Pemetaan Kurikulum 2023 Terhadap SDGI
| FAKULTAS | PROGRAM STUDI | KURIKULUM | TAHUN | KODE MATA KULIAH | MATA KULIAH RESMI | COURSE NAME | DESKRIPSI SINGKAT | SDG |
|---|---|---|---|---|---|---|---|---|
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110802 | Matematika Dasar | Basic Math | The university course “Basic Math” provides foundational mathematical concepts and skills essential for success in higher-level courses and everyday problem-solving. It typically covers a range of topics that include. | 1. Quality Education (Goal 4): Basic math courses are essential for providing quality education, helping students develop foundational skills necessary for further learning. 2. Reduced Inequality (Goal 10): Mathematics can empower individuals from diverse backgrounds, contributing to reduced inequalities in educational access and economic opportunities. 3. Decent Work and Economic Growth (Goal 8): Proficiency in math is crucial for many jobs, enhancing employability and supporting economic growth. 4. Industry, Innovation, and Infrastructure (Goal 9): Basic math skills are foundational for understanding and engaging in fields related to innovation and infrastructure development. 5. Sustainable Cities and Communities (Goal 11): Mathematical skills are often used in urban planning and development, helping to create sustainable communities. While a Basic Math course may not explicitly address these goals, the skills and knowledge gained can contribute to achieving them indirectly. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140204 | Penelitian Tugas Akhir | Final Project Research | A university course on Final Project Research typically focuses on guiding students through the process of planning, conducting, and presenting a substantial research project. | 1. SDG 4: Quality Education – Research projects can contribute to educational improvements, teaching methods, and learning outcomes. 2. SDG 3: Good Health and Well-being – Projects focused on health-related issues, public health initiatives, or healthcare innovations would directly relate to this goal. 3. SDG 13: Climate Action – Research on environmental issues, sustainability, and climate change impacts can support efforts to combat climate change. 4. SDG 9: Industry, Innovation, and Infrastructure – Projects that involve technological advancements, infrastructure development, or innovation in various fields align with this goal. 5. SDG 10: Reduced Inequalities – Research exploring social justice, equity, and access to resources can contribute to reducing inequalities. 6. SDG 17: Partnerships for the Goals – Collaborative projects that involve community engagement, partnerships with organizations, or interdisciplinary work support this goal. The specific SDGs addressed would depend on the focus areas of the individual research projects and the disciplines involved. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140302 | Penulisan Skripsi dan Sidang Sarjana | Thesis Writing and Undergraduate Sessions | Thesis Writing is a university course designed to guide students through the process of developing and writing a thesis or major research project. Undergraduate Sessions refer to the scheduled classes and seminars that form part of an undergraduate degree program. These sessions often include lectures, discussions, group work, and presentations, aimed at providing students with foundational knowledge in their chosen field. They are essential for building skills, fostering critical thinking, and preparing students for more advanced studies or professional work. | 1. **Quality Education (SDG 4)**: By promoting critical thinking, research skills, and academic writing, these courses help ensure inclusive and equitable quality education and promote lifelong learning opportunities. 2. **Gender Equality (SDG 5)**: If the course includes research on gender issues or encourages diverse perspectives, it can contribute to achieving gender equality and empowering all women and girls. 3. **Decent Work and Economic Growth (SDG 8)**: Skills developed through thesis writing can enhance employability, fostering economic growth and decent work opportunities. 4. **Partnerships for the Goals (SDG 17)**: Collaborative projects or research can promote partnerships between students, faculty, and external organizations, reinforcing the importance of cooperation for sustainable development. Incorporating these goals into the curriculum can enhance students’ awareness of global challenges and encourage them to contribute positively through their research and academic pursuits. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140404 | Penelitian dan Seminar Hasil Penelitian Tugas Akhir | Research University and Seminar on Final Research Project Results | The Research University and Seminar on Final Research Project Results typically refers to an academic program or course where students present and discuss the findings of their final research projects. | 1. **Quality Education (Goal 4)**: This course promotes critical thinking, research skills, and the ability to communicate findings effectively, all of which are essential for quality education. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse research topics and perspectives, the course can help address inequalities in knowledge production and representation. 3. **Partnerships for the Goals (Goal 17)**: Research projects often involve collaboration among students, faculty, and external stakeholders, fostering partnerships that can drive sustainable development. 4. **Decent Work and Economic Growth (Goal 8)**: Engaging in research equips students with skills valuable in the job market, contributing to economic growth and decent work opportunities. 5. **Responsible Consumption and Production (Goal 12)**: Depending on the research topics, students might explore sustainable practices, contributing to responsible consumption and production. 6. **Climate Action (Goal 13)**: If research projects focus on environmental issues, they can directly contribute to climate action and awareness. By fostering research skills and collaboration, this course supports students in addressing these critical global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140504 | Penulisan Skripsi dan Ujian Akhir Tugas Akhir | Thesis Writing and Final Examination Program | At a university is designed to guide students through the process of completing their final research projects, known as theses or dissertations. The program typically includes workshops on research methodology, academic writing, and data analysis, helping students develop their skills in these areas. | 1. **Quality Education (Goal 4)**: The course promotes academic skills, critical thinking, and effective communication, all essential components of quality education. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse research topics and supporting underrepresented voices, the course can contribute to reducing inequalities in academia. 3. **Decent Work and Economic Growth (Goal 8)**: Skills developed through thesis writing—such as research, analysis, and presentation—enhance employability and prepare students for the workforce. 4. **Partnerships for the Goals (Goal 17)**: Engaging with faculty and peers during the thesis process fosters collaboration, which is vital for achieving sustainable development goals. 5. **Gender Equality (Goal 5)**: If the course emphasizes inclusive research practices, it can help promote gender equality in research and academia. Through these connections, the course can empower students to contribute positively to society and support various SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131403 | Matematika Biologi | Biology mathematics | At a university combines principles of mathematics with biological sciences to address complex biological problems. This interdisciplinary program typically covers topics such as mathematical modeling, statistical analysis, and computational methods used in biological research. | 1. **Quality Education (Goal 4)**: The course promotes interdisciplinary learning, combining math and biology to enhance critical thinking and problem-solving skills. 2. **Good Health and Well-Being (Goal 3)**: Understanding biological processes through mathematical modeling can contribute to advancements in healthcare, epidemiology, and public health. 3. **Life Below Water (Goal 14)**: Mathematical tools can be used in marine biology to model ecosystems and assess the impact of human activities on ocean health. 4. **Life on Land (Goal 15)**: Mathematics is crucial for ecological modeling, biodiversity studies, and conservation efforts, helping to protect terrestrial ecosystems. 5. **Climate Action (Goal 13)**: Mathematical modeling in biology can aid in understanding climate change impacts on ecosystems and developing strategies for mitigation. 6. **Sustainable Cities and Communities (Goal 11)**: Insights from biological mathematics can inform urban planning and sustainability efforts by modeling human-environment interactions. By integrating mathematical principles with biological concepts, the course can equip students to address these critical global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131503 | Teori Ukuran & Peluang | Theory of Measure and Probability | The course Theory of Measure and Probability typically explores foundational concepts in measure theory and probability theory. It focuses on the mathematical framework necessary for understanding randomness and uncertainty. Key topics may include sigma-algebras, measurable functions, integration, and various probability distributions. | 1. **Quality Education (Goal 4)**: The course enhances mathematical understanding and critical thinking skills, contributing to quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in probability and measure theory is essential in fields such as finance, data science, and economics, which can lead to better job opportunities. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding probability and measure theory can foster innovation in various industries, including technology and engineering. 4. **Sustainable Cities and Communities (Goal 11)**: These concepts can be applied to urban planning, resource allocation, and risk assessment in community development. 5. **Climate Action (Goal 13)**: Probability models can help in understanding and predicting climate-related events, contributing to better climate resilience and response strategies. By providing foundational skills in analysis and statistical reasoning, this course supports students in addressing various global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131603 | Topik Khusus Aljabar | Special Theory of Algebra | Typically delves into advanced topics in algebra, focusing on structures such as groups, rings, and fields. It emphasizes theoretical concepts and their applications, exploring topics like group theory, polynomial rings, and linear algebra. | 1. **Quality Education (Goal 4)**: This course promotes a deep understanding of algebraic concepts, enhancing critical thinking and problem-solving skills, which are essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in algebra is crucial for various fields, including engineering, computer science, and finance, contributing to employability and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algebraic theories and techniques can drive innovation in technology and engineering, supporting the development of robust infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Algebraic modeling can be applied in urban planning and resource management, helping create sustainable and efficient communities. 5. **Responsible Consumption and Production (Goal 12)**: Mathematical theories can be utilized in optimizing resource use and production processes, promoting sustainability. By providing foundational knowledge and skills, this course can empower students to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131703 | Topik Khusus Analisis | Special Topics in Analysis | Program at a university focuses on advanced concepts in mathematical analysis, often exploring areas such as real analysis, complex analysis, functional analysis, or measure theory. This program typically involves in-depth study of specific themes or recent developments in the field. | 1. **Quality Education (Goal 4)**: The course deepens students’ understanding of mathematical analysis, fostering critical thinking and advanced problem-solving skills, essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in analysis are vital for careers in finance, data science, engineering, and technology, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical analysis is crucial for developing innovative solutions and technologies, supporting infrastructure development across various sectors. 4. **Climate Action (Goal 13)**: Analysis techniques can be applied in environmental modeling, helping to understand and address climate change impacts. 5. **Sustainable Cities and Communities (Goal 11)**: Analytical methods can aid in urban planning, optimizing resource use, and improving community resilience. By equipping students with advanced analytical skills, the course can prepare them to tackle important global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131803 | Topik Khusus Kombinatorika | Special Topics in Combinatorics | Program at a university offers an in-depth exploration of advanced combinatorial concepts and techniques. Topics may include graph theory, enumeration, combinatorial designs, and probabilistic methods. | 1. **Quality Education (Goal 4)**: The course enhances logical reasoning and problem-solving skills through the study of combinatorial principles, contributing to quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Combinatorial techniques are applicable in various fields such as computer science, operations research, and logistics, enhancing job opportunities and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Combinatorics plays a critical role in optimization problems, network design, and resource allocation, driving innovation in various industries. 4. **Sustainable Cities and Communities (Goal 11)**: Combinatorial methods can be used in urban planning and transportation systems, helping to create efficient and sustainable communities. 5. **Responsible Consumption and Production (Goal 12)**: Combinatorial optimization can help in resource management and efficient production processes, promoting sustainability. By equipping students with combinatorial skills, this course can prepare them to address important global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131903 | Topik Khusus Matematika Terapan | Special Topics in Applied Mathematics | Program at a university focuses on advanced concepts and techniques used in real-world applications of mathematics. Topics may include mathematical modeling, optimization, numerical analysis, and data science. | 1. **Quality Education (Goal 4)**: The course enhances students’ mathematical skills and critical thinking, fostering a deeper understanding of real-world applications of mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Applied mathematics is crucial in various industries, including finance, engineering, and technology, leading to enhanced employability and economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The techniques learned in applied mathematics support innovation in product development, optimization, and infrastructure planning. 4. **Sustainable Cities and Communities (Goal 11)**: Mathematical modeling can be applied in urban planning, transportation, and resource management, contributing to sustainable community development. 5. **Climate Action (Goal 13)**: Applied mathematics plays a vital role in environmental modeling, climate forecasting, and developing strategies to mitigate climate change impacts. By providing practical mathematical skills, this course equips students to tackle a range of challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01140102 | Penulisan dan Seminar Proposal Tugas Akhir | Proposal Writing and Final Project Seminar | Program at a university is designed to guide students in developing and presenting their research proposals for final projects. The course covers essential topics such as research design, methodology, literature review, and effective presentation skills. | 1. **Quality Education (Goal 4)**: The course develops essential skills in research, writing, and presentation, contributing to quality education and effective communication. 2. **Reduced Inequality (Goal 10)**: By encouraging diverse project topics and supporting underrepresented voices, the course can help address inequalities in research and academic representation. 3. **Decent Work and Economic Growth (Goal 8)**: Skills in proposal writing and project planning are valuable in various fields, enhancing employability and contributing to economic growth. 4. **Partnerships for the Goals (Goal 17)**: The course often involves collaboration with faculty, peers, and external stakeholders, fostering partnerships that are crucial for achieving sustainable development. 5. **Gender Equality (Goal 5)**: If the course promotes inclusive research practices, it can support gender equality in project topics and academic representation. By equipping students with practical skills for research and collaboration, this course empowers them to contribute positively to society and advance these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H00120103 | Belajar dan Pembelajaran | Learning and Teaching | Course at a university explores the principles and practices of education, focusing on how individuals learn and how to effectively teach them. Key topics include learning theories, instructional design, assessment techniques, and classroom management strategies. | 1. **Quality Education (Goal 4)**: The course directly supports the goal of providing inclusive and equitable quality education, focusing on effective teaching strategies and learning outcomes. 2. **Reduced Inequality (Goal 10)**: By addressing diverse learning needs and promoting inclusive teaching practices, the course helps reduce inequalities in educational access and success. 3. **Gender Equality (Goal 5)**: If the course emphasizes gender-responsive teaching practices, it can contribute to promoting gender equality in educational settings. 4. **Partnerships for the Goals (Goal 17)**: Collaboration among educators, students, and communities is often a key focus, fostering partnerships that enhance educational effectiveness. 5. **Sustainable Cities and Communities (Goal 11)**: Education plays a vital role in community development, and the course can prepare educators to contribute to building sustainable and resilient communities. By equipping future educators with effective teaching methodologies and strategies, this course supports the advancement of these important global goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130803 | Teori Kontrol | Control Theory | Focuses on the analysis and design of systems that regulate themselves to achieve desired behaviors. Key topics include feedback mechanisms, stability analysis, control algorithms, and system modeling. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Control theory is essential for developing and optimizing systems in engineering, robotics, and manufacturing, driving innovation and infrastructure improvements. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in control systems is valuable in many industries, enhancing job opportunities and contributing to economic growth. 3. **Sustainable Cities and Communities (Goal 11)**: Control theory can be applied in urban systems, such as traffic management and public transportation, improving the efficiency and sustainability of cities. 4. **Climate Action (Goal 13)**: Control systems can help manage and optimize energy use in various applications, contributing to more sustainable practices and climate change mitigation. 5. **Good Health and Well-Being (Goal 3)**: Control theory is used in medical technologies and healthcare systems, improving patient outcomes and operational efficiency in healthcare settings. By equipping students with skills in system optimization and management, this course can prepare them to address key global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130903 | Pengantar Pemrosesan Citra | Introduction to Image Processing | Students learn to apply mathematical and computational methods to solve problems related to image analysis in various applications, such as medical imaging, computer vision, and multimedia. The course combines theoretical concepts with practical programming assignments, preparing students for careers in fields like digital media, computer science, and engineering. | 1. **Quality Education (Goal 4)**: The course enhances technical skills and knowledge in digital imaging, contributing to quality education in computer science and engineering fields. 2. **Good Health and Well-Being (Goal 3)**: Image processing techniques are widely used in medical imaging (e.g., MRI, CT scans) to improve diagnostics and patient care. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Image processing plays a crucial role in various industries, including manufacturing, telecommunications, and security, fostering innovation and efficient infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications such as remote sensing and urban planning utilize image processing to analyze and manage urban environments more effectively. 5. **Climate Action (Goal 13)**: Image processing is used in environmental monitoring and climate studies, helping to analyze satellite images and assess changes in ecosystems. By providing foundational knowledge in image processing, this course equips students to tackle various global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131003 | Optimasi | Optimization | University focuses on techniques for finding the best solutions to complex problems within given constraints. Key topics include linear programming, nonlinear optimization, integer programming, and dynamic programming. | 1. **Industry, Innovation, and Infrastructure (Goal 9)**: Optimization techniques are critical for improving processes in engineering, manufacturing, and logistics, driving innovation and enhancing infrastructure efficiency. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in optimization are valuable across industries, leading to better resource management and productivity, which contribute to economic growth and job creation. 3. **Sustainable Cities and Communities (Goal 11)**: Optimization methods can be applied in urban planning, transportation systems, and resource allocation, helping to create sustainable and efficient communities. 4. **Responsible Consumption and Production (Goal 12)**: Optimization can enhance resource utilization and minimize waste in production processes, promoting sustainability and responsible consumption. 5. **Climate Action (Goal 13)**: Optimization models can assist in environmental management, energy efficiency, and climate change mitigation strategies, supporting efforts to combat climate change. By equipping students with optimization skills, this course prepares them to address key global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131103 | Matematika Asuransi | Insurance Mathematics | The “Insurance Mathematics” course at a university focuses on the mathematical principles and techniques used in the insurance industry. Key topics include probability theory, risk assessment, premium calculation, and actuarial modeling. | 1. **Decent Work and Economic Growth (Goal 8)**: Insurance mathematics is essential for the finance and insurance sectors, contributing to job creation, economic stability, and financial literacy. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of insurance mathematics support risk assessment and management in various industries, driving innovation and strengthening infrastructure resilience. 3. **Reduced Inequality (Goal 10)**: By promoting understanding of risk management and insurance, the course can help individuals and communities access financial protection, reducing economic inequalities. 4. **Sustainable Cities and Communities (Goal 11)**: Insurance products can support sustainable development by providing coverage for natural disasters and promoting resilient infrastructure in urban planning. 5. **Climate Action (Goal 13)**: Understanding risks related to climate change is vital for the insurance industry, and insurance mathematics can aid in developing models to assess and mitigate these risks. By equipping students with the necessary skills to analyze and manage risk, this course contributes to addressing these critical global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131203 | Pengantar Analisis Fungsional | Introduction to Functional Analysis | The “Introduction to Functional Analysis” course at a university explores the study of vector spaces and linear operators, focusing on infinite-dimensional spaces. Key topics include normed and Banach spaces, Hilbert spaces, linear functionals, and operator theory. | 1. **Quality Education (Goal 4)**: The course deepens students’ understanding of advanced mathematical concepts, fostering critical thinking and analytical skills essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Functional analysis is foundational in many fields such as data science, economics, and engineering, enhancing job prospects and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of functional analysis are applied in various industries, including signal processing, control systems, and telecommunications, driving innovation and infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In medical imaging and signal processing, functional analysis techniques can improve diagnostics and patient care. 5. **Climate Action (Goal 13)**: Functional analysis is used in modeling complex systems, which can aid in understanding and addressing climate-related challenges. By equipping students with a strong mathematical foundation, this course prepares them to tackle a variety of global challenges related to these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01131303 | Kriptografi | Cryptography | The “Cryptography” course at a university covers the principles and techniques used to secure communication and protect information. Key topics include symmetric and asymmetric encryption, hashing algorithms, digital signatures, and key management. | 1. **Quality Education (Goal 4)**: The course enhances students’ understanding of secure communication and information protection, fostering critical thinking and technical skills essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in cryptography is highly valued in cybersecurity, finance, and technology sectors, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Cryptographic techniques are fundamental for securing digital infrastructure and promoting innovation in technology, particularly in data protection and secure communications. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Cryptography plays a crucial role in ensuring privacy and security in communications, supporting transparent governance and protecting civil liberties. 5. **Reduced Inequality (Goal 10)**: Secure access to information can empower marginalized communities, helping to bridge the digital divide and promote equitable access to technology. By equipping students with skills in secure communication, this course prepares them to address important global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01122003 | Teori Bilangan | Number Theory | The “Number Theory” course at a university explores the properties and relationships of integers. Key topics include divisibility, prime numbers, congruences, and modular arithmetic. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking, problem-solving, and mathematical reasoning, contributing to a solid educational foundation. 2. **Decent Work and Economic Growth (Goal 8)**: Number theory has applications in cryptography and computer science, which are essential for job opportunities in technology and finance sectors. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of number theory are applied in areas like data encryption and security, supporting innovation in digital infrastructure. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Understanding number theory contributes to advancements in secure communication, which is vital for protecting information and maintaining trust in institutions. 5. **Reduced Inequality (Goal 10)**: Promoting mathematical literacy through number theory can help bridge educational gaps, contributing to reduced inequalities in access to education. By equipping students with foundational mathematical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130103 | Geometri | Geometry | The “Geometry” course at a university focuses on the study of shapes, sizes, and the properties of space. Key topics include Euclidean and non-Euclidean geometry, transformations, congruence, similarity, and geometric proofs. | 1. **Quality Education (Goal 4)**: Geometry enhances spatial reasoning and critical thinking skills, contributing to a comprehensive education in mathematics and the sciences. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in geometry are essential in fields like architecture, engineering, and design, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Geometric principles are foundational for innovative design and construction practices, supporting infrastructure development and technological advancements. 4. **Sustainable Cities and Communities (Goal 11)**: Geometry plays a crucial role in urban planning and sustainable design, helping create efficient and livable community spaces. 5. **Climate Action (Goal 13)**: Understanding geometric modeling can aid in environmental studies and climate impact assessments, contributing to sustainable practices. By equipping students with a strong understanding of geometric concepts, this course prepares them to address a range of global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130203 | Proses Stokastik | Stochastic Processes | The “Stochastic Processes” course at a university examines mathematical models that describe systems evolving over time with inherent randomness. Key topics include Markov chains, Poisson processes, Brownian motion, and queuing theory. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and analytical skills, providing a strong foundation in probability and statistics essential for quality education. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in stochastic processes is valuable in various industries, including finance, telecommunications, and healthcare, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Stochastic modeling is crucial for optimizing processes and systems in engineering, manufacturing, and logistics, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Stochastic processes are applied in health analytics and epidemiology, helping model the spread of diseases and inform public health strategies. 5. **Climate Action (Goal 13)**: These processes are used in environmental modeling and climate forecasting, aiding in the understanding and mitigation of climate change impacts. By equipping students with skills in stochastic modeling, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130303 | Fungsi Kompleks | Complex Functions | The “Complex Functions” course at a university focuses on the study of functions of complex variables. Key topics include complex differentiation, integration, Cauchy-Riemann equations, and contour integration, as well as applications of complex analysis in various fields. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical understanding and critical thinking skills, essential for quality education in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in complex analysis is valuable in various industries, including engineering, physics, and finance, enhancing job prospects and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Complex functions are applied in signal processing, control theory, and telecommunications, driving innovation and supporting the development of robust infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Complex analysis is used in medical imaging techniques, such as MRI and ultrasound, improving diagnostic capabilities and patient care. 5. **Climate Action (Goal 13)**: Complex functions can be utilized in fluid dynamics and environmental modeling, aiding in the study of climate-related phenomena. By equipping students with a solid understanding of complex functions, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130403 | Pembelajaran Mesin | Machine Learning | The “Machine Learning” course at a university introduces students to the principles and techniques of machine learning, a subset of artificial intelligence focused on building algorithms that allow computers to learn from data. Key topics include supervised and unsupervised learning, neural networks, decision trees, support vector machines, and model evaluation. | 1. **Quality Education (Goal 4)**: Machine learning education promotes critical thinking and technical skills, contributing to quality education in data science and technology fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in machine learning enhances employability in various industries, including tech, finance, and healthcare, supporting economic growth and innovation. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Machine learning drives innovation across industries, optimizing processes and developing new technologies that enhance infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Machine learning is applied in healthcare for predictive analytics, medical imaging, and personalized medicine, improving patient outcomes and healthcare delivery. 5. **Sustainable Cities and Communities (Goal 11)**: Machine learning can be used in urban planning and smart city applications, optimizing resource allocation and improving community services. 6. **Climate Action (Goal 13)**: Machine learning models are increasingly used for climate modeling, environmental monitoring, and analyzing data related to climate change, aiding in sustainability efforts. By equipping students with machine learning skills, this course prepares them to address a variety of global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130503 | Metode Elemen Batas | Boundary Element Method | The “Boundary Element Method” (BEM) course at a university focuses on numerical techniques used to solve partial differential equations, particularly in engineering and physical sciences. Key topics include the formulation of boundary integral equations, discretization techniques, and solution algorithms for both linear and nonlinear problems. | 1. **Quality Education (Goal 4)**: The course enhances understanding of numerical methods and applied mathematics, fostering critical thinking and problem-solving skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: BEM is widely used in engineering fields for solving problems in structural analysis, fluid dynamics, and materials science, driving innovation and infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: The method can be applied in urban planning, environmental modeling, and infrastructure projects, contributing to the design of sustainable communities. 4. **Climate Action (Goal 13)**: BEM is useful in environmental engineering and climate studies, helping to model and analyze systems affected by climate change, such as groundwater flow and heat transfer. 5. **Good Health and Well-Being (Goal 3)**: In biomedical engineering, BEM can be applied to model physiological systems and improve medical device design. By equipping students with skills in boundary element methods, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01130703 | Komputasi Matematika | Mathematical Computation | The “Mathematical Computation” course at a university focuses on the development and implementation of algorithms for solving mathematical problems using computers. Key topics include numerical methods for linear and nonlinear equations, optimization techniques, interpolation, and numerical integration. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and computational skills, contributing to a strong educational foundation in mathematics and related disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical computation is essential in various industries, such as finance, engineering, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical computation drives innovation in technology and engineering, optimizing processes and developing new products and services. 4. **Good Health and Well-Being (Goal 3)**: Computational methods are increasingly used in healthcare for modeling biological systems, optimizing treatment plans, and analyzing medical data. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical computation can assist in urban planning and resource management, helping create more sustainable and efficient communities. 6. **Climate Action (Goal 13)**: Computational techniques are valuable for modeling environmental processes and analyzing climate data, aiding in climate change research and mitigation efforts. By equipping students with essential computational skills, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121303 | Statistik Matematika | Mathematical Statistics | The “Mathematical Statistics” course at a university explores the theory and methods of statistical inference. Key topics include probability distributions, estimation, hypothesis testing, confidence intervals, and regression analysis. | A university course in Mathematical Statistics can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Quality Education (Goal 4)**: The course fosters critical thinking, data analysis, and problem-solving skills, contributing to a robust educational foundation in statistics and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in statistical methods is crucial in various industries such as finance, healthcare, and technology, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Statistical techniques are vital for data analysis and decision-making in many sectors, driving innovation and improving infrastructure efficiency. 4. **Good Health and Well-Being (Goal 3)**: Mathematical statistics is essential for designing experiments, analyzing clinical trials, and interpreting health data, contributing to improved healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban studies, transportation analysis, and resource management to enhance community planning and sustainability. 6. **Climate Action (Goal 13)**: Statistical analysis is critical in climate modeling and environmental studies, helping researchers understand and address climate change impacts. By equipping students with comprehensive statistical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121403 | Struktur Aljabar | Algebraic Structure | The “Algebraic Structure” course at a university focuses on the study of algebraic systems and their properties. Key topics include groups, rings, fields, and vector spaces, exploring concepts such as homomorphisms, isomorphisms, and substructures. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, abstract reasoning, and problem-solving skills, contributing to a strong educational foundation in mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Knowledge of algebraic structures is applicable in fields like cryptography, computer science, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algebraic structures play a vital role in areas such as coding theory, information security, and algorithm development, driving innovation in technology and infrastructure. 4. **Reduced Inequality (Goal 10)**: By fostering mathematical literacy, the course can help bridge educational gaps and promote access to higher education opportunities. 5. **Sustainable Cities and Communities (Goal 11)**: Algebraic concepts can be applied in optimization and modeling, contributing to efficient resource allocation in urban planning. By providing a deep understanding of algebraic principles, this course equips students to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121503 | Metode Beda Hingga | Finite Difference Method | The “Finite Difference Method” course at a university focuses on numerical techniques for solving differential equations using discrete approximations. Key topics include the formulation of finite difference equations, stability analysis, and error analysis for various types of differential equations, including ordinary and partial differential equations. | 1. **Quality Education (Goal 4)**: The course enhances understanding of numerical methods and mathematical modeling, fostering critical thinking and problem-solving skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Finite difference methods are widely used in engineering, physics, and computer science for solving differential equations, driving innovation in technology and infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: These methods can be applied in urban planning and environmental modeling, helping to analyze and manage resources effectively. 4. **Climate Action (Goal 13)**: Finite difference methods are useful in climate modeling and simulations of environmental processes, aiding in the understanding and mitigation of climate change impacts. 5. **Good Health and Well-Being (Goal 3)**: In biomedical applications, finite difference methods can be employed for modeling biological processes and improving medical technologies. By equipping students with skills in numerical analysis, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121603 | Sistem Dinamik | Dynamic Systems | The “Dynamic Systems” course at a university explores the behavior of systems that change over time, focusing on both continuous and discrete models. Key topics include stability analysis, equilibrium points, bifurcations, and control theory. | A university course in Dynamic Systems can relate to several UN Sustainable Development Goals (SDGs), including: 1. **Quality Education (Goal 4)**: The course enhances understanding of complex systems and mathematical modeling, fostering critical thinking and analytical skills. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Dynamic systems analysis is vital in engineering, robotics, and control systems, driving innovation and improving infrastructure development. 3. **Sustainable Cities and Communities (Goal 11)**: Applications in urban planning and transportation systems can optimize resource allocation and improve community sustainability. 4. **Good Health and Well-Being (Goal 3)**: Dynamic systems modeling can be applied in healthcare to understand and improve the dynamics of biological systems and patient care. 5. **Climate Action (Goal 13)**: Dynamic systems are essential for modeling environmental processes, climate change, and ecological interactions, aiding in sustainability efforts. By equipping students with knowledge of dynamic systems, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121703 | Teori Koding | Coding Theory | The “Coding Theory” course at a university focuses on the principles and techniques used in the design and analysis of error-correcting codes for reliable data transmission and storage. Key topics include linear codes, block codes, convolutional codes, and decoding algorithms. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical skills and critical thinking in the context of information theory and error correction, contributing to quality education in mathematics and computer science. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in coding theory is highly applicable in the technology and telecommunications industries, enhancing job prospects and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Coding theory is essential for developing reliable communication systems and data transmission protocols, driving innovation in technology and improving infrastructure. 4. **Peace, Justice, and Strong Institutions (Goal 16)**: Secure data transmission methods developed through coding theory are vital for protecting information integrity, thereby supporting transparent governance and strong institutions. 5. **Reduced Inequality (Goal 10)**: By promoting mathematical literacy and skills in coding theory, the course can help bridge educational gaps and empower underrepresented groups in technology fields. By equipping students with knowledge of coding theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121803 | Kalkulus Variasi | Calculus of Variations | The “Calculus of Variations” course at a university explores methods for finding functions that optimize functionals, which are mappings from a set of functions to the real numbers. Key topics include the Euler-Lagrange equation, boundary conditions, and applications in physics and engineering. | 1. **Quality Education (Goal 4)**: The course promotes advanced mathematical understanding and critical thinking skills, contributing to quality education in mathematics and applied fields. 2. **Decent Work and Economic Growth (Goal 8)**: Skills in calculus of variations are valuable in engineering, economics, and physics, enhancing employability and supporting economic growth through innovative solutions. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: The principles of calculus of variations are used in optimizing engineering designs and systems, driving innovation and improving infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: Applications in optimal control theory can improve healthcare processes and resource management, contributing to better health outcomes. 5. **Climate Action (Goal 13)**: Calculus of variations can be applied in environmental modeling and resource management, aiding in the development of strategies for sustainability and climate change mitigation. By equipping students with a strong foundation in optimization techniques, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121903 | Matematika Ekonomi dan Keuangan | Economic and Financial Mathematics | The “Economic and Financial Mathematics” course at a university focuses on applying mathematical methods to analyze and solve problems in economics and finance. Key topics include mathematical modeling, optimization, stochastic processes, and financial derivatives. | 1. **Decent Work and Economic Growth (Goal 8)**: This course equips students with the skills to analyze financial markets and make informed economic decisions, contributing to economic growth and job creation. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding financial mathematics supports innovation in finance, investment strategies, and risk management, which are crucial for developing robust infrastructure. 3. **Quality Education (Goal 4)**: The course promotes mathematical literacy and critical thinking in economics and finance, contributing to a strong educational foundation in these fields. 4. **Reduced Inequality (Goal 10)**: By providing insights into financial markets and economic policies, the course can help promote equitable access to financial resources and opportunities. 5. **Sustainable Cities and Communities (Goal 11)**: Economic and financial analysis can inform sustainable urban development and infrastructure investments, promoting resilient and sustainable communities. By equipping students with knowledge in economic and financial mathematics, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120603 | Persamaan Diferensial | Differential Equations | Students learn to analyze and solve both linear and nonlinear differential equations and apply these concepts to real-world problems in physics, engineering, biology, and economics. The course emphasizes both theoretical understanding and practical problem-solving skills, preparing students for advanced studies in applied mathematics and related fields. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and analytical skills, contributing to a strong educational foundation in mathematics and the sciences. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in differential equations is essential in various industries, including engineering, finance, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Differential equations are fundamental in modeling and analyzing dynamic systems in engineering, physics, and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Applications in biomedical modeling, such as population dynamics and disease spread, can help improve healthcare outcomes and inform public health strategies. 5. **Climate Action (Goal 13)**: Differential equations are used in climate modeling, environmental science, and resource management, aiding in understanding and addressing climate change impacts. By equipping students with skills in differential equations, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120703 | Pengantar Analisis Riil | Introduction to Real Analysis | The “Introduction to Real Analysis” course at a university focuses on the rigorous study of real numbers, sequences, series, and functions. Key topics include limits, continuity, differentiation, integration, and convergence. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking, rigor, and mathematical reasoning, contributing to a solid educational foundation in mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Understanding real analysis is essential for various fields, including finance, data science, and engineering, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Real analysis provides the theoretical groundwork for many applications in science and engineering, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In fields such as biomedical engineering and health informatics, real analysis can be applied to model complex systems and improve healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Real analysis is foundational for optimization problems relevant to urban planning and resource management, aiding in the development of sustainable communities. By equipping students with a thorough understanding of real analysis, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120802 | Kewirausahaan | Entrepreneurship | The “Entrepreneurship” course at a university focuses on the principles and practices of starting and managing a new business. Key topics include business planning, market analysis, funding strategies, and innovation. | 1. **Decent Work and Economic Growth (Goal 8)**: The course fosters skills and knowledge essential for starting and managing businesses, contributing to job creation and economic growth. 2. **Industry, Innovation, and Infrastructure (Goal 9)**: Entrepreneurship drives innovation and the development of new products and services, which are crucial for advancing infrastructure and industry. 3. **Reduced Inequality (Goal 10)**: By promoting entrepreneurial skills among diverse groups, the course can help reduce economic disparities and empower marginalized communities. 4. **Sustainable Cities and Communities (Goal 11)**: Entrepreneurs often focus on creating sustainable businesses that address local community needs, contributing to more resilient and sustainable urban development. 5. **Responsible Consumption and Production (Goal 12)**: The course can emphasize sustainable business practices, encouraging students to develop enterprises that prioritize environmental responsibility. 6. **Partnerships for the Goals (Goal 17)**: Entrepreneurship often involves collaboration and partnerships, fostering a spirit of cooperation that is essential for achieving the SDGs. By equipping students with entrepreneurial skills and knowledge, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120903 | Analisis Riil | Real Analysis | The “Real Analysis” course at a university delves into the rigorous study of real-valued functions and their properties. Key topics include sequences and series, limits, continuity, differentiation, integration, and metric spaces. | 1. **Quality Education (Goal 4)**: Real Analysis promotes rigorous mathematical reasoning and critical thinking skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in Real Analysis is crucial for careers in finance, data science, engineering, and research, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Real Analysis provides the theoretical basis for various applications in engineering, physics, and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In fields like biomedical engineering and health informatics, Real Analysis can be applied to model complex systems and improve healthcare outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Real Analysis techniques can be used in optimization problems relevant to urban planning and resource management, aiding in the development of sustainable communities. By equipping students with a comprehensive understanding of Real Analysis, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121003 | Persamaan Diferensial Parsial | Parsian Differential Equations | The “Partial Differential Equations” (PDE) course at a university focuses on the study of equations that involve multiple independent variables and their partial derivatives. Key topics include classification of PDEs, methods of solution (such as separation of variables, Fourier series, and transform methods), and boundary value problems. | 1. **Quality Education (Goal 4)**: The course enhances students’ mathematical reasoning and problem-solving skills, contributing to a strong educational foundation in applied mathematics and engineering. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in PDEs is essential in fields such as engineering, physics, finance, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: PDEs are used to model and analyze dynamic systems in various industries, driving innovation and improving technological infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In biomedical applications, PDEs can be used to model physiological processes and improve medical technologies, contributing to better health outcomes. 5. **Climate Action (Goal 13)**: PDEs are critical for modeling environmental processes, such as heat transfer and fluid dynamics, aiding in climate modeling and resource management. By equipping students with a thorough understanding of Partial Differential Equations, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121103 | Riset Operasi | Operations Research | The university course “Operations Research” focuses on the application of mathematical and analytical methods to optimize decision-making processes in various fields. It combines techniques from mathematics, statistics, and computer science to solve complex problems related to resource allocation, scheduling, and logistics. | 1. **Quality Education (Goal 4)**: The course enhances analytical and problem-solving skills, providing students with a solid foundation in decision-making processes and quantitative analysis. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in operations research techniques is valuable in various industries, contributing to efficiency and productivity, which supports economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Operations research methods help optimize processes in manufacturing, logistics, and supply chain management, driving innovation and improving infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications in urban planning, transportation systems, and resource management can contribute to the development of sustainable and efficient communities. 5. **Climate Action (Goal 13)**: Operations research can be applied to environmental management and sustainability projects, helping to optimize resource use and minimize environmental impact. By equipping students with skills in operations research, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01121203 | Model Matematika | Mathematical Model | The “Mathematical Modeling” course at a university focuses on the development and analysis of mathematical models to represent real-world systems and phenomena. Key topics include model formulation, validation, and application across various fields such as biology, engineering, economics, and environmental science. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and problem-solving skills, providing students with a solid foundation in applying mathematics to real-world problems. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical modeling is valuable across industries such as finance, engineering, and data science, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Mathematical models are essential for optimizing processes and systems in various sectors, driving innovation and improving infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, mathematical modeling can be applied to understand disease dynamics, optimize resource allocation, and improve patient outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical models can aid in urban planning, resource management, and transportation systems, contributing to the sustainability and efficiency of communities. 6. **Climate Action (Goal 13)**: Mathematical modeling is crucial for climate studies, helping to predict environmental changes and develop strategies for mitigation and adaptation. By equipping students with skills in mathematical modeling, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110604 | Algoritma dan Pemrograman | Algorithms and Programming | The “Algorithms and Programming” course at a university introduces students to fundamental concepts in algorithm design and programming techniques. Key topics include algorithm efficiency, data structures, sorting and searching algorithms, and problem-solving strategies. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and problem-solving skills, contributing to a strong foundation in computer science and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in algorithms and programming is essential for careers in technology, software development, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Algorithms drive innovation in various sectors, from software development to data processing, improving infrastructure and efficiency across industries. 4. **Sustainable Cities and Communities (Goal 11)**: Programming skills can be applied to develop smart city solutions, optimize resource management, and enhance urban planning. 5. **Responsible Consumption and Production (Goal 12)**: Understanding algorithms can lead to more efficient systems in manufacturing, logistics, and resource management, promoting sustainability. By equipping students with skills in algorithms and programming, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110703 | Metode Statistika | Statistical Methods | The “Algorithms and Programming for Statistical Methods” course at a university focuses on the intersection of algorithm design and statistical analysis. Key topics include statistical algorithms, data manipulation, hypothesis testing, regression analysis, and machine learning techniques. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and data analysis skills, providing students with a solid foundation in statistical reasoning essential for various fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in statistical methods is valuable in industries such as finance, healthcare, and market research, enhancing employability and contributing to economic growth. 3. **Good Health and Well-Being (Goal 3)**: Statistical methods are crucial in designing experiments, analyzing clinical trials, and interpreting health data, leading to improved healthcare outcomes and informed public health policies. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Statistical techniques are used for quality control, process optimization, and data-driven decision-making in various industries, driving innovation and improving infrastructure. 5. **Sustainable Cities and Communities (Goal 11)**: Statistical methods can be applied in urban studies, transportation analysis, and resource management, helping to develop sustainable and efficient communities. 6. **Climate Action (Goal 13)**: Statistical analysis is essential in climate modeling, environmental studies, and data interpretation related to climate change, aiding in sustainability efforts. By equipping students with comprehensive statistical skills, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120103 | Aljabar Linier II | Linear Algebra II | The “Linear Algebra II” course at a university builds on the foundations laid in Linear Algebra I, delving deeper into advanced topics. Key topics include vector spaces, linear transformations, eigenvalues and eigenvectors, diagonalization, and inner product spaces. | 1. **Quality Education (Goal 4)**: The course enhances mathematical understanding and critical thinking skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in linear algebra is essential for careers in data science, engineering, and finance, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Linear algebra techniques are fundamental in various applications, including optimization, computer graphics, and machine learning, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, linear algebra can be applied in areas such as medical imaging and epidemiological modeling, contributing to better health outcomes. 5. **Sustainable Cities and Communities (Goal 11)**: Linear algebra methods can be used in urban planning and resource management, helping to develop sustainable and efficient community systems. 6. **Climate Action (Goal 13)**: Linear algebra is valuable in environmental modeling and simulations, aiding in the analysis of climate-related data and helping to address climate change challenges. By equipping students with a deeper understanding of linear algebra, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120204 | Matematika Lanjut | Advanced Mathematics | The “Advanced Mathematics” course at a university typically covers a range of higher-level mathematical concepts and techniques that extend beyond undergraduate studies. Key topics may include advanced calculus, real analysis, abstract algebra, topology, and complex analysis. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking, problem-solving, and analytical skills, contributing to a solid educational foundation in mathematics and related fields. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in advanced mathematics is essential for careers in finance, engineering, data science, and research, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Advanced mathematical techniques are applied in various industries, including technology, engineering, and scientific research, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Advanced mathematics can be applied in fields such as medical imaging, epidemiology, and biostatistics, contributing to better health outcomes and healthcare solutions. 5. **Sustainable Cities and Communities (Goal 11)**: Mathematical modeling and optimization techniques can aid in urban planning and resource management, promoting the development of sustainable communities. 6. **Climate Action (Goal 13)**: Advanced mathematics is used in climate modeling, environmental science, and resource management, helping to analyze and address climate change impacts. By equipping students with a deep understanding of advanced mathematical concepts, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120303 | Teori Peluang | Probability Theory | The “Probability Theory” course at a university focuses on the mathematical foundations of probability and its applications. Key topics include probability spaces, random variables, distributions, expectation, variance, and limit theorems. | 1. **Quality Education (Goal 4)**: The course enhances critical thinking and analytical skills, providing a solid foundation in mathematics that is essential for various scientific and engineering disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in probability theory is valuable in industries such as finance, data science, and risk management, enhancing employability and supporting economic growth. 3. **Good Health and Well-Being (Goal 3)**: Probability theory is crucial in fields like epidemiology and clinical research, helping to analyze health data, assess risks, and improve healthcare outcomes. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Probability and statistical methods are applied in quality control, reliability engineering, and decision-making processes across various industries, driving innovation. 5. **Sustainable Cities and Communities (Goal 11)**: Probability theory can be used in urban planning and resource management, helping to model uncertainties and optimize systems for more sustainable outcomes. 6. **Climate Action (Goal 13)**: Probability theory plays a role in climate modeling and risk assessment related to climate change, aiding in the development of strategies for mitigation and adaptation. By equipping students with a solid understanding of probability theory, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120403 | Teori Graf | Graph Theory | The “Graph Theory” course at a university explores the study of graphs, which are mathematical structures used to model pairwise relationships between objects. Key topics include graph properties, types of graphs (such as directed, undirected, weighted, and bipartite), connectivity, Eulerian and Hamiltonian paths, and graph coloring. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and analytical skills, enhancing mathematical understanding and problem-solving abilities. 2. **Decent Work and Economic Growth (Goal 8)**: Knowledge of graph theory is applicable in various fields, such as computer science, logistics, and telecommunications, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Graph theory is essential for optimizing networks, such as transportation and communication systems, driving innovation and improving infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Applications of graph theory in urban planning, traffic management, and resource distribution can lead to more efficient and sustainable community designs. 5. **Climate Action (Goal 13)**: Graph theory can be applied in modeling ecological networks and understanding environmental systems, aiding in climate change research and sustainability efforts. By equipping students with a deep understanding of graph theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01120503 | Metode Numerik | Numerical Methods | The “Numerical Methods” course at a university focuses on techniques for approximating solutions to mathematical problems that cannot be solved analytically. Key topics include numerical solutions for linear and nonlinear equations, interpolation, numerical integration, differentiation, and error analysis. | 1. **Quality Education (Goal 4)**: The course enhances problem-solving and analytical skills, providing students with a strong foundation in computational mathematics and applications. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in numerical methods is valuable in various industries, including engineering, finance, and data analysis, enhancing employability and contributing to economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Numerical methods are crucial for solving complex engineering problems, optimizing processes, and driving innovation in technology and infrastructure development. 4. **Good Health and Well-Being (Goal 3)**: In healthcare, numerical methods can be applied in medical imaging, simulations, and data analysis, contributing to improved health outcomes. 5. **Climate Action (Goal 13)**: Numerical methods are essential in environmental modeling, climate simulations, and resource management, aiding in the analysis of climate change impacts. By equipping students with skills in numerical methods, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110803 | Matematika Dasar | Basic Mathematics | The “Basic Mathematics” course at a university provides foundational knowledge in essential mathematical concepts. Key topics typically include arithmetic, algebra, geometry, and introductory statistics. | 1. **Quality Education (Goal 4)**: The course lays the foundation for mathematical literacy, critical thinking, and problem-solving skills essential for further education in various fields. 2. **Decent Work and Economic Growth (Goal 8)**: Basic mathematics skills are crucial for many careers, enhancing employability and supporting economic growth in various industries. 3. **Reduced Inequalities (Goal 10)**: By providing fundamental mathematical knowledge, the course can help bridge educational gaps and promote equitable access to higher education opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Basic mathematical skills are important for understanding data related to urban planning, resource management, and community development. By equipping students with essential mathematical skills, this course prepares them to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110103 | Matematika Dasar I | Basic Mathematics I | The “Basic Mathematics I” course at a university introduces fundamental mathematical concepts and skills essential for further studies. Key topics typically include arithmetic operations, basic algebra, fractions, decimals, percentages, and introductory geometry. | 1. **Quality Education (Goal 4)**: This course provides foundational mathematical skills, fostering critical thinking and problem-solving abilities essential for academic success in various disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Basic mathematics is crucial for many career paths, enhancing employability and supporting economic growth across different sectors. 3. **Reduced Inequalities (Goal 10)**: By ensuring that all students acquire fundamental math skills, the course helps bridge educational gaps and promotes equitable access to further education. 4. **Sustainable Cities and Communities (Goal 11)**: Basic math skills are important for understanding and analyzing data related to urban planning, resource management, and community services. By equipping students with essential mathematical skills, Basic Mathematics I prepares them to contribute to various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110302 | Matematika Dasar II | Basic Mathematics II | The “Basic Mathematics II” course at a university builds on the concepts covered in Basic Mathematics I, focusing on more advanced topics. Key areas typically include algebraic expressions, equations, inequalities, functions, and basic introductory statistics. | 1. **Quality Education (Goal 4)**: This course builds on foundational mathematical skills, enhancing critical thinking and problem-solving abilities necessary for advanced studies. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in mathematical concepts covered in this course is essential for many careers, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By providing access to more advanced mathematical knowledge, the course helps bridge educational gaps and promotes equity in learning opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Understanding mathematical principles is crucial for analyzing data related to urban planning, resource management, and infrastructure development. 5. **Responsible Consumption and Production (Goal 12)**: Mathematical skills can be applied in fields like statistics and optimization, promoting more efficient use of resources and sustainable practices. By equipping students with essential mathematical skills and concepts, Basic Mathematics II prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110303 | Matematika Dasar II | Basic Mathematics II | The “Basic Mathematics II” course at a university builds on the concepts covered in Basic Mathematics I, focusing on more advanced topics. Key areas typically include algebraic expressions, equations, inequalities, functions, and basic introductory statistics. | 1. **Quality Education (Goal 4)**: This course builds on foundational mathematical skills, enhancing critical thinking and problem-solving abilities necessary for further academic pursuits. 2. **Decent Work and Economic Growth (Goal 8)**: Mastery of the mathematical concepts taught in this course is vital for various careers, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By providing access to important mathematical knowledge, the course helps bridge educational gaps and promotes equity in educational opportunities. 4. **Sustainable Cities and Communities (Goal 11)**: Mathematical skills are essential for analyzing data related to urban planning, resource management, and community services, contributing to sustainable development. 5. **Responsible Consumption and Production (Goal 12)**: The course can foster skills that promote efficient resource use and sustainable practices, especially in fields like statistics and optimization. By equipping students with essential mathematical skills, Basic Mathematics II prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110203 | Logika Matematika dan Himpunan | Mathematical Logic and Sets | The “Mathematical Logic and Sets” course at a university introduces students to the foundational concepts of logic and set theory. Key topics include propositional and predicate logic, logical proofs, set operations, relations, and functions. | 1. **Quality Education (Goal 4)**: This course enhances critical thinking, reasoning, and problem-solving skills, providing a strong foundation in mathematics and logical reasoning essential for further study. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in logic and set theory is valuable in fields such as computer science, mathematics, and data analysis, improving employability and supporting economic development. 3. **Reduced Inequalities (Goal 10)**: By fostering logical reasoning and mathematical literacy, the course helps bridge educational gaps, promoting equitable access to advanced mathematical education. 4. **Industry, Innovation, and Infrastructure (Goal 9)**: Understanding mathematical logic is crucial for developing algorithms and systems in technology and engineering, driving innovation and improving infrastructure. 5. **Sustainable Cities and Communities (Goal 11)**: Logical reasoning and set theory can be applied in urban planning and data analysis for community development, contributing to sustainable practices. By equipping students with essential skills in mathematical logic and set theory, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110403 | Aljabar Linier I | Linear Algebra I | The “Linear Algebra I” course at a university introduces students to the fundamental concepts of linear algebra. Key topics include vectors, matrices, systems of linear equations, vector spaces, and linear transformations. | 1. **Quality Education (Goal 4)**: The course promotes critical thinking and problem-solving skills, providing a strong foundation in mathematics that is essential for various scientific and engineering disciplines. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in linear algebra is valuable in numerous fields, including engineering, computer science, finance, and data analysis, enhancing employability and supporting economic growth. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Linear algebra is fundamental for optimizing systems and solving complex problems in engineering and technology, driving innovation and improving infrastructure. 4. **Good Health and Well-Being (Goal 3)**: Applications of linear algebra in medical imaging and data analysis contribute to better health outcomes and advancements in healthcare technologies. 5. **Sustainable Cities and Communities (Goal 11)**: Linear algebra techniques can be applied in urban planning and resource management, aiding in the development of efficient and sustainable community systems. 6. **Climate Action (Goal 13)**: Linear algebra plays a role in modeling and simulating environmental systems, helping to analyze and address climate-related challenges. By equipping students with a strong understanding of linear algebra, this course prepares them to tackle various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | MATEMATIKA – S1 | Kurikulum Sarjana K-23 | 2023 | 23H01110503 | Matematika Diskrit | Discrete Mathematics | Discrete Mathematics is a branch of mathematics focused on study of distinct and separated objects. The course typically covers topics such as logic, set theory, combinatorics, graph theory, and algorithms. Students learn to analyze mathematical structures that are fundamentally discrete rather than continuous, which is essential for computer science, cryptography, and information theory. Emphasis is placed on problem-solving techniques, mathematical reasoning, and the application of discrete concepts to real-world scenarios. This foundational course is vital for understanding advanced topics in computer science and related fields. | 1. **Quality Education (Goal 4)**: The course fosters critical thinking and problem-solving skills, providing a foundational understanding of mathematical concepts essential for further studies in computer science and mathematics. 2. **Decent Work and Economic Growth (Goal 8)**: Proficiency in discrete mathematics is valuable in fields such as computer science, cryptography, data analysis, and operations research, enhancing employability and supporting economic development. 3. **Industry, Innovation, and Infrastructure (Goal 9)**: Discrete mathematics is fundamental for developing algorithms, optimizing processes, and designing networks, driving innovation and improving technological infrastructure. 4. **Sustainable Cities and Communities (Goal 11)**: Concepts from discrete mathematics can be applied to problems in urban planning, logistics, and network design, contributing to more efficient and sustainable community systems. 5. **Responsible Consumption and Production (Goal 12)**: Discrete optimization techniques can lead to more efficient resource allocation and management, promoting sustainable practices in various industries. By equipping students with essential skills in discrete mathematics, this course prepares them to address various global challenges associated with these SDGs. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03112702 | Kimia Dasar | Basic Chemistry | A Basic Chemistry course at the university level typically provides an introduction to fundamental concepts in chemistry. | 1. SDG 3: Good Health and Well-Being – Understanding the chemistry of medicines and how chemical processes can impact health. 2. SDG 6: Clean Water and Sanitation – Exploring the chemistry of water, pollutants, and treatment processes to ensure access to clean water. 3. SDG 7: Affordable and Clean Energy – Discussing chemical principles behind energy sources, including renewable energy technologies. 4. SDG 9: Industry, Innovation, and Infrastructure – Understanding chemical processes that contribute to sustainable industrial practices. 5. SDG 12: Responsible Consumption and Production – Examining chemical reactions related to waste management and sustainable materials. 6. SDG 13: Climate Action – Analyzing the role of chemistry in climate change, including greenhouse gases and carbon capture technologies. 7. SDG 15: Life on Land – Discussing the chemistry of soil and its importance for agriculture and ecosystem health. These goals can be integrated into course discussions, laboratory experiments, and projects that highlight the relevance of chemistry to global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140504 | Penelitian dan Seminar Hasil Penelitian | Research and Research Results Seminars | The Research and Research Results Seminars course is designed to enhance students’ understanding of research methodologies and the dissemination of research findings. | 1. SDG 4: Quality Education – Promoting research skills and critical thinking in academic settings. 2. SDG 5: Gender Equality – Addressing gender issues through research and highlighting the importance of diverse perspectives in research outcomes. 3. SDG 9: Industry, Innovation, and Infrastructure – Focusing on research that drives innovation and supports sustainable industrial practices. 4. SDG 10: Reduced Inequalities – Examining research that investigates and seeks to reduce inequalities within and between countries. 5. SDG 11: Sustainable Cities and Communities – Presenting research on urban planning, sustainability, and community development. 6. SDG 12: Responsible Consumption and Production – Highlighting research on sustainable practices in production and consumption. 7. SDG 13: Climate Action – Discussing research that addresses climate change impacts and mitigation strategies. 8. SDG 17: Partnerships for the Goals – Emphasizing collaborative research efforts and interdisciplinary approaches to tackle global challenges. By integrating these goals into seminar discussions, presentations, and research projects, students can better understand the societal impact of their work and the relevance of research to global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140604 | Ujian Akhir | Final exam | A Final Exam course at the university level is typically the culminating assessment for a specific subject or program. It serves to evaluate students’ overall understanding of the course material and their ability to apply key concepts. | 1. SDG 4: Quality Education – Assessing understanding of educational concepts and methodologies. 2. SDG 5: Gender Equality – Evaluating knowledge of gender issues and their implications in the course subject. 3. SDG 9: Industry, Innovation, and Infrastructure – Testing concepts related to innovation and sustainable industrial practices. 4. SDG 10: Reduced Inequalities – Examining understanding of inequalities and their effects within the course context. 5. SDG 12: Responsible Consumption and Production – Assessing knowledge of sustainable practices and resource management. 6. SDG 13: Climate Action – Evaluating understanding of climate-related issues and their global impact. 7. SDG 17: Partnerships for the Goals – Testing awareness of collaborative efforts and the importance of partnerships in achieving sustainable development. By incorporating these goals into exam questions or case studies, students can demonstrate their grasp of how their subject area connects to broader global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132509 | Magang/Praktek Kerja | Internship/Work Practice | An Internship/Work Practice course at the university level is a practical learning experience that allows students to apply academic knowledge in a real-world work environment. | 1. SDG 4: Quality Education – Providing practical experience that complements academic learning and enhances skill development. 2. SDG 5: Gender Equality – Promoting equitable practices in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth – Fostering opportunities for internships that emphasize fair labor practices and economic sustainability. 4. SDG 9: Industry, Innovation, and Infrastructure – Encouraging innovative practices and infrastructure development within host organizations. 5. SDG 10: Reduced Inequalities – Highlighting the importance of inclusivity and diversity in workplace settings. 6. SDG 12: Responsible Consumption and Production – Engaging in projects that promote sustainable practices within organizations. 7. SDG 17: Partnerships for the Goals – Emphasizing collaboration between educational institutions and businesses, and fostering partnerships for sustainable development. By integrating these goals into the internship experience, students can better understand the role of their work in contributing to global sustainability challenges while developing practical skills. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140202 | Penelitian dan Seminar Hasil Penelitian | Research and Research Results Seminars | The Research and Research Results Seminars course at the university level is designed to guide students through the entire research process, from planning and conducting research to presenting and discussing the results. | 1. SDG 4: Quality Education** – Promoting critical thinking and research skills that contribute to quality education. 2. SDG 5: Gender Equality** – Addressing gender issues through research topics and promoting diverse perspectives. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering research that drives innovation and supports sustainable practices in industries. 4. SDG 10: Reduced Inequalities** – Examining research that highlights and seeks to address inequalities. 5. SDG 11: Sustainable Cities and Communities** – Focusing on urban sustainability and community development through research initiatives. 6. SDG 12: Responsible Consumption and Production** – Investigating sustainable practices and consumption patterns through research. 7. SDG 13: Climate Action** – Discussing research findings related to climate change and sustainability solutions. 8. SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaborative research efforts and interdisciplinary approaches. Incorporating these SDGs into seminar discussions and research projects allows students to connect their work to global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140303 | Skripsi | Thesis | The Thesis course at the university level is a significant academic endeavor in which students conduct original research on a specific topic within their field of study. | 1. SDG 4: Quality Education** – Promoting research that enhances educational practices and outcomes. 2. SDG 5: Gender Equality** – Exploring gender issues through research, including topics on empowerment and equity. 3. SDG 9: Industry, Innovation, and Infrastructure** – Investigating innovations and sustainable practices within various industries. 4. SDG 10: Reduced Inequalities** – Addressing social, economic, or environmental inequalities through focused research. 5. SDG 11: Sustainable Cities and Communities** – Studying urban development, sustainability, and community resilience. 6. SDG 12: Responsible Consumption and Production** – Analyzing sustainable consumption patterns and production processes. 7. SDG 13: Climate Action** – Examining the impacts of climate change and researching mitigation or adaptation strategies. 8. SDG 15: Life on Land** – Investigating biodiversity, land use, and ecosystem management. 9. SDG 17: Partnerships for the Goals** – Highlighting collaborative efforts in research that contribute to sustainable development. By aligning thesis topics with these SDGs, students can make meaningful contributions to addressing global challenges while deepening their academic inquiry. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140401 | Ujian Komprehensif | Comprehensive Exam | The Comprehensive Exam course at the university level is designed to assess students’ overall knowledge and mastery of the core subjects within their field of study, typically before advancing to the final stages of a graduate program. | 1. SDG 4: Quality Education** – Assessing students’ understanding of core concepts and theories, which contributes to quality education. 2. SDG 5: Gender Equality** – Including topics that address gender issues and promote equality in various fields of study. 3. SDG 9: Industry, Innovation, and Infrastructure** – Evaluating knowledge related to innovation and sustainable practices within industries. 4. SDG 10: Reduced Inequalities** – Exploring themes of social and economic inequalities in questions or case studies. 5. SDG 11: Sustainable Cities and Communities** – Examining urban sustainability and community development in exam content. 6. SDG 12: Responsible Consumption and Production** – Testing knowledge of sustainable practices in consumption and production systems. 7. SDG 13: Climate Action** – Including questions related to climate change, its impacts, and mitigation strategies. 8. SDG 17: Partnerships for the Goals** – Highlighting collaborative efforts and interdisciplinary approaches relevant to the field of study. Incorporating these SDGs into exam questions and content can help students connect their academic knowledge to broader global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120202 | Kimia Unsur | Elemental Chemistry | The Elemental Chemistry course at the university level focuses on the study of the fundamental principles of chemistry, particularly related to the elements and their properties. | 1. SDG 3: Good Health and Well-Being** – Understanding the role of elements in health, including pharmaceuticals and nutritional science. 2. SDG 6: Clean Water and Sanitation** – Studying the chemistry of water treatment and the impact of elements on water quality. 3. SDG 7: Affordable and Clean Energy** – Exploring the chemical processes behind energy sources, including renewable energy technologies. 4. SDG 9: Industry, Innovation, and Infrastructure** – Examining the chemical foundations of materials used in industrial applications and innovations. 5. SDG 12: Responsible Consumption and Production** – Discussing sustainable practices in the use of elemental resources and materials. 6. SDG 13: Climate Action** – Analyzing the chemical aspects of climate change, including greenhouse gas emissions and carbon capture. 7. SDG 15: Life on Land** – Investigating soil chemistry and the role of elements in agriculture and ecosystem health. By integrating these goals into the course content, students can better appreciate the relevance of chemistry in addressing global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03132404 | Praktek Kerja Lapang | Field Work Practices | The Field Work Practices course at the university level provides students with hands-on experience in real-world environments related to their field of study. | 1. SDG 4: Quality Education** – Enhancing learning through experiential education and practical skills development. 2. SDG 5: Gender Equality** – Addressing gender issues in field settings and promoting equitable practices. 3. SDG 6: Clean Water and Sanitation** – Engaging in projects related to water quality and sanitation in the field. 4. SDG 11: Sustainable Cities and Communities** – Studying urban sustainability, community engagement, and development practices. 5. SDG 12: Responsible Consumption and Production** – Implementing sustainable practices in resource management during fieldwork. 6. SDG 13: Climate Action** – Conducting research or projects focused on climate change impacts and adaptation strategies. 7. SDG 15: Life on Land** – Investigating ecosystems, biodiversity, and land management practices in the field. 8. SDG 17: Partnerships for the Goals** – Collaborating with local organizations and communities to achieve sustainable development objectives. Incorporating these SDGs into fieldwork projects allows students to connect their practical experiences to broader global challenges and sustainability efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03132602 | Kimia Terapan dan Industri | Applied and Industrial Chemistry | A university course is a structured academic program offered by higher education institutions, designed to provide students with specialized knowledge and skills in a particular subject area. Courses typically consist of lectures, seminars, and practical assignments, and are assessed through exams, projects, and presentations. They can vary in length, with most lasting a semester or a year, and may be part of an undergraduate or graduate degree program. The content, scope, and level of difficulty depend on the course’s subject and academic level. | 1. SDG 3: Good Health and Well-Being** – Developing pharmaceuticals, medical devices, and other products that improve health outcomes. 2. SDG 7: Affordable and Clean Energy** – Exploring the chemistry behind renewable energy sources, energy storage, and sustainable fuels. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovation in chemical processes, materials, and technologies used in various industries. 4. SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in manufacturing, waste reduction, and resource efficiency. 5. SDG 13: Climate Action** – Investigating processes for reducing greenhouse gas emissions and developing sustainable alternatives. 6. SDG 15: Life on Land** – Studying the impact of industrial chemistry on ecosystems and biodiversity, including sustainable agriculture practices. 7. SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and governments to advance sustainable development in chemistry. By integrating these goals into the curriculum, students can better understand the role of applied and industrial chemistry in addressing global challenges and promoting sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131702 | Inovasi dan Pemikiran Desain | Innovation and Design Thinking | The Innovation and Design Thinking course focuses on developing creative problem-solving skills and applying design principles to drive innovation. Students learn to use the Design Thinking methodology, which involves empathizing with users, defining problems, ideating solutions, prototyping, and testing. The course typically covers topics like user-centered design, brainstorming techniques, and iterative development processes. It encourages students to think critically, collaborate across disciplines, and apply innovative solutions to real-world challenges. Ideal for those interested in entrepreneurship, product development, or organizational innovation. | 1. SDG 4: Quality Education** – Promoting skills in critical thinking, creativity, and collaboration, essential for effective learning and innovation. 2. SDG 5: Gender Equality** – Encouraging inclusive design practices that address the needs and perspectives of diverse groups. 3. SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovation in processes, products, and services that enhance industrial practices. 4. SDG 10: Reduced Inequalities** – Developing solutions aimed at reducing social and economic disparities. 5. SDG 11: Sustainable Cities and Communities** – Creating innovative approaches to urban development, sustainability, and community resilience. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable design practices that reduce waste and promote efficient resource use. 7. SDG 13: Climate Action** – Addressing climate change through innovative solutions and environmentally friendly design. 8. SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and cross-disciplinary partnerships in achieving sustainable development. By incorporating these goals into the curriculum, students can apply design thinking principles to tackle real-world challenges and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131801 | Pengembangan Talenta | Talent Development | The Talent Development course focuses on strategies and practices for identifying, nurturing, and enhancing the skills and potential of individuals within an organization. Students learn about talent management frameworks, leadership development, performance coaching, employee engagement, and succession planning. The course explores how to align talent development with organizational goals, fostering a culture of continuous learning and growth. It is ideal for those pursuing careers in human resources, organizational development, or leadership, and helps students understand how to build and maintain high-performing teams. | 1. SDG 4: Quality Education** – Promoting lifelong learning opportunities and skill development for individuals. 2. SDG 5: Gender Equality** – Encouraging equal opportunities for talent development across genders and addressing barriers to advancement. 3. SDG 8: Decent Work and Economic Growth** – Supporting workforce development and enhancing employability through skill-building initiatives. 4. SDG 10: Reduced Inequalities** – Fostering inclusive talent development practices that aim to reduce disparities in access to opportunities. 5. SDG 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, businesses, and communities to enhance talent development initiatives. By integrating these SDGs into the curriculum, students can understand the broader impact of talent development on achieving sustainable and equitable growth in society. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131902 | Pengembangan Talenta | Talent Development | The Talent Development course explores strategies and practices for identifying, nurturing, and maximizing the potential of individuals within an organization. It covers key topics such as employee training, leadership development, career progression, performance management, and succession planning. Students learn how to design and implement talent development programs that align with organizational goals, enhance workforce capabilities, and drive business success. The course is ideal for those pursuing careers in human resources, organizational development, or leadership roles, helping them build effective systems for fostering employee growth and engagement. | 1. SDG 4: Quality Education** – Promoting lifelong learning opportunities and skill development for individuals. 2. SDG 5: Gender Equality** – Encouraging equal opportunities for talent development across genders and addressing barriers to advancement. 3. SDG 8: Decent Work and Economic Growth** – Supporting workforce development and enhancing employability through skill-building initiatives. 4. SDG 10: Reduced Inequalities** – Fostering inclusive talent development practices that aim to reduce disparities in access to opportunities. 5. SDG 17: Partnerships for the Goals** – Encouraging collaboration between educational institutions, businesses, and communities to enhance talent development initiatives. By integrating these SDGs into the curriculum, students can understand the broader impact of talent development on achieving sustainable and equitable growth in society. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132002 | Literasi dan Presentasi Ilmiah | Scientific Literacy and Presentation | The Scientific Literacy and Presentation course focuses on developing students’ ability to understand, interpret, and communicate scientific concepts clearly and effectively. It covers foundational scientific knowledge, critical thinking skills, and methods for evaluating scientific information. Students learn how to present scientific ideas to both specialized and general audiences using various media, including written reports, posters, and oral presentations. | 1. SDG 4: Quality Education** – Promoting scientific literacy as a fundamental aspect of education and critical thinking skills. 2. SDG 9: Industry, Innovation, and Infrastructure** – Encouraging communication of scientific ideas that drive innovation and industrial development. 3. SDG 12: Responsible Consumption and Production** – Educating on scientific principles that inform sustainable practices and responsible resource use. 4. SDG 13: Climate Action** – Enhancing understanding of climate science and effective communication of related issues to promote action. 5. SDG 16: Peace, Justice, and Strong Institutions** – Fostering informed public discourse on science, contributing to evidence-based decision-making and policy development. 6. SDG 17: Partnerships for the Goals** – Emphasizing collaboration between scientists, educators, and communities to enhance understanding and application of scientific knowledge. By integrating these goals into the curriculum, students can develop the skills needed to effectively communicate scientific information and its relevance to global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132102 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course offers students the opportunity to gain practical, hands-on experience in a professional work environment related to their field of study. It typically involves working with an organization, where students apply theoretical knowledge, develop job-specific skills, and gain insight into industry practices. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132203 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course provides students with practical experience in a real-world work environment, allowing them to apply academic knowledge to professional settings. Students typically work with industry partners, organizations, or businesses related to their field of study. The course involves tasks such as project work, problem-solving, and collaboration with professionals, helping students develop job-specific skills, gain industry insights, and enhance their career readiness. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132406 | Magang/Praktek Kerja | Internship/Work Practice | The Internship/Work Practice course enables students to gain hands-on experience in a professional setting, applying their academic learning to real-world tasks and challenges. Typically, students work with organizations in their field of study, contributing to projects, problem-solving, and professional tasks. | 1. SDG 4: Quality Education** – Enhancing learning through real-world experiences that complement academic knowledge. 2. SDG 5: Gender Equality** – Promoting equitable practices and opportunities in the workplace and addressing gender-related issues. 3. SDG 8: Decent Work and Economic Growth** – Supporting fair labor practices, skill development, and employability through internship experiences. 4. SDG 10: Reduced Inequalities** – Encouraging inclusivity and diversity in internship placements and workplace environments. 5. SDG 11: Sustainable Cities and Communities** – Engaging in projects that focus on urban sustainability and community development. 6. SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices within organizations and industries where internships take place. 7. SDG 13: Climate Action** – Providing opportunities to work on projects that address climate change and promote environmental sustainability. 8. SDG 17: Partnerships for the Goals** – Highlighting collaboration between educational institutions, businesses, and communities to enhance professional development. By integrating these SDGs into the internship experience, students can connect their practical work to broader sustainability efforts and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130902 | Kewirausahaan Rintisan | Startup Entrepreneurship | The Startup Entrepreneurship course focuses on equipping students with the knowledge and skills needed to launch and grow successful startup ventures. Topics covered typically include business idea generation, market research, product development, financing (including venture capital and crowdfunding), marketing strategies, scaling, and managing early-stage business challenges. | 1. **SDG 4: Quality Education** – Encouraging skill development and knowledge acquisition essential for entrepreneurship. 2. **SDG 8: Decent Work and Economic Growth** – Fostering job creation, economic growth, and sustainable business practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in products and services, and supporting the development of resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Encouraging entrepreneurship among underrepresented groups and promoting inclusive business practices. 5. **SDG 11: Sustainable Cities and Communities** – Focusing on startups that address urban sustainability and community development challenges. 6. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable business models and practices that minimize environmental impact. 7. **SDG 13: Climate Action** – Encouraging the development of startups focused on sustainability and solutions to climate-related issues. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between startups, larger businesses, and organizations to achieve sustainable development. By integrating these SDGs into the course content, students can understand how entrepreneurship can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131004 | Kewirausahaan Rintisan | Startup Entrepreneurship | The Startup Entrepreneurship course focuses on equipping students with the knowledge and skills needed to launch and grow successful startup ventures. Topics covered typically include business idea generation, market research, product development, financing (including venture capital and crowdfunding), marketing strategies, scaling, and managing early-stage business challenges. | 1. **SDG 4: Quality Education** – Encouraging skill development and knowledge acquisition essential for entrepreneurship. 2. **SDG 8: Decent Work and Economic Growth** – Fostering job creation, economic growth, and sustainable business practices. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in products and services, and supporting the development of resilient infrastructure. 4. **SDG 10: Reduced Inequalities** – Encouraging entrepreneurship among underrepresented groups and promoting inclusive business practices. 5. **SDG 11: Sustainable Cities and Communities** – Focusing on startups that address urban sustainability and community development challenges. 6. **SDG 12: Responsible Consumption and Production** – Highlighting sustainable business models and practices that minimize environmental impact. 7. **SDG 13: Climate Action** – Encouraging the development of startups focused on sustainability and solutions to climate-related issues. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between startups, larger businesses, and organizations to achieve sustainable development. By integrating these SDGs into the course content, students can understand how entrepreneurship can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131102 | Kepemimpinan Inovatif | Innovative Leadership | The Innovative Leadership course explores strategies and practices for leading teams and organizations in dynamic, rapidly changing environments. Students learn to foster creativity, drive innovation, and inspire others to think outside the box. Key topics include transformational leadership, change management, decision-making in uncertain contexts, and cultivating a culture of innovation. | 1. **SDG 4: Quality Education** – Promoting leadership development and lifelong learning skills. 2. **SDG 5: Gender Equality** – Encouraging inclusive leadership practices that promote gender equity and empower women. 3. **SDG 8: Decent Work and Economic Growth** – Fostering innovative leadership that supports job creation and sustainable economic growth. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities through equitable leadership practices. 5. **SDG 11: Sustainable Cities and Communities** – Promoting leadership strategies that enhance urban sustainability and community engagement. 6. **SDG 12: Responsible Consumption and Production** – Encouraging leaders to implement sustainable practices within organizations. 7. **SDG 13: Climate Action** – Developing leadership that advocates for environmental sustainability and climate action. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration and partnerships as key components of effective and innovative leadership. By integrating these goals into the curriculum, students can learn how innovative leadership can drive sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131202 | Pengambilan Keputusan | Decision-making | The Decision-Making course focuses on the processes and techniques used to make informed, effective decisions in both personal and professional contexts. Students explore key topics such as decision theory, risk analysis, behavioral biases, and tools for improving judgment and problem-solving. | 1. **SDG 4: Quality Education** – Promoting critical thinking and analytical skills necessary for effective decision-making. 2. **SDG 5: Gender Equality** – Encouraging equitable decision-making processes that involve diverse perspectives and promote gender equity. 3. **SDG 10: Reduced Inequalities** – Addressing inequalities in decision-making power and ensuring that marginalized voices are heard. 4. **SDG 11: Sustainable Cities and Communities** – Focusing on urban planning and community development decisions that promote sustainability and resilience. 5. **SDG 12: Responsible Consumption and Production** – Educating on decision-making that leads to sustainable consumption and production practices. 6. **SDG 13: Climate Action** – Emphasizing the importance of informed decision-making in addressing climate change and environmental sustainability. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting transparent and accountable decision-making processes within institutions. 8. **SDG 17: Partnerships for the Goals** – Highlighting collaborative decision-making approaches that involve multiple stakeholders to achieve common goals. By integrating these goals into the course, students can understand the broader implications of decision-making in contributing to sustainable development and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131302 | Pemecahan Masalah | Solution to problem | The Solution to Problem course teaches students structured approaches to identify, analyze, and solve complex problems in various contexts. It covers problem-solving methodologies, critical thinking, root cause analysis, and creative solution generation. Students learn how to break down issues, assess possible solutions, and implement strategies effectively. | 1. **SDG 4: Quality Education** – Fostering critical thinking and problem-solving skills that enhance educational outcomes. 2. **SDG 5: Gender Equality** – Encouraging solutions that address gender-related issues and promote equity. 3. **SDG 10: Reduced Inequalities** – Developing strategies to address social, economic, and environmental inequalities. 4. **SDG 11: Sustainable Cities and Communities** – Focusing on problem-solving approaches that enhance urban sustainability and community resilience. 5. **SDG 12: Responsible Consumption and Production** – Encouraging solutions that promote sustainable practices in consumption and production. 6. **SDG 13: Climate Action** – Addressing climate-related challenges through innovative solutions and strategies. 7. **SDG 15: Life on Land** – Developing solutions that protect biodiversity and promote sustainable land use. 8. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and multi-stakeholder approaches in problem-solving. By integrating these goals into the course, students can learn how to effectively develop solutions that contribute to sustainable development and address pressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131502 | Berfikir kritis dan kreatif | Think critically and creatively | The Think Critically and Creatively course focuses on developing students’ abilities to analyze situations from multiple perspectives, solve problems innovatively, and make well-informed decisions. Students explore techniques for critical thinking, such as evaluating evidence, questioning assumptions, and identifying logical fallacies. | 1. **SDG 4: Quality Education** – Promoting critical and creative thinking as essential components of a well-rounded education. 2. **SDG 5: Gender Equality** – Encouraging diverse perspectives and innovative solutions to gender-related challenges. 3. **SDG 8: Decent Work and Economic Growth** – Fostering creative thinking that drives innovation in the workplace and supports economic growth. 4. **SDG 10: Reduced Inequalities** – Developing strategies that address social and economic inequalities through creative solutions. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging critical thinking in urban planning and community development to enhance sustainability. 6. **SDG 12: Responsible Consumption and Production** – Promoting innovative approaches to sustainable consumption and resource management. 7. **SDG 13: Climate Action** – Encouraging creative solutions to address climate change and environmental issues. 8. **SDG 17: Partnerships for the Goals** – Highlighting the role of collaboration and interdisciplinary approaches in fostering innovative thinking. By integrating these goals into the curriculum, students can learn to apply critical and creative thinking to contribute to sustainable development and tackle global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02131602 | Kreativitas Solutif | Solution Creativity | The Solution Creativity course focuses on fostering innovative thinking and creative problem-solving skills to develop effective solutions for complex challenges. Students learn various creative techniques, such as brainstorming, lateral thinking, and design thinking, to generate novel ideas and approaches. | 1. **SDG 4: Quality Education** – Promoting creativity and critical thinking as essential skills for lifelong learning and personal development. 2. **SDG 5: Gender Equality** – Encouraging creative solutions to promote gender equity and address barriers faced by marginalized groups. 3. **SDG 8: Decent Work and Economic Growth** – Fostering creativity in entrepreneurship and innovation that drives economic growth and job creation. 4. **SDG 10: Reduced Inequalities** – Developing creative strategies that address social, economic, and environmental inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging innovative solutions for urban sustainability and community resilience. 6. **SDG 12: Responsible Consumption and Production** – Promoting creative approaches to sustainable consumption, waste reduction, and resource efficiency. 7. **SDG 13: Climate Action** – Inspiring innovative solutions to combat climate change and promote environmental sustainability. 8. **SDG 17: Partnerships for the Goals** – Highlighting collaboration and interdisciplinary approaches as key components of creative problem-solving. By integrating these goals into the curriculum, students can develop their creative skills to effectively contribute to sustainable development and address pressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130202 | Manajemen Kegiatan | Activity Management | The Activity Management course focuses on the planning, organization, and execution of activities or events within various settings, such as business, education, or community organizations. Students learn how to design, manage, and assess activities that align with specific goals, including team-building, training programs, workshops, or corporate events. Key topics include resource allocation, scheduling, budgeting, risk management, and stakeholder communication. | 1. **SDG 4: Quality Education** – Enhancing learning experiences through well-managed educational activities and programs. 2. **SDG 5: Gender Equality** – Promoting inclusive activity management practices that ensure equal participation and opportunities for all genders. 3. **SDG 8: Decent Work and Economic Growth** – Fostering activities that support economic development, job creation, and sustainable business practices. 4. **SDG 10: Reduced Inequalities** – Addressing disparities in access to activities and resources through equitable management practices. 5. **SDG 11: Sustainable Cities and Communities** – Planning activities that enhance urban sustainability, community engagement, and resilience. 6. **SDG 12: Responsible Consumption and Production** – Implementing activities that promote sustainable practices and resource efficiency. 7. **SDG 13: Climate Action** – Managing activities that raise awareness and promote actions to combat climate change. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration and stakeholder engagement in the management of activities for collective impact. By integrating these goals into the curriculum, students can learn how effective activity management can contribute to sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130302 | Strategi Negosiasi | Negotiation Strategy | The Negotiation Strategy course teaches students the principles and techniques of effective negotiation, focusing on strategies to achieve mutually beneficial outcomes in various situations. Students learn about negotiation tactics, conflict resolution, communication skills, and the psychology of bargaining. | 1. **SDG 4: Quality Education** – Promoting skills in negotiation and conflict resolution as essential components of a well-rounded education. 2. **SDG 5: Gender Equality** – Encouraging equitable negotiation practices that empower all genders and address barriers faced by women. 3. **SDG 10: Reduced Inequalities** – Fostering negotiation strategies that promote fairness and inclusivity in discussions and decision-making processes. 4. **SDG 11: Sustainable Cities and Communities** – Supporting negotiations related to urban planning and community development that prioritize sustainability. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Emphasizing negotiation skills as critical for conflict resolution, peacebuilding, and strengthening governance. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaborative negotiation strategies to build partnerships and alliances for sustainable development. By integrating these goals into the curriculum, students can understand how negotiation strategies can be used to advance sustainable development and address complex global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130402 | Pembelajaran aktif | Active learning | The Active Learning course emphasizes student-centered teaching methodologies that promote engagement, critical thinking, and collaboration. Students explore various active learning strategies, such as group discussions, hands-on activities, problem-solving exercises, and peer teaching, which enhance understanding and retention of knowledge. | 1. **SDG 4: Quality Education** – Enhancing learning outcomes through active participation, critical thinking, and collaboration. 2. **SDG 5: Gender Equality** – Fostering an inclusive learning environment that encourages equal participation from all genders. 3. **SDG 8: Decent Work and Economic Growth** – Preparing students with practical skills and experiences that enhance employability and economic opportunities. 4. **SDG 10: Reduced Inequalities** – Promoting equity in educational access and outcomes through diverse and engaging learning strategies. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging active learning projects that address urban sustainability and community engagement. 6. **SDG 12: Responsible Consumption and Production** – Teaching students about sustainability through hands-on learning experiences and real-world applications. 7. **SDG 13: Climate Action** – Engaging students in active learning projects focused on climate change and environmental stewardship. 8. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration between students, educators, and communities to achieve shared learning goals. By integrating these goals into the curriculum, students can develop the skills and knowledge necessary to contribute to sustainable development and address global challenges effectively. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130502 | Komunikasi Digital | Digital Communications | The Digital Communications course focuses on the principles and technologies used in modern digital communication systems. Topics typically include signal processing, modulation techniques, error detection and correction, digital encoding, and the architecture of communication systems like wireless networks, satellite communications, and the internet. | 1. **SDG 4: Quality Education** – Enhancing educational outreach and access to information through digital platforms and communication tools. 2. **SDG 5: Gender Equality** – Promoting gender-inclusive communication strategies and addressing gender representation in digital media. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging the use of digital technologies to drive innovation and improve communication infrastructures. 4. **SDG 10: Reduced Inequalities** – Fostering digital literacy and access to information for marginalized communities to reduce inequalities. 5. **SDG 11: Sustainable Cities and Communities** – Utilizing digital communications for community engagement, awareness, and sustainable urban development initiatives. 6. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices through digital campaigns and responsible messaging. 7. **SDG 13: Climate Action** – Leveraging digital communications to raise awareness and mobilize action on climate change issues. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting transparent communication and information dissemination to foster accountability and governance. 9. **SDG 17: Partnerships for the Goals** – Highlighting the role of digital communications in building partnerships and collaborative efforts for sustainable development. By integrating these goals into the curriculum, students can understand the significant impact of digital communications in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130602 | Empati Sosial | Social Empathy | The **Social Empathy** course explores the ability to understand and share the feelings of others in social, cultural, and diverse contexts. Students learn about the psychological, emotional, and social components of empathy and how it influences interpersonal relationships, communication, and community building. The course emphasizes practical skills for cultivating empathy, active listening, and emotional intelligence in personal and professional environments. It also examines the role of empathy in addressing social issues such as inequality, conflict resolution, and social justice. This course is ideal for students in fields like psychology, social work, education, and leadership. | 1. **SDG 3: Good Health and Well-Being** – Fostering mental health and well-being through empathetic understanding and community support. 2. **SDG 4: Quality Education** – Promoting inclusive education that emphasizes social empathy and understanding diverse perspectives. 3. **SDG 5: Gender Equality** – Encouraging empathy towards gender-related issues and promoting equity and empowerment for all genders. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities by cultivating empathy for marginalized and disadvantaged groups. 5. **SDG 11: Sustainable Cities and Communities** – Encouraging empathetic approaches to community development and urban planning that prioritize inclusivity and support for all residents. 6. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting conflict resolution and peaceful interactions through empathetic dialogue and understanding. 7. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration and partnerships grounded in empathy to address global challenges. By integrating these goals into the curriculum, students can develop the skills to understand and address social issues with empathy, contributing to sustainable development and positive societal change. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130702 | Keberagaman Budaya | Cultural Diversity | The Cultural Diversity course explores the significance of cultural differences in global societies and emphasizes the importance of understanding, respecting, and engaging with diverse cultural perspectives. Topics include cultural norms, values, communication styles, and the impact of globalization on cultural identities. Students examine how culture shapes behaviors, social interactions, and institutional practices in different regions and communities. The course also addresses issues such as intercultural communication, prejudice, and strategies for fostering inclusivity and mutual respect in diverse environments. This course is ideal for students in fields like sociology, anthropology, international relations, and business. | 1. **SDG 4: Quality Education** – Encouraging inclusive education that values and incorporates diverse cultural perspectives. 2. **SDG 5: Gender Equality** – Promoting an understanding of gender issues within different cultural contexts and advocating for gender equity. 3. **SDG 10: Reduced Inequalities** – Addressing social, economic, and cultural inequalities by fostering inclusivity and understanding among diverse groups. 4. **SDG 11: Sustainable Cities and Communities** – Encouraging community development that respects cultural diversity and enhances social cohesion. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting dialogue and understanding between cultures to foster peace and social justice. 6. **SDG 17: Partnerships for the Goals** – Highlighting the importance of collaboration across cultures to achieve sustainable development goals. By integrating these goals into the curriculum, students can develop a deeper appreciation for cultural diversity and its role in fostering sustainable development and social cohesion. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130802 | Pengembangan Masyarakat | Community Development | The Community Development course focuses on the strategies and processes used to empower communities, improve their quality of life, and address social, economic, and environmental challenges. Students learn about community organizing, participatory planning, resource mobilization, and sustainable development practices. The course emphasizes collaboration with community members, local governments, and organizations to create positive, long-term change. Topics also include social justice, policy advocacy, and capacity-building. This course is ideal for students pursuing careers in social work, urban planning, non-profit management, or public policy. | 1. **SDG 1: No Poverty** – Working towards reducing poverty through community empowerment and development initiatives. 2. **SDG 3: Good Health and Well-Being** – Promoting health and wellness through community-based programs and access to services. 3. **SDG 4: Quality Education** – Enhancing educational opportunities and resources within communities to promote lifelong learning. 4. **SDG 5: Gender Equality** – Empowering women and marginalized groups in community decision-making and development processes. 5. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities within communities through inclusive development practices. 6. **SDG 11: Sustainable Cities and Communities** – Focusing on urban and rural development that promotes sustainability and resilience. 7. **SDG 16: Peace, Justice, and Strong Institutions** – Strengthening community governance and fostering peaceful and inclusive societies. 8. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between community members, organizations, and governments to achieve development goals. By integrating these goals into the curriculum, students can learn how community development efforts can contribute to sustainable development and address local and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131602 | Kimia Pestisida | Pesticide Chemistry | The Pesticide Chemistry course focuses on the chemical properties, synthesis, and mechanisms of action of pesticides used in agriculture, public health, and pest control. Students learn about the different classes of pesticides, their environmental impact, modes of degradation, and how they interact with biological systems. | 1. **SDG 2: Zero Hunger** – Enhancing agricultural productivity and food security through effective pest management. 2. **SDG 3: Good Health and Well-Being** – Understanding the health impacts of pesticide use and promoting safe practices to protect human health. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable pesticide use and minimizing environmental impact through responsible practices. 4. **SDG 13: Climate Action** – Examining the role of pesticides in agricultural practices and their impact on climate change and adaptation strategies. 5. **SDG 15: Life on Land** – Addressing the effects of pesticides on biodiversity, ecosystems, and sustainable land use practices. 6. **SDG 17: Partnerships for the Goals** – Promoting collaboration between researchers, farmers, policymakers, and communities to improve pesticide regulation and sustainable practices. By integrating these goals into the curriculum, students can gain a comprehensive understanding of the role of pesticide chemistry in agriculture and its broader implications for sustainable development and environmental health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131702 | Kimia Permukaan dan Koloid | Surface and Colloidal Chemistry | The Surface and Colloidal Chemistry course explores the properties and behavior of materials at interfaces and in colloidal systems. Topics include surface tension, adsorption, colloid stability, emulsions, foams, and the formation of thin films. Students learn about the physical and chemical principles that govern the interactions of molecules at surfaces and within dispersed systems. The course also covers practical applications in fields like materials science, environmental chemistry, pharmaceuticals, and food science. | 1. **SDG 3: Good Health and Well-Being** – Exploring applications in pharmaceuticals, drug delivery, and medical diagnostics involving colloidal systems. 2. **SDG 6: Clean Water and Sanitation** – Investigating colloidal chemistry in water treatment processes and the removal of contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in materials science, nanotechnology, and industrial applications that rely on surface and colloidal phenomena. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the formulation of products like paints, detergents, and food emulsions that utilize colloidal systems. 5. **SDG 13: Climate Action** – Examining the role of surface and colloidal chemistry in environmental applications, such as pollutant removal and carbon capture technologies. 6. **SDG 15: Life on Land** – Investigating the impact of colloids on soil chemistry and agricultural practices, including nutrient delivery and pesticide formulations. By integrating these goals into the curriculum, students can understand the significance of surface and colloidal chemistry in addressing global challenges and contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131802 | Dasar Dasar Enzimologi | Basics of Enzymology | The Basics of Enzymology course introduces students to the fundamental principles of enzyme function, structure, and kinetics. Topics typically include enzyme classification, mechanisms of enzyme action, enzyme regulation, and factors that influence enzyme activity such as pH, temperature, and substrate concentration. Students also explore methods for studying enzymes, such as enzyme assays and kinetic analysis. | 1. **SDG 2: Zero Hunger** – Exploring enzyme applications in agriculture, such as improving crop yields and food production through biocatalysis. 2. **SDG 3: Good Health and Well-Being** – Understanding the role of enzymes in human health, diagnostics, and the development of enzyme-based therapies. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Fostering innovations in biotechnology and the use of enzymes in industrial processes to enhance efficiency and sustainability. 4. **SDG 12: Responsible Consumption and Production** – Promoting the use of enzymes in the production of biodegradable materials and sustainable manufacturing processes. 5. **SDG 13: Climate Action** – Investigating enzymes that can help mitigate climate change effects, such as those involved in carbon capture and bioenergy production. 6. **SDG 15: Life on Land** – Examining enzymes’ roles in soil health, nutrient cycling, and sustainable agricultural practices. By integrating these goals into the curriculum, students can appreciate the importance of enzymology in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03140102 | Penulisan dan Seminar Proposal Penelitian | Research Proposal Writing and Seminar | The Research Proposal Writing and Seminar course teaches students how to design and present a research proposal effectively. Topics include formulating research questions, conducting literature reviews, choosing research methodologies, and writing clear, structured proposals that align with academic and funding guidelines. | 1. **SDG 4: Quality Education** – Promoting critical thinking, research skills, and effective communication in academic settings. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovative research proposals that contribute to technological advancements and infrastructure development. 3. **SDG 10: Reduced Inequalities** – Focusing on research that addresses social, economic, and environmental inequalities. 4. **SDG 13: Climate Action** – Supporting research proposals that investigate climate change, environmental sustainability, and mitigation strategies. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting research that fosters transparency, accountability, and informed decision-making in governance. 6. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration and partnerships in conducting impactful research. By integrating these goals into the curriculum, students can understand how effective research proposal writing contributes to sustainable development and the achievement of global goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132304 | Praktek Kerja Lapang | Field Work Practices | The Field Work Practices course provides students with hands-on experience in collecting and analyzing data in real-world environments. It focuses on applying theoretical knowledge to practical situations, often in natural, industrial, or social settings, depending on the discipline. Students learn field research techniques, data collection methods, and how to work in teams while adhering to ethical standards and safety protocols. | 1. **SDG 4: Quality Education** – Enhancing learning through experiential education and practical application of knowledge in field settings. 2. **SDG 5: Gender Equality** – Promoting gender-inclusive practices and understanding gender dynamics in various field contexts. 3. **SDG 8: Decent Work and Economic Growth** – Providing students with skills and experiences that enhance employability and contribute to economic development. 4. **SDG 10: Reduced Inequalities** – Addressing social and economic inequalities through community engagement and participatory practices in fieldwork. 5. **SDG 11: Sustainable Cities and Communities** – Engaging in projects that promote urban sustainability and community development. 6. **SDG 12: Responsible Consumption and Production** – Applying sustainable practices in resource management and environmental stewardship during fieldwork. 7. **SDG 13: Climate Action** – Involving students in field projects that address climate change and promote environmental sustainability. 8. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration with local communities, organizations, and stakeholders in fieldwork. By integrating these goals into the curriculum, students can gain practical skills while contributing to sustainable development and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02132602 | Kimia Terapan dan Industri | Applied and Industrial Chemistry | The Applied and Industrial Chemistry course focuses on the practical application of chemistry in industrial and commercial settings. Students explore chemical processes used in manufacturing, product development, and quality control across various industries, such as pharmaceuticals, food production, materials science, and energy. Topics typically include process optimization, chemical engineering principles, safety protocols, environmental impact, and the role of chemistry in sustainable practices. | 1. **SDG 2: Zero Hunger** – Exploring the role of chemistry in agricultural practices, food production, and food safety. 2. **SDG 3: Good Health and Well-Being** – Investigating the development of pharmaceuticals, healthcare products, and chemical safety. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in chemical processes, materials, and manufacturing techniques. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in chemical production, waste management, and resource efficiency. 5. **SDG 13: Climate Action** – Focusing on the development of green chemistry and technologies that mitigate climate change. 6. **SDG 15: Life on Land** – Investigating the environmental impact of industrial processes and promoting practices that protect ecosystems. 7. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between academia, industry, and government to drive sustainable chemical practices. By integrating these goals into the curriculum, students can understand how applied and industrial chemistry can contribute to sustainable development and address global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23U02130102 | Komunikasi dan kerjasama | Communication and cooperation | The Communication and Cooperation course focuses on developing effective interpersonal communication skills and fostering collaboration in diverse team settings. Students learn strategies for clear, empathetic communication, conflict resolution, active listening, and cross-cultural interaction. | 1. **SDG 4: Quality Education** – Promoting effective communication skills that enhance learning experiences and collaborative educational environments. 2. **SDG 5: Gender Equality** – Encouraging inclusive communication practices that promote gender equity and empower diverse voices. 3. **SDG 10: Reduced Inequalities** – Addressing disparities in communication access and promoting equitable participation in discussions and decision-making. 4. **SDG 11: Sustainable Cities and Communities** – Fostering community engagement and cooperation to develop sustainable urban solutions. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Promoting dialogue, conflict resolution, and transparency through effective communication and cooperative governance. 6. **SDG 17: Partnerships for the Goals** – Emphasizing the importance of collaboration and partnerships in achieving sustainable development objectives. By integrating these goals into the curriculum, students can learn how effective communication and cooperation can drive positive change and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130902 | Kapita Selekta Kimia Anorganik | Capita Selecta Inorganic Chemistry | The Capita Selecta Inorganic Chemistry course is an advanced study of specialized topics in inorganic chemistry, often chosen based on current research trends or emerging areas in the field. It covers in-depth subjects such as coordination chemistry, transition metal chemistry, organometallic compounds, bioinorganic chemistry, and materials science. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in pharmaceuticals, diagnostics, and medical applications. 2. **SDG 6: Clean Water and Sanitation** – Investigating inorganic chemistry in water treatment processes, including the removal of heavy metals and contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting the development of new materials and technologies based on inorganic compounds for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the production and use of inorganic chemicals, minimizing waste and environmental impact. 5. **SDG 13: Climate Action** – Exploring the role of inorganic chemistry in developing technologies for carbon capture, energy storage, and sustainable energy sources. 6. **SDG 15: Life on Land** – Understanding the impact of inorganic substances on soil chemistry and their effects on ecosystems and agriculture. By integrating these goals into the curriculum, students can gain insights into how inorganic chemistry can contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131002 | Kapita Selekta Kimia Fisika | Capita Selecta Chemical Physics | The Capita Selecta Chemical Physics course is an advanced, specialized course that explores the intersection of chemistry and physics, focusing on the physical principles underlying chemical processes. Topics may include quantum mechanics, molecular dynamics, spectroscopy, statistical mechanics, and the behavior of matter at the atomic and molecular levels. The course delves into the theoretical and experimental techniques used to study reaction mechanisms, energy transfer, and molecular interactions. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of chemical physics in medical technologies, such as imaging and drug delivery systems. 2. **SDG 7: Affordable and Clean Energy** – Investigating energy conversion processes and materials, including solar cells and batteries, that contribute to sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in materials science and nanotechnology for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Focusing on the development of sustainable materials and chemical processes that minimize waste and environmental impact. 5. **SDG 13: Climate Action** – Examining the physics of climate change, including atmospheric chemistry and the development of technologies for climate mitigation. 6. **SDG 15: Life on Land** – Understanding the chemical and physical processes that affect ecosystems and biodiversity. By integrating these goals into the curriculum, students can appreciate the significance of chemical physics in addressing global challenges and contributing to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131102 | Kapita Selekta Kimia Analitik | Capita Selecta Analytical Chemistry | The Capita Selecta Analytical Chemistry course is an advanced study of specialized topics in analytical chemistry, often focusing on cutting-edge techniques and their applications in various fields. Topics may include advanced spectroscopy, chromatography, mass spectrometry, sensor technologies, and analytical instrumentation. Students learn how to apply these methods to solve complex problems in areas such as environmental monitoring, pharmaceuticals, forensic analysis, and materials science. | 1. **SDG 3: Good Health and Well-Being** – Exploring analytical methods in pharmaceuticals, clinical diagnostics, and monitoring environmental health. 2. **SDG 6: Clean Water and Sanitation** – Investigating techniques for detecting contaminants and pollutants in water sources, ensuring safe water supply. 3. **SDG 12: Responsible Consumption and Production** – Promoting the development of analytical methods for quality control in manufacturing and sustainable practices. 4. **SDG 13: Climate Action** – Analyzing environmental samples to study the impacts of climate change and pollution on ecosystems. 5. **SDG 15: Life on Land** – Monitoring soil and agricultural products for contaminants and understanding their effects on land ecosystems. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration between academia, industry, and governmental agencies in developing and implementing analytical methods for sustainable development. By integrating these goals into the curriculum, students can understand how analytical chemistry plays a critical role in addressing global challenges and promoting sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131202 | Kapita Selekta Kimia Organik | Capita Selecta Organic Chemistry | The Capita Selecta Organic Chemistry course is an advanced, specialized course that focuses on in-depth topics within organic chemistry, often reflecting current trends or cutting-edge research in the field. Subjects may include reaction mechanisms, stereochemistry, synthetic methodologies, organocatalysis, natural product chemistry, and bioorganic chemistry. The course offers a detailed exploration of complex organic reactions, molecular design, and the development of new synthetic strategies. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of organic compounds in pharmaceuticals, drug development, and medicinal chemistry. 2. **SDG 4: Quality Education** – Promoting education in organic chemistry as a foundation for understanding biological processes and chemical interactions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in organic synthesis and the development of new materials for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in organic synthesis, including green chemistry methods to minimize waste and environmental impact. 5. **SDG 13: Climate Action** – Investigating organic compounds in relation to climate change, such as in the development of biofuels and carbon capture technologies. 6. **SDG 15: Life on Land** – Understanding the impact of organic chemicals on ecosystems, including their role in agriculture and environmental health. By integrating these goals into the curriculum, students can appreciate how organic chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131302 | Kapita Selekta Biokimia | Capita Selecta Biochemistry | The Capita Selecta Biochemistry course is an advanced, specialized study of key topics in biochemistry, often focusing on current research trends or emerging areas in the field. Topics may include protein structure and function, enzyme kinetics, metabolic pathways, molecular genetics, and the biochemical basis of diseases. | 1. **SDG 3: Good Health and Well-Being** – Exploring the biochemical basis of diseases, drug development, and nutrition, contributing to improved health outcomes. 2. **SDG 4: Quality Education** – Enhancing understanding of biochemical processes as part of a comprehensive education in the life sciences. 3. **SDG 2: Zero Hunger** – Investigating biochemical pathways in agriculture, including plant metabolism and genetic modification for improved crop yields. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biochemical research and applications, such as waste reduction and bioprocessing. 5. **SDG 13: Climate Action** – Studying the role of biochemistry in understanding and mitigating climate change impacts, such as carbon cycling and bioenergy production. 6. **SDG 15: Life on Land** – Examining biochemical interactions in ecosystems, including nutrient cycling and the impacts of pollutants on biodiversity. 7. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration in research and development to address global challenges through biochemical innovation. By integrating these goals into the curriculum, students can understand how biochemistry plays a critical role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131402 | Kimia Anorganik Sintesis | Synthetic Inorganic Chemistry | The Synthetic Inorganic Chemistry course focuses on the methods and techniques used to synthesize and characterize inorganic compounds. Topics typically include the design and preparation of coordination complexes, organometallic compounds, and solid-state materials. Students learn about reaction mechanisms, synthesis strategies, and purification methods for a variety of inorganic substances. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in pharmaceuticals, medical imaging, and diagnostic tools. 2. **SDG 6: Clean Water and Sanitation** – Investigating the development of inorganic materials for water purification and the removal of contaminants. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in materials science and the synthesis of innovative inorganic materials for industrial applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable synthesis practices and the development of eco-friendly inorganic processes. 5. **SDG 13: Climate Action** – Studying inorganic compounds in relation to energy storage, conversion, and carbon capture technologies. 6. **SDG 15: Life on Land** – Understanding the environmental impact of inorganic materials and promoting practices that protect ecosystems. By integrating these goals into the curriculum, students can gain insights into how synthetic inorganic chemistry contributes to addressing global challenges and fostering sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03131502 | Kimia Klinik | Clinical Chemistry | The Clinical Chemistry course focuses on the application of chemistry to medical diagnostics and healthcare. Students learn about the chemical processes involved in bodily functions and how they relate to disease states. Topics typically include biochemical markers, blood and urine analysis, metabolic disorders, enzyme assays, and the use of instrumentation in diagnostic labs. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, emphasizing the importance of clinical chemistry in diagnosing and monitoring diseases, as well as in developing treatments. 2. **SDG 4: Quality Education** – Providing education and training in clinical chemistry practices and methodologies, preparing students for careers in healthcare. 3. **SDG 6: Clean Water and Sanitation** – Investigating the importance of quality control in water testing and its implications for public health. 4. **SDG 10: Reduced Inequalities** – Focusing on equitable access to diagnostic services and health care, aiming to reduce health disparities among different populations. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in laboratory settings, including waste management and the use of chemicals. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaboration between clinical laboratories, healthcare providers, and research institutions to improve health outcomes. By integrating these goals into the curriculum, students can understand the significant impact of clinical chemistry on public health and its role in achieving sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130202 | Kinetika Kimia dan Katalisis | Chemical Kinetics and Catalysis | The Chemical Kinetics and Catalysis course focuses on the study of reaction rates, the factors that influence them, and the role of catalysts in accelerating chemical reactions. Topics typically include rate laws, reaction mechanisms, activation energy, the collision theory, and the impact of temperature, pressure, and concentration on reaction rates. | 1. **SDG 3: Good Health and Well-Being** – Exploring the development of catalysts in pharmaceutical synthesis and the impact of reaction kinetics on drug effectiveness. 2. **SDG 7: Affordable and Clean Energy** – Investigating catalytic processes in energy production, such as fuel cells and biofuels, to promote sustainable energy solutions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in industrial catalysis to improve reaction efficiency, reduce waste, and enhance production processes. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices through the use of catalysts that minimize environmental impact and enhance resource efficiency. 5. **SDG 13: Climate Action** – Studying catalytic methods for carbon capture and conversion, as well as the development of processes that reduce greenhouse gas emissions. 6. **SDG 15: Life on Land** – Understanding the role of catalysis in agricultural chemistry, including the development of fertilizers and pesticides that enhance crop yield with minimal environmental impact. By integrating these goals into the curriculum, students can appreciate how chemical kinetics and catalysis contribute to solving global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130302 | Kimia Analisis Lingkungan Laut | Marine Environmental Analytical Chemistry | The Marine Environmental Analytical Chemistry course focuses on the application of analytical chemistry techniques to study the chemical composition and quality of marine environments. Topics include the analysis of water, sediments, and marine organisms for pollutants such as heavy metals, pesticides, hydrocarbons, and nutrients. | 1. **SDG 14: Life Below Water** – Central to the course, focusing on the conservation and sustainable use of marine resources, including monitoring water quality and assessing the health of marine ecosystems. 2. **SDG 6: Clean Water and Sanitation** – Investigating water quality parameters, pollutant detection, and ensuring safe and clean water in marine environments. 3. **SDG 3: Good Health and Well-Being** – Studying the impact of marine pollution on human health and the importance of maintaining healthy marine ecosystems for food security. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in marine resource management and understanding the effects of pollution and waste on marine life. 5. **SDG 15: Life on Land** – Examining the interconnectedness of terrestrial and marine environments and the impact of land-based activities on marine ecosystems. 6. **SDG 13: Climate Action** – Analyzing the effects of climate change on marine environments, including ocean acidification and temperature changes. By integrating these goals into the curriculum, students can understand the critical role of marine environmental analytical chemistry in addressing global challenges and promoting sustainable development in marine contexts. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130402 | Praktikum Kimia Analitik | Analytical Chemistry Practicum | The Analytical Chemistry Practicum course provides students with hands-on experience in applying analytical techniques to real-world chemical analysis. Students engage in laboratory work where they practice methods such as spectroscopy, chromatography, titration, and mass spectrometry, gaining proficiency in sample preparation, data collection, and result interpretation. | 1. **SDG 3: Good Health and Well-Being** – Exploring analytical methods used in pharmaceuticals, clinical diagnostics, and environmental health to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Investigating water quality analysis techniques to ensure safe drinking water and assess the health of aquatic ecosystems. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in analytical labs, including waste management and resource efficiency in chemical analysis. 4. **SDG 13: Climate Action** – Analyzing environmental samples to study the effects of climate change, such as pollutants and greenhouse gases. 5. **SDG 15: Life on Land** – Monitoring soil and agricultural products for contaminants, supporting sustainable agricultural practices and biodiversity conservation. 6. **SDG 17: Partnerships for the Goals** – Encouraging collaboration with industries, research institutions, and governmental agencies in applying analytical chemistry for sustainable development. By integrating these goals into the curriculum, students can gain practical skills in analytical chemistry while understanding its role in addressing global challenges and promoting sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130502 | Elusidasi Struktur Senyawa Organik | Elucidation of the Structure of Organic Compounds | The university course Elucidation of the Structure of Organic Compounds focuses on techniques and methods used to determine the molecular structure of organic compounds. It covers various analytical tools such as spectroscopy (NMR, IR, UV-Vis), mass spectrometry, and X-ray crystallography. Students learn how to interpret spectral data, deduce molecular structures, and understand the principles behind these techniques. | 1. **SDG 3: Good Health and Well-Being** – Exploring the structural analysis of organic compounds in pharmaceuticals, which is critical for drug development and efficacy. 2. **SDG 4: Quality Education** – Providing foundational knowledge in organic chemistry that enhances educational outcomes in the sciences. 3. **SDG 12: Responsible Consumption and Production** – Investigating sustainable methods for the synthesis and analysis of organic compounds, promoting environmentally friendly practices in organic chemistry. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in materials science and the development of new organic materials for industrial applications. 5. **SDG 13: Climate Action** – Understanding the role of organic compounds in environmental processes, including those related to climate change, such as greenhouse gases and organic pollutants. 6. **SDG 15: Life on Land** – Examining the impact of organic compounds on ecosystems, including their role in agriculture and soil health. By integrating these goals into the curriculum, students can appreciate how the elucidation of organic compounds contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130602 | Kimia Organik Bahan Alam Benua Maritim | Organic Chemistry of Natural Materials on the Maritime Continent | The university course Organic Chemistry of Natural Materials on the Maritime Continent focuses on the study of natural organic compounds found in the plants, animals, and microorganisms native to the Maritime Continent, which includes Southeast Asia and the surrounding archipelagos. The course explores the chemical structures, properties, and biosynthesis of bioactive natural products such as alkaloids, terpenoids, flavonoids, and other secondary metabolites that have potential applications in medicine, agriculture, and industry. Students will learn about the extraction, isolation, and structural elucidation of these compounds, as well as their ecological roles and cultural significance. | 1. **SDG 14: Life Below Water** – Investigating organic compounds from marine organisms and their applications in biotechnology, pharmaceuticals, and environmental monitoring. 2. **SDG 15: Life on Land** – Exploring organic materials from terrestrial ecosystems, promoting biodiversity, and sustainable use of natural resources. 3. **SDG 3: Good Health and Well-Being** – Studying the medicinal properties of natural organic compounds and their potential in drug development and health applications. 4. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable harvesting and utilization of natural materials, promoting eco-friendly practices in organic chemistry. 5. **SDG 13: Climate Action** – Understanding the role of natural organic materials in carbon sequestration and climate resilience strategies. 6. **SDG 4: Quality Education** – Enhancing education in organic chemistry and environmental science, fostering awareness of natural resource conservation. By integrating these goals into the curriculum, students can gain insights into the importance of organic chemistry in promoting sustainable development and addressing global environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130703 | Kimia Bahan Makanan | Food Ingredient Chemistry | The university course Food Ingredient Chemistry explores the chemical properties, interactions, and functions of ingredients commonly used in food production. Topics include the chemistry of proteins, carbohydrates, lipids, vitamins, minerals, and additives such as preservatives, emulsifiers, and flavor compounds. Students learn how these ingredients affect food texture, taste, color, nutritional value, and shelf life. | 1. **SDG 2: Zero Hunger** – Exploring the role of food ingredients in improving food security, nutrition, and food production methods. 2. **SDG 3: Good Health and Well-Being** – Investigating the health effects of various food ingredients, including their nutritional benefits and potential risks. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the sourcing and production of food ingredients, reducing food waste, and encouraging eco-friendly formulations. 4. **SDG 6: Clean Water and Sanitation** – Examining the impact of food ingredient production on water resources and promoting practices that ensure clean water for food processing. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in food technology and ingredient development to enhance food safety and quality. 6. **SDG 4: Quality Education** – Providing education on food chemistry, safety, and technology, fostering awareness of the importance of food science in society. By integrating these goals into the curriculum, students can understand the significance of food ingredient chemistry in promoting health, sustainability, and responsible consumption. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130802 | Kimia komputasi | Computational chemistry | The university course Computational Chemistry focuses on the use of computational methods and tools to study and predict the properties of molecules and chemical systems. Students learn how to apply techniques such as quantum mechanics, molecular dynamics, and molecular modeling to solve chemical problems related to structure, reactivity, thermodynamics, and spectroscopy. | 1. **SDG 3: Good Health and Well-Being** – Utilizing computational methods in drug design and development, helping to discover new pharmaceuticals and improve healthcare outcomes. 2. **SDG 7: Affordable and Clean Energy** – Investigating materials and reactions for renewable energy sources, such as solar cells and batteries, through computational modeling. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in materials science and catalysis, facilitating the development of new technologies through simulations and modeling. 4. **SDG 12: Responsible Consumption and Production** – Supporting sustainable practices by optimizing chemical processes and minimizing waste through computational methods. 5. **SDG 13: Climate Action** – Modeling and predicting chemical reactions related to greenhouse gases and climate change, contributing to strategies for mitigation and adaptation. 6. **SDG 15: Life on Land** – Examining the environmental impact of chemicals and materials, aiding in the development of sustainable practices in agriculture and land management. By integrating these goals into the curriculum, students can appreciate how computational chemistry plays a critical role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123502 | Toksikologi B3 | Toxicology B3 | The university course Toxicology B3 (often a third-year course in a bachelor’s program) focuses on the study of harmful effects of chemicals, physical agents, and biological substances on living organisms. The course covers key topics such as toxicokinetics (absorption, distribution, metabolism, and excretion of toxins), toxicodynamics (how toxins interact with biological systems), and mechanisms of toxicity at the cellular and molecular levels. Students explore the effects of environmental pollutants, drugs, industrial chemicals, and natural toxins. | 1. **SDG 3: Good Health and Well-Being** – Investigating the health impacts of toxic substances, contributing to risk assessment, public health protection, and the development of safer chemicals. 2. **SDG 6: Clean Water and Sanitation** – Examining the effects of pollutants and toxins in water sources, ensuring safe drinking water and promoting environmental health. 3. **SDG 12: Responsible Consumption and Production** – Promoting the safe use and disposal of chemicals, encouraging sustainable practices in industry and agriculture. 4. **SDG 13: Climate Action** – Understanding how climate change may influence the behavior and toxicity of pollutants, aiding in the development of strategies to mitigate environmental risks. 5. **SDG 15: Life on Land** – Assessing the impact of toxic substances on terrestrial ecosystems, including soil health and biodiversity. 6. **SDG 17: Partnerships for the Goals** – Highlighting collaboration among scientists, policymakers, and industry to address toxicology issues and promote safer chemical practices. By integrating these goals into the curriculum, students can understand the critical role of toxicology in public health, environmental protection, and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123602 | Kimia Medisinal | Medicinal Chemistry | The university course Medicinal Chemistry focuses on the design, synthesis, and chemical properties of compounds used as drugs or therapeutic agents. It bridges the fields of chemistry, pharmacology, and biochemistry, exploring how small molecules interact with biological systems to produce therapeutic effects. Topics include drug discovery, structure-activity relationships (SAR), pharmacokinetics, pharmacodynamics, and drug metabolism. Students learn about the chemical modifications that improve drug efficacy, selectivity, and safety, as well as the processes involved in bringing a drug from the laboratory to clinical use. The course often covers various classes of drugs, such as antibiotics, anticancer agents, and painkillers, and emphasizes techniques like rational drug design and bioorganic chemistry. Practical lab work may include the synthesis and analysis of potential drug candidates. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, focusing on drug discovery, development, and optimization to improve health outcomes and combat diseases. 2. **SDG 4: Quality Education** – Providing a comprehensive education in the principles of medicinal chemistry, fostering future leaders in pharmaceutical sciences. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in drug development processes, formulations, and delivery systems to enhance treatment efficacy. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in pharmaceutical manufacturing and the responsible use of chemicals in drug development. 5. **SDG 10: Reduced Inequalities** – Addressing access to essential medicines and developing treatments for neglected diseases, contributing to health equity. 6. **SDG 17: Partnerships for the Goals** – Emphasizing collaboration between academia, industry, and healthcare providers to advance research and development in medicinal chemistry. By integrating these goals into the curriculum, students can appreciate how medicinal chemistry plays a critical role in addressing global health challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123702 | Kimia Bioanorganik | Bioinorganic Chemistry | The university course Bioinorganic Chemistry focuses on the role of inorganic elements and metal-containing species in biological systems. Students explore how metals like iron, zinc, copper, magnesium, and manganese function in enzymes, proteins, and other biomolecules, facilitating essential biological processes such as oxygen transport, electron transfer, and catalysis. Topics include metalloproteins, metalloenzymes, metal ion regulation, and the impact of metal deficiencies or toxicities in health and disease. The course also covers the mechanisms by which metal ions participate in cellular functions, as well as the use of metal-based drugs (e.g., platinum-based anticancer agents). Students gain an understanding of the coordination chemistry, structure, and reactivity of metal centers in biological systems. | 1. **SDG 3: Good Health and Well-Being** – Investigating the role of metal ions in biological processes, drug development, and the use of inorganic compounds in therapeutics and diagnostics. 2. **SDG 2: Zero Hunger** – Studying the importance of trace elements in nutrition and their role in agricultural productivity and food security. 3. **SDG 6: Clean Water and Sanitation** – Exploring the role of bioinorganic compounds in water treatment processes and the environmental impact of heavy metals. 4. **SDG 12: Responsible Consumption and Production** – Promoting the sustainable use of inorganic materials in various applications, including green chemistry approaches. 5. **SDG 13: Climate Action** – Understanding how bioinorganic chemistry contributes to processes like carbon fixation and the development of materials for environmental remediation. 6. **SDG 15: Life on Land** – Examining the effects of metal contamination on terrestrial ecosystems and biodiversity, as well as the role of bioinorganic chemistry in soil health. By integrating these goals into the curriculum, students can appreciate the importance of bioinorganic chemistry in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123802 | Bioteknologi Molekul | Molecular Biotechnology | The university course Molecular Biotechnology focuses on the application of molecular biology techniques to develop and manipulate biological systems for industrial, medical, and agricultural purposes. Topics include genetic engineering, cloning, gene expression, protein production, and synthetic biology. Students learn about the tools and technologies used to modify DNA, such as CRISPR-Cas9, PCR, and recombinant DNA technology, and how these are applied in fields like pharmaceuticals, biofuels, and genetically modified organisms (GMOs). The course also covers bioprocessing, bioreactors, and biomanufacturing, along with ethical considerations related to biotechnology. Practical laboratory sessions provide hands-on experience with key techniques used in molecular biotechnology. | 1. **SDG 3: Good Health and Well-Being** – Exploring biotechnological applications in medicine, including the development of vaccines, diagnostics, and targeted therapies. 2. **SDG 2: Zero Hunger** – Investigating biotechnological innovations in agriculture, such as genetically modified organisms (GMOs) and biofortified crops, to improve food security and nutrition. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biotechnology, including waste reduction, bioremediation, and the development of environmentally friendly products. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in bioprocessing and industrial biotechnology to create sustainable products and improve production efficiency. 5. **SDG 13: Climate Action** – Studying biotechnological solutions for carbon capture, biofuels, and other technologies that contribute to mitigating climate change. 6. **SDG 4: Quality Education** – Providing education and training in molecular biotechnology, fostering the next generation of scientists and innovators. By integrating these goals into the curriculum, students can understand the significant role of molecular biotechnology in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123902 | Pengenalan Analisis Dampak Lingkungan | Introduction to Environmental Impact Analysis | The university course Introduction to Environmental Impact Analysis focuses on the methods and tools used to assess the environmental consequences of human activities, projects, and developments. Students learn how to evaluate the potential impacts on ecosystems, biodiversity, air, water, soil, and human health. The course covers the principles of Environmental Impact Assessment (EIA), including the identification, prediction, and mitigation of negative effects. Key topics include sustainability, risk assessment, environmental regulations, and policy-making. Students also gain an understanding of the processes involved in conducting an EIA, from data collection and analysis to report writing and decision-making. Case studies are often used to explore real-world applications in sectors like construction, energy, and agriculture. | 1. **SDG 13: Climate Action** – Evaluating the impacts of climate change on projects and promoting strategies for mitigation and adaptation. 2. **SDG 6: Clean Water and Sanitation** – Analyzing potential impacts on water resources and ensuring sustainable water management practices. 3. **SDG 15: Life on Land** – Assessing the effects of development projects on biodiversity, ecosystems, and land use to promote conservation efforts. 4. **SDG 11: Sustainable Cities and Communities** – Supporting sustainable urban planning and development practices through environmental impact assessments. 5. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in production processes and resource management to minimize environmental degradation. 6. **SDG 4: Quality Education** – Providing education and training on environmental assessment methodologies, fostering awareness of environmental sustainability. By integrating these goals into the curriculum, students can appreciate the importance of environmental impact analysis in promoting sustainable development and addressing global environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03124002 | Kimia Forensik | Forensic Chemistry | The university course Forensic Chemistry focuses on the application of chemistry to solve crimes and support criminal investigations. Students learn how to analyze physical evidence such as blood, hair, drugs, explosives, and toxins found at crime scenes. Topics include chemical analysis techniques like chromatography, spectroscopy, and mass spectrometry, as well as the interpretation of forensic data in legal contexts. The course covers the processes of evidence collection, chain of custody, and ensuring the integrity of results in criminal cases. Students also study the roles of forensic chemists in law enforcement, criminal justice, and court proceedings. Practical lab work often involves simulated case studies where students analyze evidence and draw conclusions about criminal activities. | 1. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting efforts to promote justice and the rule of law by providing scientific evidence in legal contexts and improving forensic methodologies. 2. **SDG 3: Good Health and Well-Being** – Investigating toxicology and substance analysis, contributing to public health initiatives related to drug use and poisoning cases. 3. **SDG 12: Responsible Consumption and Production** – Analyzing substances in the context of environmental forensics, promoting the identification and management of hazardous materials. 4. **SDG 4: Quality Education** – Providing education and training in forensic science, fostering a skilled workforce capable of addressing crime and safety issues. 5. **SDG 11: Sustainable Cities and Communities** – Enhancing community safety through crime scene analysis and environmental monitoring, contributing to safer urban environments. By integrating these goals into the curriculum, students can understand the critical role of forensic chemistry in promoting justice, public safety, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03130102 | Kimia Anorganik Fisik | Physical Inorganic Chemistry | The university course Physical Inorganic Chemistry focuses on the application of physical chemistry principles to the study of inorganic compounds and materials. It covers topics such as the electronic structure of metals and metal complexes, bonding theories (e.g., crystal field theory, molecular orbital theory), and the thermodynamics and kinetics of inorganic reactions. The course also explores the spectroscopic properties of inorganic compounds, including UV-Vis, IR, and NMR spectroscopy, as well as techniques for studying magnetic properties and molecular symmetry. Students learn how to analyze and interpret the physical behavior of inorganic substances, and how these principles apply to areas such as catalysis, material science, and coordination chemistry. The course often includes both theoretical foundations and practical laboratory work in characterization techniques. | 1. **SDG 7: Affordable and Clean Energy** – Investigating the properties and applications of inorganic materials in energy production, such as solar cells, batteries, and fuel cells. 2. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting advancements in materials science and catalysis, enhancing industrial processes through the understanding of physical properties. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis and application of inorganic compounds, including waste reduction and resource efficiency. 4. **SDG 13: Climate Action** – Studying the role of inorganic chemistry in environmental processes, including catalysis for pollution reduction and carbon capture technologies. 5. **SDG 15: Life on Land** – Understanding the interactions of inorganic compounds with terrestrial ecosystems and their impact on soil and plant health. 6. **SDG 3: Good Health and Well-Being** – Exploring the role of inorganic compounds in medicine, including their use in imaging, diagnostics, and therapeutics. By integrating these goals into the curriculum, students can appreciate how Physical Inorganic Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122802 | Geokimia | Geochemistry | The university course Geochemistry focuses on the chemical composition and processes occurring in the Earth’s materials, including rocks, minerals, water, and the atmosphere. It covers the behavior of elements and compounds in geological systems, such as rock formation, mineralogy, volcanic activity, and weathering. Key topics include geochemical cycles (e.g., carbon, nitrogen, and sulfur), isotope geochemistry, and the principles of elemental distribution and fractionation. Students explore the use of geochemical methods to study Earth’s history, environmental changes, and resource distribution. The course also emphasizes the role of geochemistry in addressing environmental challenges, such as pollution and climate change. Laboratory work often involves analyzing geological samples using techniques like mass spectrometry and X-ray fluorescence. | 1. **SDG 6: Clean Water and Sanitation** – Analyzing the chemical composition of water sources, understanding water quality, and investigating the impacts of pollutants on aquatic ecosystems. 2. **SDG 7: Affordable and Clean Energy** – Studying geochemical processes related to fossil fuels and renewable energy resources, such as geothermal energy. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable mining practices and the responsible extraction of mineral resources, minimizing environmental impact. 4. **SDG 13: Climate Action** – Examining the role of geochemical cycles in climate change, including carbon cycling and greenhouse gas emissions. 5. **SDG 15: Life on Land** – Understanding the interactions between geological processes and ecosystems, including soil chemistry and nutrient cycling. 6. **SDG 11: Sustainable Cities and Communities** – Assessing the geochemical impacts of urban development and promoting sustainable land-use practices. By integrating these goals into the curriculum, students can gain insights into how Geochemistry contributes to environmental sustainability and the management of Earth’s resources. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122902 | Kimia Anorganik Laut | Marine Inorganic Chemistry | The university course *Marine Inorganic Chemistry* focuses on the study of inorganic chemical processes occurring in marine environments. It explores the role of metals, metal ions, and other inorganic species in seawater, marine sediments, and organisms. Key topics include the **biogeochemical cycles** of essential elements like carbon, nitrogen, phosphorus, and sulfur, as well as the behavior and transformation of trace metals (e.g., iron, copper, and zinc) in marine systems. The course also examines the interactions between inorganic substances and marine organisms, including the role of metals in **marine biogeochemistry** and **nutrient cycling**. Students learn about **ocean acidification**, **metal toxicity**, and **pollutants** in marine ecosystems. Laboratory work may involve techniques such as **spectroscopy**, **chromatography**, and **analytical methods** to study the chemistry of marine environments. | 1. **SDG 14: Life Below Water** – Central to the course, exploring the chemistry of marine ecosystems, including the role of inorganic compounds in ocean health, nutrient cycling, and marine organism physiology. 2. **SDG 6: Clean Water and Sanitation** – Investigating the effects of inorganic pollutants and contaminants in marine waters, promoting practices that ensure clean and safe marine environments. 3. **SDG 12: Responsible Consumption and Production** – Examining sustainable practices in marine resource management and the impact of human activities on marine inorganic chemistry. 4. **SDG 13: Climate Action** – Understanding the role of marine inorganic processes in climate regulation, including carbon sequestration and the impact of ocean acidification. 5. **SDG 15: Life on Land** – Studying the interconnectedness of terrestrial and marine ecosystems, including how land-based activities affect marine inorganic chemistry and biodiversity. 6. **SDG 4: Quality Education** – Providing education on marine chemistry, fostering awareness of marine environmental issues and the importance of sustainable practices. By integrating these goals into the curriculum, students can appreciate how Marine Inorganic Chemistry contributes to the understanding and preservation of marine environments and sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123002 | Rekayasa Senyawa Organik | Organic Compound Engineering | The university course Organic Compound Engineering focuses on the design, synthesis, and modification of organic molecules for various applications, particularly in industries like pharmaceuticals, materials science, and biotechnology. Students learn how to manipulate organic compounds at the molecular level, using techniques such as organic synthesis, catalysis, and process optimization. The course covers reaction mechanisms, structural analysis, and the engineering principles involved in scaling up laboratory-scale reactions to industrial processes. Topics may also include green chemistry, sustainable production methods, and material design for applications like polymers, coatings, and bio-based materials. Practical sessions often involve hands-on synthesis, characterization, and testing of organic compounds, with an emphasis on efficiency, safety, and environmental impact. | 1. **SDG 3: Good Health and Well-Being** – Developing pharmaceuticals and health-related products, contributing to improved healthcare and treatment options. 2. **SDG 7: Affordable and Clean Energy** – Investigating organic compounds in renewable energy sources, such as biofuels and organic solar cells, to promote sustainable energy solutions. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis and use of organic compounds, including waste reduction and resource efficiency. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in organic materials and processes, enhancing manufacturing techniques and product development. 5. **SDG 13: Climate Action** – Understanding the role of organic compounds in environmental processes and developing strategies to mitigate pollution and promote sustainability. 6. **SDG 15: Life on Land** – Exploring the impact of organic compounds on agriculture, including fertilizers and pesticides, and promoting sustainable practices in land use. By integrating these goals into the curriculum, students can understand the significant role of Organic Compound Engineering in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123102 | Farmakologi Senyawa Organik | Pharmacology of Organic Compounds | The university course Pharmacology of Organic Compounds focuses on the study of how organic molecules, particularly drugs and bioactive compounds, interact with biological systems to produce therapeutic effects. Students learn about the mechanisms of drug action, pharmacokinetics (absorption, distribution, metabolism, and excretion), and pharmacodynamics (how drugs affect the body). The course covers various classes of organic compounds, such as alkaloids, terpenoids, steroids, and synthetic drugs, emphasizing their structural properties and how these relate to their biological activity. Students also study the toxicity, side effects, and drug resistance associated with organic compounds. Laboratory work may involve bioassays, drug screening, and the use of animal models to understand how these compounds affect physiological functions. The course connects chemistry, biology, and medicine, providing a comprehensive foundation for drug development and therapy. | 1. **SDG 3: Good Health and Well-Being** – Central to the course, emphasizing drug development, therapeutic applications, and the understanding of how organic compounds affect health. 2. **SDG 2: Zero Hunger** – Investigating the role of pharmacologically active organic compounds in agriculture, such as pesticides and growth regulators, to enhance food security sustainably. 3. **SDG 4: Quality Education** – Providing a comprehensive education in pharmacology, helping to train the next generation of healthcare professionals and researchers. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the development and use of pharmaceuticals, including waste management and the reduction of environmental impact. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in drug formulation and delivery systems, enhancing the efficacy and safety of medications. 6. **SDG 10: Reduced Inequalities** – Addressing access to essential medicines and focusing on the development of treatments for neglected diseases to improve health equity. By integrating these goals into the curriculum, students can appreciate the critical role of pharmacology in promoting health, sustainability, and social equity. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123202 | Teknik Penelitian Biokimia | Biochemical Research Techniques | The university course Biochemical Research Techniques focuses on the laboratory methods and tools used to investigate the structure, function, and interactions of biomolecules. Students learn essential techniques for analyzing proteins, nucleic acids, lipids, and other biological macromolecules. Key topics include protein purification, enzyme kinetics, electrophoresis, chromatography, spectroscopy (UV-Vis, fluorescence, NMR), and molecular cloning. The course also covers quantitative assays, immunoassays, and bioinformatics tools for data analysis. Students gain practical experience through hands-on laboratory work, applying these techniques to real-world research questions in fields like molecular biology, biotechnology, and drug discovery. Emphasis is placed on experimental design, data interpretation, and the integration of various techniques to answer complex biochemical problems. | 1. **SDG 3: Good Health and Well-Being** – Emphasizing techniques used in drug development, diagnostics, and understanding disease mechanisms to improve health outcomes. 2. **SDG 2: Zero Hunger** – Applying biochemical techniques to enhance crop quality and yield, including the development of biofortified crops and sustainable agricultural practices. 3. **SDG 4: Quality Education** – Providing practical training in research techniques, fostering skills that are essential for future scientists and researchers. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biochemical research and product development, including reducing waste and enhancing resource efficiency. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in biotechnology and pharmaceuticals through the application of biochemical techniques. 6. **SDG 15: Life on Land** – Studying the biochemical aspects of biodiversity and ecosystem health, contributing to conservation efforts and sustainable land management. By integrating these goals into the curriculum, students can understand how Biochemical Research Techniques play a vital role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123302 | Manajemen Mutu Terpadu | Integrated Quality Management | The university course Integrated Quality Management focuses on the principles, systems, and strategies used to ensure consistent product and service quality across an organization. Students learn about the fundamentals of quality management, including concepts such as total quality management (TQM), lean management, Six Sigma, and continuous improvement. The course covers the integration of quality standards, regulatory requirements, and best practices in various industries, including manufacturing, healthcare, and services. Topics include quality control, process optimization, risk management, and performance measurement. Students also explore the tools and techniques for data analysis, root cause analysis, and problem-solving to drive quality improvements. Emphasis is placed on the role of leadership, teamwork, and customer satisfaction in fostering a culture of quality. The course often involves case studies and real-world applications to develop students’ skills in implementing and managing integrated quality systems. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting quality management practices that enhance innovation, efficiency, and sustainability in industrial processes and infrastructure development. 2. **SDG 3: Good Health and Well-Being** – Ensuring quality standards in healthcare services and products, improving patient safety and health outcomes. 3. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in production processes, waste reduction, and resource efficiency through quality management systems. 4. **SDG 4: Quality Education** – Providing education and training in quality management principles, fostering skills for future professionals in various fields. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Supporting the establishment of effective, accountable institutions through quality management practices that enhance transparency and efficiency. 6. **SDG 8: Decent Work and Economic Growth** – Fostering workplace quality and safety, enhancing employee satisfaction, and contributing to sustainable economic growth. By integrating these goals into the curriculum, students can appreciate how Integrated Quality Management contributes to organizational success and sustainable development across various sectors. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03123402 | Evaluasi Proyek | Project Evaluation | The university course Project Evaluation focuses on the methods and techniques used to assess the feasibility, progress, and outcomes of projects. Students learn how to evaluate projects from economic, social, and environmental perspectives, considering factors such as cost-benefit analysis, risk assessment, stakeholder analysis, and impact assessment. The course covers both pre-project evaluation (to determine the viability of a project before initiation) and post-project evaluation (to assess the effectiveness and outcomes after completion). Key topics include performance metrics, sustainability evaluation, and the use of quantitative and qualitative methods in measuring project success. Students gain practical skills in using evaluation tools like surveys, interviews, and data analysis, preparing them to make informed decisions about project management, resource allocation, and future improvements. Case studies and real-world applications are typically included to demonstrate how evaluation methods are applied in various industries. | 1. **SDG 1: No Poverty** – Evaluating projects aimed at poverty alleviation to determine their effectiveness and improve future initiatives. 2. **SDG 3: Good Health and Well-Being** – Assessing health-related projects to ensure they meet their objectives and improve health outcomes for communities. 3. **SDG 4: Quality Education** – Evaluating educational programs to measure their impact on learning outcomes and accessibility. 4. **SDG 5: Gender Equality** – Analyzing projects that promote gender equality to assess their effectiveness in empowering women and reducing disparities. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Evaluating infrastructure projects to ensure they are sustainable, innovative, and meet community needs. 6. **SDG 12: Responsible Consumption and Production** – Assessing projects that promote sustainable practices in production and resource management. 7. **SDG 13: Climate Action** – Evaluating environmental projects to measure their impact on climate change mitigation and adaptation efforts. 8. **SDG 16: Peace, Justice, and Strong Institutions** – Analyzing governance and community projects to ensure they promote accountability, transparency, and civic engagement. By integrating these goals into the curriculum, students can understand how effective project evaluation contributes to sustainable development and the achievement of broader societal goals. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121203 | Metode Pemisahan dan Pengukuran | Separation and Measurement Methods | The university course Separation and Measurement Methods focuses on the techniques used to separate and quantify components in complex mixtures, critical for analysis in fields like chemistry, biochemistry, environmental science, and pharmaceuticals. Students learn about separation techniques such as chromatography (e.g., gas, liquid, and ion-exchange chromatography), electrophoresis, distillation, and filtration. The course also covers measurement methods for detecting and quantifying substances, including spectroscopy (UV-Vis, IR, NMR), mass spectrometry, and fluorometry. Emphasis is placed on understanding the principles behind these methods, their applications, and how to optimize and troubleshoot them for accurate, reliable results. Students gain hands-on experience in both separation and measurement techniques through laboratory work, learning how to apply these methods to analyze real-world samples, and interpret data for scientific research and quality control. | 1. **SDG 3: Good Health and Well-Being** – Utilizing separation and measurement techniques in medical diagnostics, drug development, and environmental health assessments to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Analyzing water quality and contaminants through measurement methods, promoting safe drinking water and sanitation practices. 3. **SDG 12: Responsible Consumption and Production** – Supporting sustainable practices by measuring pollutants and waste, facilitating resource efficiency and waste reduction in industrial processes. 4. **SDG 13: Climate Action** – Monitoring environmental pollutants and greenhouse gas emissions to assess their impact on climate change and inform mitigation strategies. 5. **SDG 15: Life on Land** – Evaluating soil and environmental samples to understand the impact of pollutants on terrestrial ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting quality control and safety in industrial processes through effective measurement and separation techniques. By integrating these goals into the curriculum, students can appreciate the critical role of separation and measurement methods in promoting health, environmental sustainability, and responsible resource management. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121303 | Kimia Organik sintesis | Synthetic Organic Chemistry | The university course Synthetic Organic Chemistry focuses on the principles and techniques involved in the design and synthesis of organic molecules. Students learn about reaction mechanisms, strategies for building complex organic compounds, and selectivity in chemical reactions. Topics include functional group transformations, stereochemistry, regioselectivity, and the use of reagents and catalysts in organic synthesis. The course also covers modern approaches like green chemistry, asymmetric synthesis, and the use of computer modeling for reaction prediction. Practical sessions provide hands-on experience in laboratory synthesis, where students apply their knowledge to prepare target compounds, purify them, and analyze their structure using techniques like NMR, IR, and mass spectrometry. Emphasis is placed on both the theoretical understanding and practical skills necessary for developing efficient, scalable synthetic methods in organic chemistry. | 1. **SDG 3: Good Health and Well-Being** – Contributing to the development of pharmaceuticals and therapeutic agents, improving healthcare outcomes. 2. **SDG 2: Zero Hunger** – Investigating organic compounds used in agrochemicals, such as pesticides and fertilizers, to enhance agricultural productivity and food security. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in the synthesis of organic compounds, including green chemistry principles to minimize waste and reduce environmental impact. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in the chemical industry by developing new synthetic methods and materials that enhance product efficiency and sustainability. 5. **SDG 13: Climate Action** – Exploring synthetic pathways that reduce carbon footprints and develop materials for energy storage and conversion, such as organic solar cells. 6. **SDG 4: Quality Education** – Providing comprehensive education in synthetic methodologies, equipping students with the skills needed for careers in research and industry. By integrating these goals into the curriculum, students can understand the significant role of Synthetic Organic Chemistry in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121402 | Praktikum Kimia Organik | Organic Chemistry Practicum | The university course Organic Chemistry Practicum provides hands-on laboratory experience focused on the practical application of organic chemistry principles. Students engage in a series of experiments designed to reinforce key concepts such as reaction mechanisms, synthesis, purification (e.g., recrystallization, distillation), and structural analysis using techniques like NMR spectroscopy, IR spectroscopy, and melting point determination. The practicum allows students to carry out organic reactions in the lab, observe their outcomes, and interpret data to identify products. Emphasis is placed on experimental design, safety protocols, data analysis, and problem-solving skills, providing students with a deeper understanding of how organic chemistry concepts are applied in real-world research and industry. The course aims to develop students’ technical proficiency and confidence in the laboratory setting, preparing them for advanced studies or professional work in organic chemistry. | 1. **SDG 3: Good Health and Well-Being** – Training students in the synthesis and analysis of pharmaceuticals, contributing to advancements in healthcare and drug development. 2. **SDG 4: Quality Education** – Providing practical skills and knowledge in organic chemistry, fostering the next generation of scientists and researchers. 3. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable laboratory practices and green chemistry principles to minimize waste and environmental impact during experiments. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Encouraging innovation in organic synthesis techniques that can enhance industrial applications and product development. 5. **SDG 13: Climate Action** – Incorporating discussions on the environmental impact of organic compounds and promoting methods that reduce carbon footprints in chemical processes. 6. **SDG 15: Life on Land** – Understanding the role of organic chemistry in agricultural practices, including the development of safer pesticides and fertilizers. By integrating these goals into the curriculum, students can appreciate how an Organic Chemistry Practicum contributes to scientific knowledge, sustainable practices, and global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121503 | Bioteknologi Dasar | Basic Biotechnology | The university course Basic Biotechnology introduces students to the fundamental principles and techniques used in biotechnology. It covers the manipulation of living organisms, cells, and biomolecules to develop products and technologies for applications in medicine, agriculture, and industry. Key topics include genetic engineering, microbial fermentation, cell culture, enzyme technology, and the production of recombinant proteins. Students learn about DNA cloning, PCR, and biotechnology tools like CRISPR-Cas9, as well as the ethical, regulatory, and environmental considerations associated with biotechnological advancements. The course also explores applications in areas like drug development, genetically modified organisms (GMOs), and bioremediation. Practical laboratory work provides students with hands-on experience in basic techniques, fostering skills needed for further study or careers in biotechnology and related fields. | 1. **SDG 3: Good Health and Well-Being** – Exploring biotechnological applications in medicine, such as drug development, genetic engineering, and diagnostics, to improve healthcare outcomes. 2. **SDG 2: Zero Hunger** – Investigating the role of biotechnology in agriculture, including genetically modified organisms (GMOs) and biofortified crops, to enhance food security and nutrition. 3. **SDG 4: Quality Education** – Providing foundational knowledge and skills in biotechnology, fostering the next generation of scientists and innovators. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in biotechnological applications, including waste reduction and the efficient use of resources in production processes. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovation in biotechnology industries, enhancing manufacturing processes and product development. 6. **SDG 13: Climate Action** – Understanding biotechnological approaches to climate change mitigation, such as biofuels and carbon capture technologies. 7. **SDG 15: Life on Land** – Examining the impact of biotechnology on biodiversity, conservation efforts, and sustainable land management. By integrating these goals into the curriculum, students can appreciate how Basic Biotechnology contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121602 | Kimia Instrumen | Instrumental Chemistry | The university course Instrumental Chemistry focuses on the use of analytical instruments and techniques for the identification, quantification, and analysis of chemical substances. Students learn about a range of instruments and their applications in fields such as spectroscopy (UV-Vis, IR, NMR, and mass spectrometry), chromatography (gas chromatography, liquid chromatography), electrochemical analysis (potentiometry, voltammetry), and microscopy (electron microscopy, atomic force microscopy). The course emphasizes the principles behind each technique, including signal generation, detection, and data interpretation, as well as the advantages and limitations of different methods. Students also gain practical laboratory experience, learning how to operate instruments, calibrate equipment, and analyze real-world samples, preparing them for careers in research, quality control, environmental monitoring, and other scientific applications. | 1. **SDG 3: Good Health and Well-Being** – Applying instrumental methods for medical diagnostics, drug analysis, and toxicology to improve health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Using analytical techniques to monitor water quality, detect contaminants, and ensure safe drinking water. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices by analyzing waste, pollutants, and resource consumption to enhance efficiency and reduce environmental impact. 4. **SDG 13: Climate Action** – Monitoring environmental pollutants and greenhouse gas emissions using instrumental methods to inform climate change mitigation strategies. 5. **SDG 15: Life on Land** – Assessing soil and environmental samples to understand the impact of chemicals on terrestrial ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting quality control and safety in industrial processes through effective analytical techniques. By integrating these goals into the curriculum, students can understand how Instrumental Chemistry plays a crucial role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122602 | Kimia Polimer | Polymer Chemistry | The university course Polymer Chemistry focuses on the study of the chemical properties, synthesis, and characterization of polymers—large molecules made up of repeating units, or monomers. Students learn about polymerization techniques such as addition polymerization, condensation polymerization, and ring-opening polymerization, as well as the molecular structure and properties of various polymers. Topics include polymer morphology, viscosity, mechanical properties (e.g., tensile strength, elasticity), and thermal properties (e.g., glass transition temperature). The course also covers polymer processing, including techniques like extrusion, injection molding, and film blowing, as well as the development of biodegradable polymers and smart polymers for applications in medicine, materials science, and industry. Practical laboratory work provides hands-on experience in synthesizing and characterizing polymers using techniques like gel permeation chromatography (GPC) and spectroscopy. | 1. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting advancements in polymer materials and technologies that enhance industrial processes and infrastructure development. 2. **SDG 12: Responsible Consumption and Production** – Encouraging sustainable practices in the production and disposal of polymers, including the development of biodegradable and recyclable materials. 3. **SDG 3: Good Health and Well-Being** – Exploring the use of polymers in medical applications, such as drug delivery systems, implants, and medical devices, to improve health outcomes. 4. **SDG 13: Climate Action** – Investigating polymers that can contribute to environmental sustainability, such as those used in carbon capture technologies or as alternatives to conventional plastics. 5. **SDG 4: Quality Education** – Providing foundational knowledge in polymer chemistry, fostering skills and expertise for future scientists and engineers. 6. **SDG 15: Life on Land** – Examining the impact of polymer waste on terrestrial ecosystems and promoting solutions to mitigate environmental pollution. By integrating these goals into the curriculum, students can appreciate how Polymer Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122702 | Dasar-Dasar Rekayasa Genetik | Basics of Genetic Engineering | The university course Basics of Genetic Engineering introduces students to the fundamental techniques and principles of manipulating genetic material to alter or enhance the traits of organisms. Topics include DNA isolation, gene cloning, PCR (Polymerase Chain Reaction), and genetic transformation. Students learn about key tools such as restriction enzymes, vectors, plasmids, and CRISPR-Cas9, which are used to cut, insert, or modify genes. The course also covers applications of genetic engineering in medicine (e.g., gene therapy, recombinant proteins), agriculture (e.g., GMOs), and industry (e.g., biofuel production). Ethical, regulatory, and safety considerations in genetic manipulation are discussed, providing a well-rounded understanding of the potential and challenges of genetic engineering in research and biotechnology. Practical laboratory sessions give students hands-on experience with basic genetic manipulation techniques. | 1. **SDG 3: Good Health and Well-Being** – Exploring genetic engineering applications in medicine, such as gene therapy, personalized medicine, and the development of vaccines and therapeutics. 2. **SDG 2: Zero Hunger** – Investigating the role of genetic engineering in agriculture, including the development of genetically modified organisms (GMOs) to enhance crop yields, resistance to pests, and nutritional value. 3. **SDG 4: Quality Education** – Providing foundational knowledge and skills in genetic engineering, fostering future scientists and researchers in the field. 4. **SDG 12: Responsible Consumption and Production** – Promoting sustainable agricultural practices through the development of crops that require fewer resources, such as water and fertilizers. 5. **SDG 13: Climate Action** – Understanding how genetic engineering can contribute to climate change mitigation, such as developing plants that are more resilient to extreme weather and reducing agricultural greenhouse gas emissions. 6. **SDG 15: Life on Land** – Examining the impact of genetically engineered crops on biodiversity and ecosystem health, promoting conservation efforts. By integrating these goals into the curriculum, students can appreciate how Basics of Genetic Engineering contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122202 | Mikrobiologi Dasar | Basic Microbiology | The university course Basic Microbiology provides an introduction to the study of microorganisms, including bacteria, viruses, fungi, and protozoa. Students learn about the structure, function, and classification of microorganisms, as well as their roles in ecosystems, human health, and disease. Key topics include microbial growth, metabolism, genetics, and ecology, as well as the immune response and pathogenic mechanisms of infectious diseases. The course also covers the use of microscopy, culturing techniques, and sterilization methods to study and manage microorganisms in the laboratory. Students gain practical skills through hands-on experiments, learning to identify microorganisms, assess their behavior, and apply microbiological principles in areas like medicine, food safety, and environmental monitoring. | 1. **SDG 3: Good Health and Well-Being** – Exploring the role of microorganisms in human health, including pathogens, microbiomes, and the development of antibiotics and vaccines. 2. **SDG 2: Zero Hunger** – Investigating beneficial microbes in agriculture, such as those involved in soil health, nutrient cycling, and sustainable farming practices. 3. **SDG 6: Clean Water and Sanitation** – Understanding the role of microbes in water quality, sanitation, and the biodegradation of pollutants to ensure safe drinking water. 4. **SDG 12: Responsible Consumption and Production** – Promoting the use of microbes in biotechnological applications for waste management and sustainable production processes. 5. **SDG 13: Climate Action** – Studying the role of microorganisms in biogeochemical cycles, including carbon and nitrogen cycles, and their potential in climate change mitigation strategies. 6. **SDG 15: Life on Land** – Examining the impact of microbes on ecosystems, biodiversity, and soil health, contributing to conservation efforts. By integrating these goals into the curriculum, students can appreciate how Basic Microbiology contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122302 | Penyimpanan Energi Kimia | Chemical Energy Storage | The university course Chemical Energy Storage explores the principles and technologies used to store and release energy through chemical processes. Students learn about various energy storage systems, including batteries, supercapacitors, and fuel cells, with a focus on their chemical reactions, efficiency, and materials. Topics include the fundamentals of electrochemical cells, redox reactions, energy conversion, and storage mechanisms in systems like lithium-ion batteries, hydrogen storage, and organic flow batteries. The course also covers energy density, cycle life, sustainability, and environmental impact of different energy storage technologies. Practical applications, such as energy storage for renewable energy sources (e.g., solar and wind), electric vehicles, and grid storage, are also explored. Laboratory work provides hands-on experience in building and testing energy storage devices, as well as analyzing their performance. | 1. **SDG 7: Affordable and Clean Energy** – Exploring advanced technologies for energy storage that enhance the efficiency and reliability of renewable energy sources. 2. **SDG 13: Climate Action** – Investigating energy storage solutions that can help mitigate climate change by facilitating the use of renewable energy and reducing greenhouse gas emissions. 3. **SDG 9: Industry, Innovation, and Infrastructure** – Promoting innovation in energy storage technologies and their integration into industrial processes and infrastructure to enhance sustainability. 4. **SDG 12: Responsible Consumption and Production** – Emphasizing sustainable practices in the production and recycling of energy storage materials to minimize environmental impact. 5. **SDG 11: Sustainable Cities and Communities** – Addressing the role of energy storage in urban planning and the development of smart cities to improve energy management and reduce energy waste. 6. **SDG 3: Good Health and Well-Being** – Exploring the use of energy storage in healthcare settings, such as reliable power for medical facilities and equipment. By integrating these goals into the curriculum, students can appreciate how Chemical Energy Storage plays a crucial role in promoting sustainable energy solutions and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122402 | Kimia Radiasi | Radiation Chemistry | The university course Radiation Chemistry focuses on the study of chemical reactions and processes induced by ionizing radiation. Students learn about the interaction of different types of radiation—such as alpha, beta, gamma, and X-rays—with matter, particularly how they affect molecules and atoms. Key topics include radiolysis (the chemical breakdown of substances due to radiation), radiation-induced reactions in gases, liquids, and solids, and the formation of free radicals and other reactive species. The course also explores the applications of radiation chemistry in areas like radiation therapy, nuclear energy, materials science, and environmental chemistry. Students gain insight into the techniques used to study radiation-induced chemical changes, such as spectroscopy, chromatography, and radiation dosimetry. Laboratory work allows students to investigate the effects of radiation on various substances and understand the principles of radiation safety. | 1. **SDG 3: Good Health and Well-Being** – Exploring the use of radiation in medical applications, such as cancer treatment (radiotherapy) and diagnostic imaging (radiology), to improve health outcomes. 2. **SDG 12: Responsible Consumption and Production** – Investigating the chemical processes involved in the safe handling and disposal of radioactive materials, promoting sustainable practices in the nuclear industry. 3. **SDG 13: Climate Action** – Understanding the role of radiation in climate-related studies, such as tracing greenhouse gases and assessing the environmental impact of radiation. 4. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting the development of radiation-based technologies in industries, including energy production (nuclear energy) and materials science. 5. **SDG 7: Affordable and Clean Energy** – Discussing the potential of nuclear energy as a low-carbon energy source and its implications for sustainable energy systems. 6. **SDG 15: Life on Land** – Studying the effects of radiation on ecosystems and biodiversity, contributing to conservation efforts and environmental monitoring. By integrating these goals into the curriculum, students can understand how Radiation Chemistry contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122502 | Kimia Organik Analisis | Analytical Organic Chemistry | The university course Analytical Organic Chemistry focuses on the techniques and methods used to identify, quantify, and analyze organic compounds. Students learn how to apply a variety of spectroscopic and chromatographic techniques to determine the structure and purity of organic substances. Key topics include NMR spectroscopy, mass spectrometry, IR spectroscopy, UV-Vis spectroscopy, and gas and liquid chromatography. The course emphasizes data interpretation, method validation, and the use of analytical techniques to solve real-world problems in fields like pharmaceuticals, environmental analysis, and forensics. Students gain practical laboratory experience in sample preparation, method selection, and the application of these techniques to organic compounds. The course also introduces concepts of quality control, method development, and instrument calibration. | 1. **SDG 3: Good Health and Well-Being** – Utilizing analytical techniques to assess pharmaceuticals, ensuring the safety and efficacy of drugs and improving health outcomes. 2. **SDG 6: Clean Water and Sanitation** – Applying analytical methods to monitor water quality, detect contaminants, and ensure safe drinking water. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices by analyzing waste products and pollutants, helping industries minimize their environmental impact. 4. **SDG 13: Climate Action** – Monitoring greenhouse gas emissions and pollutants through analytical methods, informing climate change mitigation strategies. 5. **SDG 15: Life on Land** – Evaluating soil and environmental samples to understand the impact of organic pollutants on ecosystems and biodiversity. 6. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting quality control and safety in manufacturing processes through effective analytical techniques. By integrating these goals into the curriculum, students can appreciate how Analytical Organic Chemistry plays a crucial role in addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120902 | Praktikum Kimia Fisika | Physical Chemistry Practicum | The university course Physical Chemistry Practicum provides hands-on laboratory experience in applying the principles of physical chemistry to real-world systems and experiments. Students engage in a variety of experiments designed to reinforce key concepts such as thermodynamics, kinetics, quantum chemistry, and spectroscopy. Key topics include measurement of reaction rates, equilibrium constants, thermodynamic parameters, and the use of spectroscopic techniques (e.g., UV-Vis, IR, NMR) to analyze molecular behavior. The course emphasizes experimental design, data collection, error analysis, and interpretation of results, helping students develop critical thinking and problem-solving skills. Laboratory work also focuses on the practical aspects of operating equipment, ensuring accurate measurements, and understanding the theoretical foundations behind experimental observations. Students gain a deeper understanding of physical chemistry concepts through hands-on application, preparing them for research, industrial, or advanced academic careers. | 1. **SDG 3: Good Health and Well-Being** – Applying physical chemistry principles to the development and analysis of pharmaceuticals and medical technologies. 2. **SDG 6: Clean Water and Sanitation** – Using techniques to study the physical properties of water and contaminants, contributing to water quality assessments. 3. **SDG 12: Responsible Consumption and Production** – Promoting sustainable practices in chemical processes, including waste reduction and efficient resource use in laboratory settings. 4. **SDG 13: Climate Action** – Investigating the physical chemistry of greenhouse gases and their interactions with the environment to inform climate change mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting the development of innovative materials and processes through experimental techniques in physical chemistry. 6. **SDG 15: Life on Land** – Understanding the physical chemistry of soils and ecosystems, contributing to environmental conservation and sustainability efforts. By integrating these goals into the curriculum, students can recognize how the Physical Chemistry Practicum contributes to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121003 | Kesetimbangan dan Dinamika Kimia | Chemical Equilibrium and Dynamics | The university course Chemical Equilibrium and Dynamics focuses on the study of the principles governing chemical reactions, both at equilibrium and during the process of reaching equilibrium. Students learn about Le Chatelier’s principle, the equilibrium constant (K), and how various factors such as concentration, temperature, and pressure influence the position of equilibrium in reversible reactions. Key topics also include the rate laws, reaction mechanisms, and the factors that affect reaction rates (e.g., temperature, catalysts, concentration). The course explores transition state theory, collision theory, and activation energy in the context of chemical dynamics. Students are introduced to kinetic models, reaction order, and rate constants. The course combines theoretical understanding with practical applications, including laboratory experiments to measure reaction rates, calculate equilibrium constants, and study the dynamic behavior of chemical systems. It prepares students for further studies in chemical kinetics, thermodynamics, and reaction engineering. | 1. **SDG 3: Good Health and Well-Being** – Understanding the dynamics of biochemical reactions can inform drug development, enhancing the efficacy and safety of pharmaceuticals. 2. **SDG 6: Clean Water and Sanitation** – Studying chemical equilibria can help in water treatment processes, ensuring safe drinking water and managing contaminants effectively. 3. **SDG 12: Responsible Consumption and Production** – Promoting efficient chemical processes and reaction conditions that minimize waste and reduce the environmental impact of industrial practices. 4. **SDG 13: Climate Action** – Investigating chemical reactions related to greenhouse gases and their equilibria can contribute to climate change research and mitigation strategies. 5. **SDG 9: Industry, Innovation, and Infrastructure** – Supporting innovations in chemical manufacturing processes that rely on equilibrium and dynamics to improve efficiency and sustainability. 6. **SDG 15: Life on Land** – Understanding chemical interactions in ecosystems, including nutrient cycling and pollutant degradation, which can inform conservation efforts. By integrating these goals into the curriculum, students can appreciate how Chemical Equilibrium and Dynamics contribute to addressing global challenges and promoting sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121102 | Struktur Ikatan Kimia dan Spektroskopi | Chemical Bond Structure and Spectroscopy | The university course Chemical Bond Structure and Spectroscopy focuses on the fundamental concepts of chemical bonding and the techniques used to probe the structures of molecules. Students learn about the different types of chemical bonds, including ionic, covalent, and metallic bonds, as well as more complex bonding models like coordinate covalent bonds and resonance structures. The course also covers the molecular orbital theory, VSEPR theory, and how these models explain molecular geometry and reactivity. | 1. **Goal 4: Quality Education** – By providing students with advanced knowledge in chemistry, the course supports education at all levels and promotes lifelong learning opportunities. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding chemical bonds and spectroscopy is crucial for developing new materials and technologies, fostering innovation in various industries. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical structures and processes can help in developing sustainable materials and practices, promoting efficient resource use and reducing waste. 4. **Goal 3: Good Health and Well-Being** – Spectroscopy techniques are essential in the development of pharmaceuticals and medical diagnostics, contributing to health advancements. 5. **Goal 13: Climate Action** – Understanding chemical processes can aid in developing solutions to climate-related challenges, such as renewable energy sources and pollution reduction. These connections emphasize the importance of chemistry in addressing global challenges and advancing sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120703 | Kimia Koordinasi dan Organologam | Coordination and Organometallic Chemistry | The university course Coordination and Organometallic Chemistry focuses on the chemistry of metal-containing compounds, specifically coordination compounds and organometallic compounds. Students learn about the structures, bonding, and reactivity of metal-ligand complexes in coordination chemistry, including concepts like ligand field theory, chelation, and crystal field theory. Key topics include the nomenclature of coordination compounds, isomerism, and the electronic properties of metal centers in different oxidation states. | 1. **Goal 4: Quality Education** – The course promotes advanced education in chemistry, fostering a deeper understanding of complex chemical concepts. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Coordination and organometallic chemistry are critical in developing new catalysts and materials, driving innovation in various sectors, including energy and manufacturing. 3. **Goal 12: Responsible Consumption and Production** – This field often focuses on sustainable synthesis methods and efficient resource use, supporting responsible production practices. 4. **Goal 3: Good Health and Well-Being** – Organometallic compounds play a role in drug design and development, contributing to advancements in healthcare and pharmaceuticals. 5. **Goal 13: Climate Action** – Understanding these chemistry principles can lead to the development of more efficient catalysts for processes like carbon capture and renewable energy production. By exploring these connections, the course underscores the significance of coordination and organometallic chemistry in addressing global sustainability challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120802 | Biokimia Lanjutan | Advanced Biochemistry | The university course Advanced Biochemistry provides an in-depth exploration of the molecular mechanisms underlying biological processes. Students build on foundational biochemistry concepts to study the complex structure, function, and regulation of biomolecules, such as proteins, nucleic acids, lipids, and carbohydrates. Key topics include enzyme kinetics, metabolic pathways, signal transduction, cellular respiration, and genetic regulation at a molecular level. | 1. **Goal 3: Good Health and Well-Being** – Advanced biochemistry is crucial for understanding disease mechanisms, developing new treatments, and improving health outcomes. 2. **Goal 4: Quality Education** – This course contributes to quality higher education by providing in-depth knowledge and skills in biochemistry. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Biochemistry plays a vital role in biotechnology and pharmaceutical industries, driving innovation and the development of new technologies. 4. **Goal 12: Responsible Consumption and Production** – Insights from biochemistry can lead to sustainable practices in food production, waste management, and resource utilization. 5. **Goal 13: Climate Action** – Advanced biochemistry can inform strategies for bioenergy production and environmental sustainability, contributing to climate change mitigation. These connections highlight the importance of advanced biochemistry in addressing health, sustainability, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121702 | Manajemen Laboratorium | Laboratory Management | The university course Laboratory Management focuses on the principles and practices required to effectively manage a laboratory setting, whether in academic, research, or industrial environments. Students learn about laboratory operations, including inventory management, safety protocols, and quality control. The course covers resource allocation, budgeting, and team management, as well as the coordination of research projects and the maintenance of laboratory equipment. | 1. **Goal 4: Quality Education** – This course enhances education and skills in laboratory management, fostering effective teaching and learning practices in scientific research. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Effective laboratory management is essential for innovation in research and development, contributing to the advancement of scientific infrastructure. 3. **Goal 12: Responsible Consumption and Production** – Laboratory management includes practices for waste reduction, resource efficiency, and sustainability, promoting responsible laboratory operations. 4. **Goal 3: Good Health and Well-Being** – Proper management of laboratories, particularly in healthcare and pharmaceutical settings, ensures safety and compliance, ultimately contributing to public health. 5. **Goal 17: Partnerships for the Goals** – Laboratory management often involves collaboration across institutions and sectors, fostering partnerships that enhance research and development efforts. These connections emphasize the critical role of laboratory management in promoting sustainability, innovation, and quality in scientific research. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121802 | Kimia Air | Water chemistry | The university course Water Chemistry focuses on the chemical properties and processes that govern the behavior of water in natural and engineered systems. Students explore the composition of water, including its physical and chemical characteristics, and learn about water quality parameters such as pH, dissolved oxygen, hardness, and salinity. | 1. **Goal 6: Clean Water and Sanitation** – This course directly addresses the importance of water quality, treatment, and management, contributing to sustainable water resources and sanitation practices. 2. **Goal 3: Good Health and Well-Being** – Understanding water chemistry is crucial for ensuring safe drinking water and preventing waterborne diseases, which are vital for public health. 3. **Goal 12: Responsible Consumption and Production** – Water chemistry involves studying the impact of pollutants and contaminants, promoting responsible management of water resources. 4. **Goal 13: Climate Action** – This field can explore the effects of climate change on water quality and availability, informing strategies for adaptation and mitigation. 5. **Goal 14: Life Below Water** – Water chemistry is important for understanding aquatic ecosystems and the impact of pollutants on marine life, supporting the health of oceans and freshwater bodies. These connections highlight the significance of water chemistry in addressing critical global challenges related to water sustainability, health, and environmental protection. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03121902 | Kemometri | Chemometry | The university course Chemometry focuses on the application of statistical and mathematical methods to the analysis of chemical data. Students learn how to process, interpret, and model complex data sets commonly encountered in chemical experiments, including data from spectroscopy, chromatography, and analytical chemistry. Key topics include multivariate analysis, regression techniques, principal component analysis (PCA), and design of experiments (DOE). | 1. **Goal 4: Quality Education** – This course promotes advanced education in analytical techniques and data analysis, fostering critical thinking and skills in scientific research. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Chemometry is essential for improving analytical methods and processes in various industries, driving innovation and efficiency in research and development. 3. **Goal 12: Responsible Consumption and Production** – By optimizing analytical methods, chemometry supports more efficient resource use and waste reduction in chemical processes and industries. 4. **Goal 3: Good Health and Well-Being** – Chemometric techniques are applied in healthcare for drug development, quality control, and environmental monitoring, contributing to health advancements. 5. **Goal 13: Climate Action** – Chemometry can aid in monitoring environmental pollutants and assessing the impact of climate change on chemical systems, supporting sustainable practices. These connections highlight the importance of chemometry in enhancing research methodologies and addressing sustainability and health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122002 | Stereokima | Stereochemistry | The university course Stereochemistry focuses on the study of the spatial arrangement of atoms within molecules and how this influences their chemical properties and reactivity. Students learn about chirality, optical activity, and isomerism, including enantiomers and diastereomers. The course covers key concepts such as stereoisomerism, cis-trans isomerism, and conformational analysis of molecules, with a focus on how molecular shapes affect their behavior in chemical reactions. | 1. **Goal 3: Good Health and Well-Being** – Stereochemistry is crucial in the pharmaceutical industry, as the spatial arrangement of atoms in molecules can significantly affect drug efficacy and safety. 2. **Goal 4: Quality Education** – This course enhances understanding of complex chemical concepts, fostering quality education in chemistry and related fields. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge of stereochemistry is vital for innovation in chemical synthesis and materials science, impacting various industrial applications. 4. **Goal 12: Responsible Consumption and Production** – Understanding stereochemical principles can lead to the development of more efficient and sustainable chemical processes, minimizing waste and resource use. 5. **Goal 14: Life Below Water** – Stereochemistry can influence the behavior and impact of chemicals in aquatic environments, making it relevant for studies related to marine life and pollution. These connections emphasize the role of stereochemistry in health, education, industry innovation, and environmental sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03122102 | Teknik Laboratorium Kimia Organik | Organic Chemistry Laboratory Techniques | The university course Organic Chemistry Laboratory Techniques provides students with practical, hands-on experience in the fundamental techniques used to synthesize, purify, and characterize organic compounds. Students learn essential laboratory skills such as recrystallization, distillation, extraction, and chromatography for purifying and separating organic substances. The course also covers methods for determining the structure and identity of organic compounds using techniques like NMR spectroscopy, infrared (IR) spectroscopy, mass spectrometry, and melting point determination. | 1. **Goal 4: Quality Education** – This course provides hands-on experience and practical skills in organic chemistry, enhancing the educational experience and promoting scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Mastering organic chemistry techniques is essential for innovation in pharmaceuticals, materials science, and other industries, driving research and development. 3. **Goal 12: Responsible Consumption and Production** – The course often emphasizes sustainable practices in organic synthesis, encouraging efficient use of resources and waste reduction. 4. **Goal 3: Good Health and Well-Being** – Techniques learned in the lab are applicable in drug development and testing, contributing to advancements in healthcare and public health. 5. **Goal 13: Climate Action** – Knowledge of organic chemistry can inform the development of greener synthetic methods and alternative energy sources, aiding in climate change mitigation. These connections highlight the importance of organic chemistry laboratory techniques in education, innovation, sustainability, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110503 | Aspek Dasar Riset Kimia | Basic Aspects of Chemical Research | The university course Basic Aspects of Chemical Research introduces students to the foundational principles and practices involved in conducting chemical research. The course covers essential topics such as research methodologies, experimental design, and data collection, with an emphasis on developing critical thinking and problem-solving skills. Students learn about the scientific method, hypothesis formulation, and research ethics, as well as how to analyze and interpret experimental results. | 1. **Goal 4: Quality Education** – The course provides foundational knowledge and skills in chemical research, promoting quality education and scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Understanding the fundamentals of chemical research supports innovation in various industries, from pharmaceuticals to materials science. 3. **Goal 12: Responsible Consumption and Production** – Emphasizing research methods that consider sustainability and efficient resource use can lead to responsible practices in chemical production. 4. **Goal 3: Good Health and Well-Being** – Research in chemistry is vital for developing new medical treatments and improving health outcomes. 5. **Goal 13: Climate Action** – The course can address research related to environmental chemistry and sustainable practices, contributing to climate change solutions. These connections underscore the role of foundational chemical research in advancing education, innovation, health, and sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110602 | Biokimia Dasar | Basic Biochemistry | The university course Basic Biochemistry provides an introduction to the chemical processes and molecular structures that underlie biological systems. Students explore the major biomolecules—proteins, nucleic acids, lipids, and carbohydrates—and learn about their roles in cellular function, metabolism, and genetic information storage and transfer. Key topics include enzyme structure and function, metabolic pathways (e.g., glycolysis, citric acid cycle), and energy transfer in biological systems (e.g., ATP). | 1. **Goal 3: Good Health and Well-Being** – Understanding biochemical processes is essential for health, disease prevention, and the development of new treatments. 2. **Goal 4: Quality Education** – This course provides foundational knowledge in biochemistry, promoting quality education and scientific literacy in life sciences. 3. **Goal 12: Responsible Consumption and Production** – Biochemistry plays a role in sustainable practices in food production, resource management, and waste reduction. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic biochemistry knowledge supports innovation in biotechnology, pharmaceuticals, and agricultural practices. 5. **Goal 13: Climate Action** – Insights from biochemistry can inform approaches to environmental sustainability, such as biofuels and bioremediation strategies. These connections highlight the importance of basic biochemistry in addressing health, sustainability, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120102 | Praktikum Kimia Anorganik | Inorganic Chemistry Practical | The Inorganic Chemistry Practical course provides students with hands-on experience in the laboratory, focusing on the synthesis, analysis, and characterization of inorganic compounds. Students perform experiments that demonstrate key concepts in inorganic chemistry, such as transition metal complexes, redox reactions, acid-base equilibria, and coordination chemistry. | 1. **Goal 4: Quality Education** – This course provides hands-on experience and practical skills in inorganic chemistry, enhancing educational outcomes and fostering scientific literacy. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Inorganic chemistry is fundamental to materials science, catalysis, and nanotechnology, driving innovation across various industries. 3. **Goal 12: Responsible Consumption and Production** – The practical techniques learned can emphasize sustainable practices in the synthesis and use of inorganic compounds, promoting efficient resource use. 4. **Goal 3: Good Health and Well-Being** – Inorganic compounds play significant roles in medicine (e.g., in diagnostics and treatment), contributing to advancements in healthcare. 5. **Goal 13: Climate Action** – Inorganic chemistry is relevant for developing materials and processes that address environmental challenges, such as catalysts for reducing emissions or materials for renewable energy. These connections illustrate the role of inorganic chemistry practical in fostering education, innovation, sustainability, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120303 | Energetika Kimia | Chemical Energetics | The Chemical Energetics course focuses on the study of energy changes in chemical reactions and processes. Topics typically include thermodynamics, enthalpy, entropy, free energy, and the principles governing the direction and spontaneity of chemical reactions. Students learn how to calculate heat changes during reactions, understand the concept of equilibrium, and apply the laws of thermodynamics to various chemical systems. | 1. **Goal 7: Affordable and Clean Energy** – Understanding chemical energetics is essential for developing efficient energy sources and exploring renewable energy technologies. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Insights from chemical energetics can drive innovation in energy-related industries, improving processes and infrastructure. 3. **Goal 12: Responsible Consumption and Production** – The course can focus on optimizing energy use in chemical processes, promoting sustainable practices and minimizing waste. 4. **Goal 13: Climate Action** – Knowledge of chemical energetics is crucial for developing strategies to reduce greenhouse gas emissions and enhance energy efficiency, contributing to climate change mitigation. 5. **Goal 3: Good Health and Well-Being** – Energy considerations in chemical processes can impact healthcare, particularly in the production of pharmaceuticals and medical technologies. These connections highlight the importance of chemical energetics in addressing energy sustainability, innovation, and environmental challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120403 | Dasar-Dasar Kimia Analitik | Fundamentals of Analytical Chemistry | The Fundamentals of Analytical Chemistry course introduces students to the principles and techniques used in the analysis of substances to determine their composition and concentration. Topics typically include qualitative and quantitative analysis, error analysis, and various analytical methods such as spectroscopy, chromatography, titrations, and electrochemical techniques. Students learn how to select appropriate methods for different types of analysis, interpret data, and apply statistical tools to ensure accuracy and precision in measurements. | 1. **Goal 3: Good Health and Well-Being** – Analytical chemistry is crucial for medical diagnostics, drug development, and monitoring environmental health, contributing to public health outcomes. 2. **Goal 4: Quality Education** – This course provides foundational knowledge and skills in analytical techniques, enhancing scientific literacy and education in chemistry. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Mastery of analytical methods supports innovation in various industries, including pharmaceuticals, food safety, and environmental monitoring. 4. **Goal 12: Responsible Consumption and Production** – Understanding analytical methods promotes efficient use of resources and helps monitor and reduce waste in chemical processes. 5. **Goal 13: Climate Action** – Analytical chemistry can be applied to environmental studies, helping to monitor pollutants and assess the impact of climate change on ecosystems. These connections illustrate the critical role of analytical chemistry in advancing health, education, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120503 | Kimia Organik Fisik | Physical Organic Chemistry | Physical Organic Chemistry is a university course that focuses on the relationship between the structure and reactivity of organic molecules, combining principles of organic chemistry with physical chemistry. Topics typically include reaction mechanisms, kinetics, thermodynamics, and the application of spectroscopy to understand molecular behavior. Students explore how factors like electronic structure, molecular orbitals, and steric effects influence the reactivity and stability of organic compounds. | 1. **Goal 3: Good Health and Well-Being** – Understanding the principles of physical organic chemistry is vital for drug design, development, and the understanding of biochemical interactions that affect health. 2. **Goal 4: Quality Education** – This course enhances educational outcomes by providing foundational knowledge in organic chemistry and its physical principles, fostering scientific literacy. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Insights from physical organic chemistry drive innovation in various industries, including pharmaceuticals, materials science, and catalysis. 4. **Goal 12: Responsible Consumption and Production** – The course emphasizes efficient reaction mechanisms and sustainable practices, promoting responsible resource use and waste reduction in chemical processes. 5. **Goal 13: Climate Action** – Knowledge from this field can inform the development of greener chemical processes and materials that reduce environmental impact, contributing to climate change mitigation. These connections highlight the importance of physical organic chemistry in addressing health, sustainability, education, and innovation challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03120602 | Praktikum Biokimia | Biochemistry Practicum | The Biochemistry Practicum course provides students with hands-on laboratory experience to apply biochemistry concepts in a practical setting. Students engage in experiments that explore the molecular and biochemical processes of living organisms, such as enzyme activity, protein structure, metabolic pathways, and biochemical analysis techniques. | 1. **Goal 3: Good Health and Well-Being** – Practical skills in biochemistry are essential for understanding health-related biochemical processes, drug development, and medical diagnostics. 2. **Goal 4: Quality Education** – This course provides hands-on experience and training in biochemistry techniques, enhancing educational outcomes and fostering scientific literacy. 3. **Goal 9: Industry, Innovation, and Infrastructure** – The practicum supports innovation in biochemistry, particularly in biotechnology and pharmaceutical industries, by equipping students with essential laboratory skills. 4. **Goal 12: Responsible Consumption and Production** – Emphasis on sustainable practices in biochemical experiments encourages responsible use of resources and waste reduction. 5. **Goal 13: Climate Action** – Knowledge gained in the practicum can be applied to environmental biochemistry, aiding in the development of sustainable practices and solutions to climate challenges. These connections illustrate the critical role of a biochemistry practicum in advancing health, education, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03112703 | Kimia Dasar | Basic Chemistry | Basic Chemistry is an introductory course that covers the fundamental principles of chemistry, providing students with a strong foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, chemical reactions, and the properties of different states of matter. Students also learn to balance chemical equations, understand acids and bases, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills essential for higher education and various fields. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for topics related to health, including nutrition, pharmaceuticals, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Basic chemistry knowledge can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Foundational chemistry is vital for innovation in industries such as pharmaceuticals, materials science, and energy, supporting infrastructure development. 5. **Goal 13: Climate Action** – Basic chemistry concepts are essential for understanding chemical processes related to climate change, such as greenhouse gas emissions and pollution. These connections highlight the importance of basic chemistry in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110103 | Kimia Dasar I | Basic Chemistry I | Basic Chemistry I is an introductory course that covers fundamental concepts in chemistry, providing students with a solid foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, and the principles of chemical reactions. Students learn to balance chemical equations, understand the properties of different states of matter, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills, essential for higher education. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for health-related topics, including nutrition, medicine, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical principles can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic chemistry knowledge is vital for innovation in various industries, including pharmaceuticals, materials science, and energy. 5. **Goal 13: Climate Action** – Basic chemistry concepts help students understand the chemical processes that contribute to climate change, such as emissions and pollution. These connections illustrate the importance of “Basic Chemistry I” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110102 | Kimia Dasar I | Basic Chemistry I | Basic Chemistry I is an introductory course that covers fundamental concepts in chemistry, providing students with a solid foundation for further study in the field. Topics typically include atomic structure, the periodic table, chemical bonding, stoichiometry, and the principles of chemical reactions. Students learn to balance chemical equations, understand the properties of different states of matter, and explore basic thermodynamics. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in chemistry, promoting scientific literacy and critical thinking skills, essential for higher education. 2. **Goal 3: Good Health and Well-Being** – Understanding basic chemistry principles is important for health-related topics, including nutrition, medicine, and environmental health. 3. **Goal 12: Responsible Consumption and Production** – Knowledge of chemical principles can inform sustainable practices, encouraging efficient resource use and waste reduction in various processes. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Basic chemistry knowledge is vital for innovation in various industries, including pharmaceuticals, materials science, and energy. 5. **Goal 13: Climate Action** – Basic chemistry concepts help students understand the chemical processes that contribute to climate change, such as emissions and pollution. These connections illustrate the importance of “Basic Chemistry I” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110203 | Kimia Dasar II | Basic Chemistry II | Basic Chemistry II is a continuation of introductory chemistry, diving deeper into key concepts and reactions. The course typically covers topics such as chemical kinetics, chemical equilibrium, acids and bases, thermodynamics, and electrochemistry. Students also explore the properties and behavior of gases, liquids, and solids, as well as an introduction to organic chemistry. Emphasis is placed on understanding chemical principles through problem-solving, laboratory experiments, and real-world applications. | 1. **Goal 4: Quality Education** – This course builds on foundational chemistry knowledge, enhancing scientific literacy and critical thinking skills necessary for advanced studies. 2. **Goal 3: Good Health and Well-Being** – Understanding chemical reactions and principles is important for health-related applications, such as drug development and environmental health. 3. **Goal 12: Responsible Consumption and Production** – The course emphasizes the importance of chemical safety, sustainable practices, and efficient resource use, promoting responsible consumption. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course supports innovation in various fields, including pharmaceuticals, materials science, and energy production. 5. **Goal 13: Climate Action** – Concepts covered in Basic Chemistry II help students understand the chemical basis of environmental issues, including climate change and pollution. These connections highlight the relevance of “Basic Chemistry II” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110202 | Kimia Dasar II | Basic Chemistry II | Basic Chemistry II is a university course that builds on the foundations laid in Basic Chemistry I, focusing on more advanced topics in chemistry. It typically covers subjects such as chemical kinetics, equilibrium, acids and bases, thermodynamics, electrochemistry, and introductory organic chemistry. Students explore the behavior of different substances, chemical reactions, and their applications in real-world scenarios. | 1. **Goal 4: Quality Education** – This course builds on foundational chemistry knowledge, enhancing scientific literacy and critical thinking skills necessary for advanced studies. 2. **Goal 3: Good Health and Well-Being** – Understanding chemical reactions and principles is important for health-related applications, such as drug development and environmental health. 3. **Goal 12: Responsible Consumption and Production** – The course emphasizes the importance of chemical safety, sustainable practices, and efficient resource use, promoting responsible consumption. 4. **Goal 9: Industry, Innovation, and Infrastructure** – Knowledge gained in this course supports innovation in various fields, including pharmaceuticals, materials science, and energy production. 5. **Goal 13: Climate Action** – Concepts covered in Basic Chemistry II help students understand the chemical basis of environmental issues, including climate change and pollution. These connections highlight the relevance of “Basic Chemistry II” in fostering education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110302 | Kewirausahaan | Entrepreneurship | The Entrepreneurship course introduces students to the fundamentals of starting and managing a new business. Topics covered typically include idea generation, market research, business planning, financing options (like venture capital or crowdfunding), marketing strategies, and scaling a business. Students learn about the entrepreneurial mindset, risk management, and the challenges faced by startups. | 1. **Goal 8: Decent Work and Economic Growth** – This course fosters entrepreneurial skills and innovation, promoting economic growth and job creation. 2. **Goal 9: Industry, Innovation, and Infrastructure** – Entrepreneurship encourages innovation and the development of new technologies and industries, contributing to sustainable infrastructure. 3. **Goal 4: Quality Education** – The course enhances education by teaching practical skills related to business development, management, and innovation. 4. **Goal 12: Responsible Consumption and Production** – Entrepreneurial ventures can focus on sustainable practices, promoting responsible consumption and reducing environmental impact. 5. **Goal 1: No Poverty** – By encouraging new business creation, entrepreneurship can help lift individuals and communities out of poverty through economic opportunities. 6. **Goal 10: Reduced Inequalities** – Entrepreneurship can empower marginalized groups by providing them with the tools and resources needed to succeed in business, helping to reduce inequalities. These connections illustrate the important role of entrepreneurship in driving economic growth, sustainability, and social equity. |
| MATEMATIKA DAN ILMU PENG. ALAM | KIMIA – S1 | Kurikulum sarjana K-23 | 2023 | 23H03110403 | Kimia Anorganik Dasar | Basic Inorganic Chemistry | The Basic Inorganic Chemistry course introduces students to the fundamental principles of inorganic chemistry, focusing on the structure, properties, and behavior of inorganic compounds. Topics typically include atomic structure, chemical bonding, the periodic table, acids and bases, transition metals, and coordination compounds. | 1. **Goal 4: Quality Education** – This course provides foundational knowledge in inorganic chemistry, enhancing scientific literacy and critical thinking skills. 2. **Goal 3: Good Health and Well-Being** – Understanding inorganic compounds is crucial for applications in medicine, including diagnostics and treatment. 3. **Goal 9: Industry, Innovation, and Infrastructure** – Basic inorganic chemistry is essential for innovation in materials science, catalysis, and various industrial applications. 4. **Goal 12: Responsible Consumption and Production** – The course can emphasize sustainable practices in the use and disposal of inorganic materials, promoting efficient resource management. 5. **Goal 13: Climate Action** – Knowledge of inorganic chemistry can inform strategies for environmental protection and the development of sustainable technologies, such as catalysts for reducing emissions. These connections highlight the relevance of “Basic Inorganic Chemistry” in promoting education, health, sustainability, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110102 | Biologi Dasar | basic biology | A basic biology course typically covers fundamental concepts in the life sciences, including cell structure and function, genetics, evolution, ecology, and the diversity of living organisms. Students explore topics such as biological processes, the classification of organisms, and the interactions between living things and their environments. | 1. SDG 3: Good Health and Well-Being – Understanding human biology, diseases, and ecosystems can contribute to health sciences and public health initiatives. 2. SDG 13: Climate Action – Topics such as ecosystems, biodiversity, and environmental science help students understand climate change and its biological impacts. 3. SDG 15: Life on Land – Courses often explore ecosystems, species diversity, and conservation, highlighting the importance of terrestrial ecosystems. 4. SDG 2: Zero Hunger – Topics related to agriculture, nutrition, and sustainable food systems can also be part of biology courses. 5. SDG 14: Life Below Water – If the course includes marine biology, it addresses issues related to ocean ecosystems and conservation. Overall, basic biology provides foundational knowledge that is relevant to multiple SDGs, fostering an understanding of the interconnectedness of life and the importance of sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140204 | TUGAS AKHIR (SKRIPSI) | final project (thesis) | A university thesis project is a comprehensive research endeavor typically undertaken in the final year of study. It involves identifying a specific topic of interest, conducting thorough literature reviews, formulating research questions or hypotheses, and implementing a research methodology to gather data. Students analyze their findings, discuss implications, and present their work in a structured format, usually including an introduction, literature review, methodology, results, and conclusion. | 1. SDG 3: Good Health and Well-Being – Research on public health, epidemiology, or medical advancements can contribute to this goal. 2. SDG 4: Quality Education – Projects focusing on educational methods, access to education, or innovative teaching strategies are directly linked to this goal. 3. SDG 6: Clean Water and Sanitation – Theses exploring water quality, sanitation practices, or access to clean water are relevant here. 4. SDG 7: Affordable and Clean Energy – Research on renewable energy sources, energy efficiency, or energy policy can align with this goal. 5. SDG 11: Sustainable Cities and Communities – Projects on urban planning, sustainable architecture, or community development can address this goal. 6. SDG 12: Responsible Consumption and Production – Research focusing on waste management, sustainable practices, or resource efficiency fits within this framework. 7.SDG 13: Climate Action – Theses examining climate change impacts, mitigation strategies, or adaptation measures are pertinent to this goal. 8.SDG 15: Life on Land – Research in biodiversity, conservation, or land management aligns with this goal. Ultimately, the specific SDGs addressed will depend on the research focus and methodologies used in the thesis project. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140202 | Seminar Hasil | results seminar | A results seminar is a course where students present and discuss the findings of their research projects or thesis work. Typically held at the end of a semester or academic year, this seminar allows students to share their results with peers, faculty, and other stakeholders. | 1. SDG 3: Good Health and Well-Being – Seminars focusing on health research, public health initiatives, or healthcare systems may align with this goal. 2. SDG 4: Quality Education – Presentations on educational outcomes, innovative teaching methods, or access to education can relate to this goal. 3.SDG 6: Clean Water and Sanitation – Research on water management, sanitation practices, or public health related to water quality may be discussed. 4. SDG 11: Sustainable Cities and Communities – Projects on urban development, community engagement, or sustainable infrastructure can fit into this category. 5. SDG 12: Responsible Consumption and Production – Topics on sustainability practices, waste management, or ethical consumption are relevant here. 6. SDG 13: Climate Action – Research discussing climate change, mitigation strategies, or environmental policy aligns with this goal. 7. SDG 15: Life on Land – Seminars addressing biodiversity, conservation efforts, or ecosystem management can be included. Overall, the specific SDGs addressed will depend on the research themes and findings presented by students in the seminar. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140304 | Tugas Akhir | thesis | A university thesis course is a capstone project that requires students to conduct original research on a specific topic within their field of study. This course typically involves selecting a research question, developing a methodology, collecting and analyzing data, and presenting findings in a formal written document. | 1. SDG 3: Good Health and Well-Being – Theses related to public health, healthcare systems, or disease prevention often align with this goal. 2. SDG 4: Quality Education – Research on educational practices, access to education, or learning outcomes can fit within this framework. 3. SDG 6: Clean Water and Sanitation – Topics on water quality, sanitation technologies, or water management practices are relevant here. 4. SDG 7: Affordable and Clean Energy – Theses exploring renewable energy solutions, energy policy, or sustainable energy practices address this goal. 5. SDG 11: Sustainable Cities and Communities – Research on urban planning, community sustainability, or infrastructure development may be covered. 6. SDG 12: Responsible Consumption and Production – Topics related to sustainability, waste management, and resource efficiency align with this goal. 7. SDG 13: Climate Action – Research focusing on climate change impacts, adaptation strategies, or environmental policies often relates to this goal. 8. SDG 15: Life on Land – Theses on biodiversity conservation, ecosystem management, or land use practices can be relevant. Ultimately, the specific SDGs addressed will depend on the individual thesis topic and its research findings. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131903 | KULTUR JARINGAN TUMBUHAN | plant tissue culture | A university course on plant tissue culture typically covers the techniques and principles of cultivating plant cells, tissues, or organs in a controlled environment. | 1. SDG 2: Zero Hunger – Plant tissue culture techniques can contribute to improving crop yields, enhancing food security, and developing disease-resistant varieties. 2. SDG 4: Quality Education – The course itself provides education on advanced agricultural techniques and biotechnological methods. 3. SDG 12: Responsible Consumption and Production – By promoting sustainable practices in agriculture, such as reducing the need for pesticides and fertilizers through tissue culture, this goal is supported. 4. SDG 13: Climate Action – Research on developing resilient plant varieties can help in adapting agriculture to climate change. 5. SDG 15: Life on Land – Plant tissue culture plays a role in conservation efforts, including the propagation of endangered plant species and the restoration of degraded ecosystems. These goals highlight the potential of plant tissue culture to contribute to sustainable agricultural practices and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132003 | ETNO EKONOMI TUMBUHAN | plant ethnoeconomics | A university course on plant ethnobotany or ethnobiology typically explores the relationships between people and plants, focusing on how different cultures use and perceive plants for various purposes. | 1. SDG 1: No Poverty – By studying how indigenous and local communities use plants for economic development, the course can highlight ways to alleviate poverty. 2.SDG 2: Zero Hunger – Ethnoeconomic practices often involve the cultivation and use of plants for food security and nutrition, promoting sustainable agricultural practices. 3. SDG 4: Quality Education – The course provides education on the intersection of culture, economics, and botany, fostering understanding and appreciation of traditional knowledge. 4. SDG 12: Responsible Consumption and Production – Examining sustainable practices in plant use and trade can encourage responsible consumption and promote local economies. 5. SDG 15: Life on Land – The course may explore the conservation of plant biodiversity and the sustainable use of natural resources, contributing to ecosystem preservation. 6. SDG 10: Reduced Inequalities – Addressing how marginalized communities utilize and benefit from plant resources can highlight issues of equity and access. These SDGs reflect the course’s potential to enhance understanding of the socio-economic roles of plants in various cultures and promote sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132103 | MIKROTEKNIK | microtechniques | A university course on microtechniques focuses on the methods and technologies used in the preparation and analysis of microscopic samples. | 1. SDG 3: Good Health and Well-Being – Microtechniques are often used in medical research and diagnostics, contributing to health advancements. 2. SDG 4: Quality Education – The course provides essential knowledge and skills in scientific techniques, promoting education and capacity building. 3. SDG 12: Responsible Consumption and Production – Techniques that optimize resource use and minimize waste can promote sustainability in various applications. 4. SDG 13: Climate Action – Microtechniques can support research on climate change impacts on ecosystems and contribute to developing adaptive strategies. SDG 15: Life on Land – In botany, microtechniques are crucial for studying plant cells and tissues, aiding in conservation and biodiversity research. These goals reflect the relevance of microtechniques in advancing scientific understanding and promoting sustainable practices across various fields. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132202 | KESEHATAN REPRODUKSI | REPRODUCTION HEALTH | A university course on reproductive health examines the biological, social, and psychological aspects of human reproduction | 1. SDG 3: Good Health and Well-Being – This goal is directly addressed through education on reproductive health, family planning, maternal health, and access to healthcare services. 2. SDG 5: Gender Equality – Reproductive health is closely tied to women’s rights and gender equality, focusing on empowering women to make informed choices about their reproductive health. 3. SDG 4: Quality Education – The course contributes to education on sexual and reproductive health, ensuring that individuals have the knowledge to make informed decisions. 4. SDG 10: Reduced Inequalities – Addressing disparities in access to reproductive health services among different populations helps promote equity. 5. SDG 6: Clean Water and Sanitation – While not the primary focus, reproductive health can be impacted by sanitation and water quality, particularly in maternal health contexts. These goals highlight the course’s relevance to improving health outcomes, promoting gender equity, and enhancing education in reproductive health matters. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132302 | METODOLOGI PENELITIAN | research metchodology | A university course on research methodology typically covers the principles and techniques used in conducting research across various disciplines. | 1. SDG 4: Quality Education – The course equips students with essential skills for conducting research, enhancing their educational experience and capacity for critical thinking. 2.SDG 3: Good Health and Well-Being – Methodological training in health-related research contributes to better health outcomes and evidence-based practices. 3.SDG 10: Reduced Inequalities – Research methodology courses often emphasize the importance of equitable research practices, helping to address disparities in access to information and resources. 4.SDG 12: Responsible Consumption and Production – Methodological approaches can promote sustainable research practices, emphasizing ethical considerations and responsible resource use. 5.SDG 13: Climate Action – Research methodologies that focus on environmental science and climate change help inform effective strategies for mitigation and adaptation. 6. SDG 16: Peace, Justice, and Strong Institutions – Training in research methods fosters a culture of transparency, accountability, and informed decision-making in governance and policy. These goals illustrate how research methodology courses can contribute to a broader understanding of sustainability and social impact across various disciplines. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04132401 | SEMINAR PROPOSAL | proposal seminar | A university course on proposal seminar typically focuses on the development and presentation of research proposals. | 1. SDG 4: Quality Education – The seminar promotes skills in developing research proposals, enhancing educational opportunities and academic growth. 2. SDG 3: Good Health and Well-Being – Proposals related to health initiatives, public health research, or healthcare improvements can contribute to this goal. 3. SDG 5: Gender Equality – Proposals addressing gender issues, women’s empowerment, and equality initiatives support this goal. 4. SDG 10: Reduced Inequalities – Proposals focusing on social equity, access to resources, or support for marginalized communities can align with this goal. 5. SDG 13: Climate Action – Proposals aimed at environmental sustainability, climate change mitigation, or conservation efforts are relevant here. 6. SDG 12: Responsible Consumption and Production – Proposals promoting sustainable practices, resource efficiency, and waste reduction fit within this framework. These goals reflect how a proposal seminar can foster the development of initiatives and research that contribute to sustainable development and social progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04140101 | SEMINAR HASIL | results seminar | A university course on results seminar focuses on presenting and discussing research findings. | 1. SDG 4: Quality Education – The seminar provides a platform for sharing knowledge and research findings, enhancing the educational experience. 2. SDG 3: Good Health and Well-Being – Research presentations related to health outcomes, public health initiatives, or healthcare improvements contribute to this goal. 3. SDG 5: Gender Equality – If presentations focus on gender studies, women’s rights, or equality initiatives, they align with this goal. 4. SDG 10: Reduced Inequalities – Topics addressing social justice, equity, and access to resources for marginalized groups are relevant here. 5. SDG 13: Climate Action – Presentations on environmental research, climate change impacts, or sustainability practices support this goal. 6. SDG 12: Responsible Consumption and Production – Research on sustainable practices, resource management, and waste reduction may also be discussed. These goals reflect the seminar’s potential to facilitate discussions and research that advance sustainable development and social progress. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131202 | ANDROLOGI | andrology | A university course on andrology focuses on male reproductive health and related medical issues. | 1. SDG 3: Good Health and Well-Being – Andrology focuses on male reproductive health, infertility, and related health issues, contributing to overall health outcomes for men. 2. SDG 4: Quality Education – The course provides education on male reproductive biology, health practices, and related medical knowledge, enhancing awareness and understanding. 3. SDG 5: Gender Equality – Understanding male reproductive health can contribute to broader discussions about gender health disparities and promote equitable health practices. 4. SDG 10: Reduced Inequalities – Addressing men’s health issues can help reduce health disparities and ensure that all individuals have access to appropriate healthcare services. 5. SDG 12: Responsible Consumption and Production – Discussions on the environmental impacts of male reproductive health, such as exposure to chemicals, may relate to sustainable practices and public health. These goals highlight the relevance of andrology courses in promoting health awareness, education, and equity in health practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131303 | FIKOLOGI | phycology | A university course in psychology provides an overview of the scientific study of behavior and mental processes. | 1. SDG 3: Good Health and Well-Being – Psychology plays a crucial role in mental health, wellness, and understanding behavioral health issues, contributing to overall well-being. 2. SDG 4: Quality Education – Courses in psychology enhance educational practices by applying psychological principles to teaching and learning processes. 3. SDG 5: Gender Equality – Psychology examines gender issues, promotes understanding of gender-based disparities, and can support initiatives for gender equity. 4. SDG 10: Reduced Inequalities – Understanding social psychology and behavioral health can help address issues of inequality and discrimination in various populations. 5. SDG 16: Peace, Justice, and Strong Institutions – Psychological principles can inform conflict resolution, community building, and the promotion of justice and social cohesion. 6. SDG 17: Partnerships for the Goals – Collaborative research in psychology often involves partnerships with other disciplines and organizations to address complex social issues. These goals illustrate how psychology contributes to individual and community well-being, social justice, and educational outcomes. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131402 | REKAYASA GENETIKA | genetic engineering | the course aims to provide students with a comprehensive understanding of genetic engineering, equipping them with the knowledge and skills to contribute to advancements in this rapidly evolving field. | 1. SDG 2: Zero Hunger – Genetic engineering can contribute to food security by developing crops that are more resilient to pests, diseases, and climate change, enhancing agricultural productivity. 2. SDG 3: Good Health and Well-Being – Genetic engineering is involved in medical advancements, including gene therapy, the development of vaccines, and treatments for genetic disorders. 3. SDG 4: Quality Education – The course promotes education in advanced biotechnological techniques and ethical considerations related to genetic research. 4. SDG 12: Responsible Consumption and Production – Genetic engineering can support sustainable agricultural practices and reduce the reliance on chemical inputs through the development of genetically modified organisms (GMOs). 5. SDG 1 3: C limate Action – Research in genetic engineering can contribute to developing crops that can withstand climate change impacts, such as drought or flooding. SDG 15: Life on Land – Genetic engineering plays a role in biodiversity conservation by enabling the preservation and restoration of endangered species and ecosystems. These goals highlight the potential of genetic engineering to contribute to sustainable development across agriculture, health, and environmental management. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131502 | GENETIKA MANUSIA | human genetics | the course aims to provide students with a solid foundation in human genetics, preparing them for careers in healthcare, research, or further study in related fields. | 1. SDG 2: Zero Hunger – Genetic engineering can contribute to food security by developing crops that are more resilient to pests, diseases, and climate change, enhancing agricultural productivity. 2. SDG 3: Good Health and Well-Being – Genetic engineering is involved in medical advancements, including gene therapy, the development of vaccines, and treatments for genetic disorders. 3. SDG 4: Quality Education – The course promotes education in advanced biotechnological techniques and ethical considerations related to genetic research. 4. SDG 12: Responsible Consumption and Production – Genetic engineering can support sustainable agricultural practices and reduce the reliance on chemical inputs through the development of genetically modified organisms (GMOs). 5. SDG 13: Climate Action – Research in genetic engineering can contribute to developing crops that can withstand climate change impacts, such as drought or flooding. 6. SDG 15: Life on Land – Genetic engineering plays a role in biodiversity conservation by enabling the preservation and restoration of endangered species and ecosystems. These goals highlight the potential of genetic engineering to contribute to sustainable development across agriculture, health, and environmental management. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131603 | MIKROBIOLOGI LINGKUNGAN | environmental microbiology | the course aims to provide students with an understanding of the critical roles microorganisms play in environmental processes and their applications in environmental management and sustainability. | 1. SDG 3: Good Health and Well-Being – Environmental microbiology contributes to understanding how microorganisms affect human health, particularly in relation to pathogens and disease prevention. 2. SDG 6: Clean Water and Sanitation – This field studies microbial processes in water quality and treatment, essential for providing safe drinking water and sanitation. 3. SDG 12: Responsible Consumption and Production – Environmental microbiology explores waste management, bioremediation, and sustainable practices to minimize environmental impact. 4. SDG 13: Climate Action – Microorganisms play a key role in carbon cycling and climate change mitigation, including the study of greenhouse gas emissions and soil health. 5. SDG 15: Life on Land – Research on soil microbiology contributes to understanding ecosystems, biodiversity, and sustainable land management practices. 6. SDG 11: Sustainable Cities and Communities – The course may address the role of microorganisms in urban environments, including waste management and pollution control. These goals illustrate the relevance of environmental microbiology in promoting health, sustainability, and environmental stewardship. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131703 | MIKOLOGI | mycology | A university course in mycology focuses on the study of fungi, including their biology, ecology, and importance in various ecosystems. | 1. SDG 2: Zero Hunger – Mycology contributes to food security through the cultivation of edible fungi, such as mushrooms, and the study of their roles in agriculture and soil health. 2. SDG 3: Good Health and Well-Being – Fungi have medicinal properties, including the production of antibiotics and other therapeutic compounds, which directly relate to health outcomes. 3. SDG 12: Responsible Consumption and Production – The course can explore sustainable practices in fungal cultivation, including the use of fungi in waste decomposition and bioremediation. 4. SDG 13: Climate Action – Fungi play essential roles in carbon cycling and can be involved in strategies for soil carbon sequestration and climate change mitigation. 5. SDG 15: Life on Land – Mycology contributes to understanding biodiversity, ecosystem dynamics, and the role of fungi in maintaining healthy ecosystems. 6. SDG 6: Clean Water and Sanitation – Some fungi can be used in bioremediation to help clean contaminated water and soil, supporting environmental health. These goals highlight the importance of mycology in agriculture, health, sustainability, and ecosystem conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131802 | MANAJEMEN LABORATORIUM | laboratory management | the course aims to equip students with the skills and knowledge necessary to lead and manage laboratory environments successfully, preparing them for careers in research, industry, or clinical settings. | 1. SDG 3: Good Health and Well-Being – Effective laboratory management is crucial for health-related research, diagnostics, and ensuring quality control in healthcare laboratories. 2. SDG 4: Quality Education – The course provides education on best practices in laboratory operations, enhancing skills for future professionals in various scientific fields. 3. SDG 9: Industry, Innovation, and Infrastructure – Laboratory management focuses on optimizing research environments, fostering innovation, and supporting scientific infrastructure. 4. SDG 12: Responsible Consumption and Production – Topics may include waste management, sustainability practices, and resource efficiency within laboratory settings. 5. SDG 16: Peace, Justice, and Strong Institutions – Ensuring compliance with regulations and ethical standards in laboratory management promotes transparency and accountability in research. 6. SDG 17: Partnerships for the Goals – Collaboration between laboratories, research institutions, and industry can enhance knowledge sharing and improve research outcomes. These goals highlight the relevance of laboratory management in promoting effective research practices, sustainability, and health advancements. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130503 | AKUAKULTUR | aquaculture | the course aims to provide students with a comprehensive understanding of aquaculture practices, preparing them for careers in fisheries, environmental management, or food production. | 1. SDG 2: Zero Hunger – Aquaculture plays a crucial role in food security by providing a sustainable source of protein and contributing to global food production. 2. SDG 3: Good Health and Well-Being – Fish and seafood are important for nutrition, and aquaculture can help improve diets and health outcomes in various populations. 3. SDG 12: Responsible Consumption and Production – The course can cover sustainable aquaculture practices, resource management, and minimizing environmental impacts. 4. SDG 14: Life Below Water – Aquaculture directly relates to the sustainable use of marine resources, helping to alleviate pressure on wild fish populations and promoting biodiversity. 5. SDG 13: Climate Action – Aquaculture practices can be adapted to mitigate climate change impacts, and the industry can contribute to climate resilience in coastal communities. 6. SDG 15: Life on Land – Topics may include integrated approaches that link aquaculture with terrestrial agriculture for sustainable resource use. These goals illustrate the importance of aquaculture in promoting sustainability, food security, and health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130603 | AMDAL | eia | A university course on Environmental Impact Assessment (EIA) focuses on the systematic process of evaluating the potential environmental effects of proposed projects or developments. | 1. SDG 3: Good Health and Well-Being – EIA helps assess potential health impacts of projects, promoting the health and well-being of communities affected by development. 2. SDG 11: Sustainable Cities and Communities – The course emphasizes sustainable urban development and planning, ensuring that community needs are balanced with environmental protection. 3. SDG 12: Responsible Consumption and Production – EIA promotes sustainable practices by evaluating resource use and waste management in projects. 4. SDG 13: Climate Action – Assessing the climate impacts of projects helps inform strategies for mitigation and adaptation to climate change. 5. SDG 15: Life on Land – EIA evaluates the effects of projects on terrestrial ecosystems and biodiversity, promoting conservation and sustainable land use. 6. SDG 16: Peace, Justice, and Strong Institutions – EIA processes can enhance transparency and public participation in decision-making, fostering accountability and good governance. These goals highlight the critical role of EIA in promoting sustainable development and protecting environmental and community health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130702 | EKOLOGI WISATA | tourism ecology | A university course in tourism ecology focuses on the interactions between tourism and the natural environment, examining how tourism affects ecosystems and how ecological principles can inform sustainable tourism practices. | 1. SDG 8: Decent Work and Economic Growth – Promoting sustainable tourism practices can lead to economic development while providing employment opportunities in local communities. 2. SDG 11: Sustainable Cities and Communities – The course can emphasize sustainable tourism practices that contribute to the resilience and livability of urban and rural areas. 3. SDG 12: Responsible Consumption and Production – Tourism ecology focuses on minimizing environmental impacts and promoting responsible consumption among tourists and businesses. 4. SDG 13: Climate Action – Understanding the ecological impacts of tourism can inform strategies for reducing carbon footprints and enhancing climate resilience in tourist destinations. 5 SDG 14: Life Below Water – Courses may cover the impacts of tourism on marine ecosystems and promote practices that protect ocean health. 6. SDG 15: Life on Land – The course can explore the effects of tourism on terrestrial ecosystems, biodiversity conservation, and sustainable land management practices. 7.SDG 17: Partnerships for the Goals – Collaborations between tourism stakeholders, local communities, and conservation organizations can enhance sustainable tourism efforts. These goals reflect the importance of tourism ecology in promoting sustainable practices, protecting ecosystems, and supporting local economies. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130802 | PENCEMARAN LINGKUNGAN | ENVIRONMENTAL POLLUTION | A university course on Environmental Pollution explores the sources, types, effects, and management of pollutants in the environment. | 1. SDG 3: Good Health and Well-Being – The course can examine the health impacts of pollution, including air, water, and soil pollution, and strategies to mitigate these effects. 2. SDG 6: Clean Water and Sanitation – Addressing water pollution is crucial for ensuring safe drinking water and sanitation, a key focus of the course. 3. SDG 11: Sustainable Cities and Communities – The course may cover urban pollution issues and promote sustainable urban planning and management practices to reduce pollution. 4. SDG 12: Responsible Consumption and Production – Understanding the sources and impacts of pollution can lead to more sustainable production and consumption practices. 5. SDG 13: Climate Action – The course can explore the relationship between pollution and climate change, particularly in terms of greenhouse gas emissions and mitigation strategies. 6. SDG 14: Life Below Water – Pollution impacts marine ecosystems, and the course can address strategies for protecting ocean health from pollution. 7. SDG 15: Life on Land – The course may examine the impacts of land pollution on ecosystems, biodiversity, and soil health. These goals highlight the critical role of understanding and addressing environmental pollution in promoting sustainability and protecting public health and ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130903 | MALAKOLOGI | malacology | A university course in malacology focuses on the study of mollusks, a diverse group of invertebrates that includes snails, clams, octopuses, and more. | 1. SDG 14: Life Below Water – Malacology focuses on marine and freshwater mollusks, contributing to the understanding and conservation of aquatic biodiversity and ecosystems. 2. SDG 2: Zero Hunger – Mollusks are important food sources for many communities, and sustainable management of shellfish and other mollusks contributes to food security. 3. SDG 3: Good Health and Well-Being – Some mollusks have medicinal properties or contribute to health through their role in ecosystems, supporting overall well-being. 4. SDG 12: Responsible Consumption and Production – The course may cover sustainable harvesting practices for mollusks and the importance of minimizing environmental impacts in aquaculture and fisheries. 5. SDG 15: Life on Land – Studies may include terrestrial mollusks and their roles in ecosystems, soil health, and biodiversity conservation. 6. SDG 13: Climate Action – Understanding the impacts of climate change on mollusk populations can inform conservation strategies and ecosystem management. These goals highlight the importance of malacology in promoting sustainability, biodiversity conservation, and the sustainable use of natural resources. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131003 | ENTOMOLOGI | entomology | A university course in entomology focuses on the study of insects, one of the most diverse groups of organisms on Earth. | 1. SDG 2: Zero Hunger – Entomology plays a crucial role in agriculture by studying pest management, pollination, and the role of insects in food production systems. 2. SDG 3: Good Health and Well-Being – The course may cover the impacts of insects on human health, including vectors of diseases and beneficial insects used in medical research. 3. SDG 12: Responsible Consumption and Production – Understanding insect life cycles and behaviors can lead to sustainable pest management practices and reduced reliance on chemical pesticides. 4. SDG 14: Life Below Water – Some studies may focus on aquatic insects and their roles in freshwater ecosystems, contributing to the health of aquatic biodiversity. 5. SDG 15: Life on Land – Entomology is essential for understanding terrestrial ecosystems, biodiversity, and the roles of insects in soil health and nutrient cycling. 6. SDG 13: Climate Action – Research on the effects of climate change on insect populations can inform conservation strategies and agricultural practices. These goals illustrate the relevance of entomology in promoting sustainability, biodiversity conservation, and improving agricultural practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04131103 | IKHTIOLOGI | ichtology | A university course in ichthyology focuses on the study of fish, covering their biology, ecology, and taxonomy. | 1. SDG 14: Life Below Water – Ichthyology is directly related to the conservation and sustainable management of fish populations and aquatic ecosystems. 2. SDG 2: Zero Hunger – Fish are a critical source of protein for many communities, and sustainable fisheries management contributes to food security and nutrition. 3. SDG 3: Good Health and Well-Being – Understanding the health of fish populations can influence human health through food safety and nutrition. 4. SDG 12: Responsible Consumption and Production – The course can promote sustainable fishing practices and responsible management of aquatic resources. 5. SDG 13: Climate Action – Research in ichthyology can examine the impacts of climate change on fish populations and ecosystems, informing conservation efforts. 6. SDG 15: Life on Land – While primarily focused on aquatic environments, ichthyology can intersect with land-based ecosystems through studies of river systems and watersheds. These goals highlight the importance of ichthyology in promoting sustainability, biodiversity conservation, and responsible resource management in aquatic environments. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122602 | TERATOLOGI | Teratology | The university course “Teratology” focuses on the study of developmental abnormalities and congenital malformations caused by genetic, environmental, or chemical factors during the embryonic and fetal stages of development. Key topics typically covered in the course include. | 1. SDG 3: Good Health and Well-Being Focuses on the impact of environmental factors on public health and well-being. 2. SDG 6: Clean Water and Sanitation Addresses water quality, sanitation issues, and the importance of sustainable water management. 3. SDG 11: Sustainable Cities and Communities Explores urban planning and development practices that promote sustainable living. 4. SDG 12: Responsible Consumption and Production Emphasizes sustainable resource management and reducing environmental impact. 5. SDG 13: Climate Action Investigates climate change causes, impacts, and mitigation strategies. 6. SDG 15: Life on Land Studies biodiversity conservation and the importance of healthy ecosystems. This course equips students with the knowledge and skills to address environmental challenges and contribute to sustainable development. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122703 | MIKROBIOLOGI TERAPAN | applied microbiology | A university course in Applied Microbiology focuses on the practical applications of microbiological principles in various fields, including medicine, agriculture, food science, and environmental science. | 1. SDG 3: Good Health and Well-Being Applied microbiology is crucial for understanding pathogens and developing vaccines, antibiotics, and diagnostics that improve public health. 2. SDG 6: Clean Water and Sanitation The course may cover microbiological aspects of water quality testing and treatment processes to ensure safe drinking water. 3. SDG 12: Responsible Consumption and Production This goal is relevant as applied microbiology can lead to sustainable practices in food production, fermentation processes, and waste management. 4. SDG 13: Climate Action Microbial processes play a significant role in carbon cycling and bioremediation, contributing to efforts to mitigate climate change impacts. 5. SDG 14: Life Below Water Studies may focus on marine microbiology and the role of microorganisms in ocean health and nutrient cycling. 6. SDG 15: Life on Land The course can explore soil microbiology and its importance in agriculture, ecosystem health, and biodiversity conservation. These goals highlight the importance of applied microbiology in promoting health, sustainability, and environmental protection. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122802 | BIOINFORMATIKA DAN PEMODELAN | bioinformatics and modeling | A university course in Bioinformatics and Modeling focuses on the application of computational techniques to analyze biological data and model biological systems. | 1. SDG 3: Good Health and Well-Being Bioinformatics is essential for understanding genomic data, developing personalized medicine, and advancing healthcare through improved diagnostics and treatments. 2. SDG 4: Quality Education The course promotes education in computational biology, data analysis, and modeling techniques, equipping students with valuable skills in a growing field. 3. SDG 9: Industry, Innovation, and Infrastructure Bioinformatics contributes to innovations in biotechnology, pharmaceuticals, and data management, supporting advancements in research and industry. 4. SDG 12: Responsible Consumption and Production Modeling can help optimize processes in biotechnology and agriculture, leading to more sustainable practices and resource management. 5. SDG 13: Climate Action Bioinformatics can be used to study the impacts of climate change on biodiversity and ecosystems, helping to inform conservation efforts. 6.SDG 15: Life on Land The course may include applications of bioinformatics in studying genetic diversity and conservation of terrestrial species. These goals highlight the relevance of bioinformatics and modeling in health, sustainability, and advancing scientific research. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130103 | BIOTEKNOLOGI | biotechnology | A university course in Biotechnology focuses on the application of biological processes and organisms in various fields, including medicine, agriculture, and environmental science. | 1. SDG 2: Zero Hunger Biotechnology can enhance food security through the development of genetically modified crops that are more resilient to pests, diseases, and climate change. 2. SDG 3: Good Health and Well-Being This goal is relevant as biotechnology is crucial for developing vaccines, diagnostics, and therapies, particularly in the field of personalized medicine. 3. SDG 4: Quality Education The course fosters education in advanced biotechnological techniques, equipping students with skills necessary for careers in science and technology. 4. SDG 12: Responsible Consumption and Production Biotechnology can promote sustainable practices in agriculture and manufacturing, including bio-based materials and bioprocessing techniques. 5. SDG 13: Climate Action Biotechnology can help in developing solutions for climate change mitigation, such as biofuels and carbon capture technologies. 6.SDG 15: Life on Land The course may cover applications in biodiversity conservation, such as using biotechnological methods for species preservation and habitat restoration. These goals highlight the importance of biotechnology in addressing global challenges related to health, food security, sustainability, and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130203 | MIKROBIOLOGI LAUT | marnie microbiology | A university course in Marine Microbiology focuses on the study of microorganisms in marine environments and their roles in ocean ecosystems. | 1. SDG 14: Life Below Water This goal is directly relevant, as marine microbiology studies microorganisms in ocean ecosystems, focusing on biodiversity, ecosystem health, and the roles of microbes in nutrient cycling. 2. SDG 3: Good Health and Well-Being Marine microorganisms can have implications for human health, including the study of marine-derived pharmaceuticals and the impacts of pathogens in marine environments. 3.SDG 6: Clean Water and Sanitation The course may cover the importance of understanding microbial communities in water quality and their roles in pollution remediation. 4. SDG 12: Responsible Consumption and Production Marine microbiology can inform sustainable practices in fisheries and aquaculture, promoting responsible resource management. 5. SDG 13: Climate Action Microorganisms play a significant role in carbon cycling and can influence climate regulation, making this goal relevant in the context of climate change studies. SDG 15: Life on Land While focused on marine environments, findings in marine microbiology can contribute to understanding land-sea interactions and overall ecosystem health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130303 | BAKTERIOLOGI | bacteriology | A university course in Bacteriology focuses on the study of bacteria, their physiology, genetics, ecology, and impact on health and the environment. | 1. SDG 3: Good Health and Well-Being Bacteriology is crucial for understanding pathogens, developing vaccines, and creating antibiotics, directly impacting public health and disease prevention. 2. SDG 6: Clean Water and Sanitation This goal is relevant as bacteriology studies waterborne pathogens and the role of bacteria in water quality and sanitation practices. 3. SDG 12: Responsible Consumption and Production Understanding bacterial processes can inform sustainable practices in waste management and bioremediation, promoting responsible resource use. 4. SDG 13: Climate Action Some bacteria are involved in processes like nitrogen fixation and carbon cycling, which can impact climate change and environmental health. 5. SDG 15: Life on Land Bacteria play a vital role in soil health, nutrient cycling, and biodiversity, contributing to sustainable land management and conservation efforts. 6. SDG 11: Sustainable Cities and Communities Bacteriology can inform urban health initiatives, particularly in managing public health risks associated with microbial contamination. These goals highlight the importance of bacteriology in public health, environmental sustainability, and understanding microbial ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04130402 | EVOLUSI | evolution | A university course in Evolution explores the scientific principles and evidence underlying the theory of evolution, focusing on the processes that drive biological change over time. | 1. SDG 3: Good Health and Well-Being Understanding evolutionary processes is crucial for fields like medicine and public health, particularly in studying disease evolution, antibiotic resistance, and vaccine development. 2. SDG 4: Quality Education The course promotes education in biological sciences, helping students understand fundamental concepts that are essential for various scientific fields. 3. SDG 15: Life on Land Evolutionary principles are key to understanding biodiversity, species conservation, and the impacts of environmental changes on ecosystems. 4. SDG 13: Climate Action Evolutionary biology can inform conservation strategies by studying how species adapt to climate change and identifying vulnerable species. 5. SDG 14: Life Below Water The course may explore evolutionary processes in marine environments, contributing to the understanding of marine biodiversity and ecosystem dynamics. 6. SDG 10: Reduced Inequalities Understanding the evolution of traits can help address disparities in health and resilience among different populations. These goals highlight the relevance of evolutionary studies in promoting health, education, biodiversity conservation, and understanding the impacts of environmental change. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121902 | BIOGEOGRAFI | geography | A university course in Geography explores the relationship between people and their environments, examining both physical landscapes and human activities. | 1. SDG 3: Good Health and Well-Being Understanding evolutionary processes is crucial for fields like medicine and public health, particularly in studying disease evolution, antibiotic resistance, and vaccine development. 2. SDG 4: Quality Education The course promotes education in biological sciences, helping students understand fundamental concepts that are essential for various scientific fields. 3. SDG 15: Life on Land Evolutionary principles are key to understanding biodiversity, species conservation, and the impacts of environmental changes on ecosystems. 4. SDG 13: Climate Action Evolutionary biology can inform conservation strategies by studying how species adapt to climate change and identifying vulnerable species. 5. SDG 14: Life Below Water The course may explore evolutionary processes in marine environments, contributing to the understanding of marine biodiversity and ecosystem dynamics. 6. SDG 10: Reduced Inequalities Understanding the evolution of traits can help address disparities in health and resilience among different populations. These goals highlight the relevance of evolutionary studies in promoting health, education, biodiversity conservation, and understanding the impacts of environmental change. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122002 | KONSERVASI SDA | natural conservation | A university course in Natural Conservation focuses on the protection and sustainable management of natural resources and ecosystems. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the protection, restoration, and sustainable use of terrestrial ecosystems and biodiversity conservation. 2. SDG 13: Climate Action Natural conservation efforts play a crucial role in mitigating climate change by preserving carbon sinks, such as forests and wetlands, and promoting ecosystem resilience. 3. SDG 6: Clean Water and Sanitation Conservation practices often involve protecting watersheds and aquatic ecosystems, which are essential for maintaining clean water resources. 4. SDG 11: Sustainable Cities and Communities The course may cover urban conservation strategies that promote green spaces and biodiversity within city planning and development. 5. SDG 12: Responsible Consumption and Production Understanding sustainable practices in resource management and conservation can help promote responsible consumption patterns. 6. SDG 14: Life Below Water Natural conservation includes efforts to protect marine ecosystems, addressing issues like overfishing, habitat destruction, and pollution. 7. SDG 3: Good Health and Well-Being Healthy ecosystems provide essential services that contribute to human health, including clean air, water, and resources for nutrition and medicine. These goals highlight the importance of natural conservation in promoting biodiversity, sustainability, and the health of ecosystems and communities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122102 | SITOGENETIKA | cytogenetics | A university course in Cytogenetics focuses on the study of chromosomes, their structure, function, and role in heredity. | 1. SDG 3: Good Health and Well-Being Cytogenetics is essential for understanding genetic disorders, cancer research, and the development of diagnostic tools and therapies, directly impacting public health. 2. SDG 4: Quality Education The course promotes education in genetics and biotechnology, equipping students with knowledge and skills relevant to various scientific and medical fields. 3. SDG 10: Reduced Inequalities Understanding genetic factors can help address health disparities and promote equitable access to genetic testing and counseling. 4. SDG 12: Responsible Consumption and Production Knowledge from cytogenetics can inform ethical practices in biotechnology and the responsible use of genetic resources. 5.SDG 15: Life on Land Cytogenetics can play a role in biodiversity conservation by studying the genetics of endangered species and informing conservation strategies. 6. SDG 13: Climate Action While more indirect, research in cytogenetics can contribute to understanding how genetic variations influence species adaptation to changing environments. These goals illustrate the relevance of cytogenetics in health, education, conservation, and ethical practices in science. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122202 | FITOPATOLOGI | phytopathology | A university course in Phytopathology focuses on the study of plant diseases, including their causes, development, and management. | 1. SDG 2: Zero Hunger Phytopathology is crucial for understanding and managing plant diseases that affect food crops, contributing to food security and sustainable agricultural practices. 2. SDG 12: Responsible Consumption and Production The course can focus on sustainable pest and disease management strategies, reducing the need for chemical inputs and promoting eco-friendly agricultural practices. 3. SDG 13: Climate Action Understanding how climate change impacts plant diseases can inform strategies to mitigate its effects on agriculture and food production. 4. SDG 15: Life on Land Phytopathology contributes to the conservation of plant biodiversity by studying diseases that threaten wild and cultivated plant species. 5. SDG 3: Good Health and Well-Being Healthy plants are essential for nutrition and food safety; understanding plant diseases helps ensure a stable and safe food supply. 6.SDG 4: Quality Education The course promotes education in plant sciences and biotechnology, equipping students with essential skills for addressing agricultural challenges. These goals highlight the importance of phytopathology in promoting sustainable agriculture, food security, and environmental health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122302 | EKOLOGI SERANGGA | insect ecology | A university course in Insect Ecology focuses on the study of insect interactions with their environments and the roles they play in ecosystems. | 1. SDG 2: Zero Hunger Understanding insect ecology is crucial for agriculture, as insects play roles as pollinators, pests, and decomposers, impacting food production and security. 2. SDG 3: Good Health and Well-Being Insects can be vectors for diseases; studying their ecology helps in managing public health risks associated with insect-borne illnesses. 3. SDG 12: Responsible Consumption and Production The course may cover sustainable pest management practices and the ecological roles of insects in nutrient cycling, promoting responsible agricultural practices. 4 SDG 14: Life Below Water Some insects are integral to aquatic ecosystems, and their ecological roles can influence water quality and biodiversity. 5. SDG 15: Life on Land Insect ecology contributes to understanding terrestrial ecosystems, biodiversity conservation, and the impacts of environmental changes on insect populations. 6. SDG 13: Climate Action The course may explore how insects respond to climate change and their role in carbon cycling, informing conservation strategies. These goals highlight the relevance of insect ecology in promoting sustainability, biodiversity conservation, and understanding ecosystem dynamics. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122403 | EKOLOGI PERAIRAN | water ecology | A university course in Water Ecology focuses on the study of aquatic ecosystems, including freshwater and marine environments, and the organisms that inhabit them. | 1. SDG 6: Clean Water and Sanitation This goal is directly relevant as the course focuses on the importance of freshwater ecosystems, water quality, and sustainable water management practices. 2. SDG 14: Life Below Water The course may explore the health of aquatic ecosystems, including lakes, rivers, and wetlands, and their biodiversity, contributing to marine and freshwater conservation. 3. SDG 3: Good Health and Well-Being Understanding water ecology is essential for assessing waterborne diseases and ensuring access to safe drinking water, which directly impacts public health. 4. SDG 11: Sustainable Cities and Communities The course may cover urban water management and the integration of green infrastructure to promote sustainable and resilient urban environments. 5. SDG 12: Responsible Consumption and Production Topics may include sustainable practices for water use in agriculture and industry, promoting the efficient use of water resources. 6. SDG 13: Climate Action Water ecosystems are affected by climate change; the course may address how changes in hydrology and water quality influence ecological health and climate resilience. These goals highlight the significance of water ecology in promoting sustainability, public health, and environmental conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122502 | PENGELOLAAN SUMBER DAYA PESISIR (PSDP) | coastal resource management (PSPD) | A university course in Coastal Resource Management (often under programs like Policy, Sustainability, and Development—PSPD) focuses on the sustainable use and management of coastal ecosystems and resources. | 1. SDG 14: Life Below Water This goal is directly relevant as the course focuses on the sustainable management and conservation of marine resources, addressing issues such as overfishing, habitat degradation, and marine biodiversity. 2. SDG 13: Climate Action Coastal resource management includes strategies for mitigating and adapting to climate change impacts on coastal ecosystems, such as rising sea levels and increased storm intensity. 3. SDG 11: Sustainable Cities and Communities The course may cover integrated coastal zone management, promoting sustainable development practices in coastal urban areas while balancing ecological health and community needs. 4. SDG 12: Responsible Consumption and Production Topics may include sustainable practices in resource extraction and consumption, promoting responsible use of coastal and marine resources. 5. SDG 15: Life on Land Coastal ecosystems, such as mangroves and wetlands, play a vital role in biodiversity and land conservation; understanding these systems supports land management goals. 6. SDG 3: Good Health and Well-Being Healthy coastal ecosystems contribute to food security and nutrition, and the course may address public health aspects related to coastal resources. These goals highlight the importance of coastal resource management in promoting sustainability, environmental conservation, and the well-being of coastal communities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121202 | ENDOKRINOLOGI | endocrinology | A university course in Endocrinology focuses on the study of hormones, endocrine glands, and their physiological effects on the body. | 1. SDG 3: Good Health and Well-Being Endocrinology focuses on hormonal systems and their impact on health, including the diagnosis and treatment of endocrine disorders, diabetes, and metabolic syndrome. 2. SDG 4: Quality Education The course promotes education in the biological sciences and medical fields, equipping students with knowledge about hormonal regulation and health. 3. SDG 10: Reduced Inequalities Understanding hormonal disorders can help address health disparities, particularly in populations affected by endocrine-related conditions. 4. SDG 12: Responsible Consumption and Production The course may address the impact of environmental factors (like endocrine disruptors) on health, promoting awareness of responsible use of chemicals and substances. 5. SDG 13: Climate Action While more indirect, understanding how climate change can affect endocrine systems (e.g., through altered exposure to pollutants) can inform public health strategies. 6. SDG 17: Partnerships for the Goals Collaboration among healthcare professionals, researchers, and policymakers in endocrinology can support advancements in health policies and practices. These goals highlight the significance of endocrinology in promoting health, education, and awareness of environmental impacts on endocrine health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121302 | BIOSTATISTIKA | biostatistics | A university course in Biostatistics focuses on the application of statistical methods to biological, health, and medical research. | 1. SDG 3: Good Health and Well-Being Biostatistics is essential for analyzing health data, evaluating treatments, and conducting public health research, which directly contributes to improving health outcomes. 2. SDG 4: Quality Education The course promotes statistical literacy in the biological and health sciences, equipping students with the skills necessary for research and data analysis. 3. SDG 10: Reduced Inequalities By analyzing health disparities and outcomes among different populations, biostatistics can inform strategies to reduce inequalities in healthcare access and quality. 4. SDG 12: Responsible Consumption and Production Biostatistics can evaluate the impacts of various health interventions and public health campaigns, promoting evidence-based practices for resource use. 5. SDG 17: Partnerships for the Goals Collaboration among statisticians, researchers, and public health professionals is essential for effective data collection, analysis, and interpretation in health studies. These goals illustrate the importance of biostatistics in health research, education, and addressing public health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121403 | BIODIVERSITAS | biodiversity | A university course in Biodiversity focuses on the variety of life on Earth, including the study of ecosystems, species, and genetic diversity. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation, restoration, and sustainable use of terrestrial ecosystems and biodiversity. 2. SDG 14: Life Below Water Biodiversity studies often include marine ecosystems, addressing the conservation of aquatic species and habitats. 3. SDG 13: Climate Action Understanding biodiversity is crucial for assessing the impacts of climate change on ecosystems and developing strategies for resilience and adaptation. 4 SDG 3: Good Health and Well-Being Biodiversity contributes to human health by providing essential ecosystem services, medicines, and food security, which are critical for well-being. 5. SDG 12: Responsible Consumption and Production The course may cover sustainable practices that promote biodiversity conservation and responsible use of biological resources. 6. SDG 4: Quality Education Education about biodiversity helps raise awareness of its importance and fosters conservation efforts among future generations. These goals highlight the significance of biodiversity studies in promoting sustainability, ecological health, and understanding the interconnectedness of ecosystems and human well-being. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121502 | IMUNOLOGI | immunology | A university course in Immunology focuses on the study of the immune system, its components, and how it protects the body against disease. | 1. SDG 3: Good Health and Well-Being Immunology is fundamental to understanding the immune system, developing vaccines, and managing infectious diseases, directly impacting public health. 2. SDG 4: Quality Education The course promotes education in biological sciences, providing essential knowledge about immune responses, disease prevention, and treatment. 3. SDG 10: Reduced Inequalities Understanding immune-related health disparities can help address inequalities in healthcare access and outcomes, particularly for vulnerable populations. 4. SDG 12: Responsible Consumption and Production Immunology can inform ethical practices in vaccine production and the responsible use of biological materials in research. 5. SDG 17: Partnerships for the Goals Collaborations among immunologists, healthcare professionals, and policymakers are essential for advancing public health initiatives and research. These goals highlight the importance of immunology in improving health outcomes, education, and addressing global health challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121602 | ENZIMOLOGI | enzymology | A university course in Enzymology focuses on the study of enzymes, their mechanisms, functions, and applications in biological systems. | 1. SDG 3: Good Health and Well-Being Understanding enzymes is crucial for drug development, disease diagnosis, and the treatment of various health conditions, impacting public health. 2. SDG 2: Zero Hunger Enzymology plays a significant role in agriculture and food production, including the development of enzymes for biofuels and improving crop yields through biotechnological applications. SDG 12: Responsible Consumption and Production The course can cover sustainable practices in enzyme production and application, promoting efficiency and reducing waste in industrial processes. 3. SDG 4: Quality Education Enzymology promotes education in biochemistry and biotechnology, equipping students with essential skills for scientific research and industry. 4. SDG 13: Climate Action Enzymes are used in bioremediation and bioenergy, contributing to strategies for mitigating climate change through sustainable practices. SDG 9: Industry, Innovation, and Infrastructure Enzymology supports innovation in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals highlight the significance of enzymology in health, sustainability, education, and industrial innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121703 | EKOLOGI HEWAN DAN TUMBUHAN | animal and olant ecology | A university course in Animal and Plant Ecology focuses on the interactions between animals and plants within ecosystems and their roles in environmental processes. | 1. SDG 3: Good Health and Well-Being Understanding enzymes is crucial for drug development, disease diagnosis, and the treatment of various health conditions, impacting public health. 2. SDG 2: Zero Hunger Enzymology plays a significant role in agriculture and food production, including the development of enzymes for biofuels and improving crop yields through biotechnological applications. 3. SDG 12: Responsible Consumption and Production The course can cover sustainable practices in enzyme production and application, promoting efficiency and reducing waste in industrial processes. 4. SDG 4: Quality Education Enzymology promotes education in biochemistry and biotechnology, equipping students with essential skills for scientific research and industry. 5. SDG 13: Climate Action Enzymes are used in bioremediation and bioenergy, contributing to strategies for mitigating climate change through sustainable practices. 6. SDG 9: Industry, Innovation, and Infrastructure Enzymology supports innovation in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals highlight the significance of enzymology in health, sustainability, education, and industrial innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121802 | FITOKIMIA TUMBUHAN | plant phytochemistry | A university course in Plant Phytochemistry focuses on the study of the chemical compounds produced by plants and their roles in plant biology and ecology. | 1. SDG 2: Zero Hunger Phytochemistry is essential for understanding the nutritional value of plants and developing crops with enhanced health benefits, contributing to food security. 2. SDG 3: Good Health and Well-Being This course explores the medicinal properties of plant compounds, informing drug development and the use of natural products in healthcare. 3. SDG 12: Responsible Consumption and Production Understanding phytochemicals can promote sustainable agricultural practices and the responsible use of plant resources in food and industry. 5. SDG 15: Life on Land The course can cover biodiversity conservation and the ecological roles of phytochemicals in plant defense mechanisms and interactions with other organisms. 6. SDG 4: Quality Education Phytochemistry contributes to education in plant sciences, biochemistry, and pharmacognosy, fostering a deeper understanding of plant biology. 5. SDG 13: Climate Action Studying plant responses to environmental stress can inform strategies for enhancing resilience in crops, contributing to climate adaptation efforts. These goals highlight the importance of plant phytochemistry in promoting health, sustainability, and biodiversity conservation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04122903 | BIOKIMIA | biochemistry | A university course in Biochemistry focuses on the chemical processes and substances that occur within living organisms. | 1. SDG 3: Good Health and Well-Being Biochemistry is fundamental for understanding metabolic pathways, disease mechanisms, and drug development, which directly impact public health. 2.SDG 4: Quality Education The course promotes education in the life sciences, equipping students with essential knowledge and skills for careers in research, healthcare, and biotechnology. 3. SDG 2: Zero Hunger Biochemical research contributes to improving food production, nutritional quality, and the development of sustainable agricultural practices. 4. SDG 12: Responsible Consumption and Production Understanding biochemical processes can inform sustainable practices in food production, waste management, and resource utilization. 5. SDG 13: Climate Action Biochemistry plays a role in understanding how organisms respond to climate change, which can inform strategies for adaptation and mitigation. 6. SDG 9: Industry, Innovation, and Infrastructure Biochemistry supports innovations in biotechnology and pharmaceuticals, fostering advancements in various industrial applications. These goals illustrate the relevance of biochemistry in health, education, sustainability, and technological advancement. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120603 | BIOLOGI LAUT | marnie biology | A university course in Marine Biology focuses on the study of marine organisms, their behaviors, interactions, and ecosystems. | 1. SDG 14: Life Below Water This goal is directly relevant, focusing on the conservation and sustainable use of oceans, seas, and marine resources, as well as protecting marine biodiversity. 2. SDG 13: Climate Action Marine biology studies the impacts of climate change on ocean ecosystems, including coral reefs and marine species, and contributes to strategies for adaptation and mitigation. 3. SDG 3: Good Health and Well-Being Healthy marine ecosystems provide essential resources, including food and medicine, which contribute to public health and well-being. 4. SDG 11: Sustainable Cities and Communities The course may address urban coastal management and the importance of integrating marine conservation into community planning. 5. SDG 12: Responsible Consumption and Production Understanding marine ecosystems can promote sustainable fishing practices and responsible use of marine resources. 6. SDG 15: Life on Land Marine biology can provide insights into the interconnectedness of land and sea ecosystems, informing conservation efforts for both environments. These goals highlight the significance of marine biology in promoting sustainability, biodiversity conservation, and understanding the health of marine and coastal ecosystems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120703 | PERKEMBANGAN HEWAN | animal development | A university course in Animal Development focuses on the processes and mechanisms that govern the growth and differentiation of animals from fertilization to adulthood. | 1. SDG 3: Good Health and Well-Being Understanding animal development is crucial for biomedical research, including developmental biology and genetics, which can inform human health and disease treatment. 2. SDG 4: Quality Education The course promotes education in biological sciences, providing students with essential knowledge about developmental processes and their applications. 3. SDG 12: Responsible Consumption and Production Insights from animal development can inform ethical practices in agriculture and animal husbandry, promoting sustainable and humane treatment of animals. 4. SDG 15: Life on Land Studying animal development contributes to conservation efforts by informing breeding programs and understanding species’ life cycles and ecological roles. 5. SDG 10: Reduced Inequalities Research in animal development can address health disparities in livestock and companion animals, improving welfare and productivity in various communities. 6.SDG 13: Climate Action Understanding the development of animals in changing environments can inform strategies for adapting agricultural practices to climate change. These goals illustrate the relevance of animal development studies in health, education, conservation, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120804 | FISIOLOGI HEWAN | animal physiology | A university course in Animal Physiology focuses on the study of how animal bodies function, including the mechanisms that support life processes. | 1. SDG 3: Good Health and Well-Being Understanding animal physiology is essential for biomedical research, informing human health, disease mechanisms, and the development of medical treatments. 2. SDG 4: Quality Education The course promotes education in biological sciences, equipping students with knowledge about physiological processes and their applications in various fields. 3. SDG 12: Responsible Consumption and Production Insights from animal physiology can inform sustainable practices in agriculture, animal husbandry, and the humane treatment of livestock. 4. SDG 15: Life on Land Studying animal physiology contributes to conservation efforts by understanding the physiological adaptations of animals in different environments. 5. SDG 13: Climate Action Knowledge of how animals physiologically respond to climate change can inform strategies for adapting livestock and wildlife management practices. 6. SDG 10: Reduced Inequalities Research in animal physiology can improve animal health and welfare, which is especially important in low-resource settings. These goals highlight the importance of animal physiology in health, education, sustainability, and conservation efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120903 | MIKROBIOLOGI UMUM | general microbiology | The course “General Microbiology” provides an introduction to the study of microorganisms, including bacteria, viruses, fungi, and protozoa. Students learn about microbial structure, function, metabolism, genetics, and ecology. The curriculum covers essential topics such as microbial classification, growth, and interactions with their environments, including human hosts. Laboratory sessions offer hands-on experience in techniques like culturing, staining, and identifying microorganisms. By the end of the course, students will have a foundational understanding of microbiological principles and their applications in health, industry, and environmental science. | 1. SDG 3: Good Health and Well-Being Microbiology is essential for understanding pathogens, disease mechanisms, and antibiotic resistance, which directly impacts public health and disease prevention. 2 SDG 6: Clean Water and Sanitation The course often covers waterborne pathogens and the role of microorganisms in water quality and sanitation, emphasizing the importance of clean water access. 3. SDG 12: Responsible Consumption and Production Understanding microbial processes can inform sustainable practices in waste management, food production, and bioremediation. 4. SDG 13: Climate Action Microorganisms play critical roles in carbon cycling and climate regulation, making their study relevant for understanding climate change impacts. 5. SDG 15: Life on Land Microbiology is important for understanding soil health, biodiversity, and the ecological roles of microbes in terrestrial ecosystems. 6. SDG 4: Quality Education The course promotes education in the biological sciences, enhancing students’ understanding of microbiology’s fundamental concepts and applications. These goals highlight the significance of general microbiology in health, environmental sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121004 | BIOSISTEMATIKA TUMBUHAN | plant biosystematics | The course “Plant Biosystematics” focuses on the classification, identification, and evolutionary relationships of plants. Students explore the principles of taxonomy, phylogeny, and the methods used to categorize plant species based on morphological, genetic, and ecological characteristics. The curriculum includes fieldwork and laboratory techniques for plant identification, herbarium practices, and the use of molecular tools in systematics. Through practical exercises and research projects, learners gain a deeper understanding of plant diversity and the importance of biosystematics in conservation and ecological studies. By the end of the course, students will be equipped to apply biosystematic methods in research and practical applications related to plant science. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation and sustainable use of terrestrial ecosystems and biodiversity, particularly through understanding plant diversity and relationships. 2. SDG 13: Climate Action Understanding plant systems and their responses to environmental changes can inform conservation strategies and help mitigate the impacts of climate change. 3. SDG 4: Quality Education The course promotes education in botany and taxonomy, equipping students with essential knowledge about plant classification and biodiversity. 4. SDG 2: Zero Hunger Plant biosystematics can contribute to agricultural biodiversity, helping in the conservation of crop varieties and improving food security through sustainable practices. 5. SDG 12: Responsible Consumption and Production Knowledge of plant diversity can inform sustainable resource management and conservation strategies, promoting responsible use of plant resources. 6. SDG 11: Sustainable Cities and Communities The course may address the role of plants in urban ecosystems, informing green infrastructure and urban biodiversity initiatives. These goals highlight the importance of plant biosystematics in promoting biodiversity conservation, sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04121104 | BIOSISTEMATIKA HEWAN | animal byosystematics | A university course in Animal Biosystematics focuses on the classification, identification, and evolutionary relationships of animals. | 1. SDG 15: Life on Land This goal is directly relevant, focusing on the conservation and sustainable use of terrestrial ecosystems and biodiversity through understanding animal diversity and relationships. 2. SDG 14: Life Below Water Animal biosystematics includes the study of aquatic species, contributing to the conservation of marine biodiversity and ecosystems. 3. SDG 13: Climate Action Understanding animal systems and their adaptations to environmental changes can inform conservation strategies and help mitigate climate change impacts. 4. SDG 3: Good Health and Well-Being Knowledge of animal biodiversity can inform public health by understanding zoonotic diseases and ecosystem health, which directly affects human well-being. 5. SDG 4: Quality Education The course promotes education in zoology and taxonomy, equipping students with essential knowledge about animal classification and biodiversity. 6. SDG 12: Responsible Consumption and Production Insights from animal biosystematics can inform sustainable practices in wildlife management and conservation, promoting responsible use of animal resources. These goals highlight the significance of animal biosystematics in biodiversity conservation, sustainability, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110802 | KIMIA ORGANIK | organic chemistry | A university course in Organic Chemistry focuses on the study of the structure, properties, reactions, and synthesis of organic compounds, which primarily contain carbon. | 1. SDG 3: Good Health and Well-Being Organic chemistry is fundamental to drug development, pharmaceuticals, and understanding biochemical processes related to health and disease. 2. SDG 12: Responsible Consumption and Production The course promotes sustainable practices in the production and use of organic compounds, including green chemistry approaches to reduce waste and environmental impact. 3. SDG 4: Quality Education Organic chemistry provides essential knowledge and skills for students in various scientific fields, fostering critical thinking and problem-solving abilities. 4. SDG 9: Industry, Innovation, and Infrastructure Organic chemistry supports innovation in industries such as pharmaceuticals, agrochemicals, and materials science, contributing to technological advancements. 5. SDG 13: Climate Action Understanding organic compounds can inform approaches to reduce greenhouse gas emissions and develop sustainable energy solutions, such as biofuels. 6. SDG 15: Life on Land Organic chemistry is relevant in studying natural products, including those derived from plants and animals, which can inform conservation and sustainable use of biodiversity. These goals highlight the importance of organic chemistry in health, sustainability, education, and innovation. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110902 | PARASITOLOGI | parasiology | A university course in Parasitology focuses on the study of parasites, their biology, life cycles, interactions with hosts, and their impact on health and ecosystems. | 1. SDG 3: Good Health and Well-Being Parasitology is crucial for understanding and managing diseases caused by parasites, contributing to public health initiatives and disease control efforts. 2. SDG 1: No Poverty Many parasitic diseases disproportionately affect impoverished populations. Understanding these diseases can inform strategies to alleviate poverty and improve health outcomes. 3. SDG 4: Quality Education The course promotes education about parasites, their life cycles, and their impacts on health, fostering awareness and knowledge in public health. 4.SDG 10: Reduced Inequalities Research in parasitology can help address health disparities, particularly in low-resource settings where parasitic infections are prevalent. 5. SDG 12: Responsible Consumption and Production Understanding the ecological and environmental factors influencing parasite transmission can promote responsible practices in agriculture and resource management. 6. SDG 6: Clean Water and Sanitation Many parasitic diseases are related to water quality and sanitation. The course can emphasize the importance of clean water access in preventing infections. These goals highlight the significance of parasitology in health, education, poverty alleviation, and addressing inequalities. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120102 | BIOLOGI MOLEKULER | molecular biology | A university course in Molecular Biology focuses on the molecular mechanisms that underlie biological processes within cells. | 1. SDG 3: Good Health and Well-Being Molecular biology is essential for understanding disease mechanisms, genetic disorders, and the development of targeted therapies and vaccines. 2. SDG 4: Quality Education The course promotes education in life sciences, equipping students with foundational knowledge and skills relevant to genetics, biotechnology, and research. 3. SDG 12: Responsible Consumption and Production Molecular biology can inform sustainable practices in biotechnology, including the responsible use of genetic resources and the development of environmentally friendly products. 4. SDG 2: Zero Hunger Understanding molecular biology can contribute to agricultural advancements, such as the development of genetically modified organisms (GMOs) that enhance crop yields and resilience. 5. SDG 10: Reduced Inequalities Research in molecular biology can help address health disparities by improving diagnostics and treatments for diseases that disproportionately affect marginalized populations. 6. SDG 13: Climate Action Molecular biology can contribute to understanding how organisms adapt to environmental changes, informing conservation strategies and climate resilience efforts. These goals highlight the relevance of molecular biology in health, education, sustainability, and addressing global challenges. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120203 | ANATOMI DAN HISTOLOGI TUMBUHAN | plant anatomy and histology | A university course in Plant Anatomy and Histology focuses on the structure and organization of plant tissues and organs at both the macroscopic and microscopic levels. | 1. SDG 15: Life on Land This goal focuses on the conservation and sustainable use of terrestrial ecosystems and biodiversity, which is supported by understanding plant structure and function. 2. SDG 2: Zero Hunger Knowledge of plant anatomy and histology can contribute to agricultural practices that improve crop yields, resilience, and nutritional quality. 3. SDG 12: Responsible Consumption and Production Understanding plant tissues and their functions can inform sustainable practices in agriculture and resource management, promoting responsible use of plant resources. 4. SDG 4: Quality Education The course enhances education in plant sciences, providing students with critical knowledge about plant structure that is foundational for various fields of biology and agriculture. 5. SDG 13: Climate Action Understanding how plants adapt structurally to environmental stressors can inform strategies for enhancing plant resilience to climate change. 6. SDG 11: Sustainable Cities and Communities The course may address the role of plants in urban ecosystems, contributing to green infrastructure and sustainable urban development. These goals highlight the importance of plant anatomy and histology in promoting biodiversity conservation, food security, and sustainable practices. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120304 | FISIOLOGI TUMBUHAN | plant physiology | A university course in Plant Physiology focuses on the biological and biochemical processes that occur in plants, emphasizing how these processes enable plants to grow, develop, and adapt to their environments. | 1. SDG 2: Zero Hunger Understanding plant physiological processes is essential for improving crop yields, enhancing nutritional quality, and developing resilient agricultural practices. 2. SDG 3: Good Health and Well-Being Plant physiology contributes to understanding the role of plants in nutrition and the development of medicinal plants, impacting health and wellness. 3. SDG 12: Responsible Consumption and Production Knowledge of plant physiology can inform sustainable agricultural practices, resource management, and the efficient use of inputs like water and fertilizers. 4. SDG 13: Climate Action The course addresses how plants respond to climate change and environmental stressors, informing strategies for adaptation and resilience. 5. SDG 15: Life on Land Understanding plant physiology is crucial for conserving plant biodiversity and ecosystem functions, supporting conservation efforts. 6. SDG 4: Quality Education The course enhances education in plant sciences, equipping students with essential knowledge about plant functions and their ecological roles. These goals highlight the significance of plant physiology in promoting food security, sustainability, health, and education. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120403 | ANATOMI DAN HISTOLOGI HEWAN | animal anatomy and histology | Animal Anatomy and Histology is a course that examines the structure and organization of animal bodies at both macroscopic and microscopic levels. Students learn about the anatomy of various organ systems, including muscular, skeletal, nervous, and digestive systems, along with their functional significance. The histology component focuses on the study of tissues and cells using microscopy, allowing students to explore the relationships between structure and function in different types of tissues. | 1. **SDG 3: Good Health and Well-Being** – Enhances understanding of animal biology, which is essential for veterinary medicine, animal health, and understanding zoonotic diseases that affect human health. 2. **SDG 4: Quality Education** – Provides foundational knowledge in biology and anatomy, promoting scientific literacy and critical thinking skills among students. 3. **SDG 12: Responsible Consumption and Production** – Supports responsible practices in animal husbandry and agriculture by understanding animal physiology and health, contributing to sustainable food production. 4. **SDG 13: Climate Action** – Facilitates research on the impact of animal health and agriculture on climate change, promoting sustainable practices in livestock management. 5. **SDG 15: Life on Land** – Encourages conservation and understanding of animal species, promoting biodiversity and the health of ecosystems. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, veterinary services, and conservation organizations to promote animal health and biodiversity. By linking these SDGs, the course can highlight the significance of Animal Anatomy and Histology in promoting health, sustainability, and biodiversity. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04120503 | GENETIKA LANJUTAN | advanced genetics | Advanced Genetics is a course that delves into the complex principles and mechanisms of heredity, exploring both classical and molecular genetics. Students study topics such as gene expression, regulation, genetic mapping, population genetics, and the role of genetics in evolution. The course also covers advanced techniques in genetic analysis, including CRISPR, genomic sequencing, and bioinformatics. Through a combination of lectures, discussions, and laboratory work, students gain hands-on experience in experimental methods and data interpretation. | 1. **SDG 3: Good Health and Well-Being** – Enhances understanding of genetic factors in health, disease prevention, and personalized medicine, contributing to improved healthcare outcomes. 2. **SDG 4: Quality Education** – Provides advanced knowledge in genetics, promoting scientific literacy and critical thinking in the field of biology and medicine. 3. **SDG 10: Reduced Inequalities** – Supports research on genetic disorders and their impact on different populations, fostering equitable access to genetic testing and therapies. 4. **SDG 12: Responsible Consumption and Production** – Encourages the development of sustainable agricultural practices through genetic research, including crop improvement and animal breeding. 5. **SDG 13: Climate Action** – Facilitates research on the genetic basis of resilience in species, aiding in the development of crops and livestock that can withstand climate change. 6. **SDG 15: Life on Land** – Promotes conservation genetics, helping to preserve biodiversity and understand the genetic health of endangered species. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, healthcare providers, and research organizations to advance genetic research and its applications. By linking these SDGs, the course can highlight the importance of Advanced Genetics in advancing health, sustainability, and biodiversity efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110103 | Biologi Dasar | basic biology | Basic Biology is an introductory course that covers fundamental concepts of biological science. Students explore topics such as cell structure and function, genetics, evolution, ecology, and the diversity of life forms. The course emphasizes the scientific method and critical thinking, providing a foundation for understanding biological processes and systems. Through lectures, laboratory exercises, and group discussions, students gain practical experience in observing and experimenting with living organisms. This course is designed for students new to biology, preparing them for further studies in biological sciences, health sciences, and related disciplines. | 1. **SDG 3: Good Health and Well-Being** – Provides foundational knowledge about human biology, ecosystems, and health, contributing to better understanding of health issues and disease prevention. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, encouraging students to engage with biological concepts that are essential for further studies in science and health. 3. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices in resource management and the impact of human activities on ecosystems and biodiversity. 4. **SDG 13: Climate Action** – Enhances understanding of ecological principles and the effects of climate change on biological systems, promoting informed actions for environmental sustainability. 5. **SDG 15: Life on Land** – Encourages the study of biodiversity, conservation, and the importance of maintaining healthy ecosystems, contributing to efforts in preserving species and habitats. 6. **SDG 17: Partnerships for the Goals** – Fosters collaboration between educational institutions, research organizations, and community initiatives to promote biological research and conservation efforts. By linking these SDGs, the course can highlight the significance of Basic Biology in promoting health, sustainability, and a deeper understanding of the natural world. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110303 | EKOLOGI DASAR | basic ecology | Basic Ecology is an introductory course that explores the relationships between living organisms and their environments. Students learn about fundamental ecological concepts such as ecosystems, biomes, food webs, population dynamics, and biodiversity. The course emphasizes the interactions among species, as well as between organisms and their physical surroundings. Through lectures, field studies, and laboratory activities, students gain practical experience in ecological research methods and data analysis. This course provides a foundation for understanding ecological principles and prepares students for further studies in environmental science, conservation, and related fields. | 1. **SDG 3: Good Health and Well-Being** – Emphasizes the importance of healthy ecosystems for human health, including clean air, water, and food sources. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, equipping students with knowledge about ecological systems and their functions. 3. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices and the impact of human activities on ecosystems, encouraging responsible resource use. 4. **SDG 13: Climate Action** – Provides understanding of ecological principles related to climate change, including carbon cycling and the role of ecosystems in climate mitigation. 5. **SDG 14: Life Below Water** – Highlights the importance of aquatic ecosystems, promoting conservation and sustainable management of marine resources. 6. **SDG 15: Life on Land** – Focuses on biodiversity, conservation, and the health of terrestrial ecosystems, contributing to efforts to protect species and habitats. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, government agencies, and conservation organizations to address ecological challenges. By linking these SDGs, the course can emphasize the critical role of Basic Ecology in promoting sustainability, conservation, and a deeper understanding of our interconnectedness with the environment. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110203 | OSEANOLOGI PENDAHULUAN | introductory oceannology | Introductory Oceanology is a course that provides an overview of ocean sciences, focusing on the physical, chemical, biological, and geological aspects of the world’s oceans. Students learn about ocean circulation, marine ecosystems, and the impact of human activities on ocean health. The course covers topics such as oceanography methods, marine organisms, coastal processes, and ocean-atmosphere interactions. Through lectures, field studies, and laboratory activities, students gain practical experience in studying marine environments. This course serves as a foundation for further studies in marine biology, environmental science, and related fields, emphasizing the importance of oceans in global systems. | 1. **SDG 14: Life Below Water** – Directly addresses the conservation and sustainable use of oceans, seas, and marine resources, promoting the health of marine ecosystems. 2. **SDG 3: Good Health and Well-Being** – Highlights the importance of healthy ocean ecosystems for human health, including the provision of food and medicinal resources. 3. **SDG 4: Quality Education** – Promotes scientific literacy and understanding of oceanic processes, encouraging informed stewardship of marine environments. 4. **SDG 12: Responsible Consumption and Production** – Raises awareness about sustainable practices in fisheries and marine resource management, advocating for responsible consumption. 5. **SDG 13: Climate Action** – Discusses the role of oceans in climate regulation, carbon cycling, and the impacts of climate change on marine environments. 6. **SDG 15: Life on Land** – Connects terrestrial and marine ecosystems, emphasizing the importance of integrated management approaches for biodiversity conservation. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among academic institutions, government agencies, and non-profit organizations to promote ocean research and conservation efforts. By linking these SDGs, the course can highlight the vital role of oceanology in fostering sustainability, conservation, and a deeper understanding of ocean systems and their impact on global health. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110402 | GENETIKA DASAR | basic genetics | A university course in Basic Genetics introduces students to the fundamental concepts and principles of genetics. | 1. **SDG 3: Good Health and Well-Being** – Provides foundational knowledge about genetic factors in health and disease, contributing to improved healthcare outcomes and disease prevention. 2. **SDG 4: Quality Education** – Promotes scientific literacy and critical thinking, enhancing students’ understanding of genetic concepts essential for further studies in biology and health sciences. 3. **SDG 10: Reduced Inequalities** – Supports understanding of genetic disorders and their impact on different populations, fostering equitable access to genetic information and healthcare. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices through genetic research, such as crop improvement and animal breeding for better yields and resilience. 5. **SDG 13: Climate Action** – Facilitates research on genetic diversity and resilience in species, which can inform strategies for adaptation to climate change in agriculture and conservation. 6. **SDG 15: Life on Land** – Promotes conservation genetics, helping to preserve biodiversity and understand the genetic health of endangered species. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between educational institutions, research organizations, and healthcare providers to advance genetic research and its applications. By linking these SDGs, the course can emphasize the importance of Basic Genetics in advancing health, sustainability, and biodiversity efforts. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110504 | PERKEMBANGAN TUMBUHAN | plant development | A university course in Plant Development focuses on the processes and mechanisms that govern the growth and differentiation of plants from seed to maturity. | 1. **SDG 2: Zero Hunger** – Focuses on understanding plant growth and development to improve crop yields, food security, and sustainable agricultural practices. 2. **SDG 3: Good Health and Well-Being** – Highlights the role of plants in nutrition and medicine, promoting health through the understanding of plant-based resources. 3. **SDG 4: Quality Education** – Provides foundational knowledge in plant biology, enhancing scientific literacy and fostering interest in plant sciences among students. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable agricultural practices and the responsible use of resources in plant cultivation and management. 5. **SDG 13: Climate Action** – Examines the impact of climate change on plant development and explores strategies for breeding resilient crops that can adapt to changing environmental conditions. 6. **SDG 15: Life on Land** – Promotes biodiversity and the conservation of plant species, emphasizing the importance of healthy ecosystems for ecological balance. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration between academic institutions, agricultural organizations, and communities to promote sustainable practices in plant development. By linking these SDGs, the course can highlight the critical role of plant development in addressing global challenges related to food security, health, and environmental sustainability. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110602 | BIOLOGI SEL | cell biology | A university course in Cell Biology focuses on the structure, function, and behavior of cells, the basic units of life. | 1. **SDG 3: Good Health and Well-Being** – Provides essential knowledge about cellular processes relevant to health, disease mechanisms, and the development of medical therapies. 2. **SDG 4: Quality Education** – Enhances scientific literacy and critical thinking skills, promoting a deep understanding of biological concepts and research methodologies. 3. **SDG 10: Reduced Inequalities** – Supports research on cellular mechanisms of diseases that disproportionately affect certain populations, fostering equitable access to healthcare advancements. 4. **SDG 12: Responsible Consumption and Production** – Encourages sustainable practices in biotechnology and pharmaceuticals, emphasizing responsible development and use of cellular technologies. 5. **SDG 13: Climate Action** – Facilitates understanding of how cellular processes impact environmental responses, such as the effects of climate change on plant and microbial cells. 6. **SDG 15: Life on Land** – Promotes conservation and understanding of cellular biodiversity, emphasizing the importance of various cell types in ecosystems. 7. **SDG 17: Partnerships for the Goals** – Encourages collaboration among researchers, educational institutions, and healthcare providers to advance cell biology research and its applications. By linking these SDGs, the course can highlight the vital role of Cell Biology in advancing health, sustainability, and understanding biological systems. |
| MATEMATIKA DAN ILMU PENG. ALAM | BIOLOGI – S1 | Kurikulum Sarjana K-23 | 2023 | 23H04110702 | ILMU LINGKUNGAN | environmental science | A university course in Environmental Science explores the complex interactions between natural systems and human activities. | 1. **SDG 3: Good Health and Well-Being** – Explores the relationship between environmental factors and public health, emphasizing the importance of clean air, water, and healthy ecosystems for human well-being. 2. **SDG 4: Quality Education** – Promotes awareness and understanding of environmental issues, fostering critical thinking and scientific literacy among students. 3. **SDG 6: Clean Water and Sanitation** – Addresses water quality and management, focusing on sustainable practices for water use and pollution prevention. 4. **SDG 11: Sustainable Cities and Communities** – Examines urban planning, sustainability, and the impact of urbanization on the environment, promoting smart and resilient community development. 5. **SDG 12: Responsible Consumption and Production** – Encourages sustainable resource management and practices, promoting awareness of environmental impacts related to consumption. 6. **SDG 13: Climate Action** – Investigates climate change causes and effects, promoting strategies for mitigation and adaptation to protect ecosystems and communities. 7. **SDG 14: Life Below Water** – Focuses on marine ecosystems, addressing issues such as overfishing, pollution, and conservation efforts for ocean health. 8. **SDG 15: Life on Land** – Promotes biodiversity conservation and sustainable land use, addressing deforestation, habitat loss, and ecosystem degradation. 9. **SDG 17: Partnerships for the Goals** – Encourages collaboration among governments, NGOs, and communities to tackle environmental challenges and promote sustainable practices. By linking these SDGs, the course can emphasize the critical role of Environmental Science in fostering sustainability, public health, and ecological conservation. |
| ILMU BUDAYA | SASTRA ASIA BARAT – S1 | Kurikulum Asia Barat 2023 | 2023 | 23U01110102 | Pendidikan Agama Islam | Islamic Education | Islamic Education courses typically focus on the study of Islamic principles, teachings, and their application in educational settings. The curriculum often includes the examination of the Quran, Hadith (sayings of the Prophet Muhammad), and Islamic history, alongside pedagogical methods suitable for teaching Islamic values and ethics. | 1. **SDG 1: No Poverty** – Islamic teachings emphasize charity (zakat) and supporting those in need, aligning with efforts to eradicate poverty. 2. **SDG 4: Quality Education** – Education is highly valued in Islam, and courses often explore the importance of accessible, quality education for all. 3. **SDG 5: Gender Equality** – Many Islamic teachings advocate for the rights and dignity of women, promoting gender equality in various spheres. 4. **SDG 10: Reduced Inequalities** – Emphasizes social justice and equity, consistent with Islamic principles of fairness and community support. 5. **SDG 16: Peace, Justice, and Strong Institutions** – Focuses on the promotion of peace, justice, and ethical governance, reflecting Islamic values of justice and community welfare. 6. **SDG 17: Partnerships for the Goals** – Encourages collaboration among different sectors, reflecting the Islamic concept of ummah (community). Courses in Islamic Education often explore how these goals are interconnected with Islamic ethics, promoting a holistic approach to social responsibility and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110202 | Pendidikan Agama Khatolik | Catholic Religious Education | A course in Catholic Religious Education focuses on the principles, teachings, and practices of the Catholic faith within educational contexts. The curriculum typically covers the Bible, Church doctrines, sacraments, and the role of the Church in society. Students learn about catechesis (the process of religious instruction), the integration of faith and learning, and effective teaching strategies for conveying Catholic values. | 1. **SDG 1: No Poverty** – Emphasizes the importance of caring for the poor and marginalized, a key aspect of Catholic teaching. 2. **SDG 4: Quality Education** – Focuses on the right to education, which is integral to Catholic social teaching and the Church’s mission. 3. **SDG 10: Reduced Inequalities** – Addresses social justice and the Church’s commitment to promoting equality and inclusion. 4. **SDG 16: Peace, Justice, and Strong Institutions** – Relates to the Church’s advocacy for peace, justice, and ethical governance. 5. **SDG 17: Partnerships for the Goals** – Encourages collaboration between different sectors, reflecting the Church’s call for community and solidarity. Courses may explore how Catholic teachings inform approaches to these goals, fostering a holistic understanding of social justice and ethical responsibility in a global context. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130602 | Apresiasi Sastra Prancis & Frankofon | Appreciation Of French & Franchophone Literature | The course “Appreciation of French and Francophone Literature” explores a diverse range of literary works from France and French-speaking countries. It typically covers significant authors, genres, and movements, analyzing themes, styles, and cultural contexts. | 1. SDG 4: Quality Education Appreciation of French & Francophone Literature contributes directly to SDG 4 by enhancing literacy, language skills, and cultural understanding. By reading and analyzing literary works from French-speaking countries, students develop a deeper appreciation of the linguistic and cultural diversity that exists in the Francophone world. This helps promote inclusive and equitable quality education by offering insights into different cultures, historical contexts, and perspectives. 2. SDG 10: Reduced Inequalities Many works of French & Francophone literature address issues of inequality, whether it’s social, racial, or economic. Authors like Aimé Césaire, Frantz Fanon, Tahar Ben Jelloun, and Mariama Bâ explore themes of colonialism, racism, class struggles, and the marginalization of minority groups. By reading and analyzing these works, students become more aware of global inequalities and the human experiences behind these struggles, thereby contributing to SDG 10, which aims to reduce inequalities. 3. SDG 16: Peace, Justice, and Strong Institutions Literature often serves as a tool for reflection on issues of justice, peace, and governance. French and Francophone literature has a rich tradition of exploring political and social justice, particularly in the context of colonial history and post-colonial struggles. Works like Albert Camus’s “The Stranger” or Chinua Achebe’s “Things Fall Apart” (though written in English, Achebe’s focus on post-colonial Africa ties to French colonial experiences) highlight the complexities of justice and human rights in oppressive regimes. This aligns with SDG 16, which promotes peaceful societies and just institutions. 4. SDG 5: Gender Equality French and Francophone literature includes many works that address gender inequality, the empowerment of women, and feminist movements. Writers like Simone de Beauvoir (author of The Second Sex), Monique Wittig, and Mariama Bâ (author of So Long a Letter) engage deeply with the experiences of women and the challenges they face in patriarchal societies. These texts are important for understanding SDG 5, which aims to achieve gender equality and empower all women and girls. 5. SDG 3: Good Health and Well-being Some French & Francophone literary works explore themes of mental health, well-being, and the human condition. Novels like Marcel Proust’s “In Search of Lost Time” or Françoise Sagan’s “Bonjour Tristesse” delve into human emotions, personal struggles, and existential questions that can lead to a better understanding of mental health. The exploration of personal crises, health, and societal pressure in these texts helps foster a broader conversation about SDG 3: Good Health and Well-being. 6. SDG 13: Climate Action While French & Francophone literature may not always focus directly on climate change, it increasingly addresses environmental issues, particularly in the context of global warming, colonialism’s environmental impacts, and sustainable development. Some authors, especially from Francophone Africa and the Caribbean, discuss the challenges of climate change, resource depletion, and the tension between modernity and environmental preservation. Works by authors such as Rene Depestre and Jules Tanguy tackle these ecological and climate-related themes, contributing indirectly to SDG 13: Climate Action. 7. SDG 1: No Poverty Literature often reflects on the economic hardships faced by various populations, especially in post-colonial societies, which can help illuminate the root causes of poverty. Novels and plays by authors such as George Orwell (who writes about poverty in the colonial context in works like Burmese Days) and Aminata Sow Fall (in works addressing poverty in West Africa) give voice to the struggles of the poor and marginalized, aligning with SDG 1: No Poverty. 8. SDG 17: Partnerships for the Goals French and Francophone literature offers a global perspective that highlights cross-cultural partnerships and the importance of collaboration. Works that discuss post-colonial identity or the role of the global South in shaping modern history contribute to understanding SDG 17. Through a deeper appreciation of global interconnectedness, literature promotes the importance of working together to achieve shared goals, such as development, peace, and justice. 9. SDG 12: Responsible Consumption and Production Some Francophone authors explore themes related to sustainable living, ethical consumption, and materialism. For instance, works that critique the economic systems or consumption patterns of post-colonial societies can indirectly support SDG 12, which advocates for responsible consumption and production. These themes may appear in critiques of Western imperialism, consumer culture, and environmental degradation, encouraging more responsible practices. 10. SDG 2: Zero Hunger In some cases, Francophone literature highlights issues of food insecurity, hunger, and economic instability in developing regions, particularly in Africa and the Caribbean. Francophone authors from these regions often explore how poverty and hunger intersect with political instability and colonial legacies. For example, works by Senghor, Césaire, and Ousmane Sembène can raise awareness of the struggles to achieve SDG 2: Zero Hunger. Conclusion While Appreciation of French & Francophone Literature may not explicitly teach about the SDGs, many of the themes explored in the course—such as inequality, social justice, gender rights, environmentalism, and peace—are deeply connected to the United Nations’ global goals. By studying literary works that address these issues, students gain a broader understanding of the human condition, the complexities of different cultures, and the challenges of achieving sustainable development, all of which contribute to the broader conversation around the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130703 | Wacana dan Semiologi | Discourse and Semiology | The course “Discourse and Semiology” examines the relationship between language, meaning, and communication. It focuses on the analysis of discourse—how language is used in context—and explores the principles of semiology, the study of signs and symbols in communication. | 1. SDG 4: Quality Education Discourse and Semiology contributes to SDG 4 by promoting critical thinking and literacy, particularly through the analysis of how knowledge is communicated and understood. By understanding how different types of discourse shape people’s perceptions, students become more adept at interpreting texts and media in ways that enhance their education. The course may also explore how educational content is framed and how semiosis (the process of producing meaning through signs) plays a role in shaping educational systems, curricula, and pedagogical approaches. 2. SDG 10: Reduced Inequalities Discourse analysis often examines the role of language in shaping societal power dynamics, including issues of inequality, marginalization, and oppression. Semiology and discourse theory are tools for analyzing how language reinforces or challenges social hierarchies, gender roles, racial stereotypes, and class distinctions. By examining how language can perpetuate or challenge inequalities, students in this course can engage with SDG 10, which aims to reduce inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Discourse and Semiology often investigate the role of language in justice and institutional power. Political discourse, legal language, and the rhetoric used by institutions can shape public opinion and policy. Understanding how discourse constructs narratives around justice, law, and governance is essential to SDG 16, which focuses on promoting peaceful, inclusive societies, ensuring access to justice for all, and building effective institutions. Through discourse analysis, students can uncover how institutional narratives are crafted, how they influence societal structures, and how they can be re-imagined to foster justice. 4. SDG 5: Gender Equality One of the key areas in discourse and semiology is gendered language and how it influences perceptions of gender roles and identities. The course may explore how language, imagery, and cultural symbols perpetuate gender stereotypes, as well as how feminist discourse challenges these stereotypes. Analyzing the representation of gender in media, literature, and political discourse helps foster understanding of SDG 5, which seeks to achieve gender equality and empower all women and girls. 5. SDG 13: Climate Action Discourse and Semiology can be instrumental in analyzing how environmental issues are framed in public discourse. Whether it’s the language used by political leaders, media outlets, or environmental activists, discourse shapes how society understands climate change and sustainability. By studying how climate change is represented through symbols, metaphors, and narratives, students can critically examine how discourse impacts public attitudes and actions regarding environmental protection. This connects directly to SDG 13: Climate Action, which calls for urgent action to combat climate change and its impacts. 6. SDG 3: Good Health and Well-being Health communication is an important aspect of discourse analysis. The way health issues (e.g., mental health, disease prevention, wellness) are discussed in public discourse can influence public attitudes, behaviors, and health outcomes. Analyzing medical discourse, media representations of health, or the language used in health campaigns allows students to critically evaluate how health is framed and how it affects societal perceptions of well-being. This supports SDG 3, which seeks to ensure healthy lives and promote well-being for all. 7. SDG 12: Responsible Consumption and Production Discourse and Semiology plays a crucial role in the way consumption and production practices are framed. Advertising, media campaigns, and corporate communication shape consumer behaviors and perceptions of sustainability, waste, and consumption patterns. By analyzing the rhetoric behind product promotion, sustainability messages, and corporate social responsibility (CSR), students can better understand how SDG 12: Responsible Consumption and Production is communicated and how it can be promoted through discourse. Understanding the narratives that drive consumerism and how they can be re-framed is central to achieving sustainable production and consumption practices. 8. SDG 17: Partnerships for the Goals Discourse and Semiology helps understand how global partnerships and collaborations are constructed through language. International agreements, diplomatic negotiations, and partnerships for global development often rely heavily on discourse. The language used to frame global challenges and collective solutions plays a role in how these partnerships are perceived and enacted. By analyzing how SDG 17: Partnerships for the Goals is communicated in international discourse, students can better understand how cooperation for sustainable development is promoted across borders. 9. SDG 2: Zero Hunger Discourse analysis can also be applied to the way hunger and food insecurity are framed in global discourse. How do media outlets, international organizations, and governments discuss issues like famine, poverty, or malnutrition? Understanding the narratives around hunger—whether they focus on aid, development, or policy—can influence how solutions to food insecurity are developed and implemented. This is aligned with SDG 2: Zero Hunger, which aims to end hunger, achieve food security, and improve nutrition. 10. SDG 8: Decent Work and Economic Growth The discourse surrounding labor rights, workplace conditions, and economic policies directly influences the promotion of decent work. How is the language of labor rights, workers’ dignity, and economic justice communicated in political, social, and corporate discourses? Analyzing the semiotics of work and economic growth can help students understand how policies and societal expectations shape economic systems. This relates to SDG 8, which promotes inclusive and sustainable economic growth and decent work for all. Conclusion While Discourse and Semiology is a theoretical field focused on understanding how meaning is created and interpreted through signs and language, its applications have far-reaching implications for the UN Sustainable Development Goals. By analyzing the ways in which language and discourse shape societal attitudes, policies, and behaviors, students in this course gain insights into the underlying structures that influence critical issues like inequality, environmental sustainability, gender, health, and economic justice. Through discourse analysis, students can help reshape conversations around the SDGs, making them more inclusive, impactful, and effective in achieving global goals. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130802 | Kajian Budaya dan Media Prancis | French Cultural and Media Studies | The course “French Cultural and Media Studies” explores the intersections of culture, media, and society in France and the Francophone world. It examines various cultural forms, including literature, film, music, and visual arts, analyzing how they reflect and influence social values, political dynamics, and historical contexts. | 1. SDG 4: Quality Education French Cultural and Media Studies inherently contributes to SDG 4, which aims to ensure inclusive and equitable quality education. By studying French culture and media, students develop a deeper understanding of different forms of cultural expression, critical thinking, and intercultural communication. This broadens their worldview and enhances their ability to appreciate diverse perspectives, thus promoting a more inclusive and well-rounded education. 2. SDG 10: Reduced Inequalities French culture and media are often deeply concerned with social issues like inequality, immigration, race, and class. Through the study of French and Francophone media, students engage with topics such as post-colonialism, racism, gender inequality, and social justice. Analyzing films, literature, and news media can help uncover how inequalities are portrayed, challenged, and addressed. This directly ties to SDG 10, which aims to reduce inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions French Cultural and Media Studies explores how media and cultural products reflect, critique, or challenge the political systems, justice, and institutions in French-speaking countries. French cinema, literature, and journalism often explore themes of social justice, human rights, and political engagement, fostering a deeper understanding of how peaceful, just, and inclusive institutions are portrayed and critiqued. This supports SDG 16, which calls for promoting peace, justice, and strong institutions. 4. SDG 5: Gender Equality Gender is a significant focus in French and Francophone cultural and media studies. The representation of women and gender roles in French films, literature, and media, as well as the role of feminism in French culture, are key topics of analysis. By studying feminist movements, gendered media portrayals, and issues of sexual equality in French society, students engage with SDG 5, which aims to achieve gender equality and empower all women and girls. 5. SDG 13: Climate Action Though climate change may not be the central focus of the course, French media and culture are increasingly engaging with environmental issues. Documentaries, films, and media campaigns in France and the Francophone world have explored environmental degradation, sustainability, and climate change. For example, French films like “Demain” (Tomorrow) focus on global environmental challenges and present solutions for sustainable living. Such topics help raise awareness and encourage action on SDG 13: Climate Action. 6. SDG 3: Good Health and Well-being French Cultural and Media Studies can indirectly address SDG 3: Good Health and Well-being through the examination of public health issues in French media, such as campaigns on mental health, substance abuse, and sexual health. French media often raises awareness on topics like healthcare, public well-being, and the portrayal of health issues in the media, helping to destigmatize discussions around mental and physical health. 7. SDG 2: Zero Hunger Food is a central theme in French culture, from cuisine to cultural representations of agriculture and food security. Through the study of French and Francophone films, literature, and media, students can examine how hunger, food distribution, and agricultural practices are portrayed in the media. France also has a long tradition of focusing on food sustainability, and this ties into SDG 2: Zero Hunger, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture. 8. SDG 8: Decent Work and Economic Growth French cultural and media studies engage with issues related to the economy, labor rights, and workplace culture in French-speaking countries. The portrayal of working-class struggles, unemployment, and the gig economy in media, as well as the role of labor unions in French society, are important topics. These themes contribute to SDG 8, which promotes inclusive and sustainable economic growth, employment, and decent work for all. 9. SDG 17: Partnerships for the Goals French culture, media, and diplomacy play an important role in fostering international partnerships and cooperation. As Francophonie (the global community of French-speaking nations) extends across continents, media and cultural exchanges are crucial for building bridges between countries. The study of French cultural diplomacy and international collaborations in media (such as film festivals, international co-productions, etc.) aligns with SDG 17, which emphasizes the importance of partnerships for achieving the SDGs. 10. SDG 12: Responsible Consumption and Production French and Francophone media often critique the culture of consumerism, the environmental impact of excessive consumption, and the need for more sustainable practices. Through films, documentaries, and journalism, students can examine how France and Francophone countries engage with sustainable development and promote responsible consumption. This helps raise awareness about SDG 12, which advocates for sustainable production and consumption patterns. Conclusion A course in French Cultural and Media Studies provides valuable insights into how culture and media shape public opinion, social movements, and societal values, which are essential for advancing the UN Sustainable Development Goals. By examining representations of inequality, gender, health, climate change, and social justice in French and Francophone media, students can understand how cultural narratives influence both local and global action towards achieving the SDGs. The course also fosters critical engagement with the media and cultural products that shape global discussions on sustainability, human rights, and economic development. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130902 | Bahasa Jerman | German Language | The course “German Language” focuses on developing proficiency in reading, writing, speaking, and listening in German. It typically covers grammar, vocabulary, and pronunciation, with an emphasis on conversational skills and practical language use. | 1. SDG 4: Quality Education The German Language course directly aligns with SDG 4: Quality Education by providing students with the linguistic skills necessary to engage with German-speaking communities, literature, media, and academic content. Language education promotes literacy, communication skills, and intercultural understanding, all of which contribute to high-quality education. Moreover, the course encourages lifelong learning, which is one of the targets of SDG 4. 2. SDG 10: Reduced Inequalities A German Language course may help foster intercultural dialogue and a deeper understanding of diverse cultures, reducing prejudices and promoting inclusion. Through the exploration of German-speaking societies’ diverse histories, regional differences, and contemporary issues, students become more aware of issues related to inequality, including gender, migration, and race. This aligns with SDG 10, which focuses on reducing inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Language plays a crucial role in how societies develop strong institutions and maintain peace and justice. In German-speaking countries, historical events such as the World Wars, the Cold War, and the fall of the Berlin Wall are central topics of discussion, and these often feature in the curriculum of a German Language course. Understanding the language and historical contexts of these events promotes a better understanding of SDG 16, which focuses on peace, justice, and the importance of strong institutions. Language also shapes how legal systems, democratic values, and human rights are communicated in society. 4. SDG 5: Gender Equality While gender equality is not always the explicit focus of a German Language course, it is often addressed through discussions of how language reflects gender roles and social norms in German-speaking societies. For example, the course may explore the use of gender-neutral language, feminist movements in German-speaking countries, or the evolving language around gender identity and equality. Understanding how language can reinforce or challenge gender inequality is directly relevant to SDG 5 (Achieve gender equality and empower all women and girls). 5. SDG 3: Good Health and Well-being German Language courses sometimes address aspects of health communication in the German-speaking world. Students might explore how health issues are discussed in the media, public health campaigns, or medical texts in German. The course can also involve exploring themes of mental health, well-being, and healthcare systems in Germany, Austria, and Switzerland, contributing to the broader goals of SDG 3 (Good Health and Well-being) by fostering awareness of health issues in a global context. 6. SDG 13: Climate Action Germany is a leader in environmental policy and sustainability efforts within Europe. A German Language course might engage with texts, news, and discussions related to climate change, sustainability, and environmental protection, particularly since Germany plays a prominent role in the European Union’s climate policies. Understanding how climate change is discussed in German media, literature, or policy documents is relevant to SDG 13: Climate Action, which calls for urgent action to combat climate change and its impacts. 7. SDG 8: Decent Work and Economic Growth The German economy is one of the strongest in the world, and its vocational education system (which is closely linked with the language) has been a model for other countries. A German Language course might explore the role of work and economic growth in German society through the study of business language, vocational education, labor rights, or economic issues. These themes are connected to SDG 8 (Promote inclusive and sustainable economic growth, employment, and decent work for all), particularly as the course explores the language of workplace communication, professional development, and economic systems. 8. SDG 12: Responsible Consumption and Production Sustainability and responsible consumption are central to contemporary discourse in German-speaking countries, especially in relation to the circular economy and green technologies. German is the language of significant environmental and sustainability movements, and a German Language course could include discussions of how media and government policies address sustainable practices, eco-friendly products, and responsible production. These topics connect to SDG 12, which aims to promote responsible consumption and production patterns. 9. SDG 17: Partnerships for the Goals The German language plays a key role in fostering international partnerships, particularly through the European Union and the German-speaking international organizations. A German Language course can contribute to understanding how language enables global collaboration and partnerships across cultures and countries. German is a key language for scientific research, business, diplomacy, and development, all of which contribute to SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 10. SDG 1: No Poverty Understanding social issues such as poverty in the context of Germany and the wider German-speaking world can be a part of a German Language course. The course may address the portrayal of poverty in German literature, media, and policy, as well as how German-speaking countries approach social welfare and poverty alleviation. This connects to SDG 1 (End poverty in all its forms everywhere) by fostering a broader understanding of the global and domestic challenges related to poverty and social security systems. Conclusion A German Language course primarily aims to build linguistic proficiency but can also contribute to multiple UN Sustainable Development Goals. Through the study of language, culture, and media in German-speaking societies, students gain valuable insights into social justice, gender equality, sustainability, economic development, and global cooperation. The course fosters cross-cultural understanding and critical thinking, equipping students with the tools to engage with global issues in a more informed and meaningful way. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05140102 | Seminar Proposal | Proposal Seminar | The “Proposal Seminar” course is designed to guide students in the development and presentation of research proposals. It typically focuses on key components of proposal writing, including formulating research questions, conducting literature reviews, and outlining methodology. | 1. SDG 4: Quality Education Proposal Seminars contribute directly to SDG 4 by promoting academic research skills, critical thinking, and knowledge creation. The course helps students learn how to formulate research questions, design methodologies, and develop proposals that can lead to meaningful academic or professional work. In doing so, it fosters high-quality, inclusive, and equitable education, encouraging independent learning and inquiry. 2. SDG 3: Good Health and Well-being If students in the seminar focus on health-related topics, such as public health, mental health, or healthcare systems, their research proposals could align with SDG 3. Students might propose research on improving healthcare access, mental health awareness, disease prevention, or the impacts of social determinants of health. The seminar could provide a platform for exploring interdisciplinary health topics and potential solutions to global health challenges. 3. SDG 10: Reduced Inequalities A Proposal Seminar might focus on issues related to social inequalities, such as economic disparities, racial discrimination, gender inequality, or accessibility for people with disabilities. Proposals could explore how to reduce inequalities in education, employment, healthcare, or social opportunities. This directly contributes to SDG 10, which calls for reducing inequalities both within and among countries. 4. SDG 13: Climate Action Students might propose research on climate change, environmental justice, or sustainable development in a Proposal Seminar. These topics are increasingly important in academic and professional research, and a seminar focused on environmental issues can help students contribute to SDG 13 by exploring solutions for climate action, adaptation, and mitigation strategies. 5. SDG 16: Peace, Justice, and Strong Institutions Research proposals on topics such as political instability, justice systems, human rights, or corruption can align with SDG 16. Students might propose research to investigate how legal reforms, governance structures, or civil society initiatives can promote peace, justice, and effective institutions. The Proposal Seminar would offer students an opportunity to engage with these global issues from a scholarly perspective. 6. SDG 5: Gender Equality Many students in a Proposal Seminar may choose to research issues related to gender inequality, such as gender-based violence, women’s rights, economic empowerment of women, or gender representation in media. Such proposals are directly connected to SDG 5, which focuses on achieving gender equality and empowering all women and girls. 7. SDG 2: Zero Hunger If a research proposal focuses on food security, sustainable agriculture, or nutrition in marginalized or underserved communities, it would align with SDG 2: Zero Hunger. Topics might include studying food access in impoverished areas, the impact of climate change on food systems, or innovative ways to reduce food waste. The Proposal Seminar can serve as a platform for addressing these pressing global challenges. 8. SDG 8: Decent Work and Economic Growth Research proposals on labor markets, unemployment, workers’ rights, or economic policies could address issues related to decent work and economic growth (SDG 8). Students might propose studies on how to improve working conditions, reduce poverty through employment, or promote sustainable business practices, all of which contribute to fostering economic growth that benefits all. 9. SDG 12: Responsible Consumption and Production A Proposal Seminar could encourage students to explore topics related to sustainable consumption, circular economy, and ethical production practices. Students might propose research on how to encourage responsible consumption or the role of businesses in promoting environmental sustainability. This connects directly to SDG 12, which focuses on promoting sustainable consumption and production patterns. 10. SDG 17: Partnerships for the Goals The Proposal Seminar course can emphasize the importance of collaboration and partnerships, particularly in research. Students may develop proposals for collaborative research projects with governments, NGOs, or the private sector, fostering interdisciplinary or international partnerships that contribute to achieving the SDGs. SDG 17 calls for strengthening partnerships to achieve the goals, and the seminar setting could enable students to develop their proposals with a focus on partnership and collaborative impact. 11. SDG 9: Industry, Innovation, and Infrastructure If students propose research on technology, innovation, or infrastructure development, particularly in developing regions or under-served communities, their proposals can connect to SDG 9. Topics might include the impact of new technologies on social development, building sustainable infrastructure, or fostering innovation to solve global challenges. Conclusion While a Proposal Seminar course is primarily about developing research proposals and academic skills, it can align with multiple UN Sustainable Development Goals depending on the topics students choose to explore. The course encourages students to critically engage with global issues and develop research projects that address challenges such as poverty, healthcare, climate change, gender equality, economic growth, and justice. In this way, the Proposal Seminar serves as a platform for students to contribute to the ongoing academic and practical efforts toward achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05140206 | Skripsi | Thesis | The “Thesis” course is a capstone project for graduate students, where they conduct in-depth research on a specific topic within their field of study. Students are guided through the process of formulating a research question, conducting literature reviews, and employing appropriate methodologies. | 1. SDG 4: Quality Education Many theses focus on topics related to education, such as improving teaching methods, expanding access to education, or addressing disparities in educational opportunities. Research could explore inclusive education, digital learning, or education for marginalized communities, contributing to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning for all. 2. SDG 3: Good Health and Well-being Theses focused on public health, mental health, medical research, disease prevention, healthcare access, or health disparities contribute directly to SDG 3, which seeks to ensure good health and well-being for all. Research in areas like global health, epidemiology, health communication, or mental health awareness can address critical health issues and propose solutions to improve well-being. 3. SDG 10: Reduced Inequalities A thesis could address inequalities in areas such as race, gender, class, or economic status. Topics might include poverty alleviation, gender equality, or the rights of marginalized groups. Research might explore discrimination, access to resources, or the impact of policies on reducing inequalities, contributing to SDG 10, which focuses on reducing inequalities within and among countries. 4. SDG 13: Climate Action Theses focused on environmental issues like climate change, sustainability, renewable energy, or biodiversity directly align with SDG 13, which calls for urgent action to combat climate change and its impacts. Topics might include climate policies, green technologies, or community adaptation strategies to environmental changes. Research could also explore the effects of climate change on vulnerable populations or ecosystems. 5. SDG 16: Peace, Justice, and Strong Institutions Theses on topics related to political science, international relations, human rights, or legal studies can contribute to SDG 16 by exploring issues like peacebuilding, justice systems, conflict resolution, or governance. Students may research the role of strong institutions in fostering peace, justice, and human rights, or explore corruption, transitional justice, or international legal frameworks. 6. SDG 5: Gender Equality Gender studies, feminist theory, or research on gender-based violence, women’s empowerment, and LGBTQ+ rights are key areas where a thesis can contribute to SDG 5. Research could focus on gender disparities in the workplace, access to education for women, health issues specific to women, or the impact of policy on gender equality, all of which are central to achieving gender equality and empowering women and girls. 7. SDG 2: Zero Hunger Theses on food security, nutrition, agriculture, or sustainable food systems are relevant to SDG 2. Topics might explore poverty and hunger, food distribution, sustainable farming practices, global food policy, or the impact of climate change on food systems. Research on how to reduce food waste, improve nutrition, and increase food access is directly connected to ending hunger and achieving food security. 8. SDG 8: Decent Work and Economic Growth A thesis could explore labor rights, economic inequality, sustainable business practices, or the future of work (e.g., the gig economy, automation, or remote work). These topics connect to SDG 8, which aims to promote inclusive and sustainable economic growth, employment, and decent work for all. Students might research policies for job creation, worker protections, or economic resilience in different regions or sectors. 9. SDG 12: Responsible Consumption and Production Research on sustainability, ethical consumption, green business models, or corporate responsibility can support SDG 12, which promotes responsible consumption and production. Topics might explore the environmental impact of fast fashion, sustainable supply chains, or resource conservation. Theses in this area may propose solutions for businesses, governments, and consumers to reduce waste and promote circular economies. 10. SDG 17: Partnerships for the Goals Theses that explore global partnerships, international development, NGO collaborations, or public-private partnerships are closely related to SDG 17, which emphasizes the importance of partnerships for achieving the SDGs. Research could focus on how international cooperation, development aid, or cross-sector collaborations can help address global challenges, such as poverty, climate change, or inequality. 11. SDG 9: Industry, Innovation, and Infrastructure Theses related to technology, innovation, sustainable infrastructure, or industry transformation can contribute to SDG 9, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. Topics might include smart cities, sustainable energy technologies, or entrepreneurship in emerging markets, all of which contribute to a more sustainable and technologically advanced society. 12. SDG 1: No Poverty A thesis on poverty reduction, social safety nets, microfinance, or inclusive economic policies aligns with SDG 1, which aims to end poverty in all its forms everywhere. Research might focus on the causes and consequences of poverty, social welfare systems, or policy interventions designed to reduce inequality and provide opportunities for marginalized populations. Conclusion A Thesis course is designed to allow students to engage deeply with a particular area of research, and as such, the topics they choose can contribute to a wide range of UN Sustainable Development Goals. Whether focusing on education, health, climate action, social justice, or economic growth, students have the opportunity to align their research with global challenges and propose solutions that support sustainable development. The course equips students with the tools to investigate, analyze, and communicate on topics that are central to achieving the SDGs, thus contributing to the global effort toward a better, more equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05122002 | Bahasa Belanda | Dutch Language | The “Dutch Language” course focuses on developing skills in reading, writing, speaking, and listening in Dutch. It covers essential grammar, vocabulary, and pronunciation, emphasizing practical communication for everyday situations. Students engage with a variety of materials, including literature, media, and cultural texts, to enhance their understanding of Dutch-speaking cultures. | 1. SDG 4: Quality Education Language education directly contributes to SDG 4, which aims to ensure inclusive, equitable, and quality education for all. A Dutch Language course promotes literacy, linguistic skills, and intercultural understanding, helping students broaden their knowledge base and develop essential communication skills. It also fosters critical thinking, creativity, and language proficiency, which are vital components of a quality education. 2. SDG 10: Reduced Inequalities The Dutch language course often introduces students to diverse cultural and social issues in Dutch-speaking regions, such as immigration, inequality, and social integration in countries like the Netherlands and Belgium. The course may explore how the Dutch language intersects with issues of social inclusion, ethnic minorities, and gender equality. Discussions on how language reflects and shapes societal values can help raise awareness of the need to reduce inequalities within and among countries, directly linking to SDG 10. 3. SDG 5: Gender Equality In the context of Dutch language and gender studies, students might explore how gender roles are represented in Dutch media, literature, or social policies. Language plays a key role in shaping societal attitudes toward gender, and understanding how the Dutch language reflects evolving gender norms can help promote greater gender equality. Discussions on gender-neutral language in Dutch, the role of women in Dutch society, and gender equality initiatives in the Netherlands and Flanders can contribute to SDG 5. 4. SDG 16: Peace, Justice, and Strong Institutions A Dutch Language course may examine the role of the Dutch language in political discourse, media, and legal systems in Dutch-speaking regions. Dutch-speaking countries like the Netherlands have long histories of political stability, rule of law, and human rights protection, and students may explore how these concepts are communicated in the language. Additionally, the course might cover topics such as freedom of speech, democracy, and international justice, which are all relevant to SDG 16, which focuses on promoting peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being Though not typically the central focus, a Dutch Language course could include discussions on healthcare systems and public health communication in Dutch-speaking regions, such as the Netherlands’ universal healthcare system or the public health campaigns in Flanders and Suriname. Language plays a crucial role in how health information is communicated and understood. In particular, students might explore topics like mental health, health awareness, and well-being through Dutch media, literature, or government health initiatives, supporting SDG 3. 6. SDG 13: Climate Action The Netherlands is a global leader in addressing climate change and sustainability, and this could be reflected in a Dutch language course through the study of Dutch media, literature, and public policy related to environmental issues. Students might explore how the Dutch language is used in climate campaigns, sustainability initiatives, and green technologies. This supports SDG 13, which calls for urgent action to combat climate change and its impacts. 7. SDG 12: Responsible Consumption and Production The Dutch are known for their focus on sustainability and responsible consumption, and a Dutch Language course might include case studies on how the Dutch language is used in promoting eco-friendly practices, sustainable development, and corporate responsibility. By engaging with Dutch-language media and texts, students can learn about sustainable consumption and how language reflects societal attitudes toward responsible production and consumption, directly contributing to SDG 12. 8. SDG 17: Partnerships for the Goals The Dutch-speaking world is heavily involved in international partnerships and collaborations. The Netherlands, for example, plays a prominent role in international development, global trade, and multilateral diplomacy. A Dutch language course could explore how language facilitates international cooperation in fields such as human rights, trade, and foreign aid. This aligns with SDG 17, which emphasizes the importance of partnerships to achieve the SDGs. 9. SDG 8: Decent Work and Economic Growth The Dutch economy is highly developed and centered around industries such as technology, finance, agriculture, and trade. A Dutch language course might involve research or projects related to employment policies, labor markets, economic development, and the role of the Dutch language in business and professional settings. This connects with SDG 8, which focuses on promoting inclusive and sustainable economic growth, employment, and decent work for all. 10. SDG 1: No Poverty The Netherlands has a strong social welfare system, and a Dutch Language course could engage with discussions on poverty and social justice in Dutch-speaking societies. Students might research how poverty and inequality are discussed in the Dutch media or how the Dutch government addresses these issues. By exploring these themes, students can gain insights into how language plays a role in shaping public discourse on social issues, thus contributing to SDG 1, which aims to end poverty in all its forms. Conclusion While a Dutch Language course is primarily focused on linguistic skills, it also provides students with a window into the cultural, social, and political contexts of Dutch-speaking regions. By exploring the language’s role in education, social inclusion, gender equality, climate action, and global partnerships, students can gain a deeper understanding of the SDGs. The course not only teaches language but also facilitates critical thinking about how language and culture intersect with global issues, contributing to a more sustainable, equitable, and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05122102 | Media dan Teknologi | Media and Technology | The “Media and Technology” course explores the intersection of digital media, communication technologies, and society. Students learn about the evolution of media, the impact of technology on information dissemination, and the role of social media in shaping public opinion. | 1. SDG 4: Quality Education Media and Technology play a central role in transforming education globally. The course may explore how digital media, online learning platforms, and e-learning technologies are revolutionizing education. This contributes to SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Students might explore how open-access education, educational apps, and digital literacy can improve educational outcomes and reach underserved populations. 2. SDG 9: Industry, Innovation, and Infrastructure A Media and Technology course directly aligns with SDG 9, which focuses on building resilient infrastructure, promoting inclusive and sustainable industrialization, and fostering innovation. The course could cover topics such as technological innovation, smart cities, digital transformation of industries, and the role of media technologies in driving economic growth. The development of new communication technologies, such as 5G, artificial intelligence (AI), and the Internet of Things (IoT), may be explored in relation to building sustainable infrastructure and driving industrial innovation. 3. SDG 10: Reduced Inequalities Technology and media can both exacerbate and help reduce inequalities. A course on Media and Technology could address issues like digital divides, access to technology, and how different populations experience unequal access to information and communication tools. By studying how media can amplify the voices of marginalized groups (such as through social media activism or community media), students could explore how digital inclusion can help reduce social, economic, and geographic inequalities, supporting SDG 10. 4. SDG 5: Gender Equality The course may focus on the role of media in shaping gender norms, representation of women and marginalized genders, and how technology can either reinforce or challenge gender inequalities. Topics might include gender-based violence in digital spaces, online harassment, and empowerment through digital tools (e.g., women using social media for social change). This directly connects to SDG 5 (Achieve gender equality and empower all women and girls) by examining how media and technology can promote gender equality and women’s empowerment. 5. SDG 13: Climate Action Media and technology are critical in raising awareness about climate change and mobilizing action toward sustainable environmental practices. A course could cover how digital media and technology can be used to spread environmental education, advocate for sustainability, and facilitate global climate action. It might explore how big data and AI are helping address environmental challenges, such as monitoring deforestation, predicting climate patterns, and analyzing environmental policies. This supports SDG 13, which calls for urgent action to combat climate change and its impacts. 6. SDG 16: Peace, Justice, and Strong Institutions Media and technology play a significant role in fostering peace, justice, and effective institutions. A course on Media and Technology may explore how media technologies (such as social media or news outlets) are used in conflict zones to promote peacebuilding, human rights, and democracy. Additionally, students may analyze how technology is used in transparency, accountability, and anti-corruption efforts in governments and institutions, supporting SDG 16 (promote peace, justice, and strong institutions). 7. SDG 8: Decent Work and Economic Growth A Media and Technology course can cover the role of digital technologies in fostering innovation, entrepreneurship, and decent work. Topics may include the future of work, the impact of automation and AI on jobs, and the role of digital economies in creating new industries. Students might explore how digital media is reshaping employment opportunities and providing access to global markets through e-commerce, freelance work, and remote work. This ties into SDG 8, which aims to promote inclusive and sustainable economic growth, full productive employment, and decent work for all. 8. SDG 12: Responsible Consumption and Production The course can explore how media and technology impact consumer behavior and sustainable consumption. Students might examine how digital platforms can promote sustainable products or how media campaigns are driving awareness about responsible production and consumption. They may also explore how technology helps monitor and manage waste, resource use, and circular economies, contributing to SDG 12 (Ensure sustainable consumption and production patterns). 9. SDG 1: No Poverty A Media and Technology course can address how technology can help reduce poverty by improving access to education, job opportunities, and healthcare. For instance, mobile technology has been transformative in many developing regions, allowing people to access financial services (like mobile banking), online education, and healthcare information. By examining how technology can provide solutions to poverty-related challenges, the course contributes to SDG 1, which aims to end poverty in all its forms everywhere. 10. SDG 17: Partnerships for the Goals A Media and Technology course often emphasizes the role of collaboration and global partnerships in addressing sustainable development. The course might explore how technology partnerships (e.g., collaborations between tech companies, governments, and NGOs) have been used to promote sustainable development, improve global communication, and advance the SDGs. Additionally, it might examine the role of media in fostering global cooperation on issues like climate change, public health, and human rights, supporting SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). Conclusion A Media and Technology course covers a wide range of topics that intersect with multiple SDGs, including education, innovation, inequality, sustainability, and peace. As media and technology continue to evolve, they will play an increasingly important role in achieving the UN SDGs by providing solutions to global challenges, promoting social justice, and facilitating global cooperation. By focusing on how media and technology can drive positive change, the course prepares students to understand and address the complex issues facing society and contribute to building a more sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130103 | Metodologi Penelitian | Research Methods | The “Research Methods” course provides students with foundational skills in designing, conducting, and analyzing research. It covers both qualitative and quantitative methodologies, including data collection techniques, survey design, experiments, and statistical analysis. | 1. SDG 4: Quality Education Research Methods courses contribute directly to SDG 4, which aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities for all. Through the development of research skills, students are empowered to engage critically with knowledge and become independent learners and problem-solvers. The course also promotes research literacy, helping students understand the importance of evidence-based decision-making in education and beyond. 2. SDG 10: Reduced Inequalities Research methods courses often address how to identify, measure, and analyze inequalities in society, such as economic disparities, gender inequality, racial discrimination, or access to services. By teaching students how to design research that focuses on social justice and equity, the course helps students to understand how to measure and address inequalities, which is central to SDG 10 (Reduced Inequalities). For example, students might use research methods to study poverty, discrimination, and social mobility. 3. SDG 5: Gender Equality A Research Methods course can contribute to SDG 5 by teaching students how to design research that explores gender equality, gender-based violence, and women’s empowerment. Students may learn to collect data and analyze social patterns that contribute to gender inequality or assess the effectiveness of gender-specific policies and programs. Research skills are key to understanding the challenges and potential solutions related to gender issues. 4. SDG 3: Good Health and Well-being Research in the areas of public health, mental health, health systems, and health behavior is essential for advancing SDG 3, which focuses on ensuring good health and well-being. A Research Methods course might explore health research techniques, including how to design clinical trials, epidemiological studies, or health surveys. Students could be taught how to evaluate public health interventions or understand health disparities, thus contributing to evidence-based solutions for improving global health outcomes. 5. SDG 16: Peace, Justice, and Strong Institutions Research Methods can contribute to SDG 16, which focuses on promoting peace, justice, and strong institutions. Students may learn how to conduct social science research on topics like governance, rule of law, human rights, conflict resolution, and anti-corruption efforts. Understanding how to conduct research on justice systems, democratic processes, and institutional reform helps shape policies that foster peace and accountability. 6. SDG 13: Climate Action Research Methods courses can explore how scientific research and data collection contribute to climate action. Students may learn how to design environmental studies to measure the impact of climate change, carbon emissions, and ecosystem degradation. Research methods are critical for understanding the effectiveness of climate policies, measuring sustainability initiatives, and creating actionable plans for mitigation and adaptation to climate change, all of which are key to SDG 13 (Climate Action). 7. SDG 8: Decent Work and Economic Growth Research on labor markets, employment trends, economic development, and entrepreneurship is vital for understanding how to achieve inclusive and sustainable economic growth (SDG 8). A Research Methods course may teach students to design studies to assess labor conditions, job quality, and skills gaps, or to analyze economic growth strategies. Research skills in these areas support decent work and the development of policies that foster economic prosperity. 8. SDG 12: Responsible Consumption and Production A Research Methods course can help students understand how to conduct research on sustainable production practices, consumption patterns, and resource management. Students might engage in environmental impact studies, research on circular economies, or studies of corporate sustainability. By learning how to collect and analyze data on consumption and production, students can contribute to efforts that promote responsible consumption and production patterns, in line with SDG 12. 9. SDG 17: Partnerships for the Goals Research Methods can promote global cooperation by teaching students how to design collaborative, multidisciplinary research projects. Students may engage in research that promotes cross-border partnerships in areas such as international development, health research, or climate change mitigation. By understanding how to develop research with multiple stakeholders—governments, NGOs, private sector, and civil society—students can contribute to SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 10. SDG 2: Zero Hunger Research methods are essential for studying agriculture, food security, and nutrition—key areas in addressing global hunger. A course in Research Methods can guide students in developing studies that measure food accessibility, sustainable farming practices, the impact of climate change on agriculture, or food waste. These studies contribute to SDG 2, which aims to end hunger, achieve food security, and promote sustainable agriculture. 11. SDG 1: No Poverty Research is fundamental in understanding the causes and effects of poverty. A Research Methods course can help students learn how to design studies that assess the impact of poverty on health, education, and social outcomes. Students might use data collection techniques to measure poverty alleviation programs, microfinance, and social welfare policies. This is directly related to SDG 1, which focuses on ending poverty in all its forms everywhere. Conclusion A Research Methods course equips students with the tools to conduct rigorous, evidence-based research that can contribute to solving the world’s most pressing challenges. The course helps students develop skills to analyze data, evaluate policies, and design studies that address the core issues of the UN Sustainable Development Goals. By focusing on data collection, analysis, and ethical considerations, the course helps prepare students to contribute to evidence-based decision-making in areas such as education, health, inequality, climate change, and sustainable development. Ultimately, students are empowered to engage in research that advances sustainability and social justice while contributing to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130204 | Seminar Praskripsi | Prescriptive Seminar | The “Prescriptive Seminar” course focuses on advanced discussions and analyses of specific topics within a field, often emphasizing practical applications and problem-solving. Students engage in case studies, group discussions, and collaborative projects, fostering critical thinking and effective communication. | 1. SDG 4: Quality Education Prescriptive Seminars often emphasize the application of knowledge to solve real-world problems, including those in education. Students may engage in discussions on improving educational systems, curriculum development, or providing solutions to issues like education accessibility. As such, the course can directly contribute to SDG 4, which aims to ensure inclusive, equitable quality education and promote lifelong learning opportunities for all. 2. SDG 10: Reduced Inequalities A Prescriptive Seminar might involve addressing issues of social justice and equity. For instance, students could be tasked with developing strategies to reduce inequalities in areas such as income distribution, access to healthcare, or gender and racial inequality. This aligns with SDG 10, which focuses on reducing inequalities within and among countries. 3. SDG 5: Gender Equality Gender issues could be a central theme in a Prescriptive Seminar, where students are asked to offer policy recommendations or strategies for addressing gender inequality. This could include improving access to education for women, promoting female leadership, or addressing gender-based violence. These activities support SDG 5, which seeks to achieve gender equality and empower all women and girls. 4. SDG 16: Peace, Justice, and Strong Institutions Prescriptive Seminars often involve analyzing issues related to governance, rule of law, and institutional reforms. In these seminars, students may develop recommendations for improving public institutions, promoting justice, and strengthening democratic processes. This directly contributes to SDG 16, which emphasizes promoting peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being A Prescriptive Seminar focusing on public health could involve developing prescriptions for tackling global health challenges like disease prevention, healthcare access, or mental health support. Students might analyze case studies of health systems and propose improvements or solutions, thus contributing to SDG 3, which is centered around ensuring good health and well-being for all. 6. SDG 8: Decent Work and Economic Growth In a Prescriptive Seminar focused on the economy or business, students could engage in developing strategies for fostering inclusive economic growth, improving job opportunities, or supporting entrepreneurship. These types of activities contribute to SDG 8, which aims to promote sustained, inclusive, and sustainable economic growth, full employment, and decent work for all. 7. SDG 13: Climate Action A Prescriptive Seminar might involve developing solutions or action plans for addressing climate change. Students may work on designing policies for sustainable development, creating climate adaptation strategies, or analyzing climate-related risks and mitigation measures. This is in direct alignment with SDG 13, which calls for urgent action to combat climate change and its impacts. 8. SDG 12: Responsible Consumption and Production Students in a Prescriptive Seminar could be tasked with analyzing the sustainability of production systems, waste management, or consumption behaviors in various industries. They might develop solutions to promote responsible consumption and production patterns, supporting SDG 12, which seeks to ensure sustainable consumption and production. 9. SDG 2: Zero Hunger If the Prescriptive Seminar focuses on issues related to food security, agriculture, or nutrition, students might propose strategies to address hunger or to promote sustainable agriculture. These efforts align with SDG 2, which aims to end hunger, achieve food security, improve nutrition, and promote sustainable agriculture. 10. SDG 17: Partnerships for the Goals Many Prescriptive Seminars involve working on collaborative projects or developing partnership strategies between different stakeholders (governments, NGOs, the private sector, etc.). Students might be encouraged to think about how different sectors can work together to solve global challenges. This contributes to SDG 17, which emphasizes strengthening global partnerships for sustainable development. Conclusion A Prescriptive Seminar course focuses on applying theory to practical problems, often requiring students to develop actionable solutions, strategies, or recommendations for a range of social, economic, environmental, or political issues. Because of this practical orientation, the course can contribute to several UN Sustainable Development Goals (SDGs), such as those related to quality education, gender equality, health, economic growth, and climate action. The precise SDGs covered will depend on the specific content and focus of the seminar (e.g., public health, business, policy-making, social justice), but overall, this type of course provides students with a framework for critically addressing global challenges and developing innovative solutions in support of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130303 | Kajian Linguistik Interdisipliner | Interdisciplinary Linguistic Studies | The “Interdisciplinary Linguistic Studies” course examines language through multiple lenses, integrating insights from linguistics, psychology, anthropology, sociology, and cognitive science. Students explore topics such as language acquisition, sociolinguistics, language and identity, and the cognitive processes involved in communication. | 1. SDG 4: Quality Education Interdisciplinary Linguistic Studies is directly linked to SDG 4, which focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. Language is fundamental to education, and an understanding of linguistic diversity, language acquisition, and literacy development is essential to improving educational outcomes globally. The course may explore how language learning and teaching methods can be designed to be more inclusive and effective in various cultural contexts, thus supporting educational access for all students. 2. SDG 10: Reduced Inequalities Language plays a key role in shaping social inequalities. In an Interdisciplinary Linguistic Studies course, students might explore issues like language discrimination, language barriers, and how different linguistic groups experience marginalization in society. A deep understanding of linguistic diversity can help develop policies and strategies to reduce social inequalities, fostering a more inclusive society. This aligns with SDG 10 (Reduced Inequalities), which aims to reduce inequality within and among countries. 3. SDG 5: Gender Equality Linguistics often examines the role of language in shaping and reflecting gender roles, including how gendered language can perpetuate gender inequality. An Interdisciplinary Linguistic Studies course could explore how language is used to construct and reinforce gender stereotypes and how inclusive language can be employed to promote gender equality. By analyzing the linguistic practices that support or challenge gender norms, the course contributes to SDG 5 (Achieve gender equality and empower all women and girls). 4. SDG 16: Peace, Justice, and Strong Institutions Language is a powerful tool in promoting peace and justice. In an Interdisciplinary Linguistic Studies course, students may examine the role of language in conflict—how language can be used to incite violence, spread hate speech, or promote division, and conversely, how language can also be used as a tool for peacebuilding and social cohesion. Moreover, understanding language policies and how language affects access to justice can help improve governance and institutional reforms. This links to SDG 16, which promotes peace, justice, and strong institutions. 5. SDG 3: Good Health and Well-being Language is essential in the communication of health information and healthcare. An Interdisciplinary Linguistic Studies course could explore how health communication is shaped by linguistic factors, such as language barriers in healthcare settings, or how certain populations may face challenges in understanding medical information due to language differences. Understanding how language can improve patient-provider communication is key to promoting good health and well-being for all, contributing to SDG 3. 6. SDG 17: Partnerships for the Goals Linguistic studies often emphasize the importance of cross-cultural communication, which is essential in fostering global partnerships. An Interdisciplinary Linguistic Studies course may examine how language can bridge gaps in international cooperation and how multilingualism and translation play a critical role in creating effective partnerships across borders. This aligns with SDG 17, which calls for strengthening the means of implementation and revitalizing global partnerships for sustainable development. 7. SDG 2: Zero Hunger In some contexts, language studies may be used to examine the communication of nutritional information or how language is used to address food security and hunger issues. The course might include discussions on how language plays a role in disseminating agricultural knowledge, food policies, and public health initiatives, contributing to SDG 2 (Zero Hunger) by improving food accessibility and nutrition education. 8. SDG 8: Decent Work and Economic Growth Language skills are vital in global business and economic development. An Interdisciplinary Linguistic Studies course may explore the role of language in the workplace, especially in a globalized economy. This could include looking at language proficiency in key industries (e.g., technology, trade, international relations) and how multilingualism contributes to economic growth and decent work. By understanding linguistic diversity in the context of global business, the course supports SDG 8, which aims to promote sustained, inclusive economic growth, full employment, and decent work for all. 9. SDG 12: Responsible Consumption and Production An Interdisciplinary Linguistic Studies course may touch on how language is used in the marketing of products, in shaping consumer behaviors, or in advertising practices that encourage sustainable consumption. Language can play a critical role in communicating sustainable practices to the public, helping to promote responsible production and consumption patterns. This contributes to SDG 12 (Responsible Consumption and Production). 10. SDG 1: No Poverty Language can influence access to resources, such as social services, education, and employment. Analyzing the role of language barriers in perpetuating poverty or creating obstacles to social mobility can be part of an Interdisciplinary Linguistic Studies course. Students may explore how language skills can enhance access to opportunities and help lift individuals and communities out of poverty, directly supporting SDG 1 (No Poverty). Conclusion An Interdisciplinary Linguistic Studies course covers a wide range of topics that intersect with several UN Sustainable Development Goals (SDGs). The course can explore how language shapes society, influences culture, and affects social equity. Through the lens of linguistics, students can address global issues such as inequality, gender, health, education, economic development, and peacebuilding, all of which are central to the SDGs. By understanding how language influences human interactions, cultural exchanges, and social structures, students in an Interdisciplinary Linguistic Studies course are equipped to contribute meaningfully to sustainable development and social change, supporting the UN SDGs in a variety of ways. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130402 | Semantik Pragmatik | Pragmanitc Semantic | The “Pragmatic Semantics” course explores the interplay between semantics (the meaning of words and sentences) and pragmatics (the context-dependent aspects of meaning). Students examine how context influences interpretation, including factors like speaker intention, conversational implicature, and the role of social norms in communication. | 1. SDG 4: Quality Education Pragmatics and Semantics are essential to effective communication, a key component of quality education. Understanding how meaning is conveyed and interpreted helps educators develop better teaching strategies that promote clear communication and understanding among students of diverse linguistic and cultural backgrounds. This can improve literacy and language skills across various age groups and educational contexts. Additionally, students may explore how semantics can inform curriculum design and teaching materials, ensuring that educational content is clear, accessible, and inclusive. Thus, the course supports SDG 4: Quality Education. 2. SDG 10: Reduced Inequalities Language plays a significant role in shaping and perpetuating inequalities. A Pragmatics and Semantics course may explore how language can be used to empower or marginalize certain groups based on factors like social class, ethnicity, or gender. Understanding linguistic features like code-switching, language dominance, or language discrimination can help identify ways to reduce linguistic inequalities. The course may also investigate how inclusive language and communication strategies can be used to empower marginalized communities, thus contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality Language is closely tied to gender in terms of how gendered language reflects and reinforces societal norms and attitudes. A Pragmatics and Semantics course can investigate how language shapes and reflects gender roles, how gender biases are embedded in everyday speech, and how inclusive language can challenge traditional norms. For example, the course may look at how pronouns, gendered job titles, or discriminatory language can contribute to gender inequality. By analyzing and changing how language constructs gender, students can contribute to achieving SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions Pragmatics and Semantics are essential for the effective communication of legal and political messages, especially in multilingual or multicultural contexts. For instance, the course may explore how legal language and legal discourse are interpreted in different cultural or social settings, and how ambiguities in language can impact justice systems. A deeper understanding of how meaning is conveyed can help in the development of clearer laws, more inclusive legal practices, and conflict resolution strategies, all of which are central to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 3: Good Health and Well-being Communication in healthcare settings is critical for patient outcomes, and the study of pragmatics and semantics can enhance health communication by improving how medical professionals convey information to patients. Understanding how meaning is constructed and how context influences communication can reduce misunderstandings in patient-provider interactions. The course may also explore how health campaigns, public health information, and medical language can be better designed to ensure they are clear, accessible, and understandable, thereby improving health literacy and supporting SDG 3: Good Health and Well-being. 6. SDG 17: Partnerships for the Goals Effective communication is at the heart of any partnership. In the context of global partnerships for sustainable development, an understanding of pragmatics and semantics can facilitate communication across linguistic and cultural barriers. Students might explore how different cultures interpret meaning differently and how misunderstandings or ambiguities in language can hinder cooperation. The course can help students develop cross-cultural communication skills that are essential for building strong international partnerships to achieve SDG 17 (Strengthen the means of implementation and revitalize the global partnership for sustainable development). 7. SDG 2: Zero Hunger Language plays a significant role in shaping food security initiatives and in how nutritional information is communicated to the public. Analyzing how food-related messages are framed and understood can contribute to better public health campaigns and more effective dissemination of information on nutrition and sustainable agriculture. In particular, students could explore how misunderstandings or ambiguities in public messages around food can impact food access and food security, aligning with SDG 2: Zero Hunger. 8. SDG 8: Decent Work and Economic Growth Effective communication is crucial in the workplace, particularly in multilingual environments or when negotiating across cultural boundaries. A Pragmatics and Semantics course can help students understand how language influences professional interactions, how power dynamics are communicated, and how language can be used to create inclusive and fair working environments. This aligns with SDG 8: Decent Work and Economic Growth, as clear communication contributes to better workplace dynamics, economic stability, and productive environments. 9. SDG 12: Responsible Consumption and Production Pragmatics and Semantics can influence how information about sustainable practices and environmental issues is communicated to the public. Students may examine how language framing influences consumer behavior, especially in relation to eco-friendly products or sustainable production methods. Understanding how words and messages can either encourage or discourage responsible consumption will directly support the goals of SDG 12: Responsible Consumption and Production. 10. SDG 1: No Poverty Language plays a central role in social services and poverty alleviation programs. Students in a Pragmatics and Semantics course might explore how linguistic barriers impact the accessibility of welfare programs, legal aid, or government services for marginalized groups. By improving how these services communicate with vulnerable populations, the course can support SDG 1: No Poverty by ensuring that all individuals, regardless of their language background, can access resources and opportunities for economic mobility. Conclusion A Pragmatics and Semantics course provides students with critical insights into the role of language in communication, helping to shape how meaning is conveyed in diverse contexts. This has important implications for a range of UN Sustainable Development Goals (SDGs), including those related to education, gender equality, health, peace, economic growth, climate action, and partnerships. By understanding how language functions in various social, legal, and cultural contexts, students can contribute to more effective communication in global efforts to address complex sustainability challenges, promote social justice, and ensure inclusive growth. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05130503 | Telaah Sastra Prancis & Frankofon | Study Of Freanch & Francophone Literature | The “Study of French and Francophone Literature” course delves into the rich literary traditions of France and French-speaking regions worldwide. Students explore a diverse range of texts, including novels, poetry, drama, and essays, from different historical periods and cultural contexts. | 1. SDG 4: Quality Education Literature is a key tool in education, and the study of French & Francophone literature contributes to promoting inclusive and equitable quality education by broadening students’ understanding of global literary traditions and cultural diversity. The course allows students to engage with diverse perspectives and worldviews while enhancing their critical thinking and analytical skills, key components of quality education. Additionally, the study of language and literature can improve language proficiency, literacy, and communication skills, which are foundational for lifelong learning opportunities. 2. SDG 10: Reduced Inequalities Many Francophone literary works engage with themes of inequality, colonialism, social justice, and marginalization. In particular, Francophone authors from former colonies often write about the effects of colonization, post-colonial struggles, and the efforts to overcome racial, gender, and class inequalities. A course focused on these works provides a platform to discuss and challenge systems of oppression and promote social equity, thus contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality French and Francophone literature often addresses complex themes related to gender roles, feminism, and the empowerment of women. Writers like Simone de Beauvoir, Tahar Ben Jelloun, and Mariama Bâ (among many others) explore gender dynamics, patriarchal structures, and women’s rights across different cultures. The study of these works promotes gender equality by highlighting women’s voices, critiquing gender-based inequalities, and encouraging conversations about gender roles in various societies, directly aligning with SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions The literature of Francophone writers often deals with themes of conflict, justice, and social reform. Writers from post-colonial contexts address the struggles for freedom, self-determination, and justice, such as the Algerian War of Independence, or the anti-apartheid literature of South Africa. Studying these works can foster an understanding of how literature serves as a tool for social change and peacebuilding in societies recovering from conflict and injustice. This connects directly to SDG 16: Peace, Justice, and Strong Institutions, which focuses on promoting peace, justice, and strong institutions. 5. SDG 17: Partnerships for the Goals A course on French & Francophone literature emphasizes the importance of cultural exchange, cross-cultural understanding, and global cooperation. Literary works from different Francophone regions highlight the interconnectedness of the world and the importance of building international relationships to address shared global challenges. This aligns with SDG 17, which emphasizes the need to strengthen global partnerships and foster a sense of global solidarity in pursuit of sustainable development. 6. SDG 2: Zero Hunger While not a central theme, literature from Francophone regions often explores poverty, economic inequality, and food security. For instance, certain post-colonial African novels delve into the challenges faced by rural populations and the difficulties of accessing food or livelihoods in the face of historical exploitation and colonial legacies. By examining these texts, students gain insight into the root causes of food insecurity in different parts of the world, which connects with SDG 2: Zero Hunger. 7. SDG 3: Good Health and Well-being Francophone literature sometimes addresses themes of mental health, psychological trauma, and the human condition, which are critical aspects of well-being. Authors may tackle issues related to the aftereffects of war, colonial trauma, and the psychological struggles of marginalized individuals. By exploring these works, students can deepen their understanding of how mental health and emotional well-being are affected by social conditions, contributing indirectly to SDG 3: Good Health and Well-being. 8. SDG 13: Climate Action Francophone literature from regions like the Caribbean or Africa often explores the impact of climate change and environmental degradation, particularly in areas heavily affected by resource extraction, deforestation, and desertification. Writers from these regions may highlight the consequences of climate change on local communities, focusing on environmental justice and the need for sustainable practices. By studying these works, students can become more aware of the social, economic, and cultural dimensions of climate change, which relates to SDG 13: Climate Action. 9. SDG 12: Responsible Consumption and Production In some Francophone texts, authors reflect on the impact of consumerism, globalization, and resource exploitation. Post-colonial authors may critique the unsustainable exploitation of the environment and natural resources by colonial and modern economic systems. These works can encourage students to think critically about sustainable consumption and production practices, aligning with SDG 12 (Responsible Consumption and Production). 10. SDG 1: No Poverty Many Francophone literary works address the economic inequalities and poverty that exist in various parts of the Francophone world, especially in post-colonial African countries, the Caribbean, and parts of Southeast Asia. Themes of economic hardship, inequality, and the struggle for survival in impoverished communities are common. By studying these works, students are exposed to the realities of poverty and the need for sustainable solutions to address these systemic issues, which connects to SDG 1: No Poverty. Conclusion A university course in French & Francophone Literature engages students with a wide range of social, political, and cultural issues, providing a deeper understanding of global challenges and how literature can serve as a tool for social change, empowerment, and advocacy. This course touches on several UN Sustainable Development Goals (SDGs), including those related to education, gender equality, social justice, environmental sustainability, and global partnerships. By engaging with literary works that challenge readers to think critically about the world, students can gain insights into the interconnections between culture, politics, and global development. Therefore, the course can contribute to building a more inclusive, equitable, and sustainable future—goals that align closely with the UN SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121302 | Terjemahan | Translate | The “Translation” course focuses on the skills and techniques necessary for effectively translating texts between languages. Students learn about the intricacies of language, including syntax, idioms, and cultural nuances, and explore various types of translation, such as literary, technical, and audiovisual. | 1. SDG 4: Quality Education Translation directly supports SDG 4: Quality Education, which aims to ensure inclusive and equitable education and promote lifelong learning for all. Translation courses can make educational materials accessible to a wider audience, including people who speak different languages, or those from diverse linguistic backgrounds. Translating educational resources, such as textbooks, research papers, and online learning modules, helps bridge language gaps, facilitating learning access for all, especially in multilingual and multicultural societies. Translation also plays a key role in the globalization of knowledge, allowing students and researchers to engage with educational content in their native languages. 2. SDG 10: Reduced Inequalities Translation can play an important role in reducing inequalities by ensuring that information is accessible to everyone, regardless of their language or cultural background. Many populations, especially in marginalized or rural areas, may face language barriers when accessing information about health, education, legal rights, and social services. Translation can help reduce these barriers by making vital information available in multiple languages, thereby fostering equitable access to opportunities, resources, and services. This contributes directly to SDG 10: Reduced Inequalities by promoting social inclusion. 3. SDG 5: Gender Equality Translation can contribute to gender equality by making women’s voices and gender-related issues accessible to a broader audience. Translating works by female authors, gender studies materials, or advocacy texts related to women’s rights helps to amplify the discussions on gender and empowerment in different cultural contexts. Moreover, translation helps ensure that gender-inclusive language and terminology are used correctly across cultures, thus supporting gender-sensitive communication. The course can also explore how translation practices have been historically gendered, further encouraging a more equitable approach to the profession. 4. SDG 16: Peace, Justice, and Strong Institutions Translation plays a key role in fostering international cooperation, peacebuilding, and justice in global institutions. Legal translation, for example, ensures that international agreements, human rights declarations, and laws are accessible across different languages and cultures. This is essential in promoting peace and justice in a multilingual world. United Nations documents, treaties, and conventions are translated into multiple languages to ensure that international law is accessible to all parties involved, ensuring fair and transparent processes. Therefore, translation supports SDG 16: Peace, Justice, and Strong Institutions by facilitating effective global governance and conflict resolution. 5. SDG 17: Partnerships for the Goals Translation is integral to building global partnerships and facilitating cross-border cooperation for sustainable development. Effective communication is essential in building strong relationships between governments, organizations, and communities across linguistic and cultural divides. A Translation course helps develop skills that enable students to become effective mediators and facilitators in international dialogues, thus contributing to SDG 17 (Strengthening the means of implementation and revitalizing the global partnership for sustainable development). By making information available in multiple languages, translation fosters a more inclusive and cooperative environment for collaborating on global challenges. 6. SDG 3: Good Health and Well-being Health communication relies heavily on translation to ensure that health information is accessible to people from different linguistic backgrounds. Translation of medical documents, health guides, and public health messages (e.g., vaccination campaigns, preventive measures, COVID-19 information) is essential for improving health literacy in multilingual communities. A Translation course could explore the challenges of translating medical terminology, ensuring that critical health-related information reaches all populations, particularly those in underserved or migrant communities, thus contributing to SDG 3: Good Health and Well-being. 7. SDG 8: Decent Work and Economic Growth The translation industry itself plays a role in fostering economic growth and providing decent work opportunities. Translation services are in demand across various industries such as business, technology, tourism, media, and public services. Furthermore, translation facilitates cross-border trade and international business by enabling companies to communicate effectively with foreign markets and customers. A Translation course prepares students to work in a global economy, thus directly contributing to SDG 8: Decent Work and Economic Growth by enhancing employability and creating opportunities for economic participation. 8. SDG 12: Responsible Consumption and Production Translation is crucial for ensuring that information about sustainable practices and eco-friendly products is accessible across different linguistic and cultural contexts. Translating consumer information on sustainable consumption and green technologies can promote awareness and encourage more responsible behavior towards consumption and production. By translating materials related to environmental sustainability—whether in the form of educational content, regulations, or advertising—translation helps disseminate sustainable development practices across diverse communities, contributing to SDG 12: Responsible Consumption and Production. 9. SDG 2: Zero Hunger Translation can be a vital tool in addressing global food security challenges. Translating materials about agriculture, nutrition, and food security initiatives makes these resources accessible to populations who speak different languages. For example, translating information on sustainable farming practices, nutrition education, or emergency food relief ensures that essential information reaches people in need, including farmers, communities, and NGOs working to combat hunger. By bridging language barriers, translation helps to address SDG 2: Zero Hunger by facilitating the exchange of knowledge and strategies for tackling food insecurity. 10. SDG 1: No Poverty Translation can also help address issues related to poverty by making social welfare programs, legal assistance, and government services accessible to low-income and marginalized communities who speak minority or indigenous languages. Translating government documents, public policy, and employment opportunities ensures that people living in poverty have access to essential information, thereby increasing their chances to improve their socio-economic conditions. This links directly to SDG 1: No Poverty, which aims to eradicate poverty in all its forms everywhere. Conclusion A Translation course is deeply connected to a number of United Nations Sustainable Development Goals (SDGs), as it enables more effective communication, cross-cultural exchange, and information access in diverse contexts. Whether it is facilitating global partnerships, promoting education, ensuring inclusive health communication, or improving social equity, translation serves as a critical tool in the global pursuit of sustainable development. By equipping students with the skills to bridge linguistic and cultural gaps, the Translation course helps foster a more inclusive, just, and connected world, making significant contributions to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121402 | Fonetik Bahasa Prancis | French Phonetics | The “French Phonetics” course explores the sounds of the French language, focusing on pronunciation, intonation, and phonetic transcription. Students study the articulatory and acoustic properties of French phonemes, examining how sounds are produced and perceived. | 1. SDG 4: Quality Education French Phonetics plays a crucial role in improving language proficiency, which is central to quality education. Mastery of phonetic aspects of the French language can help students improve their oral communication skills, leading to better understanding and expression in both academic and everyday contexts. The course also contributes to language education by enhancing pronunciation, helping learners to speak and understand French more clearly, thus promoting inclusive and effective learning. Furthermore, it can assist educators in teaching French as a foreign language by providing them with tools to help students overcome linguistic challenges related to accent, intonation, and articulation. 2. SDG 10: Reduced Inequalities Phonetics can contribute to reducing inequalities by helping students from linguistically diverse backgrounds overcome communication barriers. Many students, especially those learning French as a second language, face challenges related to pronunciation and accent that can lead to miscommunication or stigmatization. A course in phonetics can help these students improve their language skills and reduce the likelihood of linguistic discrimination based on accent or speech patterns. Moreover, understanding phonetics enables teachers to address these issues and ensure equal opportunities for all learners, regardless of their linguistic origins, contributing to SDG 10: Reduced Inequalities. 3. SDG 5: Gender Equality Although French Phonetics might not directly address gender equality in a traditional sense, it can play a role in challenging gender-based language norms in French, which has gendered forms of speech. For instance, students might explore how pronunciation varies across different regions, social groups, and genders, and how language reflects power dynamics. By studying the phonetic characteristics of different accents or gendered speech patterns, the course could encourage greater awareness of gender-inclusive language practices and contribute to discussions around gender equality. In a broader sense, the course supports SDG 5 by fostering gender-neutral or gender-inclusive approaches in language. 4. SDG 16: Peace, Justice, and Strong Institutions Phonetics plays an important role in communication, particularly in multilingual societies where effective verbal communication is essential to peacebuilding, justice, and strong institutions. The clarity of spoken communication is critical in settings such as courtrooms, political dialogues, or diplomatic negotiations, where mispronunciations or misunderstandings could lead to conflict or misinterpretation. By improving the pronunciation and articulation of French, students are better equipped to participate in formal dialogues and institutions, ensuring that they can clearly express their thoughts and ideas. This enhances justice by promoting effective communication in multilingual and multicultural contexts, which is a key component of SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 17: Partnerships for the Goals Phonetic proficiency in French can facilitate international cooperation and partnerships in global contexts. Effective communication across cultures is essential for achieving the Sustainable Development Goals (SDGs), and mastering the pronunciation and intonation of a language helps foster clearer communication and stronger relationships between people from different linguistic backgrounds. By focusing on pronunciation and articulation, the course helps to build the skills necessary for engaging in cross-cultural dialogues, thereby promoting partnerships and cooperation across nations to achieve SDG 17: Partnerships for the Goals. 6. SDG 3: Good Health and Well-being In some contexts, French Phonetics can also intersect with health and well-being, particularly in terms of speech therapy or working with individuals who have speech disorders. For example, understanding phonetics can be beneficial for speech therapists or educators who work with individuals needing assistance in improving their speech clarity or correcting articulatory issues. Additionally, phonetic awareness is critical for understanding language development in children and helping them overcome language barriers or speech disorders, contributing to better speech health and overall well-being, which is linked to SDG 3. 7. SDG 8: Decent Work and Economic Growth French Phonetics contributes to decent work by preparing students for careers where clear oral communication is crucial. Professions such as teaching, interpreting, translating, broadcasting, and customer service require excellent pronunciation and understanding of linguistic nuances. Mastering the phonetic aspects of French enables individuals to perform effectively in these roles, supporting economic participation and career advancement, which is directly tied to SDG 8: Decent Work and Economic Growth. Moreover, improving the phonetic skills of French learners can increase their chances of employability in global job markets that require multilingual communication. 8. SDG 2: Zero Hunger While French Phonetics does not directly relate to food security, it can support global communication efforts related to agriculture and nutrition. For example, in international forums or organizations focused on food security and sustainable agriculture (such as FAO or WFP), being able to communicate clearly in French allows individuals from French-speaking regions to share their knowledge and experiences. Improved phonetic skills can help stakeholders in such organizations more effectively advocate for sustainable food systems and address hunger, indirectly contributing to SDG 2: Zero Hunger. Conclusion While the primary focus of a French Phonetics course is on linguistic skills—particularly pronunciation and articulation—it touches upon several United Nations Sustainable Development Goals (SDGs), particularly those related to education, inequality, communication, and cross-cultural exchange. By improving language proficiency and enhancing the clarity of communication, a French Phonetics course can: Support inclusive education (SDG 4), Contribute to reducing linguistic inequalities (SDG 10), Foster effective communication for peace, justice, and strong institutions (SDG 16), Encourage cross-cultural partnerships (SDG 17), Support better communication in the workplace (SDG 8), and even contribute to well-being in health contexts (SDG 3). Ultimately, the skills developed in French Phonetics can empower students to engage more effectively in multilingual and globalized environments, helping to address broader issues of sustainable development and social inclusion. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05131502 | Morfosintaksis | Morphosyntax | The “Morphosyntax” course examines the interplay between morphology (the structure of words) and syntax (the structure of sentences) in language. Students explore how words are formed, how they function in sentences, and the rules governing their arrangement. The course covers key concepts such as word classes, inflection, derivation, and syntactic structures. | 1. SDG 4: Quality Education Morphosyntax is foundational for language learning and linguistic competence, and it plays a crucial role in ensuring quality education. Mastery of morphosyntactic structures allows students to better understand how languages work, improving their ability to learn, teach, and communicate in different linguistic contexts. The study of morphosyntax contributes to developing literacy, language proficiency, and critical thinking skills, which are central to inclusive and equitable quality education for all. By learning how languages function at a structural level, students are equipped with tools to become more effective teachers, learners, and communicators across different contexts and languages. 2. SDG 10: Reduced Inequalities Understanding morphosyntax can play an important role in reducing linguistic inequalities. Language forms and structures vary greatly across regions and social groups, and inequalities in language education can contribute to social exclusion. By studying morphosyntactic patterns, students are better equipped to recognize language differences and understand how they impact communication, which is crucial in contexts like language teaching, social integration, and policy-making. This knowledge can help reduce linguistic discrimination and promote equality in education, ensuring that everyone has access to clear and effective communication, no matter their language background. 3. SDG 5: Gender Equality Morphosyntax plays a role in understanding gendered language. Many languages, including French, Spanish, and Arabic, use gendered morphology (e.g., masculine and feminine forms of nouns and adjectives). A Morphosyntax course can explore how language structures reflect and perpetuate gender norms. Students might study how gender-neutral language can be constructed, how gender-specific language impacts social perceptions, and how morphosyntactic structures can be used to challenge or reinforce traditional gender roles. By addressing these issues, the course can contribute to SDG 5: Gender Equality by fostering awareness of how language shapes and reflects societal views on gender. 4. SDG 16: Peace, Justice, and Strong Institutions Morphosyntax can influence the way legal language and institutional communication are understood and interpreted. Legal systems rely heavily on the precise and effective use of language, and understanding morphosyntactic structures is crucial for interpreting laws, contracts, and policy documents. Misinterpretations of morphosyntactic elements (like ambiguous sentence structures) could lead to misunderstandings or legal conflicts. In this sense, a Morphosyntax course provides students with tools to analyze how language is used to shape policies and ensure justice in diverse contexts, which aligns with SDG 16 (Peace, Justice, and Strong Institutions). 5. SDG 17: Partnerships for the Goals Effective communication is essential for building strong international partnerships to achieve the SDGs. Understanding morphosyntactic structures helps students communicate more clearly across linguistic and cultural boundaries. This knowledge is important when engaging in cross-cultural dialogues and partnerships between countries and organizations with different linguistic systems. For instance, effective communication in multilingual international settings requires careful attention to how sentence structure and word formation can impact meaning. In this way, Morphosyntax contributes to SDG 17: Partnerships for the Goals by supporting clear and effective communication in global cooperation. 6. SDG 3: Good Health and Well-being Morphosyntactic knowledge plays an indirect but important role in healthcare, particularly in health communication and medical education. A thorough understanding of how sentences are structured can improve the clarity of medical instructions, health literacy, and patient communication. It ensures that health messages (such as public health information, medical guidelines, and treatment protocols) are effectively understood by diverse populations, thereby promoting good health and well-being. For example, the way instructions or advice are structured and phrased can impact how well patients or communities understand and follow health-related information, which is essential in promoting SDG 3: Good Health and Well-being. 7. SDG 1: No Poverty Language education that includes morphosyntax can play a role in poverty alleviation by improving communication skills in economically disadvantaged or marginalized communities. Effective communication is critical in securing employment, accessing government services, and participating in social and economic opportunities. A better understanding of how language structures function can help individuals navigate official documents, apply for jobs, and engage in educational opportunities, all of which contribute to poverty reduction. The course can empower individuals to break through linguistic barriers that often keep people in cycles of poverty, thus aligning with SDG 1: No Poverty. 8. SDG 2: Zero Hunger While Morphosyntax does not directly address food security, it can support global communication efforts related to agriculture, nutrition, and food distribution. Understanding how information is structured and communicated can help stakeholders (e.g., NGOs, governments, farmers, and food security organizations) to disseminate nutritional information and best farming practices more clearly. This can be especially relevant in multilingual communities, where the clarity of morphosyntactic structures in educational materials or public health campaigns can ensure that messages about nutrition and food security are accessible and effective, contributing indirectly to SDG 2: Zero Hunger. 9. SDG 12: Responsible Consumption and Production A deeper understanding of how language is structured can assist in crafting sustainable messages related to responsible consumption and production. A Morphosyntax course could explore how different languages articulate concepts like sustainability, waste reduction, or resource conservation and how these linguistic features influence attitudes toward sustainable practices. Effective communication about sustainable production and eco-friendly consumption is essential to motivating individuals and communities to engage in environmentally responsible behaviors, contributing to SDG 12: Responsible Consumption and Production. Conclusion Although a Morphosyntax course is primarily focused on the technical aspects of language structure, it has broad implications for a variety of United Nations Sustainable Development Goals (SDGs). By improving communication skills, fostering language inclusion, and enhancing the ability to convey clear messages in both educational and social contexts, this course supports a wide range of SDGs. Key SDGs addressed by Morphosyntax include: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 1: No Poverty SDG 2: Zero Hunger SDG 12: Responsible Consumption and Production In essence, mastering morphosyntactic structures enhances linguistic equality, cross-cultural communication, and social inclusion, contributing to a more just, inclusive, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121602 | Sejarah Kesusastraan Prancis & Frankofon | History Of French & Francophone Troubles | The “History of French and Francophone Troubles” course explores the social, political, and cultural challenges faced by French-speaking communities both in France and across the Francophone world. | 1. SDG 4: Quality Education A course on the History of French and Francophone Troubles can contribute to quality education by providing students with a deep understanding of historical contexts, social struggles, and the evolution of Francophone societies. It helps foster critical thinking, encourages students to explore diverse historical narratives, and facilitates the exploration of how education has been shaped by various social and political conflicts. By offering insights into colonial history, independence movements, and social justice efforts, this course promotes a well-rounded and inclusive education that is central to the SDG 4 goal of ensuring inclusive and equitable quality education. 2. SDG 10: Reduced Inequalities The course’s focus on historical troubles (e.g., colonialism, racism, economic disparities) in Francophone countries makes it highly relevant to SDG 10: Reduced Inequalities. Many of the struggles covered in the course are rooted in historical inequalities based on race, class, and colonial legacies. By studying these socio-political conflicts, students gain a better understanding of how inequalities persist today in many Francophone regions, including economic disparities, gender inequalities, and marginalization of certain groups. The course can also highlight movements aimed at social justice, inclusion, and equal rights, helping students think critically about reducing inequalities in both local and global contexts. 3. SDG 5: Gender Equality The History of French and Francophone Troubles often includes the study of gendered struggles in Francophone societies. Women’s roles in revolutions, independence movements, and social justice campaigns are key aspects of these histories. The course could explore how women in Francophone countries (especially in Africa and the Caribbean) have fought for gender equality, social rights, and representation in the face of patriarchal and colonial systems. Topics might include the involvement of women in political activism, the fight for education and economic rights, and the ways gender inequality was institutionalized under colonial rule. This aligns with SDG 5 by highlighting the importance of gender equality in historical and contemporary struggles. 4. SDG 16: Peace, Justice, and Strong Institutions SDG 16: Peace, Justice, and Strong Institutions is closely linked to the History of French and Francophone Troubles, especially when discussing topics such as conflict, civil wars, and the struggle for justice in post-colonial societies. Many Francophone countries have faced violent struggles for independence, justice, and freedom—such as in Algeria, Haiti, and Vietnam. A historical analysis of these struggles sheds light on how political institutions have evolved in these regions, and the challenges they still face in establishing peaceful and just societies. Students would explore how conflicts shaped nation-building efforts, the challenges of creating strong institutions after colonial rule, and the continuing justice struggles in countries with violent histories. 5. SDG 11: Sustainable Cities and Communities The History of French and Francophone Troubles could also explore the development of urban spaces in post-colonial Francophone countries, focusing on how urbanization and social troubles (e.g., poverty, displacement, and migration) have impacted cities and communities. For instance, cities like Paris or Algiers have historically been sites of both colonial and post-colonial tensions, particularly concerning the rights of immigrants, workers, and marginalized groups. Studying these urban dynamics can help students understand the challenges related to building sustainable communities that are both inclusive and equitable, which is central to SDG 11. 6. SDG 3: Good Health and Well-being The historical struggles studied in this course often intersect with issues of health and well-being, especially in the context of post-colonial legacies and public health crises. In Francophone countries, especially in Africa, the Caribbean, and parts of Asia, colonialism and political instability have often led to health disparities and inequitable access to healthcare. Topics such as the spread of diseases, healthcare inequality, and mental health in the aftermath of conflicts (e.g., genocide, refugee crises, or civil wars) could be explored. This aligns with SDG 3: Good Health and Well-being by shedding light on the long-term impacts of historical conflicts on public health and well-being. 7. SDG 2: Zero Hunger The study of French and Francophone Troubles also touches on issues related to food security and agriculture. In many Francophone countries, struggles over land, colonial exploitation of resources, and food distribution systems have played central roles in socio-political conflicts. For example, the French Revolution impacted agricultural policies in France, while colonial control over food production in Africa created long-term vulnerabilities in food security. By studying these historical processes, students can gain insight into the ways historical struggles have shaped current issues around food sovereignty, sustainable farming, and hunger, all of which are connected to SDG 2: Zero Hunger. 8. SDG 13: Climate Action The impacts of colonialism and conflict on the environment, particularly in the Francophone world, can also be examined in this course. For instance, resource extraction by colonial powers has led to environmental degradation in many Francophone African nations, which still affects the ability of these countries to deal with climate change today. The course might explore how historical exploitation of the environment has shaped contemporary challenges related to climate justice, sustainability, and environmental conservation in Francophone regions, aligning with SDG 13: Climate Action. 9. SDG 8: Decent Work and Economic Growth Economic struggles often form a core part of Francophone troubles, whether they are tied to colonial exploitation, post-independence struggles, or economic crises. The course might cover how the economic systems established during colonial rule have continued to affect the labor markets, economic opportunities, and social mobility in Francophone countries. Topics could include the role of labor movements, economic development, and the fight for fair wages and employment rights, all of which contribute to SDG 8: Decent Work and Economic Growth. Conclusion The History of French and Francophone Troubles course provides a rich lens through which students can examine the historical conflicts, political struggles, and social movements that have shaped the Francophone world. This course connects directly to several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 3: Good Health and Well-being SDG 2: Zero Hunger SDG 13: Climate Action SDG 8: Decent Work and Economic Growth By exploring the intersection of history, culture, and social struggles, this course helps students understand how historical events continue to shape contemporary issues and contribute to achieving a more sustainable and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121702 | Sastra Kontekstual | Contextual Literature | The “Contextual Literature” course examines literary works within their specific cultural, historical, and social contexts. Students analyze how context influences themes, styles, and interpretations of texts from various genres and time periods. | 1. SDG 4: Quality Education Contextual Literature plays a key role in quality education by fostering critical reading and analytical skills. Students engage deeply with texts and learn to interpret them in relation to their historical and cultural contexts, which helps them develop critical thinking, literary analysis, and interpretive skills. This aligns with SDG 4: Quality Education by encouraging an education that is not only about reading and analyzing texts, but also about understanding the wider contexts that shape those texts. Additionally, studying literature in context often promotes inclusive and equitable education by highlighting diverse voices and perspectives, which can increase awareness and empathy among students. 2. SDG 10: Reduced Inequalities Contextual Literature often focuses on social inequalities, such as those based on race, gender, class, and ethnicity. Many literary works explore themes of social justice, oppression, and discrimination, particularly in the context of historical events such as colonialism, slavery, civil rights movements, and gender struggles. By studying these texts, students gain a deeper understanding of the mechanisms that create and perpetuate inequality. This directly connects to SDG 10: Reduced Inequalities, as the course can contribute to raising awareness about systemic inequalities and encourage students to think about ways literature can help challenge and reduce those inequalities. 3. SDG 5: Gender Equality Contextual Literature often addresses gender as a central theme, exploring how societal norms and historical contexts shape the lives of women, gender minorities, and men. In many literary works, gender roles are examined, and issues like patriarchy, gender-based violence, and women’s rights are highlighted. Studying literature through its context enables students to understand how different cultures and societies construct and challenge gender norms. This aligns with SDG 5: Gender Equality, as it encourages reflection on how literature can contribute to gender equity, empowerment of women, and the promotion of gender-sensitive policies. 4. SDG 16: Peace, Justice, and Strong Institutions Contextual Literature often explores issues of justice, peace, and political struggle. Many literary works focus on social upheavals, civil wars, revolutions, and struggles for freedom. They provide insight into how societies negotiate concepts of justice and human rights in the face of political oppression and corruption. By studying these works in their historical contexts, students gain a better understanding of how literature can influence and reflect the fight for justice and institutional reform. This connects to SDG 16: Peace, Justice, and Strong Institutions by encouraging students to consider the role of literature in advocating for strong institutions that support justice, human rights, and peaceful societies. 5. SDG 13: Climate Action While Contextual Literature may not directly focus on environmental issues, it can still address themes related to climate, particularly in works that explore the impact of industrialization, colonial exploitation of natural resources, and environmental degradation. For example, post-colonial literature might explore the environmental consequences of colonial resource extraction or the ways in which literature reflects people’s relationship with the natural world. Additionally, contemporary literature can highlight issues related to climate change, sustainability, and environmental justice in specific cultural or historical contexts. This connects with SDG 13: Climate Action by encouraging students to consider how literature can raise awareness about climate challenges and the importance of sustainable development. 6. SDG 1: No Poverty Many works of Contextual Literature deal with poverty, economic hardship, and social marginalization. By studying these works in context, students can understand how historical, social, and economic factors shape poverty and inequality. Literature often explores how economic systems, colonialism, and warfare create and perpetuate poverty in marginalized communities. By reflecting on these issues through the lens of literature, students can better understand the root causes of poverty and be motivated to think about ways to address economic inequality and promote social justice. This directly ties into SDG 1: No Poverty by encouraging awareness and action around issues of economic inequality and social support. 7. SDG 12: Responsible Consumption and Production Contextual Literature can also touch on themes of materialism, consumption, and the exploitation of resources, especially in works that explore the effects of colonialism and industrialization on local environments and communities. Literature can critique unsustainable consumption and highlight the ways in which societies’ relationship with nature or resources has been altered by economic exploitation. In examining these contexts, students can gain insight into how literature can reflect and challenge the patterns of unsustainable consumption that contribute to environmental degradation and social inequality. This supports SDG 12: Responsible Consumption and Production, which advocates for sustainable production practices and reducing waste. 8. SDG 17: Partnerships for the Goals Contextual Literature can foster global awareness and a deeper understanding of interconnectedness. By studying literary texts in their global and historical contexts, students can better appreciate the relationships between nations, cultures, and societies. This is essential for building international partnerships and addressing global challenges, as it emphasizes the shared human experience and the importance of cross-cultural dialogue. Through this course, students may gain the necessary skills to engage in international collaborations focused on achieving the SDGs, thus contributing to SDG 17: Partnerships for the Goals. Conclusion A Contextual Literature course is an exploration of how literary works are shaped by and reflect the historical, cultural, and social contexts in which they were produced. As such, it directly contributes to a deeper understanding of several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 13: Climate Action SDG 1: No Poverty SDG 12: Responsible Consumption and Production SDG 17: Partnerships for the Goals By engaging with literature in its historical and social contexts, students can develop a more nuanced understanding of global issues and be motivated to contribute to a more equitable, sustainable, and peaceful world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121802 | Sejarah Kebudayaan Prancis | French Cultural History | The “French Cultural History” course explores the evolution of French culture from historical, social, and artistic perspectives. Students investigate key events, movements, and figures that have shaped France’s cultural landscape, including literature, art, philosophy, and social change. | 1. SDG 4: Quality Education The study of French Cultural History enhances quality education by promoting critical thinking, historical analysis, and cultural understanding. By examining how historical events and cultural movements shaped modern French society, students develop valuable analytical and research skills. The course also promotes an understanding of diverse cultures and the interconnectedness of global histories, which are key to fostering inclusive and equitable education. 2. SDG 5: Gender Equality French cultural history has been deeply influenced by changing roles of gender throughout time. Topics like the French Revolution, the role of women in the Enlightenment, the suffrage movement, and the fight for gender equality in French society align with SDG 5: Gender Equality. Studying the evolution of gender roles and rights in French culture helps students understand the challenges women and marginalized groups faced and how their contributions shaped modern French culture. This aligns with the goal of empowering women and promoting gender equality in all spheres of life. 3. SDG 10: Reduced Inequalities French cultural history explores the development of class divisions, social hierarchies, and the fight for social equality. From the French Revolution to modern debates over immigration, racial inequalities, and class struggles, the course may examine how cultural movements and political changes have both challenged and reinforced inequalities. This aligns with SDG 10: Reduced Inequalities by encouraging an understanding of how historical events and movements have impacted social equity and human rights. 4. SDG 16: Peace, Justice, and Strong Institutions French Cultural History is inseparable from the history of political change and the development of strong institutions. The French Revolution, the establishment of the French Republic, and the country’s evolving political institutions are all central topics. Understanding the historical trajectory of French politics provides insight into peace-building, democratic institutions, and the rule of law—key elements of SDG 16: Peace, Justice, and Strong Institutions. This course helps students understand how cultural history shapes modern governance and political reform. 5. SDG 11: Sustainable Cities and Communities The history of French cities—especially Paris—is closely tied to cultural movements, urban development, and the transformation of public spaces. From the construction of Haussmann’s Paris to the challenges of urbanization in the modern era, a study of French cultural history offers insights into how cities evolve and the role of culture in shaping urban identity. By understanding the historical development of urban spaces and public life, students can better appreciate the challenges of creating sustainable cities and inclusive communities, as outlined in SDG 11: Sustainable Cities and Communities. 6. SDG 12: Responsible Consumption and Production A course in French Cultural History could also touch on the evolution of material culture, including the development of fashion, consumer goods, and art movements. The history of French art and fashion, particularly in the context of industrialization and mass production, provides an opportunity to explore the relationship between culture and sustainable production. The course can address how consumer culture has evolved over time and explore the implications of overconsumption and resource exploitation, which relates to SDG 12: Responsible Consumption and Production. 7. SDG 13: Climate Action While French Cultural History may not be primarily focused on environmental issues, it can indirectly contribute to SDG 13: Climate Action by exploring the cultural responses to environmental crises and the ways that art, literature, and public movements have engaged with nature and climate. For example, examining the work of French environmental activists, historical responses to industrialization, and ecological literature can foster an understanding of how French culture has engaged with climate change and sustainability. 8. SDG 17: Partnerships for the Goals French cultural history is closely linked to international relations, as France has played a central role in the development of global culture, from the arts to philosophy to political thought. The course may examine how French culture has influenced other nations and been influenced by them in turn, promoting international dialogue and cultural exchange. Understanding this interconnectedness aligns with SDG 17: Partnerships for the Goals, which encourages global cooperation and shared knowledge to address worldwide challenges. 9. SDG 3: Good Health and Well-being While not always a direct focus of cultural history, French culture has long been tied to public health initiatives, especially in relation to social movements that advocate for health rights and well-being. The historical development of public health systems in France, along with the role of French intellectuals and health activists in promoting mental health awareness and public health reforms, may be explored in a French cultural history course. Understanding these historical developments contributes to the goal of improving health and well-being for all, in line with SDG 3: Good Health and Well-being. Conclusion A French Cultural History course provides students with insights into the historical development of French society, politics, and culture, examining how art, literature, politics, and social movements have shaped modern France and the world. This course connects to a wide range of United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being By exploring the historical and cultural contexts that have shaped French society, students are equipped with critical tools to understand global history and contemporary cultural issues, fostering a deeper awareness of the challenges and opportunities in building a sustainable, inclusive, and just world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121902 | Panorama Uni Eropa | Panoramic View Of The European Union | The “Panoramic View of the European Union” course provides a comprehensive overview of the EU’s structure, history, and key policies. Students explore the political, economic, and social dimensions of the Union, examining its founding principles, governance institutions, and the impact of member states. | 1. SDG 4: Quality Education The course on the European Union contributes to quality education by offering students a comprehensive understanding of the EU’s structure, its policies, and its role in promoting educational exchange within Europe. The Erasmus+ program, for example, facilitates student mobility and academic cooperation across European universities, directly linking the EU to SDG 4. By studying the EU’s educational initiatives and integration policies, students can also learn about the importance of inclusive education across diverse cultural and linguistic backgrounds. 2. SDG 5: Gender Equality The European Union has played a significant role in promoting gender equality. The EU’s policies and directives, such as the Gender Equality Strategy, aim to tackle issues such as gender-based violence, pay gaps, and female representation in political and economic spheres. A course exploring the EU’s efforts toward gender equality would help students understand how EU law and policy influence gender empowerment in its member states, aligning with SDG 5: Gender Equality. 3. SDG 10: Reduced Inequalities One of the EU’s core missions is to promote social inclusion and reduce inequalities between its member states. The EU works through various policies aimed at economic cohesion, such as structural funds, which support poorer regions. The EU’s commitment to tackling discrimination and fostering inclusion among marginalized groups, including ethnic minorities, immigrants, and people with disabilities, is another key focus. Therefore, the course would likely cover how the EU addresses social inequalities, contributing to SDG 10: Reduced Inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions The European Union has been a central force in promoting peace and stability in Europe, especially after the devastation of two world wars. The EU’s founding principles include the promotion of peaceful conflict resolution, democratic governance, and the rule of law. The EU also plays a role in advancing human rights and justice globally. A course examining the EU’s contributions to peacebuilding and strong institutions in Europe, such as the European Court of Justice and the European Parliament, is directly connected to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 11: Sustainable Cities and Communities The European Union has initiatives aimed at building sustainable cities and communities within its member states. The EU supports urban planning and development through programs like the Cohesion Fund and the European Regional Development Fund, which aim to make cities more sustainable, green, and livable. The EU Urban Agenda focuses on addressing issues such as urban mobility, housing, and climate adaptation in cities, making it an important player in SDG 11: Sustainable Cities and Communities. 6. SDG 13: Climate Action The EU is one of the global leaders in climate action and has made significant strides in combating climate change through policies such as the European Green Deal and the EU Emissions Trading System (ETS). The course would likely cover the EU’s strategies for reducing greenhouse gas emissions, transitioning to renewable energy, and protecting the environment. By exploring the EU’s role in international climate negotiations and its efforts to become carbon-neutral by 2050, students would see how the EU directly contributes to SDG 13: Climate Action. 7. SDG 8: Decent Work and Economic Growth The EU promotes economic growth and decent work through its Single Market, which facilitates the free movement of goods, services, capital, and labor. Policies such as the European Employment Strategy work to reduce unemployment, promote job creation, and ensure fair wages across EU member states. The EU also addresses issues like youth unemployment and social protection for vulnerable workers. Therefore, a course on the EU’s economic policies and employment initiatives aligns with SDG 8: Decent Work and Economic Growth. 8. SDG 3: Good Health and Well-being The EU contributes to global health through policies that promote public health and healthcare access. It has initiatives to improve healthcare systems, fight diseases (such as COVID-19), and ensure food safety and medical research. Through the EU Health Programme, the EU focuses on improving the well-being of its citizens by addressing health inequalities, promoting health education, and advancing preventive health measures. The course would likely explore these aspects, tying into SDG 3: Good Health and Well-being. 9. SDG 17: Partnerships for the Goals The EU is a key player in global governance and frequently collaborates with other nations and international organizations to achieve the SDGs. Through international cooperation and foreign policy, the EU works with countries worldwide on issues such as development aid, human rights, and sustainable development. Its partnerships with organizations like the United Nations, World Trade Organization, and World Bank help shape global policy. Therefore, a course on the EU’s external relations and its role in international partnerships is linked to SDG 17: Partnerships for the Goals. Conclusion A Panoramic View of the European Union course offers a comprehensive understanding of the EU’s role in global politics, economic development, human rights, and sustainability. The course is highly relevant to several United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals By studying the EU’s structure, policies, and contributions to global issues, students gain a deeper understanding of how regional cooperation can address social, economic, and environmental challenges, which is central to achieving a sustainable and inclusive world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120602 | Pengantar Ilmu Sastra | Introduction To Literature | The “Introduction to Literature” course serves as a foundational exploration of various literary genres, including poetry, fiction, drama, and non-fiction. Students engage with a diverse range of texts from different cultures and historical periods, developing critical reading and analytical skills. | 1. SDG 4: Quality Education An Introduction to Literature course plays a significant role in promoting quality education by fostering critical thinking, interpretive skills, and literary analysis. Students learn to engage with texts from different cultures and historical contexts, helping to improve their reading comprehension, writing skills, and analytical abilities. These skills are essential for a holistic and well-rounded education. The course also exposes students to a variety of voices and experiences, promoting inclusive education. 2. SDG 10: Reduced Inequalities Literature often addresses issues of inequality, discrimination, and social justice. Works that explore themes such as race, class, gender, and ethnicity provide a platform to understand the complexities of social inequalities. For example, novels or poems about marginalized groups—whether dealing with colonialism, slavery, or immigration—offer powerful insights into the lived experiences of those who face systemic oppression. This aligns with SDG 10: Reduced Inequalities by fostering awareness of discriminatory practices and encouraging students to reflect on social justice. 3. SDG 5: Gender Equality Many literary works explore gender roles, gender equality, and the experience of women and gender minorities. By analyzing the representation of women in literature or examining the role of feminist literature, students can explore the evolution of gender equality and women’s rights over time. Works that address themes like patriarchy, gender-based violence, and the fight for women’s rights directly contribute to understanding SDG 5: Gender Equality. 4. SDG 16: Peace, Justice, and Strong Institutions Literature often engages with themes of justice, peace, and the struggle for rights and freedom. Works that focus on conflict, political repression, civil rights movements, and human rights abuses give students a deeper understanding of the historical and social contexts that shape issues of justice and institutional strength. Literary texts, especially from times of war, revolution, and social change, shed light on how people fight for justice and challenge oppressive institutions, directly linking to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 11: Sustainable Cities and Communities While this may not be a primary focus of all Introduction to Literature courses, literature can still touch upon the themes of urbanization, community development, and sustainable living. For example, some works explore industrialization, environmental degradation, or the challenges faced by cities in the modern world. These texts may provoke thought about the importance of building sustainable communities and the social and environmental responsibilities we face in urban settings, which aligns with SDG 11: Sustainable Cities and Communities. 6. SDG 13: Climate Action Some literary works, especially contemporary fiction and poetry, explore themes of environmentalism and climate change. Nature writing, ecocriticism, and novels dealing with the impact of climate change can help students understand the human relationship with nature and the environmental challenges we face. Through the lens of literature, students might engage with themes of sustainability, environmental justice, and conservation, which align with SDG 13: Climate Action. 7. SDG 3: Good Health and Well-being Literature often deals with themes of mental health, well-being, and human emotions, providing insight into the psychological and emotional aspects of human life. Exploring works that address grief, trauma, healing, or emotional struggles can promote greater understanding of the importance of mental health and emotional resilience. Additionally, literary exploration of public health crises (such as pandemics or epidemics) provides historical context and social reflections that can contribute to a broader understanding of SDG 3: Good Health and Well-being. 8. SDG 17: Partnerships for the Goals Literature can foster a deeper understanding of global interconnectedness and the importance of collaboration. Through the exploration of global or cross-cultural narratives, students gain insights into the ways different cultures and societies address common human challenges. This fosters a sense of shared responsibility and international partnership, supporting the objectives of SDG 17: Partnerships for the Goals. 9. SDG 6: Clean Water and Sanitation Although not typically the main theme in all literary works, literature can address the challenges related to access to clean water, sanitation, and public health. Works of fiction that depict communities suffering from water scarcity or public health crises can provide students with insights into the human cost of environmental degradation and how societies deal with issues of water management and sanitation, aligning with SDG 6: Clean Water and Sanitation. 10. SDG 8: Decent Work and Economic Growth Many literary works explore themes of labor, workplace dynamics, economic hardships, and class struggles. For example, novels or poems that address the working class, labor exploitation, or the rise of capitalism offer students an opportunity to reflect on the nature of work and economic opportunity. This contributes to discussions around decent work, economic growth, and the fight for workers’ rights, which aligns with SDG 8: Decent Work and Economic Growth. Conclusion An Introduction to Literature course explores a broad range of human experiences, cultures, and social issues. Through the lens of literary works, students gain a deeper understanding of how societies navigate challenges and promote change. The course aligns with multiple United Nations Sustainable Development Goals (SDGs), including: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals SDG 6: Clean Water and Sanitation SDG 8: Decent Work and Economic Growth By studying literature from various cultures and historical contexts, students can develop a critical awareness of global challenges and the ways in which literature serves as a tool for both reflection and change, encouraging a more sustainable and equitable future. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120702 | Pengantar Linguistik | Introduction To Linguistics | The “Introduction to Linguistics” course provides a foundational overview of the scientific study of language. Students explore key concepts such as phonetics, phonology, morphology, syntax, semantics, and pragmatics. | 1. SDG 4: Quality Education An Introduction to Linguistics course directly contributes to quality education by enhancing critical thinking, problem-solving, and analytical skills. Students learn about language structure, communication systems, and language acquisition, which deepens their understanding of how language is central to learning and cognitive development. Additionally, linguistic studies of language diversity can help promote inclusive education and language learning, supporting SDG 4’s emphasis on equitable and inclusive education for all. 2. SDG 5: Gender Equality Linguistics can contribute to understanding and challenging gender biases in language, promoting gender equality. Courses may explore how language reflects and perpetuates gender norms and how language can be used to promote more inclusive, non-discriminatory communication. For example, linguistics can analyze the impact of gendered language, the ways in which gender is expressed in different languages, and how gender-neutral language can be adopted. This helps to empower women and marginalized genders, contributing to SDG 5. 3. SDG 10: Reduced Inequalities Sociolinguistics, a key area of study in linguistics, examines how language is tied to social inequality, including issues related to class, race, ethnicity, and education. An Introduction to Linguistics course can help students understand how language can reinforce social stratification and how linguistic differences can be sources of discrimination. By promoting awareness of linguistic diversity and the importance of linguistic rights, the course supports efforts to reduce inequalities, contributing to SDG 10. 4. SDG 16: Peace, Justice, and Strong Institutions Language is integral to communication, justice, and governance. Linguistics plays a crucial role in peace-building and conflict resolution by studying how language can foster understanding and misunderstanding in multicultural societies. An Introduction to Linguistics course might cover topics like language rights, minority languages, and the role of language in legal systems, all of which are essential to ensuring justice, promoting human rights, and strengthening institutions. By understanding how language shapes identity and social cohesion, students can contribute to promoting peace and strong institutions, in line with SDG 16. 5. SDG 3: Good Health and Well-being Linguistics can support mental health initiatives and well-being by studying the relationship between language and cognition. Analyzing how language impacts self-expression, communication in therapy, and the expression of mental health conditions can be important in the healthcare system. Speech-language pathology and therapeutic linguistics focus on issues like language disorders, dyslexia, and aphasia, directly impacting health and well-being. An Introduction to Linguistics course may touch upon these aspects, making a connection to SDG 3. 6. SDG 11: Sustainable Cities and Communities Linguistics can play a role in creating inclusive and sustainable communities by studying how people in urban areas use language to create identity, share knowledge, and build social networks. The study of language policy and language planning in urban contexts can contribute to creating more inclusive communities where minority languages and dialects are preserved and promoted. Linguistics can also provide insights into how communication technologies, including digital languages and global communication, impact communities in sustainable ways, contributing to SDG 11. 7. SDG 13: Climate Action While climate action may not be the main focus of an Introduction to Linguistics course, linguistics can help to raise awareness of climate change through the study of environmental discourse and language in activism. Linguistic analysis of how climate change is discussed in the media, political rhetoric, or activist movements can help students understand how language shapes perceptions of the climate crisis. This aligns with SDG 13: Climate Action by encouraging critical reflection on how language can influence public engagement and the global discourse on climate change. 8. SDG 8: Decent Work and Economic Growth Linguistics, particularly the study of language and labor, can contribute to decent work by exploring how communication skills affect employment opportunities and the workplace. Understanding language in professional settings, including communication barriers and multilingualism in globalized economies, helps improve business practices, workplace diversity, and global cooperation. An Introduction to Linguistics course might touch on how language influences employment and economic opportunities, which directly supports SDG 8: Decent Work and Economic Growth. 9. SDG 17: Partnerships for the Goals Linguistics plays an important role in fostering cross-cultural communication and international partnerships. By understanding the complexities of multilingualism and intercultural communication, students can be better prepared to contribute to global collaboration on social, economic, and environmental issues. For example, understanding language barriers and fostering linguistic diversity in global initiatives supports the partnerships necessary to achieve the Sustainable Development Goals (SDGs). This aligns with SDG 17: Partnerships for the Goals, emphasizing the importance of communication in building international cooperation. Conclusion An Introduction to Linguistics course provides foundational knowledge that connects to multiple United Nations Sustainable Development Goals (SDGs). By studying language and its role in society, culture, and communication, the course helps students understand key global challenges and contribute to achieving a more sustainable, inclusive, and just world. Here’s a summary of the SDGs the course addresses: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 11: Sustainable Cities and Communities SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals By exploring how language shapes social dynamics, identity, and communication, the course provides valuable insights for global engagement and building inclusive societies. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120802 | Pengantar Filsafat Prancis | Introduction To French Philosophy | The “Introduction to French Philosophy” course explores key philosophical movements and thinkers from France, spanning from the Enlightenment to contemporary thought. Students study influential philosophers such as René Descartes, Voltaire, Jean-Paul Sartre, and Simone de Beauvoir, examining their contributions to metaphysics, ethics, existentialism, and political theory. | 1. SDG 4: Quality Education Philosophy plays a critical role in the development of critical thinking, argumentation, and intellectual curiosity, which are key components of quality education. The Introduction to French Philosophy course encourages students to analyze complex ideas and form well-reasoned perspectives, which helps improve cognitive skills and fosters an environment of informed discourse. Moreover, French philosophy often emphasizes intellectual freedom and the pursuit of truth, which are fundamental to creating an equitable and open educational system. 2. SDG 5: Gender Equality French philosophy has been highly influential in the development of gender theory and the study of feminist philosophy. Simone de Beauvoir, for example, is considered a foundational figure in feminist thought, especially with her work The Second Sex, which examines the oppression of women and the construction of gender roles. The course would likely explore de Beauvoir’s work and other contributions from French thinkers, promoting a deeper understanding of gender equality. Additionally, feminist philosophers like Luce Irigaray and Julia Kristeva challenge traditional patriarchal structures and advocate for the redefinition of gender roles, contributing directly to SDG 5. 3. SDG 10: Reduced Inequalities French philosophers have often focused on issues of social inequality, alienation, and the human condition. Jean-Paul Sartre and Simone de Beauvoir, for example, addressed themes of existential oppression and the psychological effects of social inequality. Moreover, French philosophers like Michel Foucault have examined how power structures operate in society and affect marginalized groups. The course can provide students with the tools to understand how philosophy critiques inequality and encourages more inclusive and equitable societies, supporting SDG 10: Reduced Inequalities. 4. SDG 16: Peace, Justice, and Strong Institutions French philosophers have contributed significantly to the discussion of justice, freedom, and social order. For example, the Enlightenment thinkers, such as Voltaire and Rousseau, explored the concepts of social contract and political rights, which laid the groundwork for modern democratic thought. Additionally, philosophers like Foucault have examined how institutions shape power dynamics and influence individuals, particularly in the contexts of prisons, mental health institutions, and social control. Through the study of French political philosophy, students can engage with questions of how societies can build just systems and strengthen democratic governance, directly contributing to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 3: Good Health and Well-being While French philosophy is not explicitly focused on health in the traditional sense, many French philosophers have explored issues related to mental health, existential well-being, and the philosophy of the body. For instance, Sartre’s exploration of existential anxiety and Camus’ reflections on the absurd address important aspects of psychological well-being and human suffering. Additionally, French thinkers like Foucault and Michel Serres have influenced modern understandings of healthcare systems, including the relationship between society and health. The course may encourage students to reflect on how philosophy can contribute to better understanding the mental and emotional aspects of well-being, thus indirectly contributing to SDG 3. 6. SDG 13: Climate Action While climate action may not be a central theme in all French philosophy, contemporary French philosophers like Bruno Latour have explored the concept of the Anthropocene and the relationship between humanity and the environment. Latour’s work, for example, emphasizes the importance of viewing climate change through a philosophical lens that challenges traditional ways of thinking about human progress and nature. The course could encourage students to explore how philosophical ideas around ethics, nature, and the human condition can contribute to sustainable living and the urgency of addressing climate change, linking the study of French philosophy with SDG 13: Climate Action. 7. SDG 8: Decent Work and Economic Growth French philosophers have explored concepts of work, labor, and capitalism, particularly in the context of alienation and individual freedom. Marxist philosophy, particularly in the work of Louis Althusser and Jean-Paul Sartre, offers critiques of capitalist systems and their impact on the individual, while also examining the nature of human labor and social relations. Students can learn how philosophical discussions of work and economic structures contribute to social justice and more equitable systems of labor. This connects with SDG 8: Decent Work and Economic Growth by providing critical insights into how to foster better, more inclusive economic systems. 8. SDG 17: Partnerships for the Goals Philosophy encourages the development of global dialogue and cross-cultural understanding, both of which are essential for achieving the SDGs. French philosophers, particularly post-structuralists like Foucault and Derrida, have influenced modern global discourse, particularly in terms of identity, decolonization, and cultural exchange. The study of these philosophers can help students think critically about the importance of international cooperation and cross-border solidarity to address global challenges, aligning with SDG 17: Partnerships for the Goals. Conclusion An Introduction to French Philosophy course touches on a range of philosophical issues that are directly relevant to the United Nations Sustainable Development Goals (SDGs). By exploring justice, equality, human rights, social order, and sustainability, the course contributes to a deeper understanding of how philosophy can address the most pressing issues facing the world today. Here’s a summary of the SDGs it may align with: SDG 4: Quality Education SDG 5: Gender Equality SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 13: Climate Action SDG 8: Decent Work and Economic Growth SDG 17: Partnerships for the Goals Through the study of French philosophy, students are encouraged to critically engage with issues of human existence, social justice, and global cooperation, all of which are central to the achievement of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120902 | Kewirausahaan | Entrepreneurship | The “Entrepreneurship” course introduces students to the fundamental principles of starting and managing a business. It covers key topics such as opportunity recognition, business planning, funding strategies, marketing, and innovation. | 1. SDG 8: Decent Work and Economic Growth One of the primary focuses of an Entrepreneurship course is on creating businesses that generate jobs and stimulate economic growth. Entrepreneurs contribute to the economy by developing innovative products, services, and solutions. They create employment opportunities for themselves and others, leading to broader economic development. The skills learned in an entrepreneurship course help students identify market gaps, build sustainable businesses, and foster inclusive economic growth, making it directly aligned with SDG 8: Decent Work and Economic Growth. 2. SDG 9: Industry, Innovation, and Infrastructure Entrepreneurs are key drivers of innovation. They often create new products, technologies, and services that drive industrial growth and improve infrastructure. Entrepreneurship courses typically emphasize innovation management, disruptive technologies, and research and development (R&D), all of which are crucial to advancing industries and infrastructure. Startups and small businesses can play a crucial role in creating sustainable industries, contributing to SDG 9: Industry, Innovation, and Infrastructure. 3. SDG 1: No Poverty Entrepreneurship can be a powerful tool for poverty reduction by providing economic opportunities in underserved areas. Many entrepreneurs focus on developing social enterprises or businesses that specifically address poverty-related challenges. For example, entrepreneurs might start businesses that provide affordable healthcare, education, clean energy, or housing solutions in low-income communities. By creating businesses that serve marginalized groups, entrepreneurship contributes to SDG 1: No Poverty by fostering economic inclusion and improving living standards. 4. SDG 10: Reduced Inequalities Entrepreneurs can contribute to reducing inequalities by creating businesses that are inclusive of minority groups, women, youth, and people with disabilities. An Entrepreneurship course may emphasize the importance of inclusive business models, the social impact of entrepreneurship, and the need to provide equal opportunities for all. Startups that prioritize diversity, equity, and inclusion contribute to reducing economic inequalities and empowering marginalized communities, which supports SDG 10: Reduced Inequalities. 5. SDG 12: Responsible Consumption and Production An increasing number of entrepreneurs focus on sustainability and responsible production practices. Entrepreneurship courses often cover sustainable business models, ethical sourcing, and resource efficiency. Entrepreneurs are encouraged to create products and services that reduce waste, minimize environmental impact, and promote circular economy principles. This focus on sustainable entrepreneurship directly contributes to SDG 12: Responsible Consumption and Production by promoting more responsible business practices. 6. SDG 13: Climate Action Many entrepreneurs today are focusing on climate change mitigation and adaptation. They are developing green technologies, renewable energy solutions, and climate-resilient infrastructure. In an Entrepreneurship course, students learn about the importance of environmentally sustainable business practices and how to innovate in ways that help address climate change. From eco-friendly products to sustainable supply chains, entrepreneurs play a key role in supporting SDG 13: Climate Action by driving initiatives that reduce the carbon footprint and contribute to environmental sustainability. 7. SDG 4: Quality Education Entrepreneurship education itself contributes to quality education by equipping students with the skills and knowledge needed to become successful entrepreneurs. Through an Entrepreneurship course, students gain insights into business management, leadership, problem-solving, and financial literacy, which are critical skills for any career. By fostering the entrepreneurial mindset, the course contributes to building an ecosystem of lifelong learners and innovators, in alignment with SDG 4: Quality Education. 8. SDG 17: Partnerships for the Goals Entrepreneurship often involves collaboration and partnerships—whether with investors, suppliers, customers, or other businesses. Through partnerships, entrepreneurs can leverage different resources, knowledge, and networks to scale their businesses and achieve social and environmental impact. An Entrepreneurship course often emphasizes the importance of strategic partnerships, networking, and collaboration, which are essential for achieving the SDGs. Therefore, entrepreneurship contributes to SDG 17: Partnerships for the Goals by encouraging students to work together in both the private and public sectors to drive sustainable development. 9. SDG 7: Affordable and Clean Energy Entrepreneurship is a powerful tool for advancing affordable and clean energy solutions. Many entrepreneurs are focused on developing clean energy technologies, such as solar power, wind energy, and energy-efficient products. In some entrepreneurship courses, students learn about green technologies and sustainable energy solutions that can help address the global energy crisis. As such, entrepreneurs can significantly contribute to achieving SDG 7: Affordable and Clean Energy by developing innovative energy solutions that are both affordable and sustainable. 10. SDG 2: Zero Hunger Some entrepreneurs focus on addressing food security and agriculture challenges, particularly in developing regions. These entrepreneurs might create businesses that promote sustainable agriculture, food distribution, and nutrition. For instance, social enterprises focusing on food waste reduction or agricultural innovation can help reduce hunger and improve food systems. An Entrepreneurship course may provide students with the tools to develop businesses that address food insecurity, aligning with SDG 2: Zero Hunger. Conclusion An Entrepreneurship course aligns with multiple United Nations Sustainable Development Goals (SDGs) due to its focus on innovation, economic development, and sustainability. By teaching students to create businesses that not only generate profits but also address social, environmental, and economic challenges, entrepreneurship plays a pivotal role in advancing global sustainability. Key SDGs covered by an Entrepreneurship course include: SDG 8: Decent Work and Economic Growth SDG 9: Industry, Innovation, and Infrastructure SDG 1: No Poverty SDG 10: Reduced Inequalities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 4: Quality Education SDG 17: Partnerships for the Goals SDG 7: Affordable and Clean Energy SDG 2: Zero Hunger By fostering an entrepreneurial mindset, students are empowered to become catalysts for positive change, promoting economic inclusion, environmental sustainability, and social justice, which are at the heart of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121002 | FOS A : Administrasi /Perkantoran | FOS A : Administration / Office | Linguistic research methods encompass various approaches and techniques used to study language, its structure, use, and development. | 1. SDG 8: Decent Work and Economic Growth A key objective of an Administration/Office course is to equip students with the skills needed for effective management and organizational leadership, which are critical for creating decent work and driving economic growth. The course prepares students for careers in business and public administration, providing them with the skills to contribute to more efficient organizations and job creation. Well-run businesses and offices also help foster economic stability and create employment opportunities for individuals in various sectors. 2. SDG 4: Quality Education By providing students with knowledge in areas such as management, human resources, and business operations, an Administration/Office course contributes to quality education. The course helps students develop critical thinking, problem-solving skills, and professional competencies necessary for the modern workplace. Moreover, the course’s focus on office administration and management is a practical skill set that can contribute to lifelong learning and the ability to adapt to evolving industries. 3. SDG 10: Reduced Inequalities Effective administration and office management can support inclusive workplaces that provide equal opportunities for individuals from diverse backgrounds. A key part of this course often involves human resource management, including practices for inclusive hiring, staff development, and non-discriminatory workplace policies. By fostering these practices, the course contributes to reducing inequalities within organizations and promoting a fairer and more equitable work environment, supporting SDG 10. 4. SDG 9: Industry, Innovation, and Infrastructure The administration and office management course often integrates technology and innovation in office environments. This includes learning about modern office tools, enterprise resource planning (ERP) systems, and communication platforms. Understanding and applying such technologies are essential for enhancing organizational productivity and improving the efficiency of industries. By promoting innovative administrative practices and efficient infrastructure, the course supports SDG 9, helping to develop more sustainable and productive industries. 5. SDG 12: Responsible Consumption and Production An Administration/Office course can also teach principles related to sustainable office practices. This can include topics like resource management, reducing paper use, sustainable supply chain management, and eco-friendly office solutions. Emphasis on minimizing waste and optimizing resource consumption in office settings aligns with SDG 12: Responsible Consumption and Production. The course can also explore how organizations can reduce their environmental impact while maintaining productive operations. 6. SDG 16: Peace, Justice, and Strong Institutions Office management and administration are crucial for maintaining good governance and strong institutions. An Administration/Office course typically covers topics related to ethical management, transparency, accountability, and corporate governance. This fosters an understanding of the role that administrative practices play in the functioning of institutions, both in the public and private sectors. By promoting organizational integrity, the course contributes to the establishment of strong institutions that support justice and peace in society. 7. SDG 3: Good Health and Well-being An often-overlooked but important aspect of office administration involves the creation of healthy work environments. The course may include lessons on managing workplace stress, promoting mental health, and ensuring that office environments are conducive to employee well-being. This contributes to SDG 3: Good Health and Well-being by fostering work environments that support physical and mental health, reducing workplace-related stress, and encouraging employee satisfaction. 8. SDG 17: Partnerships for the Goals An Administration/Office course may emphasize the importance of building strong partnerships both within and outside the organization. This includes working effectively with suppliers, stakeholders, and partners, whether on a local, national, or international level. Understanding the role of collaboration and partnerships in organizational success helps support SDG 17, which focuses on creating partnerships that can advance the SDGs through collective action. Conclusion The FOS A: Administration/Office course covers a variety of practical and strategic skills that are crucial for managing and leading organizations effectively. Through a focus on improving business operations, organizational efficiency, and employee well-being, the course contributes to several United Nations Sustainable Development Goals (SDGs). Here’s a summary of the SDGs that an Administration/Office course can address: SDG 8: Decent Work and Economic Growth SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 9: Industry, Innovation, and Infrastructure SDG 12: Responsible Consumption and Production SDG 16: Peace, Justice, and Strong Institutions SDG 3: Good Health and Well-being SDG 17: Partnerships for the Goals By teaching students the skills needed to manage offices, organize businesses, and foster innovation, the course plays a key role in contributing to economic growth, inclusive work environments, sustainable practices, and strong institutions, all of which are essential for the achievement of the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121102 | FOS B : Tourisme & Hotellerie | FOS B : Tourism & Hotellerie | The “FOS B: Tourism & Hotellerie” course provides an in-depth exploration of the tourism and hospitality industry. Students learn about the principles of tourism management, hotel operations, and customer service excellence. | 1. SDG 8: Decent Work and Economic Growth The tourism and hospitality industries are major sources of employment and economic growth, providing jobs across a wide range of sectors. These industries are particularly important in developing countries, where they can be a primary source of income and community development. By teaching students how to effectively manage tourism operations, hospitality businesses, and customer service, the course directly supports SDG 8: Decent Work and Economic Growth by contributing to the creation of quality jobs and fostering economic development in local communities. 2. SDG 12: Responsible Consumption and Production Sustainable tourism and responsible hospitality are critical components of the tourism and hospitality industry. An increasing focus on eco-friendly practices, resource conservation, and reducing waste in hotels, restaurants, and travel services is key to minimizing the environmental impact of tourism. The course may cover topics like green certification, eco-tourism, energy efficiency, and sustainable practices in hospitality management. This directly contributes to SDG 12: Responsible Consumption and Production by encouraging environmentally conscious practices and promoting sustainable consumption in the tourism and hospitality sectors. 3. SDG 13: Climate Action The tourism and hospitality industries contribute significantly to carbon emissions (through transportation, energy use in hotels, etc.), but they also play an important role in climate change mitigation. The course may include discussions on how the industry can adopt climate-friendly policies, such as promoting sustainable transportation options, energy-efficient hotel designs, and carbon offset programs. Teaching students to create sustainable tourism strategies that reduce the industry’s carbon footprint supports SDG 13: Climate Action. 4. SDG 10: Reduced Inequalities The tourism and hospitality industries can play a role in reducing inequalities by providing economic opportunities to underrepresented groups, including women, youth, and people from marginalized communities. Many destinations and hospitality businesses focus on inclusive tourism that provides equal opportunities for local populations, helps empower disadvantaged groups, and fosters economic equity. In addition, responsible tourism can support socially inclusive development by prioritizing cultural preservation and community engagement. The course can address these issues by promoting inclusive tourism practices, helping to reduce inequality in tourism development and opportunities. 5. SDG 11: Sustainable Cities and Communities Tourism and hospitality have a direct impact on the development and management of cities and tourism destinations. The course may teach students how to develop sustainable tourism destinations, implement eco-friendly practices, and engage in urban regeneration projects that benefit both the local population and visitors. Emphasizing sustainable tourism planning and the preservation of local cultures can help balance the needs of residents and tourists, contributing to more inclusive, resilient, and sustainable communities. This supports SDG 11: Sustainable Cities and Communities by promoting responsible tourism practices that contribute to urban sustainability. 6. SDG 14: Life Below Water Marine tourism (including beach resorts, diving, and marine activities) can have a significant impact on marine ecosystems. The course may cover topics related to eco-tourism in coastal and marine environments, teaching students how to develop sustainable practices for managing marine resources. Sustainable tourism practices that help preserve marine biodiversity, prevent overfishing, and reduce pollution contribute to the protection of oceans and marine life, aligning with SDG 14: Life Below Water. 7. SDG 15: Life on Land The course may also emphasize eco-tourism in natural landscapes, including forest, wildlife, and heritage tourism. By focusing on the conservation of biodiversity and the importance of protecting natural habitats, students are encouraged to create tourism strategies that help preserve ecosystems and promote sustainable interaction between tourists and the environment. This can contribute to the protection of land-based ecosystems, supporting SDG 15: Life on Land. 8. SDG 4: Quality Education The Tourism and Hotellerie course itself is an essential component of quality education, equipping students with the knowledge and skills necessary for success in the tourism and hospitality industries. By offering a comprehensive education that blends theory and practice, the course helps ensure that students acquire relevant skills, such as management techniques, marketing strategies, and cultural awareness, which are key to thriving in a globalized, diverse industry. This contributes to SDG 4: Quality Education by fostering vocational skills and professional development in the context of a global economy. 9. SDG 17: Partnerships for the Goals The tourism and hospitality sectors thrive on partnerships between local communities, governments, private businesses, and NGOs. An important aspect of tourism development is building collaborative partnerships that help create sustainable tourism destinations and encourage cross-sector cooperation. The course often emphasizes the importance of stakeholder engagement, community involvement, and collaboration in tourism development. This aligns with SDG 17: Partnerships for the Goals, which focuses on fostering multilateral partnerships for sustainable development. Conclusion A Tourism & Hotellerie course contributes to several United Nations Sustainable Development Goals (SDGs) by teaching students to create sustainable tourism practices, promote economic growth, and foster inclusive and environmentally responsible development in the tourism and hospitality sectors. Here’s a summary of the SDGs that are particularly relevant: SDG 8: Decent Work and Economic Growth SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 10: Reduced Inequalities SDG 11: Sustainable Cities and Communities SDG 14: Life Below Water SDG 15: Life on Land SDG 4: Quality Education SDG 17: Partnerships for the Goals By preparing students to become leaders in the tourism and hospitality industries, the course plays a significant role in advancing economic development, environmental sustainability, and social inclusion, all of which are central to achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05121202 | Metode Pengajaran Bahasa Prancis | French Language Teaching Methods | The “French Language Teaching Methods” course focuses on effective strategies and techniques for teaching French as a foreign language. Students explore various pedagogical approaches, including communicative language teaching, task-based learning, and immersion strategies. | 1. SDG 4: Quality Education SDG 4: Quality Education is directly related to the course, as its primary aim is to enhance the quality of education by training educators in effective language teaching methods. A well-structured course on teaching French provides teachers with the tools to foster language acquisition and develop critical thinking skills among students. By focusing on pedagogical methods, curriculum development, and learner-centered approaches, the course contributes to improving the overall quality of education in language classrooms. Moreover, the course helps improve the accessibility of language education by teaching how to design effective teaching strategies that can be applied in various cultural and educational contexts. 2. SDG 10: Reduced Inequalities Teaching languages, such as French, can play a crucial role in reducing inequalities by enabling individuals from diverse backgrounds to access better educational and employment opportunities. The course in teaching French can also focus on inclusive teaching methods that ensure language education is accessible to learners of all abilities and from all socioeconomic backgrounds. Multilingual education is a key factor in promoting social inclusion. By equipping teachers with the skills to teach French effectively, the course supports the empowerment of marginalized communities through better communication, broader access to global networks, and reduced language barriers. 3. SDG 17: Partnerships for the Goals Language education often involves cross-cultural exchange, which fosters international understanding and collaboration. The course may encourage students to work with global partners (such as institutions, schools, and cultural organizations) to promote language learning and educational development. Partnerships with Francophone communities, universities, and international organizations can help promote language teaching and cultural exchange, supporting SDG 17: Partnerships for the Goals. This could include collaboration in creating language learning resources, sharing teaching methodologies, or participating in global language education initiatives. 4. SDG 16: Peace, Justice, and Strong Institutions Language education can contribute to peacebuilding and fostering strong institutions by promoting communication, understanding, and collaboration across cultural and national boundaries. Learning French, a global language spoken across several continents, facilitates cross-cultural communication and diplomacy. As the course prepares future educators to teach French, it contributes to creating more inclusive societies where people from different backgrounds can engage in dialogue, thereby supporting SDG 16: Peace, Justice, and Strong Institutions. By emphasizing the role of education in conflict resolution and multilingual communication, the course can contribute to the development of more cohesive and peaceful societies. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The course could include elements of global citizenship education, where students not only learn the French language but also explore the Francophone world’s diverse cultures, histories, and contributions to global issues. This promotes awareness of sustainable development and the interconnectedness of the world. Language learning inherently supports the idea of global citizenship by helping individuals engage in cross-cultural dialogue, develop global competencies, and understand different perspectives on social, economic, and environmental issues. A course in teaching French can therefore support SDG 4.7, which focuses on educating learners to become informed, responsible, and active global citizens. 6. SDG 5: Gender Equality The course could also promote gender equality by encouraging the inclusion of gender-sensitive teaching practices and the use of inclusive language in the classroom. Teaching French, especially in contexts where the language has gendered nouns, can involve discussions on gender-neutral language, empowerment through education, and addressing gender-related issues in the curriculum. Additionally, by providing equal opportunities for both male and female students to engage in language education, the course supports gender equality in access to education. 7. SDG 3: Good Health and Well-being A well-structured language course can have indirect benefits on mental well-being. Language learning has been shown to improve cognitive function, reduce the risks of mental decline in later life, and increase self-confidence. By teaching French language skills, the course indirectly contributes to SDG 3: Good Health and Well-being. Moreover, language education can be linked to better understanding and communication around health topics, including mental health and well-being, across different cultural contexts. Conclusion A university course in Metode Pengajaran Bahasa Prancis (Methods of Teaching French) is aligned with several United Nations Sustainable Development Goals (SDGs), particularly those related to quality education, inclusion, and global citizenship. Here’s a summary of the key SDGs addressed by this course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 17: Partnerships for the Goals SDG 16: Peace, Justice, and Strong Institutions SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 5: Gender Equality SDG 3: Good Health and Well-being By teaching future educators effective methods for teaching the French language, this course contributes to educational development, cross-cultural understanding, inclusive practices, and the promotion of sustainable development. Through multilingual education, students are empowered to foster greater global cooperation and intercultural dialogue, which are essential for achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110704 | Expression orale 2 | Oral Exspression 2 | The “Oral Expression 2” course builds on foundational speaking skills to enhance students’ proficiency in spoken communication. Focusing on advanced techniques, students engage in discussions, presentations, and debates on various topics, fostering confidence and clarity in expression. | 1. SDG 4: Quality Education Oral Expression 2 contributes directly to SDG 4: Quality Education by improving students’ communication skills, which are essential for effective learning and participation in academic environments. By honing oral communication abilities, the course helps students become better public speakers, presenters, and debates, leading to improved educational outcomes and increased confidence in engaging in academic discourse. The course helps develop skills that allow students to communicate their ideas clearly, participate in class discussions, and express opinions in academic debates, all of which contribute to fostering a higher quality of education. 2. SDG 10: Reduced Inequalities Effective oral communication is a key tool for reducing inequalities in education and society. In a multicultural or multilingual environment, mastering spoken language ensures that individuals from diverse backgrounds can express themselves clearly and be heard in both formal and informal settings. This contributes to SDG 10: Reduced Inequalities by helping individuals with different language proficiency levels to participate equally in conversations and discussions. Oral skills also empower students from marginalized groups (e.g., refugees, immigrants, or those from underprivileged backgrounds) to express themselves confidently, which can lead to increased opportunities and social inclusion. 3. SDG 5: Gender Equality A key element of Oral Expression 2 involves ensuring that all voices are heard in conversations, discussions, and presentations. This includes promoting gender equality in the classroom by encouraging both male and female students to participate actively in speaking activities, debates, and presentations. The course can foster inclusive communication, where all students, regardless of gender, feel equally confident and capable of expressing their ideas. Moreover, gender-sensitive communication practices can be emphasized, where students learn to avoid stereotypes and be aware of inclusive language, which contributes to gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions Oral communication skills are vital for conflict resolution, negotiation, and peacebuilding. The ability to express ideas clearly and listen effectively plays a critical role in maintaining peaceful dialogue and fostering strong institutions. In Oral Expression 2, students often engage in activities that promote critical thinking and structured argumentation, which are important for fostering justice and understanding in society. The course can also teach students how to engage in respectful dialogue, manage disagreements constructively, and advocate for human rights and social justice, all of which contribute to SDG 16. 5. SDG 17: Partnerships for the Goals Effective oral communication is essential for building collaborative relationships and partnerships, both within the classroom and beyond. In a globalized world, the ability to communicate across cultural boundaries is critical for achieving the SDGs. Oral Expression 2 equips students with the necessary skills to engage in multilateral dialogues, collaborate in team projects, and build international partnerships for sustainable development. By preparing students to engage in global communication, the course supports SDG 17: Partnerships for the Goals, particularly by fostering cross-cultural understanding and the ability to work collaboratively toward shared objectives. 6. SDG 3: Good Health and Well-being Oral communication skills can also be connected to mental well-being. For example, students gain confidence and improve their self-expression through public speaking and discussions, which can reduce anxiety and build self-esteem. Oral Expression 2 can also teach students how to engage in active listening, an important skill for mental health support and building positive interpersonal relationships. Moreover, effective communication is essential in health education contexts, where students can use their oral skills to advocate for healthy lifestyles, raise awareness about mental health, and participate in community discussions. 7. SDG 4.7: Education for Sustainable Development and Global Citizenship By developing students’ oral expression skills, the course supports global citizenship by encouraging students to engage in discussions about global issues such as climate change, social justice, human rights, and peace. As part of SDG 4.7, the course encourages students to use their communication skills to promote sustainable development and social responsibility. Students also learn to engage in debates and discussions on diverse global issues, contributing to a better understanding of the interconnectedness of the world and fostering critical thinking about how to address these challenges. 8. SDG 6: Clean Water and Sanitation (Indirectly) While Oral Expression 2 may not directly focus on environmental issues, communication skills can be leveraged for advocating environmental sustainability. For instance, students may engage in discussions and presentations about environmental conservation, including topics like clean water and sanitation, using their oral communication skills to raise awareness and encourage positive action in their communities. Conclusion The Oral Expression 2 course can contribute to several United Nations Sustainable Development Goals (SDGs), especially those related to education, gender equality, peace, and global collaboration. Here’s a summary of the SDGs that this course addresses: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 6: Clean Water and Sanitation (indirectly) By improving students’ oral communication skills, the course helps equip them to participate more effectively in academic, social, and professional environments, fostering inclusive dialogue, promoting global citizenship, and supporting a range of global development goals. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110804 | Expression écrite 2 | Exspression Ecrite 2 | The “Expression Écrite 2” course focuses on advancing written communication skills in a structured and expressive manner. Students engage in various writing exercises, including essays, reports, and creative pieces, to enhance their ability to articulate ideas clearly and effectively. | 1. SDG 4: Quality Education The course contributes directly to SDG 4: Quality Education by improving writing skills in a second language. Writing is a critical aspect of academic success, and Expression Écrite 2 helps students learn how to express their thoughts and arguments clearly, whether in academic contexts or professional communication. Effective writing also enhances students’ ability to engage with and contribute to research and scholarly discussions. The course fosters critical literacy skills, encouraging students to write with clarity, coherence, and persuasion, which are key competencies for academic and professional development. 2. SDG 10: Reduced Inequalities Written communication is a vital tool for promoting social inclusion and reducing inequalities. A solid command of written language enables individuals to advocate for their rights, engage in public discourse, and access opportunities in education, employment, and social services. By teaching students how to write effectively for different purposes (such as advocacy, explanation, or reporting), the course helps empower marginalized groups to express their perspectives and engage with societal issues, contributing to the reduction of inequalities. Effective written communication allows individuals to engage in discussions on policy, education, and social justice issues, advancing inclusive participation. 3. SDG 16: Peace, Justice, and Strong Institutions The ability to express oneself clearly in writing is essential for advocacy and contributing to strong, accountable institutions. In contexts where written communication is required for policy-making, law, and justice, the skills learned in Expression Écrite 2 contribute to peacebuilding, social justice, and the protection of human rights. Writing is a primary means of addressing societal issues through reports, petitions, and official documents, thereby fostering transparency, accountability, and good governance. Students may also learn to write analyses, proposals, and recommendations on social and legal issues, contributing to justice and institutional strengthening. 4. SDG 5: Gender Equality The course in Expression Écrite 2 can contribute to gender equality by promoting gender-sensitive language and encouraging students to engage with gender-related topics in their writing. This includes learning how to write gender-neutral language and exploring how language can either perpetuate or challenge gender stereotypes. Furthermore, as students improve their writing abilities, they become better able to advocate for gender equality, women’s rights, and gender-based violence in their written work. The course may incorporate topics that encourage students to address gender inequality and empower women through effective written communication. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship Written expression skills can support global citizenship by empowering students to write about sustainability, climate change, global challenges, and human rights. Students can be encouraged to use their writing skills to engage in discussions and advocacy for sustainable development issues, contributing to the achievement of the SDGs. In the course, students may write about pressing environmental or social justice issues, thereby fostering critical thinking and engagement with global challenges. By improving their written expression, students become more effective in advocating for sustainable development and addressing issues that affect global communities. 6. SDG 17: Partnerships for the Goals Expression Écrite 2 plays a role in promoting collaborative and multilateral partnerships by teaching students how to write clearly for collaborative projects and international initiatives. Effective written communication is essential for creating partnerships, whether for research projects, non-governmental organizations (NGOs), or development initiatives. Students can learn how to produce high-quality reports, proposals, and recommendations that are essential in fostering partnerships among organizations, governments, and communities for achieving the SDGs. 7. SDG 3: Good Health and Well-being While Expression Écrite 2 may not directly focus on health, written communication is a key element in health promotion, especially in the contexts of public health campaigns, health education materials, and policy advocacy. Students can be encouraged to write about issues related to mental health, nutrition, wellness, and healthy living. Furthermore, being able to express themselves effectively in writing helps students engage with health-related research and advocate for better health policies or public health initiatives. 8. SDG 6: Clean Water and Sanitation (Indirectly) Written communication is essential in advocacy for clean water and sanitation. In assignments or projects, students may be tasked with writing proposals, policy recommendations, or advocacy letters to raise awareness about issues related to water scarcity, water quality, and sanitation. This indirect connection links writing skills to environmental and public health goals. Conclusion The Expression Écrite 2 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ writing skills, critical thinking, and communication abilities. Here’s a summary of the SDGs addressed by this course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing students’ ability to write effectively and with purpose, the course contributes to empowering individuals, reducing inequalities, and fostering global collaboration, all of which are key elements of the SDGs. Students are equipped not only with the technical skills needed for success in their academic and professional lives but also with the ability to engage in social advocacy, policy development, and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120103 | Compréhension orale 3 | Oral Comprehension 3 | The “Oral Comprehension 3” course focuses on developing advanced listening and comprehension skills in spoken language. Students engage with a variety of audio materials, such as podcasts, lectures, and conversations, to enhance their ability to understand complex ideas and nuances. | 1. SDG 4: Quality Education Oral Comprehension 3 directly contributes to SDG 4: Quality Education by enhancing students’ ability to understand spoken language, which is a critical skill for academic success and effective learning in diverse educational settings. The course helps improve listening skills, allowing students to engage more fully in academic lectures, discussions, and conversations in their field of study. The course also encourages active listening, which is essential for both learning comprehension and academic participation, especially in multicultural and multilingual academic environments. 2. SDG 10: Reduced Inequalities Effective listening skills play a crucial role in reducing inequalities by enabling students to engage with diverse perspectives and voices. In multicultural and multilingual settings, being able to understand a range of spoken accents, dialects, and communication styles allows individuals to participate more equitably in society. By improving students’ comprehension of spoken language, particularly from various social, cultural, and linguistic backgrounds, the course can contribute to inclusive education and foster a more equitable learning environment for all students, regardless of their linguistic backgrounds. 3. SDG 16: Peace, Justice, and Strong Institutions Listening is a key skill in conflict resolution and dialogue, which are central to peacebuilding and promoting social justice. Understanding the spoken word allows individuals to engage more effectively in discussions, debates, and negotiations, which are important for promoting justice and building strong institutions. In contexts of intercultural dialogue and community engagement, being able to listen effectively to others fosters mutual understanding and peaceful conflict resolution. This course promotes skills that support social cohesion and the development of strong institutions based on transparent and constructive communication. 4. SDG 5: Gender Equality Oral Comprehension 3 can indirectly contribute to gender equality by promoting the understanding of gender-related discussions in different contexts, including media, politics, and academic discourse. Effective listening helps students comprehend and critically engage with conversations around gender equality, women’s empowerment, and gender-based violence. Listening skills are essential for both understanding and engaging in gender-sensitive communication, especially when students listen to speakers from different gender perspectives. This fosters a better understanding of gender issues and promotes equal representation in discussions. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The ability to comprehend spoken language is essential for global citizenship and sustainable development education. In an increasingly interconnected world, students need to understand spoken discourse on global challenges like climate change, social justice, and human rights. By improving students’ listening comprehension, the course enables them to engage with important global discussions and advocacy for sustainable development goals, whether in media, international summits, or public debates. Effective listening allows students to follow and participate in cross-cultural and international dialogues about global issues. 6. SDG 17: Partnerships for the Goals Oral Comprehension 3 also contributes to SDG 17: Partnerships for the Goals, as listening skills are crucial for building and maintaining effective partnerships. Whether in global or local collaborations, the ability to understand what others are communicating is essential for successful partnerships. This skill is particularly important for students who are involved in international projects, research collaborations, or multilateral discussions, where comprehension of spoken content allows them to engage effectively with diverse stakeholders from various sectors and backgrounds. 7. SDG 3: Good Health and Well-being Though less directly related, Oral Comprehension 3 can contribute to SDG 3: Good Health and Well-being by improving students’ ability to listen to health-related messages and discussions. Effective listening is crucial in understanding public health campaigns, mental health awareness, and wellness-related media. Additionally, listening comprehension in health contexts can empower students to better understand health services and resources available to them, whether through medical professionals, mental health support, or well-being initiatives. 8. SDG 6: Clean Water and Sanitation (Indirectly) The course can indirectly support SDG 6: Clean Water and Sanitation by enhancing students’ ability to listen to discussions and advocacy on issues related to water access, sanitation, and environmental sustainability. Being able to understand the discourse surrounding these topics enables students to participate in debates, policy-making, or awareness campaigns about these important issues. Conclusion The Oral Comprehension 3 course contributes to several United Nations Sustainable Development Goals (SDGs), particularly in the realms of education, social inclusion, communication, and global collaboration. Here is a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By enhancing students’ ability to understand spoken language, this course helps them engage more fully with both local and global issues, improving their ability to communicate, advocate, and collaborate toward achieving the SDGs. The course supports the development of critical listening skills that are essential for engaging in academic, professional, and social contexts. It also fosters the cross-cultural understanding and effective communication that are crucial for promoting global citizenship and sustainable development. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120203 | Compréhension écrite 3 | Comprehension Ecrite 3 | The “Comprehension Écrite 3” course focuses on enhancing advanced reading comprehension skills through the analysis of complex texts. Students engage with a variety of literary and non-literary works, including articles, essays, and literary critiques. | 1. SDG 4: Quality Education Comprehension Écrite 3 directly contributes to SDG 4: Quality Education by enhancing reading comprehension skills, which are fundamental for academic success. Students need to develop advanced literacy skills to engage with scholarly articles, technical papers, and literary texts, which are common in higher education. The course encourages critical reading, enabling students to interpret, evaluate, and engage with complex texts across various subjects. This is essential for improving academic performance and fostering lifelong learning. Furthermore, reading comprehension is a key part of developing critical thinking and independent learning skills. 2. SDG 10: Reduced Inequalities By improving students’ ability to understand complex written materials, Comprehension Écrite 3 supports SDG 10: Reduced Inequalities. When students can read and understand a wide range of texts, it helps them engage more effectively in education and social participation. This course ensures that students from diverse backgrounds have equal access to information, knowledge, and resources, helping to reduce inequalities in educational settings. It supports inclusive education by enabling all students, regardless of their background, to engage with academic materials and contribute to discussions on important social issues. 3. SDG 16: Peace, Justice, and Strong Institutions The ability to comprehend and analyze written materials on topics like human rights, social justice, and law helps students understand and contribute to building strong institutions. The course may include readings on justice systems, human rights issues, government policies, and legal texts, which are critical for promoting peace and justice. Students can use their reading skills to engage in policy discussions, advocacy, and research related to justice, legal reforms, and institutional transparency. In this way, Comprehension Écrite 3 helps students contribute to the development of accountable and fair institutions. 4. SDG 5: Gender Equality Comprehension Écrite 3 also supports SDG 5: Gender Equality by enabling students to critically engage with texts about gender issues, women’s rights, feminism, gender-based violence, and gender equity. Students might be required to read and analyze academic articles, reports, and literature that address these critical topics. By improving their ability to read and critically engage with materials on gender equality, students are better equipped to advocate for gender justice, challenge gender stereotypes, and promote inclusive practices in various fields, from education to policy and social movements. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship The course contributes to SDG 4.7, which emphasizes education for sustainable development and global citizenship. By enabling students to comprehend and critically analyze texts on sustainable development, climate change, global health, and other global issues, the course helps foster an informed, global citizenry. Students will read about pressing global challenges and solutions, enabling them to engage in informed debates about the SDGs and participate in global initiatives aimed at addressing issues like climate action, poverty reduction, and peacebuilding. 6. SDG 17: Partnerships for the Goals Effective reading comprehension supports the development of partnerships by enabling students to understand collaborative documents, such as research papers, policy proposals, and international agreements. The ability to critically engage with written materials is essential for creating and maintaining effective multilateral partnerships and working collaboratively toward the achievement of the SDGs. This course helps students develop the skills necessary to understand written content related to global partnerships, international organizations, and multinational efforts for sustainable development. 7. SDG 3: Good Health and Well-being While Comprehension Écrite 3 is not directly focused on health, it may support SDG 3: Good Health and Well-being by enabling students to read and engage with health-related texts such as public health reports, medical research, and health policy documents. This understanding helps students become better advocates for health education and public health initiatives. For example, students might analyze articles on mental health, nutrition, disease prevention, or healthcare access, which enhances their ability to engage in discussions about public health issues and support health policy reforms. 8. SDG 6: Clean Water and Sanitation (Indirectly) The course can indirectly support SDG 6: Clean Water and Sanitation by helping students comprehend and critically engage with written texts on environmental sustainability, water access, and sanitation issues. By analyzing scientific reports, environmental studies, and policy papers on water management, students can contribute to discussions and advocacy on clean water and sanitation. For example, they might engage with texts related to water scarcity, pollution control, or sustainable water management, which are essential to achieving SDG 6. Conclusion The Comprehension Écrite 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by improving students’ ability to comprehend, analyze, and engage critically with written texts across various disciplines. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 16: Peace, Justice, and Strong Institutions SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing reading comprehension skills, this course helps students engage with complex ideas, contributing to global citizenship, social justice, sustainable development, and inclusive participation in educational, professional, and societal contexts. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120304 | Expression orale 3 | Oral Exspression 3 | The “Oral Expression 3” course builds on advanced speaking skills, focusing on refining students’ abilities to communicate effectively in diverse contexts. Students engage in discussions, presentations, and debates on complex topics, emphasizing clarity, coherence, and persuasive techniques. | 1. SDG 4: Quality Education Oral Expression 3 directly contributes to SDG 4: Quality Education by improving students’ spoken language skills, which are essential for academic participation and success. Students develop the ability to present ideas, engage in discussions, and defend their opinions in both formal and informal settings. The course encourages students to improve their communication skills, which are necessary for academic discourse, particularly in higher education settings where effective verbal communication is crucial for participating in seminars, debates, and group projects. 2. SDG 10: Reduced Inequalities Oral Expression 3 supports SDG 10: Reduced Inequalities by helping students from diverse backgrounds improve their ability to speak confidently and engage in dialogue. Effective oral communication ensures that all students, regardless of their linguistic or socio-economic background, can participate fully in academic, professional, and social contexts. The course enables students to express their ideas clearly in group discussions, public speaking, and debates, helping to level the playing field for those who may have had less access to opportunities to develop these skills. 3. SDG 5: Gender Equality Oral Expression 3 can contribute to SDG 5: Gender Equality by enabling students to engage in conversations and discussions about gender-related issues such as gender equality, women’s empowerment, gender-based violence, and feminism. By improving their ability to speak fluently and persuasively, students can more effectively advocate for gender equity and social justice in their communities, both in informal conversations and public platforms. The course can also help them critically discuss and debate gender issues in academic and professional settings, advancing the cause of gender equality. 4. SDG 4.7: Education for Sustainable Development and Global Citizenship The course aligns with SDG 4.7, which focuses on education for sustainable development and global citizenship, by preparing students to discuss important global issues such as climate change, social justice, human rights, and sustainability. Being able to express themselves clearly and persuasively in a second language is essential for engaging in international dialogues on these critical issues. Students develop the ability to speak on complex global challenges and contribute to discussions around global solutions, fostering a sense of responsibility and action for sustainable development and social change. The course prepares students to be more effective global citizens capable of engaging in cross-cultural conversations on these critical issues. 5. SDG 16: Peace, Justice, and Strong Institutions Oral Expression 3 plays a key role in SDG 16: Peace, Justice, and Strong Institutions by helping students develop skills in conflict resolution, advocacy, and dialogue. These are essential for promoting peaceful communication and social justice in both local and global contexts. Students will learn how to express their viewpoints clearly, listen actively, and engage in constructive debates, which are key skills for fostering strong, transparent institutions and promoting justice in society. Additionally, the course prepares students to engage in discussions around human rights and justice issues, contributing to building strong institutions based on dialogue and mutual understanding. 6. SDG 17: Partnerships for the Goals Oral Expression 3 helps develop communication skills that are essential for building effective partnerships. Whether in research collaborations, community projects, or multilateral agreements, being able to express ideas clearly and persuasively is crucial for establishing productive global partnerships. The course enhances students’ ability to engage in dialogue and negotiation in both academic and professional settings, which are essential skills for creating and maintaining effective partnerships aimed at achieving the SDGs. 7. SDG 3: Good Health and Well-being Although not directly related to health, Oral Expression 3 may help students develop the communication skills necessary to advocate for public health and well-being. This can include speaking confidently on topics related to mental health, healthy lifestyles, nutrition, disease prevention, and other health-related issues. Students may engage in public speaking or campaigns that promote better health outcomes and well-being in their communities or through media channels, helping to raise awareness about key health challenges. 8. SDG 6: Clean Water and Sanitation (Indirectly) Effective communication is also crucial for promoting clean water and sanitation. In this course, students could develop the skills necessary to discuss and advocate for issues related to water access, sanitation, and environmental sustainability. Whether in community outreach, international development work, or activism, the ability to speak clearly about water scarcity, waste management, and clean water initiatives is vital for contributing to the achievement of SDG 6. Conclusion The Oral Expression 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by improving students’ ability to speak confidently, articulate ideas, and engage in dialogue about a wide range of important social, political, and global issues. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) By developing oral communication skills, students are better equipped to engage in debates, advocacy, public speaking, and global discussions, ultimately contributing to peace, justice, and sustainable development. Effective communication is essential for promoting global citizenship, raising awareness about important issues, and contributing to social change. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120404 | Expression écrite 3 | Expression Ecrite 3 | The “Expression Écrite 3” course focuses on refining advanced writing skills, emphasizing clarity, coherence, and style in various written formats. Students engage in writing essays, research papers, and creative pieces, honing their ability to articulate complex ideas effectively. | 1. SDG 4: Quality Education Expression Écrite 3 directly contributes to SDG 4: Quality Education by improving students’ writing skills, which are crucial for academic success and effective communication. Students learn how to express themselves clearly and logically in writing, which is essential for producing high-quality academic work and participating in research and scholarly discussions. This course focuses on critical writing, encouraging students to engage deeply with texts, express nuanced arguments, and develop a strong writing style. It also encourages the development of research skills, enabling students to use evidence effectively to support their arguments, a critical skill for academic achievement and lifelong learning. 2. SDG 10: Reduced Inequalities Writing skills gained in Expression Écrite 3 support SDG 10: Reduced Inequalities by promoting equitable access to education. Being proficient in written expression helps students from diverse backgrounds engage with academic and professional opportunities more effectively. The course enables students to produce coherent arguments and articulate ideas clearly, which can be important for advocating for social change, human rights, and equality. Well-developed writing skills give all students—especially those from marginalized groups—greater agency to articulate and advocate for their rights, reducing inequalities in education and society. 3. SDG 5: Gender Equality Expression Écrite 3 can contribute to SDG 5: Gender Equality by equipping students with the skills to engage in written advocacy on gender equality and women’s empowerment. Writing is a powerful tool for addressing gender-based issues, from gender stereotypes to women’s rights and gender-based violence. The course can include writing assignments that require students to critically engage with gender-related topics, develop arguments around gender equality, and analyze gender-sensitive texts. Students will be better prepared to write research papers or policy briefs that advocate for gender justice and women’s rights. 4. SDG 4.7: Education for Sustainable Development and Global Citizenship The skills developed in Expression Écrite 3 align with SDG 4.7, which focuses on education for sustainable development and global citizenship. In this course, students are encouraged to write about global issues such as climate change, sustainable development, and human rights. By learning to write clearly and persuasively about these complex topics, students become active global citizens capable of addressing global challenges. The course helps students gain the ability to advocate for sustainable practices and social change through effective written communication. 5. SDG 16: Peace, Justice, and Strong Institutions Expression Écrite 3 contributes to SDG 16: Peace, Justice, and Strong Institutions by providing students with the writing skills to engage in advocacy, policy discussions, and research on issues related to justice, human rights, and conflict resolution. Students develop the ability to write compelling policy papers, research reports, and position statements on topics related to peace and justice. This skill helps them advocate for strong institutions, transparency in governance, and the promotion of human rights and social justice. 6. SDG 17: Partnerships for the Goals Expression Écrite 3 plays an important role in supporting SDG 17: Partnerships for the Goals, which focuses on building effective partnerships to achieve the SDGs. Effective written communication is essential for creating and maintaining international collaborations and partnerships aimed at sustainable development. Students learn to write formal and persuasive documents such as collaborative proposals, research papers, and memorandums of understanding, which are key in building partnerships and contributing to multilateral efforts toward the SDGs. 7. SDG 3: Good Health and Well-being Expression Écrite 3 can also contribute to SDG 3: Good Health and Well-being by enabling students to write about health-related issues, including public health challenges, mental health, disease prevention, and healthcare access. Students may be asked to write essays or research papers on topics related to health promotion or health policy, equipping them to advocate for public health and contribute to health communication strategies aimed at improving community well-being. 8. SDG 6: Clean Water and Sanitation (Indirectly) Although Expression Écrite 3 is not directly focused on water issues, it can help students develop the writing skills necessary to advocate for clean water and sanitation. Through research papers or essays, students could engage with water scarcity, sanitation systems, and sustainable water management. Effective written communication is essential for influencing policy decisions and public opinion on issues related to clean water and sanitation, thus contributing indirectly to SDG 6. Conclusion The Expression Écrite 3 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ written communication skills, which are essential for academic success, advocacy, and global engagement. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 3: Good Health and Well-being SDG 6: Clean Water and Sanitation (indirectly) Through this course, students acquire critical writing skills that empower them to engage in social advocacy, global communication, and policy-making related to key global challenges. By mastering the art of written expression, they become effective advocates for sustainable development, social justice, and global peace. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05120502 | Pengantar Ilmu Budaya | Introduction To Cultural Sciences | The “Introduction to Cultural Sciences” course provides an overview of the study of culture through various interdisciplinary lenses, including anthropology, sociology, history, and cultural studies. Students explore key concepts such as identity, representation, and cultural practices, examining how culture shapes and is shaped by social dynamics. | 1. SDG 4: Quality Education Introduction to Cultural Sciences directly supports SDG 4: Quality Education by providing students with an understanding of how culture and knowledge are constructed, transmitted, and shared across societies. The course promotes critical thinking, awareness of cultural diversity, and helps students engage in interdisciplinary learning, all of which are fundamental to quality education. Students gain the ability to analyze cultural differences, interpret cultural texts, and engage in informed discussions about the role of culture in society, thus fostering critical literacy and analytical skills essential for academic success. 2. SDG 10: Reduced Inequalities Cultural studies often emphasize social inclusion, identity, and equality, making this course directly relevant to SDG 10: Reduced Inequalities. The course encourages students to explore how different cultural groups are marginalized or excluded from dominant social, political, or economic systems, focusing on issues of inequality related to race, ethnicity, gender, and class. By examining the cultural narratives that shape social structures, students are empowered to challenge and critique inequalities, advocate for social justice, and contribute to creating more inclusive societies where diverse voices are heard. 3. SDG 5: Gender Equality Introduction to Cultural Sciences often includes discussions on the role of gender in various cultural contexts, examining how gender norms and roles are constructed and perpetuated in different societies. The course helps students understand how cultural practices and traditions can influence the treatment of women, LGBTQ+ individuals, and other marginalized genders. By studying cultural systems and the ways in which they impact gender equality, students are better equipped to challenge stereotypes and advocate for policies that promote gender justice, equality, and empowerment for all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Cultural studies emphasize the understanding of social cohesion, conflict resolution, and human rights, all of which are essential to SDG 16: Peace, Justice, and Strong Institutions. In studying the relationship between culture and power structures, students gain insights into the ways in which justice and peace are mediated by cultural values, beliefs, and practices. The course may include content on cultural diplomacy, conflict resolution strategies, and the role of cultural institutions in promoting justice, peace, and social integration. Students learn how to foster inclusive and nonviolent communities by promoting understanding across cultural divides. 5. SDG 4.7: Education for Sustainable Development and Global Citizenship Introduction to Cultural Sciences strongly aligns with SDG 4.7, which focuses on education for sustainable development and the promotion of global citizenship. The course encourages students to critically engage with issues like cultural sustainability, global diversity, and the interconnectedness of cultures, fostering a sense of global responsibility. By understanding how cultures influence global issues such as climate change, economic disparity, and human rights, students are better prepared to think globally and act locally, promoting sustainable development and cross-cultural understanding. 6. SDG 11: Sustainable Cities and Communities Cultural studies often explore how communities and societies are structured, how they evolve, and how urbanization and globalization affect cultural heritage and local communities. The course can discuss topics like the preservation of cultural heritage, the role of culture in community building, and sustainable urban planning. Students may explore how cultural practices and local knowledge systems contribute to the development of sustainable cities and communities, fostering a deeper understanding of how cultural dynamics influence the design of inclusive, resilient, and sustainable urban spaces. 7. SDG 12: Responsible Consumption and Production The study of cultural sciences can also relate to SDG 12: Responsible Consumption and Production, especially when examining consumer cultures, materialism, and the cultural dimensions of sustainability. The course may look at how different societies value sustainable practices, resource conservation, and ethical consumption. By exploring how cultural values shape patterns of production and consumption, students can be better equipped to understand the cultural drivers of unsustainable practices and advocate for sustainable consumption and ethical production in both local and global contexts. 8. SDG 13: Climate Action In cultural studies, there is often an emphasis on how different cultures perceive and engage with environmental issues, including climate change and environmental sustainability. By studying cultural responses to environmental degradation, students can better understand how societies address issues like climate justice and ecological conservation. The course may explore topics like the role of traditional knowledge in sustainable environmental practices, the cultural implications of climate change, and how different cultures are impacted by and respond to global environmental challenges. 9. SDG 17: Partnerships for the Goals Introduction to Cultural Sciences promotes intercultural understanding, which is essential for fostering effective global partnerships. Understanding the cultural dynamics of different societies and the role of culture in diplomacy is key for building strong, cooperative partnerships aimed at addressing global challenges. By learning about cultural differences and how they affect international cooperation, students are better equipped to contribute to global partnerships for sustainable development, peace, and social progress. Conclusion The Introduction to Cultural Sciences course contributes to multiple United Nations Sustainable Development Goals (SDGs) by fostering critical understanding of culture, society, and human interaction. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 16: Peace, Justice, and Strong Institutions SDG 11: Sustainable Cities and Communities SDG 12: Responsible Consumption and Production SDG 13: Climate Action SDG 17: Partnerships for the Goals By providing a deeper understanding of cultural dynamics, the course prepares students to become more informed, inclusive, and responsible global citizens who can contribute to solving the world’s most pressing issues, from social inequalities to climate change, all while promoting the values of peace, justice, and sustainability. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23U01110302 | Pendidikan Agama Protestan | Protestant Religious Education | The “Protestant Religious Education” course examines the principles, practices, and pedagogical approaches of teaching Protestant religious beliefs and values. Students explore the historical development of Protestantism, its theological foundations, and its impact on society and culture. | 1. SDG 4: Quality Education Protestant Religious Education contributes to SDG 4: Quality Education by emphasizing the importance of education in religious and moral formation, which is fundamental for both personal development and societal well-being. The course might involve teaching methods, curriculum development, and pedagogical approaches to impart knowledge about Protestant beliefs, ethical principles, and scripture. It also emphasizes the role of education in nurturing critical thinking, moral decision-making, and the development of values and responsibility, which are essential aspects of quality education in any context. 2. SDG 10: Reduced Inequalities Protestant teachings often include a strong emphasis on social justice, equity, and the inherent dignity of all people, regardless of background. The course might address issues such as economic disparity, racism, discrimination, and poverty, in the light of Protestant values of equality and compassion. It may explore how Protestant communities and churches work to reduce inequalities through advocacy, humanitarian work, and educational initiatives that support marginalized and vulnerable populations. Thus, the course indirectly contributes to SDG 10: Reduced Inequalities by promoting inclusive education and values of social justice. 3. SDG 5: Gender Equality Many Protestant traditions emphasize the dignity and equality of all people, regardless of gender. The course might explore the role of women in Protestant communities, historical shifts in gender roles within the Church, and contemporary discussions around gender equality in religious contexts. Through an exploration of biblical texts, historical interpretations, and contemporary debates on gender roles, students might critically engage with how Protestantism can contribute to SDG 5: Gender Equality by promoting women’s rights, leadership roles for women in religious communities, and gender-inclusive policies. 4. SDG 16: Peace, Justice, and Strong Institutions Protestant Religious Education has a deep connection to SDG 16: Peace, Justice, and Strong Institutions, particularly through its emphasis on social justice, human rights, and the rule of law. Protestant teachings, especially in the areas of forgiveness, reconciliation, and peacemaking, can influence individuals and communities to act as agents of peace and justice. Students might explore the historical role of Protestant movements in promoting civil rights, democracy, humanitarian efforts, and institutional reform. The course also prepares students to contribute to strong institutions that support peaceful, inclusive societies. 5. SDG 17: Partnerships for the Goals Protestant communities often engage in local and global partnerships to advance the common good. This course may explore how Protestant churches and organizations collaborate with other faith groups, NGOs, and governmental bodies to address issues like poverty, healthcare, education, and conflict resolution. Protestant Religious Education prepares students to engage in interfaith dialogues, ecumenical efforts, and social action partnerships aimed at achieving the SDGs and promoting collaborative problem-solving. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Protestant Religious Education supports SDG 4.7, which focuses on education for sustainable development and fostering global citizenship. By examining the ethical teachings of Protestantism, students can learn to apply religious values to sustainable practices, ethical consumption, and stewardship of the environment. The course might also encourage students to think about how faith communities can contribute to a global sense of responsibility for addressing issues like climate change, poverty, and peacebuilding. It equips students with the moral framework needed to become active, global citizens who seek to promote sustainability, justice, and peace. 7. SDG 3: Good Health and Well-being While SDG 3: Good Health and Well-being might not be a direct focus of Protestant Religious Education, there is an ethical dimension that emphasizes care for the body, mind, and spirit. Protestant traditions often highlight the importance of mental health, emotional well-being, and community support. The course might include discussions on how religious teachings influence healthcare practices, mental health care, and well-being, with a particular focus on Christian counseling and pastoral care. 8. SDG 12: Responsible Consumption and Production (Indirectly) In certain Protestant traditions, there is a focus on stewardship of God’s creation, which aligns with the principles of sustainable consumption and responsible resource management. While this might not be the primary focus of a Protestant Religious Education course, discussions on ethical living and environmental stewardship are relevant. Students may engage with ideas about how Protestant ethics can inform sustainable living, responsible consumption, and the environmental impact of modern practices. Conclusion The Protestant Religious Education course supports several United Nations Sustainable Development Goals (SDGs) by promoting values such as education, social justice, peace, gender equality, and ethical living. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being SDG 12: Responsible Consumption and Production (indirectly) Through Protestant Religious Education, students gain an understanding of how faith-based ethics and Christian principles can contribute to building a more equitable, peaceful, and sustainable world, while fostering social responsibility and global citizenship. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110103 | Compréhension orale 1 | Orale Comprehension 1 | The “Orale Comprehension 1” course focuses on developing foundational listening comprehension skills in the target language. Students engage with a variety of audio materials, such as dialogues, short narratives, and everyday conversations, to enhance their ability to understand spoken language. | 1. SDG 4: Quality Education Oral Comprehension 1 contributes directly to SDG 4: Quality Education by fostering students’ ability to understand spoken language in a second or foreign language. The development of listening skills is crucial for achieving fluency in any language, enhancing students’ ability to engage with diverse cultures and access global knowledge. As students improve their comprehension of spoken content, they can participate more actively in academic discussions, debates, and collaborations that require listening to and interpreting spoken ideas, contributing to their overall educational success. 2. SDG 10: Reduced Inequalities Effective listening and comprehension skills can play a key role in reducing inequalities in communication. By learning to understand diverse accents, speech patterns, and languages, students are better equipped to engage with a wide range of voices, particularly those from marginalized communities. Oral Comprehension 1 can help reduce language barriers and cultural divides, enabling students to better communicate across differences, thereby promoting inclusion and a more equitable society. 3. SDG 5: Gender Equality Listening comprehension in a second language can also support SDG 5: Gender Equality by helping students engage with discussions surrounding gender roles, women’s rights, and gender-based violence in global contexts. By listening to and understanding spoken narratives and discussions related to gender, students are exposed to different perspectives and social movements, which can enhance their awareness of and commitment to gender equality. 4. SDG 16: Peace, Justice, and Strong Institutions The development of oral comprehension skills contributes to SDG 16: Peace, Justice, and Strong Institutions by enhancing students’ ability to listen and understand complex conversations or arguments related to justice, conflict resolution, and peacebuilding. In this course, students may listen to discussions on human rights, legal issues, or international diplomacy, which can empower them to engage in informed discussions and make meaningful contributions to the promotion of peace and strong institutions. 5. SDG 17: Partnerships for the Goals Oral Comprehension 1 promotes the development of skills needed for effective communication in international contexts, which is essential for creating and maintaining partnerships aimed at achieving the SDGs. By improving their ability to listen and understand spoken communication, students are better equipped to engage in global collaborations and contribute to multilateral dialogues that address the world’s most pressing challenges. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship As Oral Comprehension 1 often involves listening to a wide range of content related to global issues, such as climate change, human rights, and social justice, it helps students build a sense of global citizenship and responsibility. The course promotes global awareness and the ability to engage with different perspectives on sustainable development, encouraging students to act as informed citizens who contribute to sustainable practices and global well-being. 7. SDG 3: Good Health and Well-being (Indirectly) Although not a primary focus, listening skills can indirectly contribute to SDG 3: Good Health and Well-being, especially in the context of health communication. Effective listening is essential for understanding public health messages, medical instructions, and well-being initiatives. In a globalized world, listening comprehension skills are essential for understanding diverse perspectives on healthcare, mental health, and social well-being, allowing students to become advocates for health equity and participate in public health education efforts. Conclusion The Oral Comprehension 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ language skills and their ability to engage in global conversations. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) By fostering listening skills and cross-cultural communication, the course enables students to better understand and engage with global issues, social justice, and cultural diversity, contributing to a more inclusive, peaceful, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110203 | Compréhension écrite 1 | Comprehension Ecrite 1 | The “Comprehension Écrite 1” course focuses on developing foundational reading comprehension skills in the target language. Students engage with a variety of texts, including short stories, articles, and dialogues, to enhance their understanding of written language. | 1. SDG 4: Quality Education Comprehension Écrite 1 contributes directly to SDG 4: Quality Education by helping students improve their reading skills in a foreign language, which is fundamental to academic success. Reading comprehension is crucial for understanding academic texts, research papers, and literary works in a second or foreign language. This course supports lifelong learning by fostering critical thinking, analytical skills, and the ability to process complex information, thus improving overall educational quality and learning outcomes. It prepares students to engage more effectively with a wide range of subjects and academic disciplines. 2. SDG 10: Reduced Inequalities The ability to read and understand texts in multiple languages can help reduce inequalities by opening up access to global knowledge and information that might otherwise be inaccessible due to language barriers. This course empowers students to engage with diverse cultural narratives and global issues, promoting a more inclusive society. By improving students’ literacy and comprehension skills, particularly in a foreign language, the course also helps marginalized groups access better educational resources and participate more fully in global conversations about social, political, and economic issues. 3. SDG 5: Gender Equality While SDG 5: Gender Equality may not be the direct focus of a written comprehension course, literature and written texts often reflect and shape social views on gender roles, equality, and women’s rights. Through the study of various written materials, students can examine gendered perspectives in literature, history, and contemporary writings. This course can contribute to gender equality by helping students engage critically with texts that address gender issues, empowerment, and the role of women in society. It could also foster discussions about gender stereotypes and the importance of gender-sensitive education in a global context. 4. SDG 16: Peace, Justice, and Strong Institutions Comprehension Écrite 1 can support SDG 16: Peace, Justice, and Strong Institutions by helping students read and analyze texts that discuss topics such as human rights, justice, peacebuilding, and social conflict. Through reading, students can develop a better understanding of global challenges related to social justice and institutional integrity. By critically engaging with texts that reflect on legal systems, democratic values, and human rights, students are better equipped to contribute to peace and justice efforts, both locally and globally. They can also understand how literature and written texts play a role in shaping strong institutions and social cohesion. 5. SDG 17: Partnerships for the Goals The ability to comprehend written texts in foreign languages is a key skill in fostering collaboration and partnerships in a globalized world. Comprehension Écrite 1 encourages students to engage with texts that reflect international cooperation, global challenges, and shared solutions. By improving reading comprehension skills, students can participate more effectively in international dialogue and multilateral partnerships that work towards achieving the SDGs. This includes engaging with NGOs, international organizations, and academic research that address complex global issues like climate change, poverty, and healthcare. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Comprehension Écrite 1 aligns with SDG 4.7, which focuses on education for sustainable development and promoting global citizenship. By reading and analyzing texts on topics like climate change, global inequality, and human rights, students gain a deeper understanding of global challenges and their role in addressing them. The course helps students engage with different perspectives on sustainability, environmental issues, and social responsibility, encouraging them to become informed global citizens who can contribute to the sustainable development of society. 7. SDG 3: Good Health and Well-being (Indirectly) While the primary focus of Comprehension Écrite 1 is on developing reading skills, certain written materials may address topics related to health and well-being, such as mental health, public health issues, or health policies. By engaging with texts on these issues, students may gain valuable insights into health-related topics and how they impact individuals and communities. By enhancing students’ ability to comprehend written material related to health and well-being, the course may indirectly contribute to a greater awareness of public health challenges and solutions. Conclusion The Comprehension Écrite 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ reading and analytical skills, fostering critical thinking, and promoting global awareness. Here’s a summary of the SDGs covered by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) By improving reading comprehension in a second language, students gain valuable skills for engaging with global issues, understanding diverse perspectives, and contributing to a more inclusive, equitable, and sustainable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110304 | Expression orale 1 | Orale Exspression 1 | The “Orale Expression 1” course focuses on building foundational speaking skills in the target language. Students engage in basic conversational activities, including greetings, introductions, and everyday scenarios, to enhance their oral communication abilities. | 1. SDG 4: Quality Education Oral Expression 1 directly supports SDG 4: Quality Education by fostering language skills that are crucial for academic success and personal development. The course helps students become more proficient in oral communication, enabling them to participate in discussions, debates, and academic presentations in a foreign language. Effective communication is vital in educational settings for exchanging ideas, collaborating on projects, and presenting research. By improving speaking skills, students are better prepared to engage in active learning and critical dialogue, essential components of quality education. 2. SDG 10: Reduced Inequalities Oral Expression 1 can contribute to SDG 10: Reduced Inequalities by addressing language barriers that often exist in multilingual or multicultural environments. By improving students’ speaking skills in a foreign language, the course empowers them to participate more fully in global conversations and international forums. Additionally, students may engage in discussions on inequality and social justice issues, promoting awareness of global disparities and encouraging inclusive communication that fosters equal opportunities for all individuals, regardless of their language or cultural background. 3. SDG 5: Gender Equality Through the development of oral expression skills, students may be exposed to discussions around gender roles, empowerment, and gender equality. The course can foster a platform for debating and articulating ideas about women’s rights, gender-based violence, and the role of gender in society. By improving the ability to speak confidently about gender issues, students are better equipped to advocate for gender equality and engage in conversations that challenge traditional gender norms and promote equitable treatment of all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Oral Expression 1 can contribute to SDG 16: Peace, Justice, and Strong Institutions by encouraging students to engage in discussions about social justice, human rights, and peacebuilding. The development of speaking skills enables students to participate in debates, express opinions on legal issues, and advocate for fairness and justice. The course helps students learn how to express their views effectively in conversations about justice and conflict resolution, and it may encourage discussions on the importance of strong institutions that uphold the principles of democracy and the rule of law. 5. SDG 17: Partnerships for the Goals Strong oral communication is a key element of building effective global partnerships. The course enables students to communicate clearly, whether in collaborative research, international projects, or cross-cultural exchange. This directly supports SDG 17: Partnerships for the Goals by improving the ability to engage in multilateral dialogue and global cooperation. By developing effective speaking skills, students can participate more meaningfully in partnerships aimed at addressing global challenges such as climate change, poverty, and healthcare. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Oral Expression 1 helps students engage in global citizenship by allowing them to discuss issues such as sustainability, environmental conservation, and social responsibility. The course fosters the articulation of ideas that can promote education for sustainable development, preparing students to become advocates for sustainable practices. The development of oral skills enables students to participate in discussions around sustainable development and ethical practices, ultimately contributing to the goal of building a more sustainable world through global dialogue. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not a direct focus of an oral expression course, students may have the opportunity to engage in discussions and debates on healthcare, mental health, and public health issues. By articulating thoughts on topics like health policy, well-being, and mental health awareness, students can raise awareness about these critical issues. Moreover, effective communication in health-related fields—such as health education, mental health advocacy, and public health campaigns—is vital for promoting well-being. Thus, students may develop skills that are beneficial for promoting health literacy and health communication. 8. SDG 6: Clean Water and Sanitation (Indirectly) In the context of environmental or public health discussions, oral expression skills can also contribute to the promotion of SDG 6: Clean Water and Sanitation. Students may discuss global water crises, sanitation challenges, and the importance of clean water in various cultural and geographical contexts. The ability to effectively speak about such issues—whether in public debates, activism, or awareness campaigns—can inspire action and foster global cooperation in tackling water and sanitation challenges. Conclusion The Oral Expression 1 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ speaking abilities, fostering global awareness, and encouraging participation in important societal conversations. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 6: Clean Water and Sanitation (indirectly) By improving oral communication skills, students are better prepared to engage with global challenges, advocate for justice, and contribute to peace, all while becoming global citizens who work toward a sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110404 | Expression écrite 1 | Ecrite Exspression 1 | The “Écriture Expression 1” course introduces students to the basics of writing in the target language. Focusing on foundational skills, students learn to compose simple sentences, paragraphs, and short texts. | 1. SDG 4: Quality Education Expression Écrite 1 directly supports SDG 4: Quality Education by helping students develop essential writing and academic literacy skills, which are fundamental to their success in higher education and beyond. Good writing is critical for students to communicate their ideas effectively in exams, assignments, and research projects. As students learn to write clearly and persuasively, they gain the ability to express their thoughts and analyses more effectively, contributing to improved learning outcomes. Writing is an essential skill for academic achievement and lifelong learning. 2. SDG 10: Reduced Inequalities The ability to write effectively in a foreign language can help reduce inequalities by promoting access to education and knowledge across linguistic and cultural barriers. By improving writing skills, students from diverse backgrounds are better able to participate in academic debates, express their opinions, and contribute to discussions on global issues. This course can contribute to reducing inequality by empowering students to express their opinions, advocacy, and social justice causes in written form, whether in local or international contexts. It enables marginalized groups to share their perspectives and challenges more widely. 3. SDG 5: Gender Equality Expression Écrite 1 could address gender equality by encouraging students to write about gender issues, empowerment, and social justice. Writing assignments could involve analyzing gender-related themes in literature, society, or policy, encouraging students to engage critically with these issues. By improving writing skills, students become better equipped to articulate and advocate for gender equality, whether in academic, professional, or activist contexts. They can contribute more effectively to discussions about gender-based violence, women’s rights, and representation in various spheres. 4. SDG 16: Peace, Justice, and Strong Institutions Expression Écrite 1 can help foster critical thinking and the ability to construct logical arguments, both of which are essential for discussing peace, justice, and human rights. Writing well allows students to engage with complex issues, such as social justice, human rights abuses, and legal frameworks that contribute to building stronger and more just institutions. This course can also teach students how to present arguments clearly, whether to advocate for legal reforms, peace initiatives, or human rights campaigns, contributing to SDG 16: Peace, Justice, and Strong Institutions. 5. SDG 17: Partnerships for the Goals Effective written communication is crucial for fostering global partnerships aimed at achieving the SDGs. Students who excel in writing can contribute to international collaborations in the form of research papers, policy briefs, or advocacy campaigns. As students develop their writing skills, they become more capable of contributing to multilateral dialogues and collaborative efforts aimed at addressing global challenges, such as poverty, climate change, and inequality. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Through written expression, students can explore topics related to sustainability, global citizenship, and social responsibility. By writing essays or reports about environmental issues, sustainable development, or human rights, students deepen their understanding of these issues and their role in advancing global well-being. Writing assignments focused on sustainable development can help students articulate solutions to challenges like climate change, resource management, and social inclusion. This contributes to the promotion of global citizenship and sustainable practices. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not a primary focus of the course, students could engage with health-related topics through writing. For example, they might write essays or research papers on public health issues, mental health awareness, health policies, or healthcare access. Strong writing skills can help students advocate for mental health initiatives, health education programs, or public health campaigns, all of which contribute to improving well-being. 8. SDG 13: Climate Action (Indirectly) In a written expression course, students may address environmental issues such as climate change, sustainability, and environmental policies. By developing their writing skills, students can communicate more effectively about the climate crisis and propose solutions to mitigate its impacts. Writing assignments might involve researching climate science, policy analysis, or environmental justice, thus contributing to awareness and action around SDG 13: Climate Action. Conclusion The Expression Écrite 1 course supports several United Nations Sustainable Development Goals (SDGs) by enhancing students’ writing abilities and encouraging critical thinking, advocacy, and global awareness. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 13: Climate Action (indirectly) By developing strong writing skills, students can engage more effectively with critical global issues, contribute to social change, advocate for justice, and become informed global citizens who are able to articulate solutions for a sustainable and equitable world. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110503 | Compréhension orale 2 | Orale Comprehension 2 | The “Orale Comprehension 2” course builds on foundational listening skills to enhance students’ ability to understand more complex spoken language. Students engage with a variety of audio materials, such as podcasts, interviews, and conversations on diverse topics. | 1. SDG 4: Quality Education Oral Comprehension 2 contributes directly to SDG 4: Quality Education by enhancing students’ ability to understand spoken language in a foreign language, which is crucial for academic success and effective learning. In a globalized world, being able to understand diverse spoken texts—whether lectures, debates, or multimedia content—is essential for gaining knowledge. This course helps students develop key listening skills required for academic participation, such as understanding academic lectures, discussions, or workshops in a second language. Improved comprehension can lead to better overall learning outcomes. 2. SDG 10: Reduced Inequalities Oral Comprehension 2 can help reduce inequalities by providing students with the tools to engage with spoken content across different languages and cultures. This course may enable students from different backgrounds to participate in global discussions, social movements, and international dialogues, all of which contribute to social inclusion. By developing listening skills, students are better prepared to understand and engage with the voices and experiences of marginalized communities, which may not be represented in their native language or cultural context. This can contribute to fostering greater equity and access to information in a multilingual world. 3. SDG 5: Gender Equality While SDG 5: Gender Equality is not always the central focus of an oral comprehension course, students might listen to and analyze gender-related content such as interviews, documentaries, or panel discussions on gender equality, women’s rights, and gender-based violence. By improving students’ ability to understand and interpret spoken discussions about gender issues, the course can encourage critical engagement with gender equality and empower students to participate in conversations that promote equal rights for all genders. 4. SDG 16: Peace, Justice, and Strong Institutions Oral Comprehension 2 may contribute to SDG 16: Peace, Justice, and Strong Institutions by improving students’ ability to understand spoken materials on topics such as human rights, justice, social issues, peacebuilding, and legal systems. As students listen to discussions, debates, and speeches about justice, accountability, and human rights, they develop the necessary skills to participate in discussions on peace and justice in their communities or on a global scale. This course helps students understand how effective institutions and laws can shape society and promote peace through listening and interpreting dialogues around these issues. 5. SDG 17: Partnerships for the Goals By improving students’ listening skills, Oral Comprehension 2 indirectly supports SDG 17: Partnerships for the Goals by fostering communication and collaboration across different linguistic and cultural groups. The ability to understand spoken content from a variety of perspectives helps students engage in global partnerships for addressing SDGs like climate change, poverty reduction, and healthcare. Students who can listen effectively to diverse voices in international settings are better equipped to participate in global dialogue and collaborative efforts aimed at achieving shared goals. 6. SDG 4.7: Education for Sustainable Development and Global Citizenship Oral Comprehension 2 can support SDG 4.7, which focuses on education for sustainable development and global citizenship. The course helps students engage with multicultural and multilingual content that may cover topics like sustainability, environmental issues, and global citizenship. By listening to speakers who discuss climate change, human rights, and sustainable practices, students gain a broader understanding of global challenges and their role in promoting sustainability and social responsibility. 7. SDG 3: Good Health and Well-being (Indirectly) While SDG 3: Good Health and Well-being is not the primary focus of Oral Comprehension 2, students may listen to content related to health and well-being, such as public health talks, mental health discussions, or healthcare system interviews. The course can expose students to health-related topics, including mental health awareness, public health initiatives, and medical advancements. Understanding such spoken content can help students contribute to health literacy and well-being in their communities. 8. SDG 13: Climate Action (Indirectly) Oral Comprehension 2 may involve listening to discussions on climate change, environmental sustainability, and climate action policies. By improving students’ ability to comprehend spoken content on such issues, the course helps them engage more deeply with climate action efforts and sustainable development goals. Students could engage in analyzing interviews, panel discussions, or climate change reports, which provide critical information on the state of the environment and the actions needed to address global environmental challenges. Conclusion The Oral Comprehension 2 course contributes to several United Nations Sustainable Development Goals (SDGs) by enhancing students’ ability to understand spoken language in a second or foreign language, thus promoting global engagement, communication, and critical thinking. Here’s a summary of the SDGs addressed by the course: SDG 4: Quality Education SDG 10: Reduced Inequalities SDG 5: Gender Equality SDG 16: Peace, Justice, and Strong Institutions SDG 17: Partnerships for the Goals SDG 4.7: Education for Sustainable Development and Global Citizenship SDG 3: Good Health and Well-being (indirectly) SDG 13: Climate Action (indirectly) By developing listening comprehension skills, students are better equipped to engage with diverse perspectives, participate in global conversations, and become active global citizens who contribute to addressing societal challenges and achieving the SDGs. |
| ILMU BUDAYA | SASTRA PRANCIS – S1 | Kurikulum Sarjana K-23 | 2023 | 23F05110603 | Compréhension écrite 2 | Ecrite Comprehension 2 | A university course titled “Comprehension Écrite 2” typically focuses on advanced reading comprehension skills in a target language. Students engage with complex texts, such as literary works, academic articles, and professional documents, to enhance their understanding and analytical abilities. The course emphasizes critical thinking, interpretation, and the ability to identify themes, arguments, and stylistic elements. Through discussions, written assignments, and assessments, students refine their skills in summarizing, analyzing, and responding to various texts, ultimately preparing them for higher-level studies or professional contexts. | 1. SDG 4: Quality Education Ecrite Comprehension 2 directly contributes to SDG 4 by enhancing students’ literacy and comprehension skills. This goal focuses on ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. By developing advanced reading and writing abilities, students are better equipped to engage with academic texts, communicate effectively, and participate in higher-level educational activities. 2. SDG 10: Reduced Inequalities A key component of Ecrite Comprehension 2 is learning to engage with diverse texts, often covering topics related to inequality, human rights, and social justice. In reading and analyzing texts, students may encounter discussions on issues like gender equality, racial inequality, poverty, and more. This helps promote an understanding of SDG 10, which is concerned with reducing inequalities within and among countries. 3. SDG 16: Peace, Justice, and Strong Institutions Through comprehension and analysis of texts on social issues, governance, human rights, and global politics, students can become more aware of SDG 16. Advanced comprehension courses often include reading materials related to justice, conflict resolution, and the role of institutions in maintaining peace and order. This fosters an understanding of the need for peace, strong institutions, and justice in the world. 4. SDG 5: Gender Equality Many advanced reading comprehension courses, especially those at university level, incorporate texts related to gender equality. Through reading about gender issues, social structures, and women’s rights, students can gain insight into SDG 5 and develop a more nuanced understanding of gender dynamics. This can contribute to empowering students to advocate for gender equality in their own communities. 5. SDG 13: Climate Action While not always a primary focus, Ecrite Comprehension 2 may involve reading and analyzing texts related to environmental issues, climate change, sustainability, and the role of governments and individuals in addressing global environmental challenges. Such readings help build awareness of SDG 13 (Climate Action), encouraging students to think critically about these issues and how they can contribute to sustainable practices. 6. SDG 17: Partnerships for the Goals An important skill in reading comprehension is understanding the role of collaboration and partnership in solving global challenges. Many texts in advanced comprehension courses will explore how countries, organizations, and communities work together to address issues like poverty, inequality, and environmental sustainability. This can foster an understanding of SDG 17, which calls for strengthening partnerships to achieve the SDGs. 7. SDG 3: Good Health and Well-being Ecrite Comprehension 2 often involves texts related to public health, mental health, wellness, and the social determinants of health. Understanding such texts enables students to engage with issues of well-being, disease prevention, and healthcare systems, supporting SDG 3, which aims to ensure good health and well-being for all. 8. SDG 8: Decent Work and Economic Growth Comprehension courses often include readings about economic systems, work ethics, and business practices. By analyzing these texts, students can develop an understanding of global economic challenges and opportunities, which are key to SDG 8. This helps students engage with issues around decent work, inclusive economic growth, and sustainable development. Conclusion While Ecrite Comprehension 2 is primarily focused on developing literacy and analytical skills, its indirect contributions to several UN Sustainable Development Goals are significant. By fostering critical thinking, awareness of global issues, and the ability to engage with a range of topics—many of which are related to sustainable development—this course can play an important role in shaping students’ understanding of the SDGs and encouraging their participation in solving global challenges. |
| ILMU BUDAYA | BAHASA MANDARIN DAN KEBUDAYAAN TIONGKOK | Kurikulum Sarjana K-23 | 2023 | 23U01110402 | Pendidikan Agama Hindu | Hindu Religious Education | Hindu religious education encompasses the study of Hindu scriptures, philosophy, rituals, and ethical practices. It often involves learning from texts like the Vedas, Upanishads, Bhagavad Gita, and various Puranas, along with the teachings of spiritual leaders and gurus. | 1. SDG 4: Quality Education The course would inherently contribute to inclusive and equitable quality education, as it promotes knowledge and understanding of Hinduism, one of the world’s oldest religious traditions. Teaching religious education fosters cultural and religious awareness, critical thinking, and respect for diversity. 2. SDG 5: Gender Equality Hinduism has a wide spectrum of beliefs regarding gender roles, and a thoughtful course could encourage dialogue on gender equality by analyzing traditional and modern interpretations of Hindu texts and practices. The course may explore the roles of women in Hindu scriptures, reform movements, and modern feminist interpretations, addressing issues of gender equality. 3. SDG 10: Reduced Inequalities By examining caste, class, and gender within Hindu society, the course could contribute to discussions around reducing inequality within and among countries. Students might explore how Hindu philosophy and reformers have addressed social inequalities, especially within the caste system and marginalized communities. 4. SDG 16: Peace, Justice, and Strong Institutions Hindu Religious Education can promote peaceful and inclusive societies by exploring concepts like Ahimsa (non-violence), Dharma (duty/justice), and Satyagraha (non-violent resistance), which have been influential in global peace movements. The study of Hindu texts like the Bhagavad Gita or Upanishads might foster dialogue about justice, ethics, and moral responsibilities toward building strong institutions and just societies. 5. SDG 12: Responsible Consumption and Production Hindu phil |