcare facilities. 7. **SDG 15: Life on Land** – Some civil engineering tools focus on environmental assessments and land-use planning, which are crucial for protecting ecosystems and promoting sustainable land development. The course may cover tools for evaluating the environmental impact of construction projects. 8. **SDG 7: Affordable and Clean Energy** – The course may explore tools used in the design of energy-efficient buildings and renewable energy systems, contributing to the transition to affordable and clean energy sources in the built environment. By focusing on the application of various civil engineering tools, the course supports the development of innovative and sustainable infrastructure, promotes efficiency in engineering practices, and aligns with multiple SDGs related to sustainability, economic growth, and community well-being. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121503 | Irigasi dan Bangunan Air | Irrigation and Water Structures | “Irrigation and Water Structures” is a course that focuses on the design, construction, and management of irrigation systems and water-related infrastructure. The course covers key concepts such as water resource management, irrigation techniques, and the hydraulic design of channels, dams, and reservoirs. Students learn about the principles of efficient water distribution, soil-water relationships, and crop water requirements, as well as the environmental impacts of irrigation practices. The course emphasizes sustainable practices and the integration of modern technologies, such as remote sensing and automated irrigation systems. Through case studies and practical applications, students develop the skills necessary to design and manage effective irrigation systems that optimize water use for agricultural and ecological purposes. | 1. **SDG 6: Clean Water and Sanitation** – This goal focuses on ensuring the availability and sustainable management of water. The course equips students with the knowledge to design efficient irrigation systems and water structures, which are vital for improving water access and quality in agricultural and urban settings. 2. **SDG 2: Zero Hunger** – Efficient irrigation systems contribute to sustainable agricultural practices, increasing food security. This course addresses the design of water structures that enhance agricultural productivity, making it easier to feed growing populations while conserving water resources. 3. **SDG 11: Sustainable Cities and Communities** – Water structures like reservoirs, dams, and canals are essential for managing urban water supplies and reducing flood risks. This course promotes the creation of resilient infrastructure that supports sustainable urban development and enhances community safety. 4. **SDG 12: Responsible Consumption and Production** – The course teaches responsible water use through sustainable irrigation techniques, promoting the efficient management of water resources and reducing waste in agricultural production. 5. **SDG 13: Climate Action** – Climate change impacts water availability and distribution. This course helps students learn how to design water structures that are resilient to climate change, ensuring long-term sustainability in water management practices. 6. **SDG 15: Life on Land** – Proper irrigation and water management practices can reduce land degradation, soil erosion, and desertification. The course emphasizes sustainable techniques that protect terrestrial ecosystems and improve land productivity. 7. **SDG 9: Industry, Innovation, and Infrastructure** – Building resilient water structures supports industrial growth and agricultural innovation. The course focuses on innovative engineering solutions that help create sustainable water infrastructure. By addressing these critical areas, the *Irrigation and Water Structures* course contributes to meaningful global progress in water resource management, food security, and environmental sustainability. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121602 | Manajemen Proyek | Project Management | “Project Management” is a course that provides an overview of the principles, techniques, and tools necessary for successfully managing projects across various industries. The course covers key topics such as project planning, scheduling, resource allocation, risk management, budgeting, and quality control. Students learn about different project management methodologies, including Agile, Waterfall, and Lean, as well as the use of project management software to facilitate planning and tracking. The course emphasizes the importance of communication, teamwork, and leadership in project execution. Through case studies and practical exercises, students develop the skills needed to effectively manage projects from initiation to completion, preparing them for roles in project management in their future careers. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course teaches students how to effectively manage projects that contribute to the development of sustainable infrastructure, ensuring that projects are completed on time, within budget, and to specification. 2. **SDG 11: Sustainable Cities and Communities** – Effective project management is critical for urban development and infrastructure projects that enhance community livability. The course focuses on managing projects that promote sustainable urban development, improving access to services and quality of life for residents. 3. **SDG 12: Responsible Consumption and Production** – The course covers sustainable project management practices that promote resource efficiency, waste reduction, and responsible consumption in project execution, ensuring that projects are aligned with sustainability principles. 4. **SDG 8: Decent Work and Economic Growth** – Project management plays a vital role in creating job opportunities and driving economic growth. The course prepares students for careers in project management across various industries, contributing to decent work initiatives. 5. **SDG 13: Climate Action** – The course may include strategies for integrating climate considerations into project planning and execution. Students learn to assess and mitigate environmental risks associated with projects, promoting resilience to climate change impacts. 6. **SDG 3: Good Health and Well-Being** – Projects in various sectors, such as healthcare, infrastructure, and community services, directly impact public health and well-being. The course addresses how effective project management can lead to improved health outcomes and safer environments. 7. **SDG 4: Quality Education** – The course emphasizes the importance of education and capacity building in project management, contributing to improved educational outcomes and lifelong learning opportunities through effective project execution in educational initiatives. 8. **SDG 17: Partnerships for the Goals** – Successful project management often involves collaboration among stakeholders, including governments, organizations, and communities. The course emphasizes the importance of partnerships and stakeholder engagement in achieving project objectives and advancing sustainable development goals. By focusing on the principles and practices of project management, the course supports the successful execution of projects that contribute to sustainable development, enhance community resilience, and align with multiple SDGs related to economic growth, environmental protection, and social well-being. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121702 | Kewirausahaan Profesi | Professional Entrepreneurship | “Professional Entrepreneurship” is a course designed to equip students with the knowledge and skills necessary to start and manage their own businesses successfully. The course covers essential topics such as business planning, market analysis, financing options, and operational management. Students learn about the entrepreneurial process, including idea generation, product development, and go-to-market strategies. The course also explores the legal and ethical considerations of entrepreneurship, as well as the role of innovation and technology in creating competitive advantages. Through case studies, guest lectures, and hands-on projects, students gain practical experience and insights into the challenges and opportunities of entrepreneurship, preparing them for careers as business owners or leaders in innovative organizations. | 1. Decent Work and Economic Growth (SDG 8): Professional entrepreneurship directly contributes to economic growth by creating new jobs, fostering innovation, and driving productivity in various industries. Entrepreneurs often establish small and medium-sized enterprises (SMEs) that play a crucial role in economic diversification and local job creation. 2. Industry, Innovation, and Infrastructure (SDG 9): Entrepreneurship fuels innovation by developing new technologies, processes, and business models that address real-world challenges. By supporting startups and entrepreneurial ventures, societies can build more resilient infrastructure, promote inclusive industrialization, and foster innovation across sectors like technology, healthcare, and manufacturing. 3. No Poverty (SDG 1): By creating jobs and economic opportunities, entrepreneurship helps lift people out of poverty, especially in developing regions. Entrepreneurs often provide services and products that meet the needs of underserved communities, contributing to economic empowerment and reducing poverty levels. 4. Quality Education (SDG 4): Professional entrepreneurs can contribute to improving education systems by creating innovative learning solutions, such as digital learning platforms and educational technologies. Entrepreneurship programs can also provide training, mentorship, and skills development, fostering a culture of entrepreneurship among young people and lifelong learners. 5. Gender Equality (SDG 5): Entrepreneurship provides a pathway for empowering women and other marginalized groups by offering them opportunities to start and grow their businesses. This helps to reduce gender-based inequalities and promotes inclusive economic growth, enabling more equitable access to resources, markets, and financial services. 6. Affordable and Clean Energy (SDG 7): Entrepreneurs play a critical role in the development and deployment of clean energy solutions. Through innovative business models and technologies, they can bring affordable and renewable energy to remote and underserved areas, helping to reduce reliance on fossil fuels and contribute to a more sustainable energy future. 7 Responsible Consumption and Production (SDG 12): Entrepreneurs can drive sustainable production practices by developing eco-friendly products, adopting circular economy principles, and minimizing waste in their operations. By promoting sustainable business practices, they help consumers make more informed choices and encourage industries to adopt greener methods. 8. Climate Action (SDG 13): Entrepreneurship is crucial for developing technologies and solutions that address climate change, such as carbon capture, renewable energy, and energy-efficient products. Entrepreneurs can also advocate for sustainable practices and help raise awareness about climate issues through their business activities. 9. Reduced Inequalities (SDG 10): By providing opportunities for economic mobility, entrepreneurship can help reduce social and economic inequalities. It allows individuals from diverse backgrounds to bring their ideas to the market, access financial resources, and build wealth, contributing to a more inclusive economy. 10. Partnerships for the Goals (SDG 17): Entrepreneurship encourages collaboration across sectors—public, private, and civil society. Entrepreneurs often work with governments, NGOs, and international organizations to develop solutions that address global challenges, making partnerships crucial for scaling impact and achieving the SDGs. Professional Entrepreneurship is a powerful driver of progress across multiple SDGs, as it enables innovation, economic growth, and social impact. By supporting entrepreneurs, societies can accelerate their path towards achieving sustainable development, fostering a more inclusive, resilient, and prosperous world. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121802 | Struktur Baja I | Steel Structure I | “Steel Structures I” is an introductory course that focuses on the fundamental principles of designing and analyzing steel structures. The course covers key topics such as the properties of steel materials, structural behavior under various loads, and the basic design of steel members, including beams, columns, and connections. Students learn about the various design codes and standards governing steel construction, as well as common fabrication and erection techniques. The course emphasizes practical applications through examples and exercises, enabling students to develop a solid understanding of the concepts and calculations involved in steel structure design. By the end of the course, students are prepared to tackle more advanced topics in steel structures and apply their knowledge in real-world engineering scenarios. | 1. Industry, Innovation, and Infrastructure (SDG 9): Steel structures are fundamental for creating durable and resilient infrastructure, such as bridges, buildings, and industrial facilities. They support innovation by enabling the development of advanced construction techniques and prefabricated building methods, which can reduce construction time and costs. Steel’s adaptability makes it ideal for various architectural designs, supporting modernization and sustainable industrial practices. 2. Sustainable Cities and Communities (SDG 11): Steel structures play a key role in developing urban infrastructure that is safe, durable, and sustainable. Steel is commonly used in high-rise buildings, stadiums, and public facilities, contributing to efficient land use in cities. Steel-framed buildings can also be designed to be earthquake-resistant and adaptable, enhancing the resilience of urban environments against natural disasters. 3. Responsible Consumption and Production (SDG 12): Steel is one of the most recycled materials globally, making it a crucial component in the circular economy. The use of recycled steel in construction reduces the demand for raw materials and energy consumption, lowering the environmental impact of production. This aligns with the goal of promoting sustainable production practices and reducing waste. 4. Affordable and Clean Energy (SDG 7): Steel structures are essential for building renewable energy infrastructure, including wind turbines, solar panel frames, and hydropower facilities. The strength and durability of steel enable the construction of energy systems that are both efficient and long-lasting, supporting the global shift toward clean energy sources. 5. Climate Action (SDG 13): The steel industry is working to reduce its carbon footprint through innovations in manufacturing processes, such as using hydrogen in steel production and developing low-carbon alloys. These advancements help to decrease greenhouse gas emissions from the steel industry. Additionally, energy-efficient steel structures contribute to reducing the overall energy consumption of buildings and infrastructure, which is crucial for climate action. 6. Decent Work and Economic Growth (SDG 8): The steel industry provides numerous jobs and supports economic growth in both developed and developing countries. The production and construction of steel structures require skilled labor, contributing to job creation and providing opportunities for economic advancement. Moreover, the development of sustainable steel practices can lead to new business opportunities in the green economy. 7. Clean Water and Sanitation (SDG 6): Steel is used in constructing water infrastructure, such as pipes, reservoirs, and water treatment facilities. Its durability and resistance to corrosion make it ideal for transporting and storing clean water, helping to improve water supply systems and ensure access to clean water and sanitation. 8. Life on Land (SDG 15) & Life Below Water (SDG 14): The use of sustainable steel production practices helps to minimize environmental degradation on land and water. By recycling steel and reducing the industry’s reliance on mining, the impact on ecosystems can be mitigated. Additionally, the use of advanced coatings and materials can prevent contamination from steel structures, protecting natural habitats. Steel Structures contribute to achieving the SDGs by offering durable, adaptable, and sustainable solutions for construction and infrastructure. By focusing on innovations in steel production, recycling, and energy efficiency, the steel industry can play a key role in building a more sustainable and resilient future. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130102 | Analisa Numerik | Numerical Analysis | “Numerical Analysis” is a course that focuses on the development and application of numerical methods to solve mathematical problems that are difficult or impossible to solve analytically. The course covers key topics such as error analysis, numerical solutions of equations, interpolation, numerical integration and differentiation, and the solution of ordinary and partial differential equations. Students learn to implement these methods using programming languages or software tools, enhancing their ability to tackle complex engineering and scientific problems. The course emphasizes practical applications, providing students with hands-on experience in using numerical techniques to analyze data and model real-world phenomena, thereby preparing them for advanced studies in applied mathematics, engineering, and computational sciences. | 1. **Goal 4: Quality Education** – The course provides essential skills in mathematical modeling and computational techniques, enhancing students’ understanding of numerical methods in various scientific fields. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Numerical analysis is crucial for solving complex problems in engineering, technology, and industry, supporting innovation and infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Techniques learned in numerical analysis can optimize resource use and improve the efficiency of processes, contributing to sustainable practices in various industries. 4. **Goal 13: Climate Action** – Numerical methods are often used in climate modeling and environmental simulations, aiding in the understanding of climate change and the development of mitigation strategies. 5. **Goal 3: Good Health and Well-Being** – Numerical analysis can be applied in medical research and bioinformatics, enhancing the understanding of health-related data and improving healthcare outcomes. These connections highlight the importance of numerical analysis in advancing education, fostering innovation, and addressing global challenges. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130202 | Rekayasa Fondasi I | Foundation Engineering I | “Foundation Engineering I” is an introductory course that focuses on the principles and practices of designing shallow and deep foundations for various types of structures. The course covers essential topics such as soil mechanics, site investigation techniques, bearing capacity, settlement analysis, and the design of footings and mats. Students learn about the interactions between soil and structures, as well as the factors that influence foundation performance, including soil type, load conditions, and environmental factors. The course emphasizes practical applications through case studies and design projects, enabling students to develop the skills needed to assess foundation options and make informed decisions in real-world engineering scenarios. By the end of the course, students are well-prepared to tackle more advanced topics in foundation engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course focuses on the design and construction of foundations, which are crucial for infrastructure development, ensuring safety and sustainability in engineering projects. 2. **Goal 11: Sustainable Cities and Communities** – Foundation engineering contributes to the development of resilient and sustainable urban environments by ensuring the stability of structures in varying soil conditions. 3. **Goal 12: Responsible Consumption and Production** – Emphasis on sustainable engineering practices and materials in foundation design helps reduce waste and promotes efficient resource use. 4. **Goal 13: Climate Action** – Understanding the impacts of climate change on soil and foundation stability is essential for designing resilient structures that can withstand environmental changes. 5. **Goal 3: Good Health and Well-Being** – Proper foundation design is critical for the safety of buildings and infrastructure, contributing to public health and safety in communities. These connections illustrate the relevance of foundation engineering in promoting sustainable development, infrastructure resilience, and community safety. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01130302 | Etika Profesi dan Hukum Keselamatan Konstruksi | Professional Ethics and Construction Safety Law | “Professional Ethics and Construction Safety Law” is a course that explores the ethical principles and legal frameworks governing the construction industry. It covers key topics such as ethical decision-making, professional responsibility, and the importance of integrity in construction practices. Students learn about relevant laws and regulations related to construction safety, including occupational health and safety standards, liability issues, and compliance requirements. The course emphasizes the role of ethics in promoting a culture of safety and accountability on construction sites. Through case studies, discussions, and practical applications, students develop the skills to navigate ethical dilemmas and ensure compliance with safety laws, preparing them for responsible leadership in the construction industry. | 1. **Goal 3: Good Health and Well-Being** – Emphasizing safety laws and practices in construction directly contributes to reducing accidents and injuries on construction sites, promoting worker health and safety. 2. **Goal 8: Decent Work and Economic Growth** – This course fosters an understanding of ethical practices and legal standards in the construction industry, promoting fair labor practices and safe working conditions. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding professional ethics and safety regulations is essential for the sustainable development of infrastructure and ensuring quality construction practices. 4. **Goal 12: Responsible Consumption and Production** – The course may cover sustainable construction practices and ethical considerations in resource use, encouraging responsible consumption in the construction industry. 5. **Goal 16: Peace, Justice, and Strong Institutions** – A focus on ethics and law helps promote accountability, transparency, and integrity in the construction industry, contributing to stronger institutions and justice. These connections highlight the importance of ethics and safety in construction for promoting health, economic growth, and sustainable practices. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120802 | Analisa Struktur I | Structural Analysis I | “Structural Analysis I” is an introductory course that focuses on the fundamental principles and methods used to analyze the behavior of structures under various loading conditions. The course covers key topics such as equilibrium, compatibility, and material properties, as well as the analysis of beams, trusses, and frames. Students learn to apply methods like static equilibrium, the method of joints, and the method of sections for truss analysis, as well as shear and moment diagrams for beams. The course emphasizes practical applications through problem-solving exercises and real-world examples, equipping students with the analytical skills necessary to assess structural performance and stability. By the end of the course, students are prepared to tackle more advanced topics in structural engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course is fundamental for understanding the principles of designing and analyzing structures, which is crucial for building resilient infrastructure. 2. **Goal 11: Sustainable Cities and Communities** – Knowledge gained in structural analysis contributes to the creation of safe and sustainable urban environments by ensuring that buildings and infrastructure can withstand environmental and operational stresses. 3. **Goal 12: Responsible Consumption and Production** – Emphasis on efficient design and resource use in structures helps promote sustainable construction practices, minimizing waste and optimizing material usage. 4. **Goal 13: Climate Action** – Understanding structural behavior in the context of climate-related stresses (such as wind, earthquakes, and floods) is essential for developing resilient structures that can adapt to climate change. 5. **Goal 3: Good Health and Well-Being** – Safe structural designs are critical for the health and safety of occupants in buildings and infrastructure, contributing to overall community well-being. These connections illustrate the importance of structural analysis in promoting sustainable development, safety, and resilience in infrastructure and urban planning. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120902 | Matematika Lanjutan II | Advanced Mathematics II | “Advanced Mathematics II” is a course that builds on foundational mathematical concepts, focusing on higher-level topics essential for engineering and scientific applications. The course typically covers areas such as differential equations, linear algebra, vector calculus, and complex analysis. Students learn various techniques for solving ordinary and partial differential equations, matrix operations, eigenvalues, and eigenvectors, as well as multivariable calculus involving gradients, divergence, and curl. The course emphasizes the application of these mathematical tools in modeling and solving real-world problems, preparing students for advanced studies in mathematics, engineering, and applied sciences. Through theoretical discussions and practical exercises, students develop critical analytical skills necessary for their future careers. | 1. **Goal 4: Quality Education** – This course enhances students’ mathematical skills and critical thinking, promoting higher education and lifelong learning opportunities. 2. **Goal 8: Decent Work and Economic Growth** – Proficiency in advanced mathematics is essential for many careers in science, technology, engineering, and mathematics (STEM), driving innovation and economic growth. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Advanced mathematical techniques are vital for solving complex problems in engineering, data analysis, and technology, contributing to infrastructure development and innovation. 4. **Goal 12: Responsible Consumption and Production** – Mathematical modeling and optimization can be applied to improve efficiency in resource use and minimize waste in various industries. 5. **Goal 13: Climate Action** – Mathematical methods can be used in climate modeling, data analysis, and environmental studies to address climate change challenges. These connections highlight the role of advanced mathematics in enhancing education, fostering innovation, and addressing global challenges. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121002 | Struktur Beton I | Concrete Structures I | “Concrete Structures I” is an introductory course that focuses on the fundamental principles of designing and analyzing reinforced concrete structures. The course covers key topics such as the properties of concrete and reinforcing materials, basic concepts of structural mechanics, and the behavior of concrete under various loads. Students learn about the design of structural elements, including beams, columns, slabs, and footings, using relevant codes and standards. The course emphasizes the importance of serviceability and durability in design, along with practical considerations such as construction techniques and material selection. Through problem-solving exercises and design projects, students develop the skills necessary to effectively analyze and design concrete structures, preparing them for more advanced studies in structural engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course is fundamental for understanding the design and construction of concrete structures, which are essential for resilient and sustainable infrastructure development. 2. **Goal 11: Sustainable Cities and Communities** – Knowledge gained in this course contributes to the development of safe, durable, and sustainable urban environments through effective concrete design and construction practices. 3. **Goal 12: Responsible Consumption and Production** – The course may cover sustainable practices in concrete production and construction, emphasizing efficient resource use and waste minimization. 4. **Goal 13: Climate Action** – Understanding the environmental impacts of concrete production and exploring sustainable alternatives can help address climate change challenges related to construction. 5. **Goal 3: Good Health and Well-Being** – Safe and well-designed concrete structures contribute to the health and safety of communities, ensuring that buildings and infrastructure can withstand environmental stresses. These connections highlight the importance of concrete structures in promoting sustainable development, safety, and resilience in infrastructure. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121102 | Algoritma dan Pemrograman | Algorithms and Programming | “Algorithms and Programming” is a course that introduces students to the fundamental concepts of algorithm design and programming techniques. The course covers essential topics such as data structures, algorithm efficiency, searching and sorting algorithms, and problem-solving strategies. Students learn to develop algorithms to solve various computational problems and implement them using a programming language, such as Python, Java, or C++. The course emphasizes best practices in coding, debugging, and testing, as well as the importance of algorithm complexity and optimization. Through hands-on projects and exercises, students gain practical experience in writing and analyzing code, preparing them for further studies in computer science, software development, or related fields. | 1. **Goal 4: Quality Education** – This course enhances problem-solving and critical thinking skills through the study of algorithms and programming, promoting quality education in computer science and related fields. 2. **Goal 8: Decent Work and Economic Growth** – Proficiency in programming and algorithm design is essential for careers in technology, software development, and data science, driving innovation and economic growth. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding algorithms is crucial for developing efficient systems and technologies, supporting innovation and infrastructure development in various industries. 4. **Goal 12: Responsible Consumption and Production** – Efficient algorithms can improve resource utilization and reduce waste in software applications and processes, promoting sustainable practices. 5. **Goal 13: Climate Action** – Algorithms can be applied in environmental modeling, data analysis, and simulations to address climate change challenges and improve sustainability efforts. These connections highlight the role of algorithms and programming in enhancing education, fostering innovation, and addressing global challenges. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121202 | Analisa Struktur II | Structural Analysis II | “Structural Analysis II” is an advanced course that builds upon the concepts learned in Structural Analysis I, focusing on the analysis of more complex structures and load conditions. The course covers key topics such as indeterminate structures, the methods of virtual work, moment distribution, and energy principles. Students learn to analyze continuous beams, frames, and trusses subjected to various loads and constraints. The course also introduces numerical methods and software tools for structural analysis, allowing students to model and evaluate real-world structures. Emphasis is placed on understanding the behavior of structures under static and dynamic loads, and students engage in problem-solving exercises and practical applications to develop their analytical skills. By the end of the course, students are well-prepared for advanced topics in structural engineering and design. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course focuses on advanced principles of structural analysis essential for designing and constructing resilient infrastructure. 2. **Goal 11: Sustainable Cities and Communities** – Knowledge gained in this course contributes to the creation of safe, durable, and sustainable urban environments through effective structural design. 3. **Goal 12: Responsible Consumption and Production** – Emphasizing efficient design practices can help reduce material waste and promote sustainable construction methods. 4. **Goal 13: Climate Action** – Understanding the impacts of climate change on structural integrity is crucial for developing buildings and infrastructure that can withstand environmental stresses. 5. **Goal 3: Good Health and Well-Being** – Properly designed structures ensure safety and health for occupants and the community, contributing to overall well-being. These connections illustrate the importance of structural analysis in promoting sustainable development, safety, and resilience in urban infrastructure. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121302 | Mekanika Tanah II | Soil Mechanics II | “Soil Mechanics II” is an advanced course that builds on the principles introduced in Soil Mechanics I, focusing on the behavior and properties of soils under various loading conditions. The course covers key topics such as effective stress, soil consolidation, shear strength, and permeability. Students learn about advanced concepts such as soil compaction, slope stability analysis, and the behavior of saturated and unsaturated soils. The course also emphasizes the importance of laboratory testing and field investigation techniques to assess soil properties accurately. Through problem-solving exercises and case studies, students develop practical skills in analyzing soil behavior for geotechnical engineering applications, preparing them for more advanced studies and professional practice in the field of geotechnical engineering. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course is essential for understanding soil behavior and stability, which is critical for the design and construction of safe and durable infrastructure. 2. **Goal 11: Sustainable Cities and Communities** – Knowledge gained in this course helps in creating resilient urban environments by ensuring proper foundation and earthworks design. 3. **Goal 12: Responsible Consumption and Production** – Emphasizing sustainable practices in soil management and construction can reduce waste and promote efficient resource use. 4. **Goal 13: Climate Action** – Understanding soil mechanics can aid in assessing and mitigating the impacts of climate change on soil stability and infrastructure resilience. 5. **Goal 3: Good Health and Well-Being** – Properly designed and constructed structures based on sound soil mechanics ensure safety and health for occupants and communities. These connections highlight the importance of soil mechanics in fostering sustainable development, safety, and resilience in infrastructure and urban planning. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01121402 | Perancangan Geometrik Jalan | Road Geometric Design | The Road Geometric Design course focuses on the principles and practices involved in designing safe and efficient roadways. It covers key topics such as horizontal and vertical alignment, cross-section design, lane widths, sight distance, and drainage considerations. Students learn to apply design standards and guidelines to create road layouts that enhance traffic flow and safety for all users, including vehicles, pedestrians, and cyclists. The course emphasizes the use of design software and tools, along with field assessments, preparing students for careers in civil engineering, transportation engineering, and urban planning. By the end, students will be equipped to develop effective road designs that meet regulatory requirements and community needs. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – This course focuses on the design and planning of roadways, essential for developing safe and efficient transportation infrastructure. 2. **Goal 11: Sustainable Cities and Communities** – Knowledge gained in this course contributes to creating sustainable and accessible urban transport systems, enhancing mobility for all. 3. **Goal 3: Good Health and Well-Being** – Proper road design can improve traffic safety, reducing accidents and injuries, which contributes to public health. 4. **Goal 12: Responsible Consumption and Production** – Emphasizing sustainable design practices in road construction can lead to more efficient use of materials and resources. 5. **Goal 13: Climate Action** – Incorporating climate resilience into road design helps ensure infrastructure can withstand environmental changes and extreme weather conditions. These connections highlight the importance of road geometric design in promoting sustainable transportation, safety, and resilience in infrastructure development. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120103 | Fisika Dasar III | Basic Physics III | The Basic Physics III course typically focuses on advanced topics in physics, often including electromagnetism, optics, and modern physics principles. Students explore concepts such as electric fields, magnetic fields, electromagnetic waves, and the behavior of light. The course may also introduce topics in quantum mechanics and relativity, providing a broader understanding of physical phenomena. Emphasizing both theoretical foundations and practical applications, the course often includes laboratory experiments to reinforce learning. By the end, students will have a solid grasp of the fundamental principles governing the physical world, preparing them for further studies in physics and engineering. | 1. Goal 4: Quality Education – Providing foundational knowledge in physics that enhances critical thinking, problem-solving, and scientific literacy. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting technological advancements and innovations in various fields, including engineering and materials science. 3. Goal 7: Affordable and Clean Energy – Exploring principles related to energy, mechanics, and thermodynamics that are crucial for developing sustainable energy solutions. 4. Goal 3: Good Health and Well-being – Applying physics principles in medical technologies and healthcare practices, such as imaging and diagnostics. 5. Goal 13: Climate Action – Understanding physical principles related to climate systems and environmental science, contributing to climate change research and solutions. 6. Goal 12: Responsible Consumption and Production – Encouraging efficient use of resources and sustainable practices through the application of physics in material sciences and engineering. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120202 | Matematika Lanjutan I | Advanced Mathematics I | The Advanced Mathematics I course delves into higher-level mathematical concepts and techniques essential for engineering and scientific applications. It covers topics such as linear algebra, multivariable calculus, differential equations, and complex analysis. Students learn to solve mathematical problems using various methods, including matrix operations, integration, and differentiation in multiple dimensions. The course emphasizes theoretical foundations as well as practical applications, preparing students for advanced studies in mathematics, engineering, and related fields. By the end, students will have a strong grasp of the mathematical tools necessary for analyzing complex systems and solving real-world problems. | 1. Goal 4: Quality Education – Providing students with critical mathematical skills and knowledge, fostering analytical thinking and problem-solving abilities. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development of mathematical models and techniques essential for engineering, technology, and infrastructure projects. 3. Goal 8: Decent Work and Economic Growth – Enhancing quantitative skills that are valuable in various industries, contributing to economic development and job creation. 4. Goal 12: Responsible Consumption and Production – Promoting mathematical approaches to optimize resource management and sustainable practices in various sectors. 5. Goal 3: Good Health and Well-being – Applying statistical methods and mathematical modeling in health-related fields, such as epidemiology and healthcare management. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120302 | Mekanika Tanah I | Soil Mechanics I | The Soil Mechanics I course introduces the fundamental principles of soil behavior and its applications in civil engineering. It covers key topics such as soil composition, classification, effective stress, and shear strength. Students learn to analyze the physical and mechanical properties of soils, understand soil consolidation and settlement, and evaluate the stability of slopes and foundations. The course emphasizes practical applications through laboratory testing and field studies, preparing students for challenges in geotechnical engineering. By the end, students will have a solid understanding of how soil properties influence engineering design and construction. | 1. Goal 9: Industry, Innovation, and Infrastructure – Providing foundational knowledge for designing safe and resilient structures that rely on proper soil mechanics. 2. Goal 11: Sustainable Cities and Communities – Informing urban planning and infrastructure development to ensure stability and sustainability in built environments. 3. Goal 12: Responsible Consumption and Production – Encouraging sustainable practices in the use of soil and natural resources in construction and engineering projects. 4. Goal 3: Good Health and Well-being – Ensuring the safety of infrastructure, which directly impacts public health and community well-being. 5. Goal 15: Life on Land – Addressing land use and management practices that promote soil health and prevent degradation. 6. Goal 13: Climate Action – Understanding how soil mechanics can contribute to mitigating the impacts of climate change, particularly in areas prone to landslides or erosion. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120402 | Hidrologi | Hydrology | The Hydrology course focuses on the study of the distribution, movement, and properties of water in the environment. It covers key topics such as the hydrological cycle, precipitation, evaporation, infiltration, runoff, and groundwater flow. Students learn to analyze hydrological data and use models to assess water resources, flood risks, and water quality. The course emphasizes the importance of hydrology in environmental management, urban planning, and water resource engineering. Through practical applications and case studies, students gain a comprehensive understanding of hydrological processes and their impact on ecosystems and human activities. | 1. Goal 6: Clean Water and Sanitation – Focusing on water quality, availability, and management, ensuring access to safe and sustainable water resources. 2. Goal 13: Climate Action – Studying the impacts of climate change on hydrological cycles and water resources, and developing adaptation strategies. 3. Goal 11: Sustainable Cities and Communities – Informing urban planning and water management practices to enhance resilience against flooding and water scarcity. 4. Goal 15: Life on Land – Understanding the role of hydrology in ecosystem health and promoting sustainable land and water management practices. 5. Goal 12: Responsible Consumption and Production – Encouraging sustainable water use and management practices to minimize waste and environmental impact. 6. Goal 3: Good Health and Well-being – Ensuring access to clean water, which is essential for public health and well-being. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120502 | Hidrolika | Hydraulics | The Hydraulics course explores the behavior of fluids in motion and at rest, focusing on the principles governing fluid mechanics in engineering applications. Key topics include fluid properties, flow dynamics, open channel flow, pipe flow, and hydraulic systems. Students learn to apply fundamental equations and concepts, such as Bernoulli’s principle and the continuity equation, to analyze and design hydraulic systems for various applications, including water supply, drainage, and irrigation. The course combines theoretical instruction with practical problem-solving and laboratory work, preparing students for careers in civil engineering, environmental engineering, and water resource management. | 1. Goal 6: Clean Water and Sanitation – Focusing on the design and management of water supply systems, drainage, and wastewater treatment to ensure access to clean water. 2. Goal 11: Sustainable Cities and Communities – Informing urban infrastructure development, including stormwater management and flood control systems to enhance urban resilience. 3. Goal 13: Climate Action – Addressing the impact of climate change on hydraulic systems and developing strategies for adaptation to extreme weather events. 4. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development of innovative hydraulic technologies and infrastructure for efficient water management. 5. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in water use and resource management in various industries. 6.Goal 3: Good Health and Well-being – Ensuring safe water management systems that contribute to public health and prevent waterborne diseases. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120602 | Rekayasa Lalu Lintas | Traffic Engineering | The Traffic Engineering course focuses on the principles and practices involved in the planning, design, and management of transportation systems. It covers key topics such as traffic flow theory, roadway design, traffic control devices, and safety analysis. Students learn to analyze traffic patterns, assess transportation needs, and develop solutions to improve road safety and efficiency. The course emphasizes the use of traffic modeling tools and data analysis techniques, preparing students for careers in civil engineering, urban planning, and transportation management. By the end, students will be equipped to address contemporary challenges in traffic systems and enhance mobility in urban and rural settings. | 1. Goal 11: Sustainable Cities and Communities – Focusing on designing efficient and sustainable transportation systems that improve urban mobility and reduce congestion. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development and implementation of innovative transportation infrastructure and technologies. 3. Goal 3: Good Health and Well-being – Promoting safe transportation systems that reduce accidents and enhance public health through active transportation options (walking, cycling). 4. Goal 13: Climate Action – Addressing the impact of transportation on greenhouse gas emissions and promoting sustainable practices to reduce carbon footprints. 5. Goal 12: Responsible Consumption and Production – Encouraging sustainable resource management in the construction and maintenance of transportation infrastructure. 6. Goal 4: Quality Education – Providing students with knowledge and skills in engineering principles related to transportation systems and traffic management. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01120703 | Teknologi Bahan Konstruksi | Construction Materials Technology | The Construction Materials Technology course focuses on the properties, behavior, and applications of materials used in construction. It covers key topics such as concrete, steel, wood, and masonry, examining their mechanical properties, durability, and suitability for various building applications. Students learn about material selection, testing methods, and the role of materials in structural design and sustainability. The course includes laboratory work and field studies to reinforce theoretical concepts, preparing students for careers in civil engineering, construction management, and materials science. By the end, students will understand how to effectively use and evaluate construction materials in real-world projects. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the development and application of sustainable construction materials to enhance infrastructure resilience and innovation. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in the sourcing, production, and use of construction materials, emphasizing recycling and waste reduction. 3. Goal 11: Sustainable Cities and Communities – Ensuring that construction practices support the development of safe, resilient, and sustainable urban environments. 4. Goal 13: Climate Action – Addressing the environmental impact of construction materials and exploring options for reducing carbon footprints through innovative material technologies. 5. Goal 4: Quality Education – Providing knowledge and skills related to materials science and engineering, fostering critical thinking in construction practices. 6. Goal 15: Life on Land – Promoting responsible land use and resource management in the extraction and processing of construction materials to minimize environmental impacts. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110202 | Ilmu Lingkungan | Environmental Science | The Environmental Science course explores the interactions between humans and the natural environment. It covers key topics such as ecosystems, biodiversity, pollution, climate change, and sustainable resource management. Students learn about the scientific principles underlying environmental issues and the social, economic, and political factors that influence environmental policies and practices. The course emphasizes critical thinking and problem-solving skills through case studies and fieldwork, preparing students for careers in environmental management, conservation, and policy advocacy. By the end, students gain a holistic understanding of environmental challenges and solutions. | 1. Goal 13: Climate Action – Addressing climate change issues, mitigation strategies, and adaptation practices. 2. Goal 15: Life on Land – Studying terrestrial ecosystems, biodiversity conservation, and sustainable land management. 3. Goal 14: Life Below Water – Focusing on marine ecosystems, pollution, and conservation of aquatic resources. 4. Goal 6: Clean Water and Sanitation – Exploring water quality, management, and access to clean water. 5. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in resource use and waste management. 6. Goal 11: Sustainable Cities and Communities – Investigating urban sustainability, environmental impacts, and planning for resilient cities. 7. Goal 4: Quality Education – Enhancing knowledge and awareness of environmental issues, fostering critical thinking and problem-solving. 8. Goal 3: Good Health and Well-being – Examining the connections between environmental quality and public health. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110303 | Statika | Statics | The Statics course focuses on the study of forces and their effects on objects at rest. It covers essential concepts such as equilibrium, force vectors, moments, and structural analysis of static systems like beams, trusses, and frames. Students learn to apply mathematical principles and physics to analyze real-world problems, using techniques such as free-body diagrams to illustrate force interactions. The course emphasizes critical thinking and problem-solving skills, providing a foundation for further studies in engineering, mechanics, and structural design. By the end, students will have a solid understanding of how forces affect structures and materials. | 1. Goal 9: Industry, Innovation, and Infrastructure – Providing foundational knowledge in engineering principles that are essential for designing and constructing safe and resilient infrastructure. 2. Goal 11: Sustainable Cities and Communities – Informing urban planning and development by ensuring that structures are designed to withstand static loads, contributing to the safety and sustainability of communities. 3. Goal 4: Quality Education – Enhancing education in engineering and physical sciences, promoting critical thinking and problem-solving skills. 4. Goal 3: Good Health and Well-being – Ensuring safety in public structures, which directly impacts community health and well-being. 5. Goal 12: Responsible Consumption and Production – Encouraging sustainable engineering practices that consider material use and structural efficiency. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110402 | Menggambar Bangunan Sipil | Drawing Civil Buildings | The Drawing Civil Buildings course focuses on the principles and techniques of architectural drawing and design specific to civil engineering projects. It covers essential topics such as scale, line work, building layouts, and construction details. Students learn to create accurate and detailed drawings, including floor plans, elevations, and sections, using both traditional hand-drawing techniques and computer-aided design (CAD) software. The course emphasizes the importance of effective communication through drawings in the planning and construction process, preparing students for careers in civil engineering, architecture, and construction management. | 1. Sustainable Cities and Communities (SDG 11): Ensures functional and accessible urban designs that contribute to sustainable development. 2. Industry, Innovation, and Infrastructure (SDG 9): Supports the development of resilient and efficient structures through modern design techniques and materials. 3. Affordable and Clean Energy (SDG 7): Facilitates the integration of energy-efficient features and renewable energy sources in building designs. 4. Climate Action (SDG 13): Incorporates strategies for climate resilience and sustainability in building designs to withstand climate impacts. 5. Life on Land (SDG 15): Promotes sustainable land development practices and minimizes ecological disruption through thoughtful design. 6. Good Health and Well-being (SDG 3): Contributes to healthier living environments by incorporating natural light, ventilation, and green spaces. 7. Decent Work and Economic Growth (SDG 8): Supports job creation in architecture and construction, contributing to economic growth. 8. Reduced Inequalities (SDG 10): Ensures inclusivity in building designs, promoting accessibility for all. 9. Partnerships for the Goals (SDG 17): Encourages collaboration among architects, engineers, and planners for effective sustainable design. In summary, Drawing Civil Buildings is a foundational practice that enhances the creation of resilient, inclusive, and efficient built environments, significantly contributing to sustainable development and the achievement of the SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110502 | Pengantar Geologi | Introduction to Geology | The Introduction to Geology course provides a foundational understanding of the Earth’s materials, processes, and history. It covers key topics such as mineralogy, rock types, plate tectonics, geological time, and the formation of landforms. Students learn about the Earth’s structure, the role of geological processes in shaping landscapes, and the importance of geology in natural resource management and environmental issues. The course includes hands-on activities, field studies, and laboratory work to reinforce theoretical concepts, preparing students for further studies in geology, environmental science, or related fields. | 1. Clean Water and Sanitation (SDG 6): Geology aids in managing groundwater resources and ensuring access to clean water. 2. Affordable and Clean Energy (SDG 7): Essential for exploring renewable energy sources like geothermal energy and for sustainable fossil fuel extraction. 3. Industry, Innovation, and Infrastructure (SDG 9): Informs the selection of building materials and the design of stable structures, enhancing infrastructure safety. 4. Sustainable Cities and Communities (SDG 11): Supports urban planning by assessing natural hazards and promoting sustainable land use. 5. Climate Action (SDG 13): Provides insights into past climate changes, aiding in climate adaptation and mitigation strategies. 6. Life Below Water (SDG 14): Helps manage coastal and marine environments, ensuring sustainable use of marine resources. 7. Life on Land (SDG 15): Supports sustainable land use practices and biodiversity protection by assessing soil and land quality. 8. Zero Hunger (SDG 2): Informs agricultural practices by assessing soil quality and land suitability for crop production. 9. Reduced Inequalities (SDG 10): Provides resources for underdeveloped regions, empowering communities to manage their resources sustainably. 10. Partnerships for the Goals (SDG 17): Encourages collaboration among scientists, policymakers, and communities to address environmental challenges effectively. Overall, Geology plays a crucial role in sustainable development by providing essential knowledge for resource management, environmental protection, and informed decision-making to achieve the SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110602 | Mekanika Fluida | Fluid Mechanics | The Fluid Mechanics course explores the behavior of fluids (liquids and gases) at rest and in motion. It covers fundamental principles such as fluid statics, dynamics, viscosity, and the continuity and Bernoulli equations. Students learn to analyze fluid flow in various contexts, including pipelines, open channels, and around objects. The course emphasizes practical applications in engineering, environmental science, and hydrology, incorporating laboratory experiments and computational fluid dynamics. By the end, students gain a solid understanding of fluid behavior and its relevance to real-world engineering challenges. | 1. Clean Water and Sanitation (SDG 6): Essential for designing water treatment plants and distribution networks, ensuring access to clean water and effective wastewater management. 2. Affordable and Clean Energy (SDG 7): Fundamental for renewable energy technologies like hydropower and wind energy, optimizing energy conversion systems. 3. Industry, Innovation, and Infrastructure (SDG 9): Supports efficient industrial processes and infrastructure development, enabling resilient systems that minimize waste. 4. Climate Action (SDG 13): Helps model atmospheric and oceanic behavior, aiding in climate prediction and the design of infrastructure to adapt to climate risks. 5. Life Below Water (SDG 14): Crucial for managing aquatic ecosystems, studying ocean currents, and reducing pollution to protect marine life. 6. Life on Land (SDG 15): Contributes to soil and water conservation, optimizing irrigation systems, and preventing soil erosion. 7. Sustainable Cities and Communities (SDG 11): Important for urban drainage and stormwater management, ensuring cities are resilient to flooding and climate impacts. 8. Zero Hunger (SDG 2): Enhances agricultural productivity through efficient irrigation system design, ensuring food security in water-scarce regions. 9. Good Health and Well-being (SDG 3): Supports clean air and water management, reducing exposure to pollutants and enhancing public health. Overall, Fluid Mechanics provides essential insights and tools for designing sustainable systems and infrastructure, contributing significantly to achieving the SDGs. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110702 | Survei dan Pemetaan Topografi | Topographic Surveying and Mapping | The Topographic Surveying and Mapping course focuses on the techniques and tools used to create detailed maps and surveys of land surfaces. It covers key concepts such as leveling, contouring, GPS technology, and the use of surveying instruments. Students learn to collect and interpret data, produce topographic maps, and understand land features and elevation changes. The course emphasizes practical applications in fields like construction, land use planning, and environmental management. By the end, students are equipped with the skills necessary for careers in surveying, mapping, and geographic information systems (GIS). | 1. Sustainable Cities and Communities (SDG 11): Provides data for urban planning, infrastructure, and land management, helping design resilient and efficient cities. 2. Climate Action (SDG 13): Aids in understanding climate impacts like flooding and erosion, supporting adaptation strategies and climate-resilient infrastructure. 3. Life on Land (SDG 15): Supports conservation efforts by tracking changes in land use and managing natural landscapes sustainably. 4. Clean Water and Sanitation (SDG 6): Assists in planning water management infrastructure and improving access to clean water by mapping drainage and watershed patterns. 5. Industry, Innovation, and Infrastructure (SDG 9): Enables efficient design and construction of infrastructure projects like roads and bridges, promoting sustainable economic development. 6. Zero Hunger (SDG 2): Helps in agricultural planning and land management, optimizing irrigation and soil conservation for better food security. 7. Affordable and Clean Energy (SDG 7): Supports the planning of renewable energy projects by identifying suitable terrain for solar, wind, and hydroelectric power. 8. Reduced Inequalities (SDG 10): Ensures that remote areas receive necessary infrastructure and services by providing accurate geographical data for equitable development. Overall, Topographic Surveying and Mapping provide critical information for achieving a balance between development and environmental stewardship, making it an essential tool for sustainable and inclusive progress. |
| TEKNIK | TEKNIK SIPIL – S1 | Kurikulum Sarjana K-23 | 2023 | 23D01110803 | Mekanika Bahan | Mechanics of Materials | The Mechanics of Materials course focuses on the behavior of solid materials under various types of loading and stress. It covers key concepts such as stress, strain, elasticity, plasticity, and material properties. Students learn to analyze how materials respond to forces, including tension, compression, torsion, and bending. The course includes practical applications of these principles in engineering design and structural analysis. Through problem-solving and laboratory work, students develop the skills to assess material performance and ensure safety and reliability in engineering applications. | 1. Industry, Innovation, and Infrastructure (SDG 9): Mechanics of Materials is vital for developing stronger, more durable materials that enhance infrastructure resilience. By understanding the properties of materials, engineers can design buildings, bridges, roads, and other infrastructure that are safer and more sustainable. This contributes to innovations in construction and manufacturing, enabling more efficient use of resources. 2. Affordable and Clean Energy (SDG 7): The development of materials that can withstand high temperatures, pressures, and other conditions is crucial for renewable energy technologies like wind turbines, solar panels, and energy storage systems. Mechanics of Materials supports the design of energy-efficient systems, helping to make clean energy solutions more durable and cost-effective. 3. Sustainable Cities and Communities (SDG 11): The principles of Mechanics of Materials are applied in the construction of sustainable buildings and infrastructure, ensuring they can endure environmental stresses like earthquakes, wind, and other natural forces. This contributes to the development of safer, more resilient urban areas that can withstand climate-related challenges. 4. Responsible Consumption and Production (SDG 12): Mechanics of Materials contributes to the design of materials and products that are efficient and long-lasting, reducing the need for frequent replacements. This is important for promoting sustainable consumption by minimizing material waste and extending the lifespan of products through better material choices. 5. Climate Action (SDG 13): Developing materials that have lower environmental impacts is essential for climate action. By studying the mechanical properties of new materials, engineers can design lighter, stronger materials that reduce the energy consumption of transportation vehicles, like cars and planes, thus reducing greenhouse gas emissions. 6. Clean Water and Sanitation (SDG 6): Mechanics of Materials is crucial in designing systems that ensure the integrity of water infrastructure, such as pipes, dams, and water treatment facilities. Understanding how materials perform under pressure and corrosion helps in creating long-lasting solutions for water distribution and purification, ensuring reliable access to clean water. 7. Decent Work and Economic Growth (SDG 8): Innovations in material design and the optimization of manufacturing processes can drive economic growth by creating new industries and improving productivity in sectors like construction, automotive, and aerospace. This also leads to safer working environments through better-designed equipment and structures. 8. Life Below Water (SDG 14) & Life on Land (SDG 15): Materials designed with enhanced properties can reduce pollution in marine and terrestrial environments. For example, materials that are more resistant to corrosion can prevent leakage of harmful substances into ecosystems. Additionally, the study of biodegradable and eco-friendly materials can reduce waste and minimize the environmental footprint. A focus on Mechanics of Materials allows engineers to design with sustainability in mind, optimizing the use of resources while ensuring safety and efficiency. This field plays a critical role in developing the technologies and infrastructure that are essential for achieving a more sustainable and resilient world. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110202 | Pengantar Teknologi Pertanian | Introduction to Agricultural Technology | This course provides an overview of the technological advancements and innovations in the field of agriculture. Students explore the integration of science and technology in farming practices, focusing on improving productivity, sustainability, and efficiency in agricultural systems. | “ 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity and sustainability, ensuring food security, and promoting sustainable farming practices. 2. **Clean Water and Sanitation (SDG 6)**: Discusses the importance of water management in agriculture and technology solutions for irrigation and water conservation. 3. **Decent Work and Economic Growth (SDG 8)**: Explores how agricultural technology can enhance job opportunities in the agricultural sector and support economic development. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Covers advancements in agricultural technology, such as precision farming and biotechnology, and their role in enhancing agricultural infrastructure. 5. **Responsible Consumption and Production (SDG 12)**: Examines sustainable agricultural practices, waste reduction, and efficient resource use in food production. 6. **Climate Action (SDG 13)**: Addresses the impact of agriculture on climate change and discusses sustainable practices that mitigate this impact. These goals highlight the interconnectedness of agricultural technology with broader sustainability efforts.” |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04140101 | Seminar Proposal Penelitian | Research Proposal Seminar | The Research Proposal Seminar is a course aimed at helping students develop and refine their research proposals across various disciplines. It typically covers essential components of proposal writing, including defining research questions, conducting literature reviews, and designing methodology. Students learn to present their proposals effectively, receive constructive feedback from peers and instructors, and engage in discussions about research ethics and best practices. The seminar fosters critical thinking and prepares students for future research projects, emphasizing clarity, rigor, and relevance in their proposed studies. | 1. **Quality Education (SDG 4)**: Encourages critical thinking, research skills, and the importance of education in addressing global challenges. 2. **Gender Equality (SDG 5)**: May explore research topics related to gender issues, promoting equality and women’s empowerment. 3. **Decent Work and Economic Growth (SDG 8)**: Research proposals could focus on labor markets, entrepreneurship, and economic development. 4. **Sustainable Cities and Communities (SDG 11)**: Projects may address urban development, sustainability, and community resilience. 5. **Climate Action (SDG 13)**: Proposals can focus on environmental issues, climate change, and sustainability practices. 6. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration and partnerships in research initiatives. Overall, the seminar fosters interdisciplinary research that can contribute to multiple SDGs, depending on the specific topics chosen by students. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04140201 | Semhas | Semhas | The course “Semhas” typically focuses on the study of human behavior, culture, and social structures. It may cover topics such as social dynamics, communication, and the interplay between individuals and their environments. Students engage in discussions, case studies, and projects that encourage critical thinking and analysis of contemporary social issues. The course aims to provide a deeper understanding of how societies function and how cultural contexts influence behavior, preparing students for further studies or careers in fields like sociology, anthropology, or social work. | 1. **Good Health and Well-Being (SDG 3)**: Focuses on promoting health, preventing diseases, and addressing health inequalities. 2. **Quality Education (SDG 4)**: Encourages education in health-related topics, critical thinking, and research skills. 3. **Gender Equality (SDG 5)**: May explore gender issues in health and healthcare access. 4. **Reduced Inequalities (SDG 10)**: Addresses disparities in health outcomes and access to healthcare services. 5. **Partnerships for the Goals (SDG 17)**: Emphasizes collaboration between different stakeholders in health research and practice. If “Semhas” refers to a specific program or context, please provide more details for a tailored response! |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04140306 | Tugas Akhir (Skripsi & Seminar) | Final Project (Thesis & Seminar) | The Final Project (Thesis & Seminar) course is a capstone experience for students, typically at the graduate level, where they conduct independent research on a chosen topic within their field of study. Students are guided through the process of formulating a research question, developing a methodology, and analyzing data. The seminar component usually involves presenting their findings to peers and faculty, fostering discussion and critical feedback. This course emphasizes the development of research skills, academic writing, and public speaking, culminating in a formal thesis that contributes to the body of knowledge in their discipline. | 1. **Quality Education (SDG 4)**: Emphasizes research skills, critical thinking, and the pursuit of knowledge. 2. **Decent Work and Economic Growth (SDG 8)**: Students may explore topics related to economic development, job creation, and labor markets. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Research may focus on technological advancements, innovation in various fields, and their impact on society. 4. **Sustainable Cities and Communities (SDG 11)**: Projects could address urban planning, sustainability, and community development. 5. **Climate Action (SDG 13)**: Topics may include environmental issues, sustainability practices, and climate change mitigation. 6. **Partnerships for the Goals (SDG 17)**: Encourages collaboration and interdisciplinary approaches in research initiatives. Since students often choose diverse topics for their final projects, many other SDGs could also be addressed based on their specific areas of interest. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131802 | Sistem Informasi | Sistem Informasi | The Sistem Informasi course provides an overview of information systems and their role in organizations. It covers key concepts such as data management, system design, and information technology applications. Students learn about the components of information systems, including hardware, software, databases, and networks, as well as the processes involved in collecting, storing, and analyzing data. The course emphasizes the strategic use of information systems to support decision-making, improve efficiency, and enhance communication within organizations. Practical case studies and projects may be included to reinforce theoretical concepts and develop problem-solving skills. | 1. **Quality Education (SDG 4)**: Emphasizes the role of information systems in enhancing educational methodologies and access to information. 2. **Decent Work and Economic Growth (SDG 8)**: Explores the impact of information systems on job creation, economic development, and entrepreneurship. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Focuses on the development and implementation of technology and infrastructure in various industries. 4. **Sustainable Cities and Communities (SDG 11)**: Investigates how information systems can support smart city initiatives and improve urban planning. 5. **Reduced Inequalities (SDG 10)**: Discusses how information systems can bridge gaps in access to information and services for marginalized communities. 6. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration between sectors to leverage technology for sustainable development. These goals reflect the integral role that information systems play in advancing sustainability and addressing global challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132002 | Analisa Numerik | Numerical Analysis | Numerical Analysis is a course focused on developing and analyzing algorithms for solving mathematical problems numerically. It covers topics such as interpolation, numerical integration and differentiation, root-finding methods, and numerical solutions of differential equations. Students learn to assess the accuracy and efficiency of different numerical methods and their applicability to real-world problems. The course typically includes both theoretical concepts and practical programming assignments, enabling students to implement algorithms and analyze computational results. Overall, it equips students with essential skills for applying numerical techniques in fields like engineering, science, and finance. | 1. **Quality Education (SDG 4)**: Focuses on the development of critical thinking and problem-solving skills through the study of numerical methods. 2. **Decent Work and Economic Growth (SDG 8)**: Numerical analysis is crucial in various industries, including finance and engineering, contributing to economic development. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Techniques from numerical analysis are essential in engineering, technology development, and improving infrastructure design. 4. **Climate Action (SDG 13)**: Numerical methods can be used in climate modeling and environmental simulations to address climate change issues. 5. **Sustainable Cities and Communities (SDG 11)**: Applications of numerical analysis can support urban planning and resource management. While not directly addressed, the course’s analytical skills and methodologies can contribute to various sustainability efforts across multiple SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132102 | Ekologi Industri | Industrial Ecology | Industrial Ecology is a multidisciplinary course that examines the relationship between industrial systems and environmental sustainability. It explores how industrial processes interact with natural ecosystems and focuses on optimizing resource use, reducing waste, and minimizing environmental impact. Topics may include life cycle assessment, sustainable design, material flow analysis, and the circular economy. Students analyze case studies and engage in projects that promote eco-efficient practices in industries. The course aims to equip students with the knowledge and tools to design and implement sustainable solutions that benefit both businesses and the environment. | 1. **Responsible Consumption and Production (SDG 12)**: Focuses on promoting sustainable practices in production and consumption, minimizing waste, and enhancing resource efficiency. 2. **Climate Action (SDG 13)**: Addresses the impact of industrial processes on climate change and explores strategies for reducing greenhouse gas emissions. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Examines the role of sustainable industrial practices and innovation in creating resilient infrastructure and promoting sustainable industrialization. 4. **Sustainable Cities and Communities (SDG 11)**: Investigates how industrial ecology can contribute to sustainable urban development and resource management in cities. 5. **Life Below Water (SDG 14)** and **Life on Land (SDG 15)**: Discusses the importance of minimizing pollution and managing resources to protect ecosystems and biodiversity. 6. **Partnerships for the Goals (SDG 17)**: Emphasizes collaboration among industries, governments, and communities to achieve sustainability goals. Overall, industrial ecology fosters a systems approach to understanding the interconnections between industrial activities and environmental sustainability, making it relevant to multiple SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132202 | Statistika Pengendalian Kualitas | Quality Control Statistics | Quality Control Statistics is a course that focuses on statistical methods and tools used to ensure and improve the quality of products and services in various industries. It covers key concepts such as process control, statistical sampling, hypothesis testing, and control charts. Students learn to analyze data to identify variations in processes and implement strategies for quality improvement. The course often includes practical applications through case studies and projects, enabling students to apply statistical techniques in real-world quality control scenarios. Overall, it prepares students to contribute to quality assurance and continuous improvement initiatives in organizations. | 1. **Decent Work and Economic Growth (SDG 8)**: Focuses on improving workplace practices and productivity through effective quality control, leading to better job opportunities and economic development. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizes the importance of quality control in manufacturing and industry, promoting sustainable industrial practices and innovation. 3. **Sustainable Consumption and Production (SDG 12)**: Addresses the need for efficient resource use and waste reduction through effective quality management systems, ensuring sustainable production processes. 4. **Good Health and Well-Being (SDG 3)**: In industries like healthcare, quality control is critical to ensuring product safety and efficacy, thereby protecting public health. 5. **Partnerships for the Goals (SDG 17)**: Encourages collaboration between organizations to share best practices in quality control and improvement. By focusing on quality improvement and sustainability, the principles taught in this course contribute to achieving various SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132302 | Pertanian Cerdas | Smart Agriculture | Smart Agriculture is a course that explores the use of technology and data-driven approaches to enhance agricultural practices. It covers topics such as precision farming, Internet of Things (IoT) applications, drone technology, and data analytics for crop management. Students learn how to implement smart solutions that improve efficiency, yield, and sustainability in farming. The course often includes hands-on projects and case studies, allowing students to apply innovative techniques and assess their impact on agricultural productivity and environmental stewardship. Overall, it prepares students for careers at the intersection of technology and agriculture. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity and sustainability to ensure food security and nutrition. 2. **Clean Water and Sanitation (SDG 6)**: Addresses efficient water management practices in agriculture, promoting sustainable irrigation techniques and water conservation. 3. **Decent Work and Economic Growth (SDG 8)**: Explores how smart agriculture can enhance job opportunities and support economic growth in rural areas. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizes the role of technological innovations, such as precision farming and data analytics, in transforming agricultural practices. 5. **Sustainable Cities and Communities (SDG 11)**: Investigates how smart agriculture can contribute to urban food systems and sustainable community development. 6. **Climate Action (SDG 13)**: Discusses the impact of agriculture on climate change and how smart practices can mitigate environmental impacts. 7. **Life on Land (SDG 15)**: Focuses on sustainable land use practices and biodiversity conservation in agricultural systems. Overall, a course in smart agriculture promotes sustainability, efficiency, and innovation in the agricultural sector, making it relevant to multiple SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132402 | Pemrograman Mobile | Mobile Programming | Mobile Programming is a course that focuses on the development of applications for mobile devices, such as smartphones and tablets. It covers various programming languages and frameworks, including Swift for iOS and Kotlin for Android. Students learn about mobile app architecture, user interface design, and best practices for performance optimization and user experience. The course often includes hands-on projects, allowing students to build and deploy their own mobile applications. By the end, students are equipped with the skills needed to create functional, user-friendly mobile apps and understand the mobile development lifecycle. | 1. **Quality Education (SDG 4)**: Mobile applications can enhance educational access and delivery, promoting learning opportunities through digital platforms. 2. **Decent Work and Economic Growth (SDG 8)**: The development of mobile applications can create job opportunities and support entrepreneurship in the tech industry. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Encourages innovation in technology and infrastructure development through mobile solutions that improve connectivity and services. 4. **Sustainable Cities and Communities (SDG 11)**: Mobile apps can support urban planning, public transport, and community engagement, contributing to smarter and more sustainable cities. 5. **Partnerships for the Goals (SDG 17)**: Emphasizes collaboration in tech development, fostering partnerships between developers, businesses, and communities to create impactful mobile solutions. 6. **Good Health and Well-Being (SDG 3)**: Mobile health (mHealth) applications can improve healthcare access, support wellness initiatives, and facilitate health education. By integrating these SDGs, a mobile programming course can highlight the potential of mobile technology to contribute to sustainable development and address various societal challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04132502 | Pemrograman Web | Web Programming | Web Programming is a course that introduces students to the fundamentals of developing applications for the web. It covers both front-end and back-end technologies, including HTML, CSS, JavaScript, and various server-side languages like Python, PHP, or Node.js. Students learn about web frameworks, databases, and API integration, as well as best practices for responsive design and user experience. The course often includes hands-on projects, enabling students to build functional websites and web applications. By the end, students are equipped with the skills needed to create and maintain dynamic, interactive web platforms. | 1. **Quality Education (SDG 4)**: Web technologies can enhance educational platforms, making learning resources more accessible and promoting digital literacy. 2. **Decent Work and Economic Growth (SDG 8)**: The growth of the web development industry supports job creation and entrepreneurship, contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Web programming fosters innovation and the development of digital infrastructure, enhancing connectivity and services. 4. **Sustainable Cities and Communities (SDG 11)**: Web applications can support urban planning, public services, and community engagement, making cities more sustainable and livable. 5. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration among developers, businesses, and organizations to create impactful web solutions. 6. **Good Health and Well-Being (SDG 3)**: Web applications can support health information dissemination, telemedicine, and wellness initiatives. By emphasizing these connections, a web programming course can showcase how web technologies contribute to sustainable development and address societal challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131102 | Agro-informatika | Agro-informatics | Agro-informatics is a course that focuses on the application of information technology and data management in agriculture. It covers topics such as precision agriculture, data analytics, remote sensing, and geographic information systems (GIS) to optimize farming practices. Students learn how to collect, analyze, and interpret agricultural data to improve productivity and sustainability. The course often includes hands-on projects and case studies, allowing students to apply technology in real-world agricultural scenarios. By the end, students are equipped with the skills to leverage informatics tools to enhance decision-making and innovation in the agricultural sector. | 1. **Zero Hunger (SDG 2)**: Enhances agricultural productivity, sustainability, and food security through data-driven approaches and precision agriculture. 2. **Clean Water and Sanitation (SDG 6)**: Focuses on water management in agriculture, promoting efficient irrigation systems and water conservation practices. 3. **Decent Work and Economic Growth (SDG 8)**: Supports the development of new job opportunities and economic growth in the agricultural sector through technology adoption. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizes the role of innovative technologies in improving agricultural practices, data collection, and resource management. 5. **Sustainable Cities and Communities (SDG 11)**: Investigates how agro-informatics can contribute to urban agriculture and sustainable food systems in urban areas. 6. **Climate Action (SDG 13)**: Examines the impact of agriculture on climate change and how data can help develop strategies for mitigation and adaptation. 7. **Life on Land (SDG 15)**: Addresses biodiversity, sustainable land use, and the conservation of ecosystems through informed agricultural practices. By integrating these SDGs, a course in agro-informatics can highlight the importance of data and technology in promoting sustainable agriculture and addressing global food security challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131202 | Managemen Sumber Daya Air | Water Resources Management | Water Resources Management is a course that examines the principles and practices involved in the sustainable management of water resources. It covers topics such as hydrology, water quality, water use and conservation, and the impact of human activities on water systems. Students learn about policies and frameworks for managing water resources at local, regional, and global levels, including issues related to drought, flooding, and climate change. The course often includes case studies and practical projects, equipping students with the skills to analyze water resource challenges and develop effective management strategies for sustainable use and preservation. | 1. **Clean Water and Sanitation (SDG 6)**: Focuses on ensuring availability and sustainable management of water resources, promoting safe drinking water, sanitation, and hygiene. 2. **Zero Hunger (SDG 2)**: Discusses the importance of water management in agricultural practices to ensure food security and sustainable food production. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Examines the role of water in industrial processes and the need for sustainable infrastructure related to water supply and treatment. 4. **Sustainable Cities and Communities (SDG 11)**: Addresses urban water management, including the challenges of water supply, stormwater management, and the development of resilient urban environments. 5. **Climate Action (SDG 13)**: Explores the impacts of climate change on water resources, discussing adaptation and mitigation strategies to manage water-related risks. 6. **Life Below Water (SDG 14)** and **Life on Land (SDG 15)**: Examines the conservation of aquatic ecosystems and the management of watersheds, promoting biodiversity and sustainable land use practices. By focusing on these goals, a course in water resources management underscores the importance of sustainable water practices in achieving broader environmental and social sustainability objectives. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131302 | Perancangan dan Pengujian Alsintan | Machine Design and Testing | Machine Design and Testing is a course that focuses on the principles and practices involved in designing mechanical systems and components. It covers topics such as material selection, stress analysis, kinematics, and the application of design standards. Students learn to create detailed designs and prototypes, and explore methods for testing and evaluating performance, durability, and safety of machinery. The course often includes hands-on projects, where students apply theoretical concepts to real-world problems, using software tools for design simulations and analysis. By the end, students are equipped with the skills to develop innovative machine designs and conduct thorough testing to ensure functionality and reliability. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Focuses on the development of sustainable and resilient industrial processes, promoting innovation in machine design and manufacturing. 2. **Decent Work and Economic Growth (SDG 8)**: Examines the role of well-designed machinery in improving productivity and safety in the workplace, contributing to economic development. 3. **Sustainable Consumption and Production (SDG 12)**: Discusses principles of sustainable design, including energy efficiency, waste reduction, and the lifecycle impact of machines. 4. **Climate Action (SDG 13)**: Addresses how machine design can minimize environmental impact and support sustainable practices to mitigate climate change. 5. **Quality Education (SDG 4)**: Promotes educational initiatives in engineering and design, fostering skills and knowledge essential for sustainable industrial practices. By integrating these SDGs, a course in machine design and testing emphasizes the importance of engineering solutions in promoting sustainability, efficiency, and economic growth. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131402 | Managemen Alat dan Mesin Pertanian | Management of Agricultural Tools and Machinery | Management of Agricultural Tools and Machinery is a course that focuses on the selection, operation, and maintenance of tools and machinery used in agriculture. It covers topics such as equipment performance, efficiency, safety practices, and the economic aspects of managing agricultural machinery. Students learn to evaluate different types of equipment for various agricultural tasks and understand the importance of proper maintenance schedules to enhance longevity and productivity. The course often includes practical hands-on experiences, enabling students to apply their knowledge in real-world agricultural settings. By the end, students are equipped with the skills to effectively manage agricultural tools and machinery, optimizing their use in farming operations. | 1. **Zero Hunger (SDG 2)**: Emphasizes the role of effective machinery and tools in increasing agricultural productivity, food security, and sustainable food production practices. 2. **Decent Work and Economic Growth (SDG 8)**: Discusses the impact of mechanization on job creation, labor conditions, and economic development in the agricultural sector. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Focuses on the importance of innovative agricultural technologies and infrastructure to improve farming practices and productivity. 4. **Sustainable Consumption and Production (SDG 12)**: Examines sustainable practices in the use and management of agricultural tools and machinery to minimize waste and enhance resource efficiency. 5. **Climate Action (SDG 13)**: Addresses how modern agricultural machinery can contribute to more efficient use of resources, reducing the environmental impact of farming practices. 6. **Life on Land (SDG 15)**: Discusses sustainable land management practices supported by appropriate tools and machinery, promoting biodiversity and ecosystem health. By integrating these SDGs, the course highlights the significance of effective management of agricultural tools and machinery in promoting sustainability and addressing global food security challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131502 | Teknik Pengolahan Pangan Lanjut | Advanced Food Processing Techniques | Advanced Food Processing Techniques is a course that delves into innovative methods and technologies used in the food processing industry. It covers topics such as thermal and non-thermal processing, food preservation techniques, and the application of emerging technologies like high-pressure processing and microwave technology. Students learn about the principles behind these techniques, their impact on food quality, safety, and nutrition, as well as regulatory considerations. The course often includes laboratory work and case studies, allowing students to experiment with various processing methods and evaluate their effectiveness. By the end of the course, students are equipped with the knowledge and skills to design and implement advanced food processing solutions in the industry. | 1. **Zero Hunger (SDG 2)**: Focuses on improving food production, processing, and preservation methods to enhance food security and nutrition. 2. **Good Health and Well-Being (SDG 3)**: Explores the role of food processing in ensuring food safety, nutrition, and public health, including the development of healthier food products. 3. **Responsible Consumption and Production (SDG 12)**: Discusses sustainable practices in food processing, including waste reduction, resource efficiency, and environmentally friendly techniques. 4. **Decent Work and Economic Growth (SDG 8)**: Examines the impact of advanced food processing on job creation and economic development within the food industry. 5. **Climate Action (SDG 13)**: Addresses how innovative food processing techniques can reduce the carbon footprint of food production and contribute to climate resilience. 6. **Partnerships for the Goals (SDG 17)**: Emphasizes collaboration between academia, industry, and communities to innovate and improve food processing practices. By focusing on these goals, the course underscores the importance of advanced food processing techniques in promoting sustainability, health, and economic growth in the food sector. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131602 | Managemen Agroindustri | Agro-Industry Management | Agro-Industry Management is a course that focuses on the principles and practices of managing businesses within the agricultural sector. It covers topics such as supply chain management, marketing strategies, financial management, and quality assurance in agro-industries. Students learn about the integration of agricultural production with processing, distribution, and retailing, emphasizing sustainability and efficiency. The course often includes case studies and practical projects, enabling students to analyze real-world challenges and develop management solutions. By the end of the course, students are equipped with the skills to effectively manage and innovate in agro-industrial enterprises, contributing to the overall success of the agricultural value chain. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity, food processing, and distribution systems to ensure food security and nutrition. 2. **Decent Work and Economic Growth (SDG 8)**: Examines job creation, labor conditions, and economic opportunities within the agro-industry sector. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizes the role of innovation in agro-industrial practices, improving infrastructure, and enhancing production efficiency. 4. **Sustainable Consumption and Production (SDG 12)**: Discusses sustainable practices in the agro-industry, including waste management, resource efficiency, and sustainable supply chains. 5. **Climate Action (SDG 13)**: Addresses the agro-industry’s role in climate change mitigation and adaptation through sustainable practices and technologies. 6. **Partnerships for the Goals (SDG 17)**: Highlights the importance of collaboration among various stakeholders, including governments, businesses, and communities, to promote sustainable agro-industrial development. By integrating these SDGs, the course emphasizes the importance of effective management in the agro-industry sector to foster sustainability, economic growth, and food security. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131702 | Pemodelan dan Simulasi | Modeling and Simulation | Modeling and Simulation is a course that focuses on the techniques and tools used to create and analyze models of complex systems. It covers topics such as mathematical modeling, simulation methodologies, and software tools for simulation (like MATLAB or Simulink). Students learn how to represent real-world systems—such as engineering, biological, or economic systems—using models and simulate their behavior under various conditions. The course emphasizes validation and verification of models, as well as analyzing simulation results to make informed decisions. Through hands-on projects, students gain practical experience in developing and applying models to solve real-world problems, preparing them for careers in various fields that rely on simulation techniques. | 1. **Quality Education (SDG 4)**: Enhances analytical and problem-solving skills through the use of modeling and simulation techniques in educational contexts. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports innovation in industrial processes by modeling complex systems and improving infrastructure design and efficiency. 3. **Sustainable Cities and Communities (SDG 11)**: Assists in urban planning, resource management, and the simulation of community development projects to promote sustainability. 4. **Climate Action (SDG 13)**: Enables climate modeling and simulations to understand and predict environmental changes, informing climate mitigation and adaptation strategies. 5. **Good Health and Well-Being (SDG 3)**: Used in healthcare for modeling disease spread, treatment outcomes, and health systems, contributing to improved public health strategies. 6. **Partnerships for the Goals (SDG 17)**: Encourages collaboration between different sectors to develop simulations that address complex societal challenges. By emphasizing these connections, a course in modeling and simulation highlights the significance of these techniques in addressing sustainability challenges and improving decision-making across various domains. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130402 | Teknik Konservasi Tanah dan Air | Soil and Water Conservation Techniques | Soil and Water Conservation Techniques is a course that focuses on the principles and practices aimed at preserving soil and water resources in agricultural and environmental contexts. It covers topics such as erosion control, watershed management, soil health, and sustainable land use practices. Students learn about various conservation methods, including contour farming, terracing, cover cropping, and the use of vegetative buffers. The course often includes field studies and hands-on projects, allowing students to assess conservation practices in real-world settings. By the end of the course, students are equipped with the knowledge and skills to develop and implement effective soil and water conservation strategies to promote sustainability and mitigate environmental degradation. | 1. **Zero Hunger (SDG 2)**: Focuses on sustainable agricultural practices that enhance soil health and water management to improve food security and nutrition. 2. **Clean Water and Sanitation (SDG 6)**: Addresses the importance of conserving water resources and implementing sustainable practices for water management and sanitation. 3. **Climate Action (SDG 13)**: Explores how soil and water conservation practices can mitigate climate change impacts, enhance resilience, and promote sustainable land use. 4. **Life on Land (SDG 15)**: Emphasizes the conservation of terrestrial ecosystems, promoting sustainable land management and combating land degradation and desertification. 5. **Sustainable Cities and Communities (SDG 11)**: Investigates how soil and water conservation techniques can support urban planning and sustainable community development. By integrating these SDGs, the course underscores the critical role of soil and water conservation in promoting sustainability, protecting natural resources, and addressing global challenges related to food security and environmental health. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130502 | Analisis Sistem | Systems Analysis | Systems Analysis is a course that explores the methodologies and tools used to study complex systems in various fields, including business, engineering, and information technology. It focuses on understanding how systems function, the interactions between their components, and how to improve system performance. Key topics include modeling techniques, data analysis, system design, and decision-making processes. Students learn to identify problems, evaluate alternatives, and propose solutions through case studies and practical projects. By the end of the course, students are equipped with the skills to analyze and optimize systems, enabling them to address real-world challenges effectively. | 1. **Quality Education (SDG 4)**: Promotes critical thinking and problem-solving skills through the analysis of systems in educational contexts. 2. **Decent Work and Economic Growth (SDG 8)**: Supports improved organizational processes and efficiencies, contributing to economic development and job creation. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Focuses on enhancing industrial processes and infrastructure development through effective systems analysis and design. 4. **Sustainable Cities and Communities (SDG 11)**: Analyzes urban systems and infrastructure to promote sustainable development and improve community planning. 5. **Climate Action (SDG 13)**: Evaluates environmental systems and their interactions, informing strategies for climate mitigation and adaptation. 6. **Partnerships for the Goals (SDG 17)**: Encourages collaboration among stakeholders to develop and implement solutions to complex societal challenges. By emphasizing these connections, a course in systems analysis highlights the importance of understanding and improving systems to address sustainability challenges and promote effective decision-making across various domains. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130602 | Ilmu Bangunan dan Lingkungan Pertanian | Agricultural Building and Environmental Science | Agricultural Building and Environmental Science is a course that focuses on the design, construction, and management of agricultural facilities and their environmental impact. It covers topics such as building materials, structural design, environmental controls, and energy efficiency in agricultural settings. Students learn about the integration of agricultural practices with sustainable building techniques, including the management of waste and water resources. The course often includes hands-on projects and field visits to agricultural sites, allowing students to apply theoretical concepts to real-world scenarios. By the end, students are equipped with the knowledge and skills to design environmentally sustainable agricultural buildings that enhance productivity while minimizing ecological footprints. | 1. **Zero Hunger (SDG 2)**: Emphasizes the importance of agricultural buildings and infrastructure in enhancing food production and security. 2. **Clean Water and Sanitation (SDG 6)**: Addresses water management practices within agricultural systems, including irrigation and sanitation in agricultural buildings. 3. **Sustainable Cities and Communities (SDG 11)**: Explores the design and management of agricultural infrastructure within urban settings, promoting sustainable development. 4. **Climate Action (SDG 13)**: Discusses how agricultural buildings can be designed to mitigate climate change impacts, including energy-efficient practices and materials. 5. **Life on Land (SDG 15)**: Focuses on sustainable land use practices and the impact of agricultural infrastructure on biodiversity and ecosystem health. 6. **Industry, Innovation, and Infrastructure (SDG 9)**: Investigates innovative technologies and practices in agricultural building design and construction. By integrating these SDGs, the course highlights the critical role of agricultural buildings and environmental science in promoting sustainability, enhancing food security, and protecting natural resources. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130702 | Teknik Irigasi dan Drainase | Irrigation and Drainage Techniques | Irrigation and Drainage Techniques is a course that focuses on the design, implementation, and management of irrigation and drainage systems in agricultural settings. It covers principles of water management, soil-water relationships, and the selection of appropriate irrigation methods, such as drip, sprinkler, and surface irrigation. Students learn about drainage system design to prevent waterlogging and promote effective water use. The course often includes practical applications, case studies, and fieldwork, allowing students to assess and optimize irrigation and drainage practices. By the end of the course, students are equipped with the skills to develop efficient water management strategies that enhance crop production and sustainability. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity and food security through effective irrigation practices that ensure reliable water supply for crops. 2. **Clean Water and Sanitation (SDG 6)**: Addresses the sustainable management of water resources, including irrigation efficiency and drainage systems to protect water quality. 3. **Climate Action (SDG 13)**: Discusses how efficient irrigation and drainage can help mitigate the impacts of climate change on agriculture and enhance resilience to extreme weather events. 4. **Sustainable Cities and Communities (SDG 11)**: Examines the role of irrigation in urban agriculture and the integration of sustainable water management practices in community planning. 5. **Life on Land (SDG 15)**: Focuses on sustainable land and water management practices that promote ecosystem health and biodiversity while supporting agricultural productivity. By emphasizing these connections, the course highlights the importance of effective irrigation and drainage techniques in promoting sustainability, food security, and responsible water resource management. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130802 | Riset Operasional | Operational Research | Operational Research is a course that focuses on applying analytical methods and mathematical techniques to solve complex decision-making problems in various fields, including business, engineering, and logistics. It covers topics such as optimization, linear programming, simulation, queuing theory, and decision analysis. Students learn to formulate problems mathematically, develop models, and use software tools to analyze and interpret data. The course emphasizes practical applications through case studies and projects, enabling students to develop strategies for improving efficiency and effectiveness in organizational operations. By the end of the course, students are equipped with the skills to apply operational research techniques to optimize processes and make informed decisions. | 1. **Decent Work and Economic Growth (SDG 8)**: Focuses on improving organizational efficiency and productivity, contributing to economic growth and job creation. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Explores methods to optimize industrial processes, logistics, and infrastructure development, promoting sustainable practices. 3. **Sustainable Consumption and Production (SDG 12)**: Addresses resource management and efficiency, helping organizations minimize waste and optimize resource use. 4. **Quality Education (SDG 4)**: Enhances analytical skills and problem-solving capabilities, promoting education in quantitative decision-making techniques. 5. **Partnerships for the Goals (SDG 17)**: Encourages collaboration among stakeholders to address complex challenges through data-driven decision-making and optimization techniques. 6. **Sustainable Cities and Communities (SDG 11)**: Analyzes urban systems and resource management to improve sustainability in community planning and service delivery. By integrating these SDGs, the course underscores the relevance of operational research in enhancing sustainability, efficiency, and effectiveness across various domains. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130901 | Praktikum TPHP | TPHP Practicum | The TPHP Practicum (Tropical Public Health Practicum) is a hands-on course designed to provide students with practical experience in public health within tropical settings. It focuses on applying theoretical knowledge to real-world challenges related to health promotion, disease prevention, and community health management. Students engage in fieldwork, collaborating with local health organizations, conducting assessments, and implementing interventions. The practicum emphasizes critical thinking, cultural competence, and effective communication skills. By the end of the course, students gain valuable insights and experience that prepare them for careers in public health, particularly in tropical and underserved areas. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural practices, pest management, and plant health to enhance food security and nutrition. 2. **Good Health and Well-Being (SDG 3)**: Addresses the importance of plant health in maintaining ecosystem balance and its impact on human health, including the management of diseases related to plants. 3. **Life on Land (SDG 15)**: Promotes sustainable land use and biodiversity conservation through effective management practices for plant health. 4. **Climate Action (SDG 13)**: Discusses the impact of climate change on plant health and explores adaptive management practices to mitigate these effects. 5. **Sustainable Consumption and Production (SDG 12)**: Encourages sustainable practices in agricultural production, including the responsible use of chemicals and resources in plant health management. By linking these SDGs, the TPHP Practicum emphasizes the importance of plant health management in achieving sustainability, food security, and environmental health. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131001 | Praktikum Teknik Irigasi dan Konservasi | Irrigation and Conservation Engineering Practicum | The Irrigation and Conservation Engineering Practicum is a hands-on course that provides students with practical experience in designing and implementing irrigation systems and conservation practices. Students engage in fieldwork and projects that focus on water management techniques, soil conservation, and sustainable agricultural practices. The practicum includes activities such as site assessments, system installation, and data collection to evaluate the effectiveness of various irrigation and conservation methods. Through collaboration with local farms and organizations, students apply their theoretical knowledge to real-world challenges, enhancing their skills in problem-solving and project management. By the end of the course, students are equipped with the experience needed to contribute to sustainable water resource management in agriculture. | 1. **Zero Hunger (SDG 2)**: Focuses on improving agricultural productivity and food security through effective irrigation and water conservation techniques. 2. **Clean Water and Sanitation (SDG 6)**: Addresses the sustainable management of water resources, promoting efficient irrigation practices and the conservation of water quality. 3. **Climate Action (SDG 13)**: Discusses the role of irrigation and conservation engineering in mitigating climate change impacts on agriculture and enhancing resilience. 4. **Sustainable Cities and Communities (SDG 11)**: Examines how irrigation practices can support urban agriculture and sustainable water management in urban planning. 5. **Life on Land (SDG 15)**: Promotes sustainable land management practices that protect ecosystems and biodiversity while ensuring productive agricultural systems. By integrating these SDGs, the course emphasizes the importance of irrigation and conservation engineering in promoting sustainability, resource efficiency, and food security. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121901 | Praktikum Mekanika Fluida dan Hidrologi | Fluid Mechanics and Hydrology Practicum | The Fluid Mechanics and Hydrology Practicum is a hands-on course that focuses on the practical applications of fluid mechanics and hydrological principles. Students engage in field and laboratory experiments to study the behavior of fluids in various environments, including rivers, lakes, and urban settings. The practicum covers topics such as flow measurement, water quality assessment, and hydrological modeling. Through practical exercises, students learn to analyze data, interpret results, and apply their knowledge to real-world water resource management challenges. By the end of the course, students gain valuable experience in both fluid mechanics and hydrology, preparing them for careers in environmental engineering, water management, and related fields. | 1. **SDG 8: Decent Work and Economic Growth** – This goal emphasizes promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all. The course prepares students to start and manage businesses that create job opportunities and drive economic development. 2. **SDG 9: Industry, Innovation, and Infrastructure** – This goal focuses on building resilient infrastructure, promoting sustainable industrialization, and fostering innovation. The course encourages students to develop innovative business ideas and solutions that contribute to the growth of industries and infrastructure. 3. **SDG 4: Quality Education** – The course may cover aspects of entrepreneurship education, promoting lifelong learning opportunities and skills development that enhance students’ ability to innovate and succeed in their ventures. 4. **SDG 12: Responsible Consumption and Production** – Entrepreneurs can drive sustainable practices within their businesses. The course may teach students about sustainable business models and responsible resource use, promoting responsible consumption and production patterns. 5. **SDG 10: Reduced Inequalities** – Entrepreneurship can play a significant role in reducing inequalities by providing opportunities for marginalized and underserved communities. The course may emphasize inclusive business practices and strategies to empower diverse entrepreneurs. 6. **SDG 3: Good Health and Well-Being** – Many entrepreneurial ventures focus on health and wellness. The course may address how businesses can contribute to improved health outcomes through innovative products and services. 7. **SDG 11: Sustainable Cities and Communities** – Entrepreneurs often contribute to the development of sustainable urban environments. The course may explore business solutions that address urban challenges, such as housing, transportation, and sustainable services. 8. **SDG 13: Climate Action** – The course may emphasize the importance of sustainable business practices that address climate change. Students may learn to develop entrepreneurial ventures that contribute to climate resilience and environmental sustainability. 9. **SDG 17: Partnerships for the Goals** – Successful entrepreneurship often involves collaboration with various stakeholders, including governments, businesses, and communities. The course emphasizes the importance of partnerships in achieving business objectives and advancing sustainable development goals. By focusing on the principles of entrepreneurship and its impact on society, the *Professional Entrepreneurship* course supports the development of innovative businesses that contribute to sustainable development, economic growth, and social well-being, aligning with multiple SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04122001 | Praktikum Teknik Instrumentasi & Kontrol | Instrumentation & Control Engineering Practicum | The Instrumentation & Control Engineering Practicum is a hands-on course designed to provide students with practical experience in the design, implementation, and troubleshooting of instrumentation and control systems. Students work with various sensors, actuators, and control devices to understand how to measure and control physical parameters such as temperature, pressure, and flow. The practicum includes laboratory exercises, projects, and simulations that emphasize the principles of control theory, system dynamics, and automation. By the end of the course, students gain valuable skills in configuring and programming control systems, preparing them for careers in industrial automation, process control, and related fields. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The course equips students with the skills to design and implement advanced instrumentation and control systems that enhance industrial processes and infrastructure efficiency. 2. **SDG 7: Affordable and Clean Energy** – Instrumentation and control engineering plays a vital role in optimizing energy systems and promoting renewable energy technologies. The course may cover the design and control of systems that improve energy efficiency and integrate renewable energy sources. 3. **SDG 12: Responsible Consumption and Production** – The course focuses on the efficient use of resources in industrial processes. Students learn how to design control systems that minimize waste and energy consumption, promoting sustainable production practices. 4. **SDG 11: Sustainable Cities and Communities** – Effective control systems are essential for managing urban infrastructure, including transportation, water supply, and waste management. The course may address how instrumentation and control engineering contribute to the sustainability and resilience of urban environments. 5. **SDG 13: Climate Action** – The course may explore how control systems can be utilized to monitor and mitigate the environmental impacts of industrial processes, contributing to climate resilience and adaptation strategies. 6. **SDG 3: Good Health and Well-Being** – Instrumentation and control systems are crucial in healthcare applications, such as monitoring patient health and managing medical devices. The course may cover the design of systems that enhance health outcomes and ensure patient safety. 7. **SDG 4: Quality Education** – The practicum aspect of the course provides hands-on learning experiences that promote skill development and knowledge application, contributing to quality education and lifelong learning opportunities in engineering fields. 8. **SDG 15: Life on Land** – Instrumentation and control systems can be applied in environmental monitoring and management, helping to protect ecosystems and biodiversity. The course may include topics related to monitoring environmental parameters and assessing ecological impacts. By focusing on the practical applications of instrumentation and control engineering, this course supports the development of efficient and sustainable engineering practices, enhances infrastructure resilience, and aligns with multiple SDGs related to innovation, sustainability, and public health. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04122101 | Praktikum Teknik Pengolahan Pangan | Food Processing Engineering Practicum | The Food Processing Engineering Practicum is a hands-on course that focuses on the practical application of engineering principles in the food processing industry. Students engage in laboratory and field activities that cover various processing techniques, including thermal processing, fermentation, and preservation methods. The practicum emphasizes equipment operation, quality control, and safety practices in food production. Students work on projects that involve the design, analysis, and optimization of food processing systems, gaining insights into efficiency and sustainability. By the end of the course, students are equipped with the skills and experience needed to contribute effectively to food engineering and production roles in the industry. | 1. **SDG 2: Zero Hunger** – This goal focuses on ending hunger, achieving food security, improving nutrition, and promoting sustainable agriculture. The course teaches students about food processing techniques that enhance food preservation, safety, and quality, contributing to increased food availability and reduced waste. 2. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in food processing, including resource efficiency, waste reduction, and the use of environmentally friendly technologies. Students learn to develop processes that minimize waste and promote responsible consumption of food resources. 3. **SDG 3: Good Health and Well-Being** – Proper food processing is essential for ensuring food safety and nutritional quality. The course covers the importance of processing techniques that enhance the health benefits of food products and ensure consumer safety. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in food processing technologies and infrastructure development, promoting efficient production methods and industrial growth in the food sector. 5. **SDG 8: Decent Work and Economic Growth** – The food processing industry is a significant source of employment and economic activity. The course prepares students for careers in this sector, contributing to decent work opportunities and economic development. 6. **SDG 13: Climate Action** – The course may address the environmental impacts of food processing and promote practices that reduce greenhouse gas emissions and enhance sustainability within the industry. 7. **SDG 11: Sustainable Cities and Communities** – Sustainable food processing practices can contribute to urban food systems and enhance community resilience. The course may cover how processed foods can be integrated into urban food supply chains to support local communities. 8. **SDG 15: Life on Land** – Sustainable food processing practices can help protect terrestrial ecosystems by reducing food waste and promoting sustainable agricultural practices. The course may emphasize the importance of sourcing ingredients responsibly and minimizing environmental impacts. By focusing on the practical applications of food processing engineering, this course supports the development of sustainable food systems, enhances food security and safety, and aligns with multiple SDGs related to health, sustainability, and economic growth. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04122202 | Praktikum Alsin dan Tenaga Pertanian | Machinery and Agricultural Power Practicum | The Machinery and Agricultural Power Practicum is a hands-on course that focuses on the operation, maintenance, and management of machinery and power systems used in agriculture. Students engage in practical activities involving the selection, setup, and troubleshooting of various agricultural equipment, including tractors, irrigation systems, and harvesting machinery. The practicum emphasizes safety protocols, efficiency optimization, and the integration of technology in modern farming practices. Through fieldwork and laboratory exercises, students develop skills in machinery operation and learn how to assess the performance and suitability of equipment for different agricultural tasks. By the end of the course, students are prepared to effectively manage agricultural machinery and power resources in real-world settings. | 1. **SDG 2: Zero Hunger** – This goal aims to end hunger, achieve food security, and promote sustainable agriculture. The course teaches students about the machinery and power systems that enhance agricultural productivity, improve food production efficiency, and contribute to food security. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course emphasizes the importance of innovative agricultural machinery and infrastructure in modern farming practices. Students learn about advancements in technology that can improve agricultural operations and support sustainable industrial growth. 3. **SDG 12: Responsible Consumption and Production** – Students are taught how to use machinery and power systems responsibly, optimizing resource use and minimizing waste in agricultural practices. This aligns with the goal of promoting sustainable production patterns in the agricultural sector. 4. **SDG 8: Decent Work and Economic Growth** – The agricultural machinery sector creates jobs and stimulates economic growth. The course prepares students for careers in agricultural engineering and technology, contributing to decent work opportunities in rural and urban settings. 5. **SDG 13: Climate Action** – The course may address the environmental impacts of agricultural machinery and the importance of adopting sustainable practices to mitigate climate change. Students may learn about technologies that reduce emissions and enhance resilience in agricultural systems. 6. **SDG 11: Sustainable Cities and Communities** – Sustainable agricultural practices supported by efficient machinery can contribute to urban food systems and enhance community resilience. The course may explore the role of agriculture in providing food for growing urban populations. 7. **SDG 15: Life on Land** – The course may cover sustainable land management practices that protect ecosystems and promote biodiversity. Students learn how to use machinery responsibly to minimize soil erosion and degradation in agricultural settings. 8. **SDG 4: Quality Education** – The practicum component provides hands-on learning experiences that enhance students’ technical skills and knowledge, contributing to quality education and capacity building in agricultural engineering. By focusing on the practical applications of machinery and agricultural power, this course supports the development of sustainable agricultural practices, enhances food security, and aligns with multiple SDGs related to innovation, economic growth, and environmental sustainability. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130102 | Pengantar Data Sains | Introduction to Data Science | Introduction to Data Science is a foundational course that explores the concepts, tools, and techniques used in data analysis and interpretation. It covers key topics such as data collection, cleaning, visualization, and statistical analysis, as well as the basics of machine learning and predictive modeling. Students learn to work with popular programming languages and tools like Python or R, and gain hands-on experience using data analysis libraries. The course emphasizes critical thinking and problem-solving skills, enabling students to apply data-driven insights to real-world challenges across various fields. By the end of the course, students are equipped with the essential skills to start their journey in data science and analytics. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. Data science plays a crucial role in driving innovation across industries by enabling organizations to leverage data for better decision-making, process optimization, and product development. 2. **SDG 3: Good Health and Well-Being** – Data science is increasingly used in healthcare to analyze patient data, improve treatment outcomes, and enhance public health initiatives. The course may cover topics such as predictive analytics in healthcare and the use of data to address health challenges. 3. **SDG 4: Quality Education** – The course promotes skills in data literacy and analytical thinking, contributing to quality education. Students learn how to use data to inform educational practices and improve learning outcomes. 4. **SDG 12: Responsible Consumption and Production** – Data science can help organizations analyze resource usage, optimize supply chains, and promote sustainable practices. The course may cover how data-driven insights can lead to more responsible consumption and production patterns. 5. **SDG 8: Decent Work and Economic Growth** – Data science skills are in high demand across various industries, contributing to economic growth and job creation. The course prepares students for careers in data analysis and related fields, enhancing workforce development. 6. **SDG 10: Reduced Inequalities** – Data science can help identify and address inequalities by analyzing socio-economic data and informing policies aimed at promoting equity. The course may explore how data can be used to highlight disparities and drive social change. 7. **SDG 13: Climate Action** – Data science is instrumental in climate research and environmental monitoring. The course may address how data analysis can support climate action initiatives and inform policies aimed at mitigating climate change impacts. 8. **SDG 11: Sustainable Cities and Communities** – Data science can enhance urban planning and the management of city resources. The course may cover how data-driven insights can contribute to building sustainable and resilient urban environments. 9. **SDG 17: Partnerships for the Goals** – Data science encourages collaboration among various stakeholders, including governments, businesses, and civil society. The course may emphasize the importance of partnerships in leveraging data for sustainable development. By focusing on the principles and applications of data science, this course supports the development of skills that contribute to sustainable development, informed decision-making, and social impact, aligning with multiple SDGs. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130202 | Perancangan Teknik | Engineering Design | Engineering Design is a course that focuses on the systematic process of creating solutions to engineering problems. It covers key principles such as problem definition, ideation, prototyping, and testing. Students learn to apply design thinking methodologies, tools, and techniques to develop innovative products and systems. The course often includes hands-on projects where students work in teams to design, build, and evaluate prototypes, emphasizing collaboration and communication skills. By the end of the course, students are equipped with the knowledge and skills to approach engineering challenges creatively and effectively, preparing them for careers in various engineering disciplines. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – This goal emphasizes building resilient infrastructure and fostering innovation. The engineering design process promotes innovative solutions that enhance industrial processes and infrastructure development. 2. **SDG 11: Sustainable Cities and Communities** – Engineering design is critical for creating sustainable urban environments. The course may cover designing infrastructure and systems that improve urban living conditions and promote sustainable community development. 3. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable design practices that minimize resource use, reduce waste, and promote the responsible consumption of materials. Students learn to create designs that are environmentally friendly and economically viable. 4. **SDG 3: Good Health and Well-Being** – Engineering design can contribute to health and safety through the development of medical devices, healthcare systems, and infrastructure that enhance public health. The course may include topics related to designing for health outcomes. 5. **SDG 8: Decent Work and Economic Growth** – The course prepares students for careers in engineering fields that drive economic growth and job creation. Effective engineering design contributes to the development of products and systems that stimulate economic activity. 6. **SDG 4: Quality Education** – The engineering design course promotes critical thinking, problem-solving, and creativity, contributing to quality education and preparing students for lifelong learning in engineering disciplines. 7. **SDG 13: Climate Action** – Sustainable engineering design practices can help mitigate climate change impacts. The course may address designing systems and products that are energy-efficient and environmentally responsible. 8. **SDG 10: Reduced Inequalities** – Engineering design can contribute to social equity by developing solutions that address the needs of marginalized communities. The course may cover inclusive design principles that promote access and equity. 9. **SDG 15: Life on Land** – The course may address the importance of sustainable land use and environmental protection in engineering design, emphasizing the need to protect ecosystems and biodiversity. 10. **SDG 17: Partnerships for the Goals** – Collaboration is essential in engineering design projects. The course may emphasize the importance of partnerships among stakeholders, including governments, industries, and communities, in achieving sustainable design solutions. By focusing on the principles and practices of engineering design, this course supports the development of innovative solutions that contribute to sustainable development, enhance quality of life, and align with multiple SDGs related to economic growth, environmental sustainability, and social well-being. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04130302 | Teknik Pengolahan Hasil Pertanian | Agricultural Product Processing Techniques | Agricultural Product Processing Techniques is a course that focuses on the methods and technologies used to transform raw agricultural products into value-added goods. It covers topics such as preservation methods, packaging techniques, and quality control in food processing. Students learn about different processing techniques, including drying, fermentation, canning, and refrigeration, as well as the principles of food safety and regulatory standards. The course often includes hands-on lab work and case studies, allowing students to apply their knowledge in practical settings. By the end of the course, students are equipped with the skills to innovate and optimize processing methods, enhancing the quality and marketability of agricultural products. | 1. **SDG 2: Zero Hunger** – This goal aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture. The course teaches students about processing techniques that enhance food preservation, safety, and nutritional value, contributing to increased food availability and reduced waste. 2. **SDG 12: Responsible Consumption and Production** – The course emphasizes sustainable practices in the processing of agricultural products, including resource efficiency, waste reduction, and the use of environmentally friendly technologies. Students learn how to develop processes that minimize waste and promote responsible consumption of food resources. 3. **SDG 3: Good Health and Well-Being** – Proper processing of agricultural products is essential for ensuring food safety and quality. The course covers the importance of processing techniques that enhance the health benefits of food products and ensure consumer safety. 4. **SDG 9: Industry, Innovation, and Infrastructure** – The course encourages innovation in agricultural processing technologies and infrastructure development, promoting efficient production methods and industrial growth in the food sector. 5. **SDG 8: Decent Work and Economic Growth** – The agricultural processing industry creates jobs and stimulates economic activity. The course prepares students for careers in this sector, contributing to decent work opportunities and economic development. 6. **SDG 13: Climate Action** – The course may address the environmental impacts of agricultural processing and promote practices that reduce greenhouse gas emissions and enhance sustainability within the industry. 7. **SDG 11: Sustainable Cities and Communities** – Sustainable processing practices can contribute to urban food systems and enhance community resilience. The course may explore how processed foods can be integrated into urban food supply chains to support local communities. 8. **SDG 15: Life on Land** – Sustainable agricultural processing practices can help protect terrestrial ecosystems by reducing food waste and promoting sustainable agricultural practices. The course may emphasize the importance of sourcing ingredients responsibly and minimizing environmental impacts. 9. **SDG 4: Quality Education** – The practicum and theoretical components of the course provide hands-on learning experiences that enhance students’ technical skills and knowledge, contributing to quality education and capacity building in agricultural processing. By focusing on the techniques and practices of agricultural product processing, this course supports the development of sustainable food systems, enhances food security and safety, and aligns with multiple SDGs related to health, sustainability, and economic growth. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121202 | Metode Penelitian dan Penyajian Ilmiah | Research Methods and Scientific Presentation | Research Methods and Scientific Presentation is a course that provides students with essential skills for conducting research and effectively communicating their findings. It covers various research methodologies, including qualitative and quantitative approaches, data collection techniques, and analysis methods. Students learn how to design research projects, formulate hypotheses, and critically evaluate existing literature. The course also emphasizes the importance of presenting scientific information clearly and effectively, covering topics such as creating presentations, writing research papers, and using visual aids. By the end of the course, students are prepared to undertake research projects and present their results in a professional manner. | 1. **SDG 4: Quality Education** – Enhances research skills and promotes effective communication of scientific findings, contributing to quality education in academic and professional contexts. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of research methods that foster innovation and improve infrastructure through evidence-based decision-making. 3. **SDG 3: Good Health and Well-being** – Focuses on research methodologies applicable in health sciences, promoting advancements in public health and healthcare through rigorous scientific inquiry. 4. **SDG 10: Reduced Inequalities** – Encourages research that addresses social inequalities, informing policies and programs aimed at promoting equity and inclusivity. 5. **SDG 12: Responsible Consumption and Production** – Emphasizes research on sustainable practices, helping to inform methods that promote responsible consumption and resource management. 6. **SDG 13: Climate Action** – Provides methodologies for conducting environmental research, enabling the assessment of climate change impacts and the development of mitigation strategies. 7. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration in research, promoting partnerships between academia, industry, and policymakers to achieve sustainable development. This course equips students with essential research skills and presentation techniques, enabling them to contribute to evidence-based practices and sustainable development efforts across various fields. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121302 | Energi Terbarukan | Renewable energy | Renewable Energy is a course that explores the principles, technologies, and applications of renewable energy sources, such as solar, wind, hydro, biomass, and geothermal energy. It covers the scientific, technical, and economic aspects of harnessing these energy sources for sustainable power generation. Students learn about the design, implementation, and integration of renewable energy systems, as well as the environmental and social impacts associated with their use. The course often includes case studies and hands-on projects, providing students with practical experience in renewable energy technologies. By the end of the course, students are equipped with the knowledge and skills to contribute to the transition towards sustainable energy solutions. | 1. **Goal 7: Affordable and Clean Energy** – Focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. Renewable energy courses directly address this by promoting sustainable energy technologies and practices. 2. **Goal 13: Climate Action** – Emphasizes the need for urgent action to combat climate change and its impacts. Renewable energy plays a crucial role in reducing greenhouse gas emissions. 3. **Goal 11: Sustainable Cities and Communities** – Encourages making cities inclusive, safe, resilient, and sustainable. Renewable energy can support sustainable urban development and reduce urban energy consumption. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Aims to build resilient infrastructure, promote inclusive and sustainable industrialization, and foster innovation. Renewable energy technologies often involve innovative solutions. 5. **Goal 12: Responsible Consumption and Production** – Focuses on ensuring sustainable consumption and production patterns, where renewable energy contributes to more sustainable energy consumption practices. 6. **Goal 3: Good Health and Well-Being** – Indirectly linked, as cleaner energy sources can improve air quality and reduce health risks associated with pollution. Courses may also touch on the interconnections among these goals and the broader implications of transitioning to renewable energy systems for sustainable development. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121402 | Teknik Instrumentasi & Kontrol | Instrumentation & Control Engineering | Instrumentation & Control Engineering is a course that focuses on the principles and practices of designing, implementing, and maintaining systems for measuring and controlling physical variables such as temperature, pressure, flow, and level. It covers topics like sensor technology, control theory, data acquisition, and automation systems. Students learn to analyze and design control systems, using tools such as PID controllers and programmable logic controllers (PLCs). The course emphasizes practical applications, often incorporating laboratory work and projects to reinforce theoretical concepts. By the end of the course, students are equipped with the skills to develop and optimize instrumentation and control solutions in various industries, including manufacturing, energy, and environmental systems. | 1. **Industry, Innovation, and Infrastructure (SDG 9)**: Emphasizes the development and implementation of advanced control systems that enhance industrial processes and infrastructure efficiency. 2. **Affordable and Clean Energy (SDG 7)**: Focuses on optimizing energy systems through instrumentation and control, improving energy efficiency and promoting renewable energy sources. 3. **Sustainable Cities and Communities (SDG 11)**: Applies control engineering principles to urban systems, improving resource management, transportation, and environmental monitoring. 4. **Climate Action (SDG 13)**: Supports the development of systems for monitoring and controlling emissions and environmental impacts, aiding in climate change mitigation efforts. 5. **Decent Work and Economic Growth (SDG 8)**: Prepares students for careers in various industries, contributing to job creation and economic development through automation and process optimization. By linking these SDGs, the course highlights the importance of instrumentation and control engineering in fostering sustainable practices, enhancing efficiency, and promoting innovation across various sectors. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121502 | Teknik Pengolahan Pangan | Food Processing Techniques | Food Processing Techniques is a course that explores the various methods used to transform raw agricultural products into safe, palatable, and shelf-stable food items. It covers topics such as preservation methods (canning, freezing, drying), fermentation, pasteurization, and packaging technologies. Students learn about the chemical and physical changes that occur during food processing, as well as the principles of food safety and quality control. The course often includes hands-on laboratory work and case studies, allowing students to apply their knowledge in practical settings. By the end of the course, students are equipped with the skills to innovate and improve food processing methods, enhancing product quality and marketability. | 1. **Zero Hunger (SDG 2)**: Focuses on improving food security and nutrition through effective processing techniques that enhance food availability and reduce waste. 2. **Good Health and Well-Being (SDG 3)**: Emphasizes food safety, quality, and nutritional value, ensuring processed foods contribute positively to health. 3. **Sustainable Consumption and Production (SDG 12)**: Promotes sustainable practices in food processing, including minimizing waste and resource use, and improving supply chain efficiency. 4. **Climate Action (SDG 13)**: Addresses the role of food processing in reducing food waste and emissions throughout the supply chain. 5. **Decent Work and Economic Growth (SDG 8)**: Prepares students for careers in the food industry, fostering job creation and economic development. By linking these SDGs, the course highlights the importance of food processing techniques in promoting sustainable food systems, enhancing nutrition, and supporting economic growth. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121602 | Hidrologi Teknik | Engineering Hydrology | Engineering Hydrology is a course that focuses on the study of the movement, distribution, and management of water in the environment, with a particular emphasis on its application in engineering projects. It covers topics such as hydrological cycles, precipitation, runoff, flood prediction, and groundwater flow. Students learn to apply hydrological principles to design and analyze water-related systems, including drainage systems, reservoirs, and irrigation. The course often includes modeling techniques and the use of software tools for hydrological analysis. By the end of the course, students are equipped with the knowledge and skills to address water resource challenges in engineering contexts, contributing to sustainable water management practices. | 1. **Clean Water and Sanitation (SDG 6)**: Focuses on managing water resources, ensuring access to safe water, and improving sanitation practices. 2. **Sustainable Cities and Communities (SDG 11)**: Examines hydrological principles for urban planning, including stormwater management, flood control, and sustainable infrastructure development. 3. **Climate Action (SDG 13)**: Discusses the impacts of climate change on hydrological cycles and water resources, promoting strategies for adaptation and resilience. 4. **Life on Land (SDG 15)**: Addresses the role of hydrology in managing land and water resources sustainably to protect ecosystems and biodiversity. 5. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the development of innovative hydrological models and infrastructure that enhance water resource management. By linking these SDGs, the course emphasizes the critical role of engineering hydrology in promoting sustainable water management, urban resilience, and environmental protection. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121702 | Ekonomi Teknik | Engineering Economics | Engineering Economics is a course that explores the financial principles and economic concepts relevant to engineering projects and decision-making. It covers topics such as cost analysis, cash flow analysis, time value of money, and project feasibility studies. Students learn to evaluate the economic viability of engineering designs and investments, including concepts like life cycle costing, return on investment (ROI), and risk assessment. The course emphasizes practical applications through case studies and financial modeling, enabling students to make informed decisions that balance technical and economic considerations. By the end of the course, students are equipped with the skills to assess the financial implications of engineering projects and contribute to effective resource allocation and management. | 1. **Decent Work and Economic Growth (SDG 8)**: Emphasizes the economic implications of engineering projects, promoting job creation and sustainable economic development. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the evaluation of engineering investments that drive innovation and improve infrastructure sustainability. 3. **Sustainable Consumption and Production (SDG 12)**: Discusses cost-benefit analysis and resource allocation, promoting efficient use of resources and sustainable practices in engineering. 4. **Quality Education (SDG 4)**: Enhances analytical and decision-making skills in economic aspects of engineering, contributing to a well-rounded education. 5. **Partnerships for the Goals (SDG 17)**: Encourages collaboration among engineers, businesses, and policymakers to achieve economically viable and sustainable engineering solutions. By linking these SDGs, the course highlights the importance of economic principles in engineering decision-making, emphasizing sustainability, innovation, and responsible practices. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121802 | Alat dan Mesin Pertanian | Agricultural Tools and Machinery | Agricultural Tools and Machinery is a course that focuses on the selection, operation, and maintenance of equipment used in agricultural production. It covers various types of tools and machinery, including tractors, plows, harvesters, and irrigation systems. Students learn about the principles of agricultural mechanization, including equipment efficiency, safety practices, and the role of technology in modern farming. The course often includes hands-on experiences, allowing students to operate and assess the performance of different machines in real-world settings. By the end of the course, students are equipped with the knowledge and skills to effectively utilize and manage agricultural tools and machinery to enhance productivity and sustainability in farming operations. | 1. **Zero Hunger (SDG 2)**: Enhances agricultural productivity and food security through the effective use of tools and machinery that improve farming practices. 2. **Decent Work and Economic Growth (SDG 8)**: Prepares students for careers in agriculture and related industries, contributing to job creation and economic development. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the development and application of innovative agricultural technologies that enhance efficiency and sustainability. 4. **Sustainable Consumption and Production (SDG 12)**: Promotes sustainable practices in agriculture, including the responsible use of machinery to minimize environmental impacts. 5. **Climate Action (SDG 13)**: Discusses how modern agricultural practices and machinery can mitigate climate change effects and promote resilience in farming systems. By linking these SDGs, the course highlights the significance of agricultural tools and machinery in fostering sustainable agricultural practices, enhancing food security, and supporting economic growth. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120502 | Mekanika Fluida | Fluid Mechanics | Fluid Mechanics is a course that explores the behavior of fluids (liquids and gases) and the forces acting upon them. It covers fundamental concepts such as fluid properties, fluid statics, fluid dynamics, and the principles of continuity, momentum, and energy. Students learn to apply mathematical and physical principles to analyze fluid flow in various contexts, including pipelines, open channels, and atmospheric systems. The course often includes laboratory experiments and computational modeling, enabling students to observe fluid behavior and solve practical engineering problems. By the end of the course, students are equipped with the knowledge and skills necessary to apply fluid mechanics principles in engineering design and analysis across multiple disciplines. | 1. **Clean Water and Sanitation (SDG 6)**: Focuses on the principles of fluid mechanics that are essential for designing and managing water supply systems and sanitation facilities. 2. **Sustainable Cities and Communities (SDG 11)**: Examines the role of fluid dynamics in urban infrastructure, including stormwater management and flood control. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the development of efficient fluid transport systems and processes, enhancing industrial applications and infrastructure development. 4. **Climate Action (SDG 13)**: Discusses the impact of fluid mechanics on environmental systems, including water resource management and the effects of climate change on hydrological cycles. 5. **Life Below Water (SDG 14)**: Addresses the principles of fluid dynamics in marine environments, contributing to the understanding and preservation of aquatic ecosystems. By linking these SDGs, the course emphasizes the critical role of fluid mechanics in promoting sustainable water management, environmental protection, and innovation in various industries. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110702 | Bahasa Inggris Keteknikan | Engineering English | Engineering English is a course designed to enhance communication skills specific to the engineering field. It focuses on technical writing, reading comprehension of engineering texts, and effective oral communication. Students learn to create reports, proposals, and presentations that meet professional standards, as well as to interpret technical documents and specifications. The course often emphasizes vocabulary relevant to engineering disciplines and includes practical exercises, group discussions, and presentations. By the end of the course, students are equipped with the language skills necessary to effectively communicate complex engineering concepts and collaborate in professional settings. | 1. **Goal 4: Quality Education** – Enhances communication skills for engineering students, promoting access to quality education and effective learning outcomes. 2. **Goal 8: Decent Work and Economic Growth** – Equips students with the necessary language skills for professional communication, improving employability and supporting economic growth. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Effective communication is essential for collaboration in engineering projects, fostering innovation and infrastructure development. 4. **Goal 10: Reduced Inequality** – Promotes inclusivity by helping non-native English speakers gain essential communication skills, contributing to greater equity in educational and professional settings. 5. **Goal 12: Responsible Consumption and Production** – Encourages discussions on sustainable engineering practices and technologies, promoting awareness and advocacy for responsible production methods. By developing language skills relevant to engineering, the course supports various aspects of sustainable development and enhances students’ contributions to their fields. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120702 | Ilmu Ukur Wilayah | Regional Geometry | Regional Geometry is a course that explores the properties and relationships of geometric shapes and figures within specific regions or contexts. It covers topics such as planar geometry, spatial relationships, and the application of geometric principles to real-world problems. Students learn to analyze and solve problems involving areas, volumes, and the characteristics of various geometric forms. The course may also incorporate topics like transformations, symmetry, and coordinate geometry. Through practical applications and projects, students develop a deeper understanding of how geometry can be applied in fields such as architecture, engineering, and environmental science. By the end of the course, students are equipped with the skills to analyze geometric problems and apply their knowledge to various contexts. | 1. **Goal 4: Quality Education** – Enhances learning in mathematics and spatial reasoning, promoting access to quality education. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Geometric principles are essential for design and analysis in engineering, architecture, and urban planning, supporting innovation and infrastructure development. 3. **Goal 11: Sustainable Cities and Communities** – Regional geometry is crucial for effective urban planning, helping create sustainable and resilient urban environments. 4. **Goal 12: Responsible Consumption and Production** – Geometric modeling can inform efficient resource management and sustainable land use. 5. **Goal 13: Climate Action** – Geometric analysis can be used in assessing environmental impacts and developing strategies for sustainability and climate resilience. While primarily focused on geometric concepts, the course can contribute to various aspects of sustainable development through its applications. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120801 | Praktikum Teknik Perbengkelan | Workshop Engineering Practicum | The Workshop Engineering Practicum is a hands-on course that provides students with practical experience in engineering design and fabrication techniques within a workshop setting. Students learn to use various tools and equipment, including machining, welding, and woodworking tools, to create prototypes and components. The course emphasizes safety practices, teamwork, and problem-solving skills as students work on projects that simulate real-world engineering challenges. Through guided exercises and projects, students gain valuable skills in design interpretation, material selection, and production processes. By the end of the practicum, students are equipped with the practical knowledge and skills necessary to undertake engineering tasks in a workshop environment. | 1. **Goal 4: Quality Education** – Provides hands-on experience and practical skills, enhancing learning outcomes in engineering and technical fields. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages innovation and practical problem-solving in engineering, supporting the development of resilient infrastructure and technologies. 3. **Goal 11: Sustainable Cities and Communities** – The skills learned can be applied in creating sustainable solutions for urban infrastructure and community projects. 4. **Goal 12: Responsible Consumption and Production** – Focus on efficient manufacturing practices and waste reduction aligns with sustainable production goals. 5. **Goal 13: Climate Action** – Workshops may include practices that promote energy efficiency and sustainable materials, contributing to climate action initiatives. 6. **Goal 8: Decent Work and Economic Growth** – Equips students with practical skills that enhance employability and contribute to economic development. This course provides essential skills and knowledge that can support various aspects of sustainable development. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120901 | Praktikum Ilmu Ukur Wilayah | Regional Geometry Practicum | The Regional Geometry Practicum is a hands-on course that focuses on the practical application of geometric principles within specific regional contexts. Students engage in fieldwork and projects that involve measuring, analyzing, and interpreting geometric shapes and relationships in real-world settings. The practicum emphasizes techniques for surveying, mapping, and spatial analysis, allowing students to apply theoretical knowledge to practical scenarios. Through collaborative projects, students develop skills in data collection, geometric modeling, and problem-solving. By the end of the course, students are equipped with the tools and experience needed to analyze and apply regional geometry concepts in fields such as urban planning, architecture, and environmental studies. | 1. **Goal 4: Quality Education** – The course promotes innovative teaching and learning methods, enhancing educational outcomes in geometry and spatial reasoning. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding regional geometry is important for urban planning, infrastructure development, and spatial analysis in various industries. 3. **Goal 11: Sustainable Cities and Communities** – The course may cover spatial planning and design principles, contributing to the development of sustainable urban environments. 4. **Goal 12: Responsible Consumption and Production** – Geometric principles can inform efficient resource management and sustainable land use planning. 5. **Goal 13: Climate Action** – Spatial analysis techniques can be used to assess environmental impacts and develop strategies for climate resilience. While the primary focus may be on geometry, the applications of this knowledge can contribute to various aspects of sustainable development. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121003 | Termodinamika dan Pindah Panas | Thermodynamics and Heat Transfer | Thermodynamics and Heat Transfer is a course that explores the fundamental principles governing energy transfer and conversion in physical systems. It covers key concepts such as the laws of thermodynamics, energy conservation, thermodynamic cycles, and the behavior of gases and liquids. Students also study heat transfer mechanisms, including conduction, convection, and radiation, as well as their applications in engineering design and analysis. The course often includes practical examples and problem-solving exercises to reinforce theoretical concepts. By the end of the course, students are equipped with the knowledge and skills necessary to analyze thermal systems and apply thermodynamic principles in various engineering contexts, such as HVAC, power generation, and materials processing. | 1. **Goal 7: Affordable and Clean Energy** – Thermodynamics is fundamental in understanding energy systems, helping to improve the efficiency of energy generation and consumption. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The principles of thermodynamics and heat transfer are critical for designing and optimizing industrial processes and infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Understanding heat transfer can lead to more efficient energy use and waste heat recovery, promoting sustainable practices in production. 4. **Goal 13: Climate Action** – By improving energy efficiency and developing technologies for renewable energy systems, this course contributes to efforts to mitigate climate change. 5. **Goal 11: Sustainable Cities and Communities** – Efficient heating and cooling systems informed by thermodynamic principles are essential for sustainable urban environments. These connections highlight how knowledge of thermodynamics and heat transfer can play a significant role in advancing sustainability goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04121103 | Mekanika Teknik | Engineering Mechanics | Engineering Mechanics is a foundational course that focuses on the principles of mechanics as applied to engineering problems. It covers key topics such as statics, dynamics, and kinematics, exploring the behavior of forces, motion, and material properties. Students learn to analyze structures and systems in equilibrium, as well as those in motion, using mathematical and graphical methods. The course emphasizes real-world applications, including the design and analysis of mechanical components and systems. Through problem-solving exercises and projects, students develop critical thinking and analytical skills essential for various engineering disciplines. By the end of the course, students are equipped with a solid understanding of the mechanics that underlie engineering design and analysis. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Engineering mechanics is foundational for designing and analyzing structures and machinery, contributing to resilient infrastructure and innovative industrial processes. 2. **Goal 11: Sustainable Cities and Communities** – Understanding mechanics is crucial for developing sustainable urban infrastructure, including transportation systems and buildings. 3. **Goal 12: Responsible Consumption and Production** – Courses may cover efficient design practices that minimize material waste and energy consumption, promoting sustainable production methods. 4. **Goal 13: Climate Action** – Engineering mechanics can help design more energy-efficient systems and structures, reducing greenhouse gas emissions. 5. **Goal 3: Good Health and Well-Being** – The principles of mechanics are applied in biomedical engineering, contributing to healthcare technologies and safe medical devices. By understanding the principles of mechanics, students can apply their knowledge to support sustainable development in various fields. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110802 | Rangkaian Listrik dan Elektrifikasi | Electric Circuits and Electrification | Electric Circuits and Electrification is a course that introduces students to the fundamental principles of electrical circuits and their applications in various systems. It covers key concepts such as voltage, current, resistance, and power, as well as circuit analysis techniques including Ohm’s Law, Kirchhoff’s laws, and Thevenin’s and Norton’s theorems. Students learn about both direct current (DC) and alternating current (AC) circuits, including components such as resistors, capacitors, inductors, and transformers. The course also explores the principles of electrification, including energy distribution and safety standards. Through hands-on laboratory work and projects, students gain practical experience in circuit design, analysis, and troubleshooting. By the end of the course, students are equipped with the skills needed to work with electrical systems and understand their applications in engineering and technology. | 1. **Goal 7: Affordable and Clean Energy** – This goal focuses on ensuring access to affordable, reliable, sustainable, and modern energy for all. Understanding electric circuits is crucial for developing efficient energy systems. 2. **Goal 9: Industry, Innovation, and Infrastructure** – This goal aims to build resilient infrastructure and foster innovation. Knowledge of electric circuits supports advancements in technology and infrastructure development. 3. **Goal 11: Sustainable Cities and Communities** – Electrification plays a vital role in making cities sustainable, particularly in transportation and urban infrastructure. 4. **Goal 12: Responsible Consumption and Production** – Understanding circuits can contribute to more efficient energy use and sustainable practices in production processes. 5. **Goal 3: Good Health and Well-Being** – Indirectly related, as reliable electrical systems can improve healthcare delivery through better medical technologies and facilities. While the course may primarily focus on technical aspects, the principles and applications learned can contribute to achieving these broader sustainability goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110901 | Praktikum Rangkaian Listrik dan Elektrifikasi | Practical Electrical Circuits and Electrification | Practical Electrical Circuits and Electrification is a hands-on course that focuses on the design, construction, and analysis of electrical circuits and their applications in real-world scenarios. Students engage in laboratory activities that cover essential topics such as circuit components (resistors, capacitors, inductors), circuit analysis techniques, and safety practices in electrification. The course emphasizes practical skills, including circuit assembly, testing, and troubleshooting, allowing students to apply theoretical knowledge to create functioning electrical systems. Through projects and experiments, students gain experience with both direct current (DC) and alternating current (AC) circuits, as well as understanding energy distribution and efficiency. By the end of the course, students are equipped with the practical skills and knowledge necessary to work effectively with electrical circuits in various engineering and technological contexts. | 1. **Affordable and Clean Energy (SDG 7)**: Focuses on understanding electrical circuits and systems that contribute to the development and implementation of sustainable energy solutions. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the design and improvement of electrical systems, enhancing industrial processes and infrastructure development. 3. **Quality Education (SDG 4)**: Provides hands-on experience and technical skills in electrical engineering, promoting learning and professional development. 4. **Sustainable Cities and Communities (SDG 11)**: Examines electrification solutions that improve urban infrastructure, enhance energy efficiency, and support smart city initiatives. 5. **Climate Action (SDG 13)**: Discusses the role of electrification in reducing carbon footprints and promoting renewable energy sources. By integrating these SDGs, the course emphasizes the importance of practical knowledge in electrical circuits and electrification in promoting sustainable energy practices and technological advancement. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04111001 | Praktikum Gambar Teknik | Technical Drawing Practicum | Technical Drawing Practicum is a hands-on course that focuses on the principles and techniques of creating precise technical drawings used in engineering and design. Students learn to use various drawing tools and software, including computer-aided design (CAD) programs, to produce detailed plans, diagrams, and schematics. The course covers topics such as line types, dimensioning, scaling, and the representation of different materials and components. Through practical exercises and projects, students develop skills in interpreting and creating technical drawings that adhere to industry standards. By the end of the practicum, students are equipped with the skills necessary to communicate design concepts effectively and produce accurate technical documentation for engineering applications. | 1. **Quality Education (SDG 4)**: Promotes skills development in technical drawing, enhancing students’ understanding of design principles and engineering practices. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the creation and communication of innovative designs that contribute to infrastructure development and industrial practices. 3. **Sustainable Cities and Communities (SDG 11)**: Enables students to create plans and designs for sustainable urban development, including efficient resource use and infrastructure planning. 4. **Decent Work and Economic Growth (SDG 8)**: Prepares students for careers in engineering, architecture, and manufacturing, promoting job creation and economic development. 5. **Partnerships for the Goals (SDG 17)**: Encourages collaboration in design projects, fostering teamwork among students and stakeholders to address complex engineering challenges. By linking these SDGs, the course emphasizes the significance of technical drawing in supporting sustainable development, innovation, and effective communication in technical fields. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120103 | Matematika Teknik Lanjut | Advanced Engineering Mathematics | Advanced Engineering Mathematics is a course that delves into mathematical concepts and techniques essential for solving complex engineering problems. It covers a range of topics including differential equations, linear algebra, vector calculus, complex analysis, and numerical methods. Students learn to apply these mathematical tools to model and analyze physical systems, optimize processes, and solve real-world engineering challenges. The course often incorporates computational techniques and software applications, allowing students to tackle problems numerically. By the end of the course, students are equipped with a robust mathematical foundation that enhances their analytical and problem-solving skills in various engineering disciplines. | 1. **Quality Education (SDG 4)**: Enhances critical thinking and analytical skills, providing students with a strong mathematical foundation essential for engineering and technology. 2. **Industry, Innovation, and Infrastructure (SDG 9)**: Supports the development of innovative engineering solutions through advanced mathematical techniques, contributing to infrastructure and industrial advancements. 3. **Sustainable Cities and Communities (SDG 11)**: Applies mathematical modeling to urban planning, resource management, and sustainable development challenges in urban environments. 4. **Climate Action (SDG 13)**: Uses mathematical methods to model and analyze environmental systems, aiding in climate change mitigation and adaptation strategies. 5. **Decent Work and Economic Growth (SDG 8)**: Equips students with the skills needed for high-demand engineering jobs, promoting economic growth and development. By integrating these SDGs, the course highlights the importance of advanced engineering mathematics in addressing complex challenges, fostering innovation, and promoting sustainable development. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120203 | Pemrograman Komputer | Computer Programming | Computer Programming is a foundational course that introduces students to the principles and techniques of writing code to create software applications. The course covers key programming concepts such as data types, control structures, algorithms, functions, and object-oriented programming. Students learn to use a programming language (commonly Python, Java, or C++) to develop algorithms and solve problems through coding. The course emphasizes problem-solving skills, debugging, and best practices in software development. Through hands-on projects and exercises, students gain practical experience in writing, testing, and refining code. By the end of the course, students are equipped with the foundational skills necessary to pursue further studies in computer science or software engineering. | 1. **Quality Education (SDG 4)**: Promotes digital literacy and skills development, providing students with essential tools for learning and career advancement. 2. **Decent Work and Economic Growth (SDG 8)**: Equips students with programming skills that can lead to job opportunities and economic growth in the tech industry. 3. **Industry, Innovation, and Infrastructure (SDG 9)**: Encourages innovation through software development and the creation of digital solutions that enhance infrastructure and industry practices. 4. **Sustainable Cities and Communities (SDG 11)**: Supports the development of smart technologies and applications that improve urban living and resource management. 5. **Partnerships for the Goals (SDG 17)**: Fosters collaboration among students, businesses, and communities to leverage technology for addressing global challenges. 6. **Good Health and Well-Being (SDG 3)**: Enables the development of health-related applications and software solutions that can improve healthcare access and outcomes. By emphasizing these connections, a course in computer programming highlights the importance of technology and programming skills in contributing to sustainable development and addressing various societal challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120302 | Statistika dan Rancangan Percobaan | Statistics and Experimental Design | This course focuses on statistical methods and experimental design principles relevant to engineering research. Students will learn about data collection, analysis, and interpretation, as well as how to design experiments to obtain valid and reliable results. | 1. **SDG 4: Quality Education** – Enhances the understanding of statistical methods and experimental design, contributing to quality education in research and data analysis across various fields. 2. **SDG 3: Good Health and Well-being** – Focuses on the application of statistics in health research, improving public health outcomes through well-designed experiments and data analysis. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supports innovation in various industries by applying statistical methods to optimize processes, improve quality, and inform decision-making. 4. **SDG 12: Responsible Consumption and Production** – Encourages the use of statistical analysis to assess sustainability practices and improve resource management in production processes. 5. **SDG 13: Climate Action** – Provides tools for analyzing environmental data, enabling effective research and decision-making related to climate change and its impacts. 6. **SDG 10: Reduced Inequalities** – Supports research that examines disparities and inequalities in various sectors, informing policies and initiatives aimed at reducing inequalities. 7. **SDG 17: Partnerships for the Goals** – Promotes collaboration between researchers, practitioners, and policymakers to utilize statistical data effectively in achieving sustainable development objectives. This course equips students with essential skills in statistics and experimental design, enabling them to conduct research and analysis that supports informed decision-making and contributes to the achievement of sustainable development goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110602 | Pengetahuan Bahan Teknik | Knowledge of Engineering Materials | Students will study various materials used in engineering, including metals, polymers, ceramics, and composites. The course covers material properties, selection criteria, and applications, emphasizing how materials influence design and performance. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on the selection and application of various engineering materials, fostering innovation in materials science and enhancing the design and construction of resilient infrastructure. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable practices in material selection, encouraging the use of renewable and recyclable materials to reduce waste and environmental impact. 3. **SDG 8: Decent Work and Economic Growth** – Provides knowledge that supports the development of materials used in various industries, contributing to economic growth and the creation of decent work opportunities in manufacturing and construction. 4. **SDG 13: Climate Action** – Discusses the role of materials in addressing climate change, including the development of low-carbon materials and technologies that reduce greenhouse gas emissions. 5. **SDG 4: Quality Education** – Enhances technical education by providing students with a deep understanding of engineering materials, promoting skills development in materials science and engineering. 6. **SDG 11: Sustainable Cities and Communities** – Explores how appropriate material choices can lead to more sustainable construction practices and the development of eco-friendly urban environments. This course equips students with essential knowledge about engineering materials, preparing them to make informed decisions that contribute to sustainable development and innovation in various fields. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04131902 | Kecerdasan Buatan | Artificial intelligence | This course introduces the concepts and techniques of artificial intelligence (AI), including machine learning, neural networks, and natural language processing. Students will explore the applications of AI in engineering and technology, focusing on problem-solving and innovation. | 1. **SDG 4: Quality Education** – Enhances access to education through AI-driven tools, promoting personalized learning experiences and improving educational outcomes. 2. **SDG 8: Decent Work and Economic Growth** – Examines the impact of AI on job creation, productivity, and economic growth, emphasizing the importance of adapting to technological advancements in the workforce. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on the role of AI in driving innovation, optimizing industrial processes, and improving infrastructure development through smart technologies. 4. **SDG 10: Reduced Inequalities** – Discusses how AI can be leveraged to address inequalities, such as improving access to services for marginalized communities and promoting inclusive economic opportunities. 5. **SDG 11: Sustainable Cities and Communities** – Explores the use of AI in urban planning, transportation systems, and smart city initiatives to enhance sustainability and improve quality of life in urban areas. 6. **SDG 12: Responsible Consumption and Production** – Investigates how AI can promote efficient resource use and waste reduction in production processes, contributing to sustainable consumption patterns. 7. **SDG 13: Climate Action** – Analyzes how AI can be applied to address climate change challenges, such as optimizing energy use, monitoring environmental changes, and supporting climate resilience efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Examines ethical considerations and governance related to AI, ensuring that AI technologies are developed and used responsibly and transparently. This course prepares students to understand and harness the potential of AI technologies in ways that contribute positively to sustainable development and address global challenges. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110102 | Etika Profesi | Professional Ethics | Students will examine ethical principles and responsibilities in the engineering profession. The course discusses ethical dilemmas, decision-making frameworks, and the importance of integrity and professionalism in engineering practice. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of ethical behavior and integrity in professional practices, promoting transparency, accountability, and good governance. 2. **SDG 8: Decent Work and Economic Growth** – Focuses on the ethical responsibilities of professionals to promote fair labor practices, ensuring that workplaces adhere to ethical standards that contribute to economic growth. 3. **SDG 10: Reduced Inequalities** – Discusses the role of ethics in ensuring equitable treatment and fairness in professional settings, which can help reduce inequalities in access to resources and opportunities. 4. **SDG 12: Responsible Consumption and Production** – Explores ethical considerations in business practices, encouraging professionals to promote sustainability and responsible resource management. 5. **SDG 1: No Poverty** – Examines how ethical professional conduct can support social responsibility initiatives that contribute to poverty alleviation and community development. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between professionals, organizations, and stakeholders to develop and uphold ethical standards that align with sustainable development objectives. This course prepares students to understand and navigate the ethical principles essential for professional conduct, fostering a culture of integrity that supports sustainable development and social responsibility. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110302 | Gambar Teknik | Engineering drawings | This course teaches the principles and techniques of engineering drawing, including technical illustration and computer-aided design (CAD). Students will learn to create and interpret engineering drawings, essential for effective communication in engineering. | 1. **SDG 4: Quality Education** – Enhances students’ skills in creating and interpreting engineering drawings, promoting quality education in technical and vocational training related to engineering and design. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of technical drawings that are essential for the design, construction, and innovation of infrastructure and industrial projects. 3. **SDG 8: Decent Work and Economic Growth** – Equips students with the skills needed for careers in engineering, design, and manufacturing, contributing to economic growth and the creation of decent work opportunities. 4. **SDG 12: Responsible Consumption and Production** – Encourages the design of products and systems that are resource-efficient and sustainable, promoting responsible consumption through thoughtful engineering practices. 5. **SDG 13: Climate Action** – Addresses the importance of considering environmental impacts in engineering designs, fostering the creation of sustainable and climate-resilient infrastructure. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration among engineers, architects, and other stakeholders in the design and implementation of projects, enhancing the effectiveness of engineering solutions. This course equips students with the technical skills necessary to create accurate and effective engineering drawings, contributing to innovation, sustainable practices, and overall development goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110402 | Tenaga Pertanian | Agricultural Power | Students will explore the principles of power generation and machinery used in agriculture. The course covers topics such as engines, equipment design, and energy efficiency, focusing on improving agricultural productivity and sustainability. | 1. **SDG 2: Zero Hunger** – Focuses on enhancing agricultural productivity and food security through the effective use of power and machinery in farming, contributing to the goal of eradicating hunger. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes the importance of agricultural power in improving labor efficiency and creating decent work opportunities in the agricultural sector. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Addresses the development and implementation of agricultural technologies and infrastructure, promoting innovation in farming practices and enhancing productivity. 4. **SDG 12: Responsible Consumption and Production** – Discusses sustainable agricultural practices, including the efficient use of resources and minimizing environmental impact through the use of power in agriculture. 5. **SDG 13: Climate Action** – Examines how agricultural power systems can be designed to mitigate climate change impacts and promote environmentally friendly practices in farming. 6. **SDG 1: No Poverty** – Explores how improving agricultural power can enhance the livelihoods of farmers and rural communities, contributing to poverty alleviation through increased productivity. This course equips students with knowledge about the role of power and machinery in agriculture, fostering sustainable practices that contribute to broader development goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04110503 | Matematika Teknik | Engineering Mathematics | This course introduces essential mathematical concepts and techniques applicable to engineering, including calculus, algebra, and geometry. Students will develop problem-solving skills and learn how to apply mathematics to engineering challenges. | 1. **SDG 4: Quality Education** – Enhances the mathematical knowledge and skills of students, promoting quality education in STEM (Science, Technology, Engineering, and Mathematics) fields. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supports the development of mathematical modeling and analysis techniques that are crucial for innovation in engineering practices and infrastructure development. 3. **SDG 8: Decent Work and Economic Growth** – Provides students with analytical skills that can contribute to efficient problem-solving and decision-making in engineering, promoting economic growth and decent work opportunities. 4. **SDG 12: Responsible Consumption and Production** – Encourages the use of mathematical techniques in optimizing resource use and reducing waste in engineering processes, promoting sustainable production practices. 5. **SDG 13: Climate Action** – Introduces mathematical models for understanding climate-related phenomena, helping engineers develop solutions to mitigate climate change and adapt to its impacts. 6. **SDG 17: Partnerships for the Goals** – Promotes collaboration between engineers, mathematicians, and researchers in developing innovative solutions to complex problems, supporting sustainable development initiatives. This course equips students with essential mathematical tools and techniques needed for engineering applications, contributing to sustainable development and innovation. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120402 | Teknik Perbengkelan | Workshop Engineering | This hands-on course focuses on practical engineering skills and techniques in a workshop setting. Students will gain experience in using tools and equipment, fabrication processes, and safety practices essential for engineering applications. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of engineering and technology in developing robust infrastructure, promoting innovation in manufacturing and production processes. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes skills development and training in workshop engineering, contributing to job creation and the promotion of decent work conditions in industrial settings. 3. **SDG 4: Quality Education** – Supports hands-on learning and practical skills development in engineering, enhancing the quality of education in technical and vocational training. 4. **SDG 12: Responsible Consumption and Production** – Discusses sustainable practices in workshop operations, including resource efficiency, waste reduction, and environmentally friendly production techniques. 5. **SDG 13: Climate Action** – Examines the role of engineering in addressing climate change through the development of sustainable technologies and practices that reduce greenhouse gas emissions. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, industries, and communities to promote sustainable engineering practices and innovation. This course equips students with practical engineering skills while promoting sustainability and innovation, contributing to broader development goals. |
| PERTANIAN | KETEKNIKAN PERTANIAN – S1 | Kurikulum Sarjana K-23 | 2023 | 23G04120602 | Dasar-dasar Klimatologi | Basics of Climatology | This course provides an introduction to climatology, covering fundamental concepts related to climate systems, weather patterns, and their impact on the environment. Students will learn about climate change, its causes, and its implications for engineering and society. | 1. **SDG 13: Climate Action** – Focuses on understanding climate change, its causes, and its impacts, emphasizing the need for action to mitigate climate change and adapt to its effects. 2. **SDG 7: Affordable and Clean Energy** – Discusses the importance of energy systems in climate change, including the transition to renewable energy sources that reduce greenhouse gas emissions. 3. **SDG 11: Sustainable Cities and Communities** – Examines the impacts of climate on urban areas and the importance of creating resilient and sustainable communities in the face of climate change. 4. **SDG 15: Life on Land** – Explores how climate affects ecosystems and biodiversity, stressing the importance of preserving terrestrial ecosystems in the context of climate change. 5. **SDG 12: Responsible Consumption and Production** – Addresses the relationship between consumption patterns, resource use, and climate impacts, promoting sustainable practices to reduce environmental footprints. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between governments, researchers, and communities to address climate-related challenges and implement sustainable solutions. This course provides students with foundational knowledge in climatology, preparing them to understand and engage with climate-related issues that are crucial for achieving sustainable development goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110102 | Matematika Dasar I | Basic Maths I | This course introduces fundamental mathematical concepts and techniques essential for engineering students. Topics include algebra, calculus, and basic trigonometry, focusing on applications relevant to maritime studies. | 1. **Goal 4: Quality Education** – Emphasizing the importance of mathematics education for all, which is crucial for critical thinking and problem-solving skills. 2. **Goal 5: Gender Equality** – If the course promotes inclusivity and encourages participation from all genders, it supports gender equality in education. 3. **Goal 8: Decent Work and Economic Growth** – Mathematical skills are essential for many careers, contributing to economic development and workforce readiness. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Mathematics is foundational for innovation and technological development, impacting industries and infrastructure projects. 5. **Goal 12: Responsible Consumption and Production** – Mathematical modeling can help in analyzing resource use and sustainability practices. Courses may also cover statistical methods that can relate to various SDGs, especially in data analysis and research, which is essential for informed decision-making. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131703 | Manajemen Produksi | Production Management | Students learn the principles of production management within the maritime industry, covering topics such as production planning, scheduling, and quality control to optimize shipbuilding processes and efficiency. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on promoting sustained, inclusive economic growth and decent work for all, which is central to production management. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. 3. **Goal 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in production processes, minimizing waste, and optimizing resource use. 4. **Goal 13: Climate Action** – Addresses the importance of integrating climate considerations into production management, aiming to reduce environmental impact. 5. **Goal 4: Quality Education** – If the course includes training on leadership and management skills, it contributes to quality education and capacity-building in production sectors. 6. **Goal 5: Gender Equality** – Encouraging gender diversity and inclusivity in management roles within production can support gender equality initiatives. 7. **Goal 17: Partnerships for the Goals** – Collaborating with other organizations or sectors to achieve sustainable production practices. Courses in Production Management often focus on efficiency, sustainability, and ethical practices, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131803 | Spesifikasi dan Biaya Kapal | Ship Specifications and Costs | This course focuses on the technical specifications required for shipbuilding and the associated costs. Students will analyze cost estimation methods and budgeting in ship design and construction. | 1. **Goal 8: Decent Work and Economic Growth** – The course likely emphasizes the importance of economic viability in shipping, promoting decent jobs and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on sustainable industrialization and innovation within the maritime industry, including advancements in ship design and cost-efficiency. 3. **Goal 12: Responsible Consumption and Production** – Highlights the need for sustainable practices in shipbuilding and operations, aiming to reduce waste and enhance resource efficiency. 4. **Goal 13: Climate Action** – Addresses the impact of shipping on climate change and the importance of developing more environmentally friendly vessels and practices. 5. **Goal 14: Life Below Water** – Relates to sustainable practices in shipping to protect marine ecosystems and biodiversity, addressing issues like pollution and overfishing. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in the maritime industry to promote sustainable practices and share knowledge. Courses in Ship Specifications and Costs often focus on the technical, economic, and environmental aspects of shipping, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131903 | Perencanaan Operasi | Operation Planning | Students will learn how to develop and implement operational plans in maritime contexts, focusing on resource allocation, scheduling, and efficiency in shipping operations. | 1. **Goal 8: Decent Work and Economic Growth** – Emphasizes the importance of operational efficiency and productivity, which can contribute to economic development and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on building resilient infrastructure and fostering innovation in operational processes across various industries. 3. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in operations to optimize resource use, reduce waste, and improve supply chain management. 4. **Goal 13: Climate Action** – Addresses the need for incorporating climate considerations into operational planning, aiming to minimize environmental impacts. 5. **Goal 4: Quality Education** – If the course includes training in strategic thinking and planning, it supports education and skill development in management practices. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders to enhance operational practices and achieve sustainable outcomes. Operational planning courses often cover strategic management, resource allocation, and process improvement, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03132003 | Kepelabuhanan | Ports | This course examines the functions, structures, and management of ports. Topics include port logistics, operations, and the economic and social impacts of ports on regional development. | 1. **Goal 8: Decent Work and Economic Growth** – Highlights the role of ports in facilitating trade and economic activities, contributing to job creation and economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of resilient infrastructure and innovation in port operations and logistics. 3. **Goal 11: Sustainable Cities and Communities** – Addresses the integration of ports within urban planning and their impact on sustainable urban development. 4. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in port operations, including waste management and resource efficiency. 5. **Goal 13: Climate Action** – Involves strategies for reducing the environmental impact of port activities, including emissions reduction and climate resilience. 6. **Goal 14: Life Below Water** – Relates to the protection of marine ecosystems from port-related activities and promoting sustainable practices in shipping and marine transport. 7. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in the maritime and logistics sectors to enhance sustainability and efficiency. Courses on Ports often cover logistics, environmental management, and economic implications, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130102 | Seminar Merancang Kapal | Ship Designing Seminar | This seminar provides an in-depth exploration of ship design principles, encouraging students to engage in discussions and presentations on innovative design concepts and trends in the maritime industry. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on fostering economic growth through the shipbuilding industry and promoting job creation in related fields. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of innovative ship design and sustainable practices in the maritime industry, contributing to resilient infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Highlights the need for sustainable ship design practices that optimize resource use, reduce waste, and minimize environmental impacts. 4. **Goal 13: Climate Action** – Addresses the incorporation of climate considerations in ship design, including energy efficiency and reducing greenhouse gas emissions. 5. **Goal 14: Life Below Water** – Relates to protecting marine environments by promoting sustainable ship designs that minimize negative impacts on marine ecosystems. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among designers, engineers, and stakeholders to innovate and share best practices in sustainable ship design. Courses in ship designing often cover technical, environmental, and economic aspects, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130206 | Skripsi | Scripps | Focusing on the study of ship-related economic and regulatory frameworks, this course examines the Scripps Institution’s contributions to marine research and its implications for ship design and environmental sustainability. | 1. **Goal 14: Life Below Water** – Directly focuses on conserving and sustainably using the oceans, seas, and marine resources, which is central to oceanographic studies. 2. **Goal 13: Climate Action** – Involves studying the impacts of climate change on marine environments and ecosystems, as well as strategies for mitigation and adaptation. 3. **Goal 15: Life on Land** – While primarily focused on marine science, understanding coastal ecosystems can link marine health to terrestrial biodiversity and conservation efforts. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in resource management, including fisheries and marine resources. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the importance of sustainable economic growth related to marine industries, such as fisheries and tourism. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among various stakeholders, including governments, researchers, and communities, to promote sustainable marine practices. Courses related to Scripps often incorporate interdisciplinary approaches, combining science, policy, and management to address these goals effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131004 | Kekuatan Kapal | Ship Strength | This course covers the principles of structural integrity in ship design, focusing on materials, stress analysis, and safety factors to ensure ships can withstand operational stresses. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of resilient infrastructure and innovative practices in ship design and construction to ensure safety and efficiency. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in materials selection and construction processes to minimize waste and environmental impact. 3. **Goal 13: Climate Action** – Involves understanding the implications of ship strength on energy efficiency and emissions reduction, promoting more sustainable vessel designs. 4. **Goal 14: Life Below Water** – Relates to ensuring the structural integrity of ships to prevent accidents that could harm marine ecosystems. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of shipbuilding and maintenance in economic development, job creation, and safety standards within the industry. Courses on Ship Strength typically cover engineering principles, materials science, and safety regulations, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131103 | Stabilitas Kapal | Ship Stability | Students will study the concepts of stability in ship design, including buoyancy, center of gravity, and the effects of cargo and environmental conditions on a vessel’s stability. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of resilient and innovative ship designs to enhance stability and safety. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes the need for sustainable practices in shipbuilding and design that optimize resource use and minimize waste. 3. **Goal 13: Climate Action** – Involves understanding how ship stability impacts energy efficiency and emissions, promoting designs that are more sustainable and resilient to climate impacts. 4. **Goal 14: Life Below Water** – Relates to preventing marine accidents and spills by ensuring proper vessel stability, which protects marine ecosystems from potential hazards. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of the maritime industry in economic development and job creation, highlighting the importance of safety standards and practices. Courses on Ship Stability typically cover naval architecture, hydrodynamics, and safety regulations, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131203 | Propulsi Kapal | Ship Propulsion | This course explores various ship propulsion systems, including conventional and alternative technologies. Students will learn about engine types, efficiency, and environmental considerations. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of innovative propulsion technologies that improve the efficiency and sustainability of maritime transportation. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes the need for sustainable practices in energy consumption and resource use in ship propulsion systems. 3. **Goal 13: Climate Action** – Involves strategies to reduce greenhouse gas emissions from ships and promote cleaner energy sources for propulsion, such as alternative fuels and hybrid systems. 4. **Goal 14: Life Below Water** – Relates to minimizing the environmental impact of shipping on marine ecosystems through more efficient and less polluting propulsion technologies. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of the maritime industry in economic development, job creation, and the importance of maintaining safe and efficient transport systems. Courses on Ship Propulsion often cover engineering principles, fuel efficiency, and emerging technologies, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131303 | Analisis Struktur Kapal | Analisis structure Kapal | Students will analyze the structural components of ships, focusing on load distribution, material selection, and structural integrity to ensure safety and performance. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of resilient infrastructure and innovative practices in ship design and structural integrity. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in materials selection and construction processes to minimize waste and environmental impact. 3. **Goal 13: Climate Action** – Involves strategies for enhancing structural designs that improve energy efficiency and reduce greenhouse gas emissions. 4. **Goal 14: Life Below Water** – Relates to ensuring the structural integrity of ships to prevent accidents that could harm marine ecosystems and biodiversity. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of shipbuilding and maintenance in economic development, job creation, and safety standards within the industry. Courses on Ship Structural Analysis typically cover engineering principles, materials science, and safety regulations, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131403 | Perencanaan Struktur Kapal | Ship Structure Planning | This course covers the planning and design processes for ship structures, including materials, construction techniques, and adherence to safety standards. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of resilient and innovative infrastructure in ship design and construction. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the materials selection and production processes for ship structures to minimize waste and environmental impact. 3. **Goal 13: Climate Action** – Involves strategies for designing ship structures that enhance energy efficiency and reduce greenhouse gas emissions. 4. **Goal 14: Life Below Water** – Relates to the importance of ensuring ship structures are designed to minimize environmental impacts and prevent marine pollution. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of shipbuilding in economic development and job creation, emphasizing safety and efficiency in ship design. Courses on Ship Structure Planning typically cover aspects of engineering design, project management, and regulatory compliance, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131503 | Simulasi dan Pemodelan | Simulation and Modelling | Students will learn about simulation techniques and modeling tools used in ship design and operational analysis, allowing for the evaluation of performance and efficiency. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the role of simulation and modeling in driving innovation and improving infrastructure across various sectors. 2. **Goal 12: Responsible Consumption and Production** – Focuses on using simulation to optimize resource use and minimize waste in production processes and systems. 3. **Goal 13: Climate Action** – Involves using models to predict climate impacts, assess risks, and develop mitigation strategies for climate change. 4. **Goal 4: Quality Education** – Encourages the development of analytical and problem-solving skills through simulation techniques, contributing to quality education. 5. **Goal 11: Sustainable Cities and Communities** – Addresses urban planning and development, where simulation can help model traffic flow, resource management, and environmental impacts. 6. **Goal 17: Partnerships for the Goals** – Promotes collaboration among different stakeholders to share knowledge and develop models that address complex global challenges. Courses on Simulation and Modelling typically cover various applications, including engineering, environmental science, and social sciences, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03131603 | Percobaan Model | Model Experiment | This course involves conducting experiments with scale models to test ship designs and behaviors, focusing on hydrodynamics and structural responses. | 1. **Goal 4: Quality Education** – Emphasizes the importance of hands-on learning and experimentation in developing critical thinking and problem-solving skills. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on fostering innovation through experimental modeling, which can lead to advancements in various industries. 3. **Goal 12: Responsible Consumption and Production** – Involves using model experiments to optimize processes, reduce waste, and promote sustainable practices in production. 4. **Goal 13: Climate Action** – Supports research on climate change impacts and mitigation strategies through modeling experiments. 5. **Goal 11: Sustainable Cities and Communities** – Addresses urban planning and development by using models to experiment with solutions for sustainable community development. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, industries, and communities to share knowledge and best practices in experimental modeling. Courses on Model Experiment typically cover a range of applications, including environmental science, engineering, and social sciences, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130304 | Konstruksi Kapal 2 | Ship Construction 2 | Building on earlier ship construction courses, students will focus on advanced construction techniques, project management, and quality assurance in shipbuilding. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the development of resilient infrastructure and innovative practices in shipbuilding, emphasizing advancements in construction techniques and technologies. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in materials selection, waste reduction, and efficient resource use throughout the ship construction process. 3. **Goal 13: Climate Action** – Involves strategies for minimizing the environmental impact of ship construction, including energy-efficient practices and materials that contribute to lower greenhouse gas emissions. 4. **Goal 14: Life Below Water** – Relates to ensuring that ship construction practices protect marine ecosystems, including considerations for pollution prevention and sustainable materials. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of the shipbuilding industry in economic development, job creation, and maintaining high safety standards in construction practices. Courses in Ship Construction 2 typically cover advanced topics in naval architecture, structural integrity, and construction methodologies, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130403 | Tahanan Kapal | Ship Resistance | This course examines the factors affecting resistance in ship movement, including hydrodynamics and hull design, and methods for reducing resistance to improve efficiency. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of innovative designs and technologies that reduce resistance and improve the efficiency of ship operations. 2. **Goal 12: Responsible Consumption and Production** – Focuses on optimizing resource use and minimizing waste in ship design and operation, contributing to sustainable maritime practices. 3. **Goal 13: Climate Action** – Involves strategies to reduce fuel consumption and greenhouse gas emissions by improving ship resistance, which can mitigate climate change impacts. 4. **Goal 14: Life Below Water** – Relates to minimizing the environmental impact of shipping, including reducing pollution and protecting marine ecosystems through efficient ship design. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of the maritime industry in economic development and job creation, highlighting the importance of efficiency and safety in shipping operations. Courses on Ship Resistance typically cover hydrodynamics, naval architecture, and efficiency analyses, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130502 | Regulasi Kemaritiman | Maritime Regulation | Students will study international and national maritime laws and regulations, focusing on compliance, safety standards, and environmental protections within the shipping industry. | 1. **Goal 14: Life Below Water** – Directly relates to the conservation and sustainable use of oceans, seas, and marine resources, which are governed by various maritime regulations. 2. **Goal 8: Decent Work and Economic Growth** – Emphasizes the role of regulations in ensuring safe and fair working conditions in the maritime industry, supporting economic growth. 3. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in shipping and marine resource management, guided by regulations that promote responsible use. 4. **Goal 13: Climate Action** – Involves regulations aimed at reducing greenhouse gas emissions from shipping and promoting environmentally friendly practices in the maritime sector. 5. **Goal 17: Partnerships for the Goals** – Encourages collaboration among countries and organizations to implement and enforce maritime regulations effectively. Courses in Maritime Regulation typically cover international laws, safety standards, and environmental protections, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130602 | Teknologi Reparasi Kapal | Ship Repair Technology | This course covers techniques and technologies used in the repair and maintenance of ships, focusing on best practices for ensuring vessel longevity and safety. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Effective ship repair practices help reduce pollution and ensure that ships are compliant with environmental regulations, thereby protecting marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Ship repair technology contributes to advancements in marine engineering and infrastructure. The course may cover innovative repair techniques and technologies that enhance the performance and safety of ships. 3. **SDG 3: Good Health and Well-Being** – Proper maintenance and repair of ships are critical for ensuring the safety and health of crew members and passengers. The course may address safety protocols and standards in ship repair that contribute to public health. 4. **SDG 8: Decent Work and Economic Growth** – The maritime repair industry provides significant employment opportunities. This course prepares students for careers in ship maintenance and repair, contributing to decent work and economic growth within the maritime sector. 5. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in ship repair, such as waste reduction, resource efficiency, and the use of environmentally friendly materials and methods. 6. **SDG 13: Climate Action** – The course may address how effective ship repair can lead to improved fuel efficiency and reduced greenhouse gas emissions, contributing to climate action initiatives. 7. **SDG 10: Reduced Inequalities** – Understanding ship repair technology can promote equitable access to maritime transport by ensuring that all vessels are maintained and safe for operation, benefiting various communities and industries. 8. **SDG 11: Sustainable Cities and Communities** – Effective ship repair practices support sustainable urban development, particularly in coastal and port cities. The course may explore the role of ship repair in maintaining the reliability of maritime transport and supporting local economies. 9. **SDG 17: Partnerships for the Goals** – Collaboration among shipyards, manufacturers, engineers, and regulatory bodies is essential for effective ship repair. The course may emphasize the importance of partnerships in advancing maritime safety and sustainability. By focusing on the principles and practices of ship repair technology, this course supports the development of safe and efficient maritime operations, promotes sustainability, and aligns with multiple SDGs related to economic growth, public health, and environmental protection. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130702 | Dinamika Kapal | Ship Dynamics | Students will explore the dynamic behavior of ships in various conditions, including motion analysis and the effects of environmental forces on vessel performance. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Understanding ship dynamics is essential for minimizing the environmental impact of shipping operations and ensuring that vessels operate safely in marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course supports advancements in marine technology and infrastructure. Knowledge of ship dynamics is crucial for designing efficient and innovative vessels that enhance industrial performance and infrastructure resilience. 3. **SDG 3: Good Health and Well-Being** – The dynamics of a ship can significantly affect the safety and comfort of crew members and passengers. The course may cover how to design ships that minimize motion-related discomfort and risk, promoting health and well-being at sea. 4. **SDG 8: Decent Work and Economic Growth** – The maritime industry provides significant employment opportunities. This course prepares students for careers in marine engineering and naval architecture, contributing to decent work and economic growth in the sector. 5. **SDG 12: Responsible Consumption and Production** – An understanding of ship dynamics can lead to the development of more efficient ships that reduce fuel consumption and waste, promoting responsible practices within the maritime industry. 6. **SDG 13: Climate Action** – The course may explore the impacts of climate change on ship operations and how improved ship design can lead to lower greenhouse gas emissions and better fuel efficiency, contributing to climate action efforts. 7. **SDG 10: Reduced Inequalities** – By fostering knowledge in ship design and operation, the course can help promote safer maritime transport, benefiting communities and industries that rely on shipping, particularly in developing regions. 8. **SDG 11: Sustainable Cities and Communities** – Effective ship dynamics contribute to sustainable urban development, particularly in coastal and port cities. The course may explore how efficient maritime transport can support economic development in these areas. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including shipbuilders, engineers, and regulatory authorities, is essential for effective ship design and operation. The course may emphasize the importance of partnerships in advancing maritime safety and sustainability. By focusing on the principles and applications of ship dynamics, this course supports the development of safe, efficient, and environmentally friendly maritime operations, aligns with sustainability efforts, and contributes to multiple SDGs related to economic growth, public health, and environmental protection. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130802 | Getaran Kapal | Ship Vibration | This course examines the causes and effects of vibrations in ships, focusing on design considerations and mitigation techniques to enhance comfort and safety. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Understanding and managing ship vibrations helps reduce the environmental impact of maritime operations, thereby protecting marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course contributes to advancements in marine technology and infrastructure. Knowledge of ship vibrations is essential for designing efficient and innovative marine vessels, which supports industry growth and infrastructure resilience. 3. **SDG 3: Good Health and Well-Being** – Effective management of ship vibrations is crucial for ensuring the safety and comfort of crew members and passengers. The course may address how vibrations can affect human health and well-being and how to mitigate these effects. 4. **SDG 8: Decent Work and Economic Growth** – The maritime industry is a significant source of employment and economic activity. This course prepares students for careers in marine engineering and technology, contributing to decent work opportunities and economic growth within the maritime sector. 5. **SDG 12: Responsible Consumption and Production** – Understanding vibrations can lead to more efficient designs that reduce energy consumption and waste in marine operations, promoting responsible practices in the shipping industry. 6. **SDG 13: Climate Action** – The course may explore how controlling vibrations can enhance the efficiency of ship propulsion systems, which in turn can reduce greenhouse gas emissions and contribute to climate action. 7. **SDG 10: Reduced Inequalities** – By advancing knowledge in ship design and operation, the course can help promote safer and more equitable maritime transport, benefiting communities and industries that rely on shipping. 8. **SDG 11: Sustainable Cities and Communities** – Effective ship design and vibration control contribute to sustainable urban development, particularly in coastal areas. The course may explore the role of maritime transport in connecting communities and promoting sustainable trade. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including engineers, shipbuilders, and regulatory authorities, is crucial for effective vibration management in marine vessels. The course may emphasize the importance of partnerships in advancing maritime safety and technology. By focusing on the principles and applications of ship vibration, this course supports the development of safe, efficient, and sustainable maritime operations, aligns with environmental protection efforts, and contributes to multiple SDGs related to economic growth, public health, and sustainability. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130902 | Metode Penelitian | Research Methods | Students will learn about qualitative and quantitative research methods applicable to maritime studies, focusing on data collection, analysis, and interpretation in a research context. | 1. **Goal 4: Quality Education** – Equips students with essential research skills, fostering critical thinking and academic inquiry, which are vital for quality education. 2. **Goal 10: Reduced Inequality** – Promotes research that can address social inequalities and advocate for marginalized communities, supporting equity in various contexts. 3. **Goal 3: Good Health and Well-Being** – Research methods are crucial in health-related studies, contributing to evidence-based practices and improvements in public health. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages research that drives innovation and technological advancement, supporting sustainable industrial practices and infrastructure development. 5. **Goal 17: Partnerships for the Goals** – Highlights the importance of collaborative research initiatives and interdisciplinary approaches in achieving sustainable development objectives. By focusing on these areas, the course prepares students to conduct meaningful research that can contribute to various aspects of sustainable development. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122402 | Manajemen Logistik | Logistics Management | This course focuses on the principles of logistics within the maritime industry, including supply chain management, transportation, and distribution of goods. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the efficient management of logistics and supply chains, promoting innovation in transportation and infrastructure. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable logistics practices, including waste reduction, resource efficiency, and sustainable sourcing. 3. **Goal 11: Sustainable Cities and Communities** – Addresses urban logistics and sustainable transportation solutions that contribute to the livability of urban areas. 4. **Goal 13: Climate Action** – Discusses strategies to minimize the carbon footprint of logistics operations and promote environmentally friendly practices in transportation. 5. **Goal 8: Decent Work and Economic Growth** – Supports economic growth by enhancing the efficiency and effectiveness of logistics operations, which are critical for businesses. By focusing on these areas, the course prepares students to address sustainability challenges in logistics and supply chain management effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122502 | Manajemen Mutu | Quality Management | Students will learn about quality management systems and practices in maritime operations, focusing on standards, compliance, and continuous improvement. | 1. **Goal 8: Decent Work and Economic Growth** – Focuses on improving organizational efficiency and productivity, which can enhance job creation and economic growth. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes quality assurance practices that promote sustainable production processes and reduce waste. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Encourages continuous improvement and innovation in processes and products, supporting resilient industrial practices. 4. **Goal 4: Quality Education** – Provides students with essential skills and knowledge in quality management principles, contributing to quality education in business and engineering fields. 5. **Goal 3: Good Health and Well-Being** – In sectors like healthcare, quality management is crucial for ensuring patient safety and the delivery of effective services. By focusing on these areas, the course prepares students to implement quality management practices that contribute to sustainable development across various industries. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122602 | Manajemen Pelayaran | Shipping Management | This course covers the principles of managing shipping operations, including fleet management, chartering, and the economic aspects of shipping. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the management of shipping operations, promoting efficient and innovative practices in maritime transport and infrastructure. 2. **Goal 7: Affordable and Clean Energy** – Discusses the transition to cleaner energy sources and technologies in shipping, supporting the goal of sustainable energy use. 3. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable logistics and supply chain practices, including waste reduction and efficient resource use in shipping operations. 4. **Goal 13: Climate Action** – Addresses strategies to reduce greenhouse gas emissions from shipping and promote environmentally friendly practices within the industry. 5. **Goal 14: Life Below Water** – Highlights the importance of minimizing the ecological impact of shipping on marine ecosystems and promoting sustainable maritime practices. By focusing on these areas, the course prepares students to address sustainability challenges in the shipping industry effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122702 | Tata Galangan | Shipyard System | Students will study the management and operational processes specific to shipyards, including project planning, resource allocation, and workforce management. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of resilient infrastructure and innovative practices in shipbuilding and maintenance processes. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in shipyard operations, including efficient resource use, waste management, and minimizing environmental impact. 3. **Goal 8: Decent Work and Economic Growth** – Addresses job creation and economic development within the shipbuilding industry, highlighting the importance of safety and quality standards in shipyard operations. 4. **Goal 13: Climate Action** – Involves implementing practices and technologies in shipyards that reduce greenhouse gas emissions and promote energy efficiency. 5. **Goal 14: Life Below Water** – Relates to ensuring shipyard operations protect marine ecosystems and comply with environmental regulations to minimize pollution and habitat destruction. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among stakeholders in the maritime and shipbuilding sectors to share knowledge and best practices for sustainable development. Courses on Shipyard Systems typically cover aspects of production management, project planning, and operational efficiency, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122802 | Desain Interior | Interior Design | This course focuses on the principles of designing functional and aesthetically pleasing interiors for ships, considering safety, comfort, and regulatory requirements. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on creating inclusive, safe, and sustainable living environments through thoughtful interior design that enhances urban spaces. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes the use of sustainable materials and practices in interior design, promoting resource efficiency and waste reduction. 3. **Goal 3: Good Health and Well-being** – Addresses how interior environments can impact health and well-being, including aspects like natural light, air quality, and ergonomic design. 4. **Goal 4: Quality Education** – If the course includes teaching design principles and critical thinking, it contributes to educational development in the arts and sciences. 5. **Goal 8: Decent Work and Economic Growth** – Supports economic development through the interior design industry, creating jobs and promoting creative industries. 6. **Goal 9: Industry, Innovation, and Infrastructure** – Involves innovative design practices and technologies that can enhance interior spaces and contribute to overall infrastructure development. Courses in Interior Design typically cover aesthetics, functionality, and sustainability, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130103 | Lambung Timbul dan Sekat | Embossed Hull and Bulkhead | Students will explore the design and construction of ship hulls and bulkheads, focusing on structural integrity, materials, and hydrodynamic efficiency. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of innovative design in shipbuilding, particularly in improving structural integrity and efficiency through embossed hulls and bulkheads. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in materials selection and construction processes, aiming to reduce waste and optimize resource use. 3. **Goal 13: Climate Action** – Involves considerations of how design choices affect energy efficiency and emissions, promoting environmentally friendly ship designs. 4. **Goal 14: Life Below Water** – Relates to ensuring the structural integrity of ships to prevent marine pollution and protect marine ecosystems. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the shipbuilding industry’s contribution to economic development and job creation, emphasizing safety and quality standards in design and construction. Courses on Embossed Hull and Bulkhead typically cover naval architecture principles, structural engineering, and regulatory compliance, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03130203 | Rencana Umum dan Tonase | General Plan and Tonnage | This course covers the development of general plans for ships, including layout and tonnage calculations, ensuring compliance with design regulations. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the importance of innovative ship design and efficient planning to enhance infrastructure and promote sustainable industrial practices. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the design and construction of ships, including efficient use of materials and resources to minimize waste. 3. **Goal 13: Climate Action** – Involves considerations of how tonnage and design affect fuel efficiency and emissions, promoting designs that are more sustainable and climate-resilient. 4. **Goal 14: Life Below Water** – Relates to the environmental impact of shipping and the importance of planning to ensure compliance with regulations that protect marine ecosystems. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of shipbuilding and maritime industries in economic development, highlighting the importance of efficient and safe designs. Courses on General Plan and Tonnage typically cover aspects of naval architecture, structural design, and regulatory compliance, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121702 | Kapal Nonkonvensional | Unconventional Ships | Students will study the design and engineering of unconventional vessels, including innovative designs and their applications in various maritime contexts. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Explores innovative designs and technologies in unconventional shipbuilding, promoting advancements in maritime infrastructure. 2. **Goal 7: Affordable and Clean Energy** – Discusses alternative energy sources and propulsion systems for unconventional ships, contributing to cleaner energy solutions in maritime transport. 3. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable materials and practices in the construction and operation of unconventional ships, promoting resource efficiency and waste reduction. 4. **Goal 13: Climate Action** – Addresses the potential of unconventional ships to reduce greenhouse gas emissions and their role in combating climate change. 5. **Goal 14: Life Below Water** – Highlights the importance of ensuring that unconventional ship designs minimize environmental impacts on marine ecosystems and promote sustainable practices. By focusing on these aspects, the course prepares students to engage with sustainability challenges and innovations in the maritime industry effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121802 | Kapal Tanker | Tanker | This course focuses on the design, construction, and operation of tanker vessels, including safety considerations, cargo handling, and environmental regulations. | 1. **Goal 7: Affordable and Clean Energy** – Focuses on the transportation of oil and gas, discussing the importance of efficient and sustainable energy supply chains. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Examines the technology and infrastructure related to tanker design and operation, promoting innovation in maritime transport. 3. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the operation and management of tankers, including waste management and resource efficiency. 4. **Goal 13: Climate Action** – Addresses the environmental impacts of tanker operations and explores strategies to reduce greenhouse gas emissions and enhance sustainability. 5. **Goal 14: Life Below Water** – Highlights the importance of minimizing the ecological impact of tanker spills and promoting practices that protect marine ecosystems. By focusing on these areas, the course prepares students to address sustainability challenges in the tanker shipping sector effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121902 | Kapal Perikanan | Fishing Vessels | Students will learn about the specific design and operational requirements of fishing vessels, including sustainability practices and regulatory compliance. | 1. **Goal 14: Life Below Water** – Focuses on sustainable fishing practices, conservation of marine ecosystems, and responsible management of ocean resources to protect biodiversity. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the fishing industry, promoting efficient resource use and reducing waste in fishing operations. 3. **Goal 2: Zero Hunger** – Addresses the role of fishing in food security and nutrition, promoting sustainable practices that ensure long-term food availability from marine resources. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Examines advancements in fishing vessel technology and infrastructure that enhance the efficiency and sustainability of the fishing industry. 5. **Goal 13: Climate Action** – Discusses the impact of climate change on marine ecosystems and fishing practices, exploring adaptation and mitigation strategies in the fishing sector. By focusing on these aspects, the course prepares students to engage with sustainability challenges in the fishing industry effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122002 | Teknologi Lepas Pantai | Offshore Technology | This course explores technologies and engineering practices related to offshore structures and vessels, focusing on oil and gas extraction and renewable energy. | 1. **Goal 7: Affordable and Clean Energy** – Focuses on offshore energy production, including oil and gas as well as renewable sources like offshore wind, promoting sustainable energy solutions. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Examines the technological advancements and infrastructure development required for offshore operations, supporting innovation in the maritime and energy sectors. 3. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in resource extraction and energy production, promoting efficient use and minimizing waste. 4. **Goal 13: Climate Action** – Addresses the environmental impacts of offshore activities and strategies to mitigate climate change through cleaner technologies and practices. 5. **Goal 14: Life Below Water** – Highlights the importance of protecting marine ecosystems from the impacts of offshore activities and promoting sustainable practices in ocean resource management. By focusing on these areas, the course prepares students to address sustainability challenges in offshore technology and its applications. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122102 | Kapal Feri dan Penumpang | Ferries and Passengers | tudents will study the design and operation of ferries and passenger ships, focusing on safety, comfort, and regulatory standards for passenger transportation. | 1. **Goal 11: Sustainable Cities and Communities** – Focuses on the role of ferries in urban transportation, promoting sustainable mobility solutions that reduce congestion and environmental impact in cities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Examines the design and operation of ferry systems, supporting infrastructure development and innovative transportation solutions. 3. **Goal 7: Affordable and Clean Energy** – Discusses advancements in energy-efficient technologies and alternative fuels for ferries, contributing to cleaner energy use in maritime transport. 4. **Goal 13: Climate Action** – Addresses strategies to reduce greenhouse gas emissions from ferry operations and enhance climate resilience in maritime transport. 5. **Goal 14: Life Below Water** – Emphasizes the importance of minimizing the environmental impact of ferry operations on marine ecosystems and promoting sustainable practices. By focusing on these areas, the course prepares students to tackle sustainability challenges related to passenger transportation and maritime operations. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122202 | Kapal Non Baja | Non-steel Vessel | This course covers the design and construction of vessels made from materials other than steel, exploring the advantages and challenges of alternative materials. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on innovative materials and construction methods used in non-steel vessels, promoting advancements in maritime infrastructure. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the design and production of vessels using alternative materials, promoting resource efficiency and waste reduction. 3. **Goal 7: Affordable and Clean Energy** – Addresses energy-efficient design features and propulsion systems that may be employed in non-steel vessels, supporting the transition to cleaner energy sources. 4. **Goal 13: Climate Action** – Highlights the potential for non-steel vessels to reduce emissions and improve fuel efficiency, contributing to climate change mitigation efforts. 5. **Goal 14: Life Below Water** – Covers the importance of minimizing the environmental impact of non-steel vessels on marine ecosystems and promoting sustainable maritime operations. By focusing on these aspects, the course prepares students to engage with sustainability challenges in the design and operation of non-steel vessels effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03122302 | Kapal LNG | LNG Ship | Students will focus on the design, operation, and safety considerations specific to Liquefied Natural Gas (LNG) carriers, including propulsion and cargo handling systems. | 1. **Goal 7: Affordable and Clean Energy** – Focuses on the use of LNG as a cleaner alternative to traditional fossil fuels, promoting energy efficiency and access to sustainable energy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Explores the technological advancements in LNG shipping and infrastructure, supporting innovation in the maritime industry. 3. **Goal 13: Climate Action** – Addresses the environmental benefits of LNG as a lower-emission fuel compared to other fossil fuels, contributing to efforts to combat climate change. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in the production, transportation, and consumption of LNG, promoting resource efficiency. 5. **Goal 14: Life Below Water** – Highlights the importance of minimizing the environmental impact of LNG shipping on marine ecosystems and ensuring sustainable maritime operations. By focusing on these goals, the course prepares students to engage with sustainability challenges in the LNG shipping sector effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121003 | Konstruksi Kapal 1 | Ship Construction 1 | This introductory course covers the fundamental principles of ship construction, including design concepts, materials, and basic construction techniques. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the processes and technologies involved in shipbuilding, promoting innovation and the development of resilient maritime infrastructure. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable shipbuilding practices, including efficient use of materials and resources, and waste reduction in construction processes. 3. **Goal 7: Affordable and Clean Energy** – May cover designs that improve energy efficiency in ships, contributing to cleaner energy use in maritime operations. 4. **Goal 13: Climate Action** – Addresses the environmental impact of ship construction and the importance of integrating sustainable practices to reduce emissions and enhance resilience. 5. **Goal 14: Life Below Water** – Highlights the importance of designing ships that minimize their impact on marine ecosystems, promoting sustainable practices in the maritime industry. By focusing on these aspects, the course prepares students to contribute to sustainable practices in shipbuilding and the broader maritime sector. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121102 | Instalasi Listrik Kapal | Ship Electrical Installation | Students will learn about the electrical systems and installations used in ships, focusing on safety, efficiency, and compliance with industry standards. | 1. **Goal 7: Affordable and Clean Energy** – Focuses on electrical systems that promote energy efficiency and the integration of renewable energy sources in maritime applications. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the role of advanced electrical systems in enhancing the safety and efficiency of ship operations and infrastructure. 3. **Goal 11: Sustainable Cities and Communities** – Contributes to sustainable transportation and logistics through the design and implementation of efficient electrical systems on ships. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable practices in the installation and maintenance of electrical systems, promoting efficient resource use and waste reduction. 5. **Goal 13: Climate Action** – Covers methods to reduce the carbon footprint of shipping operations through energy-efficient electrical technologies and systems. By addressing these goals, the course prepares students to engage with sustainability challenges in the maritime industry effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121203 | Teknologi Pengelasan | Welding Technology | This course covers various welding techniques used in shipbuilding, including safety practices and quality control measures | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on welding techniques that are essential for manufacturing and constructing resilient infrastructure and innovative products. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes efficient welding practices that minimize material waste and promote the use of sustainable materials in production processes. 3. **Goal 8: Decent Work and Economic Growth** – Provides skills and training for careers in welding and manufacturing, supporting economic development and job creation. 4. **Goal 13: Climate Action** – Covers practices that can reduce the environmental impact of welding operations, including energy-efficient technologies and methods. 5. **Goal 4: Quality Education** – Equips students with technical skills and knowledge, contributing to quality vocational education in the trades. By focusing on these areas, the course prepares students to contribute to sustainable practices in the welding and manufacturing industries. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121302 | Teknologi Produksi Kapal | Ship Production Technology | Students will study the technologies and processes involved in ship production, focusing on efficiency, automation, and quality management. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the technological aspects of shipbuilding and production processes, promoting innovation and infrastructure development in the maritime industry. 2. **Goal 13: Climate Action** – Covers sustainable practices in ship production, including energy efficiency and emissions reduction strategies to combat climate change. 3. **Goal 7: Affordable and Clean Energy** – Addresses advancements in ship design and technology that promote the use of clean energy sources and improve energy efficiency. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable materials and efficient manufacturing processes in ship production, promoting responsible resource use. 5. **Goal 14: Life Below Water** – Explores the environmental impacts of shipping and shipbuilding, highlighting practices that protect marine ecosystems. By addressing these goals, the course can prepare students to engage with sustainability challenges in the maritime industry effectively. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121402 | Instalasi Perpipaan | Piping Installation | This course focuses on the design and installation of piping systems in ships, including materials, layout, and compliance with safety regulations. | 1. **Goal 6: Clean Water and Sanitation** – Focuses on the installation and maintenance of piping systems essential for providing safe water and sanitation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Covers the design and implementation of piping systems that support industrial processes and infrastructure development. 3. **Goal 11: Sustainable Cities and Communities** – Contributes to urban planning and infrastructure projects, ensuring efficient and sustainable distribution of resources. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes efficient installation practices and materials management, promoting sustainable resource use in construction. 5. **Goal 13: Climate Action** – Understanding how piping systems can be designed to minimize environmental impact and improve energy efficiency in buildings and industries. By focusing on these aspects, the course prepares students to contribute to sustainable practices in the piping and construction industries. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121502 | Kewirausahaan | Entrepreneurship | This course encourages students to develop entrepreneurial skills within the maritime industry, focusing on innovation, business planning, and market analysis. | 1. **Goal 8: Decent Work and Economic Growth** – Encourages job creation, innovation, and sustainable economic growth through entrepreneurial ventures. 2. **Goal 4: Quality Education** – Promotes skills development, critical thinking, and knowledge-sharing, enhancing educational outcomes related to entrepreneurship. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Fosters innovation and supports the development of resilient infrastructure and industries through entrepreneurial initiatives. 4. **Goal 12: Responsible Consumption and Production** – Encourages sustainable business practices, resource efficiency, and the development of products and services that contribute to responsible consumption. 5. **Goal 10: Reduced Inequality** – Supports inclusive entrepreneurship by promoting opportunities for marginalized groups, thereby helping to reduce economic disparities. 6. **Goal 17: Partnerships for the Goals** – Emphasizes the importance of collaboration between entrepreneurs, governments, and other stakeholders to achieve sustainable development. By focusing on these goals, the course can empower students to create ventures that contribute positively to society and the environment. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03121602 | Kapal Kontainer | Container Vessel | Students will study the design and operation of container ships, including cargo handling systems, efficiency, and environmental considerations. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – The course covers the design and operation of container vessels, promoting innovation and efficiency in maritime infrastructure. 2. **Goal 13: Climate Action** – Understanding the environmental impact of shipping and exploring sustainable practices can help reduce greenhouse gas emissions in the maritime industry. 3. **Goal 7: Affordable and Clean Energy** – The course may include discussions on energy-efficient technologies and alternative fuels used in container shipping, promoting clean energy solutions. 4. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable logistics and supply chain practices, encouraging responsible resource use and waste management in shipping. 5. **Goal 14: Life Below Water** – Educating about the impact of shipping on marine ecosystems and promoting sustainable practices can contribute to the protection of ocean life. By focusing on these aspects, the course can prepare students to address sustainability challenges within the shipping and logistics sectors. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120303 | Mekanika Teknik 2 | Engineering Mechanics 2 | This advanced course covers principles of mechanics applied to engineering problems, focusing on dynamics, forces, and motion relevant to maritime applications. | 1. **Goal 4: Quality Education** – Provides advanced knowledge in mechanics, contributing to quality education in engineering and technical fields. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding advanced mechanics is crucial for designing and analyzing structures and systems, supporting innovation in infrastructure development. 3. **Goal 11: Sustainable Cities and Communities** – Knowledge of mechanics is vital for urban planning, sustainable transportation systems, and resilient infrastructure design. 4. **Goal 12: Responsible Consumption and Production** – Courses may cover efficient design principles that minimize material waste and promote sustainable engineering practices. 5. **Goal 13: Climate Action** – Engineering mechanics can contribute to developing more energy-efficient systems and structures, helping to mitigate climate change impacts. 6. **Goal 8: Decent Work and Economic Growth** – The skills developed in this course enhance employability in various engineering sectors, supporting economic growth. By applying the principles of engineering mechanics, students can contribute to sustainable solutions across multiple domains. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120402 | Kapal Kayu | Wooden Ship | Students will learn about the design, construction, and maintenance of wooden vessels, including traditional techniques and modern applications. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – The course can cover traditional and modern shipbuilding techniques, promoting innovation in maritime infrastructure. 2. **Goal 12: Responsible Consumption and Production** – Emphasizes sustainable practices in sourcing and using wood, as well as promoting responsible maintenance and repair of wooden ships. 3. **Goal 14: Life Below Water** – Understanding the impact of shipping on marine environments and promoting sustainable practices can help protect ocean ecosystems. 4. **Goal 4: Quality Education** – Provides hands-on learning experiences in marine engineering and craftsmanship, contributing to quality education in technical fields. 5. **Goal 8: Decent Work and Economic Growth** – Skills acquired in shipbuilding can enhance employability in the maritime industry, supporting economic development. Through these connections, the course can promote sustainability in shipbuilding and maritime practices while fostering educational and economic opportunities. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120502 | Ekonomi Teknik | Economy Technical | This course examines economic principles as they apply to technical and engineering contexts, focusing on cost analysis, project feasibility, and resource allocation. | 1. **SDG 8: Decent Work and Economic Growth** – This goal focuses on promoting sustained economic growth and decent work for all. The course may cover economic theories and practices that support job creation, productivity, and economic development in technical industries. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding the economic aspects of technical fields is crucial for fostering innovation and building resilient infrastructure. The course may explore how economic principles can drive technological advancements and efficient industrial processes. 3. **SDG 4: Quality Education** – The course contributes to quality education by equipping students with the knowledge and skills needed to integrate economic concepts into technical disciplines, preparing them for careers in various industries. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in production processes, encouraging students to consider the economic implications of resource use and waste management in technical applications. 5. **SDG 13: Climate Action** – The course may address the economic aspects of climate change mitigation and adaptation, focusing on how technical solutions can be economically viable while addressing environmental challenges. 6. **SDG 3: Good Health and Well-Being** – Economic principles can influence the allocation of resources in healthcare and technology. The course may explore how economic efficiency can contribute to better health outcomes and access to healthcare technologies. 7. **SDG 10: Reduced Inequalities** – The course may discuss economic policies and technical innovations that aim to reduce inequalities in access to technology and economic opportunities, promoting social equity. 8. **SDG 11: Sustainable Cities and Communities** – The interplay of economic and technical aspects is vital for urban planning and sustainable community development. The course may cover economic considerations in designing sustainable infrastructure and services in cities. 9. **SDG 17: Partnerships for the Goals** – Collaboration among governments, industries, and educational institutions is essential for advancing economic and technical innovations. The course may emphasize the importance of partnerships in achieving sustainable economic development. By focusing on the relationship between economic principles and technical fields, this course supports the development of sustainable economic practices, promotes innovation, and aligns with multiple SDGs related to education, economic growth, and environmental sustainability. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120602 | Perlengkapan Kapal | Ship Equipment | Students will study the various equipment used on ships, including navigation, safety, and operational systems, focusing on functionality and regulatory compliance. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Understanding ship equipment is essential for minimizing pollution and ensuring safe navigation, thereby protecting marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Knowledge of ship equipment contributes to the design and operation of marine vessels and infrastructure. The course may cover innovations in marine technology that enhance operational efficiency and safety. 3. **SDG 3: Good Health and Well-Being** – The proper functioning of ship equipment is crucial for the safety and health of crew members and passengers. The course may address safety standards and protocols related to equipment operation, maintenance, and emergency procedures. 4. **SDG 8: Decent Work and Economic Growth** – The maritime industry is a significant source of employment and economic activity. This course prepares students for careers in ship operations and maintenance, contributing to decent work opportunities and economic growth. 5. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in the use and maintenance of ship equipment, including resource efficiency and waste reduction in operations. 6. **SDG 13: Climate Action** – The course may address how advancements in ship equipment can contribute to reducing greenhouse gas emissions and improving fuel efficiency, which is essential for climate action. 7. **SDG 10: Reduced Inequalities** – Knowledge of ship equipment can promote equitable access to maritime transport and enhance safety for all types of vessels, including those serving developing communities. 8. **SDG 11: Sustainable Cities and Communities** – Effective ship systems contribute to sustainable urban development, particularly in coastal areas. The course may explore how ship equipment supports transportation and trade, promoting community development. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including shipbuilders, manufacturers, and regulatory authorities, is crucial for effective ship equipment management. The course may emphasize the importance of partnerships in advancing maritime safety and technology. By focusing on the principles and applications of ship equipment, this course supports the development of safe and efficient maritime operations, promotes sustainability, and aligns with multiple SDGs related to environmental protection, economic growth, and public health. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120702 | Instalasi Mesin Kapal | Ship Engine Installation | This course covers the installation and maintenance of marine engines, focusing on operational efficiency and safety standards. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Proper installation and maintenance of ship engines are crucial for minimizing pollution and ensuring safe navigation, thus protecting marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Understanding ship engine installation is essential for the design and construction of marine vessels and related infrastructure. The course may cover innovations in marine propulsion technology that enhance efficiency and reduce environmental impact. 3. **SDG 3: Good Health and Well-Being** – The safety of marine operations is critical for protecting the health and well-being of crew members and coastal communities. The course may cover safety standards and protocols related to engine installation and operation that contribute to public health. 4. **SDG 8: Decent Work and Economic Growth** – The maritime industry is a significant source of employment and economic activity. This course prepares students for careers in ship engineering, contributing to decent work opportunities and economic growth within the maritime sector. 5. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable practices in engine installation and operation, including resource efficiency and minimizing waste generated during the installation process. 6. **SDG 13: Climate Action** – The course may address the impacts of climate change on maritime operations and the importance of designing and installing engines that reduce greenhouse gas emissions and improve fuel efficiency. 7. **SDG 10: Reduced Inequalities** – Understanding ship engine installation can promote equitable access to marine transport and improve safety for all types of vessels, including those used in developing communities. 8. **SDG 11: Sustainable Cities and Communities** – Effective ship engine systems contribute to sustainable urban development, especially in coastal areas. The course may explore the role of marine transport in connecting communities and promoting economic development. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including marine engineers, manufacturers, and regulatory bodies, is crucial for effective ship engine installation. The course may emphasize the importance of partnerships in advancing maritime safety and sustainability. By focusing on the principles and practices of ship engine installation, this course supports the development of safe and efficient maritime operations, promotes sustainability, and aligns with multiple SDGs related to environmental protection, economic growth, and public health. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120802 | Desain Berbasis Komputer | Computer Based Design | Students will learn about software tools and technologies used for computer-aided design (CAD) in shipbuilding, enhancing design accuracy and efficiency. | 1. **SDG 4: Quality Education** – The course promotes technical skills, critical thinking, and creativity in students, contributing to quality education. It prepares students for careers in design and engineering, enhancing their employability in the job market. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Computer-based design tools are essential for driving innovation in various industries. The course covers modern design practices that enhance efficiency and productivity, supporting the development of resilient infrastructure. 3. **SDG 11: Sustainable Cities and Communities** – CBD is crucial for urban planning and sustainable development. The course may address how digital design tools can be used to create sustainable urban environments and improve the quality of life in cities. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable design principles, including the efficient use of resources, minimizing waste, and optimizing production processes through computer-based tools. 5. **SDG 3: Good Health and Well-Being** – Effective design can significantly impact health and safety. The course may explore how computer-based design contributes to creating safer and more functional environments in healthcare, architecture, and product design. 6. **SDG 8: Decent Work and Economic Growth** – The skills acquired in this course prepare students for careers in design and engineering, which are vital for economic growth and job creation in various sectors. 7. **SDG 13: Climate Action** – The course may address how computer-based design can help in creating energy-efficient and environmentally friendly designs, thus contributing to climate action and sustainability efforts. 8. **SDG 10: Reduced Inequalities** – Accessible design tools can empower underrepresented groups in the design and engineering fields. The course may discuss inclusive design principles and how technology can be used to promote equality in design practices. 9. **SDG 17: Partnerships for the Goals** – Collaboration between different stakeholders in design and engineering is essential for effective project outcomes. The course may emphasize the importance of partnerships in advancing design innovation and addressing global challenges. By focusing on computer-based design principles and practices, this course supports the development of innovative solutions, promotes sustainability, and aligns with multiple SDGs related to education, economic growth, and environmental sustainability. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120903 | Hidrostatika Kapal | Ship Hydrostatics | This course examines the principles of hydrostatics as they apply to ship design, focusing on buoyancy, stability, and weight distribution. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Understanding hydrostatics is crucial for ensuring safe navigation and minimizing the environmental impact of shipping operations. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Ship hydrostatics is essential for the design and construction of marine vessels and infrastructure. The course may cover innovations in ship design that enhance efficiency, safety, and environmental sustainability. 3. **SDG 11: Sustainable Cities and Communities** – Effective marine transport systems contribute to sustainable urban development, particularly in coastal areas. The course may explore how hydrostatic principles can inform the design of ports and waterfront infrastructure. 4. **SDG 3: Good Health and Well-Being** – Safety in maritime operations is crucial for protecting the health and well-being of crew members and coastal communities. The course may cover hydrostatic principles that enhance vessel stability and safety during operations. 5. **SDG 8: Decent Work and Economic Growth** – The maritime industry is a significant source of employment and economic activity. The course prepares students for careers in shipping, naval architecture, and marine engineering, contributing to decent work opportunities and economic growth. 6. **SDG 12: Responsible Consumption and Production** – Understanding hydrostatics can promote responsible practices in ship design and operation, including resource efficiency and waste reduction in maritime activities. 7. **SDG 13: Climate Action** – The course may address the impacts of climate change on marine transport and the importance of designing ships that can withstand changing environmental conditions, thus contributing to climate resilience. 8. **SDG 10: Reduced Inequalities** – The course may discuss equitable access to maritime transport and how proper hydrostatic design can ensure safety for all types of vessels, including those used in developing communities. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, industry, and academia, is crucial for advancing ship design and hydrostatic research. The course may emphasize the importance of partnerships in achieving safe and sustainable maritime operations. By focusing on the principles of ship hydrostatics, this course supports the development of safe, efficient, and sustainable maritime systems, aligning with multiple SDGs related to environmental sustainability, economic growth, and public health. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110902 | Mekanika Teknik I | Engineering Mechanics I | An introductory course covering the fundamental principles of mechanics, including statics and dynamics, with applications in maritime engineering. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Engineering mechanics is fundamental to the design and analysis of structures and infrastructure. The course provides the necessary knowledge for developing resilient and innovative engineering solutions that enhance infrastructure and industrial processes. 2. **SDG 11: Sustainable Cities and Communities** – Understanding mechanics is essential for urban planning and the design of sustainable communities. The course may cover how engineering principles can be applied to create safe, efficient, and sustainable urban environments. 3. **SDG 4: Quality Education** – The course contributes to quality education by developing critical thinking, analytical, and problem-solving skills in students, preparing them for careers in engineering and related fields. 4. **SDG 12: Responsible Consumption and Production** – Engineering mechanics can contribute to sustainable practices in design and production processes. The course may address how mechanics principles can lead to more efficient resource usage and waste reduction in engineering applications. 5. **SDG 3: Good Health and Well-Being** – The course may explore how engineering mechanics applies to safety in various systems, such as transportation and infrastructure, which directly impacts public health and well-being. 6. **SDG 13: Climate Action** – Knowledge of engineering mechanics can be applied to create solutions that mitigate climate impacts, such as designing structures that can withstand extreme weather events. The course may cover principles that enhance the resilience of infrastructure against climate change. 7. **SDG 10: Reduced Inequalities** – Understanding mechanics can contribute to equitable infrastructure development, ensuring that engineering solutions are accessible to all communities. The course may emphasize the importance of considering social equity in engineering design. 8. **SDG 8: Decent Work and Economic Growth** – The principles learned in this course prepare students for careers in engineering, which are vital for economic growth and job creation in various industries. By focusing on the fundamental principles of mechanics, this course supports the development of engineering solutions that enhance infrastructure, promote sustainability, and align with multiple SDGs related to education, economic growth, and environmental sustainability. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03111002 | Konsep Dasar Rancangan | Basic Design Concept | Students will explore foundational design principles applicable to shipbuilding, including aesthetics, functionality, and regulatory considerations. | 1. **SDG 4: Quality Education** – The course promotes creativity and critical thinking skills, contributing to quality education. It prepares students for careers in design and encourages lifelong learning in the design field. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Design is a critical component of innovation and infrastructure development. The course may cover principles that support innovative design solutions in various industries, enhancing productivity and efficiency. 3. **SDG 11: Sustainable Cities and Communities** – Basic design concepts are essential for urban planning and creating sustainable communities. The course may address how design influences urban spaces and contributes to sustainable development in cities. 4. **SDG 12: Responsible Consumption and Production** – The course may emphasize sustainable design practices, including the use of eco-friendly materials and processes that minimize waste and promote responsible consumption. 5. **SDG 3: Good Health and Well-Being** – Design can significantly impact public health and well-being. The course may explore how design concepts can be applied to create healthier living environments, such as in architecture and urban design. 6. **SDG 13: Climate Action** – Sustainable design principles can contribute to climate action by promoting energy-efficient designs and environmentally friendly materials. The course may cover how design can help mitigate climate change impacts. 7. **SDG 10: Reduced Inequalities** – The course may address inclusive design principles that ensure products and spaces are accessible to all individuals, promoting equity and reducing social inequalities. 8. **SDG 17: Partnerships for the Goals** – Collaboration among designers, communities, and stakeholders is essential for effective design solutions. The course may emphasize the importance of partnerships in addressing design challenges and achieving sustainable outcomes. By focusing on the principles and applications of basic design concepts, this course supports the development of innovative and sustainable solutions that contribute to quality education, environmental sustainability, and social well-being, aligning with multiple SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03111102 | Sistem Transportasi Laut | Marine Transport System | This course studies the various components and dynamics of marine transport systems, focusing on logistics, efficiency, and environmental impact. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of oceans, seas, and marine resources. Marine transport systems play a critical role in maritime trade and transportation, and the course may address best practices to minimize environmental impact and protect marine ecosystems. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course covers the infrastructure required for marine transport, including ports and shipping facilities, and promotes innovations that enhance efficiency and safety in marine transportation. 3. **SDG 11: Sustainable Cities and Communities** – Effective marine transport systems can support urban planning and sustainable community development, particularly in coastal areas. The course may explore the role of marine transport in connecting communities and promoting economic development. 4. **SDG 3: Good Health and Well-Being** – Marine transport safety is crucial for protecting the health and well-being of individuals involved in maritime activities, including crew members and coastal communities. The course may cover safety protocols and emergency response measures that enhance public health in marine environments. 5. **SDG 8: Decent Work and Economic Growth** – The marine transport sector is a significant source of employment and economic activity. The course prepares students for careers in shipping, logistics, and maritime operations, contributing to decent work opportunities and economic growth. 6. **SDG 12: Responsible Consumption and Production** – The course may address sustainable practices in marine transportation, including waste management, fuel efficiency, and reducing the carbon footprint of shipping operations. This aligns with promoting responsible consumption and production patterns. 7. **SDG 13: Climate Action** – The course may cover the impacts of climate change on marine transport and strategies for mitigating these effects, including the adoption of cleaner technologies and practices to reduce greenhouse gas emissions in the shipping industry. 8. **SDG 10: Reduced Inequalities** – Marine transport systems can provide access to resources and opportunities for marginalized communities, particularly in island nations and remote areas. The course may explore equitable access to marine transport and its role in promoting social equity. 9. **SDG 17: Partnerships for the Goals** – Collaboration between governments, industries, and communities is essential for effective marine transport systems. The course may emphasize the importance of partnerships in enhancing maritime safety, efficiency, and sustainability. By focusing on the principles and practices of marine transport systems, this course supports the development of sustainable transportation methods, enhances economic growth, and aligns with multiple SDGs related to health, environmental sustainability, and social well-being. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03111202 | Statistik | Statistics | An introduction to statistical methods and techniques, this course focuses on data analysis and interpretation, emphasizing applications in maritime research. | 1. **SDG 4: Quality Education** – Statistics is a fundamental component of research and education across various disciplines. The course promotes critical thinking, data literacy, and analytical skills, contributing to quality education and informed decision-making. 2. **SDG 3: Good Health and Well-Being** – Statistical methods are essential in public health research, clinical trials, and health data analysis. The course may cover how statistics inform health policies, improve health outcomes, and guide public health interventions. 3. **SDG 2: Zero Hunger** – Statistics plays a crucial role in agricultural research, food security assessments, and nutrition studies. The course may emphasize data analysis techniques used to improve agricultural productivity and monitor food supply. 4. **SDG 8: Decent Work and Economic Growth** – Statistical analysis is vital for understanding economic trends, workforce dynamics, and market research. The course prepares students for careers in data analysis, business intelligence, and economic research, contributing to economic growth. 5. **SDG 10: Reduced Inequalities** – Statistics can be used to analyze social inequalities and disparities in various contexts, including health, education, and income. The course may cover techniques for analyzing and interpreting data related to inequality. 6. **SDG 11: Sustainable Cities and Communities** – Statistical methods can inform urban planning and policy-making by analyzing data related to population dynamics, resource usage, and community needs. The course may explore how statistics contribute to building sustainable communities. 7. **SDG 13: Climate Action** – Statistics is crucial for climate research, including the analysis of climate data, modeling climate impacts, and evaluating the effectiveness of climate policies. The course may address statistical techniques used in environmental studies. 8. **SDG 17: Partnerships for the Goals** – Data sharing and collaboration are essential for achieving sustainable development goals. The course may emphasize the importance of statistical partnerships in research and policy-making to drive social impact. 9. **SDG 9: Industry, Innovation, and Infrastructure** – Statistical methods are often used in quality control, process improvement, and innovation assessments across various industries. The course may cover how statistics support decision-making in industrial contexts. By focusing on the principles and applications of statistics, this course supports the development of skills that contribute to informed decision-making, social equity, and sustainable development, aligning with multiple SDGs related to health, education, economic growth, and environmental sustainability. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03111302 | Keselamatan Maritim | Maritime Safety | Students will learn about safety regulations, practices, and technologies in the maritime industry, focusing on risk management and accident prevention. | 1. **SDG 14: Life Below Water** – This goal emphasizes the conservation and sustainable use of the oceans, seas, and marine resources. Maritime safety practices are crucial for protecting marine ecosystems, preventing pollution, and ensuring the sustainability of marine resources. 2. **SDG 3: Good Health and Well-Being** – Maritime safety is essential for protecting the health and well-being of individuals involved in maritime activities, including crew members and coastal communities. The course may cover safety protocols and emergency response measures that enhance public health in maritime environments. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may address the need for innovative safety technologies and infrastructure in the maritime industry. This includes advancements in navigation systems, safety equipment, and port facilities that contribute to safer maritime operations. 4. **SDG 12: Responsible Consumption and Production** – Maritime safety practices can promote responsible shipping and cargo handling, reducing waste and environmental impact. The course may emphasize sustainable practices in maritime operations to ensure responsible consumption of marine resources. 5. **SDG 11: Sustainable Cities and Communities** – Effective maritime safety contributes to the resilience of coastal communities and urban areas that depend on maritime activities. The course may explore the integration of maritime safety measures into urban planning and community development. 6. **SDG 13: Climate Action** – The course may address the impacts of climate change on maritime safety, including rising sea levels and increased storm intensity. Understanding these factors is essential for developing strategies to enhance safety and resilience in maritime operations. 7. **SDG 4: Quality Education** – The course provides education and training in maritime safety principles, contributing to quality education and skill development for those entering the maritime industry. 8. **SDG 8: Decent Work and Economic Growth** – Ensuring safety in maritime operations contributes to job security and economic growth in the maritime sector. The course prepares students for careers in maritime safety, promoting decent work opportunities. 9. **SDG 10: Reduced Inequalities** – Maritime safety training can be essential for marginalized communities that rely on fishing and other maritime activities for their livelihoods. The course may address the importance of equitable access to safety training and resources. By focusing on the principles and practices of maritime safety, this course supports the development of safer maritime operations, enhances environmental sustainability, and aligns with multiple SDGs related to health, economic growth, and environmental protection. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120103 | Matematika Teknik | Engineering Maths | This course covers advanced mathematical concepts and techniques relevant to engineering, focusing on applications in ship design and maritime operations. | 1. **Goal 4: Quality Education** – Emphasizes the importance of providing access to quality education and fostering critical thinking and problem-solving skills through mathematics. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Focuses on the role of mathematics in engineering applications that drive innovation and improve infrastructure development. 3. **Goal 8: Decent Work and Economic Growth** – Addresses the need for skilled professionals in engineering and mathematics, contributing to economic growth and job creation. 4. **Goal 12: Responsible Consumption and Production** – Involves using mathematical models to optimize processes, resource use, and sustainability practices in various industries. 5. **Goal 13: Climate Action** – Supports the development of mathematical models that can predict climate change impacts and inform mitigation strategies. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, industries, and governments to enhance the application of mathematics in solving global challenges. Courses in Engineering Mathematics typically cover a range of topics, including calculus, differential equations, and statistical methods, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03120203 | Prarancangan Kapal | Ship Design | Students will learn the principles of ship design, including technical specifications, aesthetics, and regulatory compliance, culminating in practical design projects. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Emphasizes the importance of innovative ship design practices that enhance infrastructure and promote technological advancements in the maritime sector. 2. **Goal 12: Responsible Consumption and Production** – Focuses on sustainable practices in materials selection, design efficiency, and minimizing waste during the shipbuilding process. 3. **Goal 13: Climate Action** – Involves strategies for designing ships that reduce greenhouse gas emissions and incorporate energy-efficient technologies to combat climate change. 4. **Goal 14: Life Below Water** – Relates to ensuring that ship designs minimize environmental impacts on marine ecosystems and comply with regulations to protect ocean health. 5. **Goal 8: Decent Work and Economic Growth** – Addresses the role of shipbuilding in economic development, job creation, and the importance of maintaining high safety and quality standards in design. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among various stakeholders in the maritime industry to share knowledge and promote best practices in ship design. Courses on Ship Design typically cover naval architecture, hydrodynamics, and sustainable practices, aligning well with these SDGs. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110202 | Fisika Dasar I | Basic Physics II | An extension of introductory physics, this course covers principles relevant to engineering and maritime contexts, including mechanics, thermodynamics, and wave phenomena. | 1. **Goal 4: Quality Education** – Emphasizes providing inclusive and equitable quality education and promoting lifelong learning opportunities, with physics education fostering critical thinking and problem-solving skills. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Highlights the role of physics in driving technological advancements and innovation in various industries, contributing to infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Involves understanding physical principles that can lead to more efficient energy use and sustainable practices in production processes. 4. **Goal 13: Climate Action** – Supports the understanding of physical concepts related to energy, climate systems, and environmental challenges, which can inform strategies for climate mitigation and adaptation. 5. **Goal 7: Affordable and Clean Energy** – Addresses the principles of energy conversion, efficiency, and renewable energy technologies, essential for achieving sustainable energy systems. 6. **Goal 17: Partnerships for the Goals** – Encourages collaboration among educational institutions, industries, and governments to promote scientific knowledge and application in addressing global challenges. Courses in Basic Physics II typically cover topics such as electromagnetism, thermodynamics, and waves, aligning well with these goals. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110303 | Gambar Teknik | Engineering Drawing | Students will learn the fundamentals of engineering drawing and technical illustration, focusing on the standards and conventions used in ship design. | 1. **Goal 4: Quality Education** – Provides essential skills in technical communication and design, promoting access to quality education in engineering and technology. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Engineering drawing is critical for designing and visualizing structures and systems, supporting innovation and infrastructure development. 3. **Goal 11: Sustainable Cities and Communities** – Skills in engineering drawing can contribute to urban planning and sustainable architectural design, enhancing the livability of urban areas. 4. **Goal 12: Responsible Consumption and Production** – The course may emphasize efficient design practices that minimize waste and promote sustainable materials and methods. 5. **Goal 8: Decent Work and Economic Growth** – Proficiency in engineering drawing enhances employability in various engineering fields, supporting economic growth. By equipping students with the skills to effectively communicate design ideas, the course contributes to multiple aspects of sustainable development. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110402 | Pengantar Teknologi Perkapalan | Introduction to Shipping Technology | This course provides an overview of the technologies used in the shipping industry, including innovations in ship design, construction, and operation. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Shipping technology is essential for developing efficient and innovative transportation systems that support global trade and infrastructure. 2. **Goal 13: Climate Action** – Understanding shipping technology can contribute to reducing greenhouse gas emissions and improving the environmental sustainability of maritime operations. 3. **Goal 7: Affordable and Clean Energy** – The course may cover advancements in energy-efficient shipping practices and the use of alternative fuels, promoting clean energy solutions in the shipping industry. 4. **Goal 12: Responsible Consumption and Production** – Topics related to sustainable practices in shipping and logistics can promote responsible resource use and waste reduction. 5. **Goal 14: Life Below Water** – Shipping technology directly impacts marine environments; thus, understanding its implications is crucial for protecting ocean ecosystems and promoting sustainable maritime practices. By exploring these aspects, the course can prepare students to address sustainability challenges in the shipping and logistics sectors. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110502 | Material Teknik | Engineering Materials | Students will study various materials used in engineering applications, focusing on their properties, selection criteria, and applications in shipbuilding. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding materials is crucial for designing and developing innovative products and infrastructure, fostering industrial growth. 2. **Goal 12: Responsible Consumption and Production** – The course often covers sustainable materials and practices, promoting resource efficiency and reducing waste in production processes. 3. **Goal 7: Affordable and Clean Energy** – Knowledge of materials can lead to the development of more efficient energy systems and renewable energy technologies. 4. **Goal 11: Sustainable Cities and Communities** – The selection and use of materials in construction and urban design can contribute to the sustainability of urban environments. 5. **Goal 13: Climate Action** – Engineering materials can play a role in reducing carbon footprints through the use of sustainable alternatives and energy-efficient solutions. By understanding the properties and applications of various materials, students can contribute to advancements in sustainability and address challenges in engineering and design. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110602 | Matematika Dasar II | Basic Maths II | This course builds on Basic Maths I, introducing more complex mathematical concepts relevant to engineering applications in maritime studies. | 1. **Goal 4: Quality Education** – Provides foundational mathematical skills essential for further education in science, technology, engineering, and mathematics (STEM), promoting access to quality education. 2. **Goal 8: Decent Work and Economic Growth** – Strong mathematical skills enhance employability and support economic growth by preparing students for various careers in finance, engineering, data analysis, and more. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Mathematics is crucial for problem-solving and innovation in engineering, technology, and infrastructure development. 4. **Goal 12: Responsible Consumption and Production** – Mathematical skills are important for data analysis and optimization in resource management, contributing to sustainable practices. 5. **Goal 10: Reduced Inequality** – Improved education in mathematics can help bridge educational gaps, promoting equity in access to higher education and job opportunities. While primarily focused on mathematical concepts, the skills developed in this course can contribute to achieving various aspects of sustainable development. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110702 | Fisika Dasar II | Basic Physics II | This course builds on the foundational concepts introduced in Basic Physics I, focusing on key principles of physics relevant to engineering and maritime applications. Topics include thermodynamics, electromagnetism, optics, and wave phenomena. Students will engage in problem-solving and laboratory experiments to deepen their understanding of physical laws and their applications in real-world scenarios, particularly within the maritime context. The course aims to develop analytical skills and critical thinking necessary for engineering disciplines. | 1. **Goal 4: Quality Education** – Provides foundational knowledge in physics, promoting access to quality education and scientific literacy. 2. **Goal 7: Affordable and Clean Energy** – Topics such as electricity, magnetism, and thermodynamics can help students understand and contribute to energy solutions. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Physics principles are essential for engineering and technological innovations, supporting infrastructure development. 4. **Goal 11: Sustainable Cities and Communities** – Understanding physical principles can aid in designing sustainable urban environments and transportation systems. 5. **Goal 13: Climate Action** – Physics is critical for understanding climate systems, energy consumption, and developing technologies for climate mitigation. 6. **Goal 12: Responsible Consumption and Production** – Insights into energy efficiency and sustainable practices can promote responsible consumption patterns. The knowledge gained in this course can support various aspects of sustainable development and equip students to address real-world challenges. |
| TEKNIK | TEKNIK PERKAPALAN – S1 | kurikulum sarjana K-23 | 2023 | 23D03110802 | Hidromekanika | Hydromechanics | Students will explore the principles of fluid mechanics as they relate to maritime engineering, focusing on ship design, stability, and performance. | 1. **Goal 6: Clean Water and Sanitation** – Hydromechanics is essential for understanding water flow and management, contributing to the sustainable management of water resources. 2. **Goal 9: Industry, Innovation, and Infrastructure** – The principles of hydromechanics are crucial for designing and optimizing water-related infrastructure, such as dams, canals, and drainage systems. 3. **Goal 11: Sustainable Cities and Communities** – Knowledge of hydromechanics aids in urban planning and the management of stormwater and flood control, supporting sustainable urban environments. 4. **Goal 13: Climate Action** – Understanding hydrodynamics can help assess and mitigate the impacts of climate change on water systems, promoting resilience in the face of extreme weather events. 5. **Goal 12: Responsible Consumption and Production** – Hydromechanics can inform efficient water usage and wastewater management practices, supporting sustainable consumption and production patterns. By applying the principles of hydromechanics, students can contribute to addressing critical challenges related to water resources and sustainability. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06110103 | Geologi Dasar | Basic Geology | The course “Basic Geology” introduces students to the fundamental concepts and principles of geology, including the study of Earth’s materials, processes, and history. It covers topics such as rock types, mineral identification, geological structures, plate tectonics, and the rock cycle. Students learn about the formation and alteration of the Earth’s surface, as well as natural processes like erosion, sedimentation, and volcanism. The course also emphasizes the importance of geology in understanding natural resources, environmental issues, and geological hazards. Through lectures, field studies, and laboratory work, students develop a solid foundation in geological science. | 1. Goal 6: Clean Water and Sanitation – Understanding geological processes is essential for managing water resources and ensuring access to clean water. 2. Goal 7: Affordable and Clean Energy – Exploring geological resources, such as fossil fuels and renewable energy sources, contributes to sustainable energy solutions. 3. Goal 11: Sustainable Cities and Communities – Examining the geology of urban areas helps in planning and developing sustainable infrastructure and managing natural hazards. 4. Goal 12: Responsible Consumption and Production – Teaching sustainable practices in resource extraction and land use to minimize environmental impacts. 5. Goal 13: Climate Action – Understanding geological history and processes can inform strategies for climate change mitigation and adaptation. 6. Goal 15: Life on Land – Investigating the interactions between geology and ecosystems supports the conservation and sustainable use of terrestrial resources. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141802 | Geowisata dan Geopark | Geotourism and Geoparks | The course “Geotourism and Geoparks” explores the intersection of geology, tourism, and conservation. It covers concepts related to geotourism, including the promotion of geological heritage, sustainable tourism practices, and the development of geoparks as protected areas that showcase geological features and promote education and conservation. Students learn about the significance of geological sites, the management of geotourism initiatives, and the benefits of engaging local communities. The course emphasizes case studies from various geoparks around the world, preparing students to contribute to sustainable tourism and geological education in their future careers. | 1. Goal 8: Decent Work and Economic Growth – Promoting sustainable tourism that creates jobs and stimulates local economies while respecting cultural and natural heritage. 2. Goal 11: Sustainable Cities and Communities – Encouraging the development of geoparks and geotourism initiatives that enhance sustainable urban and rural development. 3. Goal 12: Responsible Consumption and Production – Advocating for sustainable practices in tourism that minimize environmental impact and promote responsible resource use. 4. Goal 13: Climate Action – Highlighting the role of geotourism in raising awareness about climate change and its impacts on geological features and landscapes. 5. Goal 15: Life on Land – Supporting the conservation of geological and ecological diversity through the establishment of geoparks and sustainable tourism practices. 6. Goal 4: Quality Education – Providing educational opportunities about geology, heritage, and conservation through geotourism and geoparks. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141102 | Mikrostruktur | Microstructure | The course “Microstructure” examines the small-scale structures and characteristics of materials, focusing on how these features influence their properties and behaviors. It covers topics such as crystallography, phase diagrams, and the effects of processing on microstructural development in metals, polymers, and ceramics. Students learn about techniques for analyzing microstructures, including microscopy and spectroscopy. The course emphasizes the relationship between microstructure and material performance, equipping students with the knowledge to design and engineer materials for specific applications in fields such as materials science, engineering, and nanotechnology. | 1. Goal 8: Decent Work and Economic Growth – Understanding market microstructure can enhance market efficiency, contributing to economic growth and job creation. 2. Goal 9: Industry, Innovation, and Infrastructure – Promoting innovative financial practices and technologies that improve market functioning and access to capital. 3. Goal 10: Reduced Inequalities – Exploring how market structures can affect access to finance and investment opportunities for underrepresented groups. 4. Goal 12: Responsible Consumption and Production – Encouraging responsible financial practices and investment strategies that promote sustainability. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizing the importance of transparent and efficient markets, which are essential for trust in financial systems and governance. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141202 | Geomodel | Geomodelling | The course “Geomodelling” focuses on the principles and techniques of geological modeling and simulation. It covers the creation and analysis of three-dimensional models of geological formations, including stratigraphy, lithology, and structural features. Students learn to use software tools for geological modeling, as well as methods for integrating geological, geophysical, and geochemical data. The course emphasizes applications in resource exploration, environmental assessment, and land-use planning, preparing students to effectively visualize and interpret complex geological systems in various fields such as geoscience, engineering, and natural resource management. | 1. Goal 6: Clean Water and Sanitation – Utilizing geomodelling to assess and manage water resources effectively, ensuring access to clean water. 2. Goal 11: Sustainable Cities and Communities – Supporting urban planning and development through geomodelling, helping to create sustainable and resilient communities. 3. Goal 12: Responsible Consumption and Production – Assisting in the sustainable management of natural resources by modeling and predicting the impacts of consumption. 4. Goal 13: Climate Action – Using geomodelling to analyze and predict climate change impacts, supporting mitigation and adaptation strategies. 5. Goal 15: Life on Land – Aiding in the conservation of terrestrial ecosystems and biodiversity through effective land-use planning and management. 6. Goal 9: Industry, Innovation, and Infrastructure – Promoting innovative approaches in resource management and infrastructure development through advanced modeling techniques. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141302 | Manajemen Pengelolaan Karst | Management Karst Management | The course “Karst Management” focuses on the study and management of karst landscapes, which are characterized by unique geological features formed by the dissolution of soluble rocks, such as limestone. It covers topics such as karst formation, hydrology, ecosystem dynamics, and the impacts of human activity on karst environments. Students learn about conservation strategies, sustainable tourism practices, and methods for managing natural resources in karst regions. The course emphasizes the importance of protecting karst ecosystems and groundwater resources while promoting responsible land use and development, preparing students for careers in environmental management, geology, and conservation. | 1. Goal 6: Clean Water and Sanitation – Focusing on the management of karst aquifers, which are crucial for freshwater supply and water quality. 2. Goal 11: Sustainable Cities and Communities – Addressing land use and development in karst regions to promote sustainable practices that protect these unique landscapes. 3. Goal 12: Responsible Consumption and Production – Encouraging sustainable resource management and conservation practices in karst environments to minimize environmental impact. 4. Goal 13: Climate Action – Studying the role of karst systems in carbon sequestration and their potential responses to climate change. 5. Goal 15: Life on Land – Supporting the conservation of biodiversity and ecosystems associated with karst landscapes, which are often rich in unique flora and fauna. 6. Goal 17: Partnerships for the Goals – Promoting collaboration among stakeholders, including local communities and governments, for effective management and conservation of karst areas. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141402 | Rekayasa DAS | Watershed Engineering | The course “Watershed Engineering” focuses on the design and management of watersheds to optimize water resources, manage flooding, and protect water quality. It covers topics such as hydrology, erosion control, stormwater management, and the impact of land use on watershed health. Students learn to assess watershed conditions, develop management plans, and implement engineering solutions for effective water resource management. The course emphasizes sustainable practices, integrating ecological and engineering principles to enhance watershed resilience and promote environmental protection, preparing students for careers in civil engineering, environmental science, and natural resource management. | 1. Goal 6: Clean Water and Sanitation – Focusing on the management of water resources to ensure access to clean water and sustainable sanitation practices. 2. Goal 11: Sustainable Cities and Communities – Promoting sustainable urban planning and land use practices that protect watershed health and resilience. 3. Goal 13: Climate Action – Addressing the impacts of climate change on watersheds and developing strategies for mitigation and adaptation. 4. Goal 15: Life on Land – Supporting the conservation and sustainable management of terrestrial ecosystems within watershed areas to enhance biodiversity. 5. Goal 12: Responsible Consumption and Production – Encouraging practices that promote efficient water use and reduce pollution in watershed systems. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration among stakeholders, including governments, communities, and organizations, for effective watershed management. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141502 | K3 Teknik | Kz Teknik | The course “Kz Teknik” focuses on the principles and applications of geotechnical engineering, particularly in the context of soil mechanics and foundation design. It covers topics such as soil properties, site investigation techniques, slope stability, and earth retention systems. Students learn to analyze and design structures that interact with soil, ensuring safety and stability in construction projects. The course emphasizes practical applications through case studies and laboratory work, equipping students with the skills necessary to address geotechnical challenges in civil engineering and construction projects. | 1. Goal 4: Quality Education – Emphasizing the importance of technical education and skills development. 2. Goal 8: Decent Work and Economic Growth – Focusing on how technical skills contribute to job creation and economic development. 3. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development of innovative technologies and sustainable infrastructure. 4. Goal 12: Responsible Consumption and Production – Teaching sustainable practices in engineering and technical processes to minimize waste and environmental impact. 5. Goal 13: Climate Action – Addressing how technical solutions can help mitigate climate change impacts. 6. Goal 17: Partnerships for the Goals – Encouraging collaboration with industries and communities to promote sustainable development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141602 | Manajemen Proyek | Project Management | The course “Project Management” provides an overview of the principles, methodologies, and tools essential for effectively planning, executing, and closing projects across various industries. It covers key topics such as project lifecycle, scope definition, scheduling, budgeting, risk management, and stakeholder communication. Students learn to use project management software and techniques, such as Agile and Waterfall methodologies, to enhance project efficiency. The course emphasizes real-world applications through case studies and group projects, equipping students with the skills necessary to lead teams and deliver successful project outcomes within time and budget constraints. | 1. Goal 8: Decent Work and Economic Growth – Focusing on effective project management practices that drive productivity and create sustainable job opportunities. 2. Goal 9: Industry, Innovation, and Infrastructure – Supporting the planning and execution of projects that foster innovation and develop resilient infrastructure. 4. Goal 10: Reduced Inequalities – Addressing inclusivity in project planning and execution to ensure equitable access to project benefits for all stakeholders. 5. Goal 12: Responsible Consumption and Production – Promoting sustainable project practices that minimize waste and optimize resource use. 6. Goal 13: Climate Action – Incorporating strategies for climate resilience and sustainability in project planning and implementation. 7. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration and stakeholder engagement in successful project management. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141702 | Eskursi Geologi | Geological Excursions | The course “Geological Excursions” provides students with hands-on experience in field geology through organized trips to various geological sites. It focuses on the observation and analysis of geological formations, structures, and processes in their natural settings. Students learn to apply theoretical knowledge from the classroom to real-world scenarios, enhancing their skills in field mapping, rock identification, and data collection. The course emphasizes the importance of understanding geological contexts and the environmental significance of different landscapes. By engaging in excursions, students gain practical insights that prepare them for careers in geology, environmental science, and related fields. | 1. Goal 4: Quality Education – Providing hands-on learning experiences that enhance understanding of geological concepts and processes. 2. Goal 6: Clean Water and Sanitation – Exploring geological formations and their impact on water resources, emphasizing the importance of sustainable water management. 3. Goal 11: Sustainable Cities and Communities – Examining the geological aspects of urban development and land use, promoting sustainable practices. 4. Goal 12: Responsible Consumption and Production – Encouraging awareness of resource extraction practices and their environmental impacts through field studies. 5. Goal 13: Climate Action – Studying geological records to understand past climate changes and inform current climate action strategies. 6. Goal 15: Life on Land – Promoting the conservation of geological and ecological diversity by understanding the relationships between geology and ecosystems. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140402 | Geologi Kepulauan Spermonde | Geologi Kepulauan Spermonde | The course “Geologi Kepulauan Spermonde” focuses on the geological features and processes of the Spermonde Archipelago, located off the coast of Indonesia. It covers topics such as sedimentology, tectonics, marine geology, and the impact of sea-level changes on island formation. Students explore the unique geological characteristics of the archipelago, including coral reefs, limestone formations, and volcanic activity. The course emphasizes fieldwork, allowing students to engage in hands-on geological surveys and data collection. By studying the geology of this region, students gain insights into the broader implications for biodiversity, conservation, and sustainable management of coastal resources. | 1. Goal 6: Clean Water and Sanitation – Understanding the geology that affects freshwater availability and coastal water quality in the archipelago. 2. Goal 11: Sustainable Cities and Communities – Examining how geological features influence land use, urban planning, and sustainable development in island communities. 3. Goal 12: Responsible Consumption and Production – Promoting sustainable resource management practices, particularly regarding geological resources and their impacts. 4. Goal 13: Climate Action – Studying the geological impact of climate change on coastal and island ecosystems, informing adaptation strategies. 5. Goal 14: Life Below Water – Investigating the geological aspects of marine ecosystems, promoting conservation efforts for marine biodiversity. 6. Goal 15: Life on Land – Addressing land conservation and sustainable practices in relation to geological features and habitats in the archipelago. These connections can vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140502 | Diagenesis Batuan Sedimen | Diagenesis of Sedimentary Rocks | The course “Diagenesis of Sedimentary Rocks” focuses on the processes that transform sediment into sedimentary rock after deposition, including compaction, cementation, and mineral alteration. It covers the chemical, physical, and biological factors influencing diagenesis, as well as the implications for porosity, permeability, and overall rock properties. Students learn to analyze diagenetic features in various sedimentary environments and their significance in fields such as petroleum geology, hydrogeology, and paleoenvironments. The course emphasizes the use of petrographic and geochemical techniques to study sedimentary rocks, preparing students for careers in geoscience and resource exploration. | 1. Goal 6: Clean Water and Sanitation – Understanding the diagenetic processes that affect groundwater quality and aquifer behavior. 2. Goal 12: Responsible Consumption and Production – Exploring sustainable practices in resource extraction, particularly in the context of sedimentary rock resources like fossil fuels and minerals. 3. Goal 13: Climate Action – Examining the role of sedimentary rocks in carbon sequestration and their implications for climate change. 4. Goal 14: Life Below Water – Investigating how diagenetic processes impact marine sediments and associated ecosystems, supporting marine biodiversity. 5. Goal 15: Life on Land – Addressing land use and conservation issues related to sedimentary rock formations and their ecological significance. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140602 | Sekuen Stratigrafi | Sequence Stratigraphy | The course “Sequence Stratigraphy” explores the principles and methods used to analyze sedimentary sequences and their depositional environments over geological time. It covers key concepts such as stratigraphic architecture, facies models, and the interplay between tectonics, sea-level changes, and sediment supply in shaping sedimentary basins. Students learn to interpret and correlate stratigraphic units, utilizing tools like well log analysis and seismic data. The course emphasizes the application of sequence stratigraphy in petroleum geology, reservoir characterization, and understanding past environmental changes. By the end, students are equipped to analyze sedimentary records and make informed predictions about subsurface geology. | 1. Goal 6: Clean Water and Sanitation – Understanding sedimentary processes that affect aquifers and groundwater resources, which are crucial for clean water supply. 2. Goal 13: Climate Action – Analyzing how sequence stratigraphy informs past sea-level changes and climate conditions, contributing to climate change studies and adaptation strategies. 3. Goal 14: Life Below Water – Investigating the relationships between sedimentary environments and marine ecosystems, supporting marine biodiversity conservation. 4. Goal 15: Life on Land – Exploring the impact of sedimentation on terrestrial landscapes and ecosystems, emphasizing land management and conservation practices. 5. Goal 12: Responsible Consumption and Production – Providing insights into sustainable practices in the extraction of sedimentary resources, such as hydrocarbons and minerals. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140702 | Mineral Industri | Industrial Minerals | The course “Industrial Minerals” focuses on the study of non-metallic minerals that are vital for various industrial applications. It covers topics such as mineral identification, extraction techniques, processing methods, and market demand for industrial minerals like clay, gypsum, limestone, and silica. Students learn about the geological formation of these minerals, their uses in construction, manufacturing, and technology, and the environmental considerations associated with their extraction. The course emphasizes the economic significance of industrial minerals and prepares students for careers in mining, geology, and resource management, equipping them with the knowledge to address industry challenges and promote sustainable practices. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the role of industrial minerals in supporting infrastructure development and technological innovation. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable extraction and use of industrial minerals, emphasizing responsible resource management and reducing environmental impact. 3. Goal 8: Decent Work and Economic Growth – Examining how the industrial minerals sector contributes to job creation and economic development in local and national contexts. 4. Goal 11: Sustainable Cities and Communities – Supporting urban development through the sustainable use of industrial minerals in construction and manufacturing. 5. Goal 13: Climate Action – Discussing the potential for certain industrial minerals in renewable energy technologies and their role in mitigating climate change. 6. Goal 15: Life on Land – Addressing land use issues related to mining activities and promoting the conservation of ecosystems impacted by mineral extraction. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140802 | Geologi Endapan Laterit | Geology of Laterite Deposits | The course “Geology of Laterite Deposits” focuses on the formation, characteristics, and economic significance of laterite soils and deposits. It covers topics such as the weathering processes that lead to the development of laterites, mineral composition, and their role in various ecosystems. Students learn about the mining and processing of laterite for use in industries such as construction and metallurgy, particularly in the extraction of nickel and aluminum. The course also addresses environmental considerations and land-use practices related to laterite mining. Through field studies and laboratory work, students gain practical insights into the geology and economic potential of laterite deposits. | 1. Goal 6: Clean Water and Sanitation – Understanding how laterite formations affect groundwater quality and availability, which is crucial for clean water resources. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in the extraction and utilization of laterite deposits, particularly in relation to construction and mineral resources. 3. Goal 13: Climate Action – Examining the role of laterite deposits in carbon storage and their relationship to climate change processes. 4. Goal 15: Life on Land – Addressing land management and conservation issues related to laterite mining and its impact on local ecosystems and biodiversity. 5. Goal 9: Industry, Innovation, and Infrastructure – Highlighting the use of laterite materials in infrastructure development and the potential for innovation in their applications. 6. Goal 11: Sustainable Cities and Communities – Exploring the role of laterite in sustainable building practices and urban planning. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140902 | Petrografi Bijih | Ore Petrography | The course “Ore Petrography” focuses on the study of the mineralogical and textural characteristics of ore deposits through microscopic analysis. It covers topics such as mineral identification, classification of ore minerals, and the relationship between ore composition and geological processes. Students learn to use polarizing microscopy and other analytical techniques to examine thin sections of rocks and minerals, interpreting their formation and alteration histories. The course emphasizes the significance of petrographic analysis in resource exploration and extraction, preparing students for careers in mining, geology, and mineral exploration by equipping them with the skills to assess ore quality and behavior. | 1. Goal 9: Industry, Innovation, and Infrastructure – Understanding the properties and uses of ore minerals supports the development of sustainable infrastructure and technological innovations. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable extraction and processing of ore resources to minimize environmental impacts and encourage responsible resource management. 3. Goal 8: Decent Work and Economic Growth – Examining how the mining sector contributes to economic growth and job creation through the extraction and processing of ore. 4. Goal 15: Life on Land – Addressing the ecological impacts of mining activities and promoting practices that protect biodiversity and land resources. 5. Goal 13: Climate Action – Investigating the role of certain ores in renewable energy technologies and materials for reducing greenhouse gas emissions. 6. Goal 11: Sustainable Cities and Communities – Supporting urban development by understanding the materials used in construction and their sustainable sourcing. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06141002 | Geometalurgi | Geometalurgi | The course “Geometallurgy” integrates geology and metallurgy to optimize the extraction and processing of mineral resources. It covers topics such as ore characterization, mineralogy, and the relationship between geological features and metallurgical properties. Students learn to assess how variations in ore quality can affect processing methods and recovery rates. The course emphasizes the importance of a multidisciplinary approach in resource management, including techniques for sampling, laboratory testing, and modeling of ore behavior during processing. By the end of the course, students are equipped to make informed decisions in mining and metallurgy, enhancing the efficiency and sustainability of mineral extraction operations. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the integration of geology and metallurgy to improve mining efficiency and support infrastructure development. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in mineral extraction and processing, minimizing waste, and enhancing resource efficiency. 3. Goal 8: Decent Work and Economic Growth – Supporting the mining sector’s role in job creation and economic development through improved practices and technologies. 4. Goal 15: Life on Land – Addressing the environmental impacts of mining activities and promoting the conservation of ecosystems and biodiversity. 5. Goal 13: Climate Action – Exploring how geometallurgical practices can contribute to reducing greenhouse gas emissions and enhancing the sustainability of mining operations. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration between geologists, metallurgists, and industry stakeholders to achieve sustainable mining practices. These connections may vary depending on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132702 | Remediasi Lingkungan | Environmental Remediation | The course “Environmental Remediation” focuses on the strategies and technologies used to clean up contaminated sites and restore environmental health. It covers topics such as the assessment of contamination, remediation techniques (including bioremediation, phytoremediation, and chemical treatment), and regulatory frameworks governing remediation efforts. Students learn to evaluate the effectiveness of different remediation approaches and understand the ecological and health impacts of pollutants. The course emphasizes case studies and practical applications, equipping students with the skills to design and implement effective remediation plans for various environmental challenges in fields such as environmental science, engineering, and public health. | 1. Goal 6: Clean Water and Sanitation – Addressing contamination in water sources through remediation techniques to ensure access to clean water. 2. Goal 11: Sustainable Cities and Communities – Promoting urban sustainability by restoring contaminated land and improving environmental quality in urban areas. 3. Goal 12: Responsible Consumption and Production – Focusing on reducing waste and pollution through effective remediation practices and sustainable resource management. 4. Goal 13: Climate Action – Investigating the impacts of environmental contaminants on climate change and promoting remediation strategies that enhance resilience. 5. Goal 15: Life on Land – Protecting and restoring ecosystems affected by pollution and contamination, promoting biodiversity conservation. 6. Goal 3: Good Health and Well-being – Ensuring healthier environments through the remediation of hazardous sites, which can improve public health outcomes. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132802 | Geologi Kuarter | Quaternary Geology | The course “Quaternary Geology” explores the geological history and processes of the Quaternary period, which spans the last 2.6 million years to the present. It covers topics such as glacial and interglacial cycles, climate change, sedimentation, and the development of landforms associated with glacial, fluvial, and coastal environments. Students learn about the methods used to study Quaternary deposits, including stratigraphy, paleontology, and geochronology. The course emphasizes the importance of understanding Quaternary geology in relation to current environmental issues, such as climate change, natural resource management, and hazard assessment, preparing students for careers in geology, environmental science, and related fields. | 1. Goal 6: Clean Water and Sanitation – Understanding Quaternary processes that influence groundwater resources and surface water quality. 2. Goal 11: Sustainable Cities and Communities – Examining how Quaternary geology informs urban planning, land use, and infrastructure development in areas affected by glacial and interglacial processes. 3. Goal 13: Climate Action – Studying past climate changes recorded in Quaternary sediments to inform current climate change models and adaptation strategies. 4. Goal 14: Life Below Water – Investigating how Quaternary geological processes affect marine and freshwater ecosystems, supporting biodiversity conservation. 5. Goal 15: Life on Land – Focusing on landform evolution, soil development, and ecosystem changes that have occurred during the Quaternary period, promoting land management and conservation practices. 6. Goal 4: Quality Education – Providing insights into geological processes and their implications for understanding environmental changes, enhancing educational opportunities in geology and related fields. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132902 | Mitigasi Bencana Geologi | Geological Disaster Mitigation | The course “Geological Disaster Mitigation” focuses on understanding and managing risks associated with geological hazards such as earthquakes, landslides, volcanic eruptions, and tsunamis. It covers topics such as hazard assessment, risk analysis, early warning systems, and mitigation strategies. Students learn about the geological processes that lead to these disasters and the socio-economic impacts they can have on communities. The course emphasizes interdisciplinary approaches, combining geology, engineering, urban planning, and public policy to develop effective disaster response and preparedness plans. By the end, students are equipped to contribute to reducing vulnerabilities and enhancing resilience in areas prone to geological hazards. | 1. Goal 11: Sustainable Cities and Communities – Focusing on resilience in urban planning and infrastructure to reduce vulnerability to geological disasters like earthquakes and landslides. 2. Goal 13: Climate Action – Addressing the interactions between geological hazards and climate change, promoting strategies for adaptation and resilience. 3. Goal 3: Good Health and Well-being – Enhancing public safety and health by mitigating the impacts of geological disasters on communities. 4. Goal 15: Life on Land – Promoting sustainable land management practices that reduce the risk of geological hazards while conserving ecosystems. 5. Goal 1: No Poverty – Supporting disaster risk reduction efforts that protect vulnerable populations and contribute to sustainable development. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration among governments, communities, and organizations for effective disaster preparedness and response. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06133002 | Rekayasa Mineral Lempung | Clay Mineral Engineering | The course “Clay Mineral Engineering” focuses on the properties, processing, and applications of clay minerals in various industries. It covers topics such as mineralogy, clay characterization, and the engineering properties of clays, including their behavior in different environmental conditions. Students learn about the extraction, purification, and processing techniques used to produce clay-based materials for applications in ceramics, construction, and environmental remediation. The course also emphasizes the role of clay minerals in geotechnical engineering and their interactions with water and pollutants. By the end of the course, students gain practical skills and knowledge applicable to industries that utilize clay materials. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the role of clay minerals in various industrial applications, including construction materials, ceramics, and environmental technologies. 2. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in the extraction and use of clay minerals to minimize environmental impact and waste. 3. Goal 11: Sustainable Cities and Communities – Addressing the use of clay materials in sustainable building practices and urban development. 4. Goal 13: Climate Action – Investigating how clay minerals can be used in technologies for carbon capture and storage or in sustainable construction practices. 5. Goal 15: Life on Land – Supporting land management practices that consider the ecological impacts of clay extraction and promoting conservation efforts. 6. Goal 4: Quality Education – Providing knowledge and skills related to mineral engineering and its applications, enhancing educational opportunities in geology and materials science. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140104 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The course “Final Project (Thesis)” involves independent research where students apply their knowledge and skills to investigate a specific topic within their field of study. Students work under the guidance of a faculty advisor to define research questions, conduct literature reviews, gather and analyze data, and present their findings. The course emphasizes critical thinking, scientific writing, and presentation skills, culminating in a comprehensive thesis document. This project allows students to demonstrate their ability to conduct original research, contribute to their discipline, and prepare for future academic or professional endeavors, including potential publication of their work. | 1. Goal 4: Quality Education – Emphasizing research and academic rigor, contributing to higher education quality and critical thinking skills. 2. Goal 9: Industry, Innovation, and Infrastructure – Encouraging innovative solutions and research that can lead to advancements in technology and infrastructure. 3. Goal 12: Responsible Consumption and Production – Promoting research focused on sustainability practices, resource management, and minimizing environmental impact. 4. Goal 13: Climate Action – Addressing climate-related issues through research projects that explore mitigation and adaptation strategies. 5. Goal 15: Life on Land – Supporting research that contributes to the conservation and sustainable management of terrestrial ecosystems and biodiversity. 6. Goal 17: Partnerships for the Goals – Encouraging collaboration with industry, government, and community stakeholders in research projects that address real-world challenges. The specific alignment with SDGs will depend on the focus of the thesis and the issues it addresses. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140202 | Pencemaran Pantai | Beach Pollution | The course “Beach Pollution” examines the sources, types, and impacts of pollution on beach environments and coastal ecosystems. It covers topics such as water quality monitoring, the effects of pollutants (including plastics, chemicals, and nutrients) on marine life and human health, and the regulatory frameworks governing coastal management. Students learn about pollution prevention strategies, remediation techniques, and the role of community engagement in addressing beach pollution. The course emphasizes case studies and fieldwork to develop practical skills for assessing and mitigating pollution in beach and coastal areas, preparing students for careers in environmental science, marine biology, and coastal management. | 1. Goal 6: Clean Water and Sanitation – Addressing water quality issues related to pollution and promoting strategies for clean coastal waters. 2. Goal 11: Sustainable Cities and Communities – Examining the impact of urban development on beach health and promoting sustainable coastal management practices. 3. Goal 12: Responsible Consumption and Production – Focusing on reducing waste and pollution from consumer products that contribute to beach pollution. 4. Goal 13: Climate Action – Investigating how climate change affects coastal areas and contributes to pollution, promoting adaptation and mitigation strategies. 5. Goal 14: Life Below Water – Highlighting the importance of healthy marine ecosystems and addressing the impact of pollution on marine life and habitats. 6. Goal 15: Life on Land – Exploring the interconnections between land-based pollution sources and coastal ecosystems, promoting integrated management approaches. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06140302 | Tsunami | Tsunami | The course “Tsunami” explores the causes, dynamics, and impacts of tsunamis, including their geological origins, wave behavior, and effects on coastal communities. It covers topics such as seismic activity, underwater landslides, and the propagation of tsunami waves across oceans. Students learn about tsunami detection, early warning systems, and risk assessment methods, as well as strategies for disaster preparedness and response. The course emphasizes the importance of interdisciplinary approaches, integrating geology, oceanography, and emergency management. By the end, students are equipped to analyze tsunami risks and contribute to efforts aimed at reducing vulnerabilities in coastal areas prone to these natural hazards. | 1. Goal 11: Sustainable Cities and Communities – Focusing on disaster preparedness, risk reduction, and resilient urban planning in coastal areas prone to tsunamis. 2. Goal 13: Climate Action – Addressing the impacts of climate change on ocean dynamics and the potential for increased tsunami risks. 3. Goal 3: Good Health and Well-being – Enhancing community resilience and health outcomes through disaster preparedness and response strategies. 4. Goal 1: No Poverty – Supporting vulnerable communities in tsunami-prone areas through risk assessment and disaster management to reduce economic impacts. 5. Goal 15: Life on Land – Examining the ecological impacts of tsunamis on coastal and terrestrial ecosystems and promoting sustainable land management practices. 6. Goal 17: Partnerships for the Goals – Highlighting the importance of collaboration among governments, NGOs, and communities in tsunami risk reduction and response efforts. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132002 | Ofiolit | Ofiolit | The course “Ophiolite” focuses on the study of ophiolites—segments of oceanic crust and upper mantle that have been uplifted and exposed on land. It covers topics such as the geological formation, composition, and structure of ophiolites, including their role in understanding plate tectonics and the processes of oceanic crust formation. Students learn about the mineralogy and petrology of ophiolitic rocks, as well as their significance in resource exploration, particularly for minerals like copper and nickel. The course emphasizes field studies and analytical techniques, equipping students with the skills to investigate ophiolitic complexes and their implications for geological research and resource management. | 1. Goal 4: Quality Education – Enhancing knowledge and understanding of geological processes, contributing to geoscience education and research. 2. Goal 12: Responsible Consumption and Production – Exploring sustainable practices in the extraction and use of mineral resources found in ophiolites, such as metals and construction materials. 3. Goal 13: Climate Action – Investigating the role of ophiolite formations in understanding geological carbon cycles and their implications for climate change. 4. Goal 15: Life on Land – Addressing the ecological impacts of mining activities in ophiolitic regions and promoting conservation practices. 5. Goal 9: Industry, Innovation, and Infrastructure – Supporting advancements in geological research and exploration that can lead to innovations in resource management and infrastructure development. 6. Goal 17: Partnerships for the Goals – Encouraging collaboration between academia, industry, and governments in the study and management of ophiolitic resources. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132102 | Energi Baru dan Terbarukan | New and Renewable Energy | The course “New and Renewable Energy” explores the principles, technologies, and applications of alternative energy sources that are sustainable and environmentally friendly. It covers topics such as solar, wind, hydro, geothermal, and biomass energy, including their potential for reducing reliance on fossil fuels. Students learn about energy conversion technologies, system design, and the economic and environmental implications of renewable energy. The course also addresses policy frameworks, energy storage solutions, and integration into existing energy systems. By the end of the course, students are equipped with the knowledge to contribute to the development and implementation of sustainable energy solutions in various sectors. | 1. Goal 7: Affordable and Clean Energy – Focusing on the development and promotion of sustainable energy sources to ensure access to affordable, reliable, and modern energy for all. 2. Goal 13: Climate Action – Addressing the role of renewable energy in reducing greenhouse gas emissions and mitigating climate change impacts. 3. Goal 9: Industry, Innovation, and Infrastructure – Promoting innovation in energy technologies and supporting the development of sustainable infrastructure. 4. Goal 11: Sustainable Cities and Communities – Exploring how renewable energy can contribute to sustainable urban development and reduce the environmental impact of cities. 5. Goal 12: Responsible Consumption and Production – Encouraging sustainable energy practices and resource management to minimize waste and environmental degradation. 6. Goal 8: Decent Work and Economic Growth – Examining the potential for job creation in the renewable energy sector and its contribution to sustainable economic growth. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132202 | Sistem Petroleum | Petroleum System | The course “Petroleum System” focuses on the processes involved in the formation, migration, and accumulation of petroleum resources. It covers key concepts such as source rocks, reservoir rocks, seal rocks, and the geological factors that influence petroleum systems. Students learn about the geochemical processes that lead to hydrocarbon generation, the role of structural and stratigraphic traps, and methods for exploration and evaluation of petroleum reserves. The course emphasizes the integration of geology, geophysics, and engineering in understanding petroleum systems, preparing students for careers in the oil and gas industry and related fields. | 1. Goal 7: Affordable and Clean Energy – Understanding petroleum systems contributes to the development of energy resources and informs the transition to cleaner energy sources. 2. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the oil and gas industry’s role in economic development and the need for innovative technologies in exploration and production. 3. Goal 12: Responsible Consumption and Production – Addressing sustainable practices in the extraction and use of petroleum resources, including waste management and environmental protection. 4. Goal 13: Climate Action – Examining the impact of petroleum systems on greenhouse gas emissions and climate change, and exploring pathways for reducing carbon footprints. 5. Goal 8: Decent Work and Economic Growth – Highlighting the economic contributions of the petroleum industry, including job creation and investment opportunities. 6. Goal 15: Life on Land – Considering the environmental impacts of petroleum exploration and production on ecosystems and promoting responsible land use practices. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132302 | Alterasi Hidrotermal | Hydrothermal Alteration | The course “Hydrothermal Alteration” focuses on the processes and effects of hydrothermal fluids on the alteration of rocks and minerals. It covers topics such as the chemical and physical changes induced by hot, chemically reactive fluids in various geological environments, including volcanic regions and ore deposits. Students learn about the mineral assemblages formed during hydrothermal alteration, the significance of these processes in mineral exploration, and their impact on the stability and behavior of geological formations. The course emphasizes fieldwork and laboratory analysis, equipping students with the skills to identify and interpret hydrothermal alteration features in both academic and applied settings, particularly in resource geology and environmental studies. | 1. Goal 6: Clean Water and Sanitation – Understanding hydrothermal systems can inform water quality assessments, especially in areas impacted by geothermal activities. 2. Goal 12: Responsible Consumption and Production – Investigating hydrothermal alteration processes aids in sustainable resource management, particularly in mineral extraction. 3. Goal 9: Industry, Innovation, and Infrastructure – Exploring the applications of hydrothermal processes in industries such as mining, energy, and materials science. 4. Goal 13: Climate Action – Studying geothermal energy and its potential as a renewable resource to mitigate climate change impacts. 5. Goal 15: Life on Land – Assessing the ecological impacts of hydrothermal activities and promoting land management practices that protect ecosystems. 6. Goal 4: Quality Education – Providing foundational knowledge in geology and resource management, contributing to educational advancement in the earth sciences. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132402 | Teknologi dan Rekayasa Batubara | Coal Technology and Engineering | The course “Coal Technology and Engineering” focuses on the exploration, extraction, processing, and utilization of coal as an energy resource. It covers topics such as coal geology, mining methods, coal preparation techniques, and the environmental impacts of coal production and consumption. Students learn about coal quality assessment, combustion technologies, and the development of clean coal technologies aimed at reducing emissions. The course emphasizes the engineering principles behind coal mining and processing, as well as the economic and regulatory aspects of the coal industry. By the end, students are equipped with the knowledge and skills necessary for careers in coal engineering, energy management, and environmental protection. | 1. Goal 7: Affordable and Clean Energy – Examining coal as an energy resource while also exploring cleaner technologies and practices in coal utilization. 2. Goal 12: Responsible Consumption and Production – Focusing on sustainable practices in coal extraction, processing, and waste management to minimize environmental impact. 3. Goal 13: Climate Action – Analyzing the role of coal in greenhouse gas emissions and exploring methods for carbon capture and storage (CCS) to mitigate climate change. 4. Goal 8: Decent Work and Economic Growth – Highlighting the economic significance of the coal industry and its contributions to job creation and economic development. 5. Goal 15: Life on Land – Addressing the ecological impacts of coal mining and promoting responsible land use and environmental protection measures. 6. Goal 9: Industry, Innovation, and Infrastructure – Encouraging innovations in coal technology that enhance efficiency and reduce negative environmental impacts. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132502 | Petrogenesis Batuan Magmatik | Petrogenesis of Magmatic Rocks | The course “Petrogenesis of Magmatic Rocks” focuses on the processes that lead to the formation and evolution of igneous rocks. It covers topics such as magma generation, crystallization, differentiation, and the role of tectonic settings in magmatic processes. Students learn to analyze the mineralogical and chemical characteristics of magmatic rocks, as well as the implications of these characteristics for understanding Earth’s crust formation and evolution. The course emphasizes the use of petrographic and geochemical techniques to study rock samples, preparing students for careers in geology, volcanology, and mineral exploration by equipping them with the skills to investigate and interpret magmatic systems. | 1. Goal 4: Quality Education – Providing foundational knowledge in geology, fostering critical thinking and scientific inquiry in earth sciences. 2. Goal 12: Responsible Consumption and Production – Understanding the processes of magmatic rock formation can inform sustainable mining and resource extraction practices. 3. Goal 13: Climate Action – Exploring the role of magmatic processes in geological carbon cycles and their implications for climate change. 4. Goal 15: Life on Land – Addressing the ecological impacts of volcanic activity and magmatic processes on terrestrial ecosystems and promoting conservation. 5. Goal 9: Industry, Innovation, and Infrastructure – Supporting advancements in geological research and innovation in the mining and construction industries. 6. Goal 11: Sustainable Cities and Communities – Informing urban planning and development strategies by understanding the geological characteristics of areas with magmatic rocks. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06132602 | Geologi Urban | Geologi Urban | The course “Geologi Urban” focuses on the geological aspects of urban environments, examining how geological factors influence urban planning, development, and sustainability. It covers topics such as soil and rock properties, groundwater management, geological hazards (like landslides and earthquakes), and the impact of human activities on geological systems. Students learn about the importance of integrating geological knowledge into urban design and infrastructure projects to mitigate risks and enhance resource management. The course emphasizes case studies and fieldwork, equipping students with practical skills for addressing geological challenges in urban settings and promoting sustainable urban development. | 1. Goal 11: Sustainable Cities and Communities – Focusing on the geological factors that influence urban planning, infrastructure development, and sustainability in cities. 2. Goal 6: Clean Water and Sanitation – Understanding groundwater systems, contamination, and management in urban settings to ensure access to clean water. 3. Goal 13: Climate Action – Addressing urban vulnerability to geological hazards (like landslides and earthquakes) and promoting climate-resilient infrastructure. 4. Goal 15: Life on Land – Examining the impacts of urbanization on local ecosystems and promoting sustainable land use and biodiversity conservation. 5. Goal 9: Industry, Innovation, and Infrastructure – Supporting the development of innovative solutions to geological challenges in urban environments. 6. Goal 3: Good Health and Well-being – Ensuring that urban geology contributes to public health by mitigating risks associated with geological hazards. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131302 | Rekayasa Tanah dan Batuan | Soil and Rock Engineering | The course “Soil and Rock Engineering” focuses on the principles and practices involved in the analysis and design of soil and rock materials for engineering applications. It covers topics such as soil mechanics, rock mechanics, site investigation techniques, and the behavior of soils and rocks under various loading conditions. Students learn to evaluate geotechnical properties, design foundations, slopes, and earth retention systems, and assess stability and settlement issues. The course emphasizes practical applications through laboratory experiments and field studies, preparing students for careers in civil engineering, geotechnical engineering, and construction management, where they can effectively address challenges related to soil and rock behavior in engineering projects. | 1. Goal 9: Industry, Innovation, and Infrastructure – Focusing on the engineering principles related to soil and rock, which are essential for sustainable infrastructure development. 2. Goal 11: Sustainable Cities and Communities – Supporting urban planning and construction practices that consider soil and rock stability, ensuring safe and resilient communities. 3. Goal 3: Good Health and Well-being – Mitigating risks associated with soil and rock failures, contributing to public safety and health in built environments. 4. Goal 12: Responsible Consumption and Production – Promoting sustainable resource management in the extraction and use of soil and rock materials in construction. 5. Goal 15: Life on Land – Addressing land degradation and promoting sustainable land management practices that protect soil health and ecosystems. 6. Goal 13: Climate Action – Understanding how soil and rock engineering can contribute to climate resilience, particularly in managing landslide risks and adapting to changing environmental conditions. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131404 | Geologi Lapangan | Field Geology | The course “Field Geology” provides students with hands-on experience in geological mapping, data collection, and analysis in natural settings. It focuses on practical skills such as identifying rock types, interpreting geological structures, and understanding geomorphological processes. Students learn to use tools and techniques for field investigations, including topographic maps, compasses, and GPS devices. The course typically involves field trips to various geological sites where students apply classroom knowledge to real-world scenarios, enhancing their observational and analytical skills. By the end, students are prepared for careers in geology, environmental science, and natural resource management, equipped with the practical expertise necessary for fieldwork. | 1. Goal 4: Quality Education – Providing hands-on learning experiences that enhance students’ understanding of geological principles and fieldwork techniques. 2. Goal 15: Life on Land – Promoting the study of terrestrial ecosystems, landforms, and geological processes, fostering conservation and sustainable land management practices. 3. Goal 6: Clean Water and Sanitation – Understanding geological factors that influence groundwater resources and quality, contributing to water management and sustainability. 4. Goal 11: Sustainable Cities and Communities – Informing urban planning and development through field studies that assess geological hazards and land stability. 5. Goal 13: Climate Action – Exploring the impacts of geological processes on climate change and assessing geological risks associated with climate-related events. 6. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in resource extraction and management based on geological surveys and assessments. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131502 | Geokomputasi | Geocomputing | The course “Geocomputing” focuses on the integration of computational techniques with geospatial data analysis and modeling. It covers key topics such as Geographic Information Systems (GIS), remote sensing, spatial data analysis, and geostatistics. Students learn to use software tools and programming languages to manage, analyze, and visualize geospatial information, enabling them to tackle complex environmental and geological problems. The course emphasizes practical applications in urban planning, resource management, and environmental monitoring, equipping students with the skills necessary to leverage technology for effective decision-making in various fields related to geosciences. | 1. Goal 9: Industry, Innovation, and Infrastructure – Emphasizing technological advancements and innovations in geospatial analysis and modeling, which support infrastructure development. 2. Goal 11: Sustainable Cities and Communities – Utilizing geocomputing tools for urban planning, resource management, and sustainable development in urban areas. 3. Goal 4: Quality Education – Providing students with the skills and knowledge to use computational tools for geological and environmental analysis, enhancing education in geosciences. 4. Goal 12: Responsible Consumption and Production – Supporting sustainable resource management and environmental monitoring through data analysis and modeling. 5. Goal 13: Climate Action – Analyzing climate data and modeling impacts to inform mitigation and adaptation strategies using geocomputing techniques. 6. Goal 15: Life on Land – Utilizing geospatial data to assess and manage land use, biodiversity, and ecosystem services, promoting sustainable land management. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131602 | Paleogeografi dan Paleoseanografi | Paleogeography and Paleoceanography | The course “Paleogeography and Paleoceanography” explores the historical changes in Earth’s landscapes and oceanic systems over geological time. It covers topics such as the reconstruction of past environments, the influence of tectonic activity, sea-level changes, and climate variations on Earth’s surface and oceans. Students learn to interpret geological and fossil records to understand ancient ecosystems and ocean circulation patterns. The course emphasizes the use of stratigraphic and geochemical data in analyzing past geological events and their impacts on biodiversity and climate. By the end, students gain insights into the Earth’s history and develop skills applicable to research in geology, paleontology, and environmental science. | 1. Goal 13: Climate Action – Understanding past climate changes through geological records, helping to inform current climate models and adaptation strategies. 2. Goal 14: Life Below Water – Studying ancient ocean conditions and ecosystems to understand historical marine biodiversity and the impacts of environmental changes. 3. Goal 15: Life on Land – Examining past landforms and ecosystems to understand terrestrial biodiversity changes and land management over geological time. 4. Goal 4: Quality Education – Providing foundational knowledge in earth sciences and fostering critical thinking through the study of historical geographic and oceanographic changes. 5. Goal 12: Responsible Consumption and Production – Understanding the geological history of resource formation, which can inform sustainable practices in resource extraction and management. 6. Goal 9: Industry, Innovation, and Infrastructure – Supporting research and innovations related to geological and oceanographic processes that can influence infrastructure development. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131702 | Hidrodinamika Pantai | Coastal Hydrodynamics | The course “Coastal Hydrodynamics” focuses on the study of water movement and its effects in coastal environments. It covers topics such as wave dynamics, tidal processes, ocean currents, and sediment transport. Students learn to analyze the interactions between hydrodynamic forces and coastal landforms, as well as the impacts of human activities on coastal systems. The course emphasizes modeling techniques and field measurements to understand and predict coastal processes. By the end, students are equipped with the skills to assess coastal dynamics and contribute to coastal management, engineering, and environmental conservation efforts. | 1. Goal 14: Life Below Water – Studying coastal hydrodynamics helps understand marine ecosystems, their health, and how to protect biodiversity in coastal regions. 2. Goal 11: Sustainable Cities and Communities – Informing urban planning and development along coastlines to ensure sustainable and resilient infrastructure against hydrodynamic forces. 3. Goal 13: Climate Action – Analyzing the impacts of sea level rise, storm surges, and climate change on coastal areas, and developing adaptation strategies. 4. Goal 6: Clean Water and Sanitation – Addressing water quality issues related to coastal hydrodynamics, including pollution dispersion and its effects on marine and coastal environments. 5. Goal 12: Responsible Consumption and Production – Promoting sustainable practices in coastal resource management, including fisheries and tourism, based on hydrodynamic understanding. 6. Goal 15: Life on Land – Examining the interactions between coastal hydrodynamics and terrestrial ecosystems, promoting integrated management of coastal and land resources. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131802 | Batuan Karbonat | Carbonate Rocks | The course “Carbonate Rocks” focuses on the formation, classification, and significance of carbonate rocks, which are primarily composed of calcium carbonate (CaCO₃). It covers topics such as the geological processes involved in carbonate sedimentation, diagenesis, and the role of carbonate rocks in various geological settings, including marine environments and reef systems. Students learn to identify and analyze carbonate rock types, their depositional environments, and their economic importance, particularly in hydrocarbon reservoirs and as building materials. The course emphasizes field studies and laboratory techniques, equipping students with practical skills for research and exploration in geology, paleontology, and resource management. | 1. Goal 15: Life on Land – Studying carbonate rocks helps understand terrestrial ecosystems, geological processes, and biodiversity in carbonate environments. 2. Goal 13: Climate Action – Exploring the role of carbonate rocks in the carbon cycle and their implications for carbon sequestration and climate change mitigation. 3. Goal 12: Responsible Consumption and Production – Informing sustainable practices in the extraction and use of carbonate materials, such as limestone and dolomite, in construction and industry. 4. Goal 14: Life Below Water – Understanding carbonate formations, such as coral reefs, and their importance for marine biodiversity and ecosystem health. 5. Goal 4: Quality Education – Providing foundational knowledge in geology and earth sciences, enhancing education related to carbonate systems and their applications. 6. Goal 9: Industry, Innovation, and Infrastructure – Supporting advancements in the use of carbonate materials in various industries, including construction and environmental applications. These connections may vary based on the specific focus and content of the course. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131902 | Konversi Energi Laut | Ocean Energy Conversion | University programs in Ocean Energy Conversion focus on the technologies and processes used to harness energy from ocean resources, including wave, tidal, and thermal energy. | 1. Goal 7: Affordable and Clean Energy – Focuses on harnessing ocean energy sources (such as tidal, wave, and ocean thermal energy) to provide sustainable and renewable energy alternatives. 2. Goal 13: Climate Action – Contributes to reducing greenhouse gas emissions by promoting the use of renewable energy from ocean resources, which helps mitigate climate change. 3. Goal 9: Industry, Innovation, and Infrastructure – Supports innovation in energy technologies and infrastructure development related to ocean energy systems. 4. Goal 12: Responsible Consumption and Production – Promotes sustainable energy production methods that minimize environmental impact and encourage responsible resource use. 5. Goal 14: Life Below Water – Addresses the potential environmental impacts of ocean energy systems on marine ecosystems, promoting responsible development practices. These goals emphasize the importance of ocean energy conversion in advancing renewable energy technologies and promoting sustainability in energy production. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130603 | Geofisika Eksplorasi | Exploration Geophysics | University programs in Exploration Geophysics focus on the application of geophysical methods to locate and characterize natural resources such as oil, gas, minerals, and groundwater. | 1. **Seismic Methods**: Utilizing seismic waves to map subsurface structures, commonly used in oil and gas exploration as well as for studying earthquakes. 2. **Magnetic Surveys**: Measuring variations in the Earth’s magnetic field to locate minerals and geological formations. 3. **Electrical Resistivity**: Assessing how electrical currents flow through the ground to identify materials and structures, useful in groundwater studies and mineral exploration. 4. **Ground Penetrating Radar (GPR)**: Using radar pulses to image the subsurface, effective for locating buried objects or geological features. 5. **Gravimetry**: Measuring variations in gravity to identify changes in subsurface density, useful in mineral and oil exploration. These techniques can provide valuable insights into geological formations, helping in the discovery of resources like oil, gas, minerals, and groundwater, while also aiding in environmental assessments and hazard evaluations. If you want to dive deeper into a specific method or application, let me know! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130702 | Geologi Indonesia | Indonesian Geology | University programs in Indonesian Geology focus on the unique geological features, processes, and resources of Indonesia, a region characterized by its complex tectonic activity and diverse geology. | ### 1. **Tectonic Setting** – **Location**: Indonesia lies on the Pacific Ring of Fire, where several tectonic plates converge, including the Indo-Australian Plate, Eurasian Plate, and Pacific Plate. – **Subduction Zones**: The subduction of the Indo-Australian Plate beneath the Eurasian Plate creates volcanic arcs and contributes to seismic activity. ### 2. **Volcanism** – **Active Volcanoes**: Indonesia is home to around 130 active volcanoes, including famous ones like Mount Merapi and Mount Sinabung. – **Volcanic Products**: These volcanoes produce a variety of materials, including ash, lava, and pyroclastic flows, which have shaped the landscape and influenced soil fertility. ### 3. **Rock Types** – **Igneous Rocks**: Predominantly volcanic rocks due to the extensive volcanic activity. – **Sedimentary Rocks**: Formed in various environments, including marine and continental settings, these rocks often contain significant fossil deposits. – **Metamorphic Rocks**: Found in regions where tectonic forces have altered existing rock types, particularly in areas of intense folding and faulting. ### 4. **Mineral Resources** – **Mineral Deposits**: Indonesia is rich in natural resources, including coal, tin, copper, gold, and nickel, making it a significant player in global mining. – **Geothermal Energy**: The country has abundant geothermal resources, which are being increasingly developed for renewable energy. ### 5. **Geological Hazards** – **Earthquakes**: The tectonic activity leads to frequent earthquakes, some of which can be devastating. – **Volcanic Eruptions**: Eruptions pose risks to nearby communities and can disrupt air travel. ### 6. **Biodiversity and Conservation** – **Unique Ecosystems**: The geological diversity supports a wide range of ecosystems, making Indonesia one of the most biodiverse countries in the world. – **Conservation Challenges**: Balancing resource extraction with conservation efforts is an ongoing challenge. Overall, Indonesian geology plays a crucial role in shaping not only the landscape but also the economy and ecology of the region. If you have a specific area or topic you’d like to explore further, let me know! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130802 | Geologi Teknik | Engineering Geology | The course “Engineering Geology” focuses on the application of geological principles to engineering practices. It covers topics such as soil and rock mechanics, site investigation methods, and the assessment of geological hazards (e.g., landslides, earthquakes) that can impact construction projects. Students learn to analyze geological conditions for infrastructure development, including foundations, tunnels, and slopes. The course emphasizes the importance of understanding geologic materials and processes in ensuring the safety and stability of engineering projects. By the end, students are equipped with the skills to evaluate geological factors in engineering design and contribute to successful project outcomes in civil engineering and construction. | 1. SDG 6: Clean Water and Sanitation Understanding groundwater resources, aquifer management, and water quality issues, which are critical in a country with diverse geological features. 2. SDG 7: Affordable and Clean Energy Exploring geothermal energy potential, which is significant in Indonesia, and promoting sustainable energy practices. 3. SDG 11: Sustainable Cities and Communities Addressing urban planning, infrastructure development, and geological hazards (like landslides and earthquakes) to create resilient communities. 4. SDG 12: Responsible Consumption and Production Focusing on sustainable resource management, including minerals and construction materials, while minimizing environmental impact. 5. SDG 13: Climate Action Understanding the geological impacts of climate change, including erosion, sea-level rise, and natural hazards, and how to mitigate these effects. 6. SDG 15: Life on Land Studying ecosystems and biodiversity in relation to geological processes, promoting conservation and sustainable land management practices. 7. SDG 9: Industry, Innovation, and Infrastructure Emphasizing sustainable industrial practices and infrastructure development in the context of geological resources and hazards. 8. SDG 17: Partnerships for the Goals Collaborating with local communities, government, and industries to promote sustainable geological practices and knowledge sharing. Incorporating these SDGs into the curriculum can enhance students’ understanding of the interconnections between geology, society, and sustainable development. If you need more specific examples or details, let me know! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130902 | Geokimia Eksplorasi | Exploration Geochemistry | Exploration Geochemistry is a specialized course that focuses on the application of geochemical methods to identify and evaluate mineral resources. Students learn about the processes of sampling, analyzing, and interpreting geochemical data to locate ore deposits and assess their viability. The course typically covers topics such as analytical techniques, geochemical cycles, soil and rock chemistry, and the use of geochemical surveys in exploration. Practical components may include fieldwork and laboratory analysis, equipping students with skills for careers in mineral exploration, environmental assessment, and resource management. | 1. **SDG 6: Clean Water and Sanitation** – **Water Quality Analysis**: Exploring the chemical composition of water sources to ensure safe drinking water and manage contamination. 2. **SDG 7: Affordable and Clean Energy** – **Geothermal Energy Exploration**: Investigating geochemical processes to identify geothermal resources, contributing to sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – **Sustainable Mining Practices**: Focusing on innovative techniques in mineral exploration and extraction that minimize environmental impact. 4. **SDG 12: Responsible Consumption and Production** – **Resource Efficiency**: Understanding the geochemical cycles of resources to promote sustainable extraction and consumption practices. 5. **SDG 13: Climate Action** – **Climate Change Studies**: Analyzing geochemical data to assess the impacts of climate change and contribute to mitigation strategies. 6. **SDG 15: Life on Land** – **Soil Chemistry**: Evaluating soil health and composition to promote sustainable land management and protect ecosystems. 7. **SDG 3: Good Health and Well-being** – **Assessment of Toxic Elements**: Investigating hazardous substances in the environment that can affect human health and developing mitigation strategies. 8. **SDG 17: Partnerships for the Goals** – **Collaborative Research Initiatives**: Engaging with local communities and organizations for sustainable geochemical practices and resource management. Integrating these SDGs into the curriculum can help students understand the broader implications of geochemical exploration and its role in sustainable development. If you have more specific questions or need further details, feel free to ask! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131002 | Geologi Ekonomi | Economic Geology | Economic Geology is a field of study that focuses on the formation, exploration, and extraction of mineral resources that are economically valuable. The course typically covers topics such as mineralogy, geochemistry, ore formation processes, and the assessment of mineral deposits. Students learn about the economic implications of mining and resource management, including environmental considerations and sustainability. The curriculum often includes fieldwork, laboratory analysis, and practical applications in mineral exploration and extraction techniques, preparing students for careers in mining, resource management, and environmental consulting | 1. SDG 8: Decent Work and Economic Growth Resource Management: Understanding the role of mineral resources in economic development and job creation in mining sectors. 2. SDG 9: Industry, Innovation, and Infrastructure Sustainable Mining Practices: Emphasizing the need for innovative techniques and sustainable practices in the extraction and processing of minerals. 3. SDG 12: Responsible Consumption and Production Sustainable Resource Use: Promoting responsible extraction methods and recycling of materials to reduce environmental impact and waste. 4. SDG 15: Life on Land Ecosystem Protection: Studying the impact of mining on land and biodiversity, and advocating for practices that minimize ecological disruption. 5. SDG 7: Affordable and Clean Energy Minerals for Renewable Energy: Exploring the geologic aspects of minerals needed for renewable energy technologies, such as lithium for batteries. 6. SDG 13: Climate Action Climate Change Considerations: Assessing the environmental impacts of mining operations and integrating climate change mitigation strategies. 7. SDG 3: Good Health and Well-being Health Impacts of Mining: Evaluating the effects of mining on community health and safety, and understanding the risks associated with certain minerals. 8. SDG 17: Partnerships for the Goals Collaboration with Stakeholders: Working with governments, industries, and communities to promote sustainable practices and policies in resource management. Incorporating these SDGs into an economic geology curriculum can enhance students’ understanding of the intersection between geology, economics, and sustainable development. If you need more specific examples or details, let me know! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131102 | Teknik Pantai | Coastal Engineering | Coastal Engineering is a specialized field of study focused on the design, construction, and maintenance of structures and systems along coastlines. The course typically covers topics such as wave dynamics, sediment transport, coastal erosion, and the impact of human activities on coastal environments. Students learn to analyze coastal processes, develop solutions for shoreline protection, and manage coastal resources sustainably. The program often includes practical applications through fieldwork, laboratory experiments, and design projects, preparing students for careers in engineering, environmental science, and coastal management | 1. **SDG 13: Climate Action** – Understanding the impact of climate change on coastlines and developing strategies to mitigate its effects, such as sea-level rise and increased storm intensity. 2. **SDG 14: Life Below Water** – Focusing on the health of marine ecosystems, the course may cover practices that protect biodiversity and promote sustainable fisheries while managing coastal development. 3. **SDG 11: Sustainable Cities and Communities** – Examining the role of coastal engineering in creating resilient urban environments, particularly in vulnerable coastal cities. 4. **SDG 6: Clean Water and Sanitation** – Addressing the management of coastal water quality and the importance of protecting freshwater sources from contamination due to coastal activities. 5. **SDG 15: Life on Land** – Exploring the relationship between coastal ecosystems (like mangroves and wetlands) and terrestrial environments, promoting integrated land-water management. These goals reflect the interdisciplinary nature of coastal engineering, which incorporates environmental science, urban planning, and social policy to achieve sustainable development in coastal regions. If you’re interested in how specific projects or case studies align with these goals, let me know! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06131202 | Teknik Panas Bumi | Geothermal Engineering | University programs in Geothermal Engineering focus on the study and application of geothermal energy—heat derived from the Earth’s interior. | 1. **SDG 7: Affordable and Clean Energy** – Geothermal engineering focuses on harnessing geothermal energy as a renewable and sustainable energy source, contributing to energy accessibility and reducing reliance on fossil fuels. 2. **SDG 13: Climate Action** – Utilizing geothermal energy helps reduce greenhouse gas emissions, playing a critical role in climate change mitigation efforts. 3. **SDG 9: Industry, Innovation, and Infrastructure** – The course may explore innovative technologies and infrastructure developments needed for geothermal energy extraction and utilization. 4. **SDG 11: Sustainable Cities and Communities** – Geothermal energy can support sustainable urban development by providing a stable, clean energy source for heating and electricity. 5. **SDG 12: Responsible Consumption and Production** – Promoting efficient use of geothermal resources aligns with sustainable practices in energy production and consumption. 6. **SDG 15: Life on Land** – Geothermal projects often emphasize environmental protection and responsible land use, mitigating impacts on local ecosystems. These goals reflect the potential of geothermal energy to contribute to sustainable development while addressing environmental challenges. If you want to explore any specific applications or case studies related to these goals, feel free to ask! |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121802 | GIS dan Penginderaan Jauh | GIS and Remote Sensing | University programs in GIS (Geographic Information Systems) and Remote Sensing focus on the acquisition, analysis, and interpretation of spatial data to understand and manage geographic phenomena. | 1. Goal 11: Sustainable Cities and Communities – Supports urban planning, land use management, and infrastructure development through spatial analysis and mapping. 2. Goal 13: Climate Action – Facilitates monitoring of environmental changes, climate impacts, and disaster response through remote sensing data and analysis. 3. Goal 6: Clean Water and Sanitation – Aids in water resource management, including tracking water quality and availability, and managing watershed areas. 4. Goal 15: Life on Land – Assists in biodiversity conservation and land management by providing tools for habitat mapping and monitoring land use changes. 5. Goal 12: Responsible Consumption and Production – Supports sustainable resource management by analyzing land use patterns, resource distribution, and environmental impacts. These goals highlight the role of GIS and Remote Sensing in enhancing decision-making, sustainability, and resource management across various sectors. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121902 | Geokimia | Geochemistry | University programs in Geochemistry focus on the chemical composition and processes of Earth materials, including rocks, minerals, and fluids. | 1. Goal 6: Clean Water and Sanitation – Studies the chemical composition of water sources, assessing water quality and pollution, which is crucial for sustainable water management. 2. Goal 12: Responsible Consumption and Production – Examines the geochemical processes involved in resource extraction and waste management, promoting sustainable practices. 3. Goal 13: Climate Action – Investigates the role of geochemical cycles in climate change, such as carbon cycling and greenhouse gas emissions, contributing to climate mitigation strategies. 4. Goal 15: Life on Land – Aids in understanding soil chemistry and its impact on land use, biodiversity, and ecosystem health, supporting sustainable land management. 5. Goal 9: Industry, Innovation, and Infrastructure – Supports the development of geochemical techniques for resource exploration and environmental monitoring, fostering innovation in various industries. These goals emphasize the significance of geochemistry in understanding environmental processes and promoting sustainable resource management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130102 | Pemetaan Geologi Bawah Permukaan | Subsurface Geological Mapping | University programs in Subsurface Geological Mapping focus on techniques and technologies used to visualize and interpret the geological structures and formations beneath the Earth’s surface. | 1. Goal 6: Clean Water and Sanitation – Supports the management of groundwater resources and aquifer mapping, contributing to sustainable water supply and quality. 2. Goal 15: Life on Land – Aids in understanding geological features that influence land use, helping to promote biodiversity conservation and sustainable land management. 3. Goal 9: Industry, Innovation, and Infrastructure – Provides essential information for resource exploration (e.g., minerals, hydrocarbons) and infrastructure development, enhancing sustainable practices in industries. 4. Goal 12: Responsible Consumption and Production – Promotes efficient resource extraction and management through detailed geological assessments, reducing environmental impact. 5. Goal 13: Climate Action – Helps in assessing geological formations related to carbon sequestration and understanding geological hazards, informing climate change mitigation strategies. These goals highlight the importance of subsurface geological mapping in resource management, environmental protection, and sustainable development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130202 | Mekanika Fluida | Fluid Mechanics | “Fluid Mechanics” is a fundamental course that focuses on the behavior of fluids (liquids and gases) at rest and in motion. The course covers key principles such as fluid properties, hydrostatics, fluid dynamics, and the conservation of mass, momentum, and energy. Students learn about concepts such as viscosity, pressure, buoyancy, and flow regimes, as well as the mathematical equations that govern fluid behavior, including Bernoulli’s equation and the Navier-Stokes equations. The course emphasizes practical applications in engineering, including the design of fluid systems, pipe flow, and open channel flow. Through problem-solving exercises, laboratory experiments, and real-world case studies, students develop a solid understanding of fluid mechanics principles and their relevance in various engineering fields, such as civil, mechanical, and aerospace engineering. | 1. Goal 6: Clean Water and Sanitation – Examines fluid flow in water supply systems, wastewater treatment, and hydrology, contributing to sustainable water resource management. 2. Goal 11: Sustainable Cities and Communities – Supports urban planning and infrastructure development by analyzing fluid dynamics in transportation systems and stormwater management. 3. Goal 13: Climate Action – Involves studying fluid behavior in climate systems, such as ocean currents and atmospheric dynamics, which are crucial for understanding climate change. 4. Goal 12: Responsible Consumption and Production – Applies principles of fluid mechanics in optimizing processes in industries, reducing waste, and promoting efficiency. 5. Goal 9: Industry, Innovation, and Infrastructure – Provides foundational knowledge for engineering applications in various industries, enhancing innovation in fluid-related technologies. These goals underscore the relevance of fluid mechanics in addressing water management, environmental sustainability, and infrastructure development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130302 | Vulkanologi | Volcanology | “Volcanology” is a specialized course that focuses on the study of volcanoes, volcanic processes, and their impact on the Earth’s environment and society. The course covers key topics such as the formation and eruption of volcanoes, types of volcanic activity, and the geological and geophysical principles underlying volcanic phenomena. Students learn about volcanic hazards, including lava flows, ashfall, pyroclastic flows, and volcanic gases, as well as methods for monitoring and predicting volcanic eruptions. The course also emphasizes the role of volcanism in shaping landscapes and influencing climate. Through field studies, laboratory analyses, and case studies of historical eruptions, students gain practical insights into the science of volcanology and its applications in hazard assessment and risk management. | 1. Goal 13: Climate Action – Studies the impact of volcanic eruptions on climate and weather patterns, contributing to understanding natural climate variability. 2. Goal 11: Sustainable Cities and Communities – Focuses on volcanic hazard assessment and risk management, informing urban planning and disaster preparedness in volcanic regions. 3. Goal 15: Life on Land – Examines the ecological effects of volcanic activity on terrestrial ecosystems and biodiversity, contributing to conservation efforts. 4. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into the geological processes related to resource extraction, such as geothermal energy and minerals. 5. Goal 6: Clean Water and Sanitation – Investigates the impact of volcanic activity on water resources and quality, which is essential for managing water supplies in affected areas. These goals highlight the significance of volcanology in understanding and mitigating the impacts of volcanic activity on human and environmental systems. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130402 | Geostatistik | Geostatistics | “Geostatistics” is a course that focuses on the statistical techniques and methods used to analyze and interpret spatial data in various fields such as geology, environmental science, and mining. The course covers key topics including variogram analysis, spatial autocorrelation, kriging, and simulation techniques. Students learn how to model spatially correlated data, make predictions, and quantify uncertainty in spatial estimates. Emphasis is placed on practical applications, with students working on real-world datasets to apply geostatistical methods for tasks such as resource estimation, environmental monitoring, and site characterization. By the end of the course, students gain a solid understanding of geostatistical principles and their relevance in managing spatially distributed resources and phenomena. | 1. Goal 6: Clean Water and Sanitation – Supports the analysis and management of water resources, improving water quality and accessibility through spatial statistical methods. 2. Goal 12: Responsible Consumption and Production – Enhances resource management by providing tools for analyzing the distribution and sustainability of natural resources. 3. Goal 13: Climate Action – Aids in modeling environmental data related to climate change impacts, helping to inform mitigation and adaptation strategies. 4.n Goal 15: Life on Land – Contributes to biodiversity studies and land use planning by analyzing spatial data on ecosystems and natural resources. 5. Goal 9: Industry, Innovation, and Infrastructure – Supports resource exploration and management in industries such as mining and agriculture, promoting efficient and sustainable practices. These goals emphasize the importance of geostatistics in understanding spatial patterns and making informed decisions for sustainable development and resource management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06130502 | Hidrogeologi | Hydrogeology | “Hydrogeology” is a course that focuses on the study of groundwater, its occurrence, movement, and interaction with geological formations. The course covers key topics such as the hydrological cycle, aquifer properties, groundwater flow principles, and the methods used to assess and manage groundwater resources. Students learn about the processes of groundwater recharge and discharge, as well as the impact of human activities and climate change on groundwater systems. The course also addresses groundwater contamination, remediation techniques, and the importance of sustainable groundwater management. Through field studies, laboratory experiments, and case analyses, students develop practical skills in hydrogeological assessment, preparing them for careers in environmental science, geology, and water resource management. | 1. Goal 6: Clean Water and Sanitation – Focuses on groundwater management, aquifer protection, and ensuring access to safe and sustainable water resources. 2. Goal 15: Life on Land – Examines the interactions between groundwater systems and terrestrial ecosystems, contributing to sustainable land management and biodiversity conservation. 3. Goal 13: Climate Action – Studies the impacts of climate change on water resources, including changes in precipitation patterns and groundwater recharge. 4. Goal 12: Responsible Consumption and Production – Promotes sustainable practices in water use and resource management, addressing issues related to over-extraction and pollution. 5. Goal 11: Sustainable Cities and Communities – Informs urban planning and development through the understanding of groundwater resources and their role in sustainable infrastructure. These goals highlight the critical role of hydrogeology in managing water resources, protecting ecosystems, and promoting sustainability. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121103 | Geologi Minyak Gas Dan Bumi | Geology of Oil, Gas and Earth | This course focuses on the geological principles and processes related to the formation, exploration, and extraction of oil and natural gas resources. Students learn about the geological characteristics of hydrocarbon reservoirs, including source rocks, migration pathways, and trapping mechanisms. | 1. Goal 7: Affordable and Clean Energy – Explores fossil fuel resources and their role in energy production, while also discussing the transition to renewable energy sources. 2. Goal 12: Responsible Consumption and Production – Examines sustainable practices in the extraction and use of oil and gas, promoting responsible resource management. 3. Goal 13: Climate Action – Discusses the environmental impacts of fossil fuel extraction and consumption, emphasizing the need for mitigation strategies and alternative energy solutions. 4. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into the geological aspects of energy infrastructure, supporting innovations in resource extraction and management. 5. Goal 15: Life on Land – Investigates the effects of oil and gas exploration on terrestrial ecosystems and biodiversity, promoting sustainable land use practices. These goals highlight the importance of understanding the geology of oil and gas in relation to sustainability, environmental protection, and energy management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121203 | Metode Geologi Lapangan | Field Geology Methods | This course provides practical training in the techniques and methodologies used in field geology. Students learn how to conduct geological surveys, collect rock and sediment samples, and analyze geological features in natural environments. Key topics include mapping techniques, stratigraphic analysis, and the use of field equipment such as compasses, GPS, and geological hammers. The curriculum emphasizes safety protocols, data recording, and the interpretation of field observations to develop a comprehensive understanding of geological processes and formations. Through hands-on field trips and projects, students gain valuable experience in applying theoretical knowledge to real-world geological challenges. This course prepares students for careers in geology, environmental consulting, and natural resource management, equipping them with essential skills for conducting field research and exploration. | 1. Goal 15: Life on Land – Enhances understanding of terrestrial ecosystems and geological processes, supporting biodiversity conservation and sustainable land management. 2. Goal 9: Industry, Innovation, and Infrastructure – Provides practical skills for resource exploration and assessment, which is essential for sustainable infrastructure development. 3. Goal 13: Climate Action – Equips students to assess geological features related to climate change impacts and natural hazards, informing mitigation and adaptation strategies. 4. Goal 12: Responsible Consumption and Production – Promotes sustainable practices in resource extraction through field assessment and evaluation of geological materials. 5. Goal 6: Clean Water and Sanitation – Involves field studies of hydrological systems and groundwater, contributing to sustainable water resource management. These goals highlight the significance of field geology methods in understanding and managing Earth’s resources and environmental challenges. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121302 | Matematika Geologi | Geological Mathematics | This course focuses on the application of mathematical concepts and techniques to solve geological problems. Students learn to use mathematical tools to analyze geological data, model geological processes, and interpret quantitative relationships in the Earth sciences. | 1. Goal 9: Industry, Innovation, and Infrastructure – Supports the development of mathematical models for resource exploration, land use planning, and infrastructure development. 2. Goal 12: Responsible Consumption and Production – Enhances understanding of quantitative methods for analyzing resource extraction and promoting sustainable practices in geology. 3. Goal 13: Climate Action – Provides tools for modeling climate-related geological processes, such as erosion, sedimentation, and natural hazards. 4. Goal 15: Life on Land – Assists in analyzing data related to biodiversity and ecosystem management, contributing to sustainable land use practices. 5. Goal 6: Clean Water and Sanitation – Facilitates quantitative analysis of hydrological systems, which is crucial for water resource management and pollution control. These goals highlight the importance of mathematical applications in geology for promoting sustainability and effective resource management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121403 | Stratigrafi | Stratigraphy | This course focuses on the study of rock layers (strata) and their relationships, providing essential insights into Earth’s history and geological processes. Students learn about the principles of stratigraphy, including lithostratigraphy, biostratigraphy, and chronostratigraphy. Key topics include the formation and interpretation of sedimentary layers, the geological time scale, and the methods used to correlate strata across different locations. The curriculum emphasizes fieldwork, allowing students to collect and analyze rock samples, as well as interpret stratigraphic sequences and depositional environments. Through hands-on projects and case studies, students develop skills in geological mapping and the use of stratigraphic data to understand past environments, climate changes, and the evolution of life. This course prepares students for careers in geology, paleontology, and environmental science, equipping them with a comprehensive understanding of the processes that shape Earth’s stratigraphic record. | 1. Goal 13: Climate Action – Studies sedimentary records and geological history to understand past climate changes, which can inform current climate action strategies. 2. Goal 15: Life on Land – Investigates the geological history of landforms and ecosystems, contributing to biodiversity conservation and sustainable land management. 3. Goal 6: Clean Water and Sanitation – Explores aquifer systems and sedimentary processes that affect water quality, supporting sustainable water resource management. 4. Goal 12: Responsible Consumption and Production – Provides insights into the geological context of natural resources, aiding in the sustainable extraction and use of minerals and fossil fuels. 5. Goal 9: Industry, Innovation, and Infrastructure – Supports understanding of geological hazards and resources, which is essential for safe infrastructure development and resource management. These goals highlight the importance of stratigraphy in understanding Earth’s processes and promoting sustainable practices in resource management and environmental protection. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121503 | Mineral Optik dan Petrografi | Mineral Optics and Petrography | This course focuses on the study of minerals using optical microscopy and thin section analysis, essential for understanding their properties and geological significance. Students learn to identify and characterize minerals based on their optical properties, including birefringence, pleochroism, and interference colors. Key topics include the principles of mineral optics, the preparation of rock thin sections, and the interpretation of mineral assemblages within various rock types. The curriculum emphasizes practical laboratory skills, allowing students to work with polarizing microscopes and analyze mineral samples in both igneous and metamorphic contexts. Through hands-on projects and fieldwork, students gain insights into the formation and transformation of minerals and their role in geological processes. This course prepares students for careers in geology, mineralogy, and materials science, providing a strong foundation in the microscopic study of earth materials. | 1. Goal 12: Responsible Consumption and Production – Enhances understanding of mineral resources, promoting sustainable extraction and use in various industries. 2. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into the properties of minerals and rocks that are essential for construction, technology, and innovation. 3. Goal 15: Life on Land – Contributes to understanding geological processes that affect land use and ecosystem management, supporting biodiversity conservation. 4. Goal 13: Climate Action – Examines geological materials and processes that can inform strategies for carbon capture and storage, aiding in climate change mitigation. 5. Goal 6: Clean Water and Sanitation – Investigates mineral interactions with water quality and contamination, contributing to sustainable water resource management. These goals highlight the significance of mineral optics and petrography in promoting sustainable practices in resource management and environmental stewardship. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121602 | Geologi Sejarah | Historical Geology | This course explores the history of the Earth and its life forms through geological time, focusing on the processes that have shaped the planet’s structure and environment. Students study rock formations, fossils, and stratigraphy to understand the chronological sequence of geological events. Key topics include the principles of stratigraphy, the geological time scale, plate tectonics, and the evolution of life as recorded in the fossil record. The curriculum emphasizes the interpretation of geological maps and the analysis of sedimentary records to reconstruct past environments and climate changes. Through field studies and laboratory work, students gain hands-on experience in identifying and dating geological formations. This course prepares students for careers in geology, paleontology, environmental science, and education, equipping them with a comprehensive understanding of Earth’s history and its implications for current and future geological processes. | 1. Goal 13: Climate Action – Studies past climate changes and geological events, providing insights into current climate trends and potential future scenarios. 2. Goal 15: Life on Land – Examines the evolution of life on Earth, including the impact of geological changes on biodiversity and ecosystem dynamics. 3. Goal 6: Clean Water and Sanitation – Explores sedimentary processes and historical water systems, contributing to understanding water quality and resource management. 4. Goal 12: Responsible Consumption and Production – Informs sustainable resource management by studying the formation and extraction of geological resources over time. 5. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into geological hazards and resources, which are essential for infrastructure development and planning. These goals highlight the importance of historical geology in understanding Earth’s past, which can inform sustainable practices and policies for the future. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121702 | Geologi Laut | Marine Geology | This course examines the geological aspects of the ocean floor and coastal environments, focusing on the processes that shape marine landscapes. Students explore topics such as sedimentation, tectonics, and the formation of underwater features like continental shelves, canyons, and ridges. | 1. Goal 14: Life Below Water – Focuses on understanding marine environments, their geological processes, and the conservation of marine biodiversity and resources. 2. Goal 13: Climate Action – Studies the role of oceans in climate regulation, including sea-level rise, sediment transport, and carbon cycling, which are critical for climate change mitigation. 3. Goal 6: Clean Water and Sanitation – Investigates coastal and marine systems to assess water quality, pollution, and the health of marine ecosystems. 4. Goal 12: Responsible Consumption and Production – Promotes sustainable practices in the use of marine resources and the management of coastal development. 5. Goal 9: Industry, Innovation, and Infrastructure – Supports the understanding of geological processes relevant to offshore resources, such as oil, gas, and minerals. These goals emphasize the importance of marine geology in promoting sustainable management of ocean resources and understanding environmental changes. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120402 | Oceanografi | Oceanography | This course provides an interdisciplinary study of the ocean, covering its physical, chemical, biological, and geological aspects. Students explore ocean circulation, wave dynamics, marine ecosystems, and the impact of human activities on ocean health. Key topics include oceanic currents, the role of the ocean in climate regulation, marine biodiversity, and the processes of sedimentation and plate tectonics. The curriculum emphasizes both theoretical concepts and practical applications, incorporating field studies and laboratory work to analyze water samples and marine organisms. Through research projects and case studies, students learn to address contemporary oceanographic issues, such as climate change, pollution, and conservation efforts. This course prepares students for careers in marine science, environmental policy, and resource management, equipping them with a comprehensive understanding of ocean systems and their importance to the planet. | 1. Goal 14: Life Below Water – Directly focuses on the sustainable use and conservation of ocean resources, studying marine ecosystems, biodiversity, and fisheries. 2. Goal 13: Climate Action – Examines oceanic processes that influence climate change, including carbon cycling and the impacts of global warming on marine environments. 3. Goal 6: Clean Water and Sanitation – Addresses the health of marine and coastal ecosystems, contributing to water quality and the management of marine pollution. 4. Goal 12: Responsible Consumption and Production – Promotes sustainable practices in marine resource use and the management of coastal areas. 5. Goal 9: Industry, Innovation, and Infrastructure – Supports the development of sustainable ocean industries and innovative technologies for marine resource management. These goals highlight the critical role of oceanography in understanding and managing ocean ecosystems and promoting sustainable practices for future generations. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120503 | Mikropaleontologi | Micropaleontology | This course focuses on the study of microscopic fossil organisms and their significance in understanding Earth’s history and environmental changes. Students explore the identification, classification, and ecological roles of microfossils, such as foraminifera, diatoms, and radiolarians. | 1. Goal 13: Climate Action – Studies past climate changes through microfossils, providing insights into climate patterns and informing future climate action. 2. Goal 15: Life on Land – Contributes to understanding biodiversity and ecosystems by examining microfossil records and their implications for environmental change. 3. Goal 6: Clean Water and Sanitation – Investigates sedimentary environments and water quality through the study of microfossils, which can indicate ecosystem health. 4. Goal 9: Industry, Innovation, and Infrastructure – Supports resource exploration (like oil and gas) by providing geological context through microfossil analysis. 5. Goal 4: Quality Education – Enhances scientific literacy and research skills through hands-on study of micropaleontological methods and applications. These goals highlight the importance of micropaleontology in understanding environmental changes, resource management, and fostering sustainable development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120603 | Geologi Struktur | Structural Geology | University programs in Structural Geology focus on the study of geological structures and the processes that shape the Earth’s crust. | 1. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into geological formations and their implications for infrastructure development, mining, and resource extraction. 2. Goal 13: Climate Action – Studies geological processes related to natural hazards and climate change, aiding in risk assessment and management strategies. 3. Goal 15: Life on Land – Supports sustainable land use and biodiversity conservation by understanding geological structures and their influence on ecosystems. 4. Goal 6: Clean Water and Sanitation – Investigates groundwater systems and aquifer management, contributing to sustainable water resource management. 5. Goal 11: Sustainable Cities and Communities – Informs urban planning and development by analyzing geological risks and stability, enhancing community resilience. These goals highlight the significance of structural geology in understanding Earth’s processes and promoting sustainable practices in resource management and urban development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120702 | UU Kebumian & Lingkungan | Earth & Environmental Law | University programs in Earth & Environmental Law focus on the legal frameworks governing the use and protection of natural resources and the environment. | 1. Goal 13: Climate Action – Examines legal frameworks for climate change mitigation and adaptation, promoting policies to reduce greenhouse gas emissions. 2. Goal 15: Life on Land – Addresses biodiversity conservation and sustainable land management through legal regulations and protections for ecosystems. 3. Goal 6: Clean Water and Sanitation – Covers laws related to water resource management and pollution control, ensuring access to clean water. 4. Goal 12: Responsible Consumption and Production – Focuses on regulations governing resource use, waste management, and sustainable practices in industries. 5. Goal 16: Peace, Justice, and Strong Institutions – Emphasizes the role of legal systems in enforcing environmental protections and promoting justice for affected communities. These goals highlight the crucial role of environmental law in fostering sustainability, protecting natural resources, and promoting social equity. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120802 | Kewirausahaan | Entrepreneurship | University programs in Entrepreneurship focus on equipping students with the skills and knowledge needed to start and manage their own businesses. | 1. **Goal 8: Decent Work and Economic Growth** – The course promotes entrepreneurial skills, fostering innovation and job creation, which are essential for economic development. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurship drives innovation and the development of new technologies and industries, contributing to sustainable infrastructure. 3. **Goal 4: Quality Education** – By teaching practical skills related to business development and management, the course enhances educational outcomes and supports lifelong learning. 4. **Goal 12: Responsible Consumption and Production** – Entrepreneurs can focus on sustainable practices, promoting responsible production and reducing environmental impacts. 5. **Goal 1: No Poverty** – By encouraging the creation of new businesses, entrepreneurship can help lift individuals and communities out of poverty through economic opportunities. 6. **Goal 10: Reduced Inequalities** – Entrepreneurship can empower marginalized groups by providing them with the resources and tools needed to succeed, helping to reduce inequalities. These connections highlight the critical role of entrepreneurship in driving economic growth, sustainability, and social equity. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120902 | Matematika Teknik | Engineering Mathematics | University programs in Engineering Mathematics focus on the mathematical principles and techniques essential for solving engineering problems. | 1. **Goal 4: Quality Education** Engineering mathematics fosters critical thinking and problem-solving skills, essential for quality education in STEM fields. 2. **Goal 7: Affordable and Clean Energy** Mathematical modeling and analysis are crucial in optimizing energy systems, improving efficiency, and developing renewable energy technologies. 3. **Goal 9: Industry, Innovation, and Infrastructure** Engineering mathematics supports innovation in design, manufacturing processes, and infrastructure development, promoting sustainable industrial practices. 4. **Goal 11: Sustainable Cities and Communities** Mathematical techniques are applied in urban planning, transportation systems, and resource management, contributing to sustainable urban development. 5. **Goal 12: Responsible Consumption and Production** Optimization methods can help in efficient resource use and waste management in various engineering applications. 6. **Goal 13: Climate Action** Mathematical models are essential for understanding climate change impacts, analyzing environmental data, and developing mitigation strategies. By equipping students with the mathematical foundation needed for engineering applications, these courses play a vital role in addressing global challenges and promoting sustainable development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06121002 | Teknik Penulisan Ilmiah | Scientific Writing Techniques | University programs in Scientific Writing Techniques focus on developing the skills necessary for effective communication of scientific ideas and research findings. | 1. **Goal 4: Quality Education** Effective scientific writing is crucial for education, fostering critical thinking, research skills, and clear communication among students and educators. 2. **Goal 9: Industry, Innovation, and Infrastructure** Good scientific communication supports innovation and collaboration across disciplines, facilitating advancements in technology and infrastructure. 3. **Goal 13: Climate Action** Clear and impactful writing helps disseminate research on climate change and environmental issues, influencing policy decisions and public awareness. 4. **Goal 16: Peace, Justice, and Strong Institutions** Transparency and accountability in scientific communication contribute to informed decision-making and governance, promoting trust in scientific research. 5. **Goal 17: Partnerships for the Goals** Effective communication is essential for collaboration among researchers, institutions, and organizations, fostering partnerships to achieve sustainable development. By equipping students with strong writing skills, these courses enhance their ability to share research findings and advocate for sustainable practices across various fields. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06110202 | Kristalografi & Minerologi | Crystallography & Minerology | University programs in Crystallography and Mineralogy focus on the study of crystal structures and mineral composition, properties, and classification. | 1. **Goal 6: Clean Water and Sanitation** Understanding mineral properties and behavior is essential for water quality assessment and treatment processes, particularly in relation to mineral dissolution and precipitation. 2. **Goal 9: Industry, Innovation, and Infrastructure** Knowledge of minerals and crystal structures is vital for developing new materials and technologies, including those used in electronics and renewable energy. 3. **Goal 12: Responsible Consumption and Production** Mineralogy helps in the sustainable extraction and use of natural resources, promoting responsible mining practices and recycling of minerals. 4. **Goal 15: Life on Land** Crystallography and mineralogy contribute to understanding soil composition and health, supporting sustainable land use and biodiversity conservation. 5. **Goal 13: Climate Action** Mineral studies are important for carbon capture and storage technologies and understanding geochemical cycles that influence climate change. These courses provide essential knowledge that can support sustainable practices in resource management, environmental protection, and technological innovation. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06110303 | Paleontologi | Paleontology | University programs in Paleontology focus on the study of ancient life through the examination of fossils. | 1. **Goal 3: Good Health and Well-Being** Analytical chemistry is crucial in pharmaceuticals, clinical diagnostics, and environmental monitoring, ensuring the safety and efficacy of drugs and public health. 2. **Goal 6: Clean Water and Sanitation** Analytical techniques are used to monitor water quality, detect pollutants, and ensure access to safe drinking water. 3. **Goal 12: Responsible Consumption and Production** Analytical methods help in assessing waste management, recycling processes, and the sustainability of materials used in various industries. 4. **Goal 13: Climate Action** Analytical chemistry contributes to climate research by measuring greenhouse gases and pollutants, providing data essential for climate modeling and policy-making. 5. **Goal 15: Life on Land** Analytical techniques are employed in studying soil quality and monitoring the impact of agricultural practices on ecosystems. 6. **Goal 9: Industry, Innovation, and Infrastructure** Analytical chemistry plays a role in developing new materials and processes, supporting innovation in various sectors. By integrating these themes, Analytical Chemistry courses can prepare students to address pressing global challenges while fostering sustainable practices in their future careers. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06110403 | Pemetaan Topografi | Topographic Mapping | University programs in Topographic Mapping focus on the techniques and principles used to create detailed representations of the Earth’s surface. | 1. Goal 11: Sustainable Cities and Communities – Supports urban planning and sustainable development by providing accurate geographical information for infrastructure and land use. 2. Goal 13: Climate Action – Aids in assessing and managing the impacts of climate change, such as flooding and land degradation, through detailed topographic data. 3. Goal 15: Life on Land – Enhances land management and conservation efforts by mapping landscapes and ecosystems, promoting biodiversity and sustainable land use. 4. Goal 6: Clean Water and Sanitation – Facilitates watershed management and the protection of water resources through accurate mapping of terrain and water bodies. 5. Goal 9: Industry, Innovation, and Infrastructure – Contributes to the development of infrastructure and resource management by providing essential geographic data for planning and construction. These goals highlight the significance of topographic mapping in promoting sustainable development and effective resource management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06110502 | Kimia Analitik | Analytical Chemistry | University programs in Analytical Chemistry focus on the techniques and methods used to identify, quantify, and analyze chemical substances. | 1. Goal 3: Good Health and Well-being – Facilitates the analysis of pharmaceuticals, toxins, and contaminants, ensuring the safety and efficacy of food and health products. 2. Goal 6: Clean Water and Sanitation – Supports water quality testing and pollution monitoring, contributing to clean water access and management. 3. Goal 12: Responsible Consumption and Production – Aids in assessing environmental impacts through analysis of waste and materials, promoting sustainable practices in production and consumption. 4. Goal 13: Climate Action – Provides analytical techniques to monitor greenhouse gases and assess environmental changes, supporting climate action efforts. 5. Goal 15: Life on Land – Supports environmental monitoring and assessment of soil and air quality, promoting biodiversity and sustainable land management. These goals illustrate the role of analytical chemistry in advancing public health, environmental sustainability, and responsible resource management. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120103 | Sedimentologi | Sedimentology | University programs in Sedimentology focus on the study of sediments, sedimentary rocks, and the processes that lead to their formation and accumulation. | 1. **Types of Sediments**: Sediments can be clastic (derived from pre-existing rocks), chemical (precipitated from solution), or organic (formed from biological processes). 2. **Transport Mechanisms**: Sediments are transported by various agents, including water, wind, and ice. Understanding these processes helps explain the distribution of sediments in different environments. 3. **Depositional Environments**: Sediments accumulate in a variety of settings, such as rivers, lakes, deltas, deserts, and oceans. Each environment leaves distinct sedimentary features and structures. 4. **Stratigraphy**: Sedimentology plays a key role in understanding stratigraphy, the study of layered sedimentary rocks. This helps in reconstructing past environments and geological history. 5. **Paleoenvironments**: Sedimentary records can reveal information about ancient climates, sea levels, and biological activity. Sedimentology is essential for various fields, including geology, environmental science, and petroleum engineering, as it helps in resource exploration and understanding Earth’s history. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120203 | Geomorfologi | Geomorphology | University programs in Geomorphology focus on the study of landforms, their processes, and the dynamics shaping the Earth’s surface. | 1. Goal 11: Sustainable Cities and Communities – Studies landforms and processes that inform urban planning and disaster risk management, promoting sustainable development in urban areas. 2. Goal 13: Climate Action – Examines how geomorphological processes are influenced by climate change and can contribute to understanding hazards such as erosion and flooding. 3. Goal 15: Life on Land – Investigates landforms and ecosystems, supporting biodiversity conservation and sustainable land management practices. 4. Goal 6: Clean Water and Sanitation – Explores the interactions between landforms and water systems, contributing to the management of watersheds and water quality. 5. Goal 9: Industry, Innovation, and Infrastructure – Provides insights into geological hazards and resource management that can inform infrastructure development and land use planning. These goals emphasize the importance of geomorphology in understanding and managing the interactions between the Earth’s surface processes and sustainable development. |
| TEKNIK | TEKNIK GEOLOGI – S1 | kurikulum sarjana K-23 | 2023 | 23D06120303 | Petrologi | Petrology | University programs in Petrology focus on the study of rocks, their origins, composition, and the processes that form them. | 1. Goal 12: Responsible Consumption and Production – Explores sustainable practices in the extraction and use of geological resources, promoting responsible mining and material management. 2. Goal 13: Climate Action – Investigates the role of geological processes and materials in climate change, including carbon sequestration and the geological impacts of human activities. 3. Goal 15: Life on Land – Examines the relationship between geological formations and ecosystems, supporting biodiversity conservation and sustainable land management. 4. Goal 9: Industry, Innovation, and Infrastructure – Contributes to the understanding of materials used in construction and technology, fostering innovation in sustainable infrastructure. These goals highlight the importance of petrology in understanding Earth systems and promoting sustainable practices in resource management and environmental stewardship. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110103 | Pengantar Matematika Ekonomi | Introduction to Economic Mathematics | The Introduction to Economic Mathematics course explores mathematical concepts and techniques used to analyze economic problems and models. Students learn about key topics such as algebra, calculus, and optimization, and how these tools apply to areas like cost analysis, revenue management, and economic forecasting. The course covers concepts such as functions, derivatives, and linear programming, emphasizing their relevance in making informed economic decisions. Practical applications and real-world examples are used to illustrate the mathematical modeling of economic scenarios. By the end of the course, students develop a solid understanding of how mathematical methods can be applied to solve economic issues, preparing them for further studies in economics or related fields. | 1. **Goal 1: No Poverty** – Economic models can help analyze poverty trends and develop strategies for alleviation. 2. **Goal 4: Quality Education** – The mathematical skills learned can contribute to better educational outcomes and resource allocation in education. 3. **Goal 8: Decent Work and Economic Growth** – Economic mathematics can be applied to study labor markets, economic growth, and productivity. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding economic models can aid in assessing the impact of innovations and infrastructure projects. 5. **Goal 12: Responsible Consumption and Production** – Mathematical modeling can help analyze and optimize resource use and sustainability in production processes. 6. **Goal 13: Climate Action** – Economic mathematics can be used to model the economic impacts of climate change and assess policy responses. Incorporating these SDGs into the curriculum can enhance students’ awareness of the broader implications of economic theories and practices. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01131103 | Ekonomi Pertanian | Agricultural Economics | The Agricultural Economics course examines the economic principles and practices relevant to the agricultural sector. Students learn about the production, distribution, and consumption of agricultural goods, as well as the factors that influence agricultural markets and pricing. Key topics include supply and demand analysis, farm management, agricultural policy, and international trade in agricultural products. The course emphasizes the role of economics in addressing issues such as food security, sustainability, and rural development. Through case studies and practical applications, students gain insights into the economic challenges faced by the agricultural industry and develop analytical skills necessary for decision-making in agricultural contexts. | 1. **Goal 2: Zero Hunger** – This goal is central to agricultural economics, focusing on improving food security, nutrition, and sustainable agricultural practices. 2. **Goal 1: No Poverty** – Agricultural economics can analyze how agricultural development impacts rural poverty reduction and income generation. 3. **Goal 12: Responsible Consumption and Production** – This goal relates to sustainable agricultural practices, resource use, and reducing waste in food production. 4. **Goal 13: Climate Action** – Agricultural economics can examine the effects of climate change on agriculture and the role of sustainable practices in mitigating these effects. 5. **Goal 15: Life on Land** – The course may cover sustainable land management practices, biodiversity, and ecosystem services related to agriculture. 6. **Goal 8: Decent Work and Economic Growth** – Understanding agricultural markets and policies contributes to promoting sustainable economic growth and decent employment in the agricultural sector. By integrating these SDGs, the course can help students understand the critical link between agriculture, economics, and sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01140102 | Artikel Ilmiah | Scientific Articles | The Scientific Articles course focuses on the skills and methodologies required for writing, analyzing, and reviewing scientific research papers. Students learn about the structure of scientific articles, including abstracts, introductions, methodologies, results, discussions, and references. Key topics include effective communication of research findings, critical analysis of existing literature, and understanding the peer-review process. The course emphasizes the importance of clarity, precision, and adherence to ethical standards in scientific writing. Through hands-on exercises and peer reviews, students develop their writing skills and gain experience in preparing manuscripts for publication, equipping them for future academic and professional research endeavors. | 1. **Goal 4: Quality Education** – Emphasizing research methodologies and critical thinking, this goal can be linked to improving educational quality and access to knowledge. 2. **Goal 3: Good Health and Well-being** – If the course includes scientific articles related to health research, it can directly contribute to discussions on public health and well-being. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Articles focusing on technological advancements and innovation can align with this goal. 4. **Goal 13: Climate Action** – If the course includes environmental science or climate change research, it can support efforts to address climate issues. 5. **Goal 12: Responsible Consumption and Production** – Scientific articles that explore sustainable practices can inform discussions about responsible resource use. 6. **Goal 17: Partnerships for the Goals** – Analyzing articles that emphasize collaboration between sectors or nations can highlight the importance of partnerships in achieving the SDGs. By focusing on relevant themes and articles, the course can foster an understanding of the intersection between research, societal issues, and sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01140206 | Tugas Akhir (Skripsi) | Final Project (Thesis) | The Final Project (Thesis) course provides students with the opportunity to conduct in-depth research on a specific topic within their field of study. Students formulate a research question, design a methodology, and gather and analyze data to contribute new insights or solutions to existing problems. Key components include literature review, data collection, analysis, and presentation of findings. Throughout the course, students receive guidance from faculty advisors and participate in workshops to enhance their research and writing skills. The course culminates in the submission of a written thesis and an oral defense, demonstrating the student’s ability to apply theoretical knowledge to practical research challenges, preparing them for professional careers or advanced studies. | 1. **Goal 4: Quality Education** – Theses can contribute to educational research, improving teaching methods, or exploring access to education. 2. **Goal 3: Good Health and Well-being** – If the thesis focuses on health-related topics, it can directly contribute to public health research and well-being. 3. **Goal 8: Decent Work and Economic Growth** – Theses that analyze labor markets, economic policies, or entrepreneurship can support this goal. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Research on technological advancements or infrastructure development can align with this goal. 5. **Goal 11: Sustainable Cities and Communities** – Theses exploring urban development, housing, or community planning can contribute to creating sustainable cities. 6. **Goal 12: Responsible Consumption and Production** – Research on sustainability practices in production or consumption can directly relate to this goal. 7. **Goal 13: Climate Action** – Theses focusing on climate change, environmental policy, or sustainability can address this critical goal. 8. **Goal 17: Partnerships for the Goals** – Projects that examine collaborations between different sectors or stakeholders can highlight the importance of partnerships. By selecting relevant topics, students can use their final projects to explore and contribute to the achievement of various SDGs. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130403 | Ekonomi Regional | Regional Economics | The Regional Economics course explores the economic dynamics and development patterns of specific geographic regions. Students learn about key concepts such as regional growth, urbanization, labor markets, and the role of infrastructure in economic performance. The course covers various factors influencing regional economies, including resource distribution, industry specialization, and government policies. Key topics include economic indicators, spatial analysis, and the impact of globalization on regional development. Through case studies and practical applications, students analyze the economic challenges and opportunities faced by different regions, equipping them with the skills to make informed decisions in regional planning, policy-making, and economic development. | 1. **Goal 8: Decent Work and Economic Growth** – This goal is central to regional economics, analyzing employment patterns, economic development, and regional disparities. 2. **Goal 10: Reduced Inequalities** – Regional economics often addresses income inequality and economic disparities among different regions, promoting equitable growth. 3. **Goal 11: Sustainable Cities and Communities** – The course may examine urbanization, land use, and policies for sustainable urban development. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Discussions on regional industrial development, innovation, and infrastructure investment are crucial for economic growth. 5. **Goal 1: No Poverty** – Understanding regional economic conditions can help analyze poverty levels and develop strategies for poverty alleviation. 6. **Goal 12: Responsible Consumption and Production** – The course might cover sustainable resource management and production practices within regions. 7. **Goal 13: Climate Action** – Regional economics can examine the economic impacts of climate change and strategies for regional adaptation and mitigation. By integrating these SDGs into the curriculum, students can better understand the interplay between regional economic policies and sustainable development objectives. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130503 | Ekonomi Syariah | Sharia Economics | The Sharia Economics course examines economic principles and practices based on Islamic law (Sharia). Students learn about the ethical and moral dimensions of economic transactions as outlined in Islamic teachings, including the prohibition of interest (riba), uncertainty (gharar), and unethical practices. Key topics include Islamic finance, zakat (charitable giving), profit-sharing models, and the role of Islamic banks. The course also explores how Sharia-compliant financial instruments and practices differ from conventional economics and finance. Through case studies and practical applications, students gain insights into the implementation of Islamic economic principles in various contexts, preparing them for careers in finance, banking, and economic development within an Islamic framework. | 1. **Goal 1: No Poverty** – Sharia economics emphasizes ethical financial practices and social justice, which can contribute to poverty alleviation. 2. **Goal 8: Decent Work and Economic Growth** – The principles of fair trade, equitable labor practices, and sustainable economic growth align with this goal. 3. **Goal 10: Reduced Inequalities** – Sharia economics promotes equitable distribution of wealth and opportunities, addressing economic disparities. 4. **Goal 12: Responsible Consumption and Production** – The emphasis on ethical consumption and investment practices supports sustainable production and consumption. 5. **Goal 13: Climate Action** – Some aspects of Sharia finance encourage investments in environmentally sustainable projects, contributing to climate action. 6. **Goal 5: Gender Equality** – Sharia economics can also explore women’s economic rights and empowerment within the framework of Islamic finance. 7. **Goal 17: Partnerships for the Goals** – Collaboration among various stakeholders in Islamic finance can help achieve broader economic and social goals. By focusing on these SDGs, a course in Sharia Economics can highlight the intersections between ethical finance, social justice, and sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130603 | Ekonomi Energi | Energy Economics | The Energy Economics course focuses on the economic principles and policies governing the production, distribution, and consumption of energy resources. Students learn about key concepts such as energy markets, pricing, supply and demand dynamics, and the impact of regulations on energy sectors. The course covers various energy sources, including fossil fuels, renewable energy, and nuclear power, emphasizing their economic implications. Key topics include energy efficiency, sustainability, and the transition to cleaner energy systems. Through case studies and analytical models, students develop the skills to assess energy-related economic issues, preparing them for careers in energy policy, management, and consulting. | 1. **Goal 7: Affordable and Clean Energy** – This goal is central to energy economics, focusing on ensuring access to reliable, sustainable, and modern energy for all. 2. **Goal 13: Climate Action** – The course can explore the economic implications of climate change and policies for transitioning to low-carbon energy sources. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Discussions may include the role of energy in industrial development and the importance of investing in sustainable infrastructure. 4. **Goal 8: Decent Work and Economic Growth** – Energy economics often examines the relationship between energy resources and economic growth, job creation, and energy-related industries. 5. **Goal 12: Responsible Consumption and Production** – The course can address sustainable energy consumption practices and the lifecycle impacts of energy production. 6. **Goal 11: Sustainable Cities and Communities** – Energy efficiency and sustainable urban energy systems are critical for developing resilient cities. 7. **Goal 15: Life on Land** – The course may discuss the environmental impacts of energy production on land use, biodiversity, and ecosystems. By integrating these SDGs, a course in Energy Economics can help students understand the broader implications of energy systems and their role in achieving sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130703 | Ekonomi Kesehatan | Health Economics | The Health Economics course examines the economic aspects of health care systems, focusing on how resources are allocated and utilized in health care delivery. Students learn about key concepts such as cost-effectiveness analysis, health care financing, and the economic evaluation of health interventions. The course covers topics including health insurance markets, the impact of policy decisions on health outcomes, and the relationship between health and economic productivity. Through case studies and data analysis, students develop skills in assessing the efficiency and effectiveness of health care programs and policies. By the end of the course, students are equipped to contribute to informed decision-making in health care management, policy development, and research. | 1. **Goal 3: Good Health and Well-being** – This is the primary goal related to health economics, focusing on improving health outcomes, access to care, and health systems efficiency. 2. **Goal 1: No Poverty** – Health economics often examines the relationship between health and poverty, including how health interventions can alleviate poverty. 3. **Goal 8: Decent Work and Economic Growth** – The course can explore how health influences labor productivity, economic growth, and the impact of health policies on employment. 4. **Goal 10: Reduced Inequalities** – Health economics can address health disparities and the impact of socioeconomic factors on health outcomes. 5. **Goal 12: Responsible Consumption and Production** – The course may cover the economics of health care consumption and the need for sustainable health practices. 6. **Goal 17: Partnerships for the Goals** – Health economics can highlight the importance of collaboration between governments, NGOs, and private sectors in improving health systems. By integrating these SDGs, a course in Health Economics can help students understand the interconnections between health, economic policies, and sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130803 | Kebanksentralan | Central banking | The Central Banking course focuses on the role and functions of central banks in the economy. Students learn about monetary policy, financial stability, and the regulation of banking systems. Key topics include the tools used by central banks to control money supply and interest rates, the impact of monetary policy on inflation and employment, and the central bank’s role in crisis management. The course also covers the structure and governance of central banks, as well as international banking systems and central bank cooperation. Through case studies and policy analysis, students gain insights into the challenges faced by central banks in a dynamic economic environment, preparing them for careers in finance, economics, and public policy. | 1. **Goal 8: Decent Work and Economic Growth** – Central banking plays a critical role in promoting stable economic growth and employment through monetary policy. 2. **Goal 10: Reduced Inequalities** – Central banks can influence economic equity through policies that affect credit access and financial inclusion. 3. **Goal 1: No Poverty** – By promoting economic stability and growth, central banks can contribute to poverty reduction efforts. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Central banking supports the financial systems that facilitate investment in infrastructure and innovation. 5. **Goal 12: Responsible Consumption and Production** – Central banks may influence sustainable economic practices through their regulatory frameworks. 6. **Goal 13: Climate Action** – Increasingly, central banks are considering environmental sustainability in their monetary policies and financial stability assessments. 7. **Goal 17: Partnerships for the Goals** – Central banks often collaborate with other financial institutions, governments, and international organizations to achieve broader economic goals. By addressing these SDGs, a course in Central Banking can help students understand the crucial role of monetary policy in fostering sustainable development and economic stability. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130903 | Ekonomi Pembangunan Lanjutan | Advanced Development Economics | The Advanced Development Economics course delves into the complex theories and practices related to economic development in low- and middle-income countries. Students explore topics such as poverty alleviation, inequality, human capital development, and the role of institutions in fostering economic growth. The course covers both theoretical frameworks and empirical methodologies, including impact evaluation and quantitative analysis. Key areas of focus include sustainable development, trade, foreign aid, and the influence of globalization on developing economies. Through case studies and policy discussions, students critically analyze development strategies and their effectiveness, preparing them for careers in international development, policy-making, and research. | 1. **Goal 1: No Poverty** – The course typically examines strategies for poverty alleviation and the economic factors that contribute to poverty. 2. **Goal 2: Zero Hunger** – Discussions may include agricultural development, food security, and nutrition policies. 3. **Goal 3: Good Health and Well-being** – Health outcomes and their economic implications are often a key focus, including access to health care and health system efficiency. 4. **Goal 4: Quality Education** – The role of education in development and its impact on economic growth are commonly analyzed. 5. **Goal 5: Gender Equality** – The course may explore the economic implications of gender inequality and strategies for empowering women. 6. **Goal 8: Decent Work and Economic Growth** – Issues related to labor markets, employment policies, and sustainable economic growth are central topics. 7. **Goal 9: Industry, Innovation, and Infrastructure** – The importance of industrialization, infrastructure development, and innovation for economic development is often discussed. 8. **Goal 10: Reduced Inequalities** – Addressing economic disparities and promoting inclusive growth are important themes. 9. **Goal 12: Responsible Consumption and Production** – The course may analyze sustainable development practices and resource management. 10. **Goal 13: Climate Action** – The relationship between economic development and environmental sustainability is increasingly relevant. By incorporating these SDGs, an Advanced Development Economics course can provide students with a comprehensive understanding of the multifaceted challenges and strategies related to economic development and sustainable growth. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01131003 | Ekonomi Moneter Internasional | International Monetary Economics | The International Monetary Economics course examines the interplay between international financial markets and economic policy. Students learn about exchange rates, balance of payments, and the role of international financial institutions such as the International Monetary Fund (IMF) and World Bank. Key topics include currency crises, monetary policy in an open economy, and the impact of globalization on national economies. The course emphasizes the importance of international trade, capital flows, and economic integration. Through theoretical frameworks and practical case studies, students develop a comprehensive understanding of how monetary policies influence global economic stability and the challenges faced by countries in the international monetary system, preparing them for careers in finance, economics, and international relations. | 1. **Goal 8: Decent Work and Economic Growth** – The course often examines how international monetary policies affect economic growth, employment, and stability across countries. 2. **Goal 10: Reduced Inequalities** – Discussions may include the impact of international monetary systems on income inequality and financial inclusion. 3. **Goal 1: No Poverty** – The relationship between monetary policy, exchange rates, and poverty alleviation in developing countries can be a key focus. 4. **Goal 9: Industry, Innovation, and Infrastructure** – The course might explore how international finance supports infrastructure development and innovation. 5. **Goal 3: Good Health and Well-being** – Economic stability influenced by international monetary policies can affect public health spending and outcomes. 6. **Goal 12: Responsible Consumption and Production** – Topics may include the impact of monetary policies on sustainable trade practices and consumption patterns. 7. **Goal 17: Partnerships for the Goals** – The course can highlight the importance of international cooperation and partnerships in achieving financial stability and sustainable development. By integrating these SDGs, a course in International Monetary Economics can provide students with insights into the interconnectedness of global economies and the importance of monetary policies in promoting sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121603 | Ekonomi Koperasi dan UKM | Cooperative Economics and SMEs | The Cooperative Economics and SMEs course focuses on the economic principles and practices related to cooperatives and small and medium-sized enterprises (SMEs). Students learn about the role of cooperatives in promoting economic development, community empowerment, and social responsibility. Key topics include the structure and governance of cooperatives, financing models, and the challenges and opportunities faced by SMEs in various sectors. The course also covers the importance of entrepreneurship, innovation, and sustainability in enhancing the competitiveness of cooperatives and SMEs. Through case studies and practical projects, students develop insights into effective management strategies and policy frameworks that support cooperative and SME growth, preparing them for careers in economic development, entrepreneurship, and business management. | 1. **Goal 8: Decent Work and Economic Growth** – The course examines how cooperatives and SMEs contribute to job creation, economic growth, and sustainable livelihoods. 2. **Goal 1: No Poverty** – Cooperatives and SMEs often play a key role in poverty alleviation by providing employment and supporting local economies. 3. **Goal 10: Reduced Inequalities** – Cooperative models can promote economic inclusion and reduce inequalities, particularly in underserved communities. 4. **Goal 12: Responsible Consumption and Production** – Cooperatives often emphasize sustainable practices, responsible sourcing, and ethical production. 5. **Goal 9: Industry, Innovation, and Infrastructure** – The course may explore how SMEs drive innovation and contribute to industrial development and infrastructure growth. 6. **Goal 5: Gender Equality** – Many cooperatives focus on empowering women, providing them with economic opportunities and leadership roles. 7. **Goal 17: Partnerships for the Goals** – The importance of collaboration between cooperatives, SMEs, and other stakeholders can be emphasized in achieving broader economic and social goals. By integrating these SDGs, a course in Cooperative Economics and SMEs can provide students with a comprehensive understanding of the role of cooperatives and small enterprises in fostering sustainable development and economic resilience. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121703 | Ekonomi Kependudukan | Population Economics | The Population Economics course explores the relationship between population dynamics and economic outcomes. Students learn about key concepts such as demographic trends, fertility rates, migration patterns, and aging populations, and how these factors influence labor markets, resource allocation, and economic growth. The course covers the implications of population changes on social welfare, health care systems, and environmental sustainability. Through empirical analysis and case studies, students examine the economic challenges and opportunities associated with different population structures. By the end of the course, students develop a comprehensive understanding of how population issues affect economic policy and planning, preparing them for careers in public policy, economics, and social research. | 1. **Goal 1: No Poverty** – The course can explore how population growth and demographic changes affect poverty levels and economic opportunities. 2. **Goal 3: Good Health and Well-being** – Topics may include the impacts of population health, fertility rates, and access to healthcare services on economic productivity. 3. **Goal 4: Quality Education** – The relationship between population dynamics and educational access, especially for marginalized groups, can be examined. 4. **Goal 5: Gender Equality** – Population economics often looks at gender roles, reproductive health, and the economic impact of gender equality. 5. **Goal 8: Decent Work and Economic Growth** – The course may analyze labor market dynamics in relation to population changes, including migration and employment trends. 6. **Goal 10: Reduced Inequalities** – Examining how population factors contribute to or alleviate economic disparities can be a key focus. 7. **Goal 11: Sustainable Cities and Communities** – The impact of urbanization and population density on city planning and sustainability may be discussed. 8. **Goal 12: Responsible Consumption and Production** – Population growth influences resource consumption patterns and sustainability practices. 9. **Goal 13: Climate Action** – The course can also address how population dynamics affect environmental sustainability and climate change. By integrating these SDGs, a course in Population Economics can provide students with insights into the complex interplay between demographic trends and economic development, emphasizing the importance of sustainable and inclusive growth. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121803 | Ekonomi Politik | Political Economy | The Political Economy course examines the interplay between politics and economics, focusing on how political institutions, processes, and policies influence economic outcomes and vice versa. Students explore key concepts such as power dynamics, governance, economic development, and the role of international institutions. The course covers various theoretical frameworks, including classical, Marxist, and institutional approaches, and applies them to contemporary issues such as globalization, trade, inequality, and environmental policy. Through case studies and critical analysis, students develop an understanding of how economic theories inform political decisions and how political contexts shape economic realities, preparing them for careers in policy analysis, international relations, and economic research. | 1. **Goal 1: No Poverty** – Political economy examines the factors that contribute to poverty and strategies for poverty alleviation through policy. 2. **Goal 10: Reduced Inequalities** – The course often addresses issues of inequality, including income distribution and access to resources. 3. **Goal 8: Decent Work and Economic Growth** – Discussions may focus on the role of political institutions in shaping labor markets and economic policies that promote growth. 4. **Goal 3: Good Health and Well-being** – The interplay between political decisions, economic resources, and health outcomes can be a key topic. 5. **Goal 4: Quality Education** – The course may explore how political structures affect educational policies and access to quality education. 6. **Goal 5: Gender Equality** – Analyzing how political and economic systems impact gender equity and women’s empowerment is often included. 7. **Goal 12: Responsible Consumption and Production** – Political economy can address the role of governance in promoting sustainable consumption and production practices. 8. **Goal 16: Peace, Justice, and Strong Institutions** – The course often emphasizes the importance of political stability, governance, and institutional integrity for economic development. 9. **Goal 17: Partnerships for the Goals** – Political economy can explore the role of international cooperation and partnerships in achieving sustainable development. By integrating these SDGs, a Political Economy course can help students understand the complex interactions between political and economic systems and their implications for sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121903 | Ekonomi Transportasi | Transportation Economics | The Transportation Economics course explores the economic principles and policies related to transportation systems and their impact on society. Students learn about the analysis of transportation demand and supply, cost structures, and the economic efficiency of different modes of transport, including road, rail, air, and maritime. Key topics include pricing strategies, infrastructure investment, traffic management, and the role of transportation in regional and economic development. The course also addresses environmental and social implications of transportation systems. Through case studies and quantitative analysis, students develop skills to assess transportation projects and policies, preparing them for careers in transportation planning, logistics, and public policy. | 1. **Goal 9: Industry, Innovation, and Infrastructure** – The course examines the role of transportation infrastructure in economic development and industry connectivity. 2. **Goal 11: Sustainable Cities and Communities** – Topics may include urban transportation planning, sustainable mobility, and the impact of transportation on urban development. 3. **Goal 13: Climate Action** – Transportation economics often explores the environmental impacts of transportation systems and policies for reducing carbon emissions. 4. **Goal 3: Good Health and Well-being** – The course may address how transportation affects public health, including access to healthcare and the impacts of traffic on health outcomes. 5. **Goal 8: Decent Work and Economic Growth** – The relationship between transportation systems and economic growth, job creation, and productivity is a key focus. 6. **Goal 10: Reduced Inequalities** – Analyzing access to transportation and its effects on economic opportunities for underserved populations can be included. 7. **Goal 12: Responsible Consumption and Production** – Discussions may involve sustainable transportation practices and resource management in the transportation sector. 8. **Goal 17: Partnerships for the Goals** – The importance of collaboration among governments, private sectors, and communities in developing sustainable transportation solutions may be emphasized. By integrating these SDGs, a Transportation Economics course can provide students with insights into the crucial role of transportation systems in promoting sustainable development and addressing economic and environmental challenges. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130103 | Ekonomi Industri | Industrial Economics | The Industrial Economics course examines the behavior of firms and industries in various market structures, including perfect competition, monopoly, and oligopoly. Students learn about key concepts such as market power, pricing strategies, and competitive dynamics. The course covers topics like industrial organization, antitrust policy, and the impact of technology and innovation on market performance. Students analyze real-world case studies to understand how firms operate within different regulatory environments and how economic theories apply to strategic decision-making. By the end of the course, students develop analytical skills that prepare them for careers in business, consulting, and economic policy analysis. | 1. **SDG 8: Decent Work and Economic Growth** – The course may focus on promoting sustainable economic growth, employment, and decent work for all. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Industrial Economics examines the role of industries and infrastructure in economic development, encouraging innovation and sustainable industrialization. 3. **SDG 12: Responsible Consumption and Production** – Topics might include the efficient use of resources and the importance of sustainable production methods. 4. **SDG 13: Climate Action** – Discussions around the economic impacts of climate change and how industries can adapt and mitigate these effects may be included. 5. **SDG 17: Partnerships for the Goals** – Collaboration between industries, governments, and academia can be emphasized to achieve sustainable development. Courses may also touch on other SDGs, depending on their specific focus and content. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130203 | Metodologi Penelitian | Research methodology | The Research Methodology course provides students with a comprehensive understanding of the principles and techniques used in conducting research. Students learn about various research designs, including qualitative, quantitative, and mixed-method approaches. Key topics include data collection methods, sampling techniques, statistical analysis, and ethical considerations in research. The course emphasizes the importance of formulating research questions, developing hypotheses, and critically analyzing existing literature. Through practical exercises and project work, students gain hands-on experience in designing and implementing research studies, as well as interpreting and presenting their findings. By the end of the course, students are equipped with the skills necessary for conducting rigorous research in academic and professional settings. | 1. **SDG 4: Quality Education** – Research methodology is fundamental to education, enhancing learning outcomes and teaching practices. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Methodological research often supports innovation and technological advancements in various fields. 3. **SDG 10: Reduced Inequalities** – Research methodologies can address inequalities by examining social, economic, and environmental disparities. 4. **SDG 16: Peace, Justice, and Strong Institutions** – This goal is connected through research aimed at strengthening institutions, promoting inclusive decision-making, and fostering accountability. 5. **SDG 17: Partnerships for the Goals** – Collaborative research methodologies promote partnerships among academia, governments, and communities to tackle global challenges. The specific connections can vary based on the course focus and the disciplines it covers. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01130303 | Keuangan Negara dan Daerah | State and Regional Finance | The State and Regional Finance course examines the financial systems and fiscal policies at the state and regional levels of government. Students learn about revenue sources, expenditure patterns, and the financial management practices that influence public budgeting and economic development. Key topics include taxation, intergovernmental transfers, public debt, and the impact of fiscal policies on regional economic performance. The course also addresses issues related to equity, efficiency, and sustainability in state and regional finance. Through case studies and policy analysis, students develop the skills to evaluate financial strategies and make informed decisions in public finance, preparing them for careers in government, public policy, and economic development. | 1. **SDG 8: Decent Work and Economic Growth** – Understanding state and regional finance is essential for promoting economic growth and creating jobs. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course may cover financing for infrastructure projects, which are crucial for regional development and innovation. 3. **SDG 10: Reduced Inequalities** – Analyzing financial policies can help identify and address economic disparities within and between regions. 4. **SDG 11: Sustainable Cities and Communities** – Financial management is critical for sustainable urban development and ensuring access to resources and services. 5. **SDG 16: Peace, Justice, and Strong Institutions** – The course may emphasize the importance of transparent financial systems and governance in promoting stability and accountability. 6. **SDG 17: Partnerships for the Goals** – Discussions about collaboration between different levels of government and stakeholders can be relevant for achieving sustainable finance solutions. The specific goals addressed can vary depending on the course content and focus. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120903 | Ekonomi Internasional | Econometrics | The International Economics course explores the economic interactions between countries, focusing on trade, investment, and the effects of globalization. Students learn about key concepts such as comparative advantage, balance of payments, exchange rates, and trade policies. The course covers both theoretical frameworks and real-world applications, including the impact of international trade agreements, tariffs, and non-tariff barriers on economies. Key topics also include foreign direct investment, international monetary systems, and the role of institutions like the World Trade Organization (WTO). Through case studies and analytical exercises, students develop a comprehensive understanding of the complexities of the global economy, preparing them for careers in international trade, finance, and policy analysis. | 1. **SDG 1: No Poverty** – Econometric methods can analyze factors influencing poverty and evaluate the effectiveness of anti-poverty programs. 2. **SDG 3: Good Health and Well-Being** – Econometrics can be used to assess the impact of health interventions and public health policies. 3. **SDG 4: Quality Education** – The course may explore the relationship between educational attainment and economic outcomes, helping to inform educational policy. 4. **SDG 8: Decent Work and Economic Growth** – Econometrics is vital for understanding labor markets, employment patterns, and economic growth drivers. 5. **SDG 10: Reduced Inequalities** – Econometric analysis can help identify and quantify inequalities in income, wealth, and opportunities. 6. **SDG 13: Climate Action** – Models can be developed to assess the economic impacts of climate change and the effectiveness of environmental policies. 7. **SDG 17: Partnerships for the Goals** – Collaboration in data collection and analysis can enhance research and inform policy decisions. The specific connections can vary based on the course focus and examples used in the curriculum. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121003 | Ekonometrika | Econometrics | Econometrics is a course that focuses on the application of statistical methods to economic data to test hypotheses and estimate relationships. It covers key topics such as regression analysis, hypothesis testing, time series analysis, and panel data techniques. Students learn how to model economic phenomena quantitatively and interpret the results to inform economic decision-making. The course emphasizes the importance of both theoretical understanding and practical application, including the use of statistical software for data analysis. Through case studies and real-world examples, students develop skills in empirical research and gain insights into the complexities of economic relationships, preparing them for careers in economics, finance, and data analysis. | 1. **SDG 1: No Poverty** – Econometrics can help analyze the causes of poverty and evaluate the impact of poverty alleviation programs. 2. **SDG 3: Good Health and Well-Being** – It can be used to assess the effectiveness of health policies and interventions, as well as the relationship between health and economic factors. 3. **SDG 4: Quality Education** – Econometric techniques can evaluate the impact of education policies on outcomes such as employment and income. 4. **SDG 8: Decent Work and Economic Growth** – The course often explores labor market dynamics, economic growth, and factors that contribute to employment. 5. **SDG 10: Reduced Inequalities** – Econometrics can quantify and analyze income and wealth inequalities, helping to inform policies aimed at reducing disparities. 6. **SDG 13: Climate Action** – Econometric models can evaluate the economic impacts of climate change and the effectiveness of environmental policies. 7. **SDG 17: Partnerships for the Goals** – The importance of data and collaboration in achieving sustainable development goals can be emphasized. These connections can vary based on the specific focus and applications of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121103 | Ekonomi Publik | Public Economics | The Public Economics course examines the role of the government in the economy, focusing on how public policies affect economic efficiency and equity. Students learn about the principles of taxation, public expenditure, and the provision of public goods and services. Key topics include the analysis of government budgets, the effects of fiscal policy on economic behavior, and the implications of different tax systems. The course also explores issues such as income redistribution, welfare economics, and the impact of government interventions on market outcomes. Through case studies and policy evaluations, students develop the analytical skills necessary to assess public policies and their economic implications, preparing them for careers in public policy, government, and economic research. | 1. **SDG 1: No Poverty** – The course can explore how public policies and taxation affect poverty alleviation and income distribution. 2. **SDG 3: Good Health and Well-Being** – It often examines government spending on health care and the impact of public health policies. 3. **SDG 4: Quality Education** – Public financing of education and the effects of educational policies on social equity are common topics. 4. **SDG 8: Decent Work and Economic Growth** – The course may analyze how public policies influence economic growth and labor markets. 5. **SDG 10: Reduced Inequalities** – Public Economics evaluates taxation and welfare policies aimed at reducing inequalities. 6. **SDG 11: Sustainable Cities and Communities** – Discussions might include public funding for urban development and infrastructure. 7. **SDG 16: Peace, Justice, and Strong Institutions** – It can cover the role of government in maintaining stability, governance, and public accountability. 8. **SDG 17: Partnerships for the Goals** – The importance of collaboration between different levels of government and sectors for effective public policy is often highlighted. These connections may vary depending on the specific focus of the course and the examples discussed. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121203 | Ekonomi Maritim | Maritime Economics | The Maritime Economics course explores the economic principles and practices specific to the maritime industry, including shipping, ports, and logistics. Students learn about the dynamics of global shipping markets, the role of maritime transport in international trade, and the factors influencing freight rates and shipping costs. Key topics include port economics, supply chain management, and the impact of regulations and environmental considerations on maritime operations. The course also covers the financing and investment strategies in maritime ventures. Through case studies and practical applications, students gain insights into the challenges and opportunities in the maritime sector, preparing them for careers in shipping, logistics, and maritime management. | 1. **SDG 8: Decent Work and Economic Growth** – The maritime sector contributes significantly to economic growth and employment, making this goal particularly relevant. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The course often covers the importance of maritime infrastructure and innovation in shipping and logistics. 3. **SDG 12: Responsible Consumption and Production** – Discussions may focus on sustainable practices in shipping, such as reducing waste and improving fuel efficiency. 4. **SDG 13: Climate Action** – Maritime Economics often addresses the environmental impacts of shipping and the need for strategies to reduce greenhouse gas emissions. 5. **SDG 14: Life Below Water** – The course may explore the sustainable use of marine resources and the impact of shipping on marine ecosystems. 6. **SDG 17: Partnerships for the Goals** – Collaboration between countries, industries, and stakeholders in maritime logistics and trade is crucial for achieving sustainable development. These connections can vary based on the specific focus and content of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121303 | Ekonomi Perencanaan Pembangunan | Development Planning Economics | The Development Planning Economics course focuses on the economic principles and methodologies used in planning and implementing development projects in low- and middle-income countries. Students learn about the role of economic analysis in identifying development needs, setting objectives, and evaluating policy options. Key topics include project feasibility studies, cost-benefit analysis, and the assessment of social and environmental impacts. The course also covers the importance of stakeholder engagement and participatory approaches in development planning. Through case studies and practical projects, students develop the skills to design and assess development plans and policies, preparing them for careers in international development, public policy, and project management. | 1. **SDG 1: No Poverty** – The course often focuses on strategies for poverty alleviation and economic development. 2. **SDG 4: Quality Education** – Development planning includes investments in education to enhance human capital and economic opportunities. 3. **SDG 8: Decent Work and Economic Growth** – The course examines policies that promote sustainable economic growth and employment. 4. **SDG 10: Reduced Inequalities** – It often explores how development planning can address social and economic inequalities within and between regions. 5. **SDG 11: Sustainable Cities and Communities** – Planning for urban development and sustainable infrastructure is a key focus area. 6. **SDG 16: Peace, Justice, and Strong Institutions** – The role of governance and institutional frameworks in effective development planning is often emphasized. 7. **SDG 17: Partnerships for the Goals** – Collaboration among various stakeholders, including governments, NGOs, and communities, is crucial for successful development planning. These connections may vary based on the specific focus and content of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121403 | Perekonomian Indonesia | Indonesian Economy | The Indonesian Economy course examines the economic structure, policies, and development challenges of Indonesia, one of the largest economies in Southeast Asia. Students learn about key topics such as economic growth, trade, investment, and the role of agriculture and industry in the Indonesian economy. The course also explores issues like poverty alleviation, income inequality, and environmental sustainability. Additionally, students analyze the impact of government policies, global economic trends, and regional integration on Indonesia’s economic landscape. Through case studies and empirical research, students gain insights into the unique characteristics of the Indonesian economy, preparing them for careers in economic development, policy analysis, and international business. | 1. **SDG 1: No Poverty** – The course often focuses on poverty alleviation strategies and economic development specific to Indonesia. 2. **SDG 2: Zero Hunger** – Discussions may include agricultural policies, food security, and rural development, which are crucial in Indonesia. 3. **SDG 3: Good Health and Well-Being** – The economic aspects of health care systems and public health initiatives in Indonesia may be explored. 4. **SDG 8: Decent Work and Economic Growth** – The course typically analyzes employment patterns, economic growth drivers, and labor market dynamics in Indonesia. 5. **SDG 10: Reduced Inequalities** – It may cover regional disparities and social inequalities, focusing on inclusive growth. 6. **SDG 11: Sustainable Cities and Communities** – Urbanization and sustainable development challenges in Indonesian cities are often discussed. 7. **SDG 12: Responsible Consumption and Production** – Topics may include sustainable resource management and environmental policies relevant to Indonesia. 8. **SDG 13: Climate Action** – The course might examine the economic impacts of climate change and Indonesia’s policies for environmental sustainability. 9. **SDG 17: Partnerships for the Goals** – Collaboration among various sectors and stakeholders for sustainable development is typically emphasized. These connections can vary depending on the specific content and focus of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01121503 | Bank dan Lembaga Keuangan Bukan Bank | Banks and Non-Bank Financial Institutions | The Banks and Non-Bank Financial Institutions course explores the roles, functions, and regulations of various financial entities within the financial system. Students learn about the structure and operations of banks, including commercial banks, investment banks, and credit unions, as well as non-bank financial institutions such as insurance companies, mutual funds, and microfinance institutions. Key topics include risk management, financial intermediation, regulatory frameworks, and the impact of these institutions on economic stability and growth. The course also examines current trends, challenges, and innovations in the financial sector. Through case studies and practical applications, students develop a comprehensive understanding of how both banks and non-bank financial institutions contribute to the overall financial landscape, preparing them for careers in finance, banking, and financial services. | 1. **SDG 1: No Poverty** – The role of financial institutions in providing access to credit and services that can help alleviate poverty is often discussed. 2. **SDG 8: Decent Work and Economic Growth** – The course examines how banks and financial institutions contribute to economic growth, employment, and investment. 3. **SDG 10: Reduced Inequalities** – Topics may include the impact of financial services on reducing economic inequalities and increasing access to finance for marginalized groups. 4. **SDG 11: Sustainable Cities and Communities** – Financing for urban development projects and sustainable infrastructure is often a key focus. 5. **SDG 12: Responsible Consumption and Production** – Discussions may cover sustainable finance practices and the role of financial institutions in promoting responsible investment. 6. **SDG 13: Climate Action** – The financial sector’s role in financing climate-resilient projects and addressing climate risks is increasingly relevant. 7. **SDG 17: Partnerships for the Goals** – Collaboration between banks, non-bank institutions, and other stakeholders is essential for achieving sustainable development objectives. These connections can vary based on the specific content and focus of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120203 | Teori Ekonomi Makro Lanjutan | Advanced Macroeconomic Theory | The Advanced Macroeconomic Theory course delves into complex models and theories that explain the behavior of economies over time. Students explore topics such as economic growth, business cycles, monetary policy, and fiscal policy using both classical and contemporary frameworks. Key areas of study include dynamic stochastic general equilibrium (DSGE) models, New Keynesian economics, and the role of expectations in economic decision-making. The course emphasizes mathematical modeling and empirical analysis, enabling students to critically evaluate macroeconomic theories and their applications to real-world issues. Through research projects and discussions, students develop a deep understanding of macroeconomic concepts, preparing them for advanced studies or careers in economics, finance, and public policy. | 1. **SDG 1: No Poverty** – Advanced macroeconomic models can analyze the impact of economic policies on poverty levels and income distribution. 2. **SDG 3: Good Health and Well-Being** – The course may explore how macroeconomic factors influence health outcomes and the role of government policy in public health. 3. **SDG 8: Decent Work and Economic Growth** – A central focus of macroeconomic theory is understanding economic growth, employment, and business cycles. 4. **SDG 10: Reduced Inequalities** – Discussions may include the relationship between macroeconomic policies and income inequality, examining how different policies can address disparities. 5. **SDG 11: Sustainable Cities and Communities** – Macroeconomic theory can help evaluate urban economic policies and the sustainability of urban development. 6. **SDG 13: Climate Action** – The course may analyze the economic impacts of climate change and the effectiveness of policies aimed at promoting sustainability. 7. **SDG 17: Partnerships for the Goals** – The importance of global economic cooperation and partnerships in achieving sustainable development goals can be emphasized. These connections may vary depending on the specific focus and content of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120303 | Ekonomi Sumber Daya Alam dan Lingkungan | Natural Resource and Environmental Economics | The Natural Resource and Environmental Economics course examines the economic principles and policies related to the management and conservation of natural resources and the environment. Students learn about the valuation of natural resources, the impact of resource depletion, and the trade-offs between economic development and environmental sustainability. Key topics include cost-benefit analysis, externalities, resource management strategies, and the economics of pollution control. The course also explores the role of institutions and policies in promoting sustainable practices and addressing global environmental challenges. Through case studies and practical applications, students develop the analytical skills necessary to assess environmental policies and resource management practices, preparing them for careers in environmental policy, conservation, and sustainable development. | 1. **SDG 6: Clean Water and Sanitation** – The course often focuses on the economics of water resources, management, and sustainability. 2. **SDG 12: Responsible Consumption and Production** – Discussions may include sustainable resource management, waste reduction, and efficient production practices. 3. **SDG 13: Climate Action** – Analyzing the economic impacts of climate change and evaluating policies for mitigation and adaptation are key topics. 4. **SDG 14: Life Below Water** – The economics of marine resources and policies for sustainable fisheries and ocean conservation are often covered. 5. **SDG 15: Life on Land** – The course may explore land use, biodiversity, and the economic valuation of ecosystems and natural resources. 6. **SDG 7: Affordable and Clean Energy** – Discussions on the economics of energy resources, including renewable energy, are common. 7. **SDG 8: Decent Work and Economic Growth** – Examining the relationship between natural resource management and economic development can be a focus. 8. **SDG 17: Partnerships for the Goals** – The importance of collaboration among stakeholders in managing natural resources sustainably is often emphasized. These connections can vary based on the specific content and focus of the course. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120403 | Ekonomi Moneter | Monetary Economics | The Monetary Economics course focuses on the role of money, banking, and financial markets in the economy. Students learn about key concepts such as the functions of money, monetary policy, and the mechanisms through which central banks influence economic activity. The course covers topics like inflation, interest rates, and the transmission of monetary policy, as well as the relationship between money supply and economic growth. Students also explore the impact of financial institutions and markets on monetary stability. Through theoretical models and empirical analysis, the course provides insights into how monetary policies can be designed to achieve macroeconomic objectives, preparing students for careers in finance, banking, and economic policy analysis. | 1. **Goal 1: No Poverty** – Understanding monetary policy can help analyze poverty reduction strategies and their effectiveness. 2. **Goal 8: Decent Work and Economic Growth** – Examining how monetary policy affects employment rates and economic growth. 3. **Goal 10: Reduced Inequality** – Exploring the impact of monetary policy on income and wealth distribution. 4. **Goal 11: Sustainable Cities and Communities** – Investigating financing for urban development and sustainable infrastructure through monetary mechanisms. 5. **Goal 12: Responsible Consumption and Production** – Understanding the role of monetary policy in promoting sustainable practices. 6. **Goal 13: Climate Action** – Analyzing how monetary policies can support financing for climate change initiatives. 7. **Goal 17: Partnerships for the Goals** – Exploring collaboration between monetary authorities and other sectors to achieve sustainable development. These connections can provide insights into how monetary policies can support broader sustainability objectives. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120503 | Ekonomi Pembangunan | Economic development | The Economic Development course explores the theories, policies, and practices aimed at improving the economic well-being of countries, particularly in low- and middle-income regions. Students learn about key concepts such as poverty alleviation, inequality, human capital development, and sustainable growth. The course covers topics including the role of institutions, foreign aid, trade, and investment in driving economic progress. Students analyze case studies to understand the challenges and opportunities faced by different countries in their development journeys. Through discussions and project work, the course equips students with the tools to assess and design effective development strategies, preparing them for careers in international development, public policy, and economic research. | 1. **Goal 1: No Poverty** – Examining strategies to reduce poverty and improve living standards. 2. **Goal 2: Zero Hunger** – Analyzing economic policies that promote food security and sustainable agriculture. 3. **Goal 3: Good Health and Well-being** – Exploring the relationship between economic development and health outcomes. 4. **Goal 4: Quality Education** – Discussing the role of education in economic growth and development. 5. **Goal 5: Gender Equality** – Addressing gender disparities in economic participation and empowerment. 6. **Goal 8: Decent Work and Economic Growth** – Focusing on creating jobs, fostering innovation, and promoting sustainable economic growth. 7. **Goal 10: Reduced Inequality** – Investigating policies aimed at reducing economic inequalities within and between countries. 8. **Goal 11: Sustainable Cities and Communities** – Analyzing urbanization trends and sustainable urban development. 9. **Goal 13: Climate Action** – Understanding the impact of economic activities on climate change and sustainability. 10. **Goal 17: Partnerships for the Goals** – Highlighting the importance of partnerships in achieving economic development goals. These goals illustrate how economic development courses can integrate sustainability and equity into their curriculum. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120603 | Statistika Ekonomi Dan Bisnis Lanjutan | Advanced Economic and Business Statistics | The Advanced Economic and Business Statistics course focuses on sophisticated statistical techniques and methodologies used in economic and business analysis. Students learn about advanced topics such as multivariate analysis, time series analysis, regression models, and hypothesis testing. The course emphasizes the application of statistical tools to real-world data, helping students develop skills in data interpretation and decision-making. Key areas include sampling theory, estimation methods, and the use of statistical software for analysis. Through practical applications and case studies, students gain a deeper understanding of how advanced statistical methods inform economic research and business practices, preparing them for careers in data analysis, market research, and economic consulting. | 1. **Goal 1: No Poverty** – Using statistical methods to analyze poverty rates and the effectiveness of poverty alleviation programs. 2. **Goal 3: Good Health and Well-being** – Applying statistics to evaluate health outcomes and the impact of health interventions. 3. **Goal 4: Quality Education** – Analyzing educational data to assess equity and quality in education systems. 4. **Goal 8: Decent Work and Economic Growth** – Using statistical tools to study labor markets, employment trends, and economic growth indicators. 5. **Goal 10: Reduced Inequality** – Employing statistics to measure and analyze income and wealth distribution, as well as social inequalities. 6. **Goal 11: Sustainable Cities and Communities** – Utilizing statistical analysis to inform urban planning and assess the sustainability of cities. 7. **Goal 12: Responsible Consumption and Production** – Analyzing consumption patterns and their environmental impact using statistical methods. 8. **Goal 13: Climate Action** – Applying statistical models to understand climate data and evaluate the effectiveness of climate policies. By focusing on data analysis and interpretation, these courses can help inform evidence-based decision-making related to sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120703 | Sejarah Pemikiran Ekonomi | History of Economic Thought | The History of Economic Thought course examines the evolution of economic ideas and theories from ancient times to the present. Students explore the contributions of key economists, including classical, neoclassical, Keynesian, and contemporary thinkers, and how their ideas have shaped economic policies and practices. Key topics include the development of concepts such as value, production, market dynamics, and economic growth. The course also addresses the historical context of economic theories, highlighting the interplay between economics and other disciplines like philosophy, politics, and sociology. Through readings, discussions, and critical analysis, students gain a comprehensive understanding of how economic thought has evolved and its relevance to current economic issues, preparing them for careers in academia, policy analysis, and economic research. | 1. **Goal 1: No Poverty** – Exploring historical theories of poverty and economic development can inform current strategies to alleviate poverty. 2. **Goal 8: Decent Work and Economic Growth** – Examining the evolution of economic ideas related to labor, employment, and economic growth helps understand modern labor markets. 3. **Goal 10: Reduced Inequality** – Analyzing the thoughts of economists who focused on wealth distribution and inequality can provide insights into contemporary issues. 4. **Goal 11: Sustainable Cities and Communities** – Understanding historical perspectives on urban economics and planning can inform sustainable urban development today. 5. **Goal 12: Responsible Consumption and Production** – Investigating the evolution of economic theories related to consumption and resource management can highlight sustainable practices. 6. **Goal 13: Climate Action** – Reviewing the historical context of environmental economics and the ideas of economists addressing sustainability and climate change. By studying how economic thought has evolved, students can gain insights into the underlying principles that continue to influence contemporary economic policies and practices related to sustainability. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120803 | Ekonomi SDM dan Ketenagakerjaan | Human Resources and Employment Economics | Human Resources and Employment Economics is a course that examines the intersection of human resource management and economic principles in the labor market. It covers key topics such as labor supply and demand, wage determination, employment policies, and the role of human capital in economic performance. Students learn about recruitment, training, compensation, and employee relations, alongside the economic theories that inform these practices. The course emphasizes the importance of understanding economic factors that influence employment decisions and workforce dynamics. Through case studies and data analysis, students develop skills in applying economic concepts to HR strategies, preparing them for careers in human resources, labor relations, and organizational development. | 1. **Goal 1: No Poverty** – Analyzing how employment policies and practices can contribute to poverty alleviation and improve livelihoods. 2. **Goal 4: Quality Education** – Exploring the importance of education and training in workforce development and skill enhancement. 3. **Goal 5: Gender Equality** – Examining gender disparities in the labor market and strategies to promote equal opportunities for all. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on creating decent work conditions, job creation, and fostering economic growth through effective HR practices. 5. **Goal 10: Reduced Inequality** – Investigating employment policies that aim to reduce inequalities in the workplace and promote inclusivity. 6. **Goal 11: Sustainable Cities and Communities** – Understanding the role of employment in urban development and community sustainability. 7. **Goal 16: Peace, Justice, and Strong Institutions** – Exploring the importance of fair employment practices and labor rights in promoting social justice. By integrating these goals, such courses can emphasize the role of human resources in achieving sustainable development and fostering equitable economic growth. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110202 | Pengantar Ekonomi Mikro | Introduction to Microeconomics | The course “Introduction to Microeconomics” provides an overview of fundamental economic concepts and principles that explain how individuals and firms make decisions regarding the allocation of resources. Students learn about supply and demand, market structures, consumer behavior, and the role of prices in resource distribution. The course also covers topics such as elasticity, production and costs, and the impact of government policies on markets. Through case studies and real-world examples, students gain a foundational understanding of microeconomic theory and its application to everyday decision-making and public policy. | 1. **Goal 1: No Poverty** – Understanding how microeconomic principles impact poverty alleviation through resource allocation and consumption. 2. **Goal 2: Zero Hunger** – Analyzing supply and demand in food markets to address food security and agricultural productivity. 3. **Goal 3: Good Health and Well-being** – Exploring the economics of healthcare markets and the allocation of resources for health services. 4. **Goal 4: Quality Education** – Examining the role of education in economic decision-making and its impact on human capital development. 5. **Goal 5: Gender Equality** – Investigating how microeconomic factors influence labor market participation and wage disparities between genders. 6. **Goal 8: Decent Work and Economic Growth** – Understanding how microeconomic concepts relate to employment, wages, and business decision-making. 7. **Goal 10: Reduced Inequality** – Analyzing how market structures and policies can affect income distribution and access to resources. By covering these topics, Introduction to Microeconomics helps students understand the economic behaviors and decisions that impact sustainable development and social equity. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110302 | Pengantar Ekonomi Makro | Introduction to Macroeconomics | “Introduction to Macroeconomics” is a foundational course that explores the behavior and performance of an economy as a whole. The course covers key concepts such as gross domestic product (GDP), inflation, unemployment, fiscal and monetary policies, and international trade. Students learn about the various economic indicators used to assess economic health and the theoretical frameworks that explain economic growth and fluctuations. The course also examines the roles of government and central banks in influencing economic outcomes and discusses contemporary macroeconomic issues, such as recession, economic development, and globalization. Through lectures, discussions, and real-world case studies, students gain a solid understanding of macroeconomic principles, preparing them for further studies in economics and related fields. | 1. **Goal 1: No Poverty** – Analyzing how macroeconomic policies can influence overall economic growth and poverty reduction. 2. **Goal 2: Zero Hunger** – Understanding the role of economic growth and agricultural policies in achieving food security. 3. **Goal 3: Good Health and Well-being** – Examining the relationship between macroeconomic stability and public health investments. 4. **Goal 4: Quality Education** – Exploring how macroeconomic factors affect funding for education and human capital development. 5. **Goal 8: Decent Work and Economic Growth** – Focusing on employment levels, economic cycles, and policies that promote sustainable economic growth. 6. **Goal 10: Reduced Inequality** – Investigating how macroeconomic policies can address income inequality and promote equitable growth. 7. **Goal 13: Climate Action** – Analyzing the macroeconomic implications of environmental policies and sustainable development. 8. **Goal 17: Partnerships for the Goals** – Discussing the importance of international economic cooperation and global partnerships in achieving macroeconomic stability. By linking these SDGs to macroeconomic concepts, the course highlights the broader implications of economic policies on sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110403 | Teori Ekonomi Mikro | Microeconomic Theory | Microeconomic Theory is a course that delves into the behavior of individuals and firms in making economic decisions. It covers key concepts such as demand and supply, consumer choice, production and costs, market structures (including perfect competition, monopoly, and oligopoly), and game theory. Students learn to analyze how these factors influence pricing, resource allocation, and overall market outcomes. The course emphasizes mathematical modeling and the application of economic theory to real-world scenarios. Through problem sets, case studies, and discussions, students develop analytical skills necessary for evaluating microeconomic issues, preparing them for advanced studies in economics, business, and related fields. | 1. **Goal 1: No Poverty** – Analyzing market structures and consumer behavior to understand how resources can be allocated to reduce poverty. 2. **Goal 2: Zero Hunger** – Examining agricultural economics and supply-demand dynamics to enhance food security. 3. **Goal 3: Good Health and Well-being** – Studying health economics, including the allocation of healthcare resources and the behavior of healthcare markets. 4. **Goal 4: Quality Education** – Investigating the economics of education, including human capital theory and the impact of education on economic outcomes. 5. **Goal 5: Gender Equality** – Analyzing labor market dynamics and wage differentials to understand gender disparities. 6. **Goal 8: Decent Work and Economic Growth** – Focusing on how firms operate and make decisions that affect employment and growth. 7. **Goal 10: Reduced Inequality** – Exploring how microeconomic policies can address inequalities in income and access to resources. 8. **Goal 12: Responsible Consumption and Production** – Understanding consumer choice and market behavior in relation to sustainable consumption practices. By linking microeconomic principles to these SDGs, the course can illustrate how individual choices and market mechanisms impact broader societal goals. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110503 | Teori Ekonomi Makro | Macroeconomic Theory | Macroeconomic Theory is a course that explores the principles and models governing the economy as a whole. It covers key topics such as national income, economic growth, inflation, unemployment, fiscal policy, and monetary policy. Students learn to analyze macroeconomic indicators and their interactions, as well as the theories behind economic fluctuations and long-term growth. The course emphasizes the application of various macroeconomic models, including Keynesian and Classical frameworks, to understand real-world economic issues. Through case studies, discussions, and quantitative analysis, students develop critical thinking skills and a comprehensive understanding of macroeconomic dynamics, preparing them for advanced studies or careers in economics, finance, and policy analysis. | 1. **Goal 1: No Poverty** – Analyzing how macroeconomic policies, such as fiscal and monetary policy, can influence overall economic growth and poverty reduction. 2. **Goal 2: Zero Hunger** – Understanding the relationship between economic growth, agricultural productivity, and food security. 3. **Goal 3: Good Health and Well-being** – Examining how macroeconomic stability and growth impact public health expenditures and health outcomes. 4. **Goal 4: Quality Education** – Exploring the macroeconomic factors that influence investment in education and human capital development. 5. **Goal 8: Decent Work and Economic Growth** – Focusing on employment rates, labor market dynamics, and policies that promote sustainable economic growth. 6. **Goal 10: Reduced Inequality** – Investigating how macroeconomic policies can address income distribution and promote equitable growth. 7. **Goal 13: Climate Action** – Analyzing the macroeconomic implications of environmental policies and sustainable development strategies. 8. **Goal 17: Partnerships for the Goals** – Discussing international economic cooperation and the role of global partnerships in achieving macroeconomic stability. By linking these SDGs to macroeconomic concepts, the course highlights the broader implications of economic policies on sustainable development and societal well-being. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110603 | Matematika Ekonomi | Economic Mathematics | The course “Economic Mathematics” focuses on the mathematical tools and techniques used in economic analysis. Students learn about key concepts such as calculus, linear algebra, and optimization, applying these methods to solve problems in microeconomics and macroeconomics. Topics may include utility maximization, cost minimization, and equilibrium analysis. The curriculum emphasizes the development of mathematical models to represent economic theories and real-world scenarios. Through practical exercises and applications, learners gain a solid understanding of how mathematics underpins economic reasoning. By the end of the course, students will be equipped to apply mathematical methods to analyze and solve economic issues. | 1. **Goal 1: No Poverty** – Utilizing mathematical models to analyze economic data and evaluate policies aimed at poverty reduction. 2. **Goal 4: Quality Education** – Emphasizing the importance of quantitative skills in education and the application of mathematical techniques in economic analysis. 3. **Goal 8: Decent Work and Economic Growth** – Applying mathematical tools to study labor market dynamics, productivity, and economic growth metrics. 4. **Goal 10: Reduced Inequality** – Using statistical and mathematical methods to analyze income distribution and assess the impact of economic policies on inequality. 5. **Goal 12: Responsible Consumption and Production** – Analyzing consumption patterns and resource allocation through optimization and modeling techniques. 6. **Goal 13: Climate Action** – Applying mathematical modeling to understand the economic impacts of climate change and to evaluate sustainability initiatives. By connecting these SDGs to economic mathematics, students can see how quantitative methods inform decision-making and policy analysis in the context of sustainable development. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01110703 | Statistika Ekonomi Dan Bisnis | Economic and Business Statistics | The course “Economic and Business Statistics” introduces students to statistical methods and techniques relevant to economics and business decision-making. Topics covered include descriptive statistics, probability distributions, hypothesis testing, regression analysis, and time series analysis. Students learn to collect, analyze, and interpret data to inform business strategies and economic policies. The curriculum emphasizes practical applications, with hands-on projects using statistical software to analyze real-world datasets. By the end of the course, students will be equipped to apply statistical reasoning and methods to solve economic and business problems effectively. | 1. **Goal 1: No Poverty** – Analyzing statistical data to evaluate poverty levels and the effectiveness of poverty alleviation programs. 2. **Goal 3: Good Health and Well-being** – Using statistical methods to assess health outcomes and the impact of healthcare policies. 3. **Goal 4: Quality Education** – Examining educational statistics to assess access, quality, and outcomes in education systems. 4. **Goal 8: Decent Work and Economic Growth** – Focusing on employment data, labor market trends, and the relationship between economic indicators and growth. 5. **Goal 10: Reduced Inequality** – Investigating income distribution and access to resources through statistical analysis. 6. **Goal 11: Sustainable Cities and Communities** – Using statistics to inform urban planning and assess community development initiatives. 7. **Goal 12: Responsible Consumption and Production** – Analyzing consumption patterns and their implications for sustainability using statistical methods. 8. **Goal 13: Climate Action** – Applying statistical models to climate data to evaluate environmental policies and their effectiveness. These connections illustrate how statistical analysis can inform evidence-based decision-making that supports sustainable development objectives. |
| EKONOMI | ILMU EKONOMI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A01120103 | Teori Ekonomi Mikro Lanjutan | Advanced Microeconomic Theory | The course “Advanced Microeconomic Theory” delves into the concepts and analytical tools of microeconomics at a deeper level. Students explore topics such as consumer behavior, producer theory, market structures, game theory, and general equilibrium analysis. The curriculum emphasizes mathematical models and rigorous proofs, equipping students with the skills to analyze complex economic problems. Through case studies and applications, learners examine real-world scenarios and policy implications. By the end of the course, students will have a sophisticated understanding of microeconomic theory and its relevance to economic analysis and decision-making. | 1. **Goal 1: No Poverty** – Analyzing consumer behavior and market dynamics to understand poverty alleviation strategies and resource allocation. 2. **Goal 2: Zero Hunger** – Exploring agricultural economics and market structures to improve food security and agricultural efficiency. 3. **Goal 3: Good Health and Well-being** – Examining healthcare markets, the economics of health, and how resource allocation impacts health outcomes. 4. **Goal 4: Quality Education** – Investigating the economics of education, including human capital theory and the impact of education on economic productivity. 5. **Goal 5: Gender Equality** – Analyzing labor market dynamics, wage differentials, and policies that promote gender equity in the workplace. 6. **Goal 8: Decent Work and Economic Growth** – Focusing on firm behavior, market structures, and the conditions necessary for promoting sustainable economic growth. 7. **Goal 10: Reduced Inequality** – Investigating how market mechanisms and policies can address income inequality and access to resources. 8. **Goal 12: Responsible Consumption and Production** – Understanding consumer choice and market behavior in relation to sustainable practices and responsible consumption. By integrating these SDGs, the course can highlight how advanced microeconomic concepts apply to real-world challenges related to sustainability and equity. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03110103 | PENGANTAR AKUNTANSI | INTRODUCTION TO ACCOUNTING | A university course in Introduction to Accounting provides foundational knowledge of accounting principles, practices, and concepts essential for understanding financial information. | 1. SDG 4: Quality Education – Providing students with foundational knowledge in accounting contributes to quality education and helps build skills for future employment. 2. SDG 8: Decent Work and Economic Growth – Accounting is essential for businesses, promoting economic growth and the creation of decent jobs. 3. SDG 9: Industry, Innovation, and Infrastructure – Understanding financial principles can help students support sustainable industry practices and innovation. 4SDG 12: Responsible Consumption and Production – Accounting practices can promote sustainability in business operations, encouraging responsible financial management and resource use. SDG 16: Peace, Justice, and Strong Institutions – Transparent accounting practices foster accountability and strengthen institutions, promoting peace and justice. These connections emphasize how accounting education can contribute to broader sustainability efforts. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03131202 | MANAJEMEN PERPAJAKAN | TAX MANAGEMENT | A university course in Tax Management typically covers the principles and practices of taxation within business and personal contexts. Students learn about tax laws, compliance, and planning strategies to minimize tax liabilities. Key topics may include income tax, corporate tax, estate and gift tax, and international tax considerations. The course often emphasizes practical applications, including tax preparation and analysis, along with the ethical implications of tax practices. By the end, students should be equipped to navigate tax issues effectively in both individual and organizational settings. | SDG 1: No Poverty – Effective tax policies can generate revenue for social programs, helping to reduce poverty. SDG 8: Decent Work and Economic Growth – Tax management promotes fair taxation, which supports economic growth and the creation of jobs. SDG 10: Reduced Inequalities – A progressive tax system can help reduce income inequality by ensuring that wealthier individuals contribute a fair share. SDG 16: Peace, Justice, and Strong Institutions – Good tax governance promotes transparency and accountability, which are essential for strong institutions and governance. SDG 17: Partnerships for the Goals – Collaboration between governments, businesses, and civil society in tax management can enhance resource mobilization for sustainable development. These connections highlight how effective tax management can support a wide range of sustainability goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03131302 | PENGAUDITAN SISTEM INFORMASI | INFORMATION SYSTEM AUDITING | A course in Information System Auditing focuses on assessing and ensuring the integrity, security, and effectiveness of an organization’s information systems. | SDG 9: Industry, Innovation, and Infrastructure – Information systems are critical for modern infrastructure and innovation. Auditing ensures these systems are secure and effective. SDG 16: Peace, Justice, and Strong Institutions – Effective auditing promotes accountability and transparency in information systems, which is essential for strong institutions. SDG 4: Quality Education – Understanding auditing principles can contribute to the education and skills development of students in technology and governance. SDG 11: Sustainable Cities and Communities – Reliable information systems can support urban planning and management, contributing to more sustainable communities. SDG 17: Partnerships for the Goals – Collaboration among stakeholders in technology and auditing can enhance the effectiveness of systems that support sustainable development. These connections highlight the importance of information system auditing in promoting sustainability and good governance. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03140102 | PUBLIKASI | PUBLICATION | A university course in Publication typically focuses on the processes and skills necessary for producing and disseminating written content across various formats. | SDG 4: Quality Education – Promoting scholarly communication and disseminating knowledge enhances education and access to information. SDG 10: Reduced Inequalities – Open access publishing can help reduce information inequalities by making research more widely available to diverse communities. SDG 16: Peace, Justice, and Strong Institutions – Fostering transparent and ethical publishing practices supports accountability and integrity in research. SDG 17: Partnerships for the Goals – Collaboration between authors, institutions, and publishers can strengthen research networks and enhance resource sharing. SDG 9: Industry, Innovation, and Infrastructure – Supporting innovative publishing practices can drive advancements in research dissemination and communication technologies. These connections illustrate how a course on publication can contribute to advancing various sustainability goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03140206 | SKRIPSI | THESIS | A university course on Thesis Writing typically guides students through the process of researching, writing, and presenting a significant academic project. | SDG 4: Quality Education – Writing a thesis enhances critical thinking, research skills, and academic rigor, contributing to higher education quality. SDG 9: Industry, Innovation, and Infrastructure – Research conducted for a thesis can lead to innovative solutions and advancements in various fields. SDG 10: Reduced Inequalities – Theses that address social issues can contribute to understanding and reducing inequalities within society. SDG 16: Peace, Justice, and Strong Institutions – Research can promote transparency, accountability, and informed decision-making, strengthening institutions. SDG 17: Partnerships for the Goals – Collaborative thesis projects can foster partnerships between universities, communities, and organizations, enhancing knowledge sharing. These connections emphasize the role of thesis work in advancing academic, social, and sustainable development goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130501 | PRAKTIKUM AUDIT | AUDIT PRACTICUM | An Audit Practicum course provides hands-on experience in the field of auditing, allowing students to apply theoretical knowledge in real-world settings. | SDG 8: Decent Work and Economic Growth – Practical auditing skills promote fair business practices and economic growth by ensuring compliance and efficiency. SDG 16: Peace, Justice, and Strong Institutions – Auditing enhances transparency and accountability in organizations, which is vital for strong institutions and governance. SDG 9: Industry, Innovation, and Infrastructure – Effective auditing supports innovation and infrastructure by ensuring resources are used efficiently and ethically. SDG 12: Responsible Consumption and Production – Audits can help organizations adopt sustainable practices by assessing their resource use and environmental impact. SDG 17: Partnerships for the Goals – Collaboration between auditors, organizations, and stakeholders can strengthen accountability and resource mobilization for sustainable development. These connections illustrate how an audit practicum can support various sustainability goals while providing practical skills and experience. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130603 | AKUNTANSI DAN AUDIT FORENSIK | FORENSIC ACCOUNTING AND AUDIT | A course in Forensic Accounting and Audit focuses on the intersection of accounting, auditing, and investigative techniques to uncover financial discrepancies and fraud. | 1. SDG 16: Peace, Justice, and Strong Institutions – Forensic accounting plays a crucial role in investigating fraud and financial crimes, promoting transparency and accountability in institutions. 2. SDG 8: Decent Work and Economic Growth – By ensuring ethical practices and combating financial misconduct, forensic accounting supports sustainable economic growth and fair labor practices. 3. SDG 10: Reduced Inequalities – Addressing financial fraud can help protect vulnerable populations from exploitation, contributing to reduced inequalities. 4. SDG 12: Responsible Consumption and Production – Forensic audits can help organizations identify and mitigate unethical practices, promoting responsible resource use. 5. SDG 17: Partnerships for the Goals – Collaboration among forensic accountants, law enforcement, and regulatory bodies can enhance efforts to combat financial crime and promote good governance. These connections highlight the importance of forensic accounting in promoting integrity, justice, and sustainable economic practices. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130703 | AKUNTANSI PERPAJAKAN | TAX ACCOUNTING | A course in Tax Accounting focuses on the principles and practices of accounting related to taxation. | SDG 1: No Poverty – Effective tax systems can help fund social programs and initiatives aimed at reducing poverty. SDG 8: Decent Work and Economic Growth – Tax accounting supports businesses in complying with tax regulations, promoting economic stability and job creation. SDG 10: Reduced Inequalities – A fair and equitable tax system can help address income inequality and ensure that wealthier individuals and corporations contribute their fair share. SDG 16: Peace, Justice, and Strong Institutions – Transparent tax accounting practices contribute to good governance and accountability in financial matters. SDG 17: Partnerships for the Goals – Collaboration between governments, businesses, and civil society in tax matters can enhance resource mobilization for sustainable development. These connections demonstrate how tax accounting plays a vital role in promoting sustainability and social equity. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130803 | SISTEM MANAJEMEN DATABASE | DATABASE MANAGEMENT SYSTEM | A Database Management System (DBMS) course typically covers the fundamentals of database design, implementation, and management. | SDG 4: Quality Education – Database management skills are essential for managing educational data and resources effectively, enhancing the quality of education. SDG 9: Industry, Innovation, and Infrastructure – Efficient database systems support innovation by enabling better data management in various industries, fostering technological advancement. SDG 11: Sustainable Cities and Communities – Data management is crucial for urban planning and infrastructure development, helping create sustainable and resilient communities. SDG 16: Peace, Justice, and Strong Institutions – Robust database systems enhance transparency and accountability in governance by improving data management and access to information. SDG 17: Partnerships for the Goals – Collaboration across sectors in data sharing and management can strengthen partnerships and enhance decision-making for sustainable development. These connections highlight the critical role of database management in supporting sustainability and efficient resource management. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130902 | MANAJEMEN ASET | ASSET MANAGEMENT | An Asset Management course focuses on the strategies and techniques used to manage investments and assets effectively. | SDG 8: Decent Work and Economic Growth – Effective asset management promotes financial stability and investment, supporting economic growth and job creation. SDG 9: Industry, Innovation, and Infrastructure – Proper management of assets contributes to sustainable industrial practices and innovation, ensuring resources are used efficiently. SDG 11: Sustainable Cities and Communities – Asset management is essential for urban planning and development, helping create resilient and sustainable communities. SDG 12: Responsible Consumption and Production – Sustainable asset management practices promote the responsible use of resources and minimize waste. SDG 17: Partnerships for the Goals – Collaboration between public and private sectors in asset management can enhance resource mobilization for sustainable development. These connections demonstrate how asset management practices can contribute to broader sustainability goals while promoting economic and social well-being. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03131002 | PENGAUDITAN SYARIAH | SHARIA AUDITING | A Sharia Auditing course focuses on the principles and practices of auditing within Islamic finance, ensuring compliance with Sharia law | SDG 1: No Poverty – Sharia-compliant financial practices can promote economic inclusion and help alleviate poverty by supporting ethical investments. SDG 8: Decent Work and Economic Growth – Sharia auditing ensures that financial practices are aligned with ethical standards, promoting sustainable economic growth and fair labor practices. SDG 10: Reduced Inequalities – By fostering equitable financial practices and investments, Sharia auditing can help reduce inequalities within communities. SDG 16: Peace, Justice, and Strong Institutions – Promoting transparency and accountability in financial practices strengthens institutions and supports justice in economic transactions. SDG 17: Partnerships for the Goals – Collaboration among financial institutions, businesses, and communities in Sharia auditing can enhance resource mobilization and promote sustainable development. These connections illustrate how Sharia auditing contributes to ethical financial practices and supports various sustainability goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03131102 | PENGAUDITAN LAPORAN BERKELANJUTAN | CONTINUOUS REPORT AUDITING | A Continuous Report Auditing course focuses on the methodologies and practices for ongoing auditing and monitoring of financial and operational processes within organizations. | SDG 16: Peace, Justice, and Strong Institutions – Continuous auditing enhances transparency and accountability in financial reporting, which is crucial for building strong institutions. SDG 8: Decent Work and Economic Growth – By ensuring accurate and timely reporting, continuous auditing supports economic stability and promotes sustainable business practices. SDG 12: Responsible Consumption and Production – Continuous auditing helps organizations identify inefficiencies and promote responsible use of resources, contributing to sustainability. SDG 9: Industry, Innovation, and Infrastructure – Effective auditing processes support innovation by ensuring that resources are managed efficiently, fostering growth in various industries. SDG 17: Partnerships for the Goals – Collaboration between auditors, organizations, and stakeholders in continuous reporting can enhance accountability and improve decision-making. These connections demonstrate how continuous report auditing contributes to promoting ethical practices and supporting sustainability initiatives. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121902 | PASAR MODAL DAN PENILAIAN BISNIS | CAPITAL MARKETS AND BUSINESS VALUATION | A Capital Markets and Business Valuation course examines the functioning of capital markets and the methodologies used to assess the value of businesses. | SDG 8: Decent Work and Economic Growth – Understanding capital markets and business valuation is essential for driving investment, promoting economic growth, and creating jobs. SDG 9: Industry, Innovation, and Infrastructure – Effective capital markets facilitate funding for innovation and infrastructure development, supporting sustainable industrial practices. SDG 10: Reduced Inequalities – Access to capital markets can help reduce inequalities by providing funding opportunities for diverse businesses and entrepreneurs. SDG 16: Peace, Justice, and Strong Institutions – Transparent valuation and reporting practices enhance accountability in financial markets, fostering trust and strong institutions. SDG 17: Partnerships for the Goals – Collaboration between investors, businesses, and governments in capital markets can strengthen partnerships and mobilize resources for sustainable development. These connections illustrate how knowledge of capital markets and business valuation supports broader economic and sustainability goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03122002 | PERENCANAAN SUMBERDAYA PERUSAHAAN | CORPORATE RESOURCE PLANNING | A Corporate Resource Planning (CRP) course focuses on the strategies and systems used to manage and optimize an organization’s resources effectively | SDG 8: Decent Work and Economic Growth – Effective resource planning enhances operational efficiency, contributing to economic growth and job creation. SDG 9: Industry, Innovation, and Infrastructure – Resource planning supports innovation by optimizing resource allocation and improving infrastructure within organizations. SDG 12: Responsible Consumption and Production – By promoting efficient resource use and waste reduction, corporate resource planning contributes to sustainable consumption practices. SDG 11: Sustainable Cities and Communities – Effective planning can enhance urban and community resource management, supporting sustainable development in local areas. SDG 17: Partnerships for the Goals – Collaboration among departments and stakeholders in resource planning can strengthen partnerships and improve resource mobilization for sustainability initiatives. These connections demonstrate how corporate resource planning plays a crucial role in supporting sustainability and enhancing organizational effectiveness. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03122102 | PERPAJAKAN INTERNASIONAL | INTERNATIONAL TAXATION | A university course in International Taxation focuses on the principles, regulations, and practices of taxation in a global context. It addresses the complexities arising from cross-border transactions and international business operations. | SDG 1: No Poverty – Fair and effective international tax systems can help fund social programs and initiatives aimed at reducing poverty. SDG 8: Decent Work and Economic Growth – International taxation policies can promote economic stability and investment, supporting growth and job creation across borders. SDG 10: Reduced Inequalities – Addressing tax avoidance and ensuring equitable taxation can help reduce inequalities within and between countries. SDG 16: Peace, Justice, and Strong Institutions – Transparent and accountable international tax practices contribute to good governance and the strengthening of institutions. SDG 17: Partnerships for the Goals – Collaboration among countries and organizations in developing fair tax policies can enhance resource mobilization for sustainable development. These connections highlight how international taxation plays a crucial role in promoting equity, stability, and sustainable economic development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130103 | TEORI AKUNTANSI | ACCOUNTING THEORY | An Accounting Theory course delves into the conceptual foundations and frameworks that underpin accounting practices | 1. **SDG 4: Quality Education** – Provides foundational knowledge in accounting principles and theories, contributing to quality education. 2. **SDG 8: Decent Work and Economic Growth** – Enhances understanding of financial reporting and management, which supports effective business practices and economic growth. 3. **SDG 10: Reduced Inequalities** – Examines fair and transparent accounting practices that can promote equity and reduce disparities in financial reporting and access to resources. 4. **SDG 12: Responsible Consumption and Production** – Encourages ethical accounting practices that consider sustainability and responsible management of resources. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focuses on the importance of transparency, accountability, and ethical governance in accounting, contributing to strong institutions. 6. **SDG 17: Partnerships for the Goals** (indirectly) – Highlights the role of collaboration among accountants, organizations, and stakeholders in achieving accountability and sustainable practices. By emphasizing ethical principles and accountability, a course in Accounting Theory supports various SDGs, promoting responsible financial practices and governance. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130203 | ANALISIS LAPORAN KEUANGAN | FINANCIAL STATEMENT ANALYSIS | A Financial Statement Analysis course focuses on evaluating and interpreting financial statements to assess an organization’s performance and make informed decisions. | 1. **Goal 8: Decent Work and Economic Growth** – Financial analysis supports sustainable economic growth by assessing the financial health of organizations, which can lead to job creation and economic stability. 2. **Goal 12: Responsible Consumption and Production** – Understanding financial statements can help businesses adopt sustainable practices, promoting resource efficiency and reducing waste. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Analyzing financial performance is crucial for fostering innovation and building resilient infrastructure, particularly in assessing investment in sustainable technologies. 4. **Goal 13: Climate Action** – Financial statements can reveal the environmental impact of a company’s operations, encouraging transparency and accountability in relation to climate goals. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Financial analysis fosters transparency and accountability in business practices, supporting good governance and institutional integrity. Courses may also touch on themes related to responsible investing and corporate social responsibility, further aligning with the broader principles of sustainability embedded in the SDGs. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130303 | KEUANGAN KORPORAT | CORPORATE FINANCE | A university course in Corporate Finance focuses on the financial management of corporations, emphasizing decision-making related to investments, financing, and capital structure. | 1. **Goal 8: Decent Work and Economic Growth** – Corporate finance decisions impact job creation and economic stability by influencing how companies allocate resources and invest in growth. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Corporate finance involves funding and investment decisions that can drive innovation and improve infrastructure, supporting sustainable industrialization. 3. **Goal 12: Responsible Consumption and Production** – Corporate finance can focus on sustainable investment practices, encouraging businesses to adopt responsible resource management and production methods. 4. **Goal 13: Climate Action** – The course can cover topics such as sustainable financing and the financial implications of climate risk, promoting investment in environmentally friendly projects. 5. **Goal 16: Peace, Justice, and Strong Institutions** – Corporate finance emphasizes transparency and accountability in financial reporting, which is essential for good governance and strong institutions. 6. **Goal 5: Gender Equality** – Discussions may include the importance of gender diversity in corporate leadership and its financial impact, promoting inclusive economic growth. By integrating these themes, corporate finance courses can highlight the role of financial decision-making in promoting sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03130403 | PENGAUDITAN INTERNAL | INTERNAL AUDITING | A Financial Accounting Practicum course offers hands-on experience and practical application of financial accounting principles and practices. | 1. **Goal 8: Decent Work and Economic Growth** – Internal auditing enhances organizational efficiency and effectiveness, contributing to sustainable economic growth and the creation of decent jobs. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective internal auditing can drive improvements in processes and innovation within organizations, fostering a resilient infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Internal auditors assess compliance with regulations and ethical standards, encouraging responsible practices and sustainable resource management. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Internal auditing promotes transparency, accountability, and integrity within organizations, essential for building strong institutions and good governance. 5. **Goal 17: Partnerships for the Goals** – Internal auditors often collaborate with various stakeholders, including management and external auditors, to achieve organizational objectives and support broader sustainability goals. By focusing on these areas, internal auditing courses can highlight their critical role in promoting accountability and sustainable practices within organizations. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121201 | PRAKTIKUM AKUNTANSI KEUANGAN | FINANCIAL ACCOUNTING PRACTICUM | A Financial Accounting Practicum course provides students with hands-on experience in applying financial accounting principles in real-world scenarios. | 1. **Goal 8: Decent Work and Economic Growth** – By providing practical skills in financial accounting, the course supports the development of a skilled workforce that contributes to economic growth and job creation. 2. **Goal 12: Responsible Consumption and Production** – Financial accounting practices help organizations track resource usage and costs, promoting more responsible financial management and sustainability. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizing transparency and accountability in financial reporting, the course aligns with the goal of fostering strong institutions and good governance. 4. **Goal 4: Quality Education** – The practicum format enhances learning by providing hands-on experience, which contributes to the goal of ensuring inclusive and equitable quality education. 5. **Goal 13: Climate Action** – While not always a primary focus, financial accounting can address environmental accounting practices, helping organizations understand their environmental impact and financial implications. By integrating these themes, a Financial Accounting Practicum can emphasize the role of financial reporting in supporting sustainable and responsible business practices. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121303 | SISTEM PENGENDALIAN MANAJEMEN | MANAGEMENT CONTROL SYSTEM | A Management Control System (MCS) course focuses on the frameworks and processes organizations use to ensure that their strategies are implemented effectively and that performance is aligned with organizational goals. | 1. **Goal 8: Decent Work and Economic Growth** – Effective management control systems contribute to organizational efficiency and productivity, fostering economic growth and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – These systems help organizations innovate and improve processes, supporting sustainable industrial practices and infrastructure development. 3. **Goal 12: Responsible Consumption and Production** – Management control systems can incorporate sustainability metrics, guiding organizations to adopt responsible production practices and resource management. 4. **Goal 16: Peace, Justice, and Strong Institutions** – By promoting accountability, transparency, and ethical behavior within organizations, these systems strengthen governance and institutional integrity. 5. **Goal 17: Partnerships for the Goals** – Management control systems often require collaboration across departments and with external stakeholders, supporting partnerships that enhance organizational effectiveness. Through these connections, a Management Control Systems course can highlight the importance of strategic decision-making and accountability in achieving sustainable development objectives. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121401 | PRAKTIKUM AKUNTANSI BIAYA DAN MANAJEMEN | COST AND MANAGEMENT ACCOUNTING PRACTICUM | A Cost and Management Accounting Practicum course provides hands-on experience in applying cost accounting and management principles to real-world business scenarios. | 1. **Goal 8: Decent Work and Economic Growth** – This course equips students with skills to analyze costs and improve business operations, contributing to efficient resource use and economic growth. 2. **Goal 12: Responsible Consumption and Production** – By focusing on cost control and resource management, the course encourages sustainable practices and responsible use of resources within organizations. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding cost behavior and management aids businesses in making informed decisions about investments and innovations that enhance infrastructure and industrial practices. 4. **Goal 16: Peace, Justice, and Strong Institutions** – Emphasizing transparency and accountability in cost reporting supports good governance and ethical decision-making in organizations. 5. **Goal 13: Climate Action** – While not always the main focus, management accounting practices can include considerations of environmental costs, helping organizations assess their impact and support sustainable initiatives. By integrating these themes, a Cost and Management Accounting Practicum can play a significant role in promoting sustainable business practices and decision-making. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121503 | AUDIT SUBTANTIF | SUBSTANTIVE AUDIT | A Substantive Audit course focuses on the methods and procedures auditors use to gather evidence to support the accuracy of financial statements. | 1. **Goal 8: Decent Work and Economic Growth** – By ensuring accurate financial reporting and compliance, substantive audits contribute to the overall health and growth of organizations, which supports job creation and economic stability. 2. **Goal 12: Responsible Consumption and Production** – Audits can evaluate how organizations manage resources and costs, promoting efficiency and sustainability in production practices. 3. **Goal 16: Peace, Justice, and Strong Institutions** – Substantive auditing promotes transparency, accountability, and integrity in financial reporting, which are crucial for building strong institutions and governance. 4. **Goal 17: Partnerships for the Goals** – The audit process often involves collaboration with various stakeholders, fostering partnerships that enhance organizational performance and sustainability. 5. **Goal 13: Climate Action** – While not always a primary focus, substantive audits can include assessments of environmental compliance and sustainability practices, helping organizations address their impact on climate change. By emphasizing these connections, a Substantive Audit course can highlight the importance of auditing in promoting ethical practices and sustainable development within organizations. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121603 | PERPAJAKAN TERAPAN | APPLIED TAXATION | An Applied Taxation course focuses on the practical application of tax laws and regulations in various contexts, equipping students with the skills needed for real-world tax compliance and planning. | 1. **SDG 8: Decent Work and Economic Growth** – Emphasizes the role of taxation in funding public services and infrastructure, which supports economic growth and the creation of decent work opportunities. 2. **SDG 1: No Poverty** – Discusses how effective tax policies can contribute to poverty alleviation by ensuring equitable distribution of resources and funding social welfare programs. 3. **SDG 10: Reduced Inequalities** – Focuses on progressive taxation and its role in reducing income inequalities, ensuring that wealthier individuals and corporations contribute fairly to public finances. 4. **SDG 12: Responsible Consumption and Production** – Explores tax incentives for sustainable practices, encouraging businesses and individuals to adopt environmentally friendly behaviors through tax benefits. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the importance of transparent and accountable tax systems in promoting good governance, preventing corruption, and ensuring the rule of law. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between governments, businesses, and civil society to develop fair and effective tax policies that align with sustainable development objectives. This course provides students with the knowledge and skills to apply taxation principles in a way that supports ethical practices and sustainable development goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121702 | AKUNTANSI MANAJEMEN KEBERLANJUTAN | SUSTAINABILITY MANAGEMENT ACCOUNTING | A Sustainability Management Accounting course focuses on integrating sustainability practices into accounting and financial management processes. | 1. **Goal 8: Decent Work and Economic Growth** – By integrating sustainability into management accounting, the course promotes practices that support economic growth while ensuring decent working conditions. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Sustainability management accounting encourages innovative practices and investments in sustainable infrastructure and technology. 3. **Goal 12: Responsible Consumption and Production** – The course focuses on measuring and managing environmental impact, promoting responsible resource use and sustainable production practices. 4. **Goal 13: Climate Action** – It emphasizes the financial implications of climate change and encourages organizations to adopt strategies that mitigate environmental risks. 5. **Goal 16: Peace, Justice, and Strong Institutions** – By promoting transparency and accountability in sustainability reporting, the course supports good governance and ethical practices in organizations. 6. **Goal 17: Partnerships for the Goals** – The course may highlight the importance of collaboration among stakeholders to achieve sustainability objectives and share best practices. By integrating these themes, a Sustainability Management Accounting course can play a crucial role in advancing sustainable business practices and contributing to the broader sustainability agenda. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121802 | ETIKA PROFESI AKUNTAN | ACCOUNTANT PROFESSIONAL ETHICS | An Accountant Professional Ethics course focuses on the ethical principles and standards that govern the behavior of accounting professionals. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of ethical behavior and integrity in the accounting profession, promoting transparency, accountability, and good governance in financial practices. 2. **SDG 8: Decent Work and Economic Growth** – Focuses on the ethical responsibilities of accountants in promoting fair labor practices and ensuring that organizations adhere to legal and ethical standards, contributing to economic growth and decent work. 3. **SDG 10: Reduced Inequalities** – Discusses the role of ethics in ensuring equitable treatment and fairness in financial reporting and auditing, which can help reduce inequalities in access to resources and opportunities. 4. **SDG 12: Responsible Consumption and Production** – Examines ethical considerations in business practices, encouraging accountants to promote sustainability and responsible resource management in their organizations. 5. **SDG 17: Partnerships for the Goals** – Highlights the role of ethical accountants in fostering collaboration among stakeholders, including businesses, regulators, and civil society, to achieve sustainable development objectives. 6. **SDG 1: No Poverty** – Explores how ethical accounting practices can support social responsibility initiatives and contribute to poverty alleviation efforts through fair financial management. This course equips students with the ethical principles and standards necessary to navigate the accounting profession, ensuring they contribute positively to sustainable development and social responsibility. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120503 | PENGAUDITAN DAN ASURANS | AUDITING AND ASSURANCE | Auditing and Assurance is a course focused on the principles and practices of auditing, including both internal and external audits. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Auditing promotes transparency, accountability, and integrity in financial reporting, which strengthens institutions and governance. 2. **SDG 8: Decent Work and Economic Growth** – By ensuring reliable financial information, auditing supports sustainable economic growth and fosters confidence in businesses. 3. **SDG 12: Responsible Consumption and Production** – Auditing can help organizations adhere to ethical practices, sustainability reporting, and resource efficiency. 4. **SDG 17: Partnerships for the Goals** – Auditing and assurance contribute to building trust between stakeholders, which is essential for effective partnerships and collaboration in achieving the SDGs. 5. **SDG 1: No Poverty** – Strong financial oversight helps ensure that resources are allocated effectively, contributing to poverty alleviation initiatives. These goals illustrate the importance of auditing and assurance in promoting ethical practices, transparency, and sustainable development across various sectors. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120603 | PENGANTAR PERPAJAKAN | INTRODUCTION TO TAXATION | Introduction to Taxation is a foundational course that provides an overview of tax principles and practices. | 1. **SDG 1: No Poverty** – Effective tax systems can help generate revenue for social programs that alleviate poverty and support vulnerable populations. 2. **SDG 8: Decent Work and Economic Growth** – Tax policies can influence economic growth by affecting investment decisions, employment rates, and business development. 3. **SDG 10: Reduced Inequalities** – A fair taxation system aims to reduce income and wealth inequalities by ensuring that wealthier individuals and corporations contribute appropriately. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Understanding taxation contributes to governance and accountability, as transparent tax systems help build trust in public institutions. 5. **SDG 17: Partnerships for the Goals** – Taxation plays a role in financing public goods and services, which are essential for achieving broader development goals and fostering partnerships. These goals illustrate how a comprehensive understanding of taxation can contribute to economic and social development, equity, and institutional integrity. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120703 | AKUNTANSI DIGITAL | DIGITAL ACCOUNTING | Digital Accounting is a course that explores the integration of technology in accounting practices. | 1. **SDG 8: Decent Work and Economic Growth** – Digital accounting enhances efficiency and accuracy in financial reporting, supporting sustainable economic growth and job creation in the digital economy. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The integration of digital technologies in accounting promotes innovation and the development of resilient infrastructure in the finance sector. 3. **SDG 12: Responsible Consumption and Production** – Digital accounting practices can lead to more efficient resource management and sustainability reporting, promoting responsible consumption. 4. **SDG 16: Peace, Justice, and Strong Institutions** – By ensuring accuracy and transparency in financial information, digital accounting supports the establishment of accountable institutions. 5. **SDG 17: Partnerships for the Goals** – Digital accounting fosters collaboration among stakeholders through improved data sharing and communication, enhancing partnerships. These connections highlight the role of digital accounting in promoting transparency, efficiency, and sustainable practices in the financial sector. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120803 | METODOLOGI PENELITIAN AKUNTANSI | ACCOUNTING RESEARCH METHODOLOGY | Accounting Research Methodology is a course designed to equip students with the skills and knowledge necessary to conduct rigorous research in accounting. | 1. **SDG 4: Quality Education** – Focuses on enhancing research skills and methodologies in accounting, promoting critical thinking and analytical skills that contribute to quality education in the field. 2. **SDG 8: Decent Work and Economic Growth** – Encourages research that supports effective financial management and decision-making in organizations, which can lead to economic growth and the creation of decent work opportunities. 3. **SDG 12: Responsible Consumption and Production** – Promotes research into sustainable accounting practices, encouraging the development of methodologies that assess and improve the environmental impact of accounting practices. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of transparency, accountability, and ethical research practices in accounting, which are crucial for strong institutions and good governance. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between researchers, practitioners, and educational institutions to enhance the relevance and application of accounting research in addressing global challenges. This course equips students with the tools and methodologies needed to conduct impactful research in accounting, contributing to knowledge development and supporting broader sustainable development goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120903 | AKUNTANSI KEUANGAN MADYA 3 | INTERMEDIATE FINANCIAL ACCOUNTING 3 | Intermediate Financial Accounting 3 is a course that builds on foundational financial accounting concepts, focusing on more complex topics. | 1. **SDG 8: Decent Work and Economic Growth** – Emphasizes the importance of accurate financial reporting for decision-making, which supports economic growth, stability, and the creation of decent work opportunities. 2. **SDG 12: Responsible Consumption and Production** – Focuses on sustainability in financial reporting practices, encouraging organizations to disclose their environmental and social impacts, promoting responsible business practices. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the role of comprehensive financial accounting practices in promoting transparency and accountability, which fosters trust and integrity in financial markets and institutions. 4. **SDG 1: No Poverty** – Explores how financial statements can reflect the effectiveness of organizations in addressing social issues, including poverty alleviation through responsible economic practices. 5. **SDG 10: Reduced Inequalities** – Discusses the significance of fair financial disclosures and reporting standards in promoting equitable treatment in financial transactions and reducing inequalities. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among accounting professionals, businesses, and regulatory bodies to enhance financial reporting standards that align with sustainable development objectives. This course builds upon previous financial accounting knowledge, preparing students to address complex accounting issues while fostering ethical practices that support sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121003 | AKUNTANSI KEUANGAN LANJUTAN | ADVANCED FINANCIAL ACCOUNTING | Advanced Financial Accounting is a course designed for students who have a foundational understanding of financial accounting principles. | 1. **SDG 8: Decent Work and Economic Growth** – Emphasizes the importance of accurate and transparent financial reporting for organizations, which supports economic stability, growth, and the creation of decent work opportunities. 2. **SDG 12: Responsible Consumption and Production** – Focuses on sustainability in financial reporting, encouraging organizations to disclose their environmental and social impacts, promoting responsible practices in consumption and production. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the role of advanced financial accounting practices in enhancing transparency and accountability, which fosters trust and integrity in financial institutions and markets. 4. **SDG 1: No Poverty** – Examines how advanced financial reporting can reflect the effectiveness of organizations in addressing social issues, including poverty alleviation through responsible economic practices. 5. **SDG 10: Reduced Inequalities** – Discusses the importance of fair financial disclosures and reporting standards in promoting equitable treatment in financial transactions and reducing economic disparities. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between accounting professionals, businesses, and regulatory bodies to improve financial reporting standards that align with sustainable development objectives. This course builds on foundational financial accounting concepts, preparing students to tackle complex financial reporting issues while promoting ethical practices that contribute to sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03121102 | AKUNTANSI SYARIAH | SHARIA ACCOUNTING | A university course on Sharia Accounting examines the principles and practices of accounting in accordance with Islamic law (Sharia). Students explore the unique features of Islamic finance, including concepts like profit-sharing, risk-sharing, and the prohibition of interest (riba). The course covers key topics such as the ethical and social responsibilities of Islamic financial institutions, Sharia-compliant financial instruments, and the preparation of financial statements that align with Islamic principles. Emphasis is placed on understanding the regulatory frameworks governing Islamic finance and the role of Sharia boards. Through case studies and practical applications, students gain insights into the challenges and opportunities in the field of Sharia accounting, preparing them for careers in Islamic finance and banking. | 1. **SDG 1: No Poverty** – Explores the principles of wealth distribution and charitable practices (such as zakat) within Islamic finance, which aim to alleviate poverty and support the less fortunate. 2. **SDG 8: Decent Work and Economic Growth** – Focuses on ethical business practices and financial transactions that contribute to sustainable economic growth, job creation, and decent work conditions in accordance with Islamic principles. 3. **SDG 10: Reduced Inequalities** – Discusses how Sharia accounting promotes equitable financial practices, ensuring fairness in financial transactions and reducing inequalities in wealth distribution. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable business practices that align with Sharia principles, encouraging responsible management of resources and ethical consumption. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the importance of transparency, accountability, and ethical governance in financial reporting, fostering trust and integrity in the financial system. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between Sharia-compliant financial institutions, businesses, and regulatory bodies to promote ethical standards and achieve sustainable development objectives. This course integrates Islamic principles into accounting practices, preparing students to apply ethical considerations in financial reporting and management while supporting sustainable development goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03110203 | AKUNTANSI KEUANGAN MADYA 1 | INTERMEDIATE FINANCIAL ACCOUNTING 1 | A university course on Intermediate Financial Accounting 1 provides an in-depth examination of financial reporting and accounting principles beyond the introductory level. Students explore key topics such as the recognition and measurement of assets, liabilities, and equity, along with the preparation and analysis of financial statements. The course covers concepts like the time value of money, accounting for investments, and the impact of accounting policies on financial performance. Emphasis is placed on understanding and applying relevant accounting standards, including Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS). Through case studies and practical exercises, students develop analytical skills necessary for interpreting financial information and making informed business decisions. | 1. **SDG 8: Decent Work and Economic Growth** – Focuses on the importance of accurate financial reporting for businesses, which supports informed decision-making, economic growth, and the creation of decent work opportunities. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes the need for transparency in financial statements, encouraging organizations to report on sustainability practices and resource management. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the role of accurate financial reporting in promoting transparency and accountability, which fosters trust and integrity in financial markets and institutions. 4. **SDG 1: No Poverty** – Examines how financial accounting practices can reflect the effectiveness of organizations in addressing social issues, including poverty alleviation through responsible economic practices. 5. **SDG 10: Reduced Inequalities** – Discusses the importance of fair financial disclosures in promoting equitable treatment in financial transactions, contributing to reducing inequalities in economic opportunities. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among accounting professionals, businesses, and regulatory bodies to enhance financial reporting standards that align with sustainable development goals. This course provides foundational knowledge in financial accounting principles, preparing students to contribute to ethical financial practices that support sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03110303 | AKUNTANSI BIAYA | COST ACCOUNTING | A university course on Cost Accounting focuses on the methodologies and principles used to determine, analyze, and control costs within an organization. Students explore key concepts such as cost behavior, cost allocation, budgeting, and variance analysis. The course emphasizes the importance of cost data in decision-making processes, including pricing, production planning, and financial performance evaluation. Through practical applications and case studies, students learn to prepare cost reports, conduct break-even analysis, and assess the financial implications of operational decisions. This course equips students with the tools to support effective cost management and enhance organizational efficiency in various business contexts. | 1. **SDG 8: Decent Work and Economic Growth** – Focuses on how cost accounting helps organizations optimize their operations, enhance productivity, and ultimately drive economic growth and job creation. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes the role of cost accounting in promoting efficient resource utilization and waste reduction, leading to more sustainable production practices. 3. **SDG 1: No Poverty** – Discusses how effective cost management can improve the financial health of organizations, potentially enabling them to invest in initiatives that support poverty alleviation. 4. **SDG 10: Reduced Inequalities** – Explores how cost accounting practices can help organizations ensure fair pricing strategies and equitable resource allocation, contributing to reduced inequalities. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Highlights the importance of cost accounting in assessing the financial viability of new projects and innovations, which supports sustainable industrial development and infrastructure improvements. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Addresses the importance of accurate cost reporting in promoting transparency and accountability in financial practices, strengthening institutional integrity. This course equips students with the knowledge and skills necessary to analyze costs and improve decision-making processes, fostering sustainable practices and supporting broader development goals. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03110403 | SISTEM INFORMASI AKUNTANSI | ACCOUNTING INFORMATION SYSTEM | A university course on Accounting Information Systems (AIS) explores the integration of accounting principles and technology to manage financial data and processes. Students learn about the design, implementation, and management of information systems used for collecting, processing, and reporting accounting information. The course covers key topics such as data management, internal controls, system design, and the use of software applications in accounting. Emphasis is placed on understanding how AIS supports decision-making, enhances efficiency, and ensures compliance with regulatory standards. Through case studies and hands-on projects, students develop the skills necessary to analyze and improve accounting information systems, preparing them for careers in accounting, auditing, and IT management. | 1. **SDG 8: Decent Work and Economic Growth** – Focuses on how effective accounting information systems can enhance organizational efficiency, productivity, and decision-making, supporting economic growth and job creation. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Emphasizes the role of technology and innovation in accounting practices, highlighting how robust information systems can improve infrastructure and foster industrial growth. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Discusses the importance of transparency, accountability, and integrity in financial reporting facilitated by accounting information systems, promoting strong institutions. 4. **SDG 12: Responsible Consumption and Production** – Examines how accounting information systems can support sustainable practices by tracking resource usage, costs, and environmental impacts in business operations. 5. **SDG 1: No Poverty** – Highlights how effective accounting systems can improve financial management in organizations, leading to better resource allocation and the potential for poverty alleviation through economic development. 6. **SDG 10: Reduced Inequalities** – Discusses how accounting information systems can provide insights into equitable resource distribution and help organizations address disparities in financial access and opportunities. This course emphasizes the integration of technology in accounting practices, preparing students to leverage information systems for improved decision-making, transparency, and sustainability in organizations. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120103 | AKUNTANSI KEUANGAN MADYA 2 | INTERMEDIATE FINANCIAL ACCOUNTING 2 | A university course on Intermediate Financial Accounting 2 builds on foundational accounting principles to explore more complex topics in financial reporting. Students study advanced accounting issues such as revenue recognition, leases, pensions, and accounting for income taxes. The course also covers the preparation and analysis of financial statements, including the statement of cash flows and comprehensive income. Emphasis is placed on understanding and applying relevant accounting standards, such as Generally Accepted Accounting Principles (GAAP) and International Financial Reporting Standards (IFRS). Through case studies and practical exercises, students enhance their analytical skills and gain a deeper understanding of the financial reporting process, preparing them for advanced study or careers in accounting and finance. | 1. **SDG 8: Decent Work and Economic Growth** – Focuses on promoting transparent and accurate financial reporting, which is essential for informed decision-making, economic growth, and the creation of decent work opportunities. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of sustainability in financial reporting, encouraging organizations to disclose their environmental and social impacts, leading to more responsible business practices. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Highlights the role of accurate financial reporting in promoting transparency and accountability within organizations, fostering trust and integrity in financial markets. 4. **SDG 1: No Poverty** – Examines how financial statements can reflect the effectiveness of organizations in addressing social issues, including poverty alleviation through responsible economic practices. 5. **SDG 10: Reduced Inequalities** – Discusses the importance of financial disclosures in promoting fair practices and equitable treatment in financial transactions, thereby reducing inequalities in economic opportunities. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between accountants, regulators, and businesses to enhance financial reporting standards and practices that support sustainable development goals. This course emphasizes the principles and applications of financial accounting, preparing students to contribute to ethical financial practices that align with broader sustainability objectives. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120203 | AKUNTANSI PUBLIK | PUBLIC ACCOUNTING | A university course on Public Accounting focuses on the principles and practices of accounting as they apply to public sector organizations and governmental entities. Students explore key topics such as fund accounting, budgeting, financial reporting, and compliance with regulations specific to the public sector. The course covers the roles of auditors, internal controls, and the importance of transparency and accountability in public financial management. Through case studies and practical exercises, students gain insights into the unique challenges faced by public accountants and learn how to apply accounting standards and practices to ensure efficient use of public resources. This course prepares students for careers in government accounting, auditing, and public financial management. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focuses on promoting transparency, accountability, and good governance in public financial management, ensuring that public resources are used effectively and ethically. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes the role of public accounting in fostering economic growth through effective budget management, resource allocation, and oversight of public funds. 3. **SDG 1: No Poverty** – Examines how public accounting practices can contribute to poverty alleviation by ensuring that government programs and resources are allocated effectively to support vulnerable populations. 4. **SDG 10: Reduced Inequalities** – Discusses the importance of equitable distribution of public resources and the role of accounting in promoting fairness and inclusivity in public services. 5. **SDG 12: Responsible Consumption and Production** – Addresses the need for accountability in public sector spending, encouraging sustainable practices in the management of public resources and procurement processes. 6. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between public accounting professionals, governments, and civil society in promoting accountability and achieving sustainable development objectives. This course emphasizes the critical role of public accounting in ensuring effective governance, transparency, and responsible management of public resources, aligning with the principles of sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120303 | AKUNTANSI KEBERLANJUTAN | SUSTAINABILITY ACCOUNTING | A university course on Sustainability Accounting examines the integration of environmental, social, and governance (ESG) factors into accounting practices and financial reporting. Students explore frameworks for measuring and reporting sustainability performance, including the Global Reporting Initiative (GRI) and the Sustainability Accounting Standards Board (SASB) standards. The course covers topics such as carbon accounting, life cycle assessment, and the financial implications of sustainable practices. Through case studies and practical projects, students learn to analyze and communicate the sustainability efforts of organizations, assessing how these practices impact long-term value creation and stakeholder engagement. This course equips students with the skills to support organizations in their sustainability initiatives and reporting efforts. | 1. **SDG 12: Responsible Consumption and Production** – Focuses on integrating sustainability metrics into accounting practices, promoting responsible resource management and sustainable production processes. 2. **SDG 8: Decent Work and Economic Growth** – Examines how sustainability accounting can support economic growth while ensuring fair labor practices and promoting decent work conditions within organizations. 3. **SDG 13: Climate Action** – Discusses the importance of accounting for environmental impacts, helping organizations measure and report their carbon footprints and other sustainability metrics to mitigate climate change. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Highlights the role of sustainability accounting in fostering innovation in business practices and promoting sustainable infrastructure development through better resource allocation. 5. **SDG 17: Partnerships for the Goals** – Emphasizes collaboration among businesses, governments, and civil society to develop sustainability accounting frameworks that align with global sustainability objectives. 6. **SDG 5: Gender Equality** – May address how sustainability accounting practices can include gender considerations in reporting, helping to promote equity and diversity within organizations. This course emphasizes the integration of sustainability into accounting practices, equipping students with the tools to measure and report on environmental, social, and governance (ESG) factors that contribute to sustainable development. |
| EKONOMI | AKUNTANSI – S1 | Kurikulum Sarjana K-23 | 2023 | 23A03120403 | AKUNTANSI MANAJEMEN | MANAGEMENT ACCOUNTING | A university course on Management Accounting focuses on the use of accounting information for internal decision-making and management purposes. Students learn about budgeting, financial analysis, cost behavior, and performance evaluation techniques. The course covers key concepts such as variance analysis, break-even analysis, and cost-volume-profit relationships, enabling students to assess the financial implications of business decisions. Through case studies and practical applications, students develop skills in preparing financial reports for management, forecasting, and strategic planning. This course equips students with the analytical tools needed to support effective management and enhance organizational performance in various business contexts. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting effective financial management and decision-making processes that drive organizational efficiency, growth, and job creation. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of sustainable business practices, resource management, and cost control in production processes, encouraging environmentally friendly practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Discusses the role of management accounting in supporting innovation and improving operational efficiency within industries, facilitating sustainable infrastructure development. 4. **SDG 10: Reduced Inequalities** – Examines how management accounting can be used to assess and promote equitable resource allocation and financial practices within organizations, contributing to reducing disparities. 5. **SDG 1: No Poverty** – Highlights the role of management accounting in developing strategies that support financial sustainability, ultimately contributing to poverty alleviation efforts through effective resource management. This course emphasizes the importance of management accounting in decision-making processes, supporting sustainable business practices, and fostering organizational growth aligned with sustainable development objectives. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110103 | Pengantar Ekonomi Islam | Introduction to Islamic Economics | Introduction to Islamic Economics is a course that explores the principles and foundations of economic systems within an Islamic framework. It covers key concepts such as the prohibition of interest (riba), the importance of risk-sharing, ethical investments, and social justice. Students learn about the application of Sharia law in economic transactions, the role of Islamic financial institutions, and the impact of Islamic economics on global markets. | 1. **No Poverty (SDG 1)**: Islamic economics emphasizes social justice and the redistribution of wealth, aligning with efforts to eradicate poverty. 2. **Zero Hunger (SDG 2)**: Principles of ethical consumption and fair trade in Islamic economics support food security and sustainable agricultural practices. 3. **Quality Education (SDG 4)**: Islamic teachings often promote education and knowledge, which is integral to personal and community development. 4. **Gender Equality (SDG 5)**: Discussions may include women’s roles in economic participation and the importance of gender equity in economic frameworks. 5. **Decent Work and Economic Growth (SDG 8)**: Islamic economics promotes ethical business practices, fair wages, and the creation of job opportunities. 6. **Reduced Inequalities (SDG 10)**: The concept of zakat (charitable giving) and wealth redistribution in Islamic finance aims to reduce economic inequalities. 7. **Sustainable Cities and Communities (SDG 11)**: Islamic urban planning principles can contribute to sustainable and inclusive urban development. 8. **Responsible Consumption and Production (SDG 12)**: Emphasizing ethical consumption, Islamic economics advocates for sustainability in production and consumption patterns. 9. **Partnerships for the Goals (SDG 17)**: Collaboration among various sectors, including government, private, and nonprofit organizations, is often highlighted in the context of achieving sustainable development. By linking Islamic economic principles to these SDGs, the course may provide a comprehensive understanding of how Islamic economics can contribute to sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04140202 | Publikasi | Publications | This course focuses on the processes and skills necessary for producing and managing various types of publications, including academic articles, reports, and digital content. Students learn about the stages of publication, from research and writing to editing, design, and distribution. Key topics include effective communication strategies, audience analysis, and the use of publishing tools and platforms. The curriculum emphasizes ethical considerations in publishing, such as plagiarism and authorship. Through hands-on projects, students gain practical experience in developing and refining their own publications, as well as collaborating with peers on editorial processes. This course prepares students for careers in writing, editing, and publishing, equipping them with the skills to create impactful and professional publications in diverse contexts. | 1. **Quality Education (SDG 4)**: Emphasizing the importance of research publications in advancing knowledge and education. 2. **Gender Equality (SDG 5)**: Exploring issues of representation and equity in academic publishing, including the visibility of women and underrepresented groups. 3. **Decent Work and Economic Growth (SDG 8)**: Discussing the role of scholarly publishing in fostering innovation and economic development. 4. **Reduced Inequalities (SDG 10)**: Analyzing access to research and publications, including open access initiatives that aim to reduce knowledge gaps. 5. **Partnerships for the Goals (SDG 17)**: Highlighting collaborative efforts in research and publication across disciplines and institutions. 6. **Sustainable Cities and Communities (SDG 11)**: If the course includes topics on urban studies or community research, it might address sustainable development practices in urban contexts. The specific SDGs addressed would depend on the course content and objectives, but these are common areas of focus in discussions about scholarly publications. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130303 | Manajemen Industri Halal | Halal Industry Management | Halal Industry Management is a course that examines the principles and practices of managing businesses within the halal sector, which adheres to Islamic law. It covers topics such as halal certification, supply chain management, marketing strategies, and consumer behavior in halal markets. Students learn about the economic potential of the halal industry across various sectors, including food, finance, cosmetics, and pharmaceuticals. | 1. **No Poverty (SDG 1)**: The Halal industry can create economic opportunities and support livelihoods, contributing to poverty alleviation. 2. **Zero Hunger (SDG 2)**: Focus on food security and ethical sourcing aligns with Halal dietary laws, promoting safe and nutritious food. 3. **Good Health and Well-being (SDG 3)**: Emphasis on health-conscious Halal products can promote better nutrition and overall well-being. 4. **Decent Work and Economic Growth (SDG 8)**: The growth of the Halal industry creates job opportunities and fosters economic development. 5. **Reduced Inequalities (SDG 10)**: The Halal industry can promote inclusivity and equitable practices in various sectors, including agriculture and trade. 6. **Sustainable Cities and Communities (SDG 11)**: Halal practices can contribute to sustainable community development, particularly in urban settings. 7. **Responsible Consumption and Production (SDG 12)**: Halal principles emphasize ethical production, sustainability, and responsible consumption practices. 8. **Partnerships for the Goals (SDG 17)**: Collaboration among various stakeholders in the Halal supply chain can enhance industry standards and promote sustainability. These connections highlight how the Halal industry can play a significant role in achieving broader sustainability goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130403 | Manajemen Risiko Etintas Islam | Islamic Ethics Risk Management | Islamic Ethics in Risk Management is a course that explores the integration of Islamic ethical principles into the field of risk management. It examines how concepts such as justice (adl), accountability (mas’uliyyah), and social welfare (maslahah) inform decision-making processes in identifying, assessing, and mitigating risks. The course covers frameworks for ethical risk management practices, the role of Sharia-compliant strategies, and case studies of risk management in various sectors, including finance and healthcare. | 1. **No Poverty (SDG 1)**: Ethical risk management practices can contribute to poverty alleviation by promoting fair and equitable financial systems. 2. **Gender Equality (SDG 5)**: Addressing gender-related risks and promoting women’s participation in decision-making processes can align with Islamic ethical principles. 3. **Decent Work and Economic Growth (SDG 8)**: Ethical risk management can foster responsible business practices and support sustainable economic growth. 4. **Reduced Inequalities (SDG 10)**: Ensuring fairness and justice in risk management processes can help reduce inequalities within communities and organizations. 5. **Sustainable Cities and Communities (SDG 11)**: Ethical considerations in urban planning and community risk management can promote sustainability and resilience. 6. **Responsible Consumption and Production (SDG 12)**: Emphasizing ethical sourcing and consumption aligns with the principles of Islamic ethics and sustainability. 7. **Partnerships for the Goals (SDG 17)**: Collaboration among stakeholders in risk management can enhance the effectiveness of ethical practices and sustainable outcomes. These connections illustrate how Islamic ethics can inform and enhance risk management practices in a way that supports sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130503 | Analisis Kinerja Entitas Islam | Performance Analysis of Islamic Entities | The course Performance Analysis of Islamic Entities examines the financial and operational performance metrics specific to Islamic organizations, including banks, insurance companies, and non-profit entities. Students learn about the principles of Islamic finance, such as risk-sharing, ethical investment, and compliance with Sharia law. The curriculum emphasizes the unique challenges and opportunities faced by Islamic entities in today’s global market. | 1. **Decent Work and Economic Growth (SDG 8)**: Analyzing the performance of Islamic entities can provide insights into how they contribute to economic development and job creation. 2. **Reduced Inequalities (SDG 10)**: Examining the impact of Islamic entities on wealth distribution and social equity can align with efforts to reduce inequalities. 3. **Sustainable Cities and Communities (SDG 11)**: Assessing the performance of Islamic entities in urban development can highlight contributions to sustainable community practices. 4. **Responsible Consumption and Production (SDG 12)**: Evaluating the ethical and sustainable practices of Islamic entities can support responsible production and consumption. 5. **Partnerships for the Goals (SDG 17)**: Collaboration between Islamic entities and other sectors can be explored to foster partnerships that advance sustainable development. These SDGs reflect how the performance of Islamic entities can be analyzed in relation to broader sustainability goals, emphasizing ethical practices, social responsibility, and economic impact. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130603 | Ekonomi Filantropi Islam | Economics of Islamic Philanthropy | Economics of Islamic Philanthropy is a course that examines the role of philanthropy within the Islamic economic framework. It explores concepts such as zakat (obligatory almsgiving), sadaqah (voluntary charity), and waqf (endowment), focusing on their economic impact and social benefits. The course analyzes the mechanisms of Islamic charitable giving, the management of philanthropic funds, and the effectiveness of various charitable initiatives. | 1. **No Poverty (SDG 1)**: Islamic philanthropy plays a significant role in poverty alleviation through mechanisms like zakat (charitable giving). 2. **Zero Hunger (SDG 2)**: Philanthropic initiatives often focus on food security and nutrition, supporting vulnerable populations. 3. **Good Health and Well-being (SDG 3)**: Philanthropy can fund health initiatives, access to medical care, and health education. 4. **Quality Education (SDG 4)**: Charitable efforts often support educational programs, scholarships, and capacity-building initiatives. 5. **Gender Equality (SDG 5)**: Philanthropic activities may promote gender equity and empower women through various initiatives. 6. **Reduced Inequalities (SDG 10)**: Islamic philanthropy seeks to address economic and social inequalities through targeted interventions. 7. **Sustainable Cities and Communities (SDG 11)**: Philanthropic funding can contribute to community development projects and sustainable urban initiatives. 8. **Partnerships for the Goals (SDG 17)**: Collaboration among philanthropic organizations, governments, and communities can enhance the impact of initiatives. These SDGs highlight the potential of Islamic philanthropy to contribute to sustainable development and social well-being. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130703 | Ekonomi Lingkungan Dan Keberlanjutan | Environmental Economics And Sustainability | Environmental Economics and Sustainability is a course that examines the economic aspects of environmental issues and the principles of sustainable development. It explores the relationship between economic activities and environmental impacts, focusing on topics such as resource management, pollution control, and climate change. Students learn about economic theories related to environmental policy, cost-benefit analysis, and the valuation of natural resources. | 1. **Clean Water and Sanitation (SDG 6)**: Discussing the importance of water resource management and access to clean water. 2. **Affordable and Clean Energy (SDG 7)**: Analyzing renewable energy sources and sustainable energy practices. 3. **Decent Work and Economic Growth (SDG 8)**: Exploring the intersection of sustainable practices and economic growth, including green jobs. 4. **Industry, Innovation, and Infrastructure (SDG 9)**: Evaluating sustainable industrial practices and innovations in environmental management. 5. **Sustainable Cities and Communities (SDG 11)**: Examining urban planning, transportation, and sustainable community development. 6. **Responsible Consumption and Production (SDG 12)**: Focusing on sustainable production practices, waste management, and consumer behavior. 7. **Climate Action (SDG 13)**: Addressing climate change impacts, mitigation strategies, and adaptation measures. 8. **Life Below Water (SDG 14)**: Discussing the economic aspects of marine resource management and ocean conservation. 9. **Life on Land (SDG 15)**: Analyzing land use, biodiversity conservation, and sustainable forestry practices. 10. **Partnerships for the Goals (SDG 17)**: Emphasizing collaboration between governments, businesses, and communities for sustainable development. These SDGs illustrate the comprehensive nature of environmental economics and its critical role in promoting sustainability across various sectors. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130803 | Metode Penelitian | Research Methods | Research Methods is a foundational course that introduces students to the principles and techniques of conducting research in various fields. It covers the research process, including formulating research questions, designing studies, selecting appropriate methodologies (qualitative and quantitative), and collecting and analyzing data. The course emphasizes critical thinking and ethical considerations in research, as well as the importance of literature reviews and data interpretation. | 1. **Quality Education (SDG 4)**: Emphasizing the importance of research skills in education and the role of research in enhancing teaching and learning practices. 2. **Gender Equality (SDG 5)**: Discussing methodologies for researching gender issues and promoting equitable representation in research. 3. **Reduced Inequalities (SDG 10)**: Addressing how research can highlight and inform policies on social and economic inequalities. 4. **Sustainable Cities and Communities (SDG 11)**: Exploring research methods applicable to urban studies, community development, and sustainability. 5. **Partnerships for the Goals (SDG 17)**: Emphasizing collaborative research practices and interdisciplinary approaches to address complex global challenges. 6. **Good Health and Well-being (SDG 3)**: If the course includes health-related research methods, it may address public health issues and the importance of evidence-based practices. These connections highlight how research methods are integral to advancing knowledge and supporting efforts toward achieving sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04140106 | Skripsi | Thesis | Thesis is a capstone course that guides students through the process of conducting original research and writing a comprehensive thesis on a chosen topic within their field of study. This course typically involves selecting a research question, conducting a literature review, designing a methodology, collecting and analyzing data, and presenting findings. Students work closely with a faculty advisor to refine their research and ensure academic rigor. | 1. **Quality Education (SDG 4)**: Emphasizing the importance of research in contributing to academic knowledge and educational practices. 2. **Gender Equality (SDG 5)**: If the thesis focuses on gender studies or related fields, it may explore issues of gender equality and women’s empowerment. 3. **Reduced Inequalities (SDG 10)**: Research addressing social, economic, or political inequalities can align with this goal. 4. **Sustainable Cities and Communities (SDG 11)**: Theses that investigate urban development, community resilience, or sustainable practices may contribute to this goal. 5. **Responsible Consumption and Production (SDG 12)**: Research on sustainable practices, consumption patterns, or production methods can align with this SDG. 6. **Partnerships for the Goals (SDG 17)**: Collaborative research projects that involve partnerships with communities, organizations, or other institutions can emphasize this goal. The specific SDGs addressed would depend on the individual research focus of each thesis, but these goals highlight the potential of academic research to contribute to sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121203 | Pasar Modal Islam | Islamic Capital Market | Islamic Capital Market is a course that explores the principles, instruments, and practices of capital markets operating within an Islamic framework. It covers the characteristics of Sharia-compliant financial instruments, such as sukuk (Islamic bonds), equity investments, and Islamic mutual funds. Students learn about regulatory frameworks, market structures, and the role of Islamic financial institutions in promoting economic development. | 1. **SDG 8: Decent Work and Economic Growth** – Islamic finance promotes ethical investments and job creation, supporting sustainable economic growth. 2. **SDG 9: Industry, Innovation, and Infrastructure** – The principles of Islamic finance encourage investments in infrastructure and innovative sectors, fostering sustainable industrialization. 3. **SDG 10: Reduced Inequalities** – Islamic finance aims to promote equity and financial inclusion, helping to reduce economic disparities. 4. **SDG 12: Responsible Consumption and Production** – The ethical guidelines of Islamic finance advocate for sustainable practices and responsible investment. 5. **SDG 17: Partnerships for the Goals** – Collaboration between Islamic financial institutions and various sectors can enhance the achievement of the SDGs. Courses may also touch on the broader ethical and social justice principles embedded in Islamic finance, aligning with several other SDGs indirectly. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121303 | Akuntansi Manajemen Islam | Islamic Management Accounting | Islamic Management Accounting is a course that focuses on the principles and practices of management accounting within an Islamic framework. It explores how Islamic ethical standards and Sharia-compliant practices influence financial decision-making, budgeting, and performance measurement in organizations. Students learn about concepts such as cost management, financial planning, and internal controls, all viewed through the lens of Islamic values, including transparency, accountability, and social responsibility. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on ethical financial practices supports sustainable economic development and job creation. 2. **SDG 10: Reduced Inequalities** – Emphasizes equitable resource distribution and fair practices, which can help reduce economic disparities. 3. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in resource management and consumption, aligning financial decision-making with ethical standards. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes transparency, accountability, and ethical governance in financial practices, which are crucial for sustainable institutions. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between businesses and stakeholders to achieve sustainable outcomes. The course’s focus on ethical principles and social responsibility aligns with the broader objectives of the SDGs, promoting a holistic approach to management accounting in an Islamic context. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121403 | Asuransi Dan Pegadaian Islam | Islamic Insurance and Pawnshops | Islamic Insurance and Pawnshops is a course that explores the principles and practices of Islamic finance as they apply to insurance (Takaful) and pawnshop operations (Ar-Rahnu). The course covers the fundamental concepts of risk sharing, mutual cooperation, and ethical considerations in Takaful, contrasting it with conventional insurance models. Students learn about the structure, regulation, and operational mechanisms of Islamic insurance products and pawnshops, including compliance with Sharia law. | 1. **SDG 1: No Poverty** – Takaful and pawnshops can provide financial support and security for low-income individuals, helping to alleviate poverty. 2. **SDG 8: Decent Work and Economic Growth** – By offering financial products that comply with Islamic principles, these systems promote economic growth and create job opportunities. 3. **SDG 10: Reduced Inequalities** – Islamic insurance and pawnshop services can improve financial access for marginalized groups, helping to reduce economic inequalities. 4. **SDG 12: Responsible Consumption and Production** – These financial services encourage ethical practices in consumption and investment, promoting sustainability. 5. **SDG 17: Partnerships for the Goals** – Collaboration among stakeholders in Islamic finance can enhance community welfare and support the broader achievement of the SDGs. Overall, the principles of fairness, community support, and ethical practices in Islamic finance align well with the objectives of sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121503 | Perbankan Islam | Islamic Banking | An Islamic Banking course typically explores the principles and practices of banking and finance in accordance with Islamic law (Sharia). | 1. **SDG 1: No Poverty** – Islamic banking promotes financial inclusion and provides services to underserved populations, helping to reduce poverty. 2. **SDG 8: Decent Work and Economic Growth** – It fosters ethical investments and entrepreneurship, contributing to sustainable economic growth and job creation. 3. **SDG 10: Reduced Inequalities** – Islamic banking practices aim to promote equitable distribution of wealth and financial resources, addressing economic disparities. 4. **SDG 12: Responsible Consumption and Production** – The principles of Islamic finance encourage responsible investment in sustainable and ethical sectors. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Islamic banking emphasizes transparency, accountability, and ethical governance, which are essential for strong financial institutions. 6. **SDG 17: Partnerships for the Goals** – Collaboration between Islamic banks, communities, and other stakeholders can enhance the effectiveness of efforts toward achieving the SDGs. Overall, the ethical framework of Islamic banking aligns with various SDGs, promoting social justice and sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121603 | Analisis Pengambilan Keputusan | Decision Making Analysis | Decision Making Analysis is a course that focuses on the processes and methodologies used to make informed decisions in various contexts. It covers key concepts such as decision theory, risk analysis, and the use of quantitative and qualitative tools for evaluating alternatives. Students learn about frameworks for structuring decisions, including cost-benefit analysis, decision trees, and multi-criteria decision-making. | 1. **SDG 4: Quality Education** – Enhances analytical skills and critical thinking, contributing to quality education and informed decision-making. 2. **SDG 8: Decent Work and Economic Growth** – Equips students with decision-making skills that can lead to better business outcomes and promote sustainable economic growth. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Involves decision-making in technological and industrial contexts, fostering innovation and sustainable infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Encourages analysis of resource allocation and sustainable practices in decision-making processes. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes transparency and accountability in decision-making, contributing to strong institutions and governance. 6. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaborative decision-making and partnerships to achieve sustainable outcomes. By focusing on analytical frameworks and ethical considerations, the course can contribute to a wide range of SDGs, promoting informed and responsible decision-making. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130103 | Praktik Kewirausahaan Islam | Islamic Entrepreneurship Practices | The course on Islamic Entrepreneurship Practices explores the principles and values of entrepreneurship within the framework of Islamic teachings. It covers topics such as ethical business practices, financial management according to Sharia law, and the role of social responsibility in business. Students learn about successful Islamic business models, the impact of culture on entrepreneurship, and strategies for innovation and sustainability. Through case studies and practical applications, the course aims to equip students with the skills to launch and manage businesses that align with Islamic values while addressing contemporary challenges in the market. | 1. **SDG 1: No Poverty** – Encourages the development of businesses that create jobs and provide income opportunities, helping to alleviate poverty. 2. **SDG 8: Decent Work and Economic Growth** – Promotes sustainable economic growth through ethical entrepreneurship, innovation, and job creation. 3. **SDG 10: Reduced Inequalities** – Focuses on inclusive business practices that support marginalized communities and promote equitable opportunities. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable business practices and responsible resource management, aligning with ethical principles. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among entrepreneurs, businesses, and communities to achieve sustainable development. 6. **SDG 9: Industry, Innovation, and Infrastructure** (indirectly) – Encourages innovative approaches in entrepreneurship that can lead to sustainable industrial growth. The course’s focus on ethical, socially responsible entrepreneurship aligns well with the objectives of the SDGs, fostering sustainable economic development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04130203 | Manajemen Aset Islam | Islamic Asset Management | The course on Islamic Asset Management examines the principles and practices of managing investments in accordance with Islamic law (Sharia). It covers fundamental concepts such as risk management, portfolio diversification, and ethical investment strategies that comply with Islamic guidelines. Students learn about various asset classes, including equities, real estate, and commodities, and how to structure investment products like sukuk (Islamic bonds) and Islamic mutual funds. The course also addresses regulatory frameworks, market trends, and the role of Islamic financial institutions. Through case studies and practical applications, students gain insights into effective asset management strategies that align with Islamic ethical principles. | 1. **SDG 1: No Poverty** – Islamic asset management promotes investments that can help create jobs and improve livelihoods, contributing to poverty alleviation. 2. **SDG 8: Decent Work and Economic Growth** – Encourages ethical investment strategies that foster sustainable economic growth and job creation. 3. **SDG 10: Reduced Inequalities** – Focuses on inclusive investment practices that aim to reduce economic disparities and promote financial inclusion. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable investment in industries and companies that adhere to ethical and environmentally responsible practices. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes transparency and ethical governance in financial practices, contributing to stronger institutions. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between Islamic asset managers, investors, and other stakeholders to achieve shared sustainability goals. By integrating ethical considerations with investment strategies, Islamic asset management aligns with various SDGs, promoting social responsibility and sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120503 | Akuntansi Biaya | Cost Accounting | The Cost Accounting course focuses on the techniques and principles used to analyze and manage costs within an organization. Students learn to identify, measure, and allocate costs associated with products, services, and operations. Key topics include cost behavior, budgeting, variance analysis, and job order costing versus process costing. The course emphasizes the importance of cost control and decision-making for enhancing efficiency and profitability. Practical applications and case studies help students develop skills in using cost information for strategic planning, performance evaluation, and financial reporting, equipping them for roles in accounting, finance, and management. | 1. **SDG 4: Quality Education** – Provides students with essential skills and knowledge in financial management, contributing to quality education. 2. **SDG 8: Decent Work and Economic Growth** – Supports effective resource allocation and cost management, which can lead to improved business performance and job creation. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Involves cost analysis in industrial settings, fostering innovation and efficient infrastructure development. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices through cost control and resource management, promoting efficiency and reducing waste. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes the importance of transparency and accountability in financial reporting and decision-making, contributing to strong institutions. 6. **SDG 17: Partnerships for the Goals** (indirectly) – Cost accounting can enhance collaboration among different departments and stakeholders for better decision-making. By focusing on efficient resource use and ethical financial practices, a cost accounting course can align with and support various SDGs, promoting sustainable economic development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120603 | Fiqih Muamalah | Muamalah Fiqh | The Muamalah Fiqh course explores the Islamic legal framework governing human interactions and transactions in various aspects of life, particularly in business and finance. Students study the principles of Sharia that regulate economic activities, including contracts, trade ethics, and financial instruments. Key topics include the prohibition of riba (usury), gharar (uncertainty), and the importance of fairness and transparency in dealings. The course also examines contemporary issues in Islamic finance, such as the use of Islamic banking products and ethical investment practices. Through case studies and discussions, students gain a deeper understanding of how Islamic jurisprudence shapes business practices and promotes social justice. | 1. **SDG 1: No Poverty** – Encourages ethical financial practices and economic transactions that can uplift communities and alleviate poverty. 2. **SDG 8: Decent Work and Economic Growth** – Promotes fair trade, responsible business practices, and economic activities that contribute to sustainable growth. 3. **SDG 10: Reduced Inequalities** – Focuses on equity in economic transactions, supporting inclusive practices that reduce economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Advocates for ethical consumption and production practices, ensuring sustainability in transactions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizes fairness, transparency, and ethical governance in commercial practices, fostering strong institutions. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among businesses, communities, and stakeholders for sustainable economic development. Through its focus on ethical and just commercial practices, a course in Muamalah Fiqh can significantly contribute to achieving these SDGs. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120703 | Sejarah Pemikiran Ekonomi & Bisnis Islam | History of Islamic Economic & Business Thought | The course “History of Islamic Economic & Business Thought” explores the development of economic principles and business practices within Islamic contexts from the early Islamic period to the modern era. It examines key texts, influential thinkers, and historical events that shaped Islamic economic theories, including concepts of justice, ethics, and welfare. Students will analyze the interaction between Islamic teachings and various economic systems, as well as the impact of historical developments on contemporary Islamic finance and business practices. The course may also cover comparative perspectives with Western economic thought and the challenges faced by Islamic economies today. | 1. **SDG 1: No Poverty** – Explores historical perspectives on wealth distribution, charitable practices (such as zakat), and economic policies that aim to alleviate poverty within Islamic economic thought. 2. **SDG 8: Decent Work and Economic Growth** – Examines the development of economic systems that promote fair trade, ethical business practices, and economic growth, emphasizing the importance of job creation and sustainable practices. 3. **SDG 10: Reduced Inequalities** – Discusses historical approaches to addressing social and economic inequalities, exploring Islamic principles that advocate for justice and equitable treatment in economic activities. 4. **SDG 12: Responsible Consumption and Production** – Investigates how historical Islamic economic thought has emphasized ethical consumption, sustainability, and responsible production practices aligned with Islamic values. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Analyzes the role of Islamic economic thought in fostering social justice, ethical governance, and strong institutions that promote fairness and equity in economic dealings. 6. **SDG 17: Partnerships for the Goals** – Highlights historical collaborations among Islamic scholars, traders, and policymakers in developing economic theories and practices that support sustainable development. This course provides a comprehensive understanding of how Islamic economic thought has evolved over time and its relevance to contemporary economic challenges and sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120803 | Statistik Ekonomi Dan Bisnis | Economic and Business Statistics | The course “Economic and Business Statistics” provides students with essential statistical tools and techniques for analyzing economic and business data. It covers topics such as descriptive statistics, probability distributions, hypothesis testing, regression analysis, and time series analysis. Students will learn how to apply these methods to real-world problems, interpret statistical results, and make informed decisions based on data. The course emphasizes the importance of statistical reasoning in economic forecasting, market research, and policy analysis, equipping students with the skills to conduct empirical research and critically evaluate statistical information in business contexts. | 1. **SDG 4: Quality Education** – Focus on enhancing statistical literacy and analytical skills, enabling students to interpret and utilize data effectively in various economic and business contexts. 2. **SDG 8: Decent Work and Economic Growth** – Examines statistical methods for analyzing economic performance, employment trends, and business productivity, supporting informed decision-making that drives economic growth. 3. **SDG 10: Reduced Inequalities** – Discusses how statistical analysis can be used to understand income distribution and inequalities within and between populations, helping to inform policies aimed at reducing disparities. 4. **SDG 12: Responsible Consumption and Production** – Explores the use of statistical tools in assessing consumption patterns and resource usage, promoting sustainable practices in business operations. 5. **SDG 1: No Poverty** – Analyzes data related to poverty levels, economic indicators, and the effectiveness of policies aimed at alleviating poverty, providing insights for targeted interventions. This course emphasizes the role of statistics in understanding economic and business phenomena, contributing to better decision-making and the pursuit of sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120903 | Komunikasi Bisnis Islam | Islamic Business Communication | The course “Islamic Business Communication” focuses on the principles and practices of effective communication in business settings within an Islamic framework. It explores the ethical and cultural dimensions of communication, emphasizing values such as honesty, respect, and integrity. Students will learn about various communication styles, negotiation techniques, and relationship-building strategies that align with Islamic teachings. The course also covers the role of communication in marketing, management, and interpersonal relations, preparing students to navigate the global business environment while upholding Islamic ethical standards. Practical exercises, case studies, and role-playing may be included to enhance students’ skills in real-world scenarios. | 1. **SDG 4: Quality Education** – Focus on enhancing communication skills and literacy in a business context, promoting effective communication and collaboration among diverse stakeholders. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes the importance of effective business communication in driving economic growth, facilitating negotiations, and enhancing productivity in organizations. 3. **SDG 10: Reduced Inequalities** – Discusses how inclusive communication practices can address disparities in business environments, ensuring that all voices are heard and represented. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes transparency and ethical communication practices, fostering trust and integrity within organizations and among stakeholders. 5. **SDG 17: Partnerships for the Goals** – Highlights the significance of effective communication in building partnerships between businesses, communities, and stakeholders to achieve shared goals. This course emphasizes the integration of Islamic values into business communication, promoting ethical behavior, cultural awareness, and effective collaboration in diverse business contexts. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121003 | Fintech Islam | Islamic Fintech | The course “Islamic Fintech” examines the intersection of Islamic finance principles and modern financial technology. It explores how fintech innovations, such as blockchain, peer-to-peer lending, and digital payments, can be aligned with Islamic ethical standards and Sharia-compliant practices. Students will analyze the implications of fintech for traditional Islamic financial institutions and the potential for new business models that enhance financial inclusion. The course covers regulatory frameworks, challenges, and opportunities in the Islamic fintech landscape, equipping students with the knowledge to navigate this rapidly evolving sector and contribute to the development of ethical financial solutions. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting innovation and entrepreneurship in the financial sector through technology, which can enhance economic growth and create job opportunities. 2. **SDG 1: No Poverty** – Examines how Islamic fintech solutions can provide access to financial services for underserved populations, contributing to poverty alleviation through inclusive financial practices. 3. **SDG 10: Reduced Inequalities** – Discusses how fintech can enhance financial inclusion, particularly for marginalized groups, by providing accessible financial products and services that align with Islamic principles. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable business practices in the fintech sector, encouraging responsible financial management and ethical investments in line with Islamic values. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between fintech companies, regulatory bodies, and Islamic financial institutions to promote ethical standards and drive sustainable development. This course integrates Islamic finance principles with technological advancements, aiming to foster financial inclusion and promote ethical, responsible practices in the financial sector. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04121103 | Bisnis Dan Kewirausahaan Islam | Islamic Business and Entrepreneurship | The course “Islamic Business and Entrepreneurship” explores the principles of entrepreneurship within an Islamic framework. It examines how Islamic values, such as ethical conduct, social responsibility, and community welfare, influence business practices and entrepreneurial ventures. Students will learn about the unique challenges and opportunities faced by Muslim entrepreneurs, including financing options like Islamic banking and crowdfunding. The course covers business planning, innovation, and market strategies while emphasizing the importance of aligning business goals with Sharia-compliant practices. Through case studies and practical projects, students will develop the skills necessary to launch and manage successful enterprises that adhere to Islamic principles. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting ethical business practices and entrepreneurship that contribute to sustainable economic growth and job creation in alignment with Islamic principles. 2. **SDG 1: No Poverty** – Examines how Islamic business practices and entrepreneurship can lead to poverty alleviation through equitable wealth distribution and community development initiatives. 3. **SDG 10: Reduced Inequalities** – Discusses the role of Islamic entrepreneurship in promoting financial inclusion and providing opportunities for marginalized groups, helping to reduce economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable business practices that encourage responsible consumption and environmentally friendly production methods consistent with Islamic values. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between entrepreneurs, businesses, and community organizations to foster innovation and achieve sustainable development objectives. This course integrates Islamic principles into business and entrepreneurship, promoting ethical behavior, social responsibility, and sustainable economic practices. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110903 | Ushul Fiqh Dan Qawaid Al Fiqhiyah | Ushul Fiqh and Qawaid Al Fiqhiyah | The course “Ushul Fiqh and Qawaid Al Fiqhiyah” delves into the foundations of Islamic jurisprudence (Ushul Fiqh) and the legal maxims (Qawaid Al Fiqhiyah) that guide Islamic legal reasoning. Students will explore the methodologies used to derive legal rulings from primary sources such as the Quran and Hadith, as well as the role of consensus (Ijma) and analogy (Qiyas) in Islamic law. The course emphasizes understanding the principles underlying Islamic legal theory and how these maxims apply to various legal and ethical issues. Through critical analysis and case studies, students will enhance their ability to engage with contemporary challenges in Islamic jurisprudence, fostering a deeper appreciation of the complexities and dynamics of Islamic legal thought. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Focus on promoting justice, legal frameworks, and the rule of law, emphasizing the importance of fair and equitable legal principles in society. 2. **SDG 1: No Poverty** – Explores the role of Islamic jurisprudence in poverty alleviation, social justice, and the distribution of wealth through mechanisms like zakat (charity). 3. **SDG 10: Reduced Inequalities** – Discusses how legal maxims and principles can address social inequalities and promote equitable treatment and rights for all individuals within the legal system. 4. **SDG 5: Gender Equality** – Examines the application of Islamic legal principles concerning gender rights, encouraging discussions on women’s rights and their legal status within Islamic jurisprudence. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration among scholars, practitioners, and communities to ensure that Islamic jurisprudence is applied effectively in promoting social and economic justice. This course emphasizes the foundational principles of Islamic law and their application to contemporary issues, promoting a deeper understanding of justice, equity, and ethical governance. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04111003 | Bahasa Arab | Arabic | The course “Arabic” provides students with a comprehensive introduction to the Arabic language, focusing on reading, writing, speaking, and listening skills. It covers essential grammar, vocabulary, and pronunciation, while also exploring cultural contexts that influence language use. Students will engage in interactive activities to enhance their communication abilities and gain familiarity with various dialects and formal Arabic (Modern Standard Arabic). The course may include readings from literature, media, and everyday conversation, fostering an understanding of both the language and the rich cultural heritage of Arabic-speaking communities. By the end of the course, students will be equipped to engage in basic conversations and comprehend written texts in Arabic. | 1. **SDG 4: Quality Education** – Focus on enhancing language skills and literacy, promoting cultural understanding, and facilitating effective communication, which are essential for education and learning. 2. **SDG 10: Reduced Inequalities** – Encourages inclusivity by providing access to language education, helping non-Arabic speakers communicate and engage with Arabic-speaking communities, thereby reducing linguistic inequalities. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes cross-cultural understanding and dialogue, fostering peace and cooperation among diverse communities through proficiency in Arabic and appreciation of Arabic culture. 4. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration and communication in achieving sustainable development through partnerships with Arabic-speaking nations and organizations. 5. **SDG 5: Gender Equality** – May address issues of gender in language and representation, encouraging discussions on women’s rights and empowerment within Arabic-speaking cultures. This course contributes to cultural awareness, communication skills, and the promotion of social cohesion and understanding among diverse populations. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04111103 | Ekonomi Islam | Islamic Economics | The course “Islamic Economics” explores the principles and frameworks of economic thought based on Islamic teachings. It examines the ethical and moral dimensions of economic behavior, emphasizing concepts such as justice, equity, and social welfare. Students will study the foundational sources of Islamic economics, including the Quran, Hadith, and historical applications, as well as the differences between Islamic and conventional economic systems. Key topics may include wealth distribution, Islamic finance, the role of markets, and the prohibition of interest (riba). The course encourages critical analysis of contemporary economic issues through an Islamic lens, preparing students to address real-world challenges while adhering to Islamic principles. | 1. **SDG 1: No Poverty** – Focus on poverty alleviation through economic principles that promote equitable wealth distribution, charitable giving (zakat), and social welfare initiatives. 2. **SDG 8: Decent Work and Economic Growth** – Emphasizes sustainable economic growth through ethical investments, entrepreneurship, and job creation in line with Islamic values. 3. **SDG 10: Reduced Inequalities** – Discusses the role of Islamic economic principles in addressing income and wealth inequalities, promoting social justice and financial inclusion. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable consumption patterns and responsible production practices based on Islamic teachings regarding stewardship of resources. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between governments, businesses, and civil society in promoting sustainable development and ethical economic practices. This course emphasizes the integration of Islamic values in economic theory and practice, aiming to achieve broader social and economic objectives that align with sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120103 | Manajemen SDM Islam | Islamic HR Management | The course “Islamic HR Management” focuses on the principles and practices of human resource management within an Islamic framework. It examines how Islamic values, such as fairness, respect, and ethical conduct, influence HR practices in recruitment, training, performance evaluation, and employee relations. Students will explore the role of Sharia in shaping HR policies and practices, addressing issues such as labor rights, diversity, and workplace ethics. The course also covers contemporary challenges in HR management, equipping students with strategies to create a positive organizational culture that aligns with Islamic principles. Through case studies and practical applications, students will develop skills to effectively manage human resources in Islamic organizations. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting ethical labor practices, fair employment conditions, and opportunities for professional development within the framework of Islamic principles. 2. **SDG 5: Gender Equality** – Examines the importance of gender equity in the workplace, including recruitment, promotion, and equal opportunities for women in alignment with Islamic values. 3. **SDG 10: Reduced Inequalities** – Discusses how Islamic HR practices can promote inclusivity and equitable treatment of diverse employees, helping to reduce inequalities in the workplace. 4. **SDG 3: Good Health and Well-being** – Emphasizes the importance of employee well-being, work-life balance, and mental health support as part of Islamic HR management practices. 5. **SDG 17: Partnerships for the Goals** – Highlights the significance of collaboration between organizations, employees, and communities to foster a supportive and ethical work environment. This course emphasizes the integration of Islamic values into human resource practices, promoting ethical behavior and social responsibility in managing human capital. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120203 | Manajemen Pemasaran Islam | Islamic Marketing Management | The course “Islamic Marketing Management” explores marketing strategies and practices grounded in Islamic principles. It examines how ethical values, cultural considerations, and social responsibilities shape marketing decisions in Islamic contexts. Students will learn about the significance of halal certification, consumer behavior in Muslim markets, and the role of community engagement in branding and advertising. The course also covers the integration of traditional marketing techniques with innovative approaches, such as digital marketing, while ensuring compliance with Sharia guidelines. Through case studies and practical projects, students will develop the skills needed to create effective marketing campaigns that resonate with diverse audiences while adhering to Islamic values. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting ethical marketing practices that support business growth, job creation, and sustainable economic development within the framework of Islamic values. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes sustainable marketing strategies that encourage responsible consumption and environmentally friendly practices, aligning with Islamic principles of stewardship. 3. **SDG 10: Reduced Inequalities** – Discusses how Islamic marketing practices can promote inclusive marketing strategies that address the needs of marginalized communities and ensure equitable access to products and services. 4. **SDG 1: No Poverty** – Examines the role of marketing in poverty alleviation by supporting fair trade initiatives and promoting products that empower low-income producers. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between businesses, consumers, and community stakeholders in promoting ethical marketing practices and achieving shared goals. This course emphasizes the integration of Islamic values in marketing strategies, promoting ethical behavior and sustainable practices that align with broader development objectives. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120303 | Manajemen Produksi & Operasional Islam | Islamic Production & Operational Management | The course “Islamic Production & Operational Management” focuses on the principles and practices of managing production and operations within an Islamic framework. It explores how Islamic values, such as ethical sourcing, sustainability, and social responsibility, influence operational strategies and decision-making processes. Students will study key concepts in production planning, quality management, supply chain dynamics, and resource allocation, all while ensuring compliance with Sharia principles. The course also examines contemporary challenges in production and operations management, encouraging students to develop solutions that balance efficiency with ethical considerations. Through case studies and practical applications, students will gain the skills necessary to manage operations in organizations that align with Islamic values. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting sustainable production practices and operational efficiency that support job creation and economic development within Islamic frameworks. 2. **SDG 12: Responsible Consumption and Production** – Emphasizes the principles of sustainability in production and operational management, encouraging responsible resource use and waste reduction in line with Islamic ethics. 3. **SDG 1: No Poverty** – Examines the role of ethical production practices in contributing to poverty alleviation and supporting local communities through fair labor practices and equitable distribution of resources. 4. **SDG 10: Reduced Inequalities** – Discusses how Islamic operational management can promote equitable access to economic opportunities and reduce disparities in wealth and resources. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between businesses, communities, and stakeholders to enhance sustainable production practices and achieve shared economic goals. This course emphasizes the integration of Islamic values in production and operational management, promoting ethical practices that align with sustainable development objectives. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04120403 | Akuntansi Entitas Islam | Islamic Entity Accounting | The course “Islamic Entity Accounting” examines the principles and practices of accounting within organizations operating under Islamic frameworks. It focuses on the unique accounting requirements for Islamic financial institutions, including the treatment of transactions such as profit-sharing, leasing, and zakat. Students will learn about the application of Sharia principles in financial reporting, auditing, and compliance, as well as the importance of transparency and ethical accountability in Islamic finance. The course also covers relevant international accounting standards and the challenges faced by Islamic entities in a global context. Through practical exercises and case studies, students will develop the skills necessary to effectively manage and report financial information in accordance with Islamic guidelines. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting ethical accounting practices and financial transparency in Islamic businesses, supporting sustainable economic development and job creation. 2. **SDG 1: No Poverty** – Examines the role of Islamic accounting in poverty alleviation through the equitable distribution of wealth and the importance of charitable giving (zakat) within financial reporting. 3. **SDG 10: Reduced Inequalities** – Discusses how Islamic accounting practices can promote financial inclusion and equitable access to financial services, addressing economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes the importance of sustainability in accounting practices, encouraging responsible financial management and reporting in alignment with Islamic principles. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between Islamic financial institutions and other stakeholders to promote ethical accounting standards and sustainable business practices. This course emphasizes the unique aspects of accounting within Islamic finance and its relevance to promoting social justice and sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110203 | Statistik Ekonomi dan Bisnis | Economic and Business Statistics | The course “Economic and Business Statistics” provides students with essential statistical tools and techniques for analyzing data in economic and business contexts. It covers topics such as descriptive statistics, probability theory, hypothesis testing, regression analysis, and time series analysis. Students will learn to interpret statistical results, make data-driven decisions, and apply these methods to real-world business problems, including market research and economic forecasting. Emphasizing practical applications, the course equips students with the analytical skills necessary to evaluate trends and inform strategic planning in various sectors. Hands-on projects and case studies enhance students’ ability to use statistical software and communicate findings effectively. | 1. **SDG 4: Quality Education** – Focus on enhancing statistical literacy and analytical skills, enabling students to interpret and utilize data effectively in various economic and business contexts. 2. **SDG 8: Decent Work and Economic Growth** – Examines statistical methods for analyzing economic performance, employment trends, and business productivity, supporting informed decision-making that drives economic growth. 3. **SDG 10: Reduced Inequalities** – Discusses how statistical analysis can be used to understand income distribution and inequalities within and between populations, helping to inform policies aimed at reducing disparities. 4. **SDG 12: Responsible Consumption and Production** – Explores the use of statistical tools in assessing consumption patterns and resource usage, promoting sustainable practices in business operations. 5. **SDG 1: No Poverty** – Analyzes data related to poverty levels, economic indicators, and the effectiveness of policies aimed at alleviating poverty, providing insights for targeted interventions. This course emphasizes the role of statistics in understanding economic and business phenomena, contributing to better decision-making and the pursuit of sustainable development goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110303 | Fiqih Muamalah | Muamalah Fiqh | The course “Muamalah Fiqh” focuses on the principles of Islamic commercial law and transactions, exploring how Sharia governs interactions in business and economic activities. Students will study key concepts such as contracts, sales, partnerships, leasing, and financial transactions, emphasizing ethical considerations and the prohibition of practices like riba (interest) and gharar (uncertainty). The course also examines the role of muamalah in promoting social justice and equity in economic dealings. Through case studies and practical applications, students will develop an understanding of how Islamic legal principles can be applied to modern business practices, preparing them to navigate the complexities of Islamic commercial transactions. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting ethical business practices, fair trade, and economic growth through Islamic finance principles that encourage entrepreneurship and job creation. 2. **SDG 1: No Poverty** – Examines the role of muamalah in poverty alleviation through equitable financial practices, charitable giving (zakat), and community support initiatives. 3. **SDG 10: Reduced Inequalities** – Discusses how Islamic commercial practices can foster financial inclusion and equitable access to resources, addressing economic disparities. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes ethical consumption and production practices in business, encouraging sustainability and social responsibility in trade and commerce. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between Islamic financial institutions and other stakeholders to promote sustainable development initiatives. This course emphasizes the application of Islamic principles in commercial transactions and their relevance to achieving broader social and economic goals. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110403 | Bahasa Arab | Arabic | The course “Arabic” provides a comprehensive introduction to the Arabic language, focusing on the development of reading, writing, speaking, and listening skills. Students will learn essential grammar, vocabulary, and pronunciation while exploring cultural and historical contexts that influence language use. The course may cover both Modern Standard Arabic and various dialects, enhancing students’ ability to communicate effectively in different settings. Interactive activities, discussions, and multimedia resources will foster engagement and practical application of language skills. By the end of the course, students will be equipped to understand basic texts and engage in conversations in Arabic, as well as appreciate the rich cultural heritage of Arabic-speaking communities. | 1. **SDG 4: Quality Education** – Focus on enhancing language skills and literacy, promoting cultural understanding and communication, which are essential for effective education. 2. **SDG 10: Reduced Inequalities** – Encourages inclusivity by providing access to language education, helping non-Arabic speakers communicate and engage with Arabic-speaking communities. 3. **SDG 16: Peace, Justice, and Strong Institutions** – Promotes cross-cultural understanding and dialogue, fostering peace and cooperation among diverse communities through language proficiency. 4. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration and communication in achieving sustainable development through partnerships with Arabic-speaking nations and organizations. 5. **SDG 5: Gender Equality** – May address issues of gender in language, encouraging discussions on women’s rights and empowerment within Arabic-speaking cultures. This course contributes to cultural awareness, communication skills, and the promotion of social cohesion and understanding among diverse populations. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110503 | Pengantar Matematika Ekonomi & Bisnis | Introduction to Economics & Business Mathematics | The course “Introduction to Economics & Business Mathematics” provides students with foundational concepts in economics and the mathematical tools necessary for analyzing business problems. It covers key economic principles such as supply and demand, market structures, and consumer behavior, while integrating mathematical techniques like algebra, calculus, and statistics. Students will learn how to apply mathematical models to economic scenarios, optimize decision-making, and interpret quantitative data in a business context. Through practical exercises and real-world examples, the course aims to equip students with the analytical skills needed to tackle economic and business challenges effectively. | 1. **SDG 4: Quality Education** – Focus on enhancing students’ mathematical skills and economic literacy, promoting critical thinking and problem-solving abilities necessary for informed decision-making in business and economics. 2. **SDG 8: Decent Work and Economic Growth** – Examines the mathematical tools used in analyzing economic data and trends, supporting the understanding of factors that contribute to economic growth and job creation. 3. **SDG 10: Reduced Inequalities** – Discusses how economic and mathematical models can analyze income distribution, access to resources, and the effectiveness of policies aimed at reducing inequalities. 4. **SDG 12: Responsible Consumption and Production** – Explores mathematical concepts related to resource allocation, production efficiency, and sustainable business practices, fostering responsible economic behavior. 5. **SDG 1: No Poverty** – Helps students understand the economic principles that underpin poverty alleviation strategies and the role of quantitative analysis in evaluating their effectiveness. This course emphasizes the application of mathematical methods in economic analysis and business decision-making, contributing to a better understanding of economic systems and sustainable practices. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110602 | Pengantar Ekonomi Makro | Introduction to Macroeconomics | The course “Introduction to Macroeconomics” explores the fundamental concepts and theories that govern the overall economy. It covers topics such as gross domestic product (GDP), inflation, unemployment, monetary policy, fiscal policy, and international trade. Students will learn how economic indicators are used to assess economic performance and the impact of government policies on the economy. The course also examines the interactions between different economic agents and the role of institutions in shaping economic outcomes. Through discussions and case studies, students will develop a critical understanding of macroeconomic principles and their relevance to real-world economic issues. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on understanding economic growth, employment rates, and how macroeconomic policies can promote sustainable economic development. 2. **SDG 1: No Poverty** – Examines the overall economy’s performance and its impact on poverty levels, helping students understand how macroeconomic policies can alleviate poverty. 3. **SDG 10: Reduced Inequalities** – Discusses income distribution, wealth inequality, and the macroeconomic factors that contribute to or mitigate economic disparities within and between countries. 4. **SDG 3: Good Health and Well-being** – Explores the relationship between macroeconomic conditions and public health, including how economic growth affects health outcomes and access to healthcare. 5. **SDG 13: Climate Action** – Addresses how macroeconomic policies can be aligned with environmental sustainability and the impacts of economic growth on climate change. This course provides a broader understanding of economic aggregates and their implications for societal well-being and sustainable development. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110702 | Pengantar Ekonomi Mikro | Introduction to Microeconomics | The course “Introduction to Microeconomics” examines the behavior of individual consumers and firms, focusing on how they make decisions regarding resource allocation, production, and consumption. Key topics include supply and demand, market structures (such as perfect competition and monopoly), pricing strategies, and the factors influencing consumer choices. Students will explore concepts such as elasticity, marginal utility, and cost-benefit analysis, gaining insight into how markets function and how economic agents interact. Through real-world examples and case studies, the course aims to equip students with the analytical tools needed to understand microeconomic principles and their applications in everyday life and business decision-making. | 1. **SDG 1: No Poverty** – Examines how microeconomic principles can be applied to understand poverty dynamics and the effectiveness of policies aimed at alleviating poverty. 2. **SDG 8: Decent Work and Economic Growth** – Focuses on understanding market structures, labor markets, and how economic agents make decisions that affect economic growth and employment. 3. **SDG 10: Reduced Inequalities** – Discusses the distribution of resources and income, helping students analyze factors that contribute to economic inequalities and potential policy interventions. 4. **SDG 12: Responsible Consumption and Production** – Explores consumer behavior and the implications of consumption choices on resource allocation and sustainability. 5. **SDG 4: Quality Education** – Emphasizes the importance of economic literacy and understanding economic principles as a foundation for informed decision-making in various contexts. This course provides a framework for understanding individual and firm-level decision-making, contributing to broader discussions about economic development and social equity. |
| EKONOMI | EKONOMI DAN BISNIS ISLAM – S1 | Kurikulum K-23 | 2023 | 23A04110803 | Keuangan Islam | Islamic Finance | The course “Islamic Finance” explores the principles and practices of financial transactions and investment strategies compliant with Islamic law (Sharia). It covers key concepts such as the prohibition of interest (riba), ethical investment, risk-sharing, and the importance of social justice in financial dealings. Students will study various financial instruments used in Islamic finance, including sukuk (Islamic bonds), mudarabah (profit-sharing), and murabaha (cost-plus financing). The course also examines the role of Islamic financial institutions, the regulatory environment, and contemporary challenges in the industry. Through case studies and practical applications, students will develop a comprehensive understanding of how Islamic finance operates within the global financial system. | 1. **SDG 8: Decent Work and Economic Growth** – Focus on promoting sustainable economic growth through ethical investment practices and financial products that contribute to job creation and economic development. 2. **SDG 1: No Poverty** – Examines the role of Islamic finance in poverty alleviation through microfinance, charitable giving (zakat), and equitable lending practices. 3. **SDG 10: Reduced Inequalities** – Discusses how Islamic finance principles promote financial inclusion and equitable access to financial services for marginalized communities. 4. **SDG 12: Responsible Consumption and Production** – Emphasizes ethical investment practices that align with sustainable and responsible consumption, avoiding investments in harmful industries. 5. **SDG 17: Partnerships for the Goals** – Highlights the importance of collaboration between Islamic financial institutions and various stakeholders to promote sustainable development initiatives. This course emphasizes the ethical and social dimensions of finance within Islamic principles, contributing to sustainable economic development and social justice. |